Reflect on what I’ve learned over the duration of the projects; what I’ve gained from observing and developing materials and textiles.

The greatest insight I obtained throughout the exercises is how drawing can function as a jumping off point rather than an end-point in itself. Appreciating this intent behind drawing is freeing and allows me to approach drawing more abstractly and much more as true ‘mark-making’.

Working through the development process, from drawing, to paper or other textile, to stitch, was extremely beneficial. Rather than wondering where to start, or where to take next steps, I now have a scaffold, that allows for experimentation, problem solving and exercising creativity. The process allowed me to amass examples for the Demonstration of Creativity assessment criteria, for instance, my Pineapple Snips piece or my Stitching on Plastic piece.

I also became aware of how iterative the creative process can be, small changes and decisions building on one another that lead to something unexpected and unique. Additionally, I became aware of the role of observation and serendipity that can only come from hand-on experimentation.

I think my strength, particularly in the final assignment, was my lifelong interest in sewing and textiles. This meant that I could draw from a repertoire of techniques without having to discover them from first principles, for example, using soluable fabric stabiliser. Although, building this repertoire never ceases, as demonstrated by my research into using the soldering iron with textiles. This feeds into my demonstration of the Technical and Visual Skills assessment criteria.

However, my weakness in knowledge of composition became very apparent, which very much detracts from the Technical and Visual Skills assessment criteria. Pieces that showed pleasing compositions were more good luck than planning! I intend to make a more formal study of composition basics, so that I have some starting points: the rule of thirds, etc.

This could be greatly enhanced by examining other artist’s work and analysing the elements that make them appealling. For instance, one I had decided to use circles in my work, it would have been beneficial to gather inspirational images, such as Kandinsky’s circles. The fear of being unoriginal (or of plagiarism) has prevented me from doing this; but I am increasingly aware that as an undergraduate, my main task is to study good art, and take lessons from it into my own work. The likelihood of reproducing someone’s work is actually very slim. How very much more effective my final piece for Assignment 2 would have been with this approach! I intend to add this to my process in teh future, and hopefully demonstrate more for the Context assessment criteria, refection, research and critical thinking.


Kandinsky, W. (1923) Circles in a Circle,
Viewed:, 21 October, 2020

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