DEVELOPMENT OF SKETCH FOR FASHION DESIGN: A CASE STUDY FROM EXPERIMENTATION DEVELOPED FOR A COURSE IN DIVINÓPOLIS/MG, BRASIL.Analysis of methodology applied in development of sketches with students of a professionalizing course.

Cristiane VICTER¹, Monica FISCHER², Leandro CATÃO³.1 Faculdade de Arte e Design/FACED2 Faculdade de Arte e Design/FACED3 Funedi/UEMG

SUMMARY

The study of layout and proportions of the human shape have huge importance for clothing creation. In this sense, this article focuses on a case study, involving the development of learning techniques for fashion design students of a vocational course in Divinópolis/MG, Brasil, taking learning methodologies into consideration, as well as individual evolution of students about the applicability of some techniques.

KEY-WORDS: Design, Fashion, Clothing, Sketch, Teaching.

1.INTRODUCTION

The development process of fashion design is a step very important to students and professionals, so that they can adequately express their creation. The development of drawing skills, unlike supposed by common sense, can be obtained from techniques, for which the student can be led to perceive the parts involving the creation of a piece of clothing.

Thus, the following reflections are intended contributing in the search for theoretical and practical foundations, to consider particular issues of clothing designs, addressing mainly technical aspects and drawing educational.

2. DEVELOPMENT

Professional courses are generally short term studies intended to train workers in a small space of time, and give the students an overview of the entire content, so that they can eventually deepen in it. In the case of drawing courses, in particular of fashion, we find many students interested in the subject, but they don't believe that have the ability to draw or give expression of their creations through the drawings. In this specific course, on a first moment the programmatic content of the course is presented and they are requested to make a drawing on their own, for future comparisons.

For the students interaction an appropriate methodology is considered of utmost importance, so that the contents will be presented by parts, allowing them to practice enough before proceeding to the next step;

another important consideration is the compliment, because the increasing of self-esteem takes students to become involved with their creations and get rid of the creation blockage.

Coordination and lightness of the movements lead students first to cross through perception of the hands, and then of movements they perform. The slipping of the hand through the paper and the thickness of the trace, are now part ofa daily life never observed by the participants. The shapes assume new senses, lines and reality are moving closer. As an example, we have the drawings of curves to design skirts.

Within the steps to be followed, the knowledge of the body, such as support for clothing, the sketch drawing, with all its divisions and measures, are worked on two moments; the first with ready sketches serving as the basis for creation, being used as support for the students to feel security to develop their creations.

Usually they create in students an expectation and a chance to show what was proposed in mind, giving emphasis on pieces of clothing and its details. In a second moment, they are encouraged to create their own sketches, based on pre-established measures.

Elsewhere, students will learn to draw the body. In particular, at this course is proposed the design of the legs to the creation of skirts, following the pattern of teaching modeling, where the skirts are focused first, being easier to be understood.

Fig. 1: drawing of a student on the first day of class. Fig. 2: drawing of a student with the sketch technique.

After that, eyes, mouths, hair and noses are drawn in multiple ways and then assembled into a single drawing: the face now is focused with all possible divisions. It is noticeable that students begin to see their faces in other shape; the drawings are gaining exciting formats for most of them.

Fig. 3: development of design of face, early drawings, soon after a few days in the classroom

Finally, the knowledge of fabrics, accessories, and differences among children's bodies, male and female, are also worked.

3. FINAL CONSIDERATIONS

It´s possible to perceive that at the end of the course, many students got themselves surprised at the positive outcome, by realizing that they are able to imagine the possibility of continuing their studies, in a more detailed level. The teaching methods are effective for teaching the fashion design, when you can unlock the self-censorship.

The present study was not intended to explain a “correct” method to teach drawing, but to guide and map parameters to succeed, because it becomes necessary to advance in the studies and theoretical discussions of methodologies to be used, as well as its applicability for academic purposes.

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