labricoleuse: (vintage hair)
The University of North Carolina at Chapel Hill is conducting a WWI Centenary Project, a "year-long conversation" about the legacy of that conflict, 100 years down the line. This has manifested in a huge range of participation across many departments and facets of the university, from exhibits in our museums, talks and workshops and presentations, theatrical and musical performances from the time period, and so forth.

The Costume Archive is participating, too, with a current display of "armistice blouses" and WWI artifacts in the lobby of the Center for Dramatic Art. I got a few photos, which i'll apologize for the glare of the glass from the display case. Not sure how long these will be on view, but probably for the remainder of the semester.

Blouses and other photos )
labricoleuse: (vintage hair)
Judy Adamson's period pattern class is doing 20th Century Women's Wear by decade and they presented their first round of projects last week! Take a look:
Read more... )
labricoleuse: (vintage hair)
Costume Director Judy Adamson's period pattern class this semester focuses on 20th century women's wear, and their first project consisted of gowns and ensembles from the 1910s. Throughout the semester, they will progress forward by decades, sometimes creating both an evening and a daywear look per decade.

When I post photos of these projects, every so often the question comes up as to why the students often make the projects on the half. I usually explain it in the comments, but i figured i ought to write it out for a change in the actual post. There are several reasons for the half-drape phenomenon.

First, they have only two weeks for each project, and in that time must create the pattern from scratch, using their knowledge of draping, drafting, and period research. Then they must make it in fabrics as close as they can find to the original, taking into consideration concerns for the stage, such as what sort of understructure might be required, and how an actress might negotiate getting in and out of the garment.

They work at full-scale, and the students must decide for themselves what an acceptable budget for the costume is. Because the garments are made on the half much of the time, students only have to buy half the fabric required, and that's a big deal for most graduate students living on a fixed income. And, sometimes this allows them to choose better quality fabrics to work with, because they don't have to buy as much as a full dress. With a half-drape, you do half the sewing and half the hand-finishing, and when you're making one every two weeks on top of your other coursework, teaching assistantship, and professional show assignments, saving the time/money can be a great boon.

Of course, they are always free to make their projects on the whole as full garments, and most of them elect to do so at least once or twice a semester. Sometimes this is because they have chosen an asymmetrical resource image/design, and sometimes it's because they want to do a particular piece as a complete garment for entry in a national competition or exhibition. They definitely will do their bias-cut gowns of the 1930s on the whole, because a bias dress needs to exist as a complete thing in order for the grain to function properly.

So, that's the logic behind only requiring the half for these projects. You'll see in this collection though, one student with an asymmetrical Worth design as her resource image elected to do it as a full costume.

Read more... )
labricoleuse: (history)
Classes are officially over and many of our students have already left for their summer jobs, but there are a trio of period pattern half-forms in the hallway from their last project, so i thought i'd photograph them and share them.

I've got some ideas brewing for a series of Ask LaBricoleuse posts coming up. Our 3rd-years are graduating, one of whom did her MFA with a Crafts Artisanship focus, and they're my first class of students who are going out into the job market having taken craftwork classes with me. I was thinking to myself (because i will miss them and cannot wait to see where their careers go), what do i wish my professors had told me when i got out of school? What advice would i go back and give myself, if i could, and what knowledge do i want to impart that i haven't already?

Because the courses i teach cover skills, artisanship, artistry, and craft--how to do things, how things were historically done, how to create beautiful costume items that will hold up for stage and screen. I don't get to cover practical information about working in this field, stuff like the value of recordkeeping or tips on working various kinds of jobs at various levels of production, etc. I don't presume to do anything on a "Randy Pausch's Last Lecture" sort of scale--i'm not dying and i'm speaking from 15 years of professional experience, not like, on the back end of a 40-year career or whatever. Still, 15 years has taken me a lot of places, so like i said, it's brewing.

But i digress! Pictures!

smart ladies dresses from the teens )
labricoleuse: (hats!)
Part two, in which we learn that the majority of millinery work in 1914-16 was not at all dissimilar to the employment conditions of the seasonal-theatre costuming industry of the 21st century. Sections of this are more "dry facts-and-figures" than the earlier post i made with the first half of it, but they are interesting if you want to know about pay disparity among experience levels and such.

Read more... )


So, that's it for the Cleveland millinery scene in 1916. Hope you enjoyed reading about it. I have some other fascinating texts i'm planning on transcribing in future as well, of a similar nature--period resources on the nature of the work in various related fields.

