• Journal of Fashion Business
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• v.27 no.3
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• pp.150-165
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• 2023

The purpose of this study is to propose a fashion design creativity convergence education program based on creative thinking that can be effectively used to create a creative fashion design in the fashion education field, and to verify the suitability of this program and its effectiveness in improving creativity. To this end, a fashion design creative convergence program combining divergent thinking and convergence thinking was designed, and an experimental study was conducted among college students in the fashion design department. Creativity evaluation was conducted by evaluating students' creative ability and creativity of fashion design results. In addition, an open survey was conducted to collect learners' opinions on the suitability of the program and the convergence process of divergent and convergent thinking. As a result of this study, it was found that the fashion design creative convergence education program based on creative thinking improves the creative competency of major learners of fashion design and is the learning performance competency in the process of producing creative results. This study is meaningful as it is a basic study that proposes a fashion design education program to foster the creative competency of fashion design majors, and is expected to be used in various ways in the educational field.

• Journal of the Korean Society of Clothing and Textiles
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• v.36 no.1
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• pp.68-83
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• 2012

This study suggests a Korean fashion design education model through a comparison of the fashion design curriculum and education systems in the USA, Europe, and Korea. For this, a case study of fashion design curriculum and education systems in the USA was performed with literature reviews about education methodology and design process to develop creativity, following the prior study, A Comparative Study on Fashion Design in Europe and Korea. For the case study, 12 superior fashion design education institutions in the USA were chosen from fashionista (N.Y.) and the goals, the emphases, the constitution of the online curriculum of each undergraduate fashion design course were examined. As a result of this study, Korean fashion design education model (1+2.5+0.5 model), was proposed by integrating the education systems of the USA and Europe, as follow: First, Korean fashion design education institutions need to be characterized and the departments/majors should be gradually specialized by the major. Second, foundation courses prior to undergraduate courses or during the 1st year should be established to result in a multi- disciplinary basic education. Third, a project based major needs to be performed that connects fashion design subjects with their related subjects for 2 and a half years as of the $2^{nd}$ year. These projects can be progressed by problem-solving design process of problem-identification and brainstorming-research, analysis-design concept-design ideation, selection-design development, implementation-critical evaluation and solutions. Fourth, collaborative projects or integrated courses with related Liberal Arts or other art and design majors should lead to muliti-discilplinary education. Fifth, the chance of increased active industry-academy collaboration and actual employment or enterprise can be facilitated by the establishment of only the courses related to domestic or international internships during the $2^{nd}$ semester of the $4^{th}$ year.

• Journal of the Korean Society of Costume
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• v.64 no.2
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• pp.50-69
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• 2014

Sustainability has been a big issue over the whole global industry lately and is an important fashion trend that reflects the modern phase of the time. The concept of sustainable fashion includes physical fashion products made from eco-friendly or recycle materials as well as ethical value such as corporate social responsibility for environment, labor or working condition. Fashion companies of advanced countries who are aware of the geo-environmental and ethical issues found that generating profits by setting trends and pursuing external beauty can no longer be the ultimate goal of fashion companies, and started to recognize the importance of sustainable fashion as a future-oriented trend. Not only fashion industry but also governments of advanced countries have been playing a leading role to educate the people regarding the importance of sustainable fashion and making large investments to foster industry specialists in educational institution. The aim of this study is to propose sustainable fashion design education program that fits the domestic university curriculum and government-leading education program in order to set the foundation for sustainable fashion industry. Thus, this study investigates successful cases of foreign government-led sustainable fashion education that can be introduced to improve domestic sustainable fashion education. The empirical study of the research is developing 12-15 week university level education program to foster specialists in sustainable fashion. The survey carried out by the students who participated in the program shows the change of perception on sustainable fashion. Developed university level program can be spread to municipal corporation, school of continuing education, and etc. in order to derive participation and problem perception of the citizens on sustainability. Developing systemized sustainable fashion design education program would be the first step of sustainable fashion by educating students who will take the leading role in the future fashion industry. Moreover, it can strongly influence future customer education as well as a special education inducing interest on sustainability in everyday life. A follow-up study is expected to serve as a foundation for sustainable fashion to take root successfully in the fashion industry.

