90 research outputs found
Peter Walker : morpheus.
No full textCatalogue of an exhibition held at the JamFactory Contemporary Craft and Design, 29 July-17 Sept. 2000.Essay by Margot Osborne
Defrosting familiar tales : an exhibition by Bev Hogg and Jo Crawford : works in clay and mixed media.
No full textCatalogue of an exhibition held at the Jam Factory Craft & Design Centre, July 7-Aug. 27, 1995.
Monash copy lacks the 2 additional sheetsCatalogue essay by Anne Brennan
2005 JamFactory Biennial
No full textPublished to accompany the exhibition held at the JamFactory, Adelaide, 19 November 2005 - 19 February 200
Australian Contemporary, CO[]ECT 2007.
No full textCatalogue and essays on works by Vito Bila (metal), Scott Chaseling (glass), Kirsten Coelho (ceramics) and Sally Marsland (jewellery/objects) presented at CO[]ECT, the international art fair for contemporary objects, 8-12 February 2007 at the Victoria & Albert Museum, London.Creative direction and exhibition development: Stephen Bowers
Industrial Craft in Australia: Oral Histories of Creativity & Survival
No full textThis is the first book of its kind to investigate the ongoing significance of industrial craft in deindustrialising places such as Australia. Providing an alternative to the nostalgic trope of the redundant factory ‘craftsman’, this book introduces the intriguing and little-known trade of engineering patternmaking, where objects are brought to life through the handmade ‘originals’ required for mass-production. Drawing on oral histories by the author, this book highlights the experiences of industrial craftspeople in Australian manufacturing, as they navigate precarious employment, retraining, gendered career pathways, creative expression and technological change. The book argues that digital fabrication technologies may modify or transform industrial craft, but should not obliterate it. Industrial craft is about more than the rudimentary production of everyday objects: it is about human creativity, material knowledge and meaningful work. And it will be key to human survival in the troubled times ahead
Technology education in secondary schools
Get PDFThe author outlines his background and refers to current relevant attitudes. He considers changes which have influenced the curriculum for manufacturing in resilient materials in schools. The word technology is currently in common use. Having examined a range of sources for common themes, the author synthesises a definition and examines some implications. He uses the example of the development of the electronic computer to illustrate the difference between science and technology before arguing that 'new technology', in schools, properly belongs within the framework of 'Craft Design & Technology' (CDT). Using references from industry, education and elsewhere, he describes the process of designing and upholds its predominance as a skill to be fostered. Arising from its cyclic nature are implications for the assessment of performance. As labour saving devices, windmills and robots are widely separated by time but both require control and the author seeks to explore this link. The components of control are also identifiable in the work of pupils over many years. He contrasts industrial robots with those of their prophets. The need far a review of the education service was established in 1976. The consequent chain of political initiatives in Britain is described highlighting the nature of politics. He considers a case history when those who 'do' become championed by those who would have it done’. Durham Local Education Authority's progress in CDT in-service training is described and the world of 'lower school' technology is explored by considering both pupil and updated teacher. The author describes industrial reality and intimates a curriculum possibility - the design, by lower school pupils, of automatic systems. He sees the computer in the CDT curriculum both as design tool and as part of solutions to human needs
Cheese Machines and Cellos: Technical Craftsmen and Craft Technicians
No full textThe study is based on a period of ethnographic research among approximately thirty tradesmen, apprentices, supervisors and related personnel at a medium-sized precision engineering company in Hamilton, New Zealand. The company specialises in high quality niche products and machinery for the dairy, aviation and medical technology industries. Its work involves a wide variety of engineering crafts and practices.
My aim was to better understand the work that was done there, the elements of skilled and expert practice involved in it; how these skills were learned and from whom, and what they meant to those who held them. I wanted to find out which people and what conditions and environments best enabled the acquisition of skills and a good learning experience. By way of comparison to this main group, I interviewed a smaller number of craftspeople in the wider community: a fine furniture maker, a printmaker, a ceramicist and two luthiers, all of whom worked independently.
