Dissertation part 2

This is my second draft for my dissertation proposal.

Working title (max 25 words)
How do weavers earn a living? Investigate how weaver’s skills fit into current jobs.


Summary (max 250 words)
Due to my chosen discipline being weave within my textile course, I am researching where my knowledge and skills that I will have learned by the time I finish in 4th year, will lead me within the current job market. I feel I have the skills of a ‘lost craft’ for the forthcoming years ahead so I want to research current weavers that work within the craft and business sector and their journeys fittings into the workplace. Portfolios careers is a new way of introducing skills into cross-discipline jobs and think it’s important to bring design ideas into a non-design job. I also understand that craft has to engage with targeted consumer interests in order for a weaver to be successful. I intend to investigate what the consumer’s needs are and how to constantly meet their desires. “Do you stick with the tried and tested formula or do you leap into the unknown?” (NESTA 2009).


Aims: Why are you doing this? (max 100 words)
The aim of this dissertation is to investigate how weavers and companies that still manufacture their own cloth can fit into modern day craft as consumers have constant changing needs and requirements. This research will give me an insight into the possible career opportunities available to me and the different areas my given discipline can fit into. I want to create awareness of the importance and benefits of weave, so students will continue to choose weave as specialist subject.


Objectives: What will you produce? (max 100 words)
 I want to provide evidence that weave is becoming a lost craft and interview Scottish weavers as a case study and weave companies because very few still manufacture in Scotland.
 Find out what skills weavers have compared to other disciplines.
 Discover how big a part craft plays within the current market and how to enhance these figures.
 Consumers needs
 Teach importance of craft.
 Ethical values

Keywords (min 5 and max 10)
 Contemporary Scottish weavers
 Craft makers
 Making a life out of craft
 Weave Manufacturing
 Traditional weave techniques
 Cross disciplines

Annotated Bibliography
Dovecot Studios. Weavers [online] (updated 30 Nov 2010) Available at: [accessed 30 Nov 2010].

Description - There is a list of Weaver’s name and what they area they are particularly interested in within the discipline. They could be a good source as a point of contact.

Dumelow, I. MacLennan, H. and Stanley, N., 1999. Planning the Future. Wiltshire: NSEAD.

Description - The book gives an insight into career and employment trends straight after graduation.

Hunt, W, Ball, L, and Pollard, E,. 2010. Crafting Futures. Crafts Council [online] Available at: [accessed 19 Nov 2010]

Description - Explores the early careers patterns after graduation working within the craft sector and looking at the different areas of craft they diverse into.

Johnstons of Elgin. WeavingWarping [online] (Updated 30 Nov 10) Available at: [Accessed 30 Nov 2010].

Description - This website is giving a full description of the Weave process. This will explain the process to non-weavers and emphasis the amount of work that goes into the making cloth.

Lauren Crawford [online] Available at: [accessed 02 Dec 2010]

Description - A weaver that graduated from Duncan of Jordanstone who has created a successful business selling work in several different stores and locations with help frm NESTA. She would be a great point of contact to find out her journey from graduating to setting up her own brand.

McIntyre, M,. 2010. Consuming Craft: the contemporary craft market in a changing economy. Crafts Council [online] Available at: [accessed 19 Nov 2010]

Description - How contemporary craft consumption has evolved since 2004 and the ways in which we can continue to increase the number of consumers buying craft products.

NESTA, 2009. Ensuring economic growth of the UK’s creative industries [online] London: NESTA. Available at: < http://www.nesta.org.uk/publications/guest_articles/assets/features/ensuring_economic_growth_of_the_uks_creative_industries> [accessed 26 Nov 2010]

Description - The point this author is making is to constantly move with the market trying new techniques and don’t try to create something that has already been done. I find this article very inspiring and the key to keeping the consumers interests at heart.

New designers, 2010 [online] Available at: < http://www.newdesigners.com/page.cfm/Link=1/t=m/goSection=1> [accessed 30 Nov 2010]

Description - This website gives information about how to advertise youself after graduation. It gives you the chance be picked up by designers and given the opportunity of a career whether it’s working for them or commissioned work.


Niedderer, k and Townsend, K., 2010. Editorial. Craft Research, 1(1), pp.3-10

Description - Several definitions of craft. Makers expressing their points of view.

RCMG, 2004. Not for the likes of you a resource for practitioners [online] Available at: < http://www.takingpartinthearts.com/content.php?content=1026> [accessed 26 Nov 2010]

Description - This book gives a resource list of how to help anyone working within the art sector meet the needs of those who wouldn’t normally be targeted to open up the market to a widen audience.

