Fashion Design Program Research Articles

Sowing the seeds of change: educating emerging textile and apparel professionals on sustainability from cotton industry perspective

PurposeThis study aims to promote sustainability-based education in fashion design and merchandising program to enhance students’ knowledge, skills and attitude about sustainability development, organizational responsibility and personal responsibility from the cotton industry perspective.Design/methodology/approachTo conduct this study, three learning components were considered: learning from experts, learning by doing and outreach activity. Sustainability-related topics were strategically incorporated in different courses for one year; project-based learning approach was adopted; and pre–posttest survey was conducted to study the impact of sustainability-based education on student learning outcome. Rand’s principles-attributes matrix was applied to analyze the impact of sustainable education on student learning outcomes.FindingsThe results of course projects indicated enhanced student’s abilities on using use different types of cotton materials in product development, creative use of cotton in visual merchandising and development of business plans focused on sustainability. The two-group mean comparisons showed a significant positive impact on students’ knowledge in cotton and sustainability, followed by students’ skills and attitudes.Originality/valueIn response to the lack of systematic approach to incorporate sustainability-related topics in textile and apparel design discipline, this study offered an opportunity to involve approximately 110 students in various sustainability-based teaching and learning projects.

Prerequisites for Millinery Art Skills Acquisition by Higher National Diploma Fashion Design Students in Ghana

The art of millinery has been in decline despite its significant contribution to the performance of fashion design students in the industry. This study investigated the prerequisite skills of HND fashion design students in the acquisition of millinery art skills in technical universities in Ghana. The sample consisted of 249 HND level 200 students and 31 millinery art lecturers from five selected Technical Universities. The study employed multistage and stratified sampling methods to gather data from the participants. Data was gathered through the utilisation of an interest inventory and a semi-structured interview guide. The study data was analysed using frequency tables to assess the relationship between prerequisite skills and the acquisition of millinery art skills. A Chi-square Test of Independence was conducted to examine the association between the millinery art skills acquired and practised in the participants’ institutions. The findings revealed that the students possessed the necessary skills and exhibited a genuine interest in millinery art before enrolling in the Fashion Design program. However, their interest waned following their instruction in millinery art at different educational institutions. The null hypothesis indicating that there is no relationship between the institution attended and the millinery art skills acquired and practised by students, was rejected based on the statistical analysis. The chi-square value was 135.42, with 4 degrees of freedom and a sample size of 249. The p-value was found to be 0.000, which is less than the significance level of 0.05. The study suggests that Technical Universities should assist lecturers in obtaining industrial training in millinery art. This will improve the acquisition of millinery art skills.

Teaching Factory Implementation for Fashion Design and Production Program at Vocational High School 3 Cilegon, West Java, Indonesia

This study examined the development of the teaching factory program for fashion design and production program expertise at SMK Negeri 3 Cilegon to equip students with skills and competencies. To achieve this objective, the school ran a teaching factory for the Fashion Design and Production Implementation program for two consecutive months, starting in November to December 2021. It aimed to examine the effectiveness of the project implementation program for students as well as for the school. This study used a qualitative approach with interviews, observations, and documentation during the program implementation. To start the program, situational analysis was conducted by employing SWOT analysis technique and the BCG Matrix. These analysis techniques analyze industry attractiveness relative to the market share of the school program. The program implementation has also worked on the partnership with the industry. It covered setting up the teaching factory; the development of links and matches and curriculum alignment with industry; teacher and student internships in the industry; an industrial guest teacher; opening an industrial class; competency certification from the industry; the agreement of employment positions for the school graduates; and industry scholarships. Although the implementation program was successfully completed, further issues were identified in school program development.

Digital literacy: an empirical study for fashion design students in India

PurposeThis study aims to conduct an exploratory research to find out the evolving constructs and variables of digital literacy, as seen by researchers since its inception. This research also includes an empirical study to identify and further analyze the digital literacy dimensions of university students studying fashion design program in Kolkata, India.Design/methodology/approachThe exploratory study is based on a review of extant literature, whereas the empirical study is carried out through a self-assessment survey based on UNESCOs Digital Literacy Global Framework competences after validating their relevance with respect to the fashion and apparel industry. A total of 120 university students studying four years Bachelor of Design (Fashion Design) program were asked to rate their digital literacy competences on a five-point Likert scale, with a self-reported truth response against each statement. The results were analyzed using multivariate statistical tools.FindingsBased on UNESCO competences, it came out that there are eight digital literacy dimensions. ANOVA further confirms that the dimensions requiring higher-order cognition, such as “software management competence” and “digital citizenship competence,” increase with progress in the graduate program. However, lower-order competence dimensions remained unchanged over time.Originality/valueThe research instrument used for this empirical study, its identified dimensions and the fact that higher-order competence dimensions are enhanced with progression in university education may be helpful for similar research in other fashion-related programs.

