• Journal of the Korean Society of Costume
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• v.65 no.6
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• pp.48-62
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• 2015

Practice is essential in art and design. Through practice, artists gain tacit knowledge that is hard to acquire from conventional academic studies. This paper characterizes practice-led research in the study of fashion and textile design through the investigation of practice-led research theses in the UK. According to relevant literature, which includes four exemplary case studies, the following features can be drawn: First, the methodology is different in each case and the use of practice is unconventional. Second, the research is not always aimed at making products. Third, the structure follows an iterative process. Fourth, the ratios of theory and practice are different and various theories are used. Fifth, a personal journal or diary is used for reflection as a major aid to research. Lastly, the process should be recorded by a thorough academic method. Practice-led research can have unexpected outcomes in theory and practice. It can be a good option for fashion practice research to develop a better evaluation method and reduce the gap between subjectivity and objectivity.

• Archives of design research
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• v.20 no.3 s.71
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• pp.73-84
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• 2007

This research takes an introspective and critical approach to the college level visual communication design education in Korea. As such, the changes of the college-level visual communication design curriculum in Korea are analyzed. Selected were 3 major design schools which have a relatively long design educational history in Korea. Those 3 schools are Hongik University, Seoul National University and Ewha University. The curricula were categorized and its changes were followed. The faculty members of those 3 schools were also analyzed. The college level design education began from 1946 at Seoul National University. The Koreas design education was influenced from the Japanese Design curriculum and then the American design curriculum from the beginning. The Korean design educators accepted those new design educational paradigm without any criticism, and it is now structurized in our design educational system. It caused the curriculum with practice-centered classes mostly, and the function centered design education without understanding of socio-cultural environments. The Korean design education needs more liberal arts which will lead us to more discourses about ourselves, and needs to employ more local design educators to solve the intellectual skewness in the Korean academic society in the field of Design.