Browsing by discipline "Slöjdvetenskap"

Tavoitteet. Tämän kirjallisuuskatsauksen tavoitteena oli jäsentää ja luoda kokonaiskuvaa siitä, millä tavoin museokokoelmiin kuuluvien, menneisyydessä valmistettujen käsityötuotteiden merkityksiä on lähestytty ja tutkittu Helsingin yliopiston käsityön opettajaopiskelijoiden pro gradu -tutkielmissa. Lisäksi tarkastellaan, millaisia merkityksiä tutkimusten perusteella esineiden on havaittu kantavan ja mitä tekijöitä merkitysten taustalta on nostettu esiin. Menetelmät. Tutkimus toteutettiin systemaattisena kirjallisuuskatsauksena. Aineistoa katsaukseen etsittiin Helkan ja Heldan tietokannoista suomenkielisillä hakusanoilla. Lopulliseksi aineistoksi valikoitui neljä pro gradu -tutkielmaa, jotka on kaikki tehty Helsingin yliopiston käsityötieteen opintosuunnassa. Aineistoa käsiteltiin laadullisesti ja jäsenneltiin ilmiön kuvaamiseksi. Aineistosta etsittiin vastauksia tutkimuskysymyksiin tarkastelemalla erityisesti merkitysten tutkimiseen käytettyjä menetelmiä ja esiin tuotuja esinetutkimuksen näkökulmia. Lisäksi eriteltiin menneisyydessä valmistettuihin käsityötuotteisiin liitettyjä merkityksiä ja niiden taustatekijöitä. Tulokset ja johtopäätökset. Menneisyydessä valmistettujen käsityötuotteiden merkityksiä lähestyttiin erityisesti käsityötieteen, museologian sekä semiotiikan näkökulmista mikrohistoriallisella otteella. Merkityksiä tarkasteltiin hyödyntämällä merkitysanalyysimenetelmää, tuotteen olemusanalyysia, semioottista kuva-analyysia sekä historiantutkimuksessa käytettäviä menetelmiä. Näitä menetelmiä oli myös yhdistetty ja sovellettu tarpeen mukaan. Aineistosta nousi esille käsityötuotteiden kantavan hyvin monenlaisia aikaan ja paikkaan sidoksissa olevia merkityksiä niin yhteisöille kuin yksilöille. Merkitysten synnyn voidaankin todeta olevan moniulotteinen prosessi, joka tapahtuu vuorovaikutuksessa ympäristön kanssa. Tässä prosessissa kontekstilla on keskeinen rooli, mitä myös korostettiin läpi tutkimuksen aineiston.

The purpose of the study was to illustrate how the folk ryijy tradition and the ryijy models emerge as inspiration while designing a new one. For the design task theories of the craft design process and inspiration, as well as the history of the Finnish ryijy-rug were studied. The research assignment was to study the appearance and inspirations in the folk ryijy design process. The study illustrates researcher´s personal creative process of brainstorming and sketching, which leads to visual plan for the modern folk ryijy. The research method of qualitative research was autoethnography. The data consisted of researcher´s recorded notes and design drafts, that were produced during five days of designing the ryijy. After the notes were transcribed, essential data for the study was selected. The data was analyzed by writing and subdividing by content, which helped to integrate the essentials, inspirations in the design process, and the process of the reflective study. The study result was a unique design process, where the researcher's personal process and theory merge. The first visions and the design task defined the diverse process. While designing various fixations appeared, and the turning point was to trust your own visual expression. The material context and immaterial meanings reflected in the final draft of the folk ryijy, interpreting a modern version. The findings as a distinctive process indicates, how the textile tradition and ryijy models can be used as a source of inspiration and embody a new design.