Developing media of decorative buttons for students in creative fabrics course at fashion design program, state university of malang

During a pandemic, online learning media is the primary tool in lectures. In light of this, lecturers in the Fashion Design study program at the State University of Malang needed to develop clear and inspirational media to support 60% of the practical course. The goal was to create two tutorial videos of round and square buttons to teach decorative buttons stitching in the Creative Fabrics course. These videos were expected to impart and provide new insights to increase students' creativity in making several forms of buttons using various decorative stitches methods as fashion decorations. The ADDIE model was utilized as the analysis tool. The validation result showed that the data was valid, complemented with the result from media expert of 80.4%, material expert of 83.3%, and feasibility study of 93%. The result showed that the videos were feasible and valid to be used as media for teaching and learning. The videos were considered easy to understand and encouraged students to implement the learning materials. The conclusion was that the tutorial videos were suitable for the Creative Fabrics course.

Fashion design education students learning readiness; increase or decrease

This study is based on the problem of many students do not have the learning readiness in fashion design education. This study aimed at the influence of pedagogy and learning interest on fashion design education students learning readiness. The total population was 497 students of the Fashion Design Program of Universitas Negeri Padang. The sampling technique used in this study is total sampling. A total of 497 respondents were successfully collected. The data analysis technique used is Partial Least Square Structural Equation Modelling (PLS-SEM). The results showed that: There is a significant effect of pedagogy toward fashion design education students learning readiness and there is a significant effect of learning interest toward fashion design education students learning readiness. What could be said from the result of the study is that good pedagogical abilities of lecturers could be increased fashion design education students learning readiness and high learning interest of students could be increased fashion design education students learning readiness.

The Relationship Between Learning Facilities And Learning Interest In Fashion Design Mode Program At Community Reading Center

Non-formal education is intended for people who specifically need education as a complement, addition to, and substitute for formal education. Non-formal education can be used as a support, a complement, an addition to the education obtained by a person in formal education, where non-formal education is held for people who need this education. Non-formal education includes equality education, training and work skills, functional literacy, women's empowerment, youth, PAUD, life skills, and others.Community Reading Park (TBM) is one of the institutions in the field of non-formal education. Community reading parks can be interpreted as non-formal educational institutions that focus on providing knowledge services in the form of print media (books) or electronic media (internet). On the other hand, the community reading park also functions as a supporter of non-formal education activities, one of which is literacy education.Fashion design is a non-formal education program that focuses on the science of designing and sewing clothes. This program is implemented in various non-formal educational institutions, one of which is the Community Reading Center (TBM). There is an important component in the fashion design program, namely facilities for learning. Learning facilities are said to be an important component because they are able to encourage a person's interest in participating in a learning program. Interest in learning is an element in supporting the success of the learning program. Without high interest from program participants, it will create failure in a program. Facilities have a relationship with interest in learning in achieving a successful program. Keywords: TBM and non-formal education

THE PSYCHOLOGICAL EFFECT OF FASHION COLOURS COLLECTIONS AND FASHION ORIGINALITY: AN EXPERIMENT ON FASHION DESIGN PROGRAM STUDENTS

Colour is a major element of fashion design, has a certain psychological effect on wearer and viewer. Fashion program students must be trained sufficiently and correctly for using colours in their designs. Within the author experience of teaching fashion designing at University of Nizwa, and with observing the importance and supremacy of black colour in outerwear Omani women Abaya, the author applied an experiment on fashion design program students, the objective of the experiment is to measure the effect of several fashion colour collections on the student’s psychology, guiding students to the psychological effect of colours, and for encouraging them to integrate several colours when designing black abaya, it’s a most challenging part for design a new fashion style for a conservative community. At the same time measuring and leading the students to designing originality, within designing by flat and 3D mixed colours ribbons on black velvet basic. The study followed the descriptive approach within designing and applying the study instrument, represented in opinion rating scale toward coloured fashion designs and the originality of proposed designs, the scale measured the psychological effect of (8), designs had been created by the author. The psychological effect behind fashion colours is classified into 2 thematic categories in current paper: a) the effect of rainbow colours fashion vs b) the effect of earthy colours fashion. The psychological effect behind fashion originality is classified into 2 thematic categories in current paper: a) the effect of decorating by flat ribbons vs b) the effect by decorating by 3D ribbons. The results indicated the tendency of the students toward rainbow colours collection with flat decorating ribbons. Results of current study may play a guiding role on colours effects studies and developing the aesthetics of producing new trend of Arabic black abaya in the future.

