Journal of the Korean Society of Clothing and Textiles (한국의류학회지)

The Korean Society of Clothing and Textiles (한국의류학회)
권호 표지
DOI QR코드

DOI QR Code

Improving Creative Design Skills -The Effects of Past Experience on Apparel Design Education-

  • Lee, Yoon Kyung (Dept.of Textiles, Merchandising and Fashion Design, Seoul National University) ;
  • DeLong, Marilyn (College of Design, University of Minnesota)
  • Received : 2016.01.27
  • Accepted : 2016.03.10
  • Published : 2016.04.30
Download PDF
⟨ Previous Next ⟩

Abstract

This study explores factors that influence the development of creative ideas among apparel design students. This research is to understand how past experience (especially in art and design), influences the development of creative ideas in apparel design. The interaction between two related elements of student experience and work process is explored. A design process model based on Wallas's (1926) creative problem-solving process and Koberg and Bagnall's (1974) design process was used in the context of a beginning-level apparel design course comprised of Korean and Chinese students at a university in Seoul, South Korea. The results show that students with past experience in art and/or design performed differently than inexperienced students when faced with the same stimulation. Significant differences were also observed between experienced and inexperienced students in the development of creative ideas.

Keywords

References

  1. Badke-Schaub, P., Goldschmidt, G., & Meijer, M. (2010). How does cognitive conflict in design teams support the development of creative ideas? Creativity and Innovation Management, 19(2), 119-133. doi:10.1111/j.1467-8691.2010.00553.x
  2. Boden, M. A. (2010). Creativity & art: Three roads to surprise. Oxford: Oxford University Press.
  3. Bourdieu, P. (2001). Masculine domination. Redwood City, CA: Stanford University Press.
  4. Chickering, A. (1977). Experience and learning. New York, NY: Change Magazine Press.
  5. Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. New York, NY: Harper Perennial.
  6. Csikszentmihalyi, M. (1996). Creativity: Flow and the psychology of discovery and invention. New York, NY: Harper Perennial.
  7. Csikszentmihalyi, M. (1998). Implications of a systems perspective for the study of creativity. In R. J. Sternberg (Ed.), Handbook of creativity (pp. 313-336). Cambridge: Cambridge University Press.
  8. Dacey, J. S. (1988). Fundamentals of creative thinking. Lexington, MA: Lexington Books.
  9. Eastman, C., Newstetter, W., & McCracken, M. (Eds.). (2001). Design knowing and learning: Cognition in design education (1st ed.). Amsterdam: Elsevier Science.
  10. Finke, R. A., Ward, T. B., & Smith, S. M. (1996). Creative cognition: Theory, research, and applications. Cambridge, MA: MIT Press.
  11. Hargrove, R. A. (2008). Creating creativity in the design studio: Assessing the impact of metacognitive skill development on creative abilities. Unpublished doctoral dissertation, NC State University, Raleigh.
  12. Hargrove, R. A. (2012). Assessing the long-term impact of a metacognitive approach to creative skill development. International Journal of Technology and Design Education, 23(3), 489-517. doi:10.1007/s10798-011-9200-6
  13. Hutchings, P., & Wutzdorff, A. (1988). Experiential learning across the curriculum: Assumptions and principles. New Directions for Teaching and Learning, 1988(35), 5-19. doi:10.1002/tl.37219883503
  14. Jones, J. C. (1963). A method of systematic design. In J. C. Jones & D. G. Thornley (Eds.), Conference on design methods (pp. 53-73). Oxford: Pergamum Press.
  15. Jones, J. C. (1970). Design methods. London: Wiley.
  16. Keeton, M. (1976). Experiential learning: Rationale, characteristics, and assessment. San Francisco, CA: JerseyBass.
  17. Koberg, D., & Bagnall, J. (1974). The universal traveller, a soft-systems guide to: Creativity, problem-solving and the process of reaching goals (Rev. ed.). Los Altos, CA: William Kaufmann.
  18. Koberg, D., & Bagnall, J. (1981). The all new universal traveler, a soft-systems guide to: Creativity, problem-solving, and the process of reaching goals (Rev. ed.). Los Altos, CA: William Kaufmann.
  19. Kolb, D. A. (1983). Experiential learning: Experience as the source of learning and development. Upper Saddle River, NJ: Prentice-Hall.
  20. Kowaltowski, D. C. C. K., Bianchi, G., & de Paiva, V. T. (2010). Methods that may stimulate creativity and their use in architectural design education. International Journal of Technology and Design Education, 20(4), 453-476. doi:10.1007/s10798-009-9102-z
