Fashion, Industry and Education

The Costume Culture Association (복식문화학회)
권호 표지
DOI QR코드

DOI QR Code

Conceptual Clothing Design Process Using Cooperative Learning Strategies: Senior Clothing Design Class

  • Sohn, MyungHee (Dept. of Family and Consumer Sciences, California State University-Long Beach) ;
  • Kim, Dong-Eun (Dept. of Fashion Industry, Ewha Womans University)
  • Received : 2015.10.02
  • Accepted : 2016.02.19
  • Published : 2016.06.30
Download PDF
⟨ Previous Next ⟩

Abstract

This paper identified the source of inspiration to cooperatively design a fashion collection from US undergraduate clothing design students and addressed how to implement team-based learning strategy to conceptual clothing design in class. Data was collected from the total of 51 students in a senior clothing design course at a large 4-year university in the US. The assigned project for this class was to develop a group collection under a same theme. Each student worked with his/her team member(s) to create an outfit and the entire class worked as a group to create a cohesive collection. The study showed that the sources of inspiration for the themes/concepts came from 11categories: historic era/old Hollywood glamour, shape/line/structure/architectural, fairy tales movies, nature/abstract, circus/mysterious, occasion/place, object, designer/artist, futuristic, culture, and various movies. To implement cooperative learning strategies in the clothing design class, a total of five class presentation/discussion sessions were held for theme/concept decision, fabric decision, design decision, test garment evaluation and design modification, and final products. Throughout the design process, team-based learning strategy promoted students' engagement and participation and inspired their critical thinking skills for making decisions within a team.

Keywords

References

  1. Banning, J., & Gam, H. J. (2013). Redesigning a fashion history course through team-based learning. Clothing and Textiles Research Journal, 31(3), 182-194. doi:10.1177/0887302X13490829
  2. DeLong, M., Geum, K., Gage, K., McKinney, E., Medvedev, K., & Park, J. (2009). Cultural exchange: evaluating an alternative model in higher education. Journal of Studies in International Education, 15(1), 41-56. doi:10.1177/1028315309334619
  3. Fixson, S. K. (2009). Teaching innovation through interdisciplinary courses and programmes in product design and development: An analysis at 16 US schools. Creativity and innovation management, 18(3), 199-208. doi:10.1111/j.1467-8691.2009.00523.x
  4. Gam, H. J., & Banning, J. (2011). Addressing sustainable apparel design challenges with Problem Based Learning. Clothing and Textiles Research Journal, 29(3), 202-215. doi:10.1177/0887302X11414874
  5. Gam, H. J., & Banning, J. (2012). A collaboration to teach students to utilize historic dress as inspiration for apparel design. Family and Consumer Sciences Research Journal, 41(1), 56-68. doi:10.1111/j.1552-3934.2012.02128.x
  6. Johnson, K., Yurchisin, J., & Bean, D. (2003). The use of writing in the apparel curriculum: A preliminary investigation. Clothing and Textiles Research Journal, 21(1), 41-48. doi:10.1177/0887302X0302100105
  7. Karpova, E., Jacobs, B., Lee, J. Y., & Andrew, A. (2011). Preparing students for careers in the global apparel industry: Experiential learning in a virtual multinational team-based collaborative environment. Clothing and Textiles Research Journal, 29(4), 298-313. doi:10.1177/0887302X11421809
  8. Kreie, J., Headrick, R. W., & Steiner, R. (2007). Using team learning to improve student retention. College Teaching, 55(2), 51-56. doi:10.3200/CTCH.55.2.51-56
  9. 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
  10. Roth, S. (1999). The state of design research. Design Issues, 15, 18-26. doi:10.2307/1511839