This ethnography is located within a wider literature on apprenticeship, skill and education, and about what it means to be a “maker of things” (e.g. Beeby 1992; Biesta 2006; De Munck, Kaplan and Soly 2007; Dormer 1994, 1997; Keep 2007, 2009; Sennett 2008). I also draw on ethnographic discussions by other scholars who have described skilled practices and ways of learning in diverse social and cultural contexts (e.g. Coy 1989; Crawford 2009; Eraut 2001, 2002; Keller and Keller 1996; Lave 1988, 2011; Marchand 2003, 2010).
My ethnographic data provides a rich description of a contemporary industrial workplace where learning involves both practical and theoretical knowledge and creative ability. The findings demonstrate that successful learning on the shop floor (and in the other examples given) is the result of a complex amalgam of disparate elements. The learning and teaching in these workplaces are sometimes structured and sometimes serendipitous. They are embedded in and arise from the processes of creativity, analysis, manufacture and reflection. They involve not only what takes place at the worksites but also the qualities and dispositions and histories of learning, both formal and informal, that the participants bring to their work.
The development of skill and the acquisition of knowledge are shown to be complex and deeply personal and individual phenomena that are best nurtured in environments rich in materials, opportunity and experience, and in cooperation with interested, capable and expert “others”. This complexity is not easily represented in or catered for by current forms of educational assessment in New Zealand.
A further and largely unexpected dimension of the study was my growing awareness of my own apprenticeship as a practitioner of ethnography, including my location as a participant observer in the actual field of study. This experience invariably led me to reflect further on the processes of apprenticeship, education and learning
Retraining adults : an examination of national training policy, its influence on the structure and content of adult job retraining in further education and industry, and consequent impact on the experiences and perceptions of participating adults
Get PDFThis is a study of adult job retraining in further education and industry. Through indepth
case studies of a small number of chemical and engineering companies and one
college of further education, it attempts to develop an understanding of the broader
relationship between further education, industry and government as it pertains to
retraining. Data was collected by unstructured interview and participant observation.
Supporting data was collected by means of postal questionnaires.
The thesis is divided into four parts. Part one examines national government training
and retraining policy; a policy characterised by ambiguity and ambivalance. Part two
reviews the development of further education, and assesses the adult job retraining
provision within one particular college. Part three examines retraining in industry and
describes the enterprise restructuring under which retraining took place in three
chemical companies. On the basis of findings outlined in Parts two and three, Part four
asks whether further education is equipped to provide the type of retraining which
industry believes it requires. The thesis concludes that, because industry and further
education acknowledge two different concepts of retraining, a structural disengagement
occurs. Further education seeks to provide individuals with general competencies
whereas industry is concerned with enterprise specific retraining. The remainder of Part
four examines the retraining experience from the point of view of trainees and students
and looks at the way skills, in the context of training and retraining, undergo
reconstruction.
This thesis contributes to an area which is currently under-researched; and at a time
of structural change within industry and further education, issues relating to retraining
become important. The thesis examines this restructuring and suggests ways in which
retraining can be reorganised for the benefit of industry, communities and individuals
Industrial Design and Production Projects in Secondary Schools
Get PDFThis article is based on research carried out by the author during a year's full time study at Shoreditch College, Surrey, in 1972-73. It was a follow-up to the concept of schoolbased production lines, first pioneered by the Schools Council Design and Craft Project centred at Keele University, and set out to survey and analyse the development of school-based 'factory days' which had emerged and aroused much interest in a number of areas up and down the country. Under the general heading of Preparation for Occupational Role, the method was originally aimed at young school leavers and the so called R.o.S. L.A. pupils, but its potential for other ages and abilities as a wider and more meaningful educational experience was soon realised. The author's interest in this apprach was initially aroused by being personally involved with a production line experiment in his own school and later by the suggestion of a member of the Keele Project central team that this was a worthwhile field for research
Building Craft Centre: Revitalizing Neighborhood by Appropriating the Existing Structure of Former Leonidas Factory
No full textThe street is a complex socio-physical network that reveals various layers of life in a city: its historical setting, planning, political and economic situation, and cultural mentality. Studying such complexities of social life is important in order to understand the constantly changing identity of space. In the face of globalization, cities are being transformed into similar prototypes of each other and architecture has experienced placeness and loss of identity. Analysis of the context is relevant for the “localization” of new design interventions and it could help to avoid universal design solutions.Architecture, Urbanism and Building Science
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