“Implementing an Upcycled/Redesign Project in a Dress Theory Course”

In an undergraduate dress theory course, the expectations were that a new project could address existing gaps: (a) students were interested in sewing but the program was merchandising-based only, (b) previously, dress meanings and motivations were not highly emphasized in the course in spite of their importance to understanding dress practices (Lennon, Johnson, & Rudd, 2017), and (c) past students demonstrated little to no knowledge about sustainability practices for garment design, particularly the textile waste problem in the industry where materials can be reused to construct new products (e.g., Hawley, 2008). A new project was implemented for the course to address three questions: (1) Can merchandising students be successfully introduced to basic garment construction methods? (2) Can an upcycled/redesigned garment project increase students’ understanding of motivations and meanings in dress? and (3) Will introducing students to the concept of sustainability, specifically reusing textiles to create a new garment and prevent waste, foster greater interested in sustainable design? The project began six weeks into the course so that students would have a initial foundation of dress concepts prior to starting the project. Students were required to create a garment that was either upcycled or redesigned and implement their own dress motivations and meanings into their garments. The project included three main components: (a) a garment that was upcycled or redesigned, (b) a PowerPoint presentation file, and (c) the oral presentation of the project. The results of the upcycled/redesign garment project demonstrated that merchandising students can learn basic garment construction to complete a project and increase students’ understanding of dress motivations and meanings. Students expressed a desire to continue to experimentation in the future, demonstrating success in fostering student interest in sustainable design. Students also learned basic sewing methods and developed a deeper understanding of dress theory concepts and sustainability

Catrìona

The Celtic selkie legend was the main inspiration for this bifurcated, childrenswear ensemble. Market research demonstrated a gap regarding selkie-inspired childrenswear apparel. Scottish culture was the second major inspiration for this childrenswear outfit, utilizing the color scheme of the national flag and landscape. Creative components for the original digital textile prints were derived from Scotland. An experimental patternmaking method, subtraction cutting, was used to develop original selkie-shaped designs. The ensemble was to be designed as a “self-help†ensemble, permitting children to don and doff garments without adult assistance. The designer combined multiple creative methods including experimental patternmaking, innovative digital textile prints, needlework processes, and the concept of “self-help†garments in conjunction with the selkie myth and Scottish culture to produce a bifurcated, multi-sized childrenswear outfit. This outfit contributes to field of apparel and textiles and the childrenswear market through advancing the comprehension of experimental patternmaking for children\u27s garments

Ondine

This childrenswear ensemble was inspired by the movie, Ondine, which prompted research into the selkie myth, prevalent in both Irish and Scottish cultures. Market research revealed a gap for childrenswear garments inspired by the selkie legend. This ensemble was also inspired by the color schemes of the land and seascapes of Ireland and Scotland, mainly the color green, and also integrated semiotics prevalent in Ireland. The outfit consists of a dress and reversible shrug. These garments were developed using an experimental patternmaking method, the planar flux technique, in conjunction with unique shaping to implement the selkie-inspired-fin-shapes. The ensemble was designed as a “self-help†outfit for childrenswear, which permits a child to dress her/himself. The ensemble fills a gap in the childrenswear market and also contributes to the knowledge in the field through the patterning development, exploration of digital prints, and heirloom construction methods implemented together in the garments

Irish Roots

Market research revealed that Irish childrenswear is limited to classic designs in a range of pastels, neutral colors, and some primary colors and does not have Irish symbols on the garments (e.g., Bumps \u27N\u27 Babies Maternity & Childrenswear, 2016; Cherish Me: Luxury Mother & Child, 2016; Cilento, 2016). Some of the colors stated to be rare in childrenswear include green, red, and purple (MacCabe, 2012). This childrenswear jacket, Irish Roots, fills a gap in the market as it was created in whimsical colors and emblems not commonly found in the Irish children\u27s market. The purpose of this project was to explore digital printing technologies by creating an engineered childrenswear jacket inspired by the designer\u27s Irish heritage. The goal was also to combine both visual and physical textures within the design and produce a colorful children\u27s garment. The jacket is also an innovative example of Irish-inspired childrenswear, which has successfully incorporated Irish symbolism into the design and addresses the gap discovered in the Irish children\u27s market. This jacket was completed in December 2015 in a childrenswear 4T

Paisley Impressions

The purpose of this project was to explore digital printing, surface design, and needlework by creating a childrenswear ensemble inspired by the designer\u27s Scottish heritage. The designer also wanted to include both visual and physical textures within the design to produce a unique childrenswear garment representative of Scotland. This childrenswear ensemble cohesively incorporated elements from Scotland. Digital textile printing technologies, surface design, and needlework were successfully combined to create a unique childrenswear garment. This childrenswear outfit contributes a unique design for niche consumers in the children\u27s market. The ensemble demonstrates original methods and designs for childrenswear through the utilization of digital printing, surface design, and needlework as well as the combination of a variety of fabrics and textures. Paisley Impressions is an innovative example of Scottish-inspired childrenswear and has successfully implemented Scottish emblems into the design while addressing the gap in the children\u27s market. This ensemble was completed in May 2016 in a childrenswear size 4T

Methods for increasing student learning in an online undergraduate analysis of apparel and production course

Teaching strictly online presents new challenges for educators. Some challenges included: (a) the inability to assess student thinking and learning of material in a face-to-face environment and (b) the majority of undergraduate students enrolled in the online course were taking 16 – 18 credit hours and working 20 – 30 hours per week, creating challenges for paired and group assignments. The authors questioned whether teaching methods and assignments could be developed or adapted for an online analysis of apparel and furnishings course. Existing literature discussed the expansion of online courses including appropriate use of technology. Researchers considered methods for implementing in-depth thinking. The authors used taxonomies to guide the development of assignments. Other learning tools and techniques were reviewed. The findings revealed adaptions for the online environment and the development of new curricula. An adapted Plus Delta revealed the students found the assignments beneficial along with videos and visuals

Implementing Pattern Grading in a Computer-Aided Patternmaking Course: Developing Materials and Utilizing Learning Tools

In the apparel design curriculum, students are often provided with a brief definition of grading and basic informational materials, as a result, most of them express a disconnection in understanding the basics of pattern grading. Computer-aided patternmaking software can help instructors explain the concept of pattern grading clearly by providing instant visualizations during student application of grading rules. The overarching goal of this study was to develop class materials for a computer-aided (CAD) patternmaking course to introduce the concept of pattern grading and assess student thinking and learning of the grading process. Two assignments were developed to help students visualize and apply the concept of grading: manual grading and CAD grading. Students expressed eagerness to use pattern grading for future class projects and felt both lectures helped them to better comprehend apparel sizing differences. Students also felt that the manual pattern grading lecture assisted in their understanding of computer-aided grading