Schwarz, M., and Yair, K.,2010. Making Value: craft & the economic and social contribution of makers. Crafts Council [online] Available at: [accessed 19 Nov 2010]

Description - Looks at portfolio making and the disciplines their skills have led into including, community and educational surroundings.

Assignment 2 Post Consumerism

Post Consumerism is becoming more and more a part of daily lives, although this is a new recent way of thinking. It’s introducing an ‘eco friendly’ approach, taking more time to think before buying. A bit like a reflector! Instead of a person being influenced by advertisements, peers and trends, purchasing items/objects even though they don’t need it but only just ‘want it’, they consider their options and buy quality rather than quantity so it lasts for a longer period of time.

A post consumer will identify what they need and buy because it’s an essential! Price doesn’t matter because they want to use it over and over again and re-cycle rather than chucking it away. They will think about many different subjects within their daily routines and chose the one which impacts the environment the least.

In our groups we all chose a subject to gather images from, mines was transport. I got images for bicycles which create no carbon emissions, cars with no road tax, looked at increasing petrol prices, public transport to explore the best way to create a profile for a post consumer.

Learning styles assignment 1a & 1b

For our first assignment of semester two we had to take a individual learning test to figure out what type of learner I am in practice. This is to see how my learning skills can be put to good use in a team. There are four different types:
Activists - Activists like to be involved in new experiences and are enthusiastic about new ideas. They enjoy doing things and tend to act first and consider the implications afterwards. They are unlikely to prepare for the learning experience or review their learning afterwards.
Reflectors - Reflectors like to view the situation from different perspectives. They like to collect data, review and think carefully before coming to any conclusions. They enjoy observing others and will listen to their views before offering their own.
Theorists - Theorists like to adapt and integrate observations into complex and logically sound theories. They think problems through step- by-step. They tend to be perfectionists who like to fit things into a rational scheme.
Pragmatists - Pragmatists are eager to try things out. They like concepts that can be applied to their job. They tend to be impatient with lengthy discussions and are practical and down to earth.
When I took the test I was a strong very Activist, moderate Reflector, moderate Pragmatist and a low Theorist. In my studio work I do jump into new ideas quickly even if they’re not appropriate and deal with the consequences later. Activist describes me very well.
I later met up with my study group to discuss what each one of us is. The results are as follows:
Karen - Activist
Libby - Activist
Sarah - Activist
Myself - Activist
Emma - Pragmatist
Tom - Reflector
Brogan - Theorist

From the results our group is predominantly Activists. We can overcome this situation by assessing each other’s comments and trying to take a step back to think it over. I personally think because we have alot of Activists we can make a decision quickly, try it out and if it doesn’t work still have time to try new ideas.

Summary 2

In this publication “Ensuring economic growth of the UK’s creative industries” by NESTA, outlines several key issues that is addressed through out: Growth, New Business Models, access to capital and public policy. The key point that is being addressed is how NESTA can help keep UK businesses on their toes.

Although NESTA is biased and trying to give publicity to the company, there is many valid points that businesses would find very useful and uses first hand resources from NESTA it’s self and other authorities. A question which is raised is “What can be done… so the UK can continue to host one of the world’s most dynamic and inspiring sectors?” In response, an example of Warner Bros is used along with several different areas of the market including: film, gaming, design, software and television, to emphasis - when trying to achieve a goal you need to take risks. Push the boundaries even if you don’t know what the outcome will be, then something greater can come out of it “combination of creative vision and business innovation, ultimately the key to huge commercial success”.

Access to capital explains how creative businesses are seen to be the ones which fail, because they are usually managed by those with creative passion but not with those with skills in managing the company (NESTA 2009). This is based on research as shown in the figures, “Bank lending to businesses fell by £8.4 billion and Venture Capital is down 70% in 2008”. Although previously stated the best way to create something unique is to try a different formula from previous attempts and take a step into the unknown (NESTA 2009), this current climate new businesses don’t have the money to do but this is where “early-stage risk finance is available for the UK's most promising creative businesses” (NESTA 2009) giving a helping hand to create a dream.

Public Policy needs to be as flexible and update with the rapid changes on the industry (NESTA 2009). Due to the continuous fall in the previous figure, “bank lending has fallen…” if creative businesses don’t contintue to rise or stay at a stable figure, other business sector’s will be affected because, “creative businesses stimulate and support innovation in the wider economy through their B2B relationships with other sectors” showing creativity has an impact on different areas proving design can cross-discipline into non discipline roles.

