Thursday, 7 October 2010
wiki assignment
Group 12 met up to discuss which topic we were going to take forward for the wiki assignment.
Brogan – Ethical Labour & Design but later e-mailed to say she was changing to Gender & Design as she didn’t feel she could gather enough information.
Sarah – Social Networking & Design
Karen – Social Sustainability
Liberty – Environmental Sustainability
Emma – Fair trade & Design
Tom – Interactivity & Design
Euan – Upcycling / Downcycling / recycling & Design
Myself – Education & Design
We later created a mind map each on out own individual topics and try to expand on the areas we may look into.
Brogan – Ethical Labour & Design but later e-mailed to say she was changing to Gender & Design as she didn’t feel she could gather enough information.
Sarah – Social Networking & Design
Karen – Social Sustainability
Liberty – Environmental Sustainability
Emma – Fair trade & Design
Tom – Interactivity & Design
Euan – Upcycling / Downcycling / recycling & Design
Myself – Education & Design
We later created a mind map each on out own individual topics and try to expand on the areas we may look into.
Wednesday, 31 March 2010
5B proposal
In my studio practice, my most recent project has been self-motivated. My project is based on birds feathers. I am interested to understand why birds feather as coloured the way they are. Is it warn off, of attract other birds. I want to also look into birds eyesight. I know that birds eyesight is extraordinary so I would like to research the colour spectrum from their perspective. Some birds see in UV light so I want to research the colours their eyes see other birds in. These colours will influence my development work.
As it is a self-motivated project, I was able to choose practically anything I wanted having such a wide scope, I found it hard to narrow it down. If given the chance to re-do the initial research I would consider tackling this project differently incorporating Design Studies methods. I feel I would benefit most using methods for my research because I personally think the most crucial part is getting solid knowledge and facts about the project ahead.
I am gearing my work towards ladies night wear. As I am particularly interested in fashion, I could use secondary sources like, View magazine to give an insight into what the future forecasts are but depending my target market this secondary resource may not always be useful. To keep up with the latest designer trends, I will watch the internet to find their work displayed on catwalks. I will look up other artist’s work that has designed for middle age woman and also artists that have produced designs from nature for inspiration. I will see what works well and understand why it’s good. Maybe it’s the scale or composition, later I will go back and consider these points for mine.
Whilst in my third and fourth year I will continue to use cross search to find information on my topic directly. As it’s on birds feather, I would look at wildlife and nature books. I could also watch wildlife programs and document important information in my sketchbook.
A method of research I would use is interviews. I am targeting the middle aged generation and I will need to know their needs. I would interview ladies to see what they are interested in when buying clothes, what styles they like and how extravagant they like particular items and why, so I can manipulate what they like into my own unique style. I would also interview shop assistants changing my interview questions to see what their perspective on what the middle aged generation require. After collecting results I will be able to expand my brief explaining the criteria I need to meet when going through my design process.
As ladies might not like to be interrogated about their dress sense, I would combine my research with observation source drawings. Sketching middle age women’s movement and posture concentrating on how clothes complement their bodies. I can then decide what textures my designs need to be to create a flattering garment for the body.
After researching through primary and secondary resources I will use spider diagrams to expand on my brief explaining what drawing and developing techniques would best suit the project. Using this it lets you branch out with many different ‘spur of the moment’ ideas and still keeps the same ideas grouped together.
To bring my ideas together I would a create mood board with initial sketches and what has inspired me, introduction colour swatches. In doing this, I can see where I am taking the project, critically analysing it, to see if it’s working or not. I can have discussions with peers about my work. My boards will have a good visualisation of my ideas. They can give me input which could spark new relevant ideas for my development stage.
In my work I want to focus on the structure of the feathers overlapping creating layers and patterns. I want this to come across in my final designs. The client needs to see where my source drawings have came from by retaining the strong shapes through out my work. As images can be interpreted differently by clients, I would meet at regular stages of the development process with tutors showing development boards to ensure I am sticking to my original brief.
Although I am studying textiles as a discipline, I also find myself crossing over boundaries when I am in Design Study lectures thinking of how to incorporate textiles into the world issues. I am starting to think of myself as a designer rather than a textile designer. During lectures I have realised that being a designer is about thought processes and ‘thinking outside the box’. Going through a design step-by-step process is a logical way of working and is a crucial part of any working environment.
As a designer I am starting to think of situations in a creative manner, how can textiles solve this issue? Can I simplify this issue and incorporate it into my studio work.
As it is a self-motivated project, I was able to choose practically anything I wanted having such a wide scope, I found it hard to narrow it down. If given the chance to re-do the initial research I would consider tackling this project differently incorporating Design Studies methods. I feel I would benefit most using methods for my research because I personally think the most crucial part is getting solid knowledge and facts about the project ahead.
