In this blog post, I’ll explain how the academic efforts I made, the school activities I participated in, and my experiences practicing kindness and sharing during high school connected to my goal of becoming a designer.
Academic Experiences and Reflections
I developed a dream of becoming a fashion designer while attending a general high school. Although I often spoke confidently about my career path to those around me, I felt anxious because there were almost no opportunities to learn or gain hands-on experience at school. So, I attended an art academy after school to learn the basics of art and design, and at the same time, I sought out and implemented other preparatory steps I could take at school.
I believed that the foundation of a designer lies not only in artistic sensibility but also in English proficiency. This was because I judged that, with the domestic market and brands already saturated, I needed to be prepared to compete on the global stage and establish myself as a brand. Consequently, I did not neglect my English studies alongside my art studies.
My English studies centered on the TEPS exam. I had prepared for the TOEIC in middle school and scored in the 800s, which led me to take on the TEPS, a more advanced exam. TEPS was more challenging in terms of vocabulary, sentence length, and especially the speed and volume of the listening passages, which made the listening section quite daunting.
Rather than getting discouraged by the difficulty, I studied systematically to get used to the listening format. I didn’t just stop at repeatedly listening to the passages; I focused on “analyzing” the questions by solving at least one listening problem every day. I checked the grammar and sentence structure of the passages, the use of vocabulary and idioms, and the parts that revealed the key points, preparing myself so that I could tackle the next question more easily.
Thanks to these efforts, I was able to score in the 700s on the TEPS, and I felt a sense of accomplishment as my score improved with each passing school year. Improving my English skills was also meaningful as preparation for the possibility of accessing design materials in their original language or communicating with overseas brands.
Description of Major School Activities and Reflections
I wanted to become a fashion designer, but my school did not offer related courses or have a dedicated workshop space. So, during the second semester of my freshman year of high school, I founded a clothing upcycling club on my own. I avoided the term “fashion design” because it might have attracted only students majoring in that field; instead, I chose the more accessible theme of “upcycling” to attract a wider range of students. We transformed existing clothing into new styles using sewing machines and hand-sewing.
The purpose of our reform activities went beyond simply mending clothes; it was to improve secondhand clothing into saleable products while also allowing members to wear clothes that reflected their own individuality. We faced some operational challenges along the way. Although we recruited over ten members, we lacked clothes and materials for practice, and basic technical training was necessary.
In the early stages, we practiced using clothes we no longer wore or discarded fabric that we brought from home. We purchased a sewing machine with club funds and taught the members how to use it. Drawing on what I had studied beforehand about upcycling, I taught my friends how to use the sewing machine and sew by hand. After mastering the basic techniques, we moved on to creating designs that reflected each member’s individuality and bringing those designs to life as actual products.
As we continued to run short on practice garments, I thought of a social enterprise that accepts clothing donations. I visited their store, purchased used clothing at low prices, remodeled them, and then either donated or sold the items. The process of transforming inexpensive clothing into valuable products through design and alterations invigorated the club’s atmosphere, and since it aligned with the social enterprise’s mission, it was deeply rewarding.
Specifically, we used sewing machines and hot glue guns to transform overalls into denim skirts, incorporating designs that allowed for size adjustments using elastic bands and drawstrings. We also altered long-sleeve T-shirts into bottoms and created fashion accessories, such as bags, using waterproof or functional flexible materials. I also repurposed fabric from old T-shirts to create belts, headbands, scarves, and hairbands.
Even when using functional materials, I made a point of not compromising on design or color, and the results of these efforts were recognized as high-quality items at the social enterprise’s store. The hands-on production process, my understanding of materials, and the experience of completing designs through collaboration were a major source of growth for my skills and confidence.
Writing About Examples of Consideration, Sharing, and Cooperation, and My Reflections
When I was a sophomore in high school, I saw a poster for the “Understanding Consumer Rights” campaign on the school bulletin board and signed up as a volunteer. During the campaign, we raised awareness about student consumers’ rights and focused on conveying essential information related to clothing consumption. As someone interested in studying fashion, I was already aware of instances where consumer rights were violated during the processes of clothing production, commercialization, and purchase and maintenance, which is why I chose to participate in this initiative.
One of the issues I emphasized was the problem with school uniforms. In some cases, prices were inflated during the purchasing process, or costs were set too high relative to quality; there were also instances where students were forced to pay for alterations. On the other hand, I believed students needed to know that there are retailers that eliminate price markups, provide quality inspections, or offer free alterations. When I presented this information at a campaign meeting, the other volunteers agreed, and we decided to focus our outreach on this.
At our booth, we prepared and distributed guides, information sheets, posters, and pamphlets to students. I provided specific explanations on what to watch out for when purchasing clothing, such as school uniforms, as well as consumer rights regarding alterations and laundry. I also advised students to consider the risk of dye transfer and staining when buying essentials like indoor shoes and socks. Additionally, I guided them on how to make informed purchasing decisions by comparing price information and product features across different brands.
I felt a great sense of fulfillment as our efforts spread by word of mouth, capturing the attention of the entire student body and helping to foster a culture among students that values consumer rights. Through this campaign, I learned communication skills and a sense of public responsibility while practicing consideration for others, sharing information, and collaborating with others.
Efforts and Preparation Related to Motivation for Application and Career Plans
While in high school, I pursued both extracurricular education and hands-on activities to prepare for my career as a fashion designer. Since the school lacked relevant programs, I took the initiative to create my own opportunities by attending an art academy and founding a clothing alteration club. These experiences demonstrate more than just a passing interest; they showcase my determination and ability to take action toward my career goals.
To develop the international competence required of a designer, I prioritized improving my English skills and studied systematically, focusing on the TEPS exam. The habit of analyzing listening comprehension questions and consistent practice helped lay the foundation for interpreting foreign materials and communicating on the international stage. My improved test scores proved my ability to set goals and follow through on them.
My practical preparation was developed through club activities. Hands-on processes—such as sewing, alterations, understanding materials, pattern drafting, and upcycling—helped me develop the foundational skills needed to turn designs into actual products. Collaborating with social enterprises provided an opportunity to cultivate an understanding of sustainable fashion and ethical production.
Furthermore, through on-campus campaigns and club activities, I learned to think from the consumer’s perspective, communicate information to others, and collaborate with teammates to achieve goals. These experiences served as a preparatory process for becoming a designer who considers not only the wearer but also society—going beyond simply creating stylish clothing.
