Slides and materials from each weeks session in one handy locatio

Aldred, Danny

Beardsall, Victoria

Carnie, Andrew

Pegg, Anna

Procter, Adam

Williams, Sharon

English

EdShare

Part 1: Fashion & Textile Design   Research and Communication SkillsResearch//Context  Why research …"is the bit you shouldn’t skip or view lightly…it broadens your knowledge…opens new avenues…influences all your work…leads to new researchit never stopsWhy are eyes called eyes?!… it allows you to move beyond descriptions and subjective interpretation…	  	  	  …to substantiated contextual knowledge.Nothing lives nor is created in an ivory towerKnowledge is POWER 	  	  	  	  I like the brightness of this  colour !This  colour is a key shade for youth and in tune with the current trends for ‘hyper brights’ !Culture CapitalUnderstand the story behind the creationevery aspect has a story behind itWhat can happen if you get this wrongChanel 1994Dress featuring fragments of the Quran Research is…"…not only about reading books (although that is part of it)…about visiting museums and galleries…watching films and documentaries…reading magazines, blogs and newspapers…listening to the radio…opening your eyes, ears and mind to new things……and seeing things in a new light from a new perspectiveJUST LOOK IN THE RIGHT PLACES…Read	  the	  ﬁrst	  chapter	  of	  either…	  	  Wilson,	  Elizabeth.	  Adorned	  in	  dreams,	  I	  B	  Tauris	  &	  Co	  Ltd	  	  Barnard,	  Malcolm.	  	  Fashion	  as	  Communica1on,	  Routledge	  	  … AND GIVE IT SOME TIMESome blogs at WSA…makefuture.soton.ac.ukintheloopsoton.wordpress.comwsalibrary.wordpress.comjanelandau.tumblr.comsarahelwick.comSome sites that feed the brain…    a bittrendtablet.comaccessgreatdesign.wordpress.comvam.ac.uk/channelblog.britishmuseum.orgfashionprojects.orgstylebubble.co.ukbusinessoffashion.com

Research & Communication Skills (RCS) Weekly sessions (2013/14)

Fashion & Textile Design
Research and Communication Skills
Feed-
       back
Module Learning Outcomes:



Knowledge and understanding: demonstrate an ability to apply critical, 
reflective thinking, evaluate the work of others; and communicate your 
thinking effectively by contextualizing your ideas utilising learning resources 
to support a well reasoned, written argument. To demonstrate your thinking 
about Art & Design with due respect for academic integrity and ethics.


Cognitive (thinking) skills: to demonstrate an ability to utilise critical, reflective 
and evaluative  thinking to clearly express your ideas in a well selected 
context and apply appropriate research methods to substantiate your ideas 
through identifying appropriate Art & Design sources.

	  
Module Learning Outcomes:




Key Transferable Skills: to demonstrate an ability to communicate effectively 
your ideas in writing and apply critical and evaluative thinking, solve 
problems, work to deadlines and utilise research and e-communication 
skills.
Post titles


Don’t worry about giving your posts wonderful titles. Use only the following 
– it makes it easier to assess


Task 1 – Digital Collector

Task 2 – Reflective Writing

Task 3 – Visual Research

Task 4 - Copyright

	  



I      not          
                                   i	  
	  
	  
	  
	  
	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  for	  first	  person	  singular	  
	  
Things to know about written tasks


-  Quotes are not included in your word count

-  Do quote, but mostly paraphrase 

-  All main points must be supported by examples and arguments

-  10% + & - margin in the word count
-  Benefit from asking someone else to read through to note any spelling 
mistakes or other errors
PROCESS	  
-  Think about the question
-  Define your topic
-  Research
-  Active reading
-  Note taking
-  Collecting material
-  ‘Cook it’ – think about it, talk to your friends…
-  Start early
-  Write a structure plan
-  Draft and re-draft
Task 1 – Digital Collector
Examples of very good communication of e-communication 
skills

“My	  first	  image	  is	  a	  scan	  from	  The	  Sunday	  Times	  magazine	  March	  25th	  2012.	  
The	  images	  are	  created	  by	  the	  photographer	  Charles	  March,	  and	  links	  well	  to	  
my	  Opposites	  AFract	  project.	  I	  scanned	  this	  image	  using	  a	  Brother	  DCP-­‐115C	  
Printer	  and	  Scanner,	  at	  300dpi	  so	  that	  I	  could	  print	  it	  at	  the	  same	  quality	  as	  the	  
original	  arOcle.	  I	  saved	  the	  file	  as	  a	  TIFF	  image	  to	  also	  preserve	  the	  detail	  and	  
quality	  of	  the	  image.	  In	  order	  to	  upload	  it	  to	  the	  blog,	  I	  resized	  the	  image	  to	  434	  
x	  596	  pixels,	  and	  changed	  the	  file	  format	  to	  jpeg.”