I am gearing my work towards ladies night wear. As I am particularly interested in fashion, I could use secondary sources like, View magazine to give an insight into what the future forecasts are but depending my target market this secondary resource may not always be useful. To keep up with the latest designer trends, I will watch the internet to find their work displayed on catwalks. I will look up other artist’s work that has designed for middle age woman and also artists that have produced designs from nature for inspiration. I will see what works well and understand why it’s good. Maybe it’s the scale or composition, later I will go back and consider these points for mine.
Whilst in my third and fourth year I will continue to use cross search to find information on my topic directly. As it’s on birds feather, I would look at wildlife and nature books. I could also watch wildlife programs and document important information in my sketchbook.
A method of research I would use is interviews. I am targeting the middle aged generation and I will need to know their needs. I would interview ladies to see what they are interested in when buying clothes, what styles they like and how extravagant they like particular items and why, so I can manipulate what they like into my own unique style. I would also interview shop assistants changing my interview questions to see what their perspective on what the middle aged generation require. After collecting results I will be able to expand my brief explaining the criteria I need to meet when going through my design process.
As ladies might not like to be interrogated about their dress sense, I would combine my research with observation source drawings. Sketching middle age women’s movement and posture concentrating on how clothes complement their bodies. I can then decide what textures my designs need to be to create a flattering garment for the body.
After researching through primary and secondary resources I will use spider diagrams to expand on my brief explaining what drawing and developing techniques would best suit the project. Using this it lets you branch out with many different ‘spur of the moment’ ideas and still keeps the same ideas grouped together.
To bring my ideas together I would a create mood board with initial sketches and what has inspired me, introduction colour swatches. In doing this, I can see where I am taking the project, critically analysing it, to see if it’s working or not. I can have discussions with peers about my work. My boards will have a good visualisation of my ideas. They can give me input which could spark new relevant ideas for my development stage.
In my work I want to focus on the structure of the feathers overlapping creating layers and patterns. I want this to come across in my final designs. The client needs to see where my source drawings have came from by retaining the strong shapes through out my work. As images can be interpreted differently by clients, I would meet at regular stages of the development process with tutors showing development boards to ensure I am sticking to my original brief.
Although I am studying textiles as a discipline, I also find myself crossing over boundaries when I am in Design Study lectures thinking of how to incorporate textiles into the world issues. I am starting to think of myself as a designer rather than a textile designer. During lectures I have realised that being a designer is about thought processes and ‘thinking outside the box’. Going through a design step-by-step process is a logical way of working and is a crucial part of any working environment.
As a designer I am starting to think of situations in a creative manner, how can textiles solve this issue? Can I simplify this issue and incorporate it into my studio work.
Tuesday, 30 March 2010
5A proposal
In my last assignment I’m relating back to the topic I covered in semester one which was how alcohol increases crime. I want to take my research further, investigating the issue in my local area. I feel that when the public are on a night out drinking no matter what their age, alcohol increases their confidence and increases the crime rate. This can be dangerous and an intimidating environment to be a part of, if any crime starts. I want to research this topic as I feel the crime rate is increasing, especially due to alcohol fuelled behaviour and the general public are at risk. For this reason I feel it is necessary to address the issue, to decrease the crime rate. My aim is to try and understand why aggressive behaviour breakouts out more frequently through alcohol and what triggers situations that lead to crime.
I feel it is necessary to combine primary research with secondary resources. I previously looked at “The facts about Alcohol, aggression and adolescence”, Coggans, N and McKellar, S (1995) which explores the concept of aggression occurring whilst drinking. My theory is the same as these authors, “It is widely believed that alcohol causes aggression in the sense that people are more likely to become aggressive or even violent if they drink alcohol”. This book has emphasised how the same theory has been publicised and became public knowledge but not enough action has been taken to reduce this increasing factor.
I would gather a lot of useful information from books and journals, regarding what the effects of alcohol have on people. I would use the library to find more books and journals on alcoholism and alcohol fuelled crimes. This is a very reliable accurate source but they may be dated and would be generalised. I would only use books and journals to back up finding from my primary research as my investigation would be up-to-date and be specific to my local area. It would be interesting to get figures and statistics from the police on how many crimes have been inflicted by alcohol and resulted in arrests been undertaken. I would be able see if the figures have risen or fallen over a period of time. Also I would look at psychology books to find out what other factors could increase aggression whilst drinking as alcohol may not cause the initial aggression as Coggans, N and McKellar, S (1995) explained what other factors may trigger the aggression: “individual factors such as personality, characteristics, situational factors including perceptions of the environment.”
