• Fashion & Textile Research Journal
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• v.24 no.2
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• pp.173-182
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• 2022

As consumption pattern and fashion communication become digitalized, fashion houses are being inherited by creative directors owing to their expanding role. While the roles and responsibilities of creative directors have been changing extensively along with the dynamic nature of the fashion industry, researches on creative directions have mostly focused on luxury brands. This study examined the creative direction of John Galliano for Maison Margiela, a conceptual brand to be maintained by a creative director. To analyze this, the authors established a creative direction analysis model constituting five elements: brand heritage, trend, democratization, brand status, and persona, drawing on the luxury brand architecture by Kapferer and Bastien. Thus, Galliano has maintained anonymity as a heritage of Maison Margiela, expanding the existing Replica lines, and introduced fashion shows focusing on current issues or social phenomena. As a democratization strategy, he directed the brand to associate with more popular brands or expanded diffusion lines to secure broader customer base, while demonstrating couturier-like showmanship in the media and establishing his own persona. His direction for Maison Margiela recreates and expands brand heritage by transforming the brand philosophy. Therefore the new creative direction communicates with the wider public and diversifies customer bases through democratization strategies, while building Galliano's own persona.

• The Journal of the Korea Contents Association
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• v.20 no.12
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• pp.311-321
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• 2020

This paper presents the current status of creative writing education through examining studies which have been published since 2000 and discusses the future direction. Following the Korean government's educational slogan to nurture creative and competent talents, creative writing, as one of foundational skills across disciplines, had begun to be introduced into the curriculum of liberal arts colleges from early 2000s and has become a required course since 2015. Although many studies on creative writing education have been conducted during this period, whether creative writing, which enhances creativity dealt in cognitive sciences, can be recognized as an independent field of study calls for in-depth discussion. The ongoing issues concerning creative writing education involve a lack of professional instructors and absence of the operational and evaluative system. What's necessary is a clear definition of the extent of creative writing education; the educational efficiency of the proposed contents also need further verification. Therefore, as the basis for future constructive conversation, the current paper recapitulates the literature on creative writing education in Korean universities, classifying studies based on periods and cases of contents, and presents the direction regarding the operation of and research on creative writing education.

• Korean Management Science Review
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• v.32 no.4
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• pp.237-254
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• 2015

The objective of this study is developing a classification scheme of the creative employment and analyzing trends of the creative employment in Korea. Many countries have pursued the creative economy to generate new jobs and tried to estimate the creative employment as a way to measure the creative economy. However, the definition of the creative employment is still ambiguous partly because it depends on the characteristics of diverse industries and the direction of economic policies that each country has. Therefore, we propose a classification scheme of the creative employment, which reflects the creative economy in Korea. Then, we examine how the creative employment changes in Korea. Our results show that the jobs requiring the highest level of creative skills increase stably and steadily over the years.

• Educational Technology International
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• v.7 no.2
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• pp.23-44
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• 2006

As the educational paradigm has shifted from the traditional knowledge oriented instruction learning to the knowledge product oriented instructional learning, the development of student's creativity becomes one of the most important educational goals, because the ability that can produce the knowledge creatively is required in the digital information knowledge based society. The purpose of this study is to make a basic direction and strategy for the instructional design to develop an on and off line blended instructional design which will help a learning community to be a more collaborative and creative learning community. This research has investigated the concept and the characteristics of collaborative creativity and creative problem solving as the theoretical basis of the design. After that, on the basis of the theories connected with the collaborative creativity theory, the direction and the strategies for the development of collaborative creativity was designed. The design was applied into the real learning community and finally proved the effectiveness of the learning model for the development of the collaborative creativity by the quantitative evaluation.

• Journal of Korea Multimedia Society
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• v.17 no.11
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• pp.1354-1362
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• 2014

In order to solve the complicated problems faced by the spread of diversified information devices and changes in the user environment in recent years, the importance of training creative talent as well as the need for interdisciplinary convergent approach have emerged. As a future technology development project, convergence education with the design sector for training creative talent in the IT field is also urgent. In this study, we recognized the importance and problems of the convergent approach between IT and design sector by examining the convergence theory and cases with a focus on effective creativity development and sought a new direction for convergence education in the future by investigating the awareness on the convergent approach of college students and analyzing the results. This will be able to have significance as a basic study for discovering creative and innovative convergent talent in the IT and design sector in the future and strengthening basic competence.

