• Fashion & Textile Research Journal
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• v.21 no.1
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• pp.1-12
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• 2019

The purpose of this study is to examine the fashion characteristics of fashion magazine cover by comparing and analyzing the formative characteristics of fashion, visual design characteristics and illustration vocabulary on the cover of 3 fashion magazines. The data analysis criteria consisted of the formative elements of fashion (fashion design element, fashion coordination element) and visual design element (color, illustration lexical layout, model photograph type). Data analysis methods were statistical analysis, stepwise lexical analysis, and content analysis. The results of the study are as follows. First, the formative characteristics of fashion on the cover of fashion magazines show that ELLE is a feminine and elegant characteristics, VOGUE is a modern, chic and mannish characteristics, and W is avant-garde and neutral characteristics. Second, visual design characteristics on the cover of fashion magazines, ELLE and VOGUE use modern and simple modern sensibility by using monotonous background color and background color number, and W showed original image characteristic by using various colors. Third, as a result of the illustration lexical analysis on the cover of fashion magazines, 4 core keywords of trend, star, event, and life appeared in 3 magazines in common. Elle differentiates by innovation, Vogue by discrimination, W by reconstruction.

• Journal of Fashion Business
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• v.25 no.2
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• pp.98-109
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• 2021

The purpose of this study was to present the case of class operation by paralleling a general instructor's lecture class and a IC-PBL class in a fashion design major course and comparing the educational effects. The teaching model of this study was designed to improve the ability to use the knowledge gained in accordance with the needs of the industrial field and to develop an independent learning ability. It will provide meaningful data. This study measured and considered the qualitative items of self-efficacy and changes in class perception through interviews and questionnaires completed by the learners after experiencing each general class and IC-PBL class. The results of this study are, first, that in the History of Fashion and Costume class, the general teaching method and the IC-PBL teaching method were applied in parallel to design a class, and a method case was presented. Second, as a result of comparing the educational effects of the two teaching methods through a student questionnaire, IC-PBL was more effective in improving learning attitude, learning achievement and self-efficacy. In addition, after the IC-PBL class on History of Fashion and Costume, the students' negative perception of team activities improved, and the students' cooperative ability and creativity improved.

• Fashion Information and Technology
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• v.4
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• pp.39-43
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• 2007

• Fashion Information and Technology
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• v.8
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• pp.85-97
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• 2011

• 한국생활과학회:학술대회논문집
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• 2008.05a
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• pp.51-60
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• 2008

• Fashion & Textile Research Journal
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• v.2 no.3
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• pp.185-190
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• 2000

• Fashion & Textile Research Journal
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• v.5 no.3
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• pp.216-220
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• 2003

• Fashion Information and Technology
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• v.5
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• pp.75-76
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• 2008

• Proceedings of the Korean Institute of Landscape Architecture Conference
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• 2019.11a
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• pp.67-69
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• 2019

• Fashion & Textile Research Journal
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• v.20 no.4
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• pp.369-378
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• 2018

This study started with the need for transition to competency-based education as well as the witness of fast changes in fashion industry's job environment. The goals of this study were (1) to explore fashion designers' competencies that are necessary for a successful careers in global fashion industry, and (2) to establish fashion designer competency model. In-depth individual interviews were conducted with 15 participants who have charged for design department and moreover have shown high performance in national, licence or designer brands in Korea fashion industry. Grounded theory was adopted to analyze data. As a result of analysis, the 4 core competencies emerged: problem-solving, research, inter-personal, and self-development. Each core competency has sub-competencies. Creativity, commerciality, control, decision making were sub-competencies for the problem-solving competency. Information management, innovation understanding & application, trend analysis & forecasting were sub-competencies for the research competency. Consumer, inside company, and outside company relationships were sub-competencies for the inter-personal competency. Self-awareness, self-management, expertise were sub-competencies for the self-development competency. In order to acquire these competencies, knowledge (academic, practical, multi-discipline), skills (sense, analysis, synthesis, communication), and attitude (interest, enjoyment, perseverance, personality) were essential. Based on these findings, implications for university fashion design education and further research areas were suggested.