Category Archives: reflections

My thoughts on readings, my creative process, and challenges.

Flow

I first learned about flow when I was reviewing literature on wellness for my masters. I was researching it because it was a characteristic of “work.” I wanted to determine whether work could have a positive affect on well-being or if this was a myth emerging from the capitalist work ethic.

As might be expected, becoming so engaged in an activity that you lose track of time and feel fulfilled does have a positive affect. This is the state you want to achieve when you are learning or creating.

Notes and quotes from the Flow article:

  • Levels of flow were higher in active classwork than in passive classwork 
  • “It is the subjective challenges and subjective skills, not objective ones, that influence the quality of a person’s experience.”
  • Awareness of time and self fades
  • Thoughts, feelings wishes and actions in concert
  • It is a subjective experience, differentiated and integrated
  • Too low of a challenge results in boredom or apathy and the attention drifts
  • too high of a challenge results in anxiety or self consciousness over shortcomings
  • Possessing skills and interest in an activity is a precondition for experiencing flow in it
  • Personality is also a factor
  • Autotelic personality: A person who tends to enjoy life and achieves things for their own sake as opposed to having extrinsic motivation

 

 

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Ada Lovelace and the Loom of Life

I read about Ada Lovelace and put together some thoughts and notes.

Ada Lovelace was a brilliant mathematician. She wrote the first algorithm for Charles Babbage’s analytical engine and had the insight to realize it could be used for more than simple calculations.

In her article discussing Lovelace, Sadie Plant asserts that because women were the foundation of the textile industry, they provided the basis for the development of the computer. She draws attention to the contributions of Ada Lovelace-who wrote the algorithm for the proposed Analytical engine-and Grace Hopper-who created the first computer programming language.

She also points out the prejudice and misogyny that prevented the acknowledgement of these contributions as significant.

Freud’s fantasies about female penis envy exemplify the attitudes that Plant attributes to men at that time in general. While, not every man may have justified the social construction of women as less with sexually-based philosophy, it was generally accepted that women were, as a rule, weaker and less capable than men. Evidence from the chapter includes the classification of Lovelace as eccentric, wayward and hysterical. Evidence from outside the chapter includes the women who programmed ENIAC and were not recognized for their work. Software was not considered difficult and programming not prestigious, so women got to do it.

I felt confused by the way Plant associates women with the development of the technology that supports the textile industry.

  • Spindle and wheel -> basis for axle and wheel and rotations
  • Canvasses underlie art
  • Writing is inked onto a woven substrate

Women were the textile artists who were developing the styles and the techniques. I am unsure about crediting them with technological innovations. Did they invent the tech or did they provide the hands to use it? They were part of the motivation to create it, but so was the need for textiles. When I reflected with my friends, they helped me realize that the big inventions that history has attributed to men cannot be considered in isolation from all the small inventions or improvements that the people using the machines the most would have come up with. I still don’t know if I agree with Plant completely, but there is a case for her argument.

I made connections between the textile industry and global systems of economy. The cotton market created a new class of bourgeoisie: merchants and owners. The Industrial Revolution resulted from the knitting machine taking the work out of the individual producers’ hands. While everyone  used to make their own clothing, handmade products are more likely to be seen as indie art now.

 

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Final Reflection of the Semester

Well.

I learned a lot. One thing that isn’t readily apparent from the blog is that I left organizing everything within it until the last minute. Fortunately I had a lot of process pictures and had saved most of my work.

Motivations for procrastination:

  • anxiety
  • perfectionism
  • too much to do
  • stress
  • poor time management
  • illness

Motivations for shooting beyond the mark:

  • It’s not grades
  • a desire to be remarkable resulting from the fear of being insignificant
  • concern that if I am not striving to do my best work all the time that I am just hoop jumping.

Action plan

  • continue documenting everything in this blog on a weekly basis
  • Read The Smart but Scattered Guide to Success: How to Use Your Brain’s Executive Skills to Keep Up, Stay Calm, and Get Organized at Work and at Home by Peg Dawson
  • Read The Gifts of Imperfection: Let Go of Who You Think You’re Supposed to Be and Embrace Who You Are by Brene Brown

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Printing on Fabric

I had some other prints I made with vegetables and stamps. I think they are in Lorrie’s office. I will have to check.

