• 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.

PROJECT BRIEF - CRITICAL RESEARCH REPORT

The structure and final presentation guidelines for the CRITICAL RESEARCH REPORT are taken from:
Cottrell (2014). 

​
PictureDon't let it get you down...

1. WHAT? (research and write about something you are interested in...)
​
  • THE CRITICAL RESEARCH REPORT (DISSERTATION) is the written and illustrated presentation of independent research on a subject of your own choice.
  • The subject for research should be from fashion and textiles. It is not compulsory for your subject to relate directly to your studio practice but if it does this can be useful for both personal and professional development plus is an important part of the REFLECTIVE JOURNAL.
​
Last year's BA3 subjects
​
  • Research into your subject should begin with the historical, technical and social context. It should then develop a theoretical perspective in order to demonstrate critical awareness.​

Example essay plan

​To consider the pressure on female celebrities to stay young (with particular reference to Kate Middleton) 


Picture
1. The importance of youth and celebrity in contemporary culture (historical and technical)
2. The role of the media (social)
​3. Gender and sexism (theoretical)

The inverted triangle approach to planning (start with the bigger picture and proceed to the smaller detail)
​
         youth and celebrity
                              
                       
media
                                                               
                                                         
​                                                         gender and sexism
                                                                      


  • Research should take one of the theoretical perspectives introduced in BA1 INTRODUCTION TO FASHION THEORY as a starting point for discussion.
​
Theory can make your scream...
The word 'theory’ is a grand term that is intimidating and frightening to many students and even scholars. (Kawamura, 2011, p.20).

But it also makes you think...

Theories help us organise our otherwise disorganised world, make sense of it, guide us how we behave in it or we should behave in it, and also helps us predict what might happen in the future.

(Kawamura, 2011, p.20).


  • All subjects will require considerable secondary research (books, articles, newspapers etc) and some subjects may develop primary research (surveys, questionnaires, interviews etc).

https://scholar.google.co.uk

https://www.surveymonkey.com


  • The report should include in-text citations and quotations from your secondary research (Harvard).
  • The report should include a BIBLIOGRAPHY for all reading and a REFERENCE LIST for in-text citations and quotations (Harvard).
​
​
What is the difference between a reference list and a bibliography? 
​
See the REFERENCING, QUOTE OF THE WEEK/NEWS STORY OF THE WEEK pages, plus referencing software

https://www.mendeley.com


http://www.neilstoolbox.com/bibliography-creator/ 
(student recommended...)
​
Picture
THE MOST COMMON QUESTION I GET ASKED ABOUT REFERENCING IS HOW DO I REFERENCE A QUOTE WHICH HAS BEEN QUOTED IN A BOOK I AM READING? 

This means that you want to cite something by an author which has already been cited in a book you are reading.

Ideally you should find and read the original source referred to...

If this is not possible you use the words 'cited in' and give the page number and reference for the author where you have discovered it.
​
  • BA1 = 2000 words
  • BA2 and BA3 = 4000 words
​
Fifteen hours of Art over two whole days, that was, just like, a punishment or something, not an exam. You weren't allowed out of the room or anything except for lunch and breaks and toilet breaks and stuff. It was like, so harsh? I have decided that even if it ever turned out that I was quite a good artist, I really don't want an artist's actual life. Not a painter anyway. All you do all day is paint and look at it and paint and look at it. By the end of these last two days I am so fed up looking at it, I never want to see it ever again. I never want to see the Art room ever again, it feels like I've been in there my whole life since the day I was born. And it's all been leading up to this day, the day I can say that's the last Art day I will ever do. Even though the teacher was saying, "Come on, Dora, stop talking and get painting, you can do it. Go Dora!' and stuff, I still feel like I've just spent fifteen hours working on something that's just going to be rubbish in the end. Nearly everything I do is rubbish. I know it is. I'm not dumb. I can see that other people are doing way better than me.

Anyway, it doesn't matter, it's done now and I've only got one cookery theory exam before I finish school forever. Omigod, no more school! Bring it on baby, yeh. What's it gonna be like? Oh, is that the alarm ringing at 7AM? Is it for me to get up and put on a rank burgundy and grey disgusting school uniform with absolutely zero taste? No - it isn't - because Dora Battle doesn't go to school anymore. Bye school! Seeya! Hasta La Vesta, school! Bon voyage!

​Why is studying text books so effing hard? I tried to be dyslexic way back in Year 8, because they get extra time and wordsearch and spellcheck and stuff but apparently I'm not, which is really annoying. At least I did find out that I need glasses so that's something. Not sure that totally 125% explains why I hate reading though. It could be because I actually just hate reading, words and sentences, and textbooks 'n' shizz. BUT What's really interesting, and I think the government should like wake up and realise this about young people today, is that I really do love reading Facebook and MSN 'n' stuff, and that is, after all, reading isn't it? It's still words.' (French, 2011, p.219-220).
​
The above quotation is just over 400 words 
​

MATHS ALERT... NUMBERS!
​
What are numbers?


