Evaluation of Drawing (Figure Drawing) Course in Fashion Design Education According to Student Opinions

Burcu Başaran

Makale detayları

Evaluation of Drawing (Figure Drawing) Course in Fashion Design Education According to Student Opinions

Yazarlar:

Burcu Başaran

Yayıncı:

Hitit University

Ana Başlıklar:

Görsel Kültür

Dergi:

Hitit Sosyal Bilimler Dergisi Vol.17 Issue 2, pp.283-302

Belge Tipi:

Makale

Yayın Tarihi:

8/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001317997

pISSN:

2757-7449

Anahtar kelimeler:

Özet:

 Fashion is a concept that is also a product of visual culture and takes its source from visual culture, is intertwined with the life of the individual, and appears in different aspects of the changing processes of time, to create aesthetic and comfortable forms of human life. While the rather wide range of fashion brings diversity to fashion education, the production of fashion products in aesthetic forms has led to the necessity of art education, and the production of fashion products with the right methods has led to the necessity of technical education. Fashion design education is a form of design education in which artistic and vocational technical education is taught to the student through blending them correctly. Besides, vocational and technical courses; art education, which is taught in fashion design education with the basic education logic is the result of the multi-directional education approach provided to the fashion design student. Art education-based courses, especially taught in the first years develop the students creativity, originality, aesthetic point of view and aesthetic expression style. Drawing Figure Drawing, which is one of the most important of these lessons, is a basic course that teaches the student to see and perceive and to express what they can see and perceive in an aesthetic way. Thanks to this course, the student, who gains observation and shaping skills through developing aesthetic sensitivity will receive basic artistic training for the fashion design program designed to dress the human body aesthetically and functionally. In this article, which was investigated on this perceived need, the importance, position, process and content of the Drawing Figure Drawing course for the fashion design program were examined and the opinions and expectations of Selcuk University fashion design students about the course were tried to be set forth. The position and content of the Drawing Figure Drawing course in the fashion design program were tried to be determined in the Bologna programs found on the university websites and the course information packages in the program. Descriptive analysis was used in the study conducted with the literature research and qualitative research method, and semi-structured questions were used in the interviews with the purposeful sample group. In the purposefully selected sample group in the study, some students are admitted by the Talent Exam, and some are admitted by the Central Examination System. In particular, students studying in different periods and groups were reached. With this approach, the unbiased opinions of the students who came to the department by drawing before and the students who did not know about drawing before university were collected and compared by descriptive analysis. When the departments of fashion design and textile and fashion design at the undergraduate education level in Turkey are examined, it is seen that these departments accept students with a special talent exam based on the Pattern Figure Drawing course and training, which is a necessary education, or with a central examination system that includes completely general theoretical courses or portfolio examinations. According to the findings obtained from the interviews in the study, almost all of the students who were admitted both to the talent exam and the central examination system considered the Drawing Figure Drawing course quite necessary for their education. Considering their success status, it was understood from their statements that the students who took the talent exam were more successful. It was determined that the students who took the central exam drew more still-life, lifeless models such as lifeless mannequins and tors due to their lack of pre-qualification and readiness. While the students who took the talent exam expressed their opinions on more advanced subjects, such as drawing faster and drawing what they imagined, the students who took the central examination system. The students who took the central exam reported that they would like to draw more different things, that they would like to be told more about drawing knowledge at the beginning of the course, and that they would like the instructor to be more interested, to give information frequently, and to warn and correct mistakes. Their common answers can be regarded as being able to draw more live models, providing models from outside, improving the workshop environment, using different environments, enriching the materials, drawing more fabrics, and enriching the content.

