• ANNOUNCEMENTS (INCLUDES QUOTE OF THE WEEK AND NEWS STORY OF THE WEEK)
  • THE EASY (COLOUR-CODED) GUIDE TO HOW TO REFERENCE A BOOK OR AN INTERNET SITE
  • COURSE INFORMATION
    • COURSE INFORMATION - ACADEMIC SUPPORT
    • COURSE INFORMATION - LEARNING OUTCOMES
    • COURSE INFORMATION - BLOOM'S TAXONOMY OF KNOWLEDGE
    • COURSE INFORMATION - BA1 HISTORICAL AND THEORETICAL STUDIES
    • COURSE INFORMATION - BA2 HISTORICAL AND THEORETICAL STUDIES
    • COURSE INFORMATION - BA3 HISTORICAL AND THEORETICAL STUDIES
  • PROJECT BRIEFS, INFORMATION AND SUBMISSION DATES
    • BA2 PROJECT BRIEFS AND SUBMISSION DATES
    • BA3 PROJECT BRIEFS AND SUBMISSION DATES
    • PROJECT BRIEF - RESEARCH FILE
    • PROJECT BRIEF - CRITICAL RESEARCH REPORT
    • PROJECT INFORMATION - CRITICAL RESEARCH REPORT STRUCTURE GUIDELINES
    • PROJECT BRIEF - REFLECTIVE JOURNAL
    • PROJECT BRIEF - ANNOTATED BIBLIOGRAPHY - NON-ASSESSED
    • PROJECT BRIEF - RESEARCH PROPOSAL needs doing...
    • PROJECT BRIEF - LITERATURE REVIEW - NON-ASSESSED
    • PROJECT BRIEF - GROUP SEMINAR PRESENTATION AND RESEARCH PRESENTATIONS 1, 2 AND 3 >
      • PROJECT BRIEF - GROUP SEMINAR PRESENTATION - NON-ASSESSED
      • PROJECT BRIEF - RESEARCH PRESENTATION 1 - ANNOTATED BIBLIOGRAPHY AND RESEARCH PROPOSAL needs visuals
      • PROJECT BRIEF - RESEARCH PRESENTATION 2 - INTRODUCTION, LITERATURE REVIEW, METHODOLOGY
      • PROJECT BRIEF - RESEARCH PRESENTATION 3 - DISCUSSION AND EVALUATION
  • REFERENCING - HARVARD PLEASE!
    • REFERENCING - WHAT IS REFERENCING?
    • REFERENCING (HARVARD) - USING CITATIONS AND QUOTATIONS
    • REFERENCING (HARVARD) - REFERENCE LIST/BIBLIOGRAPHY
    • REFERENCING (HARVARD) - HOW TO REFERENCE ANYTHING
  • BA1 CLASS READINGS AND VISUALS
    • BA1 CLASS READINGS - INTRODUCTION TO FASHION THEORY GROUP SEMINAR PRESENTATIONS >
      • BA1 CLASS READING - INTRODUCTION TO FASHION THEORY - CONSPICUOUS CONSUMPTION (THE REGULATION OF FASHION) GROUP SEMINAR PRESENTATION (THE HISTORICAL ONE)
      • BA1 CLASS READING - INTRODUCTION TO FASHION THEORY - CONSUMER CULTURE (BEAU BRUMMELL) GROUP SEMINAR PRESENTATION (THE PERSONAL ONE)
      • BA1 CLASS READING - INTRODUCTION TO FASHION THEORY - TRICKLE-DOWN/BUBBLE-(TRICKLE)-UP (JEANS) GROUP SEMINAR PRESENTATION (THE EASY ONE)
      • BA1 CLASS READING - INTRODUCTION TO FASHION THEORY - GENDER AND SEXUALITY (STILETTOS) GROUP SEMINAR PRESENTATION (THE SEXY ONE)
      • BA1 CLASS READING INTRODUCTION TO FASHION THEORY - SEMIOTICS (TIES) GROUP SEMINAR PRESENTATION (THE DIFFICULT ONE)
    • BA1 CLASS VISUALS - INTRODUCTION TO FASHION THEORY >
      • BA1 CLASS VISUALS - INTRODUCTION TO FASHION THEORY - CONSPICUOUS CONSUMPTION (THE REGULATION OF FASHION)
      • BA1 CLASS VISUALS - INTRODUCTION TO FASHION THEORY - CONSUMER CULTURE (BEAU BRUMMELL)
      • BA1 CLASS VISUALS - INTRODUCTION TO FASHION THEORY - TRICKLE-DOWN/BUBBLE-(TRICKLE)-UP (JEANS)
      • BA1 CLASS VISUALS - INTRODUCTION TO FASHION THEORY - SEMIOTICS (STILETTOS)
      • BA1 CLASS VISUALS - INTRODUCTION TO FASHION THEORY - SEMIOTICS (TIES)
    • BA1 CLASS READINGS - INTRODUCTION TO TEXTILES AND CULTURE GROUP SEMINAR PRESENTATIONS >
      • BA1 CLASS READING - INTRODUCTION TO TEXTILES AND CULTURE - THE FABRIC OF EXISTENCE (TEXTILES IN HUMAN CONSCIOUSNESS) GROUP SEMINAR PRESENTATION
      • BA1 CLASS READING - INTRODUCTION TO TEXTILES AND CULTURE - THE TIES THAT BIND (SOCIAL MEANINGS) GROUP SEMINAR PRESENTATION
      • BA1 CLASS READING - INTRODUCTION TO TEXTILES AND CULTURE - CLOTH AND TEMPORAL POWER (MONEY, TRADE, STATUS AND CONTROL) GROUP SEMINAR PRESENTATION
      • BA1 CLASS READING - INTRODUCTION TO TEXTILES AND CULTURE - CLOTH AS COMMUNICATION (MEANING, MESSAGES AND BEAUTY) GROUP SEMINAR PRESENTATION
      • BA1 CLASS READING - INTRODUCTION TO TEXTILES AND CULTURE - TEXTILES AND THE SPIRIT (SACRED, SPIRITUAL AND HEALING SIGNIFICANCE) GROUP SEMINAR PRESENTATION
  • BA2 CLASS READINGS AND VISUALS
    • BA2 CLASS READINGS - FASHION IN SOCIETY GROUP SEMINAR PRESENTATIONS >
      • BA2 CLASS READING - FASHION IN SOCIETY - VEILING GROUP SEMINAR PRESENTATION
      • BA2 CLASS READING - FASHION IN SOCIETY - THE SECOND HAND MARKET GROUP SEMINAR PRESENTATION
      • BA2 CLASS READING - FASHION IN SOCIETY - FEMINISM AND FASHION GROUP SEMINAR PRESENTATION
      • BA2 CLASS READING - FASHION IN SOCIETY - HOMOSEXUAL FASHION GROUP SEMINAR PRESENTATION
      • BA2 CLASS READING - FASHION IN SOCIETY - JAPANESE STREET FASHION GROUP SEMINAR PRESENTATION
      • BA2 CLASS READING - FASHION IN SOCIETY - FASHION IN INDIA GROUP SEMINAR PRESENTATION
