Studnets Fashion Designing
Drew, Linda and Bailey, Sue and Shreeve, Alison (2002) Fashion Variations: Students Approaches to Learning in Fashion Design. In: Exploring effective curricula practices in art, design and communication in Higher Education: Proceedings for the 1st international centre for Learning and Teaching in Art and Design, Conference, 11-12 April, 2002, RIBA London. [Creative Arts and Design Clothing/Fashion Design Education Research and Study Skills in Education] Downloaded from: http://ualresearchonline.arts.ac.uk/1613/
Usage Guidelines Please refer to usage guidelines at http://ualresearchonline.arts.ac.uk/policies.html or alternatively contact ualresearchonline@arts.ac.uk. License: Creative Commons Attribution Non-commercial No Derivatives
Fashion variations: student approaches to learning in fashion design
9
Linda Drew, University of Brighton, UK Sue Bailey, Manchester Metropolitan University, UK Alison Shreeve, London College of Fashion, The London Institute, UK
Abstract This paper investigates the qualitatively different ways that students approach their learning in the context of first- and second-year fashion design courses. The central aim of the study is to explore the variation in fashion design students’ approaches to learning. The focus on variation suggests that these approaches are best explored with a phenomenographic study. Fashion design students in four fashion design departments in UK universities were chosen as the subjects of the study. The phenomenographic method used commenced with semi-structured interviews focusing on student approaches to learning in the context of a fashion design project in the first or second year of study. The sample of 21 was deliberately selected to maximise the variation. The focus of analysis is to define the qualitatively different ways (but not the similar ways) in which fashion design students approach their learning. The context explored in this study focuses on one fashion design project. The
Usage Guidelines Please refer to usage guidelines at http://ualresearchonline.arts.ac.uk/policies.html or alternatively contact ualresearchonline@arts.ac.uk. License: Creative Commons Attribution Non-commercial No Derivatives
Fashion variations: student approaches to learning in fashion design
9
Linda Drew, University of Brighton, UK Sue Bailey, Manchester Metropolitan University, UK Alison Shreeve, London College of Fashion, The London Institute, UK
Abstract This paper investigates the qualitatively different ways that students approach their learning in the context of first- and second-year fashion design courses. The central aim of the study is to explore the variation in fashion design students’ approaches to learning. The focus on variation suggests that these approaches are best explored with a phenomenographic study. Fashion design students in four fashion design departments in UK universities were chosen as the subjects of the study. The phenomenographic method used commenced with semi-structured interviews focusing on student approaches to learning in the context of a fashion design project in the first or second year of study. The sample of 21 was deliberately selected to maximise the variation. The focus of analysis is to define the qualitatively different ways (but not the similar ways) in which fashion design students approach their learning. The context explored in this study focuses on one fashion design project. The