For my primary research I feel interviews would be the most appropriate method. The reason being I can target a wide age range by selecting a person on their age and how they fit into my research. This gives opinions from a wider angle producing research on a general scope rather than a biased perspective. I would interview: bar workers that are serving the people consuming alcohol. Bouncers because they watch the public enter the building and can compare the state they walk out in. Police driving panda cars and the officers in the station that is reasonable for anyone who is celled for drunken disorder. Several people who binge drink, varying the age groups and sex. T-total people who are socialising with others consuming alcohol seeing the change in attitudes and appearances. A worker in a fast food restaurant, as its mobbed when the clubs shut with people purchasing food before heading home. Initially I would select around 15 people to interview but may interview more depending on how reliable the answers were. I would have a semi-structured interview so I can ask more relevant questions depending on their age and role in my interviews recording them with a dictaphone so I can give the person my full attention creating a better atmosphere.
Observation could be another option but this may be too dangerous. I would observe the public in public spaces where the bars and clubs are situated at different times of the day. This would give me first hand visualisation of the situations that occur, so I understand situations better. In doing this I could then prepare the most relevant questions for my interviews as I would have visual pictures in my head. I would record my findings with a video and also photographs. This particular method would be better done in a group or pairs to avoid any suspicion. In doing this technique you need to make sure you don’t make anyone feel uncomfortable when they are being watched as it changes the results. If I was going to photograph a particular situation and only one person would be in the photograph I wouldn’t advise that I asked their permission as their reaction could be unexpected and violent.
I have previous used techniques such as viewing photographs to draw conclusions and showing others images and text to create a desired outcome. These would be less appropriate. The reason is because photographs can be misleading with out having any other previous knowledge to back the image up. The photograph is a set image and I cannot view behaviour through an image that isn’t moving. Having a photograph and text will generalise a situation. When people are drinking they will not all be in the same mental and physical state and I want to view movement and behaviour to draw conclusions.
To conclude my investigation, I will use interviews as the main resource for research providing me with the information I need to make decisions on the problem I am addressing. This will give me a better understanding as to why alcohol fuelled crime is becoming an increasing problem in my local area and ways in which this may be prevented.
BIBLIOGRAPHY:
Coggans, N and McKellar, S (1995) The facts about Alcohol, aggression and adolescence, Kent, MacKays of Chatham PLC.
I feel it is necessary to combine primary research with secondary resources. I previously looked at “The facts about Alcohol, aggression and adolescence”, Coggans, N and McKellar, S (1995) which explores the concept of aggression occurring whilst drinking. My theory is the same as these authors, “It is widely believed that alcohol causes aggression in the sense that people are more likely to become aggressive or even violent if they drink alcohol”. This book has emphasised how the same theory has been publicised and became public knowledge but not enough action has been taken to reduce this increasing factor.
I would gather a lot of useful information from books and journals, regarding what the effects of alcohol have on people. I would use the library to find more books and journals on alcoholism and alcohol fuelled crimes. This is a very reliable accurate source but they may be dated and would be generalised. I would only use books and journals to back up finding from my primary research as my investigation would be up-to-date and be specific to my local area. It would be interesting to get figures and statistics from the police on how many crimes have been inflicted by alcohol and resulted in arrests been undertaken. I would be able see if the figures have risen or fallen over a period of time. Also I would look at psychology books to find out what other factors could increase aggression whilst drinking as alcohol may not cause the initial aggression as Coggans, N and McKellar, S (1995) explained what other factors may trigger the aggression: “individual factors such as personality, characteristics, situational factors including perceptions of the environment.”
For my primary research I feel interviews would be the most appropriate method. The reason being I can target a wide age range by selecting a person on their age and how they fit into my research. This gives opinions from a wider angle producing research on a general scope rather than a biased perspective. I would interview: bar workers that are serving the people consuming alcohol. Bouncers because they watch the public enter the building and can compare the state they walk out in. Police driving panda cars and the officers in the station that is reasonable for anyone who is celled for drunken disorder. Several people who binge drink, varying the age groups and sex. T-total people who are socialising with others consuming alcohol seeing the change in attitudes and appearances. A worker in a fast food restaurant, as its mobbed when the clubs shut with people purchasing food before heading home. Initially I would select around 15 people to interview but may interview more depending on how reliable the answers were. I would have a semi-structured interview so I can ask more relevant questions depending on their age and role in my interviews recording them with a dictaphone so I can give the person my full attention creating a better atmosphere.