    • BA2 CLASS VISUALS - FASHION IN SOCIETY >
      • BA2 CLASS VISUALS - FASHION IN SOCIETY - THE SECONDHAND MARKET
      • BA2 CLASS VISUALS - FASHION IN SOCIETY - JAPANESE STREET FASHION
      • BA2 CLASS VISUALS - FASHION IN SOCIETY - INDIAN FASHION
    • BA2 CLASS READINGS - TEXTILES IN SOCIETY GROUP SEMINAR PRESENTATIONS >
      • BA2 CLASS READING - TEXTILES IN SOCIETY - WEAVING AS POLITICAL SYMBOL (YOU ARE GOING TO LOVE THIS ONE) GROUP SEMINAR PRESENTATION
      • BA2 CLASS READING - TEXTILES IN SOCIETY - THE SUBVERSIVE STITCH GROUP SEMNAR PRESENTATION
      • BA2 CLASS READING - TEXTILES IN SOCIETY - GANDHI AND KHADI CLOTH GROUP SEMINAR PRESENTATION
      • BA2 CLASS READING - TEXTILES IN SOCIETY - THE FEMALE TRADITION OF TEXTILES GROUP SEMINAR PRESENTATION
      • BA2 CLASS READING - TEXTILES IN SOCIETY - KNITTING AS ART GROUP SEMINAR PRESENTATION
    • BA2 CLASS VISUALS - TEXTILES IN SOCIETY >
      • BA2 CLASS VISUALS - TEXTILES IN SOCIETY - WEAVING AS POLITICAL SYMBOL
      • BA2 CLASS VISUALS - TEXTILES IN SOCIETY - THE FEMALE TRADITION OF TEXTILES
      • BA2 CLASS VISUALS - TEXTILES IN SOCIETY - THE SUBVERSIVE STITCH
  • BA3 CLASS READINGS
    • BA3 CLASS READING - THE FIVE STAGES OF REFLECTIVE WRITING
  • THEORY READINGS AND VISUALS (GENERAL REFERENCE TO SUPPORT YOUR RESEARCH)
    • THEORY READING - WHY STUDY FASHION?
    • THEORY READING - WHAT IS A THEORY?
    • THEORY READING - INTRODUCTION TO BA1 FASHION THEORY
    • THEORY READING - FASHION CYCLES (CONSPICUOUS CONSUMPTION, TRICKLE-DOWN/UP/ACROSS)
    • THEORY READING CLASS VISUALS - FASHION CYCYES (CONSPICUOUS CONSUMPTION, TRICKLE-DOWN/UP/ACROSS)
    • THEORY READING - KEY TERMS IN FASHION THEORY
    • THEORY READING - TEXTILE METAPHORS
  • FICTION READINGS (FOR WHEN YOU ARE BORED)
    • FICTION READING - ELIZABETH JANE HOWARD'S 'THE BEAUTIFUL VISIT'
    • FICTION READING - ANITA BROOKNER'S 'PROVIDENCE'
    • FICTION READING - RUMER GODDEN'S 'BLACK NARCISSUS'
    • FICTION READING - THE BROTHERS GRIMMS' 'HOW SOME CHILDREN PLAYED AT SLAUGHTERING'
    • FICTION READING - THOMAS HARDY'S 'JUDE THE OBSCURE' - THE PIG SLAUGHTERING (NOT FOR VEGETARIANS OR THE FAINTHEARTED)
    • FICTION READING - THE BROTHERS GRIMMS' 'RUMPELSTILTSKIN'
    • FICTION READING - GREEK MYTHOLOGY'S 'THESEUS AND THE MINOTAUR'
    • FICTION READING - GREEK MYTHOLOGY'S 'PROKNE AND PHILOMELA'
    • FICTION READING - DAWN FRENCH'S 'A TINY BIT MARVELLOUS'
  • MATHS READINGS (FOR WHEN YOU ARE REALLY BORED)
    • MATHS READING - PI (FOR GEEKS)
    • MATHS READING - ON LABOUR'S PROPOSAL TO MAKE MATHS COMPULSORY POST-16 (HE'S GOT A POINT)
    • MATHS READING - WHY WE NEED PYTHAGORAS (WHAT DOES LILY ALLEN KNOW?) ​
    • MATHS READING - FORMULA FOR WORKING OUT AGATHA CHRISTIE WHODUNNIT (I THOUGHT THIS WAS AN APRIL FOOL)
    • MATHS READING - ORDER AND PATTERN AS THE BASIS OF EVERYTHING (ARTY) ​
    • MATHS READING - WRITER SHIRLEY CONRAN'S MATHS EBOOK FOR GIRLS (I FAILED MATHS TWICE)
    • MATHS READING - RELATIVITY VERSUS QUANTUM MECHANICS (I ACTUALLY UNDERSTOOD SOME OF THIS)
    • MATHS READING - WHY WE SHOULD ALL LEARN COMPUTER CODING (VERY LONG... IF YOU MANAGE TO GET TO THE END OF IT I WILL BUY YOU A DRINK)
    • MATHS READING - DO WE REALLY NEED MATHS? (SAYS IT ALL)
    • MATHS READING - THE 'BEAUTY' OF EINSTEIN (I LOST THE WILL TO LIVE)
  • MY RESEARCH BLOGS AND RESEARCH PINTEREST
  • MY REFLECTIVE JOURNAL
  • DYSLEXIA (INCLUDES THE BRITISH DYSLEXIA ASSOCIATION ADULT CHECKLIST)
  • ARE YOU STRESSED?
    • ARE YOU STRESSED? - WRITERS' BLOCK
    • ARE YOU STRESSED? - MANAGING STRESS
    • ARE YOU STRESSED? - PINTEREST FOR STRESS
  • TO DO
  • REFERENCES
  • BA2 BUSINESS STUDIES - GLOBAL AND ENVIRONMENTAL
    • BA2 BUSINESS STUDIES PROGRAMME - GLOBAL AND ENVIRONMENTAL
    • BA2 BUSINESS STUDIES PROJECT BRIEF - GLOBAL FASHION AND TEXTILE MANUFACTURING REPORT 2014-15
    • BA2 BUSINESS STUDIES CLASS - GLOBAL AND ENVIRONMENTAL - INTRODUCTION TO CORPORATE SOCIAL RESPONSIBILITY
    • BA2 BUSINESS STUDIES CLASS - THE ALTERNATIVE PROJECT BRIEF
    • BA2 BUSINESS STUDIES CLASS - GLOBAL AND ENVIRONMENTAL - PEST AND CSR
    • BA2 BUSINESS STUDIES CLASS - GLOBAL AND ENVIRONMENTAL - ETHICS AND DISSERTATION
    • BA2 BUSINESS STUDIES CLASS READING - GLOBAL AND ENVIRONMENTAL - GLOBALIZATION ​
    • BA2 BUSINESS STUDIES CLASS READING - GLOBAL AND ENVIRONMENTAL - ENVIRONMENTAL
    • BA2 BUSINESS STUDIES CLASS READING - GLOBAL AND ENVIRONMENTAL - ETHICAL
  • THE REFERENCING TEST
  BCOT BA Textiles for Fashion
Historical and Theoretical Studies theory classes and readings.

