Thinking about doing the Olds Master Weaver
Program?
As I am a student in the Olds College Master Weaver Program, others who
are thinking of doing it ask me what it is like. I can only speak for myself. I
have been a life-long learner, by nature and by profession. If you are thinking
of doing Olds, you are probably of a similar frame of mind. I’m not going to
make an argument for why you might want to do it. I’ve already done that in the
Jan/Feb issue of Handwoven. Here are
some things to think about.
1)
Sampling.
You do have to be a weaver who is not averse to sampling. I know a
number of people who never want to weave anything that does not have a direct,
immediate use. I challenge this simple definition of useful. “Useful” is not a
thing in itself. Nothing is just useful; it is always useful for a purpose, and
its definition at any given moment is tied to that purpose. For example, a
sleying hook is a very useful tool for getting warp ends through the reed. But
it is not useful for baking cakes, doing open-heart surgery, chopping wood, or
probably anything else. Samples are like that. They are very useful for
checking sett, testing colours, calculating shrinkage, trying different wefts,
etc. In the classroom at Olds we do samples to make sure we know what the
instructor is explaining and that we understand what her expectations are for
our homework assignments. We sample to learn how sett affects density and
integrity of cloth. We sample to learn to
sample. So sampling is always useful because it teaches us something, it
answers our questions, it raises questions we had not expected. I learn the
usefulness of sampling at Olds and I never see a sample as a waste of time. Sampling
is useful. This takes us directly
to number 2.
2)
Thinking about weaving.
We have to think about weaving at Olds. This is the
source of learning. This is what makes it fun for me. But I like to think about
things; I can get a big thrill out of a little learning. We don’t just sample,
measure, wash, re-measure and move on. We learn to analyse a series, analyse
colour relationships, examine design principles, etc. Basically, we learn how
to think as a weaver, ‘think’ being the operative term here. You can weave for
forty years and not know much about weaving itself. You can probably make a
mean tea towel and gorgeous scarf. I’m sure your edges are memorable. But do
you have the theoretical background to understand an article outside your
regular structures, or analyse a piece of weaving you would like to reproduce? For
example, I have just done my overshot homework. Previously I have done a number
of overshot pieces and I had no problem following a draft and weaving it. But
after the classroom teaching at Olds and the need to understand it at a
theoretical level, I now find overshot way more interesting and I am motivated
to explore more advanced overshot such as double-weave overshot and tied
overshot. Now I have the theoretical knowledge to be able to read that
information and understand what writers are saying to me.
3)
Paperwork
We do paperwork for all
our homework assignments. In class we learn how to do the planning, the
calculations and the drawdowns. I feel this is one of the most valuable parts
of the programme. Completing the Record Sheets makes us slow right down and
think about what we are doing. This mental activity is a great gift to the
mind. When one does the paperwork, it is possible to explain to others how to
reproduce a piece. It is possible to understand, ourselves, what we have done.
Yes, it is possible to race on to the next project and never write up anything.
Indeed, if you just follow the recipes in Handwoven,
you will never have to think again. Because a structured programme like Olds
requires paperwork of me, I must reflect upon what I have done, and this makes
me a more thoughtful weaver. I feel it in my head; I’m getting smarter.
4)
Completing the homework assignments.
I know that some people
are concerned once they go back home after the intensive week that they will
lose motivation to complete the homework assignments. This is where structure
reinforces best intentions. The binder we receive each year is a teaching
instrument; we have gone through it page by page in class, we have done the
samples. We are set up for success, not failure. If new questions come up when
doing the assignments, I have found my instructors to reply with a meaningful
answer within a very short time. I feel I am connected to my instructor and to
my classmates: I have met with them, laughed with them, heard their stories. We
are all in this together, and everyone wants everyone else to finish. Our Level
One class set up a closed Facebook page so that we could encourage each other.
We are in different provinces and states, yet we share a common goal. This
sisterhood sustains us. It is so terrific to meet weavers from all over the
continent: it expands our weaving community. It would be good for a few people
in an area to do the programme together, like a study group, meeting regularly,
even if they are at different levels. This would help everyone to complete each
assignment and each level.
I know that different people find different aspects a
challenge. These are four points I can think of right now that could deter someone
from committing to a programme of study such as the Olds College Master Weaver
Program. You have to decide for yourself what is right for you.
I hope you will consider joining us.
Submitted by Toby Smith
01/15T
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