Observation could be another option but this may be too dangerous. I would observe the public in public spaces where the bars and clubs are situated at different times of the day. This would give me first hand visualisation of the situations that occur, so I understand situations better. In doing this I could then prepare the most relevant questions for my interviews as I would have visual pictures in my head. I would record my findings with a video and also photographs. This particular method would be better done in a group or pairs to avoid any suspicion. In doing this technique you need to make sure you don’t make anyone feel uncomfortable when they are being watched as it changes the results. If I was going to photograph a particular situation and only one person would be in the photograph I wouldn’t advise that I asked their permission as their reaction could be unexpected and violent.
I have previous used techniques such as viewing photographs to draw conclusions and showing others images and text to create a desired outcome. These would be less appropriate. The reason is because photographs can be misleading with out having any other previous knowledge to back the image up. The photograph is a set image and I cannot view behaviour through an image that isn’t moving. Having a photograph and text will generalise a situation. When people are drinking they will not all be in the same mental and physical state and I want to view movement and behaviour to draw conclusions.
To conclude my investigation, I will use interviews as the main resource for research providing me with the information I need to make decisions on the problem I am addressing. This will give me a better understanding as to why alcohol fuelled crime is becoming an increasing problem in my local area and ways in which this may be prevented.
BIBLIOGRAPHY:
Coggans, N and McKellar, S (1995) The facts about Alcohol, aggression and adolescence, Kent, MacKays of Chatham PLC.
Saturday, 20 March 2010
Rhetoric of the image
I have read as the first part of the assignment, "The Rhetoric of the Image" by Roland Barthes. As this essay was originally in French then converted into English, I found the language used hard to follow. Once I met up with the group it became more clear his intentions for the text and related it back to our own discipline. We discussed the essay as a whole and the implications that we may come across in Textile Design.
In our groups we discussed styles of clothing and how they portray our personalities and different cultures. As images can be open to interpretations we as designers, if we want to target a wide multi-cultural audience need to take into consideration colour and symbols. If my target market was for the elder generation and I was adding text, I wouldn’t use yellow. This is because as there eye sight starts to deteriorate, they struggle to see this colour.
As a textile designer my final outcomes are designs rather than a replica of the source material that I have developed. In this case depending on the target market or if it was for a special awareness campaign, then text may be needed to identify where my design has came from. But as a designer I should be able to produce a piece that contains hidden semiotics that I explain myself enough through my work rather than adding typography. Although clients may interpret my work in a different way from what I intended, in my personal opinion I don’t see this as a bad thing. They may prefer to see my work from a different light and still want to purchase it.
For this assignment referring to Barthes essay I created my own experiment using semiotics and adding text to see if it changed the participants interpretation. I found random images from the website www.sxc.hu. I selected images from “randomizer” which gave me a selection of images that had no links between them so for my own experiment I had no idea what the outcome would be.
I started my experiment by talking to participants, giving the images to them in a random order. They could re-order them into a sequence that would let them write down their response in a story. I gave the same participants a forth image then removed a forth image and added a textual image.
I noted down my own story initially so I could have an image and text already prepared to influence their story to copy mines. I wrote: I had lunch in the zoo café eating strawberries and melted chocolates. Before heading home I took pictures of the lions sitting in the shade. It hung my washing out to dry before getting dark.
The image I added was a magazine cut out of a happy couple and the text saying ‘lunch’.
Results:
Serena, 19 – Art Student
Three images:
I went to the zoo and seen the lions. Then I went home for lunch with strawberries and chocolate for dessert. It rained in the afternoon so I had to hang my clothes up on the washing line to dry.
Adding forth image:
On the way to the zoo there was a big cheesy advert about a happy couple. At the zoo there was a lion family. When it was lunch time I ordered a strawberry and chocolate desert. It dropped it on my top so I had to wash it then hang it on the washing line.
Adding text:
The lions in the enclosure escaped and ate a happy couple visiting the zoo for lunch whilst eating strawberries.
Ailsa, 19 – Art student
Three images:
The safari park keeper hung up her washing with wooden pegs before going out to feed the lion and the cubs with fresh fruit.
Adding forth image:
A husband lovingly prepared some fresh fruit, cream and chocolate as his wife hangs out the washing. Later, they go to the zoo to see the lions.
Adding text:
A husband lovingly prepared some fresh fruit, cream and chocolate for lunch as his wife hangs out the washing. Later, they go to the zoo to see the lions.
Claire, 19 – Art Student
Three images:
The keepers at the zoo decided to have a little game for the lions. They wanted to give the lions exercise and combined it with food. They hung up strawberries with pegs so the lions have to jump up and pounce to get their food.
Adding forth image:
A couple decided to hang the washing on the line to indulge in some fruit and strawberries at the zoo watching the lions.