Objectives. In this research it is described how motivational factors are emphasized as go in for knitting. Motivation has been under investigation for a long time and a lot of theories have arisen. Motivation is intrinsic (originating from individual) or extrinsic (originating as consequence of external rewards and punishments) motivation. Motivation serves as the source of energy and steers the activity. The intensity, permanence and selection of tasks of motivated activity lead to sterling execution. The perspectives of motivation theories can accentuate either mechanistic (passive individual) or organismic (active individual) approaches. The action of individual can be task- or ego-oriented. In task-oriented activity it is pivotal to learn new issues and advance. Still, the division can be executed another way by distinguishing occasion motivation and general motivation of which the latter is more enduring. In the background of individual`s motives and motivation the basic needs and emotions are impacting. Autonomy, relatedness and competence constitute the three basic psychic needs. In self-determination theory the extrinsic motivation can turn into intrinsic motivation. The basic emotions appear in three different way: as physiological changes, readinesses of action and subjective experiences – emotions move individual and his/her ability to regulate them is central for well-being. The character of interest is situation bounded or personal interest. The challenges of learning can undermine motivation and flow experiences can fortify it. As going in for increases it means that one pledges to activity and puts more effort into it. Doing by oneself and especially handcrafts have long traditions in Finland and furthermore they still have significant status in our society. Methods. Both qualitative and quantitative methods were used. Material was acquired by questionnaire which was published in internet in Facebook on the wall of Neulonta-group. At the time of publishing there were 23 558 members in the group. The questionnaire was open 8.2–1.3.2017 and it gathered 336 responses. There were 170 responses along in the analysis of material. The participants were 18–72 years old women mainly working and living in two person`s households and they were interested in exercise, reading and animals. In addition to knitting crochet and sewing were the most commonly used techniques that the answerers regularly went in for. Basics, the basics of knitting hobby, open questions and the theme based questions were inquired from answerers. Part of the questions were structured. At the beginning of the analysis the means were calculated from the quantitative material along with the overall time of knitting to each answerer separately which was later used, as computational measure, to indicate the answerer`s amount of going in for. The material was dissected with theme classification which was based in theory of 4C`s of motivation where those themes were challenge, curiosity, control and context. To be able to generalize the material was coded and quantified. After that the basic methods of qualitative analysis themes and types were used. Results and conclusions. Answerers had started knitting at the age of 6–10 years, they had gone in for knitting 3 months – 60 years and the mean time for weekly knitting was 10 hours, fluctuation was considerable 30 minutes – 60 hours. Calculated overall time of knitting varied between 69–132 600 hours. Answerers were basically satisfied with the current time of knitting they went in for. Knitting was the most beloved handcraft technique and mainly the answerers knitted because the joy of it. Knitting is most of all perceived as psychic and the answerers praised the experiences of peace and winding down. It was said that the process mattered more than the product. Flow experiences had had 52,4 % of the answerers. The theory based themes appeared in the material as follows: challenge 15,2 %, curiosity 22,5 %, control 21,6 % and context 32,6 %. The themes arisen from the material were time 1,2 %, money 0,5 % and other motivation factors 6,4 %. 14 different types was formed as it comes to motivation factors being emphasized as go in for knitting where different motivation themes were differently divided. The greatest type had 56 answerers in which the main theme was context and the smallest theme was challenge. Conclusion is that the knitting is motivating in itself and it gives both meaning and time to persons own life outside working life and domestic work – in other words it works as a counterbalance in ordinary days in life. With the results it is possible to trigger, develop and maintain the going in for knitting. Motivation is at its best as an internal flame by which the restricted resources can be allocated in wanted and reasonable way so that the making gives more than it requires. In that case the hobby can bring appropriate increase in one’s life and make it possible to relax, to apprise ones self-actualization and develop both self-esteem and the sense of autonomy.

The newest Curriculum for Basic education (POPS 2014) emphasizes the role of the whole craftprocess. The whole craftprocess includes significantly design, which is a multiphased and challenging prosess itself. Especially the start of the designprocess is often seen as challenging. Wide understanding of designprocess contributes designing and teaching of designing in schools. It is also important to search for multiple means to support designing, so that the hands-on learning and teaching would succeed as good as possible. The aim of this study is to examine the impact of music to ideation and inspiration in craftdesign. The impact of music can be understood and used in hands-on designwork correctly by defining the link between the impact of music and craftdesign. The theoretical part took shape in definitioning craftdesign and its phenomenons, ideation and inspiration and also opening the defition of the impact of music. The method of this study was descriptive literature review and its purpose was to combine an encompassing description of the topic. Research material consists of master thesis`s, university of applied sciences thesis and specialists researchreport, all dealing of music and crafts. Material consists of five national research altogether. Central findings concerning the researchtask were picked up from the collected material and analyzed by comparing with the theoretical part. This literature review showed that the connection between the impact of music and craftdesign goes through emotions and mental images to ideation and inspiration. Music impacts in peoples emotions, arouses mental images and enriches our imagination. In turn, in inspiration and ideation phases of craftdesign can emotions and mental images be seen as significant. This conclusion can be seen as defining the connection between the impact of music and craftdesign. Understanding and the define of this link increases the possibilities to use the impact of music to contribute learning and teaching craftdesign in schools.

