• Journal of Fashion Business
• /
• v.26 no.1
• /
• pp.105-118
• /
• 2022

This study investigated the effective pedagogical strategies for sewing by examining the efficacy of sewing videos as supplemental learning materials and demonstration tools. Sewing videos were created for face-to-face apparel construction courses, and students' opinions on sewing videos as an educational tool were collected. Videos with subtitles were offered to Apparel Construction Course 1, whereas videos with narration and subtitles were offered to Apparel Construction Course 2. As "supplemental learning materials," students rated videos as more effective for learning and satisfying than "documents with text and images." The effectiveness and satisfaction scores for Apparel Construction Course 2 were significantly higher than those for Apparel Construction Course 1. Furthermore, videos were utilized significantly more than documents, and most students preferred videos over documents. The main benefits of videos as supplemental learning materials were repetitive learning at the learner's convenience and the detailed presentation of the sewing process. Students regarded narration as more effective and satisfying than subtitles. Narrations were expected to be offered along with subtitles. As "demonstration tools," students rated videos as more effective for learning and satisfying than traditional "sewing samples." Students preferred "demonstration with videos" to "demonstration with sewing samples." The main benefits of video demonstration were a close-up view, presentation of the entire sewing process, and shorter wait time without the need for group teaching. Students wanted more sewing videos and narrations to be offered, and various sewing machine feet to be used in the videos. Educational methods for sewing were suggested based on student opinions.

• Journal of the Korea Fashion and Costume Design Association
• /
• v.11 no.2
• /
• pp.75-84
• /
• 2009

The following research analyzed the sewing teaching of the tailored jacket shown in fashion textbooks, which are currently used in universities and educational organizations in the fashion industry. To analyze the sewing teaching of tailored jackets, we analyzed 35 textbooks in the market. Among them we used 14 textbooks which dealt with the patter formation method of tailored jackets, and cutting and sewing methods. First, the stitching direction and the location of attachment varied. The type of sticking tape and its position also differed, emphasizing the need to make an institutionalized education material which is based on the characteristic of the fabric and its silhouette. Second, controlling the ease length of the right side sewing princess line, or information about the shoulder line and sleeve line of the notch as not specifically shown in the textbooks. Furthermore, not many textbooks showed how to pull the lower part of the texture out of sight, nor did they explain why this needed to be done. Third, the lining is usually slightly larger than the outer texture of the clothing, as the lining is usually tugged in the sewing process, and this method makes the clothes more comfortable. The method of sewing the princessline $0.2{\sim}0.3cm$ outside the outer pattern was the most recommended. The center-back side was usually 2cm in activity measurements, but it turned out that a textbook which required ease treatment on the shoulder line did not do so on the lining material. The textbooks used in this research dealt only with how to manufacture a tailored jacket without full explanation about textures which could influence the manufacturing. The production method and process differed between different textbooks, showing the need to make a institutionalized education material. In a quickly-changing era where there is rapid change in the dressmaking procedure, we need to help students understand the process more easily through a formalized education process.

• Journal of Korean Home Economics Education Association
• /
• v.30 no.4
• /
• pp.127-139
• /
• 2018

The purpose of this study was to develop and examine the effect of flipped learning in hand sewing practice. The flipped learning class was designed to three steps(pre-class, in-class, after-class). Pre-class: Students learned kinds of hand sewing by watching video and ppt. In-class: Students were evaluated for their prior learning through the quiz. After the quiz, instructor had a brief hand sewing demonstration. Then basic hand sewing practice was progressed. After that advanced project(making things using more than 3 kinds of hand sewing methods) was progressed. After-class: Students were evaluated each other through project exhibition. The effectiveness of flipped learning was measured based on the students' self-reflective journals and class awareness surveys. As the results, students were actively participated in flipped learning and satisfied with the overall quality of the flipped learning class. They said that videos, project & feedback were helpful in understanding hand sewing. Flipped learning applied to hand sewing practice showed more positive learning effect than the general practice class.

