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เหอ เจา ภานุ สรวยสุวรรณ


The purpose of this study was to study the Thai gold lines and the China Tibetan Buddhist lotus pattern on the meaning of the common, and look for patterns of style shape characteristic, as a new style of decorative pattern design style to the ideas and inspiration. Researchers of design from the Angle of the Buddhist art fusion of the culture of China and Thailand, and then apply the results of the study design decorative pattern in the product. Can be seen from the results of the study of gold and Tibetan Buddhist lotus pattern is a symbol of power and success, has always been as beautiful decorative pattern. Found when analyzing the external consistency, the design characteristics of gold grain is similar to the growth of trees, and Tibetan Buddhist lotus pattern is the shape of a lotus flower. Therefore, these two kinds of design to be regarded as a national symbol represents, is often used in the art of Buddhism decoration. When the researchers study the meaning of the design style and external mutual consistency, began to seven draft design, then take the draft to ask China and Thailand bilateral expert opinions and views, the design of all design can express meaning, and can be as a representative of the consistency across China and Thailand culture pattern. As a result, the researchers use these patterns for production and design, discover new pattern style designed by the researchers is not only used for carving leather are available, and can also be used in many products, such as, clothing, home decor items, the adornment of the web, and daily necessities. Not only promote the Buddhist art consumption that become part of People's Daily life, and can also increase the income of industry practitioners interested groups, ultimately promote the two countries China and Thailand successors of Buddhist culture heritage protection and propagation.


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How to Cite
เจาเ., & สรวยสุวรรณภ. (2017). THE PRODUCT PATTERNS DESIGN COMBINES FROM THAILAND AND TIBETAN BUDDHIST ARTS. Journal of Industrial Education, 16(3), 143-151. Retrieved from
Research Articles


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