Abstract:

The general consensus is that the world is firmly implanted in the technological age. One has to argue however, that although great strides have been made by the developing nations to become integrated into this global technologically advanced society at corporate level, this has not yet filtered through to all levels of society.

Within developing countries many undergraduate students are not from affluent communities. Extreme socio-economic divisions result in students’ access to computers and computer based education being limited to obsolete second-hand computers in schools’ management offices, whereas other students are able to purchase personal computers. Once these students enter Higher Education programs, access to internet and computer terminals is often limited to class times or to research centres located on the institution’s campuses. Consequently, students’ basic computer skills are rarely practiced, resulting in uneven skill levels and a lack of user embedded knowledge. Furthermore, the onus is placed on the lecturer to bridge the gap over and above their curriculum work.

High end fashion specific design packages such as Lectra are not for use by individuals due to cost factors and limited to departmental computer labs owing to licencing restrictions. The licencing of mid-range design packages such as the Adobe Creative Suite might be more affordable but at institution level it is still expensive and also only installed in departmental computer labs, again restricting students’ access. Even where a student owns a personal computer, purchasing the Adobe Creative Suite (even at discount) may not be viable. Furthermore, despite it being intended for other design disciplines resulting in large parts of the program becoming redundant for fashion use, Adobe Photoshop remains the best possible affordable and alternative package with the capacity for long term use.

The challenge arises where the lecturer is required to instruct students against the backdrop of the problems mentioned above. Instruction should take place in a manner that will aid the retention of the students’ user knowledge especially as the software program is not fashion specific. Traditional Software Instruction methods often focus on teaching students the software program interface, tools and functions but does not allow for adequate real-life application of the program. As a result, students are unable to recall and apply the software program to projects after instruction.

This paper highlights how instructing alongside the design development process can overcome these difficulties and how developing a fashion specific teaching methodology for Adobe Photoshop instruction becomes essential. It continues by also discussing how, fashion specific lecture and study materials based on the new methodology can be developed. Most existing Photoshop reference materials are intended for other design disciplines and the fashion user is required to work through large parts of redundant information. Fashion specific materials can be utilised to aid more efficient lesson preparation, streamline software program instruction and provide material as support for self-study inside or outside the classroom.

Keywords:

CAD, Fashion, Adobe Photoshop, instruction, teaching methodology, learning problems, creative design subjects, lecture and study materials.