• Journal of information and communication convergence engineering
• /
• v.18 no.1
• /
• pp.61-68
• /
• 2020

In the era of the fourth industrial revolution, many production plants are gradually evolving into smart factories that apply information and communication technology to manufacturing, distribution, production, and quality management. The conversion from conventional factories to smart factories has resulted in the automation of production sites using the internet and the internet of things (IoT) technology. Thus, labor-intensive production can easily collect necessary information. However, implementing a smart factory required a significant amount of time, effort, and money. In particular, labor-intensive production industries are not automated, and productivity is determined by human skill. A representative industry of such industries is sewing the industry. In the sewing industry, wherein productivity is determined by the operator's skills. This study suggests that production performance, inventory management and product delivery of the sewing industries can be managed efficiently with existing production method by using smart buttons incorporating IoT functions, without using automated machinery.

• Journal of the Korean Society of Costume
• /
• v.60 no.7
• /
• pp.88-102
• /
• 2010

The research examines the characteristics of the sewing methods used for women's Jeogori in modern Korea. The results are following. In the 1920s sewing of shoulder parts was started, and in the 1930s sewing by hand had reduced by dissemination of sewing-machine, and in the 1940s the Som-jeogori declined by the matter of economic and sanitary issues. In the 1950s four-fold sewing emerged, and during the 1960s the gause-lined triple-layered Jeogori was in fashion, and in the 1970s the Ggaeggi-jeogori and much elaborated Jeogori became in vogue. The characteristics of the sewing methods are changed by following factors. First, the dissemination of sewing-machine in the 1930's enabled fast and precise sewing of Jeogori which reduced the rate of clothes mending and the production period. Second, by development of washing method, the dry cleaning became common, resulting cleaner washing and better preservation. Third, introduction of western clothes gave rise to modernized Han-bok which was changed into practical and simple one. Fourth, by the introduction of synthetic textile and industry development, Jeogori with no armhole line or right Seop line was made using wide selection of textiles. Fifth, in 1945~60s, women learned' good wife and wise mother' education and the use of sewing machine in school. The clothing lifestyle affected the sewing method's change, for example, clothes sewed strongly by sewing machine not to take clothes apart, and attaching button instead of Go-reum to save clothes.

• Journal of Fashion Business
• /
• v.2 no.4
• /
• pp.102-111
• /
• 1998

The purpose of this study is to present the basic material for the competitive, high-quality products by analyzing employees' attitude toward their job and some factors which influence the enhancement of productivity, education of workers, and facilities. This project was mainly conducted the conditions of women's wear manufacturing industries in Taegu by interviewing 143 employees in the sewing department. The result of this dissertation can be summarized as follows; 1. When it comes to the division of task in the sewing department, one team is composed of chairpersons (33.5%), assistant members (27.4%) and sub-assistant members (26.6%). The inspection of commodities as well as the enhancement of work on ironing for elaboration was divided as completion (12.6%) and finally the forms of task were made up of design sampling team (49%) and contracting team (51%). 2. Among the needle workers, as many as 60% employees had received technical education, which was by means of being passed down from the predecessors (81.6%). In terms of the period of education, from 2 to 5 years topped the list. The contents of education comprise patterning, sewing (65.2%) and ironing (20.3%). 3. The department of design takes charge of the report on working directions up to 88.2% and the working directions were used by 69.9 % of technicians. The directors of working conditions and methods were chiefs of designing department (37.7%) and those of sewing department (30.8%). The factors of defective goods were low-quality materials (50.0%), the deficiency in skills of workers. In terms of methods for preventing defects, technical education of workers, standardization of task and investment for factory automation were suggested. 4. As for their perception of present work, most of employees (80%) look upon it as a way of earning a living and 11% of them wanted to derive many things from their work. 59.2% of workers were satisfied with the product. When it comes to the incentive system provided by company, 67.0% responsed that it was not bad, and 23.9% evaluated it as 'satisfactory'.

• Journal of the Korean Society of Clothing and Textiles
• /
• v.33 no.2
• /
• pp.319-330
• /
• 2009

The contents of clothing and textiles area of elementary home economics textbooks from 1948 to 1955 were investigated. Home economics of elementary school education in those days corresponds to practice acts of elementary school education in present. Practical acts has the all-around concepts of the agriculture, industry and home economics Also the knowledge or skill for actual life are teamed. Practical acts education was started from lessons of sewing for women under title of 'jaebong'. It can be said that practical acts education was started from clothing and textiles area. The home economics elementary textbooks of the year 1948 were composed of 21 units for 5th grade and 22 units for 6th grade. The textbook for 5th grade of 1953 was composed of 19 units, and one for 6th grade of 1955 was composed of 18 units. The clothing and textiles area accounts for 38.6% in 5th grade textbook, for 32% in 6th grade textbook of 1948 and for 31% in 5th grade of 1953 and 6th grade textbooks of 1955. The textbook contents of clothing and textiles area were classified into five fields of sewing, knitting. patching, embroidering and care. In 1948, textbooks were placed a great deal of weight on sewing field education as 7 units of 15 units. The 7 units for sewing fields have suitable connection to develop. But, in the case of knitting, patching or care, just groundwork of each field was included for application to actual life without vertical connection. The contents of textbooks for clothing and textiles area in 1953 and 1955 were much alike with those in 1948.

