Browsing by Subject "taidonoppiminen"

The aim of this study was to deepen the knowledge and skills related to the Okinawan dyeing technique bingata, continuing the subject of the bachelor’s thesis on the Japanese katazome dyeing methods. The theoretical part of the research includes information about the history and the geographical location of Okinawa, various aspects of the history of bingata and its technical work methods and working tools, answering comprehensively to the question what is bingata. The purpose of the research was to describe the cultural-related skill learning process through personal experiences and to tell how the knowledge acquired during the intensive period implemented in the research is reflected to the knowledge acquired in the theory part. There is a limited amount if any research about bingata in Finnish, so it is justified to produce profound information of bingata. This was a qualitative research that researched bingata as a dyeing method. The learning process of bingata dyeing at an intensive period in Okinawan dyeing studio was observed and analyzed with an autoethnographic approach. During this period the skill and knowledge of bingata dyeing as well as the working methods and tools were learnt. As a method of observation, the researcher’s notes, logbook, photographs and video recordings were used to save the characteristics and important considerations of the different work phases of bingata. The result of this study was an extensive description of bingata, which made it easier to understand the specificity of the bingata dyeing technique as well as its complexity. The aspects that influenced the birth and development of bingata and combined the importance of history with the development of technique and its current status was brought up in the research. The creation of bingata has more than ten steps which in the study were divided into three main categories based on the work methods and materials that were used in them. The work phases contain many details that only came visible during the intensive period through the observation, analysis and learning process. Examples for these are the details related to the color application of different patterns and areas, learning working grips and using different kind of aids to make the process smoother. By analyzing the dyeing skill learning process with an autoethnographic approach and by mirroring it to the information obtained from the theory part, nuance differences which helped to deepen the learning of bingata dyeing skill, were found and described.