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

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

scholarly journals From studio practice to online design education: Can we teach design online? | De l’enseignement pratique en studio à l’enseignement en ligne : peut-on enseigner le design en ligne ?

2019 ◽  
Vol 45 (1) ◽  
Author(s):  
Katja Fleischmann
Keyword(s):  
Design Education ◽  
Virtual Classroom ◽  
Future Research ◽  
First Year ◽  
First Year Students ◽  
Art And Design ◽  
Face To Face ◽  
Online Design ◽  
Studio Practice ◽  
Is Design

Digital technology is reshaping the way higher education subjects are taught, including design. Various design disciplines use studio teaching as a pedagogy to educate students for professions in art and design. Studio teaching bases a high premium on face-to-face interactions which guide learning through dialogue and feedback on individual work. Many design educators believe it is difficult or even impossible to teach design online because of studio-based interactions. Is design one of those disciplines that cannot be taught online because of the studio culture? This study explores that question by investigating the effectiveness of teaching design subjects that employ a virtual classroom to manage peer-to-peer critiques, instructor feedback, and assignments. Twenty-eight first-year students participated in two online design subjects that required them to interact with fellow students and the design instructor via a Learning Management System. The experienced benefits and challenges of students and instructors are presented, and future research is highlighted.La technologie numérique transforme la façon dont sont enseignées les disciplines de l’éducation postsecondaire, y compris le design. Différentes branches du design se servent de l’enseignement en studio comme pédagogie permettant de former les étudiants pour les métiers des arts et du design. L’enseignement en studio accorde une importance considérable aux interactions en personne qui orientent l’apprentissage par l’entremise du dialogue et de la rétroaction offerte sur le travail individuel. De nombreux enseignants de design croient qu’il est difficile, voire impossible, d’enseigner le design en ligne à cause des interactions en studio. Le design est-il l’une de ces disciplines que l’on ne peut pas enseigner en ligne à cause de la culture des studios? Cette étude explore la question en investiguant l’efficacité de sujets qui étudient le design à l’aide d’une salle de classe virtuelle, qui sert à gérer les critiques entre les pairs, les rétroactions de l’instructeur, ainsi que les travaux à effectuer. Vingt-huit étudiants de première année ont pris part à deux cours de design en ligne qui exigeaient d’eux qu’ils interagissent avec leurs camarades et avec l’instructeur par l’entremise d’un système de gestion de l'apprentissage. Les avantages et les défis dont les étudiants et les instructeurs ont fait l’expérience sont présentés, et des pistes sont proposées pour des études futures.

scholarly journals CREATIVE CONCEPTS OF FOLK COSTUME IN REGIONAL SCHOOLS OF UKRAINE

2021 ◽  
Vol 5 (43) ◽  
Author(s):  
Y. Yurchyshyn
Keyword(s):  
Art Education ◽  
Design Education ◽  
Historical Context ◽  
Deep Penetration ◽  
Educational Design ◽  
Creative Processes ◽  
Art And Design ◽  
Textile Design ◽  
Clothing Design ◽  
National University

The author of the article highlights and gives analysis of activities of the main Regional Art Schools, which study and use the folk costume in modern creative work, in clothing design, in particular. She considers the conceptual foundations of the formation of the content of educational programs, based on deep penetration into the tradition and ability to develop and apply it in creative interpretation. The author traces the way in which a constant renewal and improvement of the educational and creative processes and the main academic foundations of art education take place, considering the development of relevant creative and methodological issues in contemporary rapidly changing socio-cultural space.The analysis of the activities of the leading Ukrainian higher educational institutions, which systematically use folk art in educational design, is carried out: Lviv National Academy of Arts, Kyiv National University of Technology and Design and Kosiv Institute of Applied and Decorative Arts of Lviv National Academy of Arts. The concepts of the clothing design departments of these Schools are assessed in historical context. The author singles out the personalities of the leading teachers, who introduce stylistics of the use of folk cut, decoration, colour and decor in the course and diploma clothing design in a traditional way, close to the ethnographic sample.The ways of the development of design education are proposed, aimed at a comprehensive scientific understanding and creative conceptualization of the traditions of national culture, professional art and design, methodological extension of specialized art education in Ukraine, their rapprochement with the topical issues of the world culture and the latest trends in modern clothing design.Key words. Design education, Regional Art School, interpretation, tradition, folk costume, fashion and textile design.