I was really stressed and had a hard time producing anything today. I had to focus on each task to get it done. Thank goodness for a supportive learning environment.

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Self Portrait Dragonfly

This started with the desire to create something artistic rather than copying someone else’s sampler.

Once I started to research dragonflies, I realized how much I identified with them.

Here are the images that influenced my initial design:

Creative Process in Photos

“Sew your Eyes Shut: Stitch your Mind Open” (I chose a crappy title for it. It seemed to make sense at the time.)

I learned to embroider as a young child. My mother cross stitched, and we wanted to create with her. She transferred images with her iron onto ragged white squares. We stretched these onto hoops and proceeded to stab out the outlines of ducks and flowers. I enjoyed creating, but I found my lack of skill and the limitations of following a pattern frustrating. I was happy to return to the therapeutic process of stabbing as an adult, especially given the opportunity to design my own pattern that communicated my own ideas.

The dragonfly gets a bad rap in western culture. She is called the devil’s darning needle. However, I chose to use a dragonfly as a visual metaphor for my self concept because I identify with both her strength and vulnerability. She is an agile flier and an adept predator. Her strong legs literally snatch her prey from the air; she can consume her own weight in half an hour. She migrates long distances, sometimes across an ocean. In spite of her strengths, the dragonfly is still very fragile and quite beautiful. She spends a large part of her life span in a larval state, feeding and growing, until she undergoes a transformation and erupts from her old skin in a new shape. Her adult life is short, but her ephemeral nature adds to her preciousness since it is so fleeting.

I have confidence that, like the dragonfly, I can achieve great ambitions. My journeys have been long and challenging, resulting in personal transformation. I often feel vulnerable and of passing significance, but I can see that my contributions are beautiful and influential in the moment.

I embroidered a dragonfly at rest in order to illustrate her strength and fragility. I stitched it into two swathes from the skirt of an old party dress in an organic process; I twined coloured strands and merged them on the background, and built texture with layers and layers of stitches. I feel inspired by layered colour; the multivalent effect portrays the layers of my personality.

The upcycled fabric speaks both to the brief nature of the dragonfly’s life and to my own impermanence. It also shows the value that can be found anywhere including in oneself.

I adorned the frame with evergreen twigs to juxtapose the artificial quality of my personal portrayal with the tangible reality of real branches. What I have framed is a construct–a two-dimensional depiction of a complex and changing entity with flawed vision. However, there is a resonance between the embroidered branches and the real ones that exemplifies that art is mimetic and communicates some truth.

I was influenced by textile artists Karolina Bakowska and Ann Dunbar. Bakowska’s embroidery appeared on my Facebook feed through the group Textile Arts. She entitled her work “Gold Polish Autumn” and imposed the white trunks and gold leaves of aspen trees on a vibrant pink batik background. It leapt from the hoop. Dunbar goes even farther. She creates her own backgrounds with watercolour paint, then embroiders the foreground. Her landscapes burst with texture.

My connection with the dragonfly may be as fleeting as she is, but creating her with fibre and fabric opened my eyes to many new possibilities of art and self.

 

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Home: Creative Process

So starting from this image, I really engaged with this assignment. I was struggling with conflicting motivations. The easiest thing to do would be to make some social commentary that undermined the concept of home as an ideal. But I think positive standards around something like home are important. So I had to navigate in my own mind what I would want to set up as a new, more realistic ideal. Going back to beautiful, broken things, here is the windy path I took in my sketchbook.

Research

Process

Final Piece and Statement

home

The concept communicated by conventional “Home Sweet Home” hoop embroidery includes a cherished and safe environment. Happiness, peace and security are ideals portrayed by cute or elaborate patterns. For this piece, I choose to overturn these ideals by violently attacking a traditional pattern and juxtaposing it with an alternate depiction. Simplicity replaces elaborate craftsmanship. Process overthrows security. Imperfection’s wild energy counterbalances that of the organized stitching. The ideal of “home” is rejected, but its remains influence how viewers perceive the new image.