BA3 - CRITICAL RESEARCH REPORT DRAFTS AND FINAL SUBMISSION TIMETABLE

28/11/2013

0 Comments

 
QUOTE OF THE WEEK

http://quoteoftheweekblog.tumblr.com



NEWS STORY OF THE WEEK

http://newsstoryoftheweekblog.tumblr.com



AIMS


  1. To introduce my new puppy (which one should I choose?)
  2. Critical research report drafts (work in progress) and final submission timetable.
  3. ARE YOU STRESSED? PAGES.


1. MY NEW PUPPY

Which one should I choose tonight?!?



Picture
Picture
Picture
How can I choose?!?

Puppies on YouTube

http://www.youtube.com/watch?v=coFJmUZt6o0

2. CRITICAL RESEARCH REPORT DRAFTS (WORK IN PROGRESS) AND FINAL SUBMISSION TIMETABLE 


All drafts and reflective blog links to be emailed to me by 5pm today.


pauline.courtenay@bcot.ac.uk

DRAFT FEEDBACK TUTORIALS

5 December = Natalie, Katy, May, Sujana, Jess

12 December = Sophie, Claire, Aysha, Sumneema

REFERENCING TUTORIALS - students to present references and bibliography.

9 January = Sophie, Claire, Aysha, Sumneema

16 January =  Natalie, Katy, May, Sujana, Jess

CRITICAL RESEARCH REPORT AND REFLECTIVE BLOG FINAL SUBMISSION = 30 JANUARY

STUDENTS WHO HAVE BEEN ASSESSED AS EXPERIENCING A SPECIFIC LEARNING DIFFICULTY i.e. DYSLEXIA/DYSPRAXIA HAND IN = 13 FEBRUARY. 

STUDENTS WHO WISH TO MAKE USE OF THE EXTRA TIME NEED TO INFORM STAFF NOW!

FEBRUARY/MARCH = RESEARCH FILE TO BE SUBMITTED WITH RESEARCH PRESENTATION.


3. ARE YOU STRESSED? PAGES


See above...

CONCLUSION


See also from Barbara Pym:


“After all, academic research is not everything.” (Pym, 2009, p.62).


WHAT HAVE YOU LEARNED?


WHAT HAVE I LEARNED?


Get a puppy


http://www.youtube.com/watch?v=sIgiMZce8e0

http://www.youtube.com/watch?v=6jJPzMgfbEc

http://www.youtube.com/watch?v=GizOlkCq7us



REFERENCE


Pym, B. (2009) Some tame gazelle. London: Virago.
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BA2 - HOMOSEXUAL FASHION GROUP SEMINAR PRESENTATION

28/11/2013

0 Comments

 
QUOTE OF THE WEEK

http://quoteoftheweekblog.tumblr.com



NEWS STORY OF THE WEEK

http://newsstoryoftheweekblog.tumblr.com



AIMS


  1. To introduce my new puppy (which one should I choose?)
  2. Homosexual fashion group seminar presentation - Narmaya and Sophia?
  3. Research presentations.
  4. ARE YOU STRESSED? PAGES. 


Picture
Picture
Picture
How can I choose?!?

Puppies on YouTube


http://www.youtube.com/watch?v=coFJmUZt6o0


2. HOMOSEXUAL FASHION GROUP SEMINAR PRESENTATION


My quotes from this week's reading


For most homosexuals the 1930s through to the 1950s were characterized by the very real fear of exposure, blackmail and imprisonment. In both Britain and America the police were conducting a virtual witch-hunt of homosexuals (Weeks 1990; Marcus 1992; Loghery 1998; Berube 1990). In Britain this led to events like the Montague trials [Lord Montague and others were accused of indecent assault in 1953]. Gay men also had to contend with the threat of vigilante anti-gay violence and strove to remain invisible in public (Brighton Ourstory Project 1992: 37). (Cole in Welters and Lillethun, 2011. p.216).


In the light of society's and the law's attitudes toward gay men, they devised a variety of tactics that allowed them to move about more freely, to appropriate for themselves spaces that were not marked as gay, and to construct gay space in the midst of, yet invisible to, the dominant culture. 

(Cole in Welters and Lillethun, 2011. p.217).

3. RESEARCH PRESENTATIONS

5 December = Narmaya, Sophia, Amy, Lucy.

12 December =  Karen, Rosie, Karen.


4. ARE YOU STRESSED? PAGES

See above...


CONCLUSION

Hot of the press (literally at 6.40.am this morning) two contemporary gay news stories showing a changed attitude to homosexuality.


Christian hotel told that they are not allowed to ban gay couples

The Christian owners of a hotel in Cornwall who banned a gay couple from staying have lost their final battle in the British courts to win legal support for their selective guest policy.

The supreme court unanimously dismissed an appeal by Peter and Hazelmary Bull that their right to express their religious beliefs had been breached.

The Bulls operate a policy at their hotel, stated on their online booking form, that double bedrooms are available only to "heterosexual married couples".

The case was originally brought by Martyn Hall and Steven Preddy, a gay couple, whose booking was refused in September 2008.

The supreme court judges said that although the Bulls' rights under the European convention on human rights to manifest their religion were at issue it was justifiable and proportionate to limit them in order to protect the rights of others.

Delivering judgment, the deputy president of the supreme court, Lady Hale, said: "Sexual orientation is a core component of a person's identity which requires fulfilment through relationships with others of the same orientation."

Homosexuals, she added, "were long denied the possibility of fulfilling themselves through relationships with others … This was an affront to their dignity as human beings which our law has now (some would say belatedly) recognised.