• Journal of the Korean Society of Clothing and Textiles
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• v.35 no.10
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• pp.1199-1214
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• 2011

This study suggests the direction of fashion design education suitable for Korea by comparing the fashion design educational systems and the curricula of the main fashion institutions in Europe and those of some universities in Korea. For this, 6 fashion schools in UK, France and Italy and 12 four-year-course universities in Korea were sellected. At first, the educational systems of the nations above and the information about the selected institutions were examined through literature reviews. Then, case studies were performed about the curricula and the other characteristics of the selected fashion design courses by each website or leaflet as well as additional interviews with their course directors or graduates. The results of this study are as follow: First, Korean fashion design education system needs to be specialized and subdivided with a curriculum centered on fashion design. Second, a foundation course needs to be developed to raise a broad and creative approach for design as well as to discover each student's aptitude. Third, the curricula about design process and research methodology need to raise a problem-solving individual of ability. Fourth, a project-based fashion design education is required by a specialized education as well as multi-disciplinary programs. Fifth, an industry- related and market-based fashion design education is asked through internships, professional teaching staff, industry-sponsored projects, seminars and professional design critics. Sixth, English and technology needs to be added to the curricula to develop global professionals. Finally, a cultural fashion design education based on Korean identity is required to develop the Korean fashion industry into a higher value-added business.

• Journal of the Korean Home Economics Association
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• v.46 no.6
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• pp.115-122
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• 2008

In today's college curriculum, fashion illustration courses are regarded as fundamental sources of knowledge in the fashion industry and the fine arts. The purpose of this study was to critically examine current curricula and educational objectives of fashion illustration courses offered by domestic fashion-related universities and academic institutions, in order to help the development of more effective tertiary level fashion education. Based on the results of data analysis, we suggest the following recommendations: Firstly, university courses should focus on drawing-centered fundamental education. Secondly, design education linked to fashion illustration should be strengthened. Thirdly, creativity-boosting design education is necessary. The range of curricula that could foster creativity and problem-solving skills in professionals should be enlarged, and future education should place emphasis on lateral and creative thinking. The result of this study are expected to contribute to the development of better curriculum in fashion-related education.

• Journal of the Korean Society of Costume
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• v.66 no.1
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• pp.73-89
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• 2016

This study aimed to develop an education program for fashion design that can deliver knowledge and techniques to enhance the capability of participatory fashion designers. The framework for education program was established based on the RP (Rapid Prototype) model, and the developing process of education program was structured and systemized. As a result, this study proposed the circulated RP-ISD model, which is designed to revise and complement the educational objectives, strategy and evaluation tool by iterative prototype, and purposed to be consistent in carrying out the instructional systems design. Furthermore, the systematic developing process and the assessment criteria of design education program for ten weeks was proposed. This result could be used as a base study of participatory fashion design and contribute to systemization of education programs in design field. Furthermore, it could foster the possibility of an alternative education model in fashion design.

• Journal of the Korean Society of Clothing and Textiles
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• v.29 no.5 s.142
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• pp.585-594
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• 2005

The purpose of this study was to analyze the situations and satisfaction of fashion design education in Busan, and the way to promote it. Data were collected from 192 college(university) students and 185 vocational students living in Busan and analysed by frequency analysis, factor analysis, Cronbach's $\alpha$, multiple regression, and t-test. The results are as follow; 1. Factor analysis has extracted three factors: environmental factors, student factors and quality of education factors. 2. The biggest factor that affects the satisfaction level of the education fumed out to be the student factors, followed by the environmental factors. 3. Demonstrated that vocational students were more satisfied with their education and had a higher degree of pride and confidence in their educational factors and level of satisfaction than college(university) students. In conclusion, we must encourage the industrial-educational corporation to promote the practicality of the fashion design education system and make diversification and specialization of the curriculum of fashion design education to cultivate students of talent.