Adding text:
A couple decided to hang the washing on the line to indulge in some fruit and strawberries for lunch at the zoo watching the lions.
Michaela, 19 – Art Student
Three images:
The family went on a nice day out to celebrate something. They washed and dried their Sunday best, had a nice lunch with strawberries, etc then went to the zoo.
Adding forth image:
A happy family had a nice lunch with strawberries, put on clean clothes and went to the zoo.
Adding text:
A happy family put on clean clothes and went to the zoo, stopped and had a picnic.
I found that although the images can be polysemy all my participants interacted with the images the same way I did. Although the images were obviously laid out in different order, they all formed a similar story. With my forth image, I found that I was able to create my target story. Adding the single text to the three original images I was able to consolidate the story I was aiming for. Refering back to the Barthes essay he explains stereotype. He used a pasta advert to have connotations of ‘Italian’ culture. Strawberries have a stereotype of being romantic. When I added the forth image of a family and the textual image saying ‘lunch’ they all said they ate strawberries together for lunch. This provides evidence that using stereotypical images can produce a desired outcome.
I feel I would have gained better results if I had added a single text to each images for example no one noticed the odd peg on the end of the line. Barthes essay was merely about adding language to images to focus their idea on a particular aspect. Unfortunately due to my participants being the same sex and all directly have a passion for art my experiment was biased. I would recreate my experiment using the same images but varying their occupation and how much they are related to art in their everyday lives.
In our groups we discussed styles of clothing and how they portray our personalities and different cultures. As images can be open to interpretations we as designers, if we want to target a wide multi-cultural audience need to take into consideration colour and symbols. If my target market was for the elder generation and I was adding text, I wouldn’t use yellow. This is because as there eye sight starts to deteriorate, they struggle to see this colour.
As a textile designer my final outcomes are designs rather than a replica of the source material that I have developed. In this case depending on the target market or if it was for a special awareness campaign, then text may be needed to identify where my design has came from. But as a designer I should be able to produce a piece that contains hidden semiotics that I explain myself enough through my work rather than adding typography. Although clients may interpret my work in a different way from what I intended, in my personal opinion I don’t see this as a bad thing. They may prefer to see my work from a different light and still want to purchase it.
For this assignment referring to Barthes essay I created my own experiment using semiotics and adding text to see if it changed the participants interpretation. I found random images from the website www.sxc.hu. I selected images from “randomizer” which gave me a selection of images that had no links between them so for my own experiment I had no idea what the outcome would be.
I started my experiment by talking to participants, giving the images to them in a random order. They could re-order them into a sequence that would let them write down their response in a story. I gave the same participants a forth image then removed a forth image and added a textual image.
I noted down my own story initially so I could have an image and text already prepared to influence their story to copy mines. I wrote: I had lunch in the zoo café eating strawberries and melted chocolates. Before heading home I took pictures of the lions sitting in the shade. It hung my washing out to dry before getting dark.
The image I added was a magazine cut out of a happy couple and the text saying ‘lunch’.
Results:
Serena, 19 – Art Student
Three images:
I went to the zoo and seen the lions. Then I went home for lunch with strawberries and chocolate for dessert. It rained in the afternoon so I had to hang my clothes up on the washing line to dry.
Adding forth image:
On the way to the zoo there was a big cheesy advert about a happy couple. At the zoo there was a lion family. When it was lunch time I ordered a strawberry and chocolate desert. It dropped it on my top so I had to wash it then hang it on the washing line.
Adding text:
The lions in the enclosure escaped and ate a happy couple visiting the zoo for lunch whilst eating strawberries.
Ailsa, 19 – Art student
Three images:
The safari park keeper hung up her washing with wooden pegs before going out to feed the lion and the cubs with fresh fruit.
Adding forth image:
A husband lovingly prepared some fresh fruit, cream and chocolate as his wife hangs out the washing. Later, they go to the zoo to see the lions.
Adding text:
A husband lovingly prepared some fresh fruit, cream and chocolate for lunch as his wife hangs out the washing. Later, they go to the zoo to see the lions.
Claire, 19 – Art Student
Three images:
The keepers at the zoo decided to have a little game for the lions. They wanted to give the lions exercise and combined it with food. They hung up strawberries with pegs so the lions have to jump up and pounce to get their food.
Adding forth image:
A couple decided to hang the washing on the line to indulge in some fruit and strawberries at the zoo watching the lions.
Adding text:
A couple decided to hang the washing on the line to indulge in some fruit and strawberries for lunch at the zoo watching the lions.
Michaela, 19 – Art Student
Three images:
The family went on a nice day out to celebrate something. They washed and dried their Sunday best, had a nice lunch with strawberries, etc then went to the zoo.
