• Title/Summary/Keyword: fashion curriculum

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Service-Learning Projects with Local Non-Profit Organizations Integrated into a Visual Design Class

  • Kim, Eundeok;Lee, Yoon-Jung
    • Fashion, Industry and Education
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    • v.15 no.2
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    • pp.53-63
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    • 2017
  • The growing significance of corporate social responsibility in the fashion industry has shed light on the importance of preparing fashion students to become socially responsible professionals. In spite of numerous benefits of service-learning, the teaching/learning method has been rarely employed in the fashion design and merchandising context. Therefore, the purpose of the study was first, to examine the concept and models of service-learning and compare different types of service-learning programs, and second, to discuss service-learning projects that were adopted in a visual design class as examples that service-learning can be effectively integrated into the fashion design and merchandising curriculum. This study provides the opportunity to share successful service-learning implementation with other educators to help with effective incorporation of the pedagogical program into the curriculum.

A Study on the Consciousness of Fashion Industry Internship - Focused on Directors of fashion Industries - (패션 산업 인턴십에 대한 의식 연구 -패션 기업 관계자를 중심으로 -)

  • Chung Sang-Gil;Yu Ji-Hun
    • The Research Journal of the Costume Culture
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    • v.13 no.4 s.57
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    • pp.604-621
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    • 2005
  • The purpose of this study were to analyse the consciousness of persons in charge of fashion industries and to provide some basis data for development of the fashion internship program which could reduce differentiation between fashion colleges and fashion companies. Fifty national fashion brands had been randomly selected and question researches had done from August twenty-seventh to October thirtieth by the visit, mail, fax and e-mail etc. Date analyses were conducted with SPSS program on the frequency, t-test and ANOVA. The results were as follows. The companies selected interns by documents and interview, however, in the future they will prefer to accept interns by appraising some task. They preferred to apprentice for two months with some simple job and tasks. The companies wanted some prerequisite study such as major curriculum, human nature education, computer education. And each division wanted different curriculum. They wanted to be joined with industrial disaster insurance for intern and to be given allowance and credit. They also preferred reputation ratio of industry : college as $70\%$ : $30\%$ for intern reputation. There were some vitalizing method of fashion internship such as discriminated fashion internship program, government support for industries, universities and students, organization opening to connect industry and . university, mentor-system and credit system introducing, curriculum reforming in the university.

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Study on Textile Product Development and Song HaYoung Class Satisfaction through Capstone Design Curriculum (캡스톤디자인 교육과정을 통한 텍스타일 상품개발 제안 및 수업만족도 고찰)

  • Song, HaYoung
    • Journal of Fashion Business
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    • v.23 no.5
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    • pp.124-136
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    • 2019
  • Capstone design is a creative and comprehensive educational program requiring practical adaptation skills for the industry. The purpose of this study was to analyze the results of design development, lectures and curriculum satisfaction for textile fashion products based on four years of capstone design curriculum from 2015 to 2018. The curriculum consists of 26 groups of 72 students and a total of 26 final results were obtained via industry-university cooperation. The materials for product design development included differentiated clothing, leisure goods, bags, dog goods, smart goods, interior goods and recycled products based on textiles. The degree of satisfaction with lectures involving the capstone design class was very high, with 4.2 out of 5.0 when the number of students was less than 10. However, when the number of students was 20 or higher and the number of students was large, the level of satisfaction was below 3.88. Therefore, the capstone design class comprising less than 10 students was better at individual teaching and teamwork. In terms of satisfaction with capstone design curriculum, the respondents indicated that the teaching method addressing the needs of industry and academia facilitated practical learning. It was very helpful in improving competency related to the design and development majors and future employment. The capstone design curriculum was effective in the training for practical design development and planning.

A Case Study on an Artificial Intelligence Fashion Curation Practice Subject through Industrial-academic Project-based Learning (산학 연계 프로젝트 기반 학습(PBL)을 활용한 AI 패션 큐레이션 실습 교과목 운영 사례 연구)

  • An, Hyosun;Park, Minjung
    • Fashion & Textile Research Journal
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    • v.23 no.3
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    • pp.337-346
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    • 2021
  • In the fourth industrial revolution, fashion students are expected to work with various technologies to show creativity. This study aimed to conduct project-based learning(PBL) in collaboration with industry experts to design and operate artificial intelligence(AI) in the practice subject of fashion curation through the industrial academic teaching method. We first looked at teaching methods and strategies incorporating PBL in various academic fields. Next, we analyzed fashion projects and fashion curation services applying AI. Then through the question-and-answer method and by consulting with industry experts, we developed a curriculum for AI fashion curation, applying PBL(fashion market and trend analysis; new styles and time, place, and occasion planning; AI machine learning data set production; curation model development; and evaluation) suitable for the university's educational environment, information technology company conditions, and fashion students. As part of a close cooperation system with the industry, we conducted a 15-week Fashion Project II (Capstone Design) course and evaluated the outcomes and student satisfaction with the course. Students were able to develop new style, and time, place, and occasion categories and to utilize strategies for AI fashion curation services reflecting the unique needs of Millennials and Generation Z. Students showed high satisfaction with the curriculum. Further, it was confirmed that the study successfully applied PBL in class using AI technology in fashion education.

