Some months ago (last September, in fact) I received the assessment for the RSN Goldwork module, and I promised you a FoF about it as I had done for the Jacobean module. And then it didn’t happen. Life got in the way, and moreover there were a few things in the assessment that I was still mulling over. At the Knitting & Stitching Show I mentioned these to Noleen Wyatt-Jones, the Day & Evening Classes Manager, who is a most helpful, cheerful and encouraging person and who told me to write to Anne Butcher, the Head of Teaching, with my queries and comments, and she’d let Anne know that my email was on the way. She has helpfully, cheerfully and encouragingly nagged me to do so on several occasions since, and there was clearly only one way to stop that: write the email! So I did, with this FoF as a by-product; or rather, two by-products, as it turned out to be far too long for one edition!

Just a bit of recap on the marking system: you are awarded between 1 and 5 points for each criterion, or a multiple of these if the section is given more weight. If a section is seen as three times more “weighty”, then the possible marks are 3, 6, 9, 12 and 15 – there is no option of awarding, say, 8 points. And before any marking gets done, you see the assessors’ general comment.

As it is the very first thing you see, it is a great relief when that comment is positive! Unlike in the Jacobean assessment no characters were singled out, but I will definitely settle for “interesting design” and “very good grounding”. As a former teacher who sat through numerous parent-teacher evenings trying to find acceptable things to say to them about their children, I am very much aware that “interesting” (like “different” and “individual”) can be a tactful way of conveying that the achievement is not quite what was expected, but I will ignore that and take the comments at face value!

The sections of the assessment vary from module to module, but they all start with “First Impressions” (although some of the criteria within that section are specific to the module).

Again, no alien fibres! Lexi will be most disappointed that she didn’t manage to leave any trace of herself on the finished work – she’s been trying hard enough right from the start .

I’ve been trying to find a picture of the fabric with bits of wax on it (they do occasionally come off the waxed thread) but it seems I managed to remove them immediately, and well before any pictures were taken. Obviously a good strategy! As for the paint lines being covered, there was one place where I was initially left with a visible line: Haasje’s face. I found that following the line precisely with the pearl purl made him look wrong, and so I decided to couch it so that the outline looked right, and worry about the visible paint later. I managed to scrape that away successfully – the tacking line that was put in right at the start on top of all the paint lines I had to cut from the back and squirrel away. I’m delighted to find that I was successful in doing so.

On to the section on Design, where they remarked favourably on the fact that I hadn’t allowed the gold to spread beyond the original design or lose its proportions, and on the “flow” of the threads and wires within the design. Yay! Even so, this was one section where I was braced for a loss of points, and so it turned out to be: one point on the choice of fabric, and two on the use of S-ing.

To begin with the fabric, the assessors were absolutely right. The brief specifically requires a power-woven silk dupion (or linen, but I have never seen anyone use that; silk looks so much more luxurious) and mine is hand-woven, which even under tension is noticeably less smooth. Neither I nor the tutor noticed this requirement until the project was already well underway, and I will admit that in any case I was so pleased with the colour and the textured look of the fabric that I decided to stick with it, explain it in the Project Evaluation Notes which you hand in with the finished piece, and take the consequences.

On to what I knew would be a bone of contention: my decision to use S-ing for the sun’s rays. The assessors’ argument is that a) it is a technique that should only be seen on an advanced goldwork piece, and b) if a technique is not listed as optional then it should not be used at all. Some of this had been mentioned (with varying degrees of discouragement) by my three tutors, and if I had been really worried about my mark I would have given it up as too risky. However, I really liked the effect of the S-ing there, it worked for the design in ways that the only other likely option, rococco, would not (less shiny, not enough contrast with the cloud outline), and most importantly, I did not and do not agree that it goes against the brief.

When it comes to materials and threads, the brief is unequivocal in what you must not use: no velvet, and no threads other than those mentioned. But on the subject of techniques, the only caveat is that you must include all the techniques on the list. There is no mention whatsoever (as there is for the materials and threads) that no others are allowed. Now if I had decided to do the sun itself in padded kid leather, that would clearly have gone against the brief as kid leather isn’t mentioned in the list of allowed materials. But the S-ing is done in smooth purl, which is on the list. I wrote all this in my Project Evaluation Notes in what I hope was a balanced way by being open about the fact that two of the three tutors I had for this module had advised against it (the third said it would be safer not to but that in the end it was my design decision); the assessors obviously didn’t agree. Still, in spite of the loss of points I am glad I did stick with it, as I think it was the right design decision within the constraints of the brief.

I will ask about this, too, in the email; I’m really not that bothered about the lost marks, but I would like it clarified what you can and cannot do in this module. A fellow student told me, when I mentioned something in the Canvaswork brief, that that was probably there because of something she had done in her Canvas piece, which the assessors weren’t happy about but which was at that time within the guidelines. They then changed the brief to exclude it from then on. Perhaps that’s what should happen about the S-ing as well, if the RSN strongly feel that it should not be attempted by Certificate students. I will keep you posted! And I’ll discuss the rest of the assessment the next FoF.