 Fashion is a concept that is also a product of visual culture and takes its source from visual culture, is intertwined with the life of the individual, and appears in different aspects of the changing processes of time, to create aesthetic and comfortable forms of human life. While the rather wide range of fashion brings diversity to fashion education, the production of fashion products in aesthetic forms has led to the necessity of art education, and the production of fashion products with the right methods has led to the necessity of technical education. Fashion design education is a form of design education in which artistic and vocational technical education is taught to the student through blending them correctly. Besides, vocational and technical courses; art education, which is taught in fashion design education with the basic education logic is the result of the multi-directional education approach provided to the fashion design student. Art education-based courses, especially taught in the first years develop the students creativity, originality, aesthetic point of view and aesthetic expression style. Drawing Figure Drawing, which is one of the most important of these lessons, is a basic course that teaches the student to see and perceive and to express what they can see and perceive in an aesthetic way. Thanks to this course, the student, who gains observation and shaping skills through developing aesthetic sensitivity will receive basic artistic training for the fashion design program designed to dress the human body aesthetically and functionally. In this article, which was investigated on this perceived need, the importance, position, process and content of the Drawing Figure Drawing course for the fashion design program were examined and the opinions and expectations of Selcuk University fashion design students about the course were tried to be set forth. The position and content of the Drawing Figure Drawing course in the fashion design program were tried to be determined in the Bologna programs found on the university websites and the course information packages in the program. Descriptive analysis was used in the study conducted with the literature research and qualitative research method, and semi-structured questions were used in the interviews with the purposeful sample group. In the purposefully selected sample group in the study, some students are admitted by the Talent Exam, and some are admitted by the Central Examination System. In particular, students studying in different periods and groups were reached. With this approach, the unbiased opinions of the students who came to the department by drawing before and the students who did not know about drawing before university were collected and compared by descriptive analysis. When the departments of fashion design and textile and fashion design at the undergraduate education level in Turkey are examined, it is seen that these departments accept students with a special talent exam based on the Pattern Figure Drawing course and training, which is a necessary education, or with a central examination system that includes completely general theoretical courses or portfolio examinations. According to the findings obtained from the interviews in the study, almost all of the students who were admitted both to the talent exam and the central examination system considered the Drawing Figure Drawing course quite necessary for their education. Considering their success status, it was understood from their statements that the students who took the talent exam were more successful. It was determined that the students who took the central exam drew more still-life, lifeless models such as lifeless mannequins and tors due to their lack of pre-qualification and readiness. While the students who took the talent exam expressed their opinions on more advanced subjects, such as drawing faster and drawing what they imagined, the students who took the central examination system. The students who took the central exam reported that they would like to draw more different things, that they would like to be told more about drawing knowledge at the beginning of the course, and that they would like the instructor to be more interested, to give information frequently, and to warn and correct mistakes. Their common answers can be regarded as being able to draw more live models, providing models from outside, improving the workshop environment, using different environments, enriching the materials, drawing more fabrics, and enriching the content.

 Fashion is a concept that is also a product of visual culture and takes its source from visual culture, is intertwined with the life of the individual, and appears in different aspects of the changing processes of time, to create aesthetic and comfortable forms of human life. While the rather wide range of fashion brings diversity to fashion education, the production of fashion products in aesthetic forms has led to the necessity of art education, and the production of fashion products with the right methods has led to the necessity of technical education. Fashion design education is a form of design education in which artistic and vocational technical education is taught to the student through blending them correctly. Besides, vocational and technical courses; art education, which is taught in fashion design education with the basic education logic is the result of the multi-directional education approach provided to the fashion design student. Art education-based courses, especially taught in the first years develop the students creativity, originality, aesthetic point of view and aesthetic expression style. Drawing Figure Drawing, which is one of the most important of these lessons, is a basic course that teaches the student to see and perceive and to express what they can see and perceive in an aesthetic way. Thanks to this course, the student, who gains observation and shaping skills through developing aesthetic sensitivity will receive basic artistic training for the fashion design program designed to dress the human body aesthetically and functionally. In this article, which was investigated on this perceived need, the importance, position, process and content of the Drawing Figure Drawing course for the fashion design program were examined and the opinions and expectations of Selcuk University fashion design students about the course were tried to be set forth. The position and content of the Drawing Figure Drawing course in the fashion design program were tried to be determined in the Bologna programs found on the university websites and the course information packages in the program. Descriptive analysis was used in the study conducted with the literature research and qualitative research method, and semi-structured questions were used in the interviews with the purposeful sample group. In the purposefully selected sample group in the study, some students are admitted by the Talent Exam, and some are admitted by the Central Examination System. In particular, students studying in different periods and groups were reached. With this approach, the unbiased opinions of the students who came to the department by drawing before and the students who did not know about drawing before university were collected and compared by descriptive analysis. When the departments of fashion design and textile and fashion design at the undergraduate education level in Turkey are examined, it is seen that these departments accept students with a special talent exam based on the Pattern Figure Drawing course and training, which is a necessary education, or with a central examination system that includes completely general theoretical courses or portfolio examinations. According to the findings obtained from the interviews in the study, almost all of the students who were admitted both to the talent exam and the central examination system considered the Drawing Figure Drawing course quite necessary for their education. Considering their success status, it was understood from their statements that the students who took the talent exam were more successful. It was determined that the students who took the central exam drew more still-life, lifeless models such as lifeless mannequins and tors due to their lack of pre-qualification and readiness. While the students who took the talent exam expressed their opinions on more advanced subjects, such as drawing faster and drawing what they imagined, the students who took the central examination system. The students who took the central exam reported that they would like to draw more different things, that they would like to be told more about drawing knowledge at the beginning of the course, and that they would like the instructor to be more interested, to give information frequently, and to warn and correct mistakes. Their common answers can be regarded as being able to draw more live models, providing models from outside, improving the workshop environment, using different environments, enriching the materials, drawing more fabrics, and enriching the content.