• Journal of Korean Home Economics Education Association
• /
• v.16 no.1
• /
• pp.19-30
• /
• 2004

Korean traditional paper is more than paper itself to the Korean people because of its excellence, compared to western paper, in keeping records, flexibility, strength. air permeability. and blocking ultraviolet rays. It has been used for various purposes such as book-making. covering for walls. windows or floors. making clothes and living appliances. and so on. Notwithstanding these merits. mass-produced paper has been substituted for Korean paper. Recently, however, there is a growing tendency to re-evaluate Korean paper because of its physiochemical properties. traditional beauty. eco-friendliness. and applicability to crafts. Korean paper deserves widely received re-evaluation as teaching materials for the education of ecology. creativity. and traditional arts. The purpose of this study was to find out a way of using Korean paper as sewing materials in Practical Arts classes for the elementary school. Previous researches on what properties Korean paper has and how many kinds of crafts have been made of Korean paper were reviewed. Concrete methods of utilizing Korean paper as sewing materials. especially for the finishing skills of sewing. were also proposed.

• Journal of the Korea Fashion and Costume Design Association
• /
• v.21 no.4
• /
• pp.181-194
• /
• 2019

The purpose of this study is to analyze the problems associated with the domestic fashion sewing industry and suggest solutions for re-development. The research methods are a content analysis of literature, including articles and reports, and interviewing practitioners who are in charge of the fashion industry. The problems of the domestic fashion sewing industry are as follows. 1. Weakness in price competitiveness and a lack of work. 2. Aging of workers and difficulty securing new workers. 3. The age of the production facilities and the lack of manpower required for mass production. 4. Unrealistically low cost of labor due to over-competition considering the lack of work.5. The prevalence of illegal label grinding. The solutions to the problems listed above are as follows. 1. Establishment of a win-win effort between fashion brands and sewing companies. 2. Allow systematic education, support, and development of a meister system for fostering sewing manpower. 3. Undertake efforts to improve the sewing work environment. 4. Establishment of the system for realizing the actual cost of labor. 5. Establishment of a quota system to secure domestic sewing production. 6. Construction of Smart DB to connect work orders. 7. Construction of a smart factory using technology such as automated systems of production suitable for the 4th Industrial Age. 8. Enforcement of specialized strategies to encourage fashion sewing companies, not only Seoul but also in other urban areas.

• Journal of Korean Home Economics Education Association
• /
• v.28 no.4
• /
• pp.61-77
• /
• 2016

This study was conducted on 2016 $1^{st}$ and $2^{nd}$ grade middle school students in order to investigate of their perceptions and needs on sewing practice class, which had been experienced during their $6^{th}$ grade elementary school year. Implications and improvement for sewing practice class to be drawn from this study. The findings are as follows: Firstly, the levels of satisfaction with the practice contents and teaching learning method were higher than the median value(3.00). Among the subareas of class evaluation, participation scored the highest average, followed by interest, difficulty, necessity, importance, and utilization. In the entire subareas, girl students have more positive perceptions on sewing practice classes than boy students. Secondly, satisfaction with the practice contents has an effect on all subareas of class evaluation. The satisfaction with the teaching learning method has an effect on participation, interest, importance and utilization. Lastly, as for the practice contents, they would prefer household items and ornament, and want to choose sizes freely. As for students' needs for a new teaching learning method through which students are allowed to freely make objects or create works through a group activity, it was higher than the median value. This study showed that practice contents and teaching learning method are important factors that affect class evaluation. This study suggested that sewing practice class should be conducted freely choosing of practice contents, making the group works, group or student-led activities. If sewing practice class is designed in consideration of the results and students' needs for class, students' perceptions on class is expected to change in a positive way.