Collect, analyse and (re)collect.

You never ever seem to notice the small collection of books gathering up on your shelf, or even the bundle of pencils, pens ad other stationary that clutters up in your drawers. There’s always a system and a way of how things are organised, and this is the new task that I’ve been set to work on, discuss, analyse, experiment, collect and start to develop.

When I start to think about this subject, I thought at first that this was going to be a pretty, damn hard subject to figure out, but as I returned home and arrived to my room… it hit me.  I have several collections of my own, but I had never considered them as a collection at all and I did have a strategy of how I line them up, organise the objects or even spacing them out in my room a certain way and it’s extraordinary.

As much as I like boasting about my little gathering of figures, or manga; I don’t like talking about it to the whole class. It makes me nervous.

The loom band jar.

My manga collection (which seems to grow every time I go into Waterstones.)

I have far too many keychains/keycharms now, but here’s the collection I have pinned to the wall.

Things to take in to consideration during the project:

What makes them a collection?

what defines them? how do they change when they are a mass? what are their qualities? what do they do? what shape are they? what are their functions? do their qualities change when reassembled? how do you reassemble them/organise them? Are they any different when they are resorted?

Now, the final outcome is going to be a book that’ll document or that will discuss our collection. I’m having a little trouble processing my thoughts/ideas in to how I’ll present my findings into this book, but I do have some ideas of what I want to do for the collection.

Collection ideas:

  1. Things about my cats: This could be a collection of images, sketches of them, I could also have records of events, for example their vet slips, food packaging.
  2. Letter packaging: Collecting a series of different packaging that’s to do with postage.
  3. Cosplay materials: Recording things to do with this subject.
  4. Pencils: I have so many of them, that I can’t even count them all. Pencils are a pillar to anything. You can make many different marks and record in different ways with them; you’ll also get many different results. There’s also so many varieties of pencil types.

A definite collection choice so far for me has been the pencils, I also thought about doing pens, though, a pencil can be recorded in numerous ways. I’m looking forward to playing around with the ideas that I’ve got so far.


Review introduction preview

Eventually I was able to start writing this up; I had several drafts of the introduction written in my draft posts, but I was never able to properly think over all of the end results for them, and link them in to my CCS research notes that were relative to the museum. I didn’t have a clue at first, that the history behind the museum and the facts about the great exhibition would be beneficial to this review.

Timid at first, when it came to continuing on in this piece of writing, I continued to get in to the flow of things, once I had read over and over, and over again at all of the info.

With my introduction done in the first twenty minutes, I backed up a few of my statements with references from some sources.

I found that the Victoria and Albert museum’s website was very helpful with providing information on the history, while a few other articles on other gallery websites or school education websites were able to give out just as much detail on this subject.

In all honesty though, it should have not taken me until week six to have an introduction finished. I should have had at least the first 3 paragraphs for the document complete in this time.

Despite that, I’ve learnt from this experience, that I must be able to analyse the information I have been provided (or collected) to help support my view or what I need to explain. It would’ve also been good, if I considered building up a bigger vocabulary to replace words that I’ve already used previously, to not leave the viewer of the piece of text feeling bored.



Design and National histories– CCS

The presentation for today was discussing the questions that can be posed about the role of the Victoria and Albert;  here are the notes I scrawled down quickly for that task:

  • Education or entertainment? — Is the Victoria and Albert museum there for Education or for the entertainment of people? or both? Bringing this to question, it could be both, but it all depends on how someone sees the V&A. What do they see it as? In terms of entertainment, it could be entertaining to them because of all of the modern and historical art pieces for them to see; there’s also a ton of interactive equipment for the younger generation who get easily distracted from the Art works and for those who see the museum as a way of education, that’s more aimed at those who go there to learn new things, get inspiration or who want answers for the questions they’re continuously asking. In my opinion, I see the V&A to be both; I love art in many forms. When I was a child, I loved looking at the many art pieces, which I called ‘Pictures’ or ‘Drawings’ or I would be amused and entertained by the silly dress up tasks, that the staff would set up or even the music in the background. The text beside the pieces on the panels would bore me the most. I use to loath reading. Whereas now, I find the museum to be very helpful with my education and learning new things. I was able to learn a lot from different museum visits, across Kent and London.
  • Aesthetic appreciation or imperial display? Some will visit the galleries for their love of certain work(s), or will simply go there to have a look, or take interest on what’s on display. As stated previously, some will visit the V&A for both reasons, usually, this is an assumption, which I will make, but often, people go to some galleries thanks to advertisement by Art appreciators or hosts. Others will go because they’re curious to see new things.
  • Commerce or scholarship?
  • Or all of these?

Some facts collected:

  1. The V&A was originally called the ‘South Kensington museum’, it was later changed to the Victoria and Albert museum by Queen Victoria as a last engagement and also, all of the funds collected from the Great exhibition were used towards creating the South Kensington museum.
  2. 30 colonies represented by manufactured goods and raw materials.
  3. Things from the exhibition were taken to the new museum.
  4. Imperial gifts were given to Victoria.
  5. The key thing was the Indian court at the Great Exhibition because people saw it as ‘Exotic’ and ‘Oriental’.
  6. The Great exhibition helped popularise Indian merchandise in Britain.
  7. If you wanted something from the museum, that was created by the Indian sellers or artists, you could order it from India inside the exhibition.
  8. British goods were being sold in India.

From these notes, they’ve helped understand the missing links between some of the items I photographed in the museum, so I may want to consider using a few of these notes for the reviews draft.

Level 4 Viscomm- CCS

The importance of history in design

The basis of the entire module. Here are all of the following notes, that I’ve taken from the power point shown during the lecture on Tuesday 06th October 2015.

  1. We’ll be selecting a room at the V&A on Tuesday of the third week.
  2. Meeting at the main entrance.
  3. Check Weblearn by Friday.

The great exhibition. 1851.

    • Urbanisation
    • Mass-production.
    • Imperialism.
    • Mass consumerism
    • Regulation of taste.
    • Social improvement: Philanthropy and Paternalism.

Paul Greenhelgh

Ephemeral visitors.

Prefabrication, world fairs, mass communications, urbanization, mass production.

Industrial revolution.


Adrian Forty

Objects of desire.


  • Britain had an emerging capitalist system.
  • simple cooperation of workers, who share a workshop and buy raw materials, then sell their work collectively.
  • Different tasks of craft divided up amongst the workers with a master in charge.
  • There was an introduction of  machines.

Great Exhibition 1851 was set in Hyde Park and it was inside ‘The Crystal palace’. The Crystal palace is built of steel and glass, and the maker behind it was Joseph Paxton. The event had over 100,000 objects put on display from 34 different nations and the exhibition had just over 600,000,000 visitors from around the world. It was funded by private individuals.

Perhaps one of the individuals were Prince Albert? He was the main drive behind the exhibition, and having the event take place. It has been stated that the royal family wanted to introduce ‘good taste’ to the upper class and the working class.

What did the exhibition represent? It represented a country with an empire; it was the first ever international exhibition to be held, it represents a demonstration of the modern industrial designs and ideas of the rest of the world.

Note: 1848– There was a revolution in other countries besides Britain.

The exhibition was also about instruction and teaching people about social improvement.




*Still adding notes and will add, edit and update.