"Homosexuals can enjoy the same freedom and the same relationships as any others. But we should not under-estimate the continuing legacy of those centuries of discrimination, persecution even,
which is still going on in many parts of the world." (Bowcott, 2013).


Fluid sexuality for women

she says, she has noticed a rise in the number of straight girls coming on to her in the past year. "It seems like the wild thing to do because it's more talked about." She thinks it's partly about "women allowing one another to be sexual beings rather than seeing other women as a threat". In some ways, this is one of the unexpected boons to have come  out of feminism. (Theobold, 2013).

WHAT HAVE YOU LEARNED?

WHAT HAVE I LEARNED?

Get a puppy

http://www.youtube.com/watch?v=sIgiMZce8e0

http://www.youtube.com/watch?v=6jJPzMgfbEc

http://www.youtube.com/watch?v=GizOlkCq7us


REFERENCES

Bowcott, O. (2013) 'Christian guesthouse owner loses appeal over right to bar gay couples', 27 Guardian [Online]. Available at: http://www.theguardian.com/world/2013/nov/27/christian-guesthouse-owners-appeal-gay-couples (Accessed 28 November 2013).



Cole, S. in Welters, L. and Lillethun, A. (eds.) (2011) The fashion reader. 2nd end. Oxford: Berg.

Theobold, S. (2013) 'Lesbianism: sexual fluidity is a fact of life for women', 26 Guardian [Online]. Available at: http://www.theguardian.com/lifeandstyle/2013/nov/26/lesbianism-women-sexual-fluidity-same-sex-experiences (Accessed 28 November 2013).


0 Comments

BA1 - COCO CHANEL AND MODERNISM FOLLOW UP

28/11/2013

0 Comments

 
QUOTE OF THE WEEK

http://quoteoftheweekblog.tumblr.com



NEWS STORY OF THE WEEK

http://newsstoryoftheweekblog.tumblr.com



AIMS

  1. To introduce my new puppy (which one should I choose?)
  2. To follow up Coco Chanel and Modernism (what we missed out).
  3. Research presentations.
  4. ARE YOU STRESSED? PAGES

1. MY NEW PUPPY


Which one should I choose tonight?!?

Picture
Picture
Picture
HOW CAN I CHOOSE?I?

Puppies on YouTube


http://www.youtube.com/watch?v=coFJmUZt6o0


2. COCO CHANEL AND MODERNISM FOLLOW UP (WHAT WE MISSED)

CONTEMPORARY CHANEL AS POSTMODERNISM

Whereas Modernism was characterised by logic, simplicity, a break from history and functionality, the Postmodern age dispensed with linearity in favour of eclecticism, parody and cultural hybridity (Mackenzie, 2009, p.122).


FROM MY RESEARCH BLOG

http://bcottextilesforfashion.weebly.com/2/post/2013/10/fashion-scrapbook-chanel-at-paris-fashion-week-includes-slideshow.html



Picture


Chanel autumn/winter 13/14 



3. RESEARCH PRESENTATIONS

5 December = Charlotte, Danielle, Sam, Lauren, Karen.


12 December = Tracy, Julia, Josh, Nicole.


4. ARE YOU STRESSED? PAGES


See above...

CONCLUSION


See also from Barbara Pym

For who can produce a really scholarly work when he is sitting shivering in a too heavy overcoat, struggling all the time against the temptation to go out and get himself a warming cup of coffee?' (Pym, 2009, p.77).

Maslow's Hierarchy of Needs and lunchtime.

WHAT HAVE YOU LEARNED?

WHAT HAVE I LEARNED?

Get a  puppy

http://www.youtube.com/watch?v=sIgiMZce8e0

http://www.youtube.com/watch?v=6jJPzMgfbEc

http://www.youtube.com/watch?v=GizOlkCq7us


REFERENCES


Cochrane, L. (2013) 'Chanel at Paris fashion week: a cool collection inspired by art', Guardian 1 October [Online]. Available at: http://www.theguardian.com/fashion/2013/oct/01/paris-fashion-week-chanel-show-karl-lagerfeld-art (Accessed 2 October 2013).

Mackenzie, M. (2009) …Isms understanding fashion. New York: Universe. 



Pym, B. (2009) Some tame gazelle. London: Virago.

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BA1 AND BA2 SETTING THE RESEARCH PRESENTATION (BA2 FEMINISM AND FASHION GROUP SEMINAR PRESENTATION)

20/11/2013

0 Comments

 
QUOTE OF THE WEEK
http://quoteoftheweekblog.tumblr.com


NEWS STORY OF THE WEEK
http://newsstoryoftheweekblog.tumblr.com


AIMS


  1. To debate via small group work.
  2. To set the research presentations.
  3. To discuss the project briefs and study skills.


1. SMALL GROUP WORK - THREE MORE QUOTES FROM DORIS LESSING ABOUT EDUCATION

She had done well at school, and went to an arts college where she became a graphic designer, which seemed an agreeable way of spending her time until she married. (Lessing, 1989, p.11).

He wasn't learning anything, but then plenty of children did not: they put in time at school, that was all. (Lessing, 1989, p.128).



As everyone knows, all these schools have a layer, like a sediment, of the uneducable, the unassimilable, the hopeless, who move up the school from class to class, waiting for the happy moment when they can leave.(Lessing, 1989, p.145).


FROM MY RESEARCH BLOG

http://bcottextilesforfashion.weebly.com/2/post/2013/11/society-scrapbook-medical-students-to-study-the-arts.html


2. RESEARCH PRESENTATIONS

Research presentations on 5 and 12 December.

See PROJECT BRIEF - RESEARCH PRESENTATION PAGE

Research file, research proposal and annotated bibliography to be submitted at the time of the research proposal.

You will be assessed on the research presentation and research file, but not on the research proposal and annotated bibliography....

3. STUDY SKILLS - WRITING A RESEARCH PROPOSAL AND ANNOTATED BIBLIOGRAPHY


See STUDY SKILLS - WRITING A RESEARCH PROPOSAL AND STUDY SKILLS - ANNOTATED BIBLIOGRAPHY PAGES

BA2 GROUP SEMINAR PRESENTATIONS


From last week - Veiling?


Feminism and Fashion - Lucy and Helen.


My quotes from this week's reading

Is fashionable dress part of the oppression of women, or is it a form of adult play? (Wilson, E. in Welters, L. and Lillethun, 2011, p.324).


This unresolved tension marks a number of feminists debates, for example the debate about heterosexual love, the controversies over pornography and romantic fiction, and the debate about dress and feminist attitudes to personal adornment ... (Wilson, E. in Welters, L. and Lillethun, 2011, p.324).