A Report on the Fashion Education in italy (이태리 패션 교육에 관한 고찰)

  • 김소현
    • Journal of the Korean Society of Costume
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    • v.27
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    • pp.147-161
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    • 1996
  • This is a report on the fashion education in Itatly. The author looked into the character of education system and the curriculum of the fashion institutes in Italy. This report will be the guideline in the fashion education in Korea. The results of this study are as follows. 1. The curriculum of fashion education should be adjusted to be realistic and to keep the proper balance between theories and skills. 2. The Train for construct tchniques should be given much more weight in the total skill educations. 3. It is demanded that fashion institutes should take efforts to fill the gap between institutes and fashion industries for example field training. 4 It is better to change the sys-tem of fashion education as cultivating the various fashion specialists For this it is necessary to make various cources in the de-partment of clothings.

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Analysis of fashion Curriculum in 4-year Colleges : Cross-national Comparison of Korea, USA, UK, Japan, & Hong Kong (4년제 대학의 패션관련학과 교과과정 비교분석: 한국, 미국, 영국, 일본, 홍콩를 중심으로)

  • 구양숙;김정원;박경애;박광희;추태귀
    • Journal of the Korean Home Economics Association
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    • v.37 no.11
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    • pp.19-32
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    • 1999
  • This study analyzed the curricula of fashion related majors at 4-year colleges in the USA, UK, Japan and Hong Kong as well as in Korea and compared the characteristics of the Korean curriculum with those of the four countries. A total of 124 curricula from 103 colleges were collected. Courses were divided into eight categories (including industry and market information; materials; merchandise planning; design; production; distribution and selling; basics; and consumption) representing the production and distribution process of fashion business. There were differences in course offerings among the five countries. Overall, curricula in Korea emphasized design and production (construction) areas and showed not much differentiation among colleges. While industry and market information, merchandise planning, and production (management) areas were emphasized in the USA , differentiation/specialization by major was observed . UK and Hong Kong had well-specialized curricula by major Japan seemed to offer traditional and consumption oriented courses. Based on the findings, some propositions for the Korean fashion curriculum were discussed.

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Integrating Creative Problem Solving into the Field of Fashion Education

  • Oh, Keunyoung
    • Fashion, Industry and Education
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    • v.15 no.1
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    • pp.59-65
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    • 2017
  • Fashion professionals these days agree that changes in the fashion business are essential and highly value creativity as a genuine source for generating new ideas in fashion products as well as fashion business practices. As fashion professionals deal with problems of which solutions do not exist or that need innovative solutions for brand or product differentiation in the fast-paced environments, interest in creativity and creative problem solving in the field has increased; therefore, fashion educators have realized that there has been an increasing need for incorporating creativity or creative problem solving into the fashion curriculum. In this study, the researcher intended to review previous research on the use of creative problem solving in classrooms in various disciplines including the field of fashion education to provide insights and suggestions for fashion educators to integrate creative problem solving into the fashion education curriculum. Previous attempts to apply creative problem solving to solve issues in fashion classrooms have mostly limited to promoting divergent thinking techniques. It is suggested for fashion educators as well as fashion students to consider creative problem solving as a process consisting of the four distinct stages in which both divergent and convergent thinking techniques should be properly utilized stimulating various thinking strategies.

Analysis of Educational Content Related to 'Clothing Life Industry' in Middle and High Schools According to Curriculum Revision (교육과정 개정에 따른 중·고등학교 '의생활산업' 관련 교육내용 분석)

  • Lee, Eun Hee
    • Fashion & Textile Research Journal
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    • v.26 no.1
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    • pp.15-24
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    • 2024
  • At a time when the direction of the middle and high school curriculum is being discussed in line with the change in the future education paradigm to the 4th industrial revolution and the post-COVID-19 era, this study attempted to establish the identity of middle and high school clothing life education by exploring the clothing life contents with content analysis method and analyzing the 'clothing life industry' related educational content of the curriculum revision period. Following the revision of the curriculum, the contents related to the middle and high school 'clothing life industry' were not systematic. In the 2022 revised curriculum, the 'clothing life industry' and the digital fashion industry are presented as content related to the 'clothing life industry', so it is expected that the textbooks implemented in the educational field in the future will mention specific content about this. In addition, research on the direction of sustainable clothing life is also needed because the 'clothing life industry' can be an important cause of environmental pollution from production to consumption. Above all, it is expected that follow-up studies will be conducted to enhance the value of clothing life education in the future in the reality that the awareness of middle and high school clothing life education is low.

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.