Instagram Brand Activation for Fashion Start Ups with Experiential Marketing

A lot of startup brands utilized Instagram to build their brand online and to raise awareness toward their brand. Fashion industry is one of the many industries that rely on Instagram heavily. Three Levels of Experiential Marketing was a new strategy that was built from 5 Strategic Experiential Modules (SEMs) from Schmitt such as Sense, Feel, Think, Act and Relate to make the 5 SEMs easily applicable to businesses in Instagram. To validate the application of those Three Levels of Experiential Marketing strategy, startup brands from Faculty of Creative Industry, in Fashion and Product Lifestyle Design program utilized the modules to help build their fashion brand from scratch. There are 20 subjects of students in Fashion and Lifestyle Product Design program in University of Surabaya. These subjects start their own fashion branding on Instagram and utilized the Three Levels of Experiential Marketing Strategy for 1 month. In conclusion, not every factor can be fully embedded, and factors under Sense, Feel and Relate SEMs are the most effective ones.

EVALUATION OF THE FASHION DRAWING (ILLUSTRATION) LESSON TEACHING PROGRAM UNDER THE LIGHT OF LECTURERS’ AND STUDENTS’ OPINIONS

While clothing is produced and consumed rapidly, it strives to create appropriate forms and to create appropriate identities by giving correct messages; therefore, it is one of the most important fields requiring art and design education. The fashion design student, who forms the infrastructure with basic art education and figure drawing, not only transfers the imagination to the two-dimensional plane with the fashion drawing lesson but also transfers it to the two-dimensional plane; at the same time, he takes art and design education, which is aesthetic education, and feeds his visual vision and mind. In this research, the Fashion Drawing Lesson has been examined in detail in terms of determining the place, position, importance, processing and content of the Fashion Drawing Lesson in the official fashion design curriculum and a comprehensive literature search has been conducted; then the matter has been tried to be examined thanks to a link has been established between education, fashion, art and design disciplines. The course syllabus in Turkey and some of fashion design course programs in the world were examined; the experts providing fashion formal education and the students who received fashion formal education were interviewed face-to-face to obtain information first-hand. First of all, the study started by determining the fashion design undergraduate programs in the OSYM (Assessment Selection and Placement Center) placement guide and examining the course hours, course times and course contents of the fashion formal courses in these programs. The researcher visited the designated universities for the purpose of on-site observation and interview, and conducted semi-structured interview questions and face-to-face interviews with experts and students and recorded them. The transcribed interviews were analyzed using content analysis method and the findings were interpreted within the framework of the research questions. The findings were interpreted and discussed, and after the results were written, suggestions about the study were included. As a result, it has been determined that the admission of students to the fashion design program should be made with the combination of central examination system and talent exam suitable for fashion design education. It was seen that the time granted for the program was not sufficient in mean of implementation of the fashion drawing lessons properly in the fashion design education programs. Keywords: Fashion drawing, fashion illustration, design education, fashion design education, art education

Body in its digital expansion

Recognizing the importance of Tributo as a creation space where pedagogical and digital processes are linked, allows the Fashion Design program of the Corporación Unificada Nacionalde Educación Superior CUN in Bogota to move from a personal experience to virtual teaching, as a result of the context variables, to guide the creation processes of the students that areconsolidated from the distant viewpoint of the professor. Three fundamental elements are identified to articulate the research process: the otherness to understand the strategies from the virtual education; the possibility of diversifying the products from the digital creation andthe use of didactic tools, where it gamifies to harness the levels of motivation of the students;the pedagogic and creative practice from the sustainability. We find that teachers establish strategies to take the training of university students through a motivating route that is evidenced in the diversity of products that goes beyond the conventional costume format and focuseson the iconic message, photography, editing, visual and musical remix, which enhance other skills that fashion students in the search for a comprehensive, competitive, sensitive and creative professional.