... the thesis is that fashion is oppressive, the antithesis that we find it pleasurable ... (Wilson, E. in Welters, L. and Lillethun, 2011, p.324).


REFERENCES

Lessing, D. (1989) The fifth child. London: Paladin.



Pugh, R. (2013) 'Art and literature could make doctors more competent and humane', Guardian 19 November [Online]. Available at: http://www.theguardian.com/society/2013/nov/19/studying-arts-literature-doctors-humane-competent-mid-staffs (Accessed 19 November 2013).



Wilson, E. in Welters, L. and Lillethun, A. (eds.) (2011) The fashion reader. 2nd end. Oxford: Berg.
0 Comments

BA2 - VEILING GROUP SEMINAR (THE WHOLE CLASS)

14/11/2013

0 Comments

 
QUOTE OF THE WEEK
http://quoteoftheweekblog.tumblr.com


NEWS STORY OF THE WEEK
http://newsstoryoftheweekblog.tumblr.com


AIMS

  1. To introduce the group seminar presentations.
  2. To introduce the individual research presentations.

1. GROUP SEMINAR PRESENTATIONS

ALL GROUPS SHOULD HAVE HAD A GO AT THIS WEEK'S READING ON VEILING



MY PINTEREST BOARD


http://www.pinterest.com/pcourtenay1/ba2-contemporary-issues-veiling/



MY QUOTE FROM READING

Although in Western literature the veil and veiling are often presented as a unified and static practice that has not changed for more than a thousand years, the veil has been varied and subject to changing fashion throughout past and present history. Moreover, like other articles of clothing, the veil may be worn for multiple reasons. it may be worn to beautify the wearer (Wikan 1982), much as Western women wear makeup; to demonstrate respect for conventional values (Hoodfar 1991; Abu-Lughod 1986); or to hide the wearer's identity (Fernea 1965). In recent times, the most frequent type of veiling in most cities is a long loosely fitted dress of any colour combination, worn with a scarf wrapped (in various fashions) on the head so as to cover all the hair. Nonetheless, the imaginary veil that comes to the minds of most westerners is an awkward black cloak that covers the whole body, including the face, and is designed to prevent women's mobility. Throughout history, however, apart from the elite, women's labour was necessary to the functioning of the household and the economy, and so they wore clothing that would not hamper their movement... (Hoodfar in Welters and Lillethun, 2011, pp.275-277).

NOTE THE REFERENCES 

Moreover, like other articles of clothing, the veil may be worn for multiple reasons. it may be worn to beautify the wearer (Wikan 1982), much as Western women wear makeup; to demonstrate respect for conventional values (Hoodfar 1991; Abu-Lughod 1986); or to hide the wearer's identity (Fernea 1965).


SEE ALSO FROM QUOTE OF THE WEEK

“None of these books agree with each other.” (Bradbury, 2008, p.52).

And I thought about books. And for the first time I realised that a man was behind each one of the books. A man had to think them up. A man had to take a long time to put them down on paper. (Bradbury, 2008, pp.68-69).

“Do you know that books smell like nutmeg or some spice from a foreign land? ” (Bradbury, 2008, p.106).

“Books can be beaten down with reason.” (Bradbury, 2008, pp.109-110).

'“What traitors books can be! You think they're backing you up, and they turn on you. Others can use them, too, and there you are, lost in the middle of the moor, in a great welter of nouns and verbs and adjectives.” (Bradbury, 2008, p.139).


2. INDIVIDUAL RESEARCH PRESENTATIONS


RESEARCH PRESENTATIONS (RESEARCH FILE AND REFLECTIVE BLOG) DUE IN DECEMBER


SEE PROJECT BRIEF - RESEARCH PRESENTATION PAGE



REFERENCES

Bradbury, R. (2008) Fahrenheit 451. London: Harper Collins.

Hoodfar, H. in Welters, L. and Lillethun, A. (eds) (2011) The fashion reader. 2nd end. Oxford: Berg.

0 Comments

BA1 - COCO CHANEL AND MODERNISM

14/11/2013

0 Comments

 
QUOTE OF THE WEEK
http://quoteoftheweekblog.tumblr.com

NEWS STORY OF THE WEEK
http://newsstoryoftheweekblog.tumblr.com


AIMS


  1. To develop small group work.
  2. To introduce Coco Chanel and Modernism (new materials, new style, simplification of form).
  3. To introduce the democratization of fashion. 
  4. To introduce body image.


Pinterest visuals

http://www.pinterest.com/pcourtenay1/ba1-theory-coco-chanel-and-modernism/

BUT BEFORE ANYTHING HERE IS AN EXAMPLE OF A REFLECTIVE BLOG

tumblr.com/blog/katycruickshankreflective



1. SMALL GROUP WORK -EXTENDING THE QUOTE OF THE WEEK


IN PAIRS CONSIDER THE FOLLOWING QUOTES


WHAT DO THEY SAY ABOUT READING?


“None of these books agree with each other.” (Bradbury, 2008, p.52).


And I thought about books. And for the first time I realised that a man was behind each one of the books. A man had to think them up. A man had to take a long time to put them down on paper. (Bradbury, 2008, pp.68-69).


“Do you know that books smell like nutmeg or some spice from a foreign land? ” (Bradbury, 2008, p.106).



“Books can be beaten down with reason.” (Bradbury, 2008, pp.109-110).


'“What traitors books can be! You think they're backing you up, and they turn on you. Others can use them, too, and there you are, lost in the middle of the moor, in a great welter of nouns and verbs and adjectives.” (Bradbury, 2008, p.139).



2. COCO CHANEL AND MODERNISM 


MODERNISM - NEW MATERIALS

Picture









Eiffel Tower 1889


Modernism is an umbrella term for a number of movements united in their rejection of historicism during the early 20th century. Modernists embraced progress and sought to enhance human experience of the modern age by breaking with the past ... (Mackenzie, 2009, pp.74-75).

Picture
Rayon


Picture
Jersey


In addition, new comfortable fluid fabrics in a neutral palette of navy, black, beige and grey were utilised. (Mackenzie, 2009, pp.74-75).


TODAY'S NEW MATERIALS AND TECHNOLOGY FROM MY RESEARCH BLOG


http://bcottextilesforfashion.weebly.com/2/post/2013/07/design-scrapbook-3d-printer-available-in-high-street.html


MODERNISM - NEW STYLE

Picture

Coco Chanel with bobbed hair, 1920

Picture
Chanel evening dress, 1925


This new androgynous style was christened the 'garconne' look and dominated fashion until 1929. Hemlines were raised significantly, peaking in 1926 at just below the knee; waistlines dropped towards the hips; hair was bobbed, shingled or even cropped ... (Mackenzie, 2009, pp.74-75).


