February 5, week 4

https://nastyavarlamova.com/sketchbooks

Final Weaving PDF
Objectives: to create a visually striking weaving that is a result of an effort to capture and
express the elements students find meaningful about their chosen songs (musical motif,
historical context, emotions, memories, feelings etc). Prior to this class, each student identified a song that they found meaningful. Use this song as a prompt to make a plan for your final weaving. The goal is not for others to recognize the song or to understand the personal connection, but for the design to reflect an engagement with an idea. The song serves as a launching pad and an inspiration for the creation of the weaving. Do not get stuck on the idea that this is a literal translation of the song and that you can not veer away from the song if an idea that pops into your head calls you! The song is a
PROMPT. What I care about is that you have a plan you are excited to execute. I care that
you make a cohesive and intentional weaving. Your weaving will be an abstraction of a
complex experience.

Requirements:

  1. The assignment is NOT to make cloth. The task is to create a standalone weaving piece
    that embraces the unique qualities of woven and manipulated yarn and exhibits the personal
    touch of the creator. It should be evident that the piece was intentionally crafted by hand. Do
    not attempt perfection but rather pursue intentionality, playfulness, and problem solving.
  2. The weaving must be 36 inches long and the width of the loom. Justification must be provided for any deviations from the requirements, as there must be a clear reason for doing so. Students are encouraged to have an opinion about what they are making.
  3. You must be excited to make this weaving.
  4. Attention to detail and intentionality in the weaving process is a must (such as the finish of
    the edges, loose yarn ends). The visual choices made should not be random, and if they
    were, they should work visually. A hanging method must be devised for the weaving. Some
    traditional options are: dowel rods and found wood branches.

IN CLASS DESIGN TIME

1. Reflect on how the meaningful song makes you feel and write down the emotions, memories, and thoughts it elicits. Be concise and use keywords, phrases, or symbols.

2. Jot down any shapes, colors, images, or patterns that come to mind when you think about the song. Consider the mood and tone of the song and how this can be reflected visually.

3. For the next 10 minutes, read over what you wrote for points 1 and 2 and answer the following questions, if they have not been addressed.

What associations do you have when imagining the song as an image?
Does the song feel hard or soft?

Does it have high or low contrast?

If one were to draw the song, what quality of line would be more appropriate: crispy or fuzzy, straight or curved, solid or dashed, thin or thick, soft or sharp etc.?

Does the song have texture?
What colors dominate? What colors are in the background?

Add more terms that summarize what you find meaningful about the song. Be explicit in translating the song into terms that can be expressed visually. For example if the song makes you feel happy, go beyond that… What kinds of shapes, colors, textures express that for you? When do you feel happy?

4. Spend the next 20 minutes sketching fast and without judgement on printing paper. If you need to look up images online to help you sketch, do that. These sketches must be driven by what resonates the most from your writings from sections 1, 2 and 3.

5. Spend the next 20 minutes to identify one idea from section 4 and expand it into 5 different versions. Change scale of elements, color scheme, line quality etc. Vary the elements in a playful manner. Sketch large, almost to scale on large brown paper.

6. Continue exploring ideas visually and expanding on variations for the rest of the class. Do not settle for the first combination of elements in a drawing. Raise your hand when you are ready for feedback.

Homework for February 7
1. Acid Dye Samples
*follow instructions in Technical Learning: Samples: Acid Dyed Yarn
Synthrapol is a speciality, ph neutral detergent; if it is not available in the cabinet, use any dish soap you can find in the dye lab
*bring KITCHEN GLOVES and WEAR OLD CLOTHES THAT CAN GET DIRTY to your dye session
*each group dyes the assigned colors and number of skeins and roving/batting listed in Technical Learning: Samples: Acid Dyed
*dyed fiber must be brought to February 7 class labeled with color recipe and in ball format
*images documenting the process must be pinned to Pinterest by each student
*legible labels with color proportions must be documented with permanent marker on fabric tape or on a separate piece of paper attached to the dyed fiber
*students are expected to work together as a group, NOT individually; students should agree on a plan of action at the start of the session (who will document, who will calculate, who will clean, who will make sure that the floor is not wet, who will make the hanks/skeins, who will put eight figure 8s on the hanks/skeins, who will measure etc)
*pin images of dyed yarn and process on Pinterest

2. Pinterest
*5 drawings of variations on one weaving idea
*10 inspirational images
*2 options for color schemes you wish to work with

Homework for February 12
Weave addition 10″ for a total of 26″. Watch at least 3 videos per category (Creating Shapes and Lace Techniques) in Weaving: Technical Resources and practice these weaving techniques. Try Pick Up Sticks. Weave shapes. Use the sample to test out images and effects you wish to achieve in your final weaving. Sample weaving will be taken off the loom at the end of class on February 12. Loom must be re-warped for final weaving immediately. Final weavings are due February 28, beginning of class.