• Human Ecology Research
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• v.54 no.4
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• pp.427-440
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• 2016

This study uses comparison tests of bodice basic patterns to research improvements in wearing evaluation methods based on differences in bodice basic patterns and body size. As study methods, we calculated body sizes for six types by selecting four types of bodice basic pattern and utilized bodice basic pattern size measurement tools. The study result are as follows. First, as the result of analyzing bodice basic patterns per each part and body size difference by bodice basic pattern size measurement tool, shoulder angle cover rate was J&K type 57.57%~68.41%, N type 53.13%~65.57%, L type 51.87%~63.73%, and H type 59.03%~68.20%. In the item of neck base circumference, it was J&K type 6.4~-16 mm, N type 10.7~-31.9 mm, L type -5.2~-13.4 mm, and H type -6.2~-15.4 mm. In the item of armscye circumference, it was J&K type -18.9~-59.4 mm, N type -15.2~-51.3 mm, L type -38.9~-52.7 mm, and H type -17~-42.2 mm. In the item of biacromion length, it was J&K type 23.2~-4.7 mm, N type 18.4~-10.4 mm, and H type 3.5~-5.7 mm. In the item of interscye back, it was J&K type and N type 17.6~-13.6 mm, L type 11.9~-13.6 mm, and H type 3.2~-11.8 mm. The item of interscye front was found in the sequences of study type and L type. Second, the Kruskal-Wallis test result (according to bodice basic pattern) indicated meaningful differences in items of shoulder angle cover rate, neck point to breast point, bust point-bust point, biacromion length and armscye circumference and H type had an overall higher rank.

• Journal of Fashion Business
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• v.5 no.2
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• pp.129-147
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• 2001

The purpose of this study is to survey and analyze domestic fashion education institution's program on apparel prototype and thereupon, address the problems and find their solutions, and thereby, provide for some basic data useful to improve the basic patterns of apparel and ultimately, help reinforce the professional and practical apparel design education. The results of this study can be summarized as follows; 1. 85.1% of the subjects finished graduate or higher courses. Almost all of the college and junior college teachers finished graduate or higher courses, while only 31.6% of those teaching at technical institutes finished graduate or higher courses. Such a finding suggests that colleges tend to employ their faculty members based on their academic background but that technical institutes value the practical ability of their faculty more. 2. As a result of surveying the types of basic patterns used by teachers, it was found that 72.3% of them were using two or more patterns. The basic pattern preferred most by our teachers was Japanese culture institute's type (71.3%), followed by the US FIT type (24.5%), Lim Won-Ja's type (22.3%), French ESMOD type (17.0%). 96.3% of our apparel design students were making their basic patterns as instructed by their teachers. 3. 67.0% of our students were using their conceived sizes for production of their basic patterns, 14.9% were referring to the ready-made sizes, 8.5% were relying on their teachers' individual experiences, and 9.6% were using their own cord sizes. In order to survey the difference between teachers' sizes (ready-made sizes or individual experienced ones) and business sizes used, the basic body measurements used for ready-made apparels were surveyed to be compared with the national standard body sizes set in 1997 for women aged between 18 and 24. As a result, it was found that the ready-made sizes used for apparel production prototypes than teachers' ones were nearer the national standard sizes. Such a finding suggests that it may well be necessary for teachers to be more connected with the apparel businesses and thereby, teach their students in a more realistic way with correct information. 4. 83.0% of the subject teachers were tacking their basic patterns to be well fitting, and 76.9% of these teachers were tacking the patterns in reference with students' individual body sizes. In all, 97.4% of the subject teachers were guiding the tacking process, which suggests that the flat patternmaking is taught primarily for customized apparels. As a result of comparing the fitness of basic patterns with those of each body part, it was found that teachers were most dissatisfied with the fitness of shoulders and arm hole depth. Therefore, it will be necessary to reclassify the body types or find other drawing techniques to improve the fitness of such body parts. Nevertheless, teachers were willing much (4.18) to develop their own educational basic patterns for themselves. Lastly, it is hoped that this study will be followed up by future studies on educational prototypes covering diverse body shapes and those on practical implementations of those prototypes for students.