Adding forth image:
A happy family had a nice lunch with strawberries, put on clean clothes and went to the zoo.
Adding text:
A happy family put on clean clothes and went to the zoo, stopped and had a picnic.
I found that although the images can be polysemy all my participants interacted with the images the same way I did. Although the images were obviously laid out in different order, they all formed a similar story. With my forth image, I found that I was able to create my target story. Adding the single text to the three original images I was able to consolidate the story I was aiming for. Refering back to the Barthes essay he explains stereotype. He used a pasta advert to have connotations of ‘Italian’ culture. Strawberries have a stereotype of being romantic. When I added the forth image of a family and the textual image saying ‘lunch’ they all said they ate strawberries together for lunch. This provides evidence that using stereotypical images can produce a desired outcome.
I feel I would have gained better results if I had added a single text to each images for example no one noticed the odd peg on the end of the line. Barthes essay was merely about adding language to images to focus their idea on a particular aspect. Unfortunately due to my participants being the same sex and all directly have a passion for art my experiment was biased. I would recreate my experiment using the same images but varying their occupation and how much they are related to art in their everyday lives.
Thursday, 18 March 2010
Observation extended
After my previous blog regarding observation in Subway I have drawn conclusions as to why Subway has been designed the way it has following a discussion we had in a previous seminar. I thought to improve on any service design they need to invest in a bigger space so people can queue with more room in between them, but because the target market is those who want a quick lunch to take away, when queuing if they are closer together it will shorten the queue making it seem like they wont be waiting as long. This creates a quick turn over of customers.
The direction in which customers enter and leave the shop has already been set out for them. The queue barrier indicates that they queue from right following it round until the first order point. This is directly functional as no one can jump the queue as they will miss the first order point and cannot continue until this is done.
Due to the shop having very few tables this limits the amount of customers sitting in to eat their food. Customers feel uncomfortable when customers queue beside them and dodge in and out table to leave the shop. The design is to make the customers feel uncomfortable so the customers that wait outside for a table will then go in to get served. When they are sitting down the lighting is dingy so it’s unpleasant to sit under – another reason why customers leave quickly.
Having few tables in the shop also prevents it having a stereotype. You cannot judge class by a mixed queue of people. If there is some tables there is not enough people to start judging the place as a whole. At any one time there will be a variety of different ages and class. Due to it not being stereotypical for any one reason the public will not be judgmental making it a welcoming class for all ages, cultures and class.
The direction in which customers enter and leave the shop has already been set out for them. The queue barrier indicates that they queue from right following it round until the first order point. This is directly functional as no one can jump the queue as they will miss the first order point and cannot continue until this is done.
Due to the shop having very few tables this limits the amount of customers sitting in to eat their food. Customers feel uncomfortable when customers queue beside them and dodge in and out table to leave the shop. The design is to make the customers feel uncomfortable so the customers that wait outside for a table will then go in to get served. When they are sitting down the lighting is dingy so it’s unpleasant to sit under – another reason why customers leave quickly.
Having few tables in the shop also prevents it having a stereotype. You cannot judge class by a mixed queue of people. If there is some tables there is not enough people to start judging the place as a whole. At any one time there will be a variety of different ages and class. Due to it not being stereotypical for any one reason the public will not be judgmental making it a welcoming class for all ages, cultures and class.
Wednesday, 17 March 2010
Interviews
I have recently conducted interviews as part an assignment. We were asked to pick a question or choose a topic I have previously researched. I chose;
‘How have students dress sense changed since they started University?’
I brainstormed a possible ten questions but narrowed them down to six. I felt these questions would give me the best results with out asking the question out right. These six questions are:
• When did you start buying your own clothes?
• What do you look at when buying clothes?
• Do you shop for more practical clothes?
• Have you changed what you spend your money on since starting University?
• Do you feel your course has a specific dress sense?
• Why do you think people’s style changes after starting University?
The reason why I chose to put, ‘Why do you think people’s style changes after starting University?’ as my last questions is because I asked the relevant questions I needed to conduct my research at the start then I wanted to see the reactions and response I got by asking a direct question.
I interviewed four students, all female, two studying art, one studying accounts and one studying law. All aged from nineteen to twenty-one. By interviewing these people I was trying to see if students did changed their dress sense after starting University and why this is the case.