(MOSAIC MOTIFS STRUCTURE): A PROPOSED STRATEGY IN TEACHING FASHION DESIGN PRACTICAL COURSES

The Objective of the current study is to investigate effectiveness of using a new strategy which is founded by the researcher and had been called (Lego Building Technique), proposed strategy appropriates for practical fashion courses such as: hand embroidery, machine embroidery, fabrics dyeing, fabrics printing and painting, textile structure and design, hand weaving, hand crochet and tricot and all hand crafts courses. The proposed strategy (Lego Building Technique) had been launched through the experience of teaching hand Embroidery course for Nizwa University students- Fashion Design Program Autumn term/2020. The final project of the course –after teaching and learning hand embroidery stitches- was focusing on the goal of the fashion program which is represented in enhancing the creativity skills of designing fashion, the researcher/ course professor proposed a project of embroidering some cut motifs of felt material, then gather embroidered motifs on a foam mannequin in many designs, selecting the best design or structure, finally attach the embroidered felt motifs together for forming the selected structure by the student/designer producing a unique fashion piece. Thus the project which represents the new proposed strategy (Lego Building Technique) achieved three main goals, first: verification of accessing embroidering skills for the students, second: enhancing creativity thinking skills for the students as fashion designers, third: enhancing the employing of the accessed skills in creating unparalleled fashion. The results -executed designs- of the experience had been evaluated through a rating scale and the proposed strategy had been evaluated through a questionnaire. From this point the proposed strategy can be generalized in many other practical courses. The researcher used descriptive and experiment methodologies for the procedures and accessing the statistic results of the study. The study recommends adopting the proposed strategy in teaching practical courses in Fashion Design Programs.

USING ART WORKS AS INSPIRATION SOURCES IN STUDIO COURSES OF FASHION DESIGN EDUCATION

The aim of fashion design education is to teach creativity to students by means of gaining relevant knowledge, skill and attitudes. For this purpose, teachers can follow various teaching strategies in different courses. One of the instructional strategies developed to teach creativity in studio courses, which are the main courses of the fashion design education program, is to request from students to develop solutions for different design problems using various inspiration sources. In this process, which is based on creative practice-based research, students can design products by employing many different sources of inspiration. One of these inspiration sources is the art works which are also the result of a creative effort. In this context, the main aim of this research is to examine the contribution of using art works as a source of inspiration for the development of students' creativity in the Fashion Design I course which is one of the studio courses of fashion design program and to interpret from design samples. For this purpose, different ways students use to turn a creative work that they are inspired from into new clothes are determined. The research method is qualitative according to the problem and the path followed in solving this problem. The criterion sampling method was used to determine the research sample. To obtain the research data semi-structured interviews were conducted with students. Keywords: fashion design, art works, inspiration sources, studio course

A DEDUCTIVE, PARTICIPATIVE, AND ITERATIVE PROCESS: A CASE STUDY IN CURRICULAR REVIEW

This paper focuses on a deductive, participative, and iterative process for curricular revision at a public Midwestern university in the Merchandising and Fashion Design program. A systematic, nonlinear, organized process is presented and details specific components used in curricular review. The guiding framework for the redesign was that of Garner and Buckley (1988). That is, feedback was solicited and incorporated from educators, students, and employers. In each of the two-year process, the program was viewed as a whole, with input from faculty at every step, and also viewed from a micro-perspective by examining each course individually. The process included peer review, with each faculty member encouraged to review not only their own courses, but those of their colleagues as well. At times, the curricular review process seemed overwhelming with the significant amount of data and resource constraints to consider. The systematic process presented assisted in managing multiple considerations and constituents involved in the curriculum review. Besides maintaining a relevant and current curriculum, the process provided a multitude of benefits for the department. Significant changes were made to the curriculum, but more honest relationships were reestablished and an increased understanding among colleagues was an unexpected benefit of the lengthy, but necessary, examination of the program and resulting curricular changes in the department.

From classroom to design room: the transitional experience of the fashion design graduate

El presente estudio examina la experiencia transicional de los graduados endiseño de indumentaria en su pasaje de la universidad a la vida profesional a través dela mirada de recientes graduados, profesionales, educadores, académicos y estudiantes.Asimismo, el estudio toma en consideración el futuro de la enseñanza del diseño de indumentaria y qué tipo de experiencias prepararían mejor a los estudiantes para su ingreso almercado. La bibliografía consultada profundiza en diferentes temáticas, como el diseño enla sociedad, la enseñanza del diseño de indumentaria, las características del desarrollo delos jóvenes adultos, tutorías, y preparación de los estudiantes para el mundo profesional.La experiencia de los graduados se contextualiza a través de focus-groups con diseñadoresprofesionales y educadores, entrevistas con profesionales y una encuesta online a recientesgraduados. Este estudio intenta brindar a los profesores de diseño de indumentaria y a losdirectores de carrera un panorama actualizado sobre cómo mejorar la preparación de losestudiantes de diseño de indumentaria para su ingreso a la práctica profesional.

