La vestimenta como objeto y recurso didáctico para la educación estética

Abstract

In the sense and functionality of the design concept, the objective of the dress-object is to modify that dress so that it occupies a place in the space of the art-object. The dress has gone through a formative process in its physical construction, as well as its social and identity construction. Thus, seeing the dress as an amplified and unstructured object of paradigms, it can be said, of the projection of an object, in the inhabited clothing world, the dress is the object of perspectives and changes. The sense of inhabiting the object is the basis of the methodology of: pair and hybridization and action and impact. Where the pair and hybridization considerer the spectator/subject/object/actor, who develop at the same time, to the unite in a general perspective of the object whose reading projects reflection and creativity. The method in action and impact is where the object as part of a creation exercise, in the case of clothing, is redirected to manufacturing, terms generals to be created, exhibited and criticized. In context, the naturalization of the dress is seen as the dress-object that promotes the constructiveness of different aesthetics. Clothing then is a proposal loaded with functional value and proposition value; thus habitation, that is, relationships and interrelationships give way to the humanization of art in clothing, where naturalizing is proposing a development space that exactly works to generate new perspectives and readings that add to the postqualitative value. As result, from the object clothing, which suggests the object to be inhabited by someone; deconstruction manifests itself in disassembly and textile techniques, the formatting didactic material towards traits of inspiration, innovation and applied design; it is where the initial experimentation of textiles and pattern making are the object of this final work; space for students to the propose and develop prototypes from the understanding of their context. Concluding thus; that experimentation understood from the imaginary of the reinitial independently in the understandings and analysis of knowledge, creates an environment of criticism necessary for academic development and the subsequent appropriation of realities and contexts for a design of concepts.