‘home’ may be imperfect, damaged and vulnerable, but framing it demonstrates that it is still worthwhile. There is desperation in the stark, tangled stitching, but there is hope in the a small repair, and commitment in the threaded needle. Home’s sweetness may actually be discovered through the process of creating it.

 

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Home: initial discussion

Embroidery and the development of “home”

Assignment:

how many words do you know for home (think broadly about the notion of home). (take no more than 5 minutes)

House

Residence

Domicile

Nest

Den

Pad

Refuge

Cave

My place

Chez moi

Casa

Doma

Living space

Lodgings

Mom’s place

Burrow

Warren

Habitat

Territory

Castle

Village

Hut

Hovel

Now think about how many words can you think of that deal with Homeless – (broadly)

Alone

Cold

Vulnerable

Without

Lost

Shame

Poverty

Transient

Uncertainty

Empty

“If an artist were to address the notion of home/ housing/ homelessness; and link this to the notion of common images associated with embroidery, what might be the subject? How might an artist address this within the confines of an embroidered work of art?”

So if I were doing my own satirical embroidered art, I would stick with Home Sweet Home as the wording and stitch a cartoony picture of a mom at her limit. Messy house, kids fighting or crying and mom tearing her hair out.

Or maybe I would do a demolished gingerbread house.

But I think the most meaningful would be a typical home sweet home embroidery of a house and flowers and hearts that had a broken hoop, torn fabric and stitches coming loose, that had been obviously mended. I would incorporate patches and brighter thread and maybe leave some holes.

 

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Hoopla

Assignment: compare / contrast/ or link the Reading of HOOPLA chapter 1 with one of these two articles as per the Announcement from today.

Embroidery Art    Artsy Link

Prain, L., & Christenson, J. (2011). Hoopla: The art of unexpected embroidery. Vancouver: Arsenal Pulp Press. 

Both the Hoopla chapter and the Artsy article note that fibre artists are challenging the notion that the only suitable content for embroidery consists of ducks in bonnets or scriptural verse. While traditional eurocentric content reinforced submissive femininity, contemporary artists embrace stitching as a means of representing imagery typically associated with commercial art and advertising, or work that lies outside the mainstream such as tattoo art, comic book art and even pornography.

Both readings emphasize the time that embroidery requires. Hoopla in particular communicates that it is about slowing down, being present, and sacrificing and investing your time. It endows one’s mark making with greater significance.

I was fascinated by the history of embroidery. Like Sarah, I mostly associated the medium with crossstitch or the fabric transfers my mom taught me to sew. I also thought of folk and indigenous cultures embellishing their clothing and textiles. I now have more respect for the meaning and messages communicated by such rituals.

I was excited to see the diverse methods and materials that have been used by different cultures. The Artsy article shows artists forging new paths, combining embroidery with painting, installation, 3D fabric art, and a variety of substrates. It shows that fibre art is a dynamic and thriving medium.

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Artist Presentation

Barbara Shaw and Laura Bowman

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Longitudinal Creativity

I didn’t get to read the whole thing, but the part that struck me about idea generation was how they wanted to encourage divergent thinking. I can see why having multiple ideas is good and would try to encourage it in my students by asking them “How many ways can you solve this?” rather than simply “How can this be solved?”

I think in my own creative process I like to have one idea that I get very passionate about. I feel concern that this energy could be reduced if I shifted my focus from the eureka moment to multiple eureka moments. Maybe I would just need to enjoy each one. I wonder if my students would feel the same concern?

Other points that were brought up in class included the flipped classroom, and collaboration. I am going to read this in its entirety over the break.

Kelly, R., (2008). “Longitudinal Creativity: Understanding the Growth and Development of Ideas in an Educational Setting,” In Creative Expression Creative Education (pp. 21 -33) Edited by Robert Kelly and Carl Leggo, Calgary: Detselig Enterprise Ltd.

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