There is already a conclusion stated by NESTA - “The creative industries have the potential to grow the UK out of recession. But the rules of the game are changing fast. What made the UK's creative businesses successful in the past will not keep them at the top in the future” in my opinion to conclude yes I think we need to take risks where possible but I think designs need to continue to create new and intriguing inventions/designs to keep a business at the top.


NESTA, 2009. Ensuring economic growth of the UK’s creative industries [online] London: NESTA. Available at: < http://www.nesta.org.uk/publications/guest_articles/assets/features/ensuring_economic_growth_of_the_uks_creative_industries> [accessed 26 Nov 2010]

Summary 1

The book, “Consuming Craft the contemporary craft market in a changing economy” by Morris Hargreaves McIntyre looks into the increase of craft consumption in England through the use of figures by compiling research from an online population survey, compared to figures in 2004. This book gives an overview of how to increase the number of consumers buying craft products during the current ‘changing economy’, emphasising how to target current and potential buyers for forthcoming years.

Hargreaves aims to inform a wide range of craft sectors how to change opinions of those who are interested in craft but haven’t yet purchased anything and keep the interest of active buyers (Hargreaves, 2010). Giving organisations and makers’ different ways in which to approach buyer’s interests, will help to create new inspiration and techniques to approach the market to have a successful craft career. Creating specific work to the target audience, with a personal interest will encourage consumers and engage them in your work, resulting in them being intriguing to find out more. “Connecting craft to specific lifestyle interests and market niches, such as vintage fashion or sustainability, could enable potential and lapsed buyers to meet their existing needs” (Hargreaves, 2010).

The definition of craft: “By original, handmade craft, we mean any object that has been made by hand by a craft maker” (Hargreaves, 2010). Craft has a unique aesthetic that is created by hand appealing to consumers although the collated research indicates these properties don’t attract all personalities. One advantage of craft is the elimination of ethical labour. Craft provides “luxury and desirable goods”, without worrying about human rights and fair trade (Hargreaves, 2010). Promoting awareness of the sustainability of a product can increase product sales because it’s designed to last.

The author gives clear facts and figures for active, potential and those not on in the market to give a well rounded argument. A high majority of active buyers take part in craft themselves therefore they appreciate the skills involved to create craft (Hargreaves, 2010). Active buyers already know what they are buying into because they know the processes and time that goes into each product. To convert the 9% of potential buyers that don’t take part in any craft exercise they need to learn about craft in order to appreciate the skills. In order to do this encourage making craft for themselves and attend activities like workshops and craft fairs at least six times within one year.

To conclude this book has been structured in a way to give clear precise information to present her research. Hargreaves doesn’t try to make any assumptions therefore the information is easy to follow. The key concept here is to find ways to continue to see active buyers love for craft through purchase and start to involve potential buyers through strategies to make them interested.


McIntyre, M,. 2010. Consuming Craft: the contemporary craft market in a changing economy. Crafts Council [online] Available at: [accessed 19 Nov 2010]

assignment 3

I have a vague idea of what topic I want to research for my dissertation but still not clear on the decided area. We recently had a lecture by Jonathon Baldwin on, "Made in China" which sparked my ideas. I want to look into manufactures outsourcing so products can made cheaply made. I can branch off into several different tangents so this is where I need to research and find the most interesting part to keep me focused and intrigued.



When I met up with the group, we went round the table and in turns spoke briefly about what we want to write about then all shouted out ideas to add to the original mind maps we have. This was to trigger an idea we may not have thought ourself that couldn't be of interest.

wiki post

Definition

Education is the key to further expand your knowledge and understanding through a learning process. It passes information from one generation to the next from gathered primary and secondary sources. Education is not always taught, it can be self-learning through a wide range of media now available including internet sources, primary knowledge from the older generations and libraries.

Teachers educate students from pre-school to grad-school which is also know as ‘schooling’ Owsten R, (1997) but children educate themselves from birth through listening and ‘play’. Through teaching methods, the individual gains knowledge and skills that they will continue to build on throughout there life time.

The word education originates form ‘mid 16th century: from Latin educatio(n-), from the verb educare.’ Oxford Dictionaries, 2010 which in Latin means to “bring up”.

History

Education can be divided into loads of different sub heading due to the different techniques, skills used, who the leaner is and the age of the recipient.
In this technology based society we live in, our world is being forced into using technology as a very useful part of everyday live. Education is heavily involved in using technology to teach, and as a teaching source.

