• Title/Summary/Keyword: Korea Design Education

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A Study to Suggest Korean Fashion Design Education Model for a Creative Fashion Design -Focus on Comparative Case Studies in the USA, Europe, and Korea- (창조적 패션디자인을 위한 한국의 패션디자인 교육모델 제안에 관한 연구 -미국, 유럽, 한국의 사례 비교를 중심으로-)

  • Choi, Kyung-Hee
    • 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.

  • https://doi.org/10.5850/JKSCT.2012.36.1.68 인용 PDF KSCI

A Study on the Multidisciplinary Design Education in Design Academy Eindhoven (네덜란드 디자인 아카데미 아인트호벤의 통합적 디자인 교육에 관한 연구)

  • Kang, Hyun-Dae;Kwak, Chul-An
    • Journal of the Korea Furniture Society
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    • v.23 no.1
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    • pp.47-56
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    • 2012

  • This study particularly looked at educational philosophy and content of Design Academy Eindhoven in Holland which provides multidisciplinary design education. For it might be important data for examining the educational substance and directivity in design that help construct education system in design for a new era among the varying design paradigm. The biggest feature of DAE education system designed for students to optimize their ability with systematic education of 8 contexts with 4 approaches through innovative specialty system. Besides, their interaction helps students major in what is individual specialty. Most of all, the study on the contents of DAE's multidisciplinary education is expected to be significant data for our design education that lacks integrative perspective in the respect that students might be able to develop their identity as an individual designer in changing society beyond the mere technical and formative level of design.

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