From my initial question I found links through out my answers producing similarities. Serena started to pick her own clothes when she was aged ten. This was when she was given pocket money to spend. Although she wasn’t purchasing items for herself until a later age, she chose her clothing from aged eight with the approval of her mum. When she started buying clothes of her own she never wanted anything that her mum didn’t approve of because she was influenced by her mum from such a young age, they had the same taste in clothes. Ailsa had a similar response. She was slightly older being twelve/thirteen and this was because she was at an age where she was old enough to go to the shops on the bus herself and be trusted. Her mum chose her clothes alone previously but they were always “nice”. Laura was eleven when she started to buy her own clothes and was also influenced by her mum. Sarah was slightly different. She got her first job at fourteen. This is how she was able to buy her own clothes. When she started to buy her own clothes she changed her style, but her mum didn’t like her clothes. The way she seen it was, it was her own money, so she spent it accordingly, buying clothes she preferred to wear.
When buying clothes the first thing all four said was the colour. I expected this because it’s the feature that predominately catches someone’s eye first. Ailsa said she buys the same colours that she knows she suits. This indicates she is not influenced by anyone else’s dress sense and not following any colour trends that are in fashion. The next was material and quality of the fabric. How will it wash? As a student the garment must be sustainable and durable to last a long time but the surprising thing was that only one of the three looked at price first. They were all willing to pay to a high price if the garment was sustainable from a shop that had a good reputation but if it was from a low end high street shop they wouldn’t consider it worth the money. The next thing would then be shape. It is shaped to fit the body of hang loose? Three of them never mentioned buying clothes that were either in fashion or of a particular style. One mentioned it’s what looks good on her, not what is in fashion, relating back to the shape and colour that suits each individual.
I would have presumed that since students will be dressed casual, everyday for classes and lectures the main bulk of their purchases would be practical day to day clothing. I was wrong. Serena has a shoe fetish for dressy shoes and alot of her tops are made from soft wool and pyjamas made out of silk. These need to be delicately hand washed and not practical for everyday washing. Ailsa said when she has money she can’t find anything practical so she buys clothes she doesn’t need. Laura buys more practical clothes. Sarah also buys dressy clothes for going out. She explained she only has a certain amount of money and doesn’t want to buy boring day-to-day clothes so she treats herself to a nice glam outfit, when she can afford it.
Buying clothes seems to be a high priority as a student. Evidence shows that although students have to budget, three students spend their money on the same essentials as they previously did but buy more clothes. The other spends her money on drink and nights out. After starting University you grow up and learn to manage money better so they can afford to splash out and buy more garments they want, but still cannot have everything they wish for. Ailsa saved up money during the summer holidays before starting University so she is able to spend money on herself. Sarah also spends money on herself but on different treats. Another point made was, after one of the girls moved to Dundee - now living in a city - she had a lot more shops to choose from and lives so close it is easier to spend money.
I presumed the reason students change their style after starting University is to fit in with others and blend in with the people in their new course. I got mixed results for this question because the people I interviewed are students from different disciplines. Three say no there is no trend in the clothes they wear and one says yes. Serena thinks her course has similar tastes as they follow fashion but mainly because they all take pride in their appearance, choosing carefully what they put on in the morning. Laura says its extreme opposites. An example she gave was a man wore a suit one day and a woman had tracksuit bottoms on. Ailsa says there is no pattern to what anyone wears and Sarah said yes of course there is. It’s an art course! They all wear the same style mainly because they study trend forecasting so they feel they need to fit in with fashion but also fit in with the others in the class and keep up with each other.
I assumed asking the question, ‘Why do you think people’s style changes after starting University?’ wouldn’t give me great results and I wouldn’t get an honest answer but I got feed back that in my opinion is very true. People start University when they are at least 18. By this time people have grown up, matured and can make decision by themselves. ”. People learn to create their own unique style, to make themselves feel good and confident. Styles change because they are bored wearing the same outfits rather then influences around them. They are no longer influenced by parents as they are buying their own clothes and maybe moved away from home, gaining independence. They no longer copying people’s dress sense like they did at high school to follow the “popular trends”.
Have students dress sense changed since they started University? No they haven’t changed their styles intentionally it is only because they have matured. Through the experiment I have learned that if girls at a young age are given the choice of what they want to wear by the help and guidance of their mother, they will not rebel when they are old enough to shop for themselves and change their styles completely, unless they intentionally want to fit into a group with a particular dress sense.
‘How have students dress sense changed since they started University?’
I brainstormed a possible ten questions but narrowed them down to six. I felt these questions would give me the best results with out asking the question out right. These six questions are:
• When did you start buying your own clothes?
• What do you look at when buying clothes?
• Do you shop for more practical clothes?
• Have you changed what you spend your money on since starting University?
• Do you feel your course has a specific dress sense?
• Why do you think people’s style changes after starting University?
The reason why I chose to put, ‘Why do you think people’s style changes after starting University?’ as my last questions is because I asked the relevant questions I needed to conduct my research at the start then I wanted to see the reactions and response I got by asking a direct question.
