The National Art Foundation's 2017 Art Talents Training Project“Daxiangxi Minority Brocade Embroidery Craft Innovative Talents Training”is underway.Many experts and professors gave lectures on academic courses, and there were also national-level intangible cultural heritage inheritors to conduct personal teachings of “Hua Yao Cross-stitching”.
Teacher Yao Wenjin explained the design procedures and methods of craftsmanship and creative products in many aspects.Combining the symbols of the cultural elements ofDong Nationality brocadeand Hua Yao,Teacher Yao and students discussed the cooperation and connection between the traditional ethnic skills and design.In the following sessions, the students conducted brainstorming, pain point analysis and other in-depth discussions,and expressed their understanding of the design ofDong Nationality brocadeand Huayao by combining their own professions and experiences, and finally outputted diversified results.
The students are discussing in groups.
The participants and Teacher Yao Wenjin conducted the Q&A discussion.
Teacher Zhang Duoduo showed the participants the composition and pattern of Huayao's costumes.Huayao costumes are colorful and unique in shape, especially the female tube skirts are decorated with exquisite craftsmanship and exquisite patterns.Based on the special significance of Huayao's cross-stitching, Teacher Zhang Duoduo introduced the“Hua Yaohua”project of School of Design,Hunan University.Through systematic community research and social innovation methods, the project protects the unique natural and cultural landscapes of the region and seeks effective business models to combine traditional products with modern design.In the end, it will achieve the goal of increasing the income of local residents, solving employment problems, and achieving sustainable development of natural resources, economy and culture.
Teacher Zhang Duoduo introduces the culture of "Hua Yao cross-stitching".
"Hua Yaohua" project related output.
Based on the brocade embroidery innovative product design method and guided by collaborative design and participatory design, Teacher Wang Baosheng shared the design cases related to brocade embroidery and led the participants into the design concept stage.It provides guidance for students on how to design contemporary cultural and creative products based on local community heritage resources and collaborative craftsmanship.
Teacher Wang Baosheng is teaching.
The participants are discussing the plan.
The first batch of national intangible cultural heritage Huayao cross-stitching project representative inheritor Teacher Feng Xuemei guided students to make Huayao cross-stitching.When Teacher Feng Xuemei taught the picking skills, she was patient and meticulous, and it was easy to remember.She has long insisted on delving into the technique of cross-stitching. On the basis of maintaining the traditional cross-stitching of Huayao, she boldly innovated in terms of composition, color, theme and function, and improved various kinds of cross-stitching costumes.
Teacher Feng Xuemei showed students the Huayao skirt.
Teacher Feng Xuemei explained the cross-stitching skills.
Teacher Feng Xuemei instructs students to weave the ribbon.
Students learned the cross-stitching skills.
In the current cultural and creative economy, local traditional handicrafts have become the focus of design innovation.Through collaborative design, designers are involved in the design and development of local traditional crafts.After learning the techniques of cross-stitching,students discussed with the national heirs of cross-stitching,explored in practice,combined the cross-stitching skills with their own profession, and tried to transform cross-stitching into innovative products in collaborative design.Finally, the innovation of handicraft design and production organization mode will be promoted to promote the sustainable development of culture and economy.
Teacher Feng Xuemei teaches students to practice the pattern of cross-stitching.
The students are practicing.
Practice pattern one.
Practice pattern two.
The participants discussed the technical feasibility of the innovative program with teacher(1).
The participants discussed the technical feasibility of the innovative program with teacher(2).
The participants discussed the technical feasibility of the innovative program with teacher(3).
The participants discussed the technical feasibility of the innovative program with teacher(4).
