Teaching technical specifications in fashion design education

Technical specifications of the fashion designs should be made into written form to produce a clothing collection. Thus, the designer visualizes his/her idea using technical drawings. To fully realize his/her idea, it is important that the designer should provide the details regarding the technical specifications correctly. Because while a clothing collection is produced, it goes through many processes by different people. That the designer introduces technical specifications in detail provides accurate production of the collection.In this study, the fashion design process is gathered under fifteen headings as identification of target market, research of fashion trends, determination of concept, identification of colors, selection of fabrics, determination of auxiliary materials, description of line, preparation of concept board, illustration of clothing designs, drawing of technical designs, formation of measurement charts, description of sewing instructions, indication of measurements, preparation of patterns and computing costs. In addition to these headings, the technical specifications covering the process are also considered. Lastly, the suggestions on teaching of the technical specifications in fashion design education are presented. The aim of this study is the technical specifications in the fashion design process to be learned. Therefore, the suggestion for integration of the information that is learned during fashion design education which requires a long lasting infrastructure is presented. In fashion design education, it is important to provide education in design and production process. In this study the aim is to develop a model about teaching technical specifications in fashion design education. The aim of this study is to develop a model for teaching technical specifications in fashion design education. Therefore it is considered that the study is important in terms of integration of design and production information with related technical specifications.Keywords: Fashion design, fashion design education, technical specifications

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The use of VR for collaborative exploration and enhancing creativity in fashion design education

International Journal of Fashion Design Technology and Education ◽

10.1080/17543266.2020.1858350 ◽

2020 ◽

pp. 1-10

Author(s):

Jee Hyun Lee ◽

Eun Kyoung Yang ◽

Eun Jee Lee ◽

Se Yeong Min ◽

Zhong Yuan Sun ◽

...

Keyword(s):

Design Education ◽

Fashion Design ◽

Collaborative Exploration

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The tactual experience of textiles in fashion design education

Textiles, Identity and Innovation: Design the Future ◽

10.1201/9781315100210-71 ◽

2018 ◽

pp. 393-397

Author(s):

I. Simoes ◽

F. Silva ◽

N. Nogueira

Keyword(s):

Design Education ◽

Fashion Design

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

Ulakbilge Dergisi ◽

10.7816/ulakbilge-09-60-04 ◽

2021 ◽

Vol 9 (60) ◽

Keyword(s):

Art Education ◽

Design Education ◽

Formal Education ◽

Fashion Design ◽

Two Dimensional ◽

Examination System ◽

Art And Design ◽

Face To Face ◽

Dimensional Plane ◽

Figure Drawing

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

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Implementing Project-Based Learning (PBL) in Final Collection to Improve the Quality of Fashion Design Student

Innovation of Vocational Technology Education ◽

10.17509/invotec.v12i1.4500 ◽

2016 ◽

Vol 12 (1) ◽

Author(s):

Indarti Indarti

Keyword(s):

Design Education ◽

Research Literature ◽

Project Based Learning ◽

Theory And Practice ◽

Team Work ◽

Fashion Design ◽

Educational Approach ◽

Soft Skill ◽

Literature Searches ◽

Student Motivations

Fashion design education is one of education that prepares students to work in fashion design field. Students research future fashion trends, sketch designs, select colors, fabrics and patterns, and give instructions on how to make the products they designed. Fashion design education not only nurture and develop student’s creative skills, it also teaches essential practical skills such as production techniques and material properties, to create a final product. According to this, new educational methods and strategies are needed in order engage students in the learning process and guarantee higher quality. Project-based learning (PBL) is example of educational approach that takes in account student-center learning. Project based learning (PBL) provides opportunities for students to build these qualities, as well as more deeply learn traditional academic content and understand how it applies to the real world. The methods of Literature review will apply in this research. Literature searches process through journal, proceeding and book. Literature searches are also undertaken most using computer and electronic databases. PBL methodology enhances students learning and improves students’ confident, technical skill, soft skill and prepare graduate for professional practice. The benefit of implementing PBL are increase team work skill and student motivations, articulation between theory and practice, inquiry and problem solving.

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