Chinese Traditional Symbols and Fashion Design Unit

This unit focuses on examing the symbols on the Qing Dynasty's imperial garments. There are two categories when introducing the symbolism in the imperial garments system; one is the symbols inherited from the long-existing Han-Chinese culture; the other is the symbols as an integration of Manchus, Han, and Mongols' tradition and identities. In Chinese history, dress patterns catch the national spirit and traditional culture, an important part of Chinese numerous precious cultural heritages. There were detailed regulations written by court officials about the appropriate materials, style, and decoration for court garments worn by different nobility and court officials' ranks. Thus, the imperial dress code system distinguished the imperial family from the government officials and the ruling elite from the general population.

Here are some illustrated guide made by author to support student's learning of symbols:

The dragon robe image that includes the traditional Chinese auspicious symbols can be accessed via Google Arts and Culture. The dragon robe image that includes the Tibetan Buddhist Eight Auspicious Symbols can be accessed via National Museum of Asian Art.

It is important for students to learn about these symbols' meanings and the visual system of power and privilege embedded in these symbols. A clear understanding of the cultural context will provide students with an inspiration for connecting their own cultural background with the traditional Chinese symbols during their summative fashion design project. Besides, Chinese art has a consistent system of symbolism. Understanding the symbols on the imperial garments will also enable the viewers to decode Chinese art's visual language. Many symbols on the imperial clothes can also be found in the painting, vase, furniture, and architecture, and they bear similar meanings in different media.

Learning Objectives

• Students examine selected Qing Dynasty's imperial garments closely and learn about the various symbols representing power and prestige.

• Students will develop an understanding of the ruling class's visual language system to maintain the absolute authority over the reign.

• After exploring the meanings and design concepts of the traditional symbols, students will describe how culture and belief influence the symbols and how symbols reflect the Chinese conception of the cosmos.

• Students will demonstrate the ability to meaningfully inherit tradition, integrate cultural elements into their design, and make culturally responsive art design.

-Formative Projects for Fashion Design Unit

Access the whole worksheet for the three formative projects here.

-Unit Summative Project

Students use the symbols they have learned to create a fashion design project. The goal is to both explore the Chinese tradition and meaningfully integrate Chinese tradition into their art design. Students are encouraged to reflect on their cultural background at the same time. They are free to design in any fashion style, which means they don't necessarily need to follow the Qing Dynasty's imperial garment or traditional Chinese dress style -- they can make designs for a T-shirt or a wedding gown. The only requirement about using Chinese symbols is to use at least three symbols they have learned in this lesson and integrate them into their design. After finishing the design, students need to write an artistic statement to explain their creative process and design theme.

I find it fascinating to look at students' creations. What amazed me most was that students had learned more than the meaning of traditional symbols. They develop other knowledge along the way of the art-making process. Some students researched Chinese traditional cloth styles; some students studied human proportions to draw the model more precisely; some students chose to use cartoon figures or animals to manifest their pursuit of gender equity. My students showed their reflections on symbols' meaning. Still, they are not limited to the traditional context — the majority of students incorporated their own cultures and esthetic values into the design. For example, models in students design show a diverse ethnic group background, and the cloth styles reflect some popular fashion styles among students.

Students' Summative Artworks: