ASSESSMENT

*Part of my assessment today will contain this blog post as I am using it in my project*


For Cate, Colin, Rob & everyone else. 

When I first started this project I was deeply interested in looking at folklore, superstition and other myths. I found myself intrigued my the magpie legend with the rhyme, the colours and the mischievous values they held. Even though I really enjoyed looking into this, I felt like I wasn't able to connect with it personally which is essential for my work.

I began to think about the idea of faiths and a high power, as I believe superstition and faith are linked. This led me to think about categorizing emotions with objects and texts within boxes. My original intention was to have tiled samples to go along with boxes. Again, I really enjoyed the idea of documenting these objects along side the tiles, but I still felt it was missing the personal touch. 

This led me to think about documentation more seriously. I have written my blog since I was 14 consistently, which started out as a photography project. When it first started out, I barely wrote about myself in a fit to sound professional and quirky. It quickly turned into a live essay of my day to day. Along side this I have written a diary in 2015 and annual letters to myself which I open on the last day of the year and re-write for the following year. In my project, I desperately wanted to use extracts of text from these sources and display them using graphic tones. I am always inspired by Tracey Emin, as she has been a huge influence throughout my studio practice and this project is no different. Her bold writings on top of her drawings inspired me to create my own using ready glazed tiles and enamels. I wanted to use the theme of impact and how these words have impacted me, and effected me over time. I have always written about my life during sad, frightening and happy times. 

I'm pleased I have these memories to look back on, but I will continue to write until I cant think of any more words. 

As always,
Happy Blipping.