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]
Monday, 6 December 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]
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:
Thursday, 28 October 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.
Thursday, 7 October 2010
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]
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:
Sky News,2010. Explore The Moon In 3D with Google Earth [online] (Updated 20 July 2009) Available at:
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.
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