In this post I explore the application of Carl Rogers’ humanistic principles, as elucidated in his influential work “Freedom to Learn,” to the teaching of technical aspects of creating Fashion Technical Sheets (FTS) in Adobe Illustrator. I take the chapter “An Unusual Science Course in a University” to serve as a framework for proposing a student-centered, experiential learning environment. By integrating Rogers’ principles of self-directed learning, collaboration, and reflective practice, I enhance student engagement, autonomy, and proficiency in Adobe Illustrator for FTS creation.
Fashion education requires proficiency in digital tools such as Adobe Illustrator for creating FTS, which are crucial documents in the garment production process. However, traditional instructional methods often prioritise technical skill acquisition over holistic learning experiences. Drawing inspiration from Rogers’ humanistic approach, I explore an experiential learning model to enrich and deepen student engagement.
• Using An Experiential Learning Framework:
Rogers emphasizes the importance of student-centered learning, wherein learners actively engage with content based on their interests and pace. Similarly, FTS creation can be approached as a student-directed endeavour which I will try, allowing students to select garment elements and design details they wish to illustrate, within the Learning Outcomes and current Project aims such as designing a jacket or trousers. This approach fosters intrinsic motivation and personal investment in the learning process (Deci & Ryan, 2000).
• Using a Collaborative Learning Environment:
In Rogers’ model, collaborative learning nurtures interpersonal skills and diverse perspectives. I will facilitate more group activities where students collaborate on FTS projects, providing feedback and sharing insights. Peer interaction enhances problem-solving abilities and encourages collective creativity, mirroring professional fashion industry dynamics.
• Emphasis on Reflection and Feedback:
Reflective practice is central to Rogers’ approach, enabling students to assess their progress and refine strategies. I will integrate feedback loops into FTS creation to allow students to evaluate their work critically and identify areas for improvement, and facilitate reflective discussions to deepen students’ understanding of Adobe Illustrator tools and design principles (Schön, 1983).
• Application to Fashion Education:
I can adopt Rogers’ principles in sessions by designing hands-on, project-based assignments that emulate real-world scenarios. Students begin by selecting from a range of garment silhouettes and gradually add technical details of their choosing, using Adobe Illustrator under my guidance. Regular feedback sessions and peer critiques provide opportunities for reflection and refinement.
By integrating Carl Rogers’ humanistic principles into fashion education, I can cultivate a dynamic learning environment that promotes creativity, collaboration, and technical proficiency. Emphasising experiential learning in teaching FTS creation aligns with industry demands.
References:
•Rogers, C. (1969). Freedom to Learn. Columbus, OH: Charles E.
•Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268.
•Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic books.