And, thanks for the heads-up from [livejournal.com profile] kuki_milliner, who posted the other day about the 50%-off e-book sale over at how2hats.com. They offer a range of e-books on specialized millinery topics--strip straw hats, sinamay hats, double-brimmed hats, etc. Normally they're $25 each, which feels a bit steep to me for a 40-page .pdf download, but half that's a bit more reasonable. It might be worth checking out, particularly if you are interested in millinery techniques using specialty materials like straw and crin.
labricoleuse: (hats!)
Sometimes i like to go to the university library and just peruse the shelves, looking for some serendipitous treasure of information. I'll look up a book on a given topic in the catalogue to give myself a starting point, then just wander around browsing the shelves in its aisle.

Wandering in the vicinity of an old millinery book turned up an unusual treasure of period information: an extensive survey of the dressmaking and millinery trades conducted by the Survey Committee of the Cleveland [Ohio] Foundation in 1916, written by a woman named Edna Bryner.

Sounds dry and full of statistics, doesn't it? Well, it's got its share of tables of facts-n-figures, but Ms. Bryner is a surprisingly engaging writer for a surveyor of trade and industry, clearly taking pleasure in sharing little elements that humanize her subjects, quotes and quirks and quibbles, even the odd literary reference! She expresses a care and concern for worker safety and child labor that seems unusual for the period, identifies a trend toward what might now be considered industrial espionage, and in skimming through the book i grew to wonder about its author--how old was she, had she a husband and children, was she paid well for her survey work, and had it any positive effect in the industries it addressed?

The book is actually full of fascinating information on the millinery trade of the time--hats were quite literally huge in the teens, and the way the industry is adapting to mechanization and big business is both fascinating and sad (since we know that the days of millinery as a common trade are numbered). Ms. Bryner's survey affords a comprehensive look at what a wide range of employment and specialization options were available for milliners of the era, as well as the challenges faced by various ares of the industry.

The entire publication is nearly 135 pages long, and much of the dressmaking information is irrelevant to the focus of La Bricoleuse. However, i thought my readership might enjoy the portions devoted to millinery, so i have decided to transcribe them here.

Because this publication dates from 1916, it is considered part of the public domain, so reproducing portions of it here infringes on no copyright. Credit for its contents belongs to Edna Bryner and the Survey Committee of the Cleveland Foundation. (I'm sure everyone involved is now quite dead, but regardless it's best to place credit where credit is due.)

I hope that you find it as interesting as i do! Due to the length and breadth of information, i'll be posting it in two parts--part one is a general overview of the millinery business at the time of the survey, and part two addresses working conditions for milliners.



The Millinery Business in Cleveland


The mention of millinery immediately brings certain ideas to mind: Easter, spring hats and fall hats, small shops, flowers and feathers, and ingenious hand work. Each of these suggests an important aspect of the millinery business. For the small milliner, Easter is the most important day in the year. The mention of spring hats and fall hats makes the self-supporting worker remember the rush work of busy seasons and the unemployment of slack seasons. Flowers and feathers are typical of the immense amount of small "fixings" that go to make the hats for the feminine world. The peculiar kinds of artistic and skilled hand work demanded constitute for many ambitious workers the lure of millinery. Because of the difficulties of the work, advancement to positions offering steady employment and good wages is slow, and yet to many these same difficulties constitute a strong attraction despite the many unsatisfactory conditions that must be faced in entering millinery as a wage-earning occupation.

If you ask in the small shop what millinery means, many milliners will tell you in the familiar phrase that 'It is making something out of nothing.'  )

* * * * *


That's it for part one! I wonder what Ms. Bryner thought when she was engaged to compile this survey and went around visiting the 45 millinery shops. Had she previously known what millinery involved "behind the scenes"? Was she excited by the process? Did she know anyone in any of the shops already? And what sort of hats did she choose to wear while surveying? I like to picture her as someone with a smiley-friendly demeanor, but shrewd and observant, taking notes in a small notebook, wearing a fairly sensible ladies boater but secretly coveting some of the undoubtedly fanciful and fabulous "'fluffy' theatre and party hats" that she saw.

What a fun combination of historical research and frivolous speculation a browse in the library has led to. Hope you enjoyed perusing it as much as i did, and if so, keep an eye out for part two, "The Conditions of Work in Millinery," which will be posted in the near future.

January 2017

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