The goal of my research is to find out what kind of knitting has to do with wellbeing and why knitting is going to work. It is common knowledge that knitting improves the quality of the mind; for example reduce stress and relieve depression. The purpose of this study is to find out the connection between crafts and well-being, the causes and consequences of a potential posi-tive connection, and the reasons for starting a craft. The connection is opened through previous studies and experiences. Trying to find reasons why crafts, especially knitting, are thought to be relaxing and therapeutic. I approached my topic with content analysis and interview. In the content analysis, I investigate written publications on the subject, as well as the kind of news and articles that Internett offers on the subject. I interviewed one handicraft enthusiast. The interviewee is a young adult wom-an who ompe-lee and knits several times a week. The interview also touched on the link be-tween crafts and personal well-being. The clearest result of my research was that crafting relaxes. Relaxation was mentioned in all the materials I use; in the latest research, literature, articles and interview. In addition, the link bet-ween crafts and well-being as a stress reliever, mental well-being, financer and therapeutic acti-vity became very strong.

The study was conducted to research the significance of a handicrafting hobby to young people. More specifically, the study looked at handicraft workshop Värkkäämö that operates under Helsinki City youth services. The subject has been researched a lot from the perspective of the attendees but only a little from the perspective of the instructor. There were three research questions: What kinds of meanings does the handicrafting hobby have? What visible effects does the free-of-charge nature of the service have? How is the communality of the activity experienced? The first question acts as the base for the study. The study was qualitative in nature and its material was gathered from a focused interview with one person. The interviewee was Värkkäämö handicraft workshop’s Director of Operations, and the research approach was a case study. The material from the interview was transcribed, themed and analysed using content analysis as the method. From the interview material it was concluded that multiple different meanings can be seen in young people’s handicrafting hobby. It was also clear that these meanings are interwoven with each other and are not always separable from each other. The interviewee felt that young people’s well-being was the most important of these meanings. In addition, according to the interviewee the free-of-charge nature of the service had visible effects. Everyone was free to join the activity, which for its part increased the activity of the young people. Communality was most apparent in the use of instruments and materials, as they were all shared in the activity. In addition, communality was also apparent in the events that were organised with different organisations.

Tässä tutkimuksessa keskityttiin 7.–9.-luokkalaisten oppilaiden kokemiin käsityön haasteisiin ja niistä mahdollisesti ilmeneviin motivaation puutteisiin. Tarkoituksena oli kartoittaa oppilaiden näkemyksiä ja kokemuksia siitä, miten oppilaat kokevat opettajan toiminnan ja motivationaalisen tuen ongelmatilanteissa. Käsityön oppiminen vaatii oppilailta ajattelua, päättelyä, hahmottamista ja ongelmanratkaisua käsityöprosessin eri vaiheissa suunnittelusta toteutukseen. Sisäisen motivaation puuttuessa tai tehtävän ollessa haastava oppilas voi esimerkiksi kokea luovuttamisen helpompana kuin periksiantamattomuuden, jolloin opettajalla on tärkeä tehtävä motivoida oppilasta. Tutkimusongelma syntyi opettajien kertomista kokemuksista: käsitöitä opetettaessa oppilailla voi olla haasteita ja siitä mahdollisesti syntyneitä motivaatio-ongelmia, jolloin opettaja voi tuntea itsensä voimattomaksi auttamaan oppilasta etenemään työssä. Kiinnostavaa oli se, mitä opettaja voi tehdä tilanteessa, jossa oppilas “heittää hanskat tiskiin”. Tutkimuksen keskiöön nousi seuraava kysymys: mikä oppilaiden mielestä opettajan motivoivassa toiminnassa on tärkeää sillä hetkellä, kun oppilaat kokevat haasteita käsityöntunneilla? Tutkimukseen osallistui kuusi peruskoulun 7.–9.-luokkalaista: kolme poikaa ja kolme tyttöä niin, että jokaiselta luokka-asteelta haastateltiin kahta oppilasta. Tutkimuksen aineisto kerättiin yksilöhaastatteluina, jotka toteutettiin puolistrukturoidulla teemahaastattelulla. Kaikki haastattelut nauhoitettiin, litteroitiin ja niitä analysoitiin laadullisella sisällönanalyysillä. Tutkimuskysymykseen löytyi seitsemän oppilaiden mielestä tärkeää opettajan motivoivaa toimintatapaa, joista keskeisimmäksi nousi avun antaminen heti ja esimerkin näyttäminen. Myös opettajan huumorin käyttö sekä ajan antaminen koettiin merkityksellisiksi vaikeuksia kokiessa. Muut, harvemmin mainitut opettajan tärkeät toimintatavat olivat vaihtoehtojen antaminen, kannustaminen ja positiivinen asenne, rauhoittaminen sekä innostaminen.

