The effects of skirt lining properties on comfort and movement

This study was conducted to clarify the influences of the lining properties of skirts upon comfort and movement. The comfort of lining fabrics and real skirts with and without lining was rated by sensory tests on the basis of sensorial comfort on the skin and body movement. Actual body movements were investigated by motion analysis while the skirts were being worn. The results are described: (1) Comfort on the skin, movement and overall preference for the lining fabrics were evaluated by sensory testing, comparing skirts made with five kinds of lining fabrics. Conventional non‐stretch cupro lining was ranked first on the basis of smoothness and good feel to the skin. Two‐way stretch lining was also ranked highly in terms of ease of movement. We discuss how sensorial comfort on the skin and ease of movement related to overall preference for lining fabrics. (2) Sensory test of the actual skirts with and without lining clearly confirmed that lining played a role in improving comfort. (3) For a non‐stretch fabric skirt, conventional lining was ranked highly for good feel to the skin, and two‐way stretch lining was considered useful for ease of movement. There was no significant difference between the two lining fabrics in overall preference. (4) For a stretch fabric skirt, stretch lining is the most useful because it maintains easy extension of the outer fabric, thus allowing ease of body movement. (5) Motion analysis showed that a combination of knitted stretch skirts with stretch lining was the best for ease of movement. Comparing the sidelines and the hemline of the stretch fabric skirts demonstrated a better shape using lining.     

Learning program for enhancing visual literacy for non-design students using a CMS to share outcomes

This study proposes a basic learning program for enhancing visual literacy using an original Web content management system (Web CMS) to share students’ outcomes in class as a blog post. It seeks to reinforce students’ understanding and awareness of the design of visual content. The learning program described in this research focuses on to address how to create meanings of visual content that is important to express information visually, and includes three exercises based on perception, visual variables, and signification. The Web CMS to publish student works and share in class helps enhance students’ reflection. We also developed a rubric as an assessment device for students’ outcomes. The content of the learning program and its implementation are described with the support of observational data.