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Is Anything Ever New? Fashion Design Students' Perceptions of Piracy
Marcketti, Sara B.,Greder, Kate,Sinclair, Heather The Korean Society of Costume 2014 International journal of costume and fashion Vol.14 No.1
Design piracy is the unauthorized copying of another designer or manufacturer's work. While controversial, it is an institutionalized practice in the apparel industry. The purpose of this study was to better understand student perceptions of design piracy, particularly as it is one they will encounter in their future careers. The authors interviewed twenty-four apparel design students at a land-grant Midwestern University. Data was analyzed using theme analysis. Three themes developed including: 1) Expressions of cognitive dissonance in statements expressing enjoyment of the practice of design piracy as a consumer; yet disappointment when (and if) their own design work was copied. 2) Concerns regarding the definition of originality and the logistics of enforcing a plan against design piracy. 3) Differences of opinion regarding the prevalence of the practice, particularly if the students had industry experience or not. Advice for professors from students regarding piracy is included.
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Is Anything Ever New? Fashion Design Students` Perceptions of Piracy
Sara B. Marcketti,Kate Greder,Heather Sin Clair 한국복식학회 2014 International journal of costume and fashion Vol.14 No.1
Design piracy is the unauthorized copying of another designer or manufacturer’s work. While controversial, it is an institutionalized practice in the apparel industry. The purpose of this study was to better understand student perceptions of design piracy, particularly as it is one they will encounter in their future careers. The authors interviewed twenty-four apparel design students at a land-grant Midwestern University. Data was analyzed using theme analysis. Three themes developed including: 1) Expressions of cognitive dissonance in statements expressing enjoyment of the practice of design piracy as a consumer; yet disappointment when (and if) their own design work was copied. 2) Concerns regarding the definition of originality and the logistics of enforcing a plan against design piracy. 3) Differences of opinion regarding the prevalence of the practice, particularly if the students had industry experience or not. Advice for professors from students regarding piracy is included.
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Teaching Social Justice through Three Time Periods of Sweatshop History
Garrin, Ashley,Marcketti, Sara The Korean Society of Costume 2015 International journal of costume and fashion Vol.15 No.1
Due to the plethora of political, economic, and social challenges experienced on a global scale in the 21st century, students need to be concerned with more than their immediate surroundings (Johnson, 2005). When implemented in an educational setting, topics encompassing social justice may provide students with the confidence and skills to become "reflective, moral, caring, and active citizens in a troubled world" (Banks and Banks, 2009, p.5). The purpose of this article was to provide examples of undergraduate lessons focused on sweatshop conditions within three time periods of United States history that incorporate social justice into the course curriculum. By implementing social justice lessons into the curriculum, students can engage in critical reading, writing, and thinking about injustices faced by society. Girded with knowledge of past oppression within the apparel industry, students may become actively engaged in challenging social injustices in our world.
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Creativity of images: using digital consensual assessment to evaluate mood boards
Charles Freeman,Sara Marcketti,Elena Karpova 한국의류학회 2017 Fashion and Textiles Vol.4 No.1
Mood boards are used frequently in design and product development as well as in academic courses related to fashion design. However objectively evaluating the creativity of fashion design mood boards is often difficult. Therefore, the purpose of this investigation is to examine reliability of a digital consensual assessment instrument measuring creativity, using expert (from related domains) and non-expert raters (students). Creativity measures were compared with the mood board themes to further investigate any relationships between mood board types and the consensual assessment. Independent samples t test comparing group means indicated expert raters evaluated the mood boards significantly higher in creativity than the non-experts, t (99) = −6.71, p < .001, (95% CI −.57, −.29), while Pearson correlation results indicate a significant relationship between the two groups of raters, r (50) = .33, p < .01. ANOVA results for all raters indicated a significant difference between the five subject matter categories; F (4, 95) = 4.64, p < .005. Overall, expert and non-expert raters reported significant reliability, which further supports prior research using consensual assessment for creativity measures across domains.
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Teaching Social Justice through Three Time Periods of Sweatshop History
Ashley Garrin,Sara Marcketti 한국복식학회 2015 International journal of costume and fashion Vol.15 No.1
Due to the plethora of political, economic, and social challenges experienced on a global scale in the 21st century, students need to be concerned with more than their immediate surroundings (Johnson, 2005). When implemented in an educational setting, topics encompassing social justice may provide students with the confidence and skills to become “reflective, moral, caring, and active citizens in a troubled world” (Banks and Banks, 2009, p.5). The purpose of this article was to provide examples of undergraduate lessons focused on sweatshop conditions within three time periods of United States history that incorporate social justice into the course curriculum. By implementing social justice lessons into the curriculum, students can engage in critical reading, writing, and thinking about injustices faced by society. Girded with knowledge of past oppression within the apparel industry, students may become actively engaged in challenging social injustices in our world.
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