 Moda hem bir görsel kültür ürünü hem de görsel kültürden kaynağını alan, bireyin yaşamıyla iç içe olan, insan yaşamına dair estetik ve konforlu biçimler yaratmak için zamanın değişken süreçleriyle birlikte farklı görünümlerle karşımıza çıkan bir kavramdır. Modanın oldukça geniş yelpazesi moda eğitiminde çeşitliliği beraberine getirirken, moda ürünlerinin estetik biçimlerde üretilmesi sanat eğitimi gerekliliğini, doğru yöntemlerle üretilmesi teknik eğitimin gerekliliğini doğurmuştur. Moda tasarımı eğitimi, sanatsal ve mesleki teknik eğitimin doğru bir şekilde harmanlanarak öğrenciye verildiği bir tasarım eğitimi biçimidir. Mesleki ve teknik derslerin yanı sıra moda tasarımı eğitiminde, temel eğitim mantığı ile verilen sanat eğitimi, moda tasarımı öğrencisine verilen çok yönlü eğitim anlayışının sonucudur. Özellikle ilk yıllarda verilen sanat eğitimi temelli dersler, öğrencinin yaratıcılığını, özgünlüğünü, estetik bakış açısını ve estetik ifade biçimini geliştiren derslerdir. Bu derslerin en önemlilerinden olan Desen Figür Çizimi dersi öğrenciye görmeyi ve algılamayı öğreten, görüp algılayabildiklerini estetik bir biçimde ifade ederek dışsallaştırmasını sağlayan temel bir derstir. Bu ders ile estetik duyarlılık geliştirerek, gözlemleme ve biçimlendirme becerileri kazanan öğrenci, insan bedenini estetik ve fonksiyonel biçimde giydirmek üzere kurgulanan moda tasarımı programı için temel sanatsal eğitimini almış olmaktadır. Hissedilen bu ihtiyaç üzerine araştırılan bu makalede Desen Figür Çizimi dersinin moda tasarımı programı için önemi, yeri, işlenişi ve içeriği incelenerek, Selçuk Üniversitesi moda tasarımı öğrencilerinin ders hakkındaki görüş ve beklentileri ortaya koyulmaya çalışılmıştır. Belirlenen programların üniversite web sitelerinde bulunan Bologna programları ve programda bulunan ders bilgi paketlerinden Desen Figür Çizimi dersinin moda tasarımı programındaki yeri ve içeriği belirlenmeye çalışılmıştır. Literatür araştırması ve nitel araştırma yöntemiyle yapılan çalışmada betimsel analiz kullanılmış, maksatlı örneklem grubuyla yapılan görüşmelerde yarı yapılandırılmış sorular kullanılmıştır. Araştırmada maksatlı seçilen örneklem grubunda yetenek sınavıyla alınan öğrenciler ve merkezi sınav sistemiyle alınan öğrenciler bulunmaktadır. Özellikle farklı dönemlerde ve gruplarda okuyan öğrencilere ulaşılmıştır. Bu yaklaşım biçimiyle bölüme daha önce çizim yaparak gelen öğrencilerle, üniversite öncesi çizim bilgisi olmayan öğrencilerin tarafsız görüşleri toplanıp betimsel analiz yapılarak kıyaslanmıştır. Türkiyede bulunan lisans eğitimi düzeyi, moda tasarımı ile tekstil ve moda tasarımı bölümleri incelendiğinde bu bölümlerde temelde gerekli bir eğitim olan Desen Figür Çizimi dersine ve eğitimine dayanan özel yetenek sınavı ile veya tamamen genel teorik derslerin yer aldığı merkezi sınav sistemi ile veya portfolyo incelemesi ile öğrenci kabul ettikleri görülmüştür. Araştırmada görüşmelerden elde edilen bulgura göre hem yetenek sınavıyla hem de merkezi sınav sistemiyle alınan öğrencilerin neredeyse tamamı Desen Figür Çizimi dersini eğitimleri için oldukça gerekli bulmuşlardır. Başarı durumlarına bakıldığında yetenek sınavıyla alınan öğrencilerin daha başarılı oldukları ifadelerinden anlaşılmıştır. Merkezi sınavla alınan öğrencilerin ön yeterlilik ve hazır bulunuşluluklarının eksik olması nedeniyle daha fazla natürmort, cansız manken ve tors gibi cansız modelleri çizdikleri belirlenmiştir. Yetenek sınavıyla alınan öğrenciler daha hızlı çizebilme, hayalindekileri çizebilme gibi daha ileri konular üzerinde görüşlerini ifade ederken, merkezi sınav sistemi ile alınan öğrenciler sayıca daha fazla olmalarına rağmen bu konular üzerinde görüş bildirmemişlerdir. Özel yetenek sınavıyla alınan öğrencilerin çoğu derste zorlanmadıklarını ifade ederken, merkezi sınav sistemiyle alınan öğrencilerden bir kısmı zorlandıklarını, önemli bir kısmı da dersin başlarında zorlandıklarını ancak zaman içinde öğrenip ilerleyerek bunu aştıklarını söylemişlerdir. Her iki grup öğrenci de alana, en çok moda resmine ve diğer teknik derslere de katkısının bulunduğunu söylemişlerdir. Öğrencilerin Desen Figür Çizimi dersinin beklentilerini karşılayıp karşılamadığı sorulduğunda yetenek sınavıyla alınan öğrencilerin büyük çoğunluğu beklentilerini karşıladığını ifade ederken, merkezi sınav sistemiyle alınan öğrencilerin çok küçük bir kısmı beklentilerini karşıladığını söylemiştir. Merkezi sınavla alınan öğrenciler daha farklı şeyleri de çizmek istediklerini, dersin başında çizim bilgisine dair daha çok şey anlatılmasını istediklerini, öğretim elamanının daha ilgili ve sıklıkla bilgi veren, hatalarında uyaran, düzelten konumda olmasını istediklerini bildirmişlerdir. Ortak cevapları daha çok canlı model çizebilme, dışarıdan model temin edilmesi, atölye ortamının geliştirilmesi, arada farklı ortamların kullanılması, materyallerin zenginleştirilmesi, daha çok kumaş çizilmesi ve içeriğin zenginleştirilmesi olarak sayılabilir.