“My	  third	  image	  is	  a	  photograph	  that	  I	  found	  via	  
hFp://search.creaOvecommons.org/.	  It	  has	  no	  copyright	  license	  so	  I	  am	  able	  to	  
use	  this	  image	  as	  I	  please	  (
hFp://creaOvecommons.org/publicdomain/zero/1.0/deed.en).
This	  image	  was	  uploaded	  by	  the	  pixabay	  user	  flyupmike	  on	  the	  28/06/2012	  and	  is	  of	  the	  
Tannheim	  Mountains.	  Again,	  I	  had	  to	  resize	  the	  image	  to	  584	  x	  389	  pixels	  in	  order	  to	  
upload	  this	  jpeg	  image	  to	  the	  blog.”	  
Task 1 – Digital Collector
This example offers a poor attempt at answering the learning 
outcomes

	  
“My	  first	  image	  was	  chosen	  from	  hFp://creaOvecommons.org/	  	  is	  taken	  from	  
hFp://www.flickr.com/photos/23438569@N02/5890880582/.	  I	  searched	  for	  dragon	  flies	  	  
and	  selected	  this	  image	  as	  I	  liked	  the	  contrast	  of	  the	  bright	  blue	  to	  dull	  and	  basic	  
background.	  I	  saved	  the	  image	  with	  the	  dimensions	  of	  500	  X	  322.”	  
	  
Task 2 – Reflective Writing

Have you:

-  Understood the message in the sentence?
-  Included evidence of further reading?
-  Tried to see the topic from different perspectives?
-  Used Harvard referencing to cite and reference your sources?

hFp://blog.soton.ac.uk/rcs/2013/10/28/task-­‐2-­‐is-­‐fashion-­‐trivial-­‐5/	  
	  
hFp://blog.soton.ac.uk/rcs/2013/10/27/reflecOve-­‐wriOng-­‐is-­‐fashion-­‐trivial-­‐2/	  
	  
hFp://blog.soton.ac.uk/rcs/2013/10/23/is-­‐fashion-­‐trivial/	  
	  
hFp://blog.soton.ac.uk/rcs/2013/10/23/task-­‐2-­‐reflecOve-­‐wriOng-­‐19/	  
	  
	  
Task 3 – Visual Research


Have you:

-  Selected an image that allows you to gather helpful contextual research?
-  Have you spent time looking at the content of the image – describing
-  Researched into the tricks and methods employed by image makers 
-  Included evidence of further reading?
-  Used Harvard referencing to cite and reference your sources?

http://blog.soton.ac.uk/rcs/2013/11/05/task-three-visual-research/

http://blog.soton.ac.uk/rcs/2013/10/27/task-3-visual-research-4/


Task 4 – Copyright

Have you:

-  Identified items that present clear evidence of appropriation?
-  Included evidence of understanding appropriation?
-  Included evidence of understanding copyright law?
-  Used Harvard referencing to cite and reference your sources?

hFp://blog.soton.ac.uk/rcs/2013/11/05/task-­‐4-­‐copylea-­‐ip-­‐and-­‐copyright-­‐2/	  
	  
hFp://blog.soton.ac.uk/rcs/2013/11/05/task-­‐4-­‐4/	  
	  
hFp://blog.soton.ac.uk/rcs/2013/11/02/task-­‐4-­‐copyright-­‐16/	  
	  
hFp://blog.soton.ac.uk/rcs/2013/10/31/week-­‐5-­‐copylea-­‐ip-­‐copyright/	  
	  


Terminology


“academic source”        “academic integrity

“critical”       “ethics”

“reflective”       “substantiate”

“evaluate”      “e-communication”

“contextualize”


	  


http://edshare.soton.ac.uk/11492/43/FTD_Feedback.pdf

Research & Communication Skills (RCS) Weekly sessions (2013/14)

Abstract

Similar works

Full text

Available Versions

EdShare

EdShare

EdShare