There is no abstract available for this thesis. / Textiles education : natural fibers -- Textiles education : manmade fibers -- Textiles education : fabric construction -- Textiles education : miscellaneous.

Typescript. / Digitized by Kansas Correctional Industries

Typescript.

Call number: LD2668 .T4 1963 K66 / Master of Science

Recent social changes in American family lifestyles have led many educators to rethink traditional curriculum decisions and to subsequently redirect secondary home economics programs. With the passage of the Carl D. Perkins Vocational Act of 1984, new directions were established for vocational educators (Hughes, Kister, & Smith, 1985). Through the use of the ethnographic interview, the researcher investigated ways in which these changes have affected the clothing and textiles teaching practices of five Virginia secondary teachers of consumer and homemaking comprehensive classes. The researcher investigated the amount of time spent sewing. and the informants’ justification for teaching clothing construction. The teachers were also asked to comment on their beliefs concerning current trends and their recommendations for future curriculum revisions. The teachers interviewed expressed a greater interest in meeting the needs of their students than in following current trends. In an apparent contradiction, they cited reasons for reduced interest and decreased need for sewing instruction but seemed reluctant to reduce or eliminate sewing instruction in the classroom. The amount of time spent during the school year on sewing projects ranged from none to nine weeks. The teachers interviewed spent an additional two to six weeks of classroom time in the study of other areas of clothing and textiles. The informants' knowledge of current educational trends appeared to come from area supervisors, inservice education, and their peers. None of the teachers interviewed indicated they read professional journals. The results of this research provide implications for inservice education content related to clothing and textiles for home economics teachers. / Master of Science

Certain disjunctions exist between the structure, courses, and practices of current textile curricula on the one hand, and the demands of students for entry into diverse creative professions and the demands of the creative industry for qualified new talents on the other. Thus, this research will explore the history, current issues, and emerging trends of academia and the creative professions as these shape the qualifications, aspirations, and expectations of students, academia, and the textile-related fields. The ultimate goal of this study is to comprehend the contemporary issues—social, economic, and cultural shifts—that may impact textile education within art and design colleges, and propose an efficient and engaging BFA (Bachelor of Fine Arts) textile curriculum suitable for the era of interdisciplinary education and the fourth industrial revolution. Since scholarly study of the effectiveness of art school curriculum is limited and little research has examined the challenges of BFA education, and in particular BFA textile education in the context of 21st century college education, the researcher begins with a survey of existing literature from adjacent fields, including higher education, sociology, business, marketing, apparel, and art education, in particular, adolescent artistic development. The existing literature also includes statistics from government, consulting firms, colleges ranking sites, and annual reports published by each school. This qualitative case study examines how stakeholders in BFA textile education—students, faculty, and professionals—from five selected art colleges in the U.S. perceive their educational experiences and post-college careers. The data were collected through 1) a review of existing literature pertaining to perspectives of general college education, creative industry, and current student generation, and 2) qualitative data gathered through initial surveys and verbal interviews, including two pilot studies. Stakeholder perspectives obtained through interviews are interpreted through the following theoretical frameworks: 1) the business perspective aiming at the success of all stakeholders; 2) the marketing perspective aiming at improving stakeholder satisfaction as a means of enhancing the operational efficiency of organizations; and 3) the educational perspective aiming to create effective teaching and engaging learning environments for the success of today's young creative talents. The researcher contends that the findings strongly suggest curricular and pedagogy change in accordance with societal changes and demands of the stakeholders—current student generation, creative industry, and academia—while at the same time informing the significant value of college education, BFA education, and textile education in the 21st century.