I interviewed four students, all female, two studying art, one studying accounts and one studying law. All aged from nineteen to twenty-one. By interviewing these people I was trying to see if students did changed their dress sense after starting University and why this is the case.
From my initial question I found links through out my answers producing similarities. Serena started to pick her own clothes when she was aged ten. This was when she was given pocket money to spend. Although she wasn’t purchasing items for herself until a later age, she chose her clothing from aged eight with the approval of her mum. When she started buying clothes of her own she never wanted anything that her mum didn’t approve of because she was influenced by her mum from such a young age, they had the same taste in clothes. Ailsa had a similar response. She was slightly older being twelve/thirteen and this was because she was at an age where she was old enough to go to the shops on the bus herself and be trusted. Her mum chose her clothes alone previously but they were always “nice”. Laura was eleven when she started to buy her own clothes and was also influenced by her mum. Sarah was slightly different. She got her first job at fourteen. This is how she was able to buy her own clothes. When she started to buy her own clothes she changed her style, but her mum didn’t like her clothes. The way she seen it was, it was her own money, so she spent it accordingly, buying clothes she preferred to wear.
When buying clothes the first thing all four said was the colour. I expected this because it’s the feature that predominately catches someone’s eye first. Ailsa said she buys the same colours that she knows she suits. This indicates she is not influenced by anyone else’s dress sense and not following any colour trends that are in fashion. The next was material and quality of the fabric. How will it wash? As a student the garment must be sustainable and durable to last a long time but the surprising thing was that only one of the three looked at price first. They were all willing to pay to a high price if the garment was sustainable from a shop that had a good reputation but if it was from a low end high street shop they wouldn’t consider it worth the money. The next thing would then be shape. It is shaped to fit the body of hang loose? Three of them never mentioned buying clothes that were either in fashion or of a particular style. One mentioned it’s what looks good on her, not what is in fashion, relating back to the shape and colour that suits each individual.
I would have presumed that since students will be dressed casual, everyday for classes and lectures the main bulk of their purchases would be practical day to day clothing. I was wrong. Serena has a shoe fetish for dressy shoes and alot of her tops are made from soft wool and pyjamas made out of silk. These need to be delicately hand washed and not practical for everyday washing. Ailsa said when she has money she can’t find anything practical so she buys clothes she doesn’t need. Laura buys more practical clothes. Sarah also buys dressy clothes for going out. She explained she only has a certain amount of money and doesn’t want to buy boring day-to-day clothes so she treats herself to a nice glam outfit, when she can afford it.
Buying clothes seems to be a high priority as a student. Evidence shows that although students have to budget, three students spend their money on the same essentials as they previously did but buy more clothes. The other spends her money on drink and nights out. After starting University you grow up and learn to manage money better so they can afford to splash out and buy more garments they want, but still cannot have everything they wish for. Ailsa saved up money during the summer holidays before starting University so she is able to spend money on herself. Sarah also spends money on herself but on different treats. Another point made was, after one of the girls moved to Dundee - now living in a city - she had a lot more shops to choose from and lives so close it is easier to spend money.
I presumed the reason students change their style after starting University is to fit in with others and blend in with the people in their new course. I got mixed results for this question because the people I interviewed are students from different disciplines. Three say no there is no trend in the clothes they wear and one says yes. Serena thinks her course has similar tastes as they follow fashion but mainly because they all take pride in their appearance, choosing carefully what they put on in the morning. Laura says its extreme opposites. An example she gave was a man wore a suit one day and a woman had tracksuit bottoms on. Ailsa says there is no pattern to what anyone wears and Sarah said yes of course there is. It’s an art course! They all wear the same style mainly because they study trend forecasting so they feel they need to fit in with fashion but also fit in with the others in the class and keep up with each other.
I assumed asking the question, ‘Why do you think people’s style changes after starting University?’ wouldn’t give me great results and I wouldn’t get an honest answer but I got feed back that in my opinion is very true. People start University when they are at least 18. By this time people have grown up, matured and can make decision by themselves. ”. People learn to create their own unique style, to make themselves feel good and confident. Styles change because they are bored wearing the same outfits rather then influences around them. They are no longer influenced by parents as they are buying their own clothes and maybe moved away from home, gaining independence. They no longer copying people’s dress sense like they did at high school to follow the “popular trends”.
Have students dress sense changed since they started University? No they haven’t changed their styles intentionally it is only because they have matured. Through the experiment I have learned that if girls at a young age are given the choice of what they want to wear by the help and guidance of their mother, they will not rebel when they are old enough to shop for themselves and change their styles completely, unless they intentionally want to fit into a group with a particular dress sense.
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