  21. Kraft, R. J., & Sakofs, M. (Eds.). (1985). The theory of experiential education. Boulder, CO: Association for Experiential Education.
  22. Kvashny, A. (1982). Enhancing creativity in landscape architectural education. Landscape Journal, 1(2), 104-112. doi:10.3368/lj.1.2.104
  23. Lamb, J. M., & Kallal, M. J. (1992). A conceptual framework for apparel design. Clothing & Textiles Research Journal, 10(2), 42-47. doi:10.1177/0887302X9201000207
  24. Lee, Y. (2009). Hyperspace paradigms of the clothing. Unpublished doctoral dissertation. Seoul National University, Seoul.
  25. Loschek, I. (2009). When clothes become fashion: Design and innovation systems. Oxford: Berg.
  26. Margolin, V., & Buchanan, G. R. (Eds.). (1996). The idea of design (1st ed.). Cambridge, MA: The MIT Press.
  27. McPherson, J. H. (1963). A proposal for establishing ultimate criteria for measuring creative output. In C. W. Taylor & F. Barron (Eds.), Scientific creativity: Its recognition and development (pp. 24-29). New York, NY: Wiley.
  28. Mete, F. (2006). The creative role of sources of inspiration in clothing design. International Journal of Clothing Science and Technology, 18(4), 278-293. doi:10.1108/09556220610668509
  29. Milgram, R. M., & Milgram, N. A. (1976). Creative thinking and creative performance in Israeli students. Journal of Educational Psychology, 68(3), 255-259. doi:10.1037/0022-0663.68.3.255
  30. Navinchandra, D. (1991). Exploration and innovation in design: Towards a computational model. New York, NY: Springer-Verlag New York.
  31. O'Quin, K., & Besemer, S. P. (1989). The development, reliability, and validity of the revised creative product semantic scale. Creativity Research Journal, 2(4), 267-278. doi:10.1080/10400418909534323
  32. O'Quin, K., & Besemer, S. P. (2006). Using the creative product semantic scale as a metric for results-oriented business. Creativity and Innovation Management, 15(1), 34-44. doi:10.1111/j.1467-8691.2006.00367.x
  33. Pink, D. H. (2009). Drive: The surprising truth about what motivates us. New York, NY: Riverhead Hardcover.
  34. Plucker, J. A. (1998). Beware of simple conclusions: The case for content generality of creativity. Creativity Research Journal, 11(2), 179-182. doi:10.1207/s15326934crj1102_8
  35. Regan, C. L., Kincade, D. H., & Sheldon, G. (1998). Applicability of the engineering design process theory in the apparel design process. Clothing & Textiles Research Journal, 16(1), 36-40. doi:10.1177/0887302X9801600105
  36. Runco, M. A. (1986). Flexibility and originality in children's divergent thinking. The Journal of Psychology: Interdisciplinary and Applied, 120(4), 345-352. doi:10.1080/00223980.1986.9712632
  37. Runco, M. A. (2004). Creativity. Annual Review of Psychology, 55, 657-687. doi:10.1146/annurev.psych.55.090902.141502
  38. Stone, E. (2001). The dynamics of fashion. New York, NY: Fairchild Books.
  39. Suchman, L. (2002). Practice-based design of information systems: notes from the hyperdeveloped world. The Information Society, 18(2), 139-144. doi:10.1080/01972240290075066
  40. Tan, S. K., Kung, S. F., & Luh, D. B. (2013). A model of 'creative experience' in creative tourism. Annals of Tourism Research, 41, 153-174. doi:10.1016/j.annals.2012.12.002
  41. Taylor, I. (1997). Developing learning in professional education: Partnerships for practice (Society for research into higher education). Milton Keynes: Open University Press.
  42. Wallas, G. (1926). The art of thought. New York, NY: Harcourt, Brace and Company.
  43. Watkins, S. M. (1988). Using the design process to teach functional apparel design. Clothing & Textiles Research Journal, 7(1), 10-14. doi:10.1177/0887302X8800700103
  44. Weil, S. W., & McGill, I. (1989). A framework for making sense of experiential learning. In S. W. Weil & I. McGill (Eds.), Making sense of experiential learning: Diversity in theory and practice (pp. 3-24). Milton Keynes: Open University Press.
  45. Wong, Y. L., & Siu, K. W. L. (2012). A model of creative design process for fostering creativity of students in design education. International Journal of Technology and Design Education, 22(4), 437-450. doi:10.1007/s10798-011-9162-8
  46. Wurdinger, S. D., & Carlson, J. A. (2010). Teaching for experiential learning: Five approaches that work. Lanham, MD: Rowman and Littlefield.

Cited by

  1. Rebirth Product Development for Sustainable Apparel Design Practice in a Design Studio Class vol.10, pp.1, 2018, https://doi.org/10.1080/17569370.2017.1413797