scholarly journals Features of Second Life virtual environment and evaluation within the scope of art education

2020 ◽  
Vol 17 (2) ◽  
pp. 485-512
Author(s):  
Sevda Ceylan Dadakoğlu ◽  
Şeniz Aksoy
Keyword(s):  
Art Education ◽  
Virtual Environments ◽  
Virtual Environment ◽  
Virtual Worlds ◽  
Second Life ◽  
Design Education ◽  
Three Dimensional ◽  
Computer Applications ◽  
Art And Design ◽  
3D Virtual Worlds

Depending on the rapid development of technology, many environments, tools and methods are being developed in the field of education and training. These innovations include education in virtual worlds and three-dimensional education technologies that we have encountered frequently in recent years. With the improvement of three-dimensional education technologies, it is known that learning is used in "3D virtual worlds". Accordingly, it is mentioned that virtual environments are used in all levels of education, learning and teaching process.In this study, the virtual world of Second Life, which is a three-dimensional online life simulation and can be defined as an alternative teaching environment, was examined. The aim of this article; Introducing Second Life, a virtual environment that can be used in art and design education, to provide a theoretical perspective, to contribute to researchers and teachers who want to use 3D virtual worlds for educational purposes and to create a theoretical basis for the researches in this environment.Therefore, first of all, 3D virtual worlds are examined from a general perspective. Then, the Second Life application from 3D virtual environments was examined in detail and its general characteristics were defined.In addition, the use of Second Life in education, construction and content creation within the application, art and design making and art education were discussed. For this reason, examples of the artists using the Second Life application were given and some of the educational practices related to how Second Life was used in art and design education were included. In the conclusion part, with the development of technology and the use of virtual worlds in education, the gains that can be achieved in art classes were also included. In this context, the importance of the use of technology, various computer applications (VR, augmented reality applications, etc.) and 3D virtual worlds was mentioned in terms of today's art education gains. It was also stated that the ways of incorporating technology into art education should be questioned. ​Extended English summary is in the end of Full Text PDF (TURKISH) file.   Özet Teknolojinin hızla ilerlemesine bağlı olarak eğitim ve öğretim alanında birçok ortam, araç ve yöntem geliştirilmektedir. Bu yeniliklerin içerisinde son yıllarda sıkça karşılaştığımız sanal dünyalarda eğitim ve üç boyutlu eğitim teknolojileri de yer almaktadır. Üç boyutlu eğitim teknolojilerinin iyileştirilmesiyle beraber “3B sanal dünyalarda öğrenme”nin ön plana çıktığı bilinmektedir. Buna bağlı olarak eğitimin tüm kademelerinde, öğrenme ve öğretme sürecinde sanal ortamların işe koşulduğundan söz edilmektedir. Bu araştırmada üç boyutlu, çevrimiçi bir yaşam simülasyonu olan ve alternatif bir öğretim ortamı olarak tanımlanabilen Second Life sanal dünyası incelenmiştir. Bu makalenin amacı; sanat ve tasarım eğitiminde kullanılabilecek sanal ortamlardan Second Life’ı tanıtmak, bu konuda teorik bir perspektif kazandırmak, 3B sanal dünyaları eğitim amaçlı kullanmak isteyen araştırmacı ve öğretmenlere katkı sağlamak ve bu ortamda yapılacak araştırmalar için kuramsal zemin oluşturmaktır. Bu nedenle öncelikle 3B sanal dünyalara genel bir çerçeveden bakılmıştır. Ardından 3B sanal ortamlardan Second Life uygulaması detaylı bir biçimde incelenerek genel özellikleri tanımlanmıştır. Second Life uygulamasının eğitimde kullanılması, uygulama dâhilinde inşa ve içerik oluşturma, sanat ve tasarım yapma ve sanat eğitimi konusu tartışılmıştır. Daha sonra Second Life uygulamasını kullanan sanatçılara örnekler verilmiş ve Second Life’ın sanat ve tasarım eğitiminde nasıl kullanıldığına ilişkin eğitim uygulamalarından bazılarına yer verilmiştir. Sonuç kısmında teknolojinin gelişmesi ve sanal dünyaların eğitimde kullanımıyla beraber sanat derslerinde elde edilebilecek kazanımlar yer almıştır. Buna bağlı olarak teknolojinin, çeşitli bilgisayar uygulamalarının (VR, artırılmış gerçeklik uygulamaları, vb.) 3B sanal dünyaların eğitimde kullanılmasının günümüz sanat eğitimi kazanımları açısından önemine değinilmiştir. Ayrıca sanat eğitimine teknolojinin dâhil edilme biçimlerinin sorgulanması gerektiği ifade edilmiştir.