MODERNISM - SIMPLIFICATION OF FORM

Picture

Chanel dress, 1927


She is credited with introducing the 'little black dress' and promoting the principle of simplicity as elegance. (Mackenzie, 2009, pp.74-75). 

Picture
Chanel dress, 1924


COMPARE CHANEL TO CHARLES WORTH

Picture
Worth wedding dress, 


COMPARISON OF UNDERWEAR HIGHLIGHTS SIMPLIFICATION OF FORM

Picture
Victorian corset, 1880s


Picture
Chemise, 1920s


SIMPLIFICATION OF FORM IN ARCHITECTURE

Picture
Bauhaus building, 1920s


3. DEMOCRATIZATION OF FASHION

MASS MARKET

In keeping with the spirit of Modernism, and aided by the development of rayon and the simple shapes of the garments, rapid dissemination of styles was made possible. What was shown in the couture salons was soon readily available to the mass market via copy houses or paper patterns. (Mackenzie, 2009, pp.74-75).


BUT

Picture
Chanel jacket detail


Chanel deviated from the elitist nature of haute couture both by creating a 'working-class look' through her choice of non-luxuriant fabric - her inspiration being drawn primarily from working-class male attire - and by embracing a philosophy of copying and mass production, which denied exclusiveness and uniqueness. ...

she aimed to create an image of middle-class informality rather than emphasising the affectations of the upper classes, yet her garments were consistently priced in a bracket far above the economic means of the average working girl. ... Despite the apparent lack of what Veblen (1965) refers to as 'conspicuous consumption' in her garments, hems were always hand-rolled and weighted chains were inserted into the backs of the jackets. When she dressed her clients in garments of austere simplicity, she would then heap strands of costume jewellery around their necks, on their wrists, hands and ears. (English, 2013, p.41).




SEE ALSO WILLIAM MORRIS (HAND MANUFACTURE - V - SOCIALISM)
Picture
William Morris textile, 1880s

4. BODY IMAGE

1920s CHANGE IN STYLE ALTERED IDEAS OF FEMALE FORM 

The new fashion demanded a radical shift in the ideal female form and women endeavoured to become lithe and youthful with a flat bust, no hips and a childlike slenderness. Corsets were replaced by roll-on, reinforced 'flattners' and dieting was vigorously promoted as the best way to achieve a fashionable physique. (Mackenzie, 2009, pp.74-75).


FROM THE BODY IMAGE SCRAPBOOK ON MY RESEARCH BLOG


http://bcottextilesforfashion.weebly.com/2/post/2013/11/body-image-scrapbook-the-thigh-gap.html


http://bcottextilesforfashion.weebly.com/2/post/2013/11/body-image-scrapbook-size-16-mannequins.html



CONCLUSION


CONTEMPORARY CHANEL AS POSTMODERNISM

Whereas Modernism was characterised by logic, simplicity, a break from history and functionality, the Postmodern age dispensed with linearity in favour of eclecticism, parody and cultural hybridity (Mackenzie, 2009, p.122).

FROM MY RESEARCH BLOG


http://bcottextilesforfashion.weebly.com/2/post/2013/10/fashion-scrapbook-chanel-at-paris-fashion-week-includes-slideshow.html


Picture
Chanel autumn/winter 13/14 


WHAT HAVE YOU LEARNED?


WHAT HAVE I LEARNED?



Get a system. Finishing this at 6.53am this morning was much easier because I know what i am doing...


REFERENCES

Bradbury, R. (2008) Fahrenheit 451. London: Harper Collins.

Cochrane, L. (2013) 'Chanel at Paris fashion week: a cool collection inspired by art', Guardian 1 October [Online]. Available at: http://www.theguardian.com/fashion/2013/oct/01/paris-fashion-week-chanel-show-karl-lagerfeld-art (Accessed 2 October 2013).

English, B. (2013) A cultural history of fashion in the 20th and 21st centuries. 2nd edn. London: Bloomsbury.



Halliday, J. (2013) 'Debenhams to display size 16 mannequins across UK stores', Guardian 6 November [Online]. Available at: http://www.theguardian.com/business/2013/nov/06/debenhams-first-department-store-size-16-models (Accessed 11 November 2013).

Mackenzie, M. (2009) …Isms understanding fashion. New York: Universe. 

Neville, S. (2013) 'First 3D printer reaches high street', Guardian 8 July [Online]. Available at: http://www.guardian.co.uk/business/2013/jul/08/maplin-high-street-first-3d-printer (Accessed 9 July 2013).



Swash, R. (2013) ' How the "thigh gap" became the latest pressure point on a woman's self-image', Guardian 3 November [Online]. Available at: http://www.theguardian.com/lifeandstyle/2013/nov/03/thigh-gap-pressure-point-women-self-esteem (Accessed 7 November 2013).
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BA2 - APPROACHES TO THEORY

7/11/2013

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QUOTE OF THE WEEK
http://quoteoftheweekblog.tumblr.com



NEWS STORY OF THE WEEK
http://newsstoryoftheweekblog.tumblr.com


AIMS

  1. To introduce theory and critical debate.
  2. To introduce the groups seminar presentations.

1. THEORY AND CRITICAL DEBATE 

From the CLASS READING - APPROACHES TO THEORY


THE NEED FOR A SOCIAL SCIENTIFIC APPROACH TO STUDYING FASHION 

Students who research fashion/dress for the first time may think that it has nothing to do with social sciences. However, fashion/dress needs to be studied social scientifically … in order to earn enough respect in academia because we come across abundant nonacademic information about fashion in our everyday life. (Kawamura, 2011, p.18).


Fashion journalism

Picture
The reason fashion magazines have been excited over the M&S coat is because various high-end designers all made pink coats this season. Now, this kind of serendipitous synchronicity among designers does nothing to disabuse me of my belief that what we call "trends" are actually "evil plots cooked up by designers who scheme together ahead of time to make similar colours and clothes to convince the public that in order to look up to date we need to buy their wares." (Hadley-Freeman, 2013).

WHAT IS A THEORY?


A theory is a generalisation about a phenomenon, an explanation of how and why something happens. Therefore, theoretical perspectives are interrelated sets of assumptions, concepts, and propositions that constitute a view of the world. (Kawamura, 2011, p.20).


Fairy stories as theories

As explanations of the world, fairy stories tell us what science and philosophy cannot and need not. (Winterson, 2013).