Makale detayları

Evaluation of Drawing (Figure Drawing) Course in Fashion Design Education According to Student Opinions

Yazarlar:

Burcu Başaran

Yayıncı:

Hitit University

Ana Başlıklar:

Görsel Kültür

Dergi:

Hitit Sosyal Bilimler Dergisi Vol.17 Issue 2, pp.283-302

Belge Tipi:

Makale

Yayın Tarihi:

8/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001317997

pISSN:

2757-7449

Fashion Design

Art Education

Figure Drawing

Design Education

Visual CultureModa Tasarımı

Sanat Eğitimi

Figür Çizimi

Tasarım Eğitimi

Görsel Kültür

Sayı

Makale detayları

Yazarlar: Burcu Başaran

Yayıncı: Hitit University

Ana Başlıklar: Görsel Kültür

Dergi: Hitit Sosyal Bilimler Dergisi Vol.17 Issue 2, pp.283-302

Belge Tipi: Makale

Yayın Tarihi: 8/2024

Belge Dili: Türkçe

Document ID (Org No.): 2001317997

pISSN: 2757-7449

Sayı

Yazarlar:

Burcu Başaran

Yayıncı:

Hitit University

Ana Başlıklar:

Görsel Kültür

Dergi:

Hitit Sosyal Bilimler Dergisi Vol.17 Issue 2, pp.283-302

Belge Tipi:

Makale

Yayın Tarihi:

8/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001317997

pISSN:

2757-7449