The Worthiness of Adobe Flash Multimedia in Grading Course‘s Fashion Design Program of Malang State University

The used of Adobe Flash Multimedia as learning media is considered to be less used by the teachers or lecturer in learning process. In fashion design program, especially in grading course, Adobe Flash Multimedia is applied in the learning process. Thus, the objective of this study is tried to view the worthiness of Adobe Flash multimedia in grading subjects in fashion design program, Malang State University. The population is involving the students who has obtained grading subject. By using media worthiness pattern, the result shows that Adobe Flash multimedia in grading subjects in fashion design program is worthy to use in learning subject in Malang State University from media and materials expert, and also students. It is hoped that this multimedia can ease in the learning process and increase learning media to be more interesting and encourage motivation study.

Developing Reading Materials In Narrative Texts For Second Grade Students Of Fashion Design Department At SMK Negeri 8 Medan

This study aims to develop reading materials needed for students at SMKN 8 Medan.The research was conducted by Research and Development (R & D) develop through six phases; gathering information and data, analyzing data, develop new materials, validating by experts, revising and final product. It was conducted at SMKN 8 Medan, especially grade XI. The data were gathered by administering interview to English teacher and distributing questionnaire to 27 students’ needs. The interview and questionnaire results prove that the students need English reading materials which contain the appropriate knowledge or topic with the Kemendikbud (Kementerian Pendidikan dan Kebudayaan), syllabus and students’ need. Thus, developing materials are narrative text, the narrative texts expose the texts about fashion which are adjacent with students’ need. The products have been validated by experts. The average scores are 4.6 or 92 % from English Lecturer and 4.75 or 95% or from English Teacher. It means the developing materials categorized as relevant or appropriate for students at SMN 8 Medan grade XI Keywords: Research and Development (R & D), Reading Materials, Vocational School, Fashion Design Program

DEVELOPING ENGLISH READING MATERIAL FOR FASHION DESIGN PROGRAM IN VOCATIONAL SCHOOL

This study concern on how reading text materials are developed for fashion design vocational school. The objectives of this research were: (1) to design English reading material for students in Fashion Design Program, (2) to develop English reading material for students in Fashion Design Program. This study was conducted by using developmental research (R & D). The subject of the research was grade twelve in SMK N 10 Medan consisting of 33 students. Instrumentation for collecting data was document, questionnaire, and interview. After analyzing the data, the writer got the students’ need learning English based on their program in school. Based on the students’ need analysis, it was got some reading materials from the students’ book are not appropriate with the syllabus. Then, there is reading material that should develop based on their syllabus and their need. After the materials had been designed, the reading materials were done. The results show of the 84.1% from the Expert – lecturer and 92.1% from the Expert – English teacher, for the new reading material and the categorized is “relevant” as the reading material criteria. The developed teaching materials were related to the vocation that the students had; it was fashion design program. The development of materials followed six stages; those were gathering information and data, analyzing data, designing new reading material, validating expert, revising new reading material from experts’ suggestion and developing reading material (final product). Keywords: Develop, Reading Text Materials, Fashion Design, Vocational School, Developmental Research

Model of local excellence-based on entrepreneurship education management for prospective vocational school teachers

The objectives of this study are to describe the needs of entrepreneurship education management model and to develop the local excellence-based model of entrepreneurship education management. The respondents of this study were the head, lecturers, and prospective vocational school teachers in fashion design program. The results showed the highly needs of the entrepreneurship education management model for prospective fashion design teachers in vocational school. Moreover, overall responses from the respondents indicated agreement of the development of local excellence-based entrepreneurship education evaluation model. The local excellence-based entrepreneurship education management model can be used effectively to enhance entrepreneurial attitudes, knowledge and skills based on local excellence.

Model of local excellence-based on entrepreneurship education management for prospective vocational school teachers

The objectives of this study are to describe the needs of entrepreneurship education management model and to develop the local excellence-based model of entrepreneurship education management. The respondents of this study were the head, lecturers, and prospective vocational school teachers in fashion design program. The results showed the highly needs of the entrepreneurship education management model for prospective fashion design teachers in vocational school. Moreover, overall responses from the respondents indicated agreement of the development of local excellence-based entrepreneurship education evaluation model. The local excellence-based entrepreneurship education management model can be used effectively to enhance entrepreneurial attitudes, knowledge and skills based on local excellence.