See Hermione reading


http://www.youtube.com/watch?v=a7ydmTS6-Sw


Textiles in fairy stories


http://www.youtube.com/watch?v=N6UYITSXjfc


FASHION THEORY


Remember there is no right answer...


There is no one fashion theory per se that is universally accepted, and since fashion/dress studies requires various perspectives, approaches, and interpretations, there are multiple fashion theories that rely on major social theories. (Kawamura, 2011, p.22).


2. GROUP SEMINAR PRESENTATIONS

See the PROJECT BRIEF - GROUP SEMINAR PRESENTATION PAGE

See group work information from 17/10/13.

Proposed seminars:


  • The Veil in their Minds and on our Heads: Veiling Practices and Muslim Women. Hooma Hoodfar. 
  • Feminism and Fashion. Elizabeth Wilson.
  • Invisible Men.  Shaun Cole.
  • Japanese Street Fashion: The urge to be seen and to be heard. Yuniya Kawamura.
  • Fashion in India. Vandana Bhandari.
  • Secondhand Dresses and the Ragmarket. Angela McRobbie.

CONCLUSION

All have a go at the CLASS READING - VEILING GROUP SEMINAR PRESENTATION

WHAT HAVE LEARNED?


WHAT HAVE I LEARNED?


To do this quick.

REFERENCES


Freeman, H. (2013) 'Pink coats are in fashion - but is that reason enough to buy one?' Guardian 14 October [Online]. Available at: http://www.theguardian.com/fashion/2013/oct/14/pink-coat-fashion-buy-ask-hadley (Accessed 15 October 2013).

Kawamura, Y. (2011) Doing research in fashion and dress. Oxford: Berg.

Winterson, J. (2013) 'Why we need fairy tales: Jeanette Winterson on Oscar Wilde', Guardian 16 October [Online]. Available at: http://www.theguardian.com/books/2013/oct/16/jeanette-winterson-fairytales-oscar-wilde (Accessed 22 October 2013).

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BA1 - SMALL GROUP TUTORIALS FOR REFLECTIVE JOURNAL AND RESEARCH FILE

7/11/2013

0 Comments

 
QUOTE OF THE WEEK
http://quoteoftheweekblog.tumblr.com


NEWS STORY OF THE WEEK
http://newsstoryoftheweekblog.tumblr.com



AIMS


To help, bully, beg you to get started (if you have not).

TIMETABLE

9 - 9.30 = Charlotte and Danielle
9.30 - 10 = Sam and Lauren
10 - 10.30 = Josh, Nicole, Karen

Please have your blog link ready to show me. 


CLASS READING - THE 5 STAGES OF REFLECTIVE WRITING


How did you get on with the reading?


How are you getting on with your blogs?


TWO MORE QUOTES FROM THIS WEEK'S QUOTE OF THE WEEK BOOK

It is more difficult than I had imagined, setting down things that happened so long ago. I question the accuracy of my memory. (Twan Eng, 2013, p.113).

I discovered how much clutter bounced around in my head. (Twan Eng, 2013, p.157).



RESEARCH FILE


See STUDY SKILLS - WHAT IS RESEARCH PAGE


REFERENCE


Twan Eng, T. (2013) The garden of evening mists. London: Canongate.
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BA3 - INTRODUCTION TO RESEARCH WORKSHOPS (AWAY, STUDENTS TO LOOK AT THIS ONLINE)

17/10/2013

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QUOTE OF THE WEEK
http://quoteoftheweekblog.tumblr.com

NEWS STORY OF THE WEEK
http://newsstoryoftheweekblog.tumblr.com


AIMS


  1. To introduce the research workshops.
  2. To emphasize the importance of having a question/idea to writing.

1. RESEARCH WORKSHOPS

The research workshops are small group tutorials where students can share there experiences and work so far with each other.

Students will be asked to present their RESEARCH FILE, REFLECTIVE JOURNAL and CRITICAL RESEARCH REPORT DRAFT as work so far achieved...

24/10/13 = Aysha, Sujana, Sumneema.

7/11/13 = Claire, May, Sophie.

14/11/13 = Jess, Katy, Natalie.

There will be time at the end of each workshop for any student to speak to me individually.

CRITICAL RESEARCH REPORT DRAFTS DUE 28/11/13.


2. HAVING A QUESTION/IDEA IN WRITING


This week's QUOTE OF THE WEEK was selected thinking about BA1 starting on their reflective journals.


However see also the other quotes which I recorded on the QUOTE OF THE WEEK BLOG:


http://quoteoftheweekblog.tumblr.com/post/64032081446/quotations-margaret-atwood-the-year-of-the-flood


All of these quotes are relevant to art, design and education in various ways. I could have picked any of them in order to emphasize a particular point of learning.

See also with particular reference to BA3 and learning:


As with all knowledge, once you knew it, you couldn't imagine how it was that you hadn't known it before. (Atwood, 2010, p.224).

But Science is merely one way of describing the world. (Atwood, 2010, p.430).




Gaining knowledge is about moving forward.


There are more than one type of knowledge (and no right answers).


Think about your quotations from research in order to identify how you want to angle your writing.

CONCLUSION

If you are fed up with academic research here is another quote from this week's QUOTE OF THE WEEK book:

Toby took up macrame, hoping it would cure her of her daydreaming and fruitless desires, and increase her focus on the moment. (Atwood, 2010, p.229).


Watch: 


http://www.pinterest.com/pcourtenay1/needlework-crafts/


WHAT HAVE YOU LEARNED?


WHAT HAVE I LEARNED?


The benefits of our work being online is that I still have to be organised and have this ready, even though I am not seeing you today...


REFERENCES


Atwood, M. (2010) The year of the flood. London: Virago.

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BA2 - INTRODUCTION TO GROUP SEMINAR PRESENTATIONS (AWAY, STUDENTS TO LOOK AT THIS ONLINE)

17/10/2013

0 Comments

 
QUOTE OF THE WEEK
http://quoteoftheweekblog.tumblr.com


NEWS STORY OF THE WEEK
http://newsstoryoftheweekblog.tumblr.com


AIMS

  1. To introduce the group seminar presentations.
  2. To encourage debate with the  news articles you chose from the past week from MY RESEARCH BLOG.
  3. To consider the role of group work.

1. GROUP SEMINAR PRESENTATIONS

See the PROJECT BRIEF - GROUP SEMINAR PRESENTATION PAGE

Group seminar presentations are not assessed but are intended to encourage learning through debate.



QUOTE OF THE WEEK suggests the need for privacy in writing.

(REFLECTIVE JOURNALS need to be online but you can always use the privacy settings to make them private.)