Our system of counting works by grouping things together in tens, putting tens of tens together to make hundreds, to make thousands and so on. The choice of working in tens is, of course, down to the fact that we have ten fingers (or digits) on our hands - and ten on our test, too, just for good measure,

So familiar is this system of tens ('deci-mals') to us, it seems almost natural - it's just how numbers are. But the idea of place value as we know it, with Hundreds, Tens, Units and the rest, and its use daily with money and measures, is only a few hundred years old. Just as it takes children many years to learn to 'decode' written symbols and become proficient readers, so it takes an equally long time for them to become proficient with our invented system of saying, reading and writing numbers. (Eastway and Askew, 2013, p.51).
​
http://www.bbc.co.uk/skillswise/topic-group/numbers

1 + 1 = 2
​
MATHS ALERT OVER
​

2. HOW? (structure, final presentation, writing style...)
​
The report should follow this structure
(1, 2 and 3 = the essay, the rest is part of the final presentation. See PROJECT INFORMATION - CRITICAL RESEARCH PRESENTATION STRUCTURE)
  • Abstract
  • Title page
  • Contents page
  • 1. Introduction - to include a literature review and methodology.
  • 2. Discussion and evaluation of key ideas and results from research - this section can be divided into subsections. 
  • 3. Conclusion
  • Bibliography
  • References
  • Appendices (if relevant)​​​
​
The report should follow this final presentation 
  • Printed on A4 (1.5 or 2 line spacing, font size 11-12) on one side of the paper only
  • Leave clear margins at each side
  • ​Use a font that is easy to read - Ariel or Tahoma
  • Pages to be numbered and include page numbers on the Contents page
  • Sections to be labelled - sections 1, 2 and 3 can include subsections 1.1, 1.2, 1.3 etc.
  • Illustrations can be either inserted within the text or presented separately at the end before the Bibliography and References
  • Illustrations to be labelled as they appear and as they are discussed within the text - Figure 1 etc
  • Spiral bound - 2 copies to be submitted​


The report's writing style should be:
  • Formal - no slang or abbreviations 
  • Academic - in-text citations and quotations should follow the Harvard Referencing style
​
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I edited this image. Click on it to find the website with the original...

3. WHY? (learning outcomes...)
​
The learning outcomes which are important for the assessment of the CRITICAL RESEARCH REPORT are in bold underlined
  • To self-manage ongoing independent academic research on subjects of personal interest within fashion and textiles. 
  • To show understanding of the relationship between academic research and studio practice. 
  • To show knowledge of the historical, technical and social development of post-industrial fashion and textiles. 
  • To show awareness of theoretical issues within fashion and textiles. 
  • To present research (secondary and original) in an academic form (written and verbal) conforming to academic conventions (Harvard reference system). 
  • ​To show analysis and evaluation of research. 
​

4. WHEN? (hand in ... )
​

BA3 = 23 February 2017 

5. ASSESSMENT

Picture
The CRITICAL RESEARCH REPORT will be assessed on:

  • SELF-MANAGEMENT - RESEARCH FILE and REFLECTIVE JOURNAL
  • HISTORICAL, TECHNICAL and SOCIAL - general background contextualisation 
  • THEORETICAL - theoretical perspective
  • ANALYSIS and EVALUATION comprehension and critical awareness of key texts and issues 
  • REFERENCING and PRESENTATION - Harvard referencing and final presentation

​

REFERENCES

Brown, C. (2016) 'Animal to accessory - do designers really know where their products come from?' Critical research report. BCOT, University of Winchester.


Cottrell, S. (2014) Dissertations and project reports - a step by step guide. Basingstoke: Palgrave Macmillan. 
​
Eastway, R. and Askew, M. (2013) Maths for mums and dads. Revised edn. London: Square Peg.

French, D. (2011 [2010]) A tiny bit marvellous. London: Penguin.

Hawker, S. (2016) 'To what extent did Princess Diana learn to use fashion to convey emotion and messages through the media?' Critical research report. BCOT, University of Winchester.

Hazel, L. (2016) 'Haute Couture - or totally ridiculous?' Critical research report. BCOT, University of Winchester.

Jeffrey, J. (2016) 'Appropriation: acceptable or simply glorified racism?' Critical research report. BCOT, University of Winchester.


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

Lee, L. (2016) 'Did the black beret hold the real "black power" with regards to the Black Panther Party?' Critical research report. BCOT, University of Winchester.

Porter, N. (2016) 'Fashion and passion: the sexualisation of women through porn culture and the marketing of sexuality with fashion.' Critical research report. BCOT, University of Winchester.

Steele, K. (2016) 'How are protein based fabrics produced and are they less environmentally and ethically friendly than cellulose fabrics?' Critical research report. BCOT, University of Winchester.













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