• Journal of the Korean Society of Clothing and Textiles
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• v.34 no.8
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• pp.1265-1276
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• 2010

The carelessness of basic design form in education can result in a lack of creativeness and critical thinking ability that will decrease adaptability in a rapidly changing fashion industry. If the fashion education just repeats the previous education of basic form of design, it will be impossible to create original value in fashion design. It is necessary to re-establish the characterized program of the basic form of design education. This study develops concrete educational contents of the basic form of design that can be applied to fashion design through the study of the fundamentals and the concepts of the basic form of design. This study is the basis for the cultivation of talented designers with creativity, forming ability, problem solving skills, and critical thinking ability. The research method is the fundamentals, specialty publications, and designs studied. As a result, an education program for the basic form of design to be used in fashion design education was developed. The development of education contents of the basic form of design has been developed as the plane form that aims the perceptual and emotional effects through the expression of the objects, through the use of dots, lines and planes that are the basics in forming practice and the expression of the abstract images. This suggests subjects composed of the various progressive forming conditions with the abstract dots and lines. In this subject and during the process of the idea, development, and fashion design, the overall unity, harmony, and the theory of gestalt (closure, proximity, and similarity) has been obtained. As a result, the content of the subjects was developed from the perspective that comprehensive decision making skills made from the process can lead to an improved sense of the fashion design.

• Fashion & Textile Research Journal
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• v.16 no.5
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• pp.745-755
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• 2014

The purpose of this study was to observe school education system, higher education, and fashion education in Germany to find a good model for an desirable future education to lead a creative students in Korea, thereby reshaping curriculum. We also analysed the curriculum of the fashion design offered in Hochschule Pforzheim and Berlin University of Art. We used secondary data collection by literature reviews of articles and web sites on the internet. Results of this study are as follows: German school and education system oriented with differentiation even though there are variety of them. Students can select their education system, considering work field and their own life & humanities. Various fashion education institutions were found to have their own education concept to enhance creativity with different system. Our results of analysis of the fashion design program of Hochschule Pforzheim and Berlin University of Art show their creativity education in their curriculums with module basis. Two universities have a differentiate education direction for the same aim to do creative design study and research. We realized that students learn and get the knowledge and apply to the field with a long term internship, communication skill and presentation development courses. Project based modules enable students to be creative, and active human. Strong design basis, and humanities disciplines will support people to creative design works. These two universities offer a good model of program to build up self education drive, academic and practical ways of training, and project based, internship, etc.

• Journal of the Korea Fashion and Costume Design Association
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• v.21 no.1
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• pp.115-129
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• 2019

This study aimed to develop methods for technical design education that can be intimately connected to the industrial field. For this, technical design jobs performed in the fields of the domestic and foreign fashion industries and their required competences were examined, and educational methods based on constructivism were proposed. Korean fashion technical designers' works were identified, and then the fashion technical designer's responsibilities and qualifications were collected and analyzed from global employment sites. On the basis of the collection and analysis, hands-on staff members and education experts were interviewed about required competences for the actual business and possible suitable methods for education. The results of research showed that in the case of the US, job systems and relevant duties for technical designers were clearly defined by clothing brands, whereas in Korea, businesses were systematized around vendors, not brands, and as a result the businesses of technical package composition and specification proposals were not performed properly. This study organized the contents of technical design education into fit development and specification, the composition of technical design packages, the evaluation and approval of samples, fit schedule management and fitting, block pattern setting and pattern correction, sewing specifications appropriate for styles and materials, grading, technical terms, and production management. As for the technical design education models, the cognitive apprenticeship model, resource-based learning, the problem-based and anchored model, and the problem-based and resource-based models were proposed.