See also the following two quotes from this week's book:

They told us to depend on memory, because nothing written down could be relied on. The Spirit travels from mouth to mouth, not from thing to thing: books could be burnt, paper crumble away, computers could be destroyed. (Atwood, 2010, p.7).

By this time I had a diary - all the girls at school had them, it was a retro craze: people could hack your computer, but they couldn't hack a paper book. I wrote all of this down in my diary. It was like talking to someone. (Atwood, 2010, p.263).



What differing views do they express?

2. NEWS ARTICLES FROM MY RESEARCH BLOG

What did you choose?

This is what I chose:


Picture
Slut walk

Last week I got asked to speak at an event called Slut Night, at a new venture called The Other Club in central London. Organised by some bright young feminists, Slut Night sold out surprisingly fast, as it offered various female writers and performers talking explicitly about the joys of sluttishness. The fanny jokes ran as freely as the wine; it was a right laugh. But when I first heard the name of the event, my immediate reaction was, ugh. That word. Slut. No.

My immediate reaction should probably have been more specifically – ugh, slut is a grubby little insult and I want no part of it. Ugh, slut is used to pass judgment on women's desires, their social life, the tightness of fabric around their bum, and I'm not interested in trying to reclaim that degree of damage because language reclamation is a pseudo-alchemy and no abusive thing ever turned into a good thing because you sucked the poison out of the sting yourself. Also, ugh, sluttishness – if sexual promiscuity is as emancipatory as I used to think it was, then how come it could only ever emancipate me in cahoots with tequila, kebabs and a really uncomfortable feeling when anyone used highly stressful words such as "commitment" or "love"?

But no, my immediate reaction was: ugh, no to sluts – I'd much rather be a slag. You know where you are with the word slag. You are, in my mind, in the closing scene of the greatest film ever made, Rita, Sue and Bob Too, written by the brilliant Andrea Dunbar and filmed in 1980s Bradford.

This is a spoiler, so look away now if you haven't yet seen the greatest film ever made. It closes with the two teenagers, Rita and Sue, lying in Bob's bed. His wife has left him because he's been sneaking off and shagging these schoolgirls in his car. The girls' home lives have fallen apart, too, so one after the other, they've moved in with him. Yes, this is all very creepy, and nobody's saying it's a film that depicts a utopian model of living to which we should all aspire. It's grim. Still, after everything has gone really, horribly wrong, there is a moment of sheer joy when Bob finds them both in his bed and dives right into it. They all beam with happiness. The film ends there – on that dive – a moment of joy that we know can't and won't last. The pure joy of being a slag – as the other characters in the film have already labelled them – Bob, of course, being the biggest slag of them all.

Why I like slag so much is not because I want to cast aspersions on people's sexual shenanigans, but because it has now become a great all-round handy insult. If you're not convinced, look how skilfully the actor Danny Dyer once deployed the term to discuss terrorism. "Can't believe it's been nearly 11 years since them slags smashed into the twin towers," he tweeted on 11 September 2012. "It still freaks my nut out to this day."

Still, I should admit here that my fondness for the word slag doesn't always end well for me. I still shudder with guilt when I think of the time I tweeted a friend and told her to bring another friend, "that slag", with her to my house. As a joke. It's a word we use between ourselves, fondly. Only, when I tagged the slag friend, I got her Twitter name slightly wrong and accidentally directed the message to a total stranger with a similar name – who turned out to be a 15-year-old girl in a coma. Whose Twitter account was being run by her loving dad to raise awareness of his daughter's condition. All he could see was that London journalists were insulting his sick child – it took quite a lot of explanation to dig my way out of that one and apologise. Possibly not helped by my friend tweeting him and saying: "No, you don't understand, it was definitely meant for me and not your daughter, because I really am a massive, massive slag."

I recently met a media studies lecturer who told me he uses #slaggate as an example for his students of how not to use Twitter. Oh God.

Still, slut feels like a very American word – even if British grandmothers did use it to describe a messy woman who left things on her bedroom floor, not a woman who left her knickers on other people's bedroom floors. Slut is now a word for online porn ads, popping up all over your screen saying that horny sluts with breasts like balloons and buttocks like boiled eggs would like to live-chat with you now.

Indeed, it turned out that the Slut Night I went to was not about praising the word at all. As the organiser Amelia Abraham explained: "The goal isn't to reclaim the word 'slut'; it's to completely undermine it."

Slutwalks, organised in cities across the world in defence of women dressing how they want without fear of assault, received criticism from some feminists who felt the word was wrong. I realise they were named after the exact words of a Canadian policeman, but still – I'd probably have gone if they were called slagwalks instead. Let's not put the word slag on the linguistic slagheap. (Heawood, 2013).



Would you rather be called a slag or a slut?

3. ROLE OF GROUP WORK


Why?

Students often report that they learn more from working on a project with other people than they do from individual assignments. (Hartley and Dawson, 2012, p.3-4).
But

Many problems faced by groups are a result of poor (or complete lack of) communication ...

Often groups run into difficulties because they have not organised sufficiently to have a grip on who is supposed to be doing what and by when. (Hartley and Dawson, 2012, p.10).



Therefore see Belbin's team roles:

Belbin’s team roles


Implementer = gets things done and focuses on practical issues

  • Coordinator = orgnises the task and other group members

  • Shaper = inspires and leads the group

  • Plant = generates ideas and being creative

  • Resource investigator =  identifies useful resources

  • Monitor/evaluator =  evaluates ideas and proposals and identifies problems

  • Team worker = gets team members to cooperate

  • Completer/finisher = works to deadlines and gets jobs done

  • Specialist = provides specialist technical expertise (Hartley and Dawson, 2012, p.53-54).

CONCLUSION

If that was too much reading here is some more from this week's QUOTE OF THE WEEK book:


Toby took up macrame, hoping it would cure her of her daydreaming and fruitless desires, and increase her focus on the moment. (Atwood, 2010, p.229).


Watch: 

http://www.pinterest.com/pcourtenay1/needlework-crafts/




WHAT HAVE YOU LEARNED?


WHAT HAVE I LEARNED?


The benefits of our work being online is that I still have to be organised and have this ready, even though I am not seeing you today...

REFERENCES

Atwood, M. (2010) The year of the flood. London: Virago.



Hartley, P. and Dawson, M. (2010) Success in groupwork. Basingstoke: Palgrave Macmillan.

Heawood, S. (2013) 'I'd much rather be a slag than a slut', Guardian 6 October [Online]. Available at: http://www.theguardian.com/commentisfree/2013/oct/06/rather-be-slag-than-slut (Accessed 7 October 2013).


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