• Journal of Fashion Business
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• v.25 no.4
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• pp.14-35
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• 2021

This study compares and analyzes the designs of Burberry creative directors, Christopher Bailey and Riccardo Tisci. For this purpose, 322 photographs (176 Christopher Bailey and 146 Riccardo Tisci) were collected and the data analysis criteria were classified into color, shape, material, decoration, item, and fashion style. With respect to the data analysis method, statistical analysis and content analysis were combined. First, the design characteristics of Christopher Bailey top and bottom combined bright tone, tone-in-tone color scheme, H-line, heterogeneous material combination, and smart casual appeared very frequently. Second, the design characteristics of Riccardo Tisci top and bottom combined were monotone, tone-on-tone color scheme, H-line, heterogeneous material combinations, and street culture. Third, the design differences between creative directors were significantly different in color, tone, color arrangement, pattern, material type, material combination, detail, top and bottom items, and fashion style. Burberry men's wear maintains Burberry's traditional design identity with achromatic colors, beige-based colors, and beige checks. Christopher Bailey's design direction is characterized by modernity in a casual mood that emphasizes practicality. The design direction of Riccardo Tisci is characterized by a wide gap between images in a semi-formal style that emphasizes Burberry's tradition and a free-spirited casual style.

• Fashion & Textile Research Journal
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• v.23 no.4
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• pp.423-438
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• 2021

This study compared and analyzed the direction of Louis Vuitton creative directors Kim Jones and Virgil Abloh. Accordingly, 485 photos(251 Kim Jones, 234 Virgil Abloh) were collected. For data analysis, statistical and content analyses were combined. First, as for the overall design characteristics of creative director Kim Jones, complex colors, colorful barrels, tone-in-tone color schemes, H-line, plain fabrics, soft materials, heterogeneous material combinations, casual style. Second, as for the overall design characteristics of creative director Virgil Abloh, achromatic color, colorful tone, tone-on-tone color scheme, I-line, plain fabric, soft material, similar material combination, casual style. There were significant differences in color, tone, color scheme, silhouette, pattern, material type, material combination, fashion image, detail, trimming, top and bottom that differed in the creative directors' design direction. Therefore, it appears that Kim Jones has been directing the luxurious and unique men's wear through H-line, coat and slim pants, colorful color combination, soft material, heterogeneous material combination, plain fabric, and chic active sensibility. Meanwhile, Virgil Abloh is directing men's wear in a loose and trendy street mood through the I-line, jacket and wide pants, achromatic color, soft material, plain fabric, similar material combinations, and soft and sophisticated modern sensibility.

• The Mathematical Education
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• v.50 no.4
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• pp.403-428
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• 2011

The direction of recent education literature points to the importance of creativity and creative practices, which also plays an important role in character education and has been recognized as being invaluable for the educational goals of the 21st century. As such, the goal of mathematics educators and researchers has also been on emphasizing the importance of building character and promoting creative practices. In this research, we study the pedagogical measures that can be easily implemented in classrooms to foster creative mathematical thinking and practices in students. In particular, the mathematical topic of interest is three-dimensional geometry, and especially polygons, and processes in which mathematical knowledge and creative practices play out in classrooms. For example, we explore how these creative lessons can be organized as the target internalization lessons, concepts definition lessons, regularity and relationship lessons, question posing lessons, and narrative story lessons. All of these lessons share three commonalities: 1) they require specific planning and execution challenges in order to achieve creative tasks, 2) they take advantage of open-ended problems, and 3) they are activity-oriented. Through this study, we hope to further our understanding on successful creative mathematical educational practices in the field of mathematics education, and help establish model lessons and materials for teachers and educators to use towards such goals.

• Journal of Distribution Science
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• v.18 no.8
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• pp.65-74
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• 2020

Purpose: The purpose of study is to examine the effects of design thinking-based programs on creative potential, creativity and innovation behavior, as well as the mediating effect of creative potential and creativity. Research design, data and methodology: The study was conducted through a four-step process. First, the previous studies were investigated. Second, a total of three experts were reviewed to improve and supplement the program. Third, a workshop-based design thinking program was conducted four times. Fourth, the effectiveness of the program was reviewed through data analysis. Results: The design thinking-based program was found to have a statistically positive effect on creative potential, creativity, and innovation behavior. As another hypothesis of this study, by applying the design thinking-based program, it was statistically confirmed that creative potential has a direct, indirect effect, and a mediating effect on innovation behavior. Conclusions: These results provide usability for design thinking in terms of direction for creativity-based creative problem solving and innovation. Finally, design thinking can be used to develop and utilize new services and discover new ideas, especially improve the competitiveness of the company. In addition, it means that the level of innovation action can vary depending on the level of the individual's creative potential.

• Research in Mathematical Education
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• v.13 no.1
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• pp.5-12
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• 2009

Mathematical creativity is the most important factor for the advancement of mathematics. Only creative mind can produce creative results. But not much research work has been done in this direction. The present author has taken a scheme of developing a mathematical creativity test to identify creative children in mathematics and to find the relationships of psychoticism, neuroticism, intelligence, ability to achieve in mathematics and general creativity with mathematical creativity and their composite effect on it over a population of Bengali medium school students. In this approach, Bengali adaptation of English version of the "Verbal Test of Creative Thinking" by Mehdi [Mehdi, B. (1985). Manual of verbal test of creative thinking (revised edition). Agra, India: National Psychological Corporation.] has been completed. Works of adapting intelligence test, developing mathematical creativity test, adapting personality test in Bengali are in process. Relationships are to be found later.