scholarly journals The learningscape of a virtual design atelier

2012 ◽  
Vol 2 (3) ◽  
Author(s):  
Jennefer Hart ◽  
Theo Zamenopoulos ◽  
Steve Garner
Keyword(s):  
Cultural History ◽  
Design Education ◽  
Teaching And Learning ◽  
Creative Industries ◽  
Virtual Design ◽  
Art And Design ◽  
Face To Face ◽  
Large Numbers ◽  
E Learning ◽  
Learning Platforms

The development of e-learning platforms is fundamentally changing the nature of education across all disciplines. Art and design education has traditionally taken place within a studio environment and its model of teaching and learning has been informed by the ‘atelier’ approach which has a distinctive educational and cultural history. Signifi cant pressures arise today in undergraduate art and design education and partly these drive the need to establish an effective and viable modern studio experience. Not only must any new studio support student learning of practice and principles, for example, by allowing students to work alongside experts, it must foster the community and culture of the creative industries. As if this wasn’t diffi cult enough, any innovation in teaching and learning must not incur the huge costs and resource demands of our current models of art and design education and it must be scalable to provide a stimulating experience for large numbers of students with diverse backgrounds, abilities and needs. This paper reports on a suite of studies that were carried out as part of a JISCfunded project titled ATELIER-D. The aim of the project was to create an online virtual design learning environment that replicates and improves the features of traditional face-to-face studio education. The paper makes reference to new curricula at the Open University, particularly a new FHEQ level 4 online design course fi rst presented in February 2010 to 350 students.

scholarly journals Involvement and Strategies to Increase Physical Activities Among Art Education Students in UiTM

Sains Insani ◽  
2021 ◽  
Vol 6 (2) ◽  
Author(s):  
AHMAD FAHIM ZULKIFLI ◽  
BROLIN PETER UGAU ◽  
AJAU DANIS
Keyword(s):  
Art Education ◽  
Undergraduate Students ◽  
Design Education ◽  
Health Condition ◽  
Physical Activities ◽  
Mixed Method Research ◽  
Level Of Involvement ◽  
Art And Design ◽  
Qualitative Methodologies ◽  
High Level

The main aim of this study was to describe the level of involvement in physical activity (PA) among art education major in Universiti Teknologi MARA (UiTM). Additionally, this study was also keen to identify current perceptions and potential strategies to encourage students’ future participation in PA. This study adopted the mixed-method research design comprising both quantitative and qualitative methodologies. Participants consisted of 30 final year students from art major (AD) students ages between 24 to 26 years (5 male, 25 female). The PA involvement was assessed using modified International Physical Activities Questionnaire (IPAQ). The qualitative data were gathered via interview protocols to identified perceptions and strategies to support student involvement in PA. Data analysis were conducted with SPSS (version 26.0) using a test such as descriptive statistics (e.g., means, standard deviation, percentage). Majority of the final year art and design education undergraduate students are active. All the participants were also aware of the importance of PA towards health condition, ideal body shaped and keeping fit. In term of strategies, many participants believe the faculty or university was responsible for organising various events to encourage them into higher engagement in PA. In addition, most of the participants also involve in either vigorous or moderate intensities PA each week with 66.7% and 46.7% respectively. This study believes individual involvement in physical activities is a long-term process and requires commitment. Only those teachers with high-level of knowledge, understanding and motivation can make changes to the students' perceptions and behaviour towards physical activities.