Students in further education hugely depend on the internet and its widening functions. “Both teachers and learners must adapt to new styles of teaching and learning to meet future learning requirements.” (French, Hake, Johnson, Farr, 1999). It is far easier for students to embark in independent study if necessary, due to the internet having so many resources and having easy access to other educational tools. This places far more responsibility into learning for themselves and finding their own information rather than depending on a teacher to gather and present the research for them.This is backed up by (French, Hake, Johnson, Farr, 1999) “self-directed learning places the learner rather than the teacher in charge for some or most of the learning process.” This should be an exciting part of learning because this gives responsibility to find out new subject matter and gains new skills. Also giving the teacher a different role as (French, Hake, Johnson, Farr, 1999) explains, “He or she will not be an actor of transmission of just consumption, but will become the facilitator of learning and research as a whole process”, encouraging students to find their own educational solution.

Although Technology plays an important factor in Education there is many teaching techniques that remain the same.

Bauhaus operated during 1919 – 1928. To-date Art students still follow the General Foundation Art course that was introduced by the Bauhaus. “Introduced by the German Bauhaus as a preparation for the follow-up design courses” (Bredendieck, 1962) states and also explain how it used to be called “Foundation-workshops” and still remains to be the General Course.

Although Technology is coming into play with Education is it still Education along with Technology. The Internet is only a resource that Teachers can use to educate but may change the way educators from pre-school to further education compose their teaching plans (Owston 1997).

Design

Although technology in the future may do away with typical classroom text books and introduce other forms of technology, teaching methods will still need to be applied to educate the former students. As (Hooper and Rieber, 1995) states the “questions such as how a classroom might change or adapt when a computer is integrated into the curriculum.” This is not technically a bad situation if teaching methods can be improved for better results. With the moon integrated as part of Google Earth, it is now possible to look at pictures taken from forty years ago when two humans walked on the moon. “The Moon add-on has extensive satellite pictures and detailed information about the lunar surface - as well as detailed panoramas of the lunar landing sites.” (Sky News, 2010) This is a good source for teachers to incorporate into a teaching lesson to explain historical situations rather than using a flat text book with sketchbook pictures to try and replicate images that will not be accurate, or using a globe that doesn’t have the graphics required to give indications of the real thing. This can be used as part of projects to feed children’s imagination and explore the idea, using this technology to give an indication of what be like to be an astronaut.

3D interactive heart has recently been created to show all the parts of a human heart including pulsing veins and arteries. This is a great invention for medical students, “to take medical lessons into the 21st century, say the doctors from University College Hospital who created the Heart works model.” (Sky News, 2010). This does away with the use of animal hearts which can only be used for a certain amount of days and students in Biology whom may not want to touch a real life heart, taking a more hands on approach to their studies. Primary schools can also be exposed to this ‘real live heart’ as part of a project because due to the fragility of young children they cannot see an animal organ because it’s too graphic. This 3D heart can then become introduced into primary schools. As explained on (Sky News, 2010) “This 3D computer generated heart simulator” will also replace the use of textbook in primary, secondary and further education and do away with using deceased patient’s hearts for research purposes. This new invention will make any other methods seem ‘old-fashioned’.

Medical students will benefit from this greatly because when graduates takes part in their first cardiac operation they may feel under pressure and extremely nervous where as if they have first hand experience dealing with this piece of technology they will educate themselves with the techniques to under go an operation safely without exposing any implications in the hospital operating theatres, suggested by (Sky News, 2010). Due to the hands of nature of a medical student when it comes to graphin images, it is better to see the image rather trying to understand through text says, (Cousin, 2009) “Images evoke deeper elements of human consciousness than do words.”

Bibliography

Bredendieck, H., 1962. The Legacy of the Bauhaus. Art Journal, 22(1), pp. 15-21

Cousin, G., 2009. Researching learning in Higher Education. Oxon: Taylor and Francis.

French, D. Hake, C. Johnson, C. Farr, G., 1999. Internet Based Learning. Canada: Stylus Publishing, LLC.

Hooper, S, and Rieber, L., P 1995. Teaching with technology

Owston, R D, 1997. The World Wide Web: A Technology to Enhance Teaching and Learning? Educational Researcher, 26 (2) pp 27-33.

Sky News, 2010. Doctors Create 3D Virtual Heart [online] (Updated 19 September 2008) Available at: [accessed 04 October 2010]


Sky News,2010. Explore The Moon In 3D with Google Earth [online] (Updated 20 July 2009) Available at: [accessed 04 October 2010]