The aim of this study was to find out if a microwave oven can be used successfully for dyeing linen. Using a microwave oven makes the dyeing process faster and saves energy. Former research has proved that cotton can be dyed with a microwave oven. It is expected that the results will be the same with linen, because both linen and cotton are mostly cellulose. In the research two different linen yarns were dyed with reactive dyes with four different methods. Three of them were conducted with a microwave oven and one of them was a conventional batch dyeing method. The dyeing time and the power of the microwave oven were varied. Tests were carried out to find out the color, the color fastness to laundering and rubbing, and the strength of the yarn. The different dyeing methods were compared with each other. The research revealed that it is possible to dye linen yarn with good results. The test results didn’t show any major differences between the dyeing methods except in the test of color fastness to laundering. It was revealed that the yarns that had been dyed 30 minutes in the microwave oven stained the adjacent fabric in the laundry more than the yarns that had been dyed with conventional batch dyeing method or 15 minutes in the microwave oven.

In this research evaluation has been considered because evaluation it is not a simple task. During evaluation there must be considered several things for example, when evaluation is done, what is the target of evaluation, who evaluates and what are the goals of evaluation. First, evaluation is concerned in general, next more precisely evaluation of craft learning in comprehensive school. The research questions are: Which are the evaluation methods mentioned in research material considering the craft processes different phases? How are the evaluation methods described? There are plenty of evaluation methods and each of them has its pros and cons, but which methods are most suitable for different phases of craft process? The research was executed by systematic literature review and content analysis. The literature consisted of eight articles or works. The mentions of evaluation methods were searched and tabulated. The research is mainly qualitative, but the quantities of the mentions were also observed. The mentions were classified according to which phase of the craft process those were best suitable. The findings were not surprising, for the material was up-to-date and thus described evaluation methods that are trendy at present, such as e-portfolio and documentation. On the other hand, there were astonishingly few mentions about evaluation methods even though material was dealing with craft evaluation. Most mentions were discovered considering self-evaluation and peer review. Documentation was also mentioned multiple times. Although e-portfolio was mentioned only in two articles it was covered most comprehensively. Based on material, there are mostly mentions about evaluation methods for finished product compared to other phases of craft process. There were a couple of mentions for early stage and execution phases of craft process. There were no separate methods for creation and planning phases but the evaluation methods concerning them covered also other phases of process. In addition to evaluation methods for finished product, there were several mentions of evaluation methods that are suitable for craft process as a whole.

New regenerated cellulosic fibers which have more ecofriendly materials and/or production processes have become more common in hand crafts. Dyeability and colorfastness also take part in defining the material choices both in clothing and interior textiles. The meaning of this study was to find out the differences in dyeability and colorfastness of regenerated cellulosic fibers dyed with reactive dyes. In the previous studies was found out for example that the color difference of the non-dyed viscose and lyocell was repeated even in the dyed specimens. In overall, the dyeability of these fibers was found out to be similar. The color of the non-dyed and dyed viscose, lyocell, bamboo viscose and acetate specimens was measured with the spectrophotometer. Dyeing result was evaluated regarding the color of the dyed specimens as well as the relationship between the color of the non-dyed and dyed specimens. The change in color of the specimens and the staining of the multifiber adjacent fabrics were also assessed after the laundering test. A mistake concerning the dyeing of the bamboo viscose and acetate specimens happened in the beginning of the study. Due to that these specimens were not included into the comparisons but the focus was in comparisons of viscose and lyocell. This study confirms the previous outcome of similar dyeability of viscose and lyocell. There were only few observed differences between viscose and lyocell which were mainly small. The biggest differences were observed in lightness and staining. The difference in lightness was mainly caused by the different structure of the specimen. The staining of wool and cotton was stronger than the other test fibers. However, there was not statistically significant difference between the specimens causing the staining. The influence of the color differences in the non-dyed specimens was not observed in the color of the dyed specimens. It would have needed analysis of statistical significance of the color changes but due to the small sample size this was not possible. The results of the study give positive picture of the dyeability and colorfastness of lyocell, being close to the level of dyeability and colorfastness of viscose. This could encourage the wider usage of lyocell in dyeing of yarns and fabrics.