Electronic Resources on Art in Thailand (ERA): experiments at Silpakorn University Library

2000 ◽  
Vol 25 (2) ◽  
pp. 10-13
Author(s):  
Poot Veraprasert
Keyword(s):  
Art Education ◽  
Design Education ◽  
Physical Space ◽  
Electronic Resources ◽  
Art And Design ◽  
The Public ◽  
University Library ◽  
Online Source ◽  
Professional Artists ◽  
The University

Since its establishment in 1934 Silpakorn University has been recognized as the oldest, and one of the best, institutes of art and design education in Thailand. The University Library is believed to contain the foremost collection on art and art education in the country even though, in the past, its capacity to serve the public was constrained by inadequate bookstock and limited physical space. In order to expand its ability to serve the public and to enhance the development of art education in the country, a research project entitled ‘Electronic Resources on Art in Thailand (ERA)’ was launched in 1998, with the objective of creating an online source of information which would be useful both to the public and to professional artists and designers.

scholarly journals Art Education and Design Thinking: Reflections on Students Engaging With Community Using Design

2021 ◽  
Vol 48 (1) ◽  
pp. 3-19
Author(s):  
Michelle Wiebe ◽  
Sheilagh Seaton
Keyword(s):  
Art Education ◽  
Creative Process ◽  
Design Education ◽  
Creative Thinking ◽  
Design Thinking ◽  
Art And Design ◽  
Education Practice ◽  
Il Y A ◽  
Thinking Process

Abstract: The creative process has long been interwoven with art education practice. Design thinking has numerous parallels to the creative process and may be viewed as an appropriate method to encourage creative thinking in both art and design students. This observational case study reflects on two disparate challenges in which 47 students tackled aesthetic and community provocations by applying the design thinking process. Reflective consideration of the results of each ‘project’ provides insight into the application and value of a proposed Design Thinking framework in art and design education. Keywords: Creativity; Design thinking; Innovation; Community. Résumé : Il existe depuis toujours une sorte d’interaction entre le processus créatif et la pratique de l’enseignement des arts. Il y a de nombreux parallèles entre le processus créatif et la réflexion conceptuelle, cette dernière pouvant être perçue comme une méthode appropriée pour encourager la pensée créatrice chez les étudiant.e.s, aussi bien en art qu’en design. Cette étude de cas par observation s’articule autour de deux défis distincts dans le cadre desquels 47 étudiant.e.s ont dû gérer des impératifs esthétiques et communautaires en recourant à un processus de réflexion conceptuelle. L’analyse réflexive des résultats de chacun des « projets » offre un aperçu de la mise en œuvre et de la valeur d’un cadre potentiel de réflexion conceptuelle au regard des études artistiques et de design. Mots-clés : créativité, réflexion conceptuelle, innovation, communauté.

scholarly journals The Art Group Crit. How do you make a Firing Squad Less Scary

2013 ◽  
Author(s):  
Peter Day
Keyword(s):  
Student Performance ◽  
Design Education ◽  
Art And Design ◽  
Face To Face ◽  
Oral Feedback ◽  
Firing Squad ◽  
Self Worth ◽  
The University ◽  
Qualitative Responses ◽  
The Impact

The relationship between achievement and feedback and the fact that effective feedback improves achievement is well documented (Taylor and McCormack, 2004; Hattie, 2007). This is especially true of written feedback.  However in art and design education feedback will take place in an often emotionally charged face-to-face meeting where verbal criticism, both negative and positive, takes place in front of an audience. The forum for this feedback in art education is the Group Crit (Crit, Art Crit, or Group Critique) at which students are expected to present and perform. It is the students’ reception and perception of this oral feedback in today’s quality-focused context, which is at the heart of this study. This article presents a study into the impact of verbal feedback on achievement in art and design education via a survey taken amongst 60 undergraduate art and design students, at the University of Institution in 2009/10. The survey collected both quantitative and qualitative responses and identified a fundamentally emotional and fear-focused perception of the Group Crit, one opposed to its supportive and bespoke dynamic intentions. A stress factor (Pope, 2005; Anthony, 1991) is created when personalised feedback is perceived as a negative (critical) reflection on the student performance (at the Crit), their self worth and esteem and not the work presented. Criticism, and by implication feedback, is perceived as negative, personal and subjective and fraught with contradiction and loss of ‘respect’ - in opposition to the students’ previous prescriptive and ‘objective’ educational experiences.

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