The Importance Of A Craftsman As A Craftsman

1. Introduction

Craftsman (ˈkrɑːftsmən) n, (plural) -men

1. A member of a skilled trade; someone who practises a craft; artisan

2. Also called: (fem) craftswoman. An artist skilled in the techniques of an art or craft. (Collins English Dictionary, 2009:395)

Craftsmen are skilled and extremely talented persons in their chosen field. They produce decorative and functional objects, such as furniture, clothing and jewelry. Classed as skilled manual workers, they practice their craft with a hands-on approach, as opposed to using Computer-Aided Manufacturing (CAM). It is only through talent and experience that one can really be classed as a craftsman/artisan or even a master craftsman. Throughout history, craftsmen have provided services to many with job titles covering Carpenters, Armourers and Tailors.

“Craftsmanship is what we should strive for, for the sake of both our reputations and our clients’ success.” Citrakasih Interior (2014). The importance of craftsmanship today is shown not only by recent trends, but also by young start-up companies such as Etsy and Kickstarter, which showcase handmade goods to the consumer market. This growing market - almost a revival itself of the arts and crafts movement - has needs. These needs are for quality products that are authentic, meaningful, long lasting and most of all, unique. It is this uniqueness that consumers strive to obtain.

The objective of this dissertation is to look at the mind-set of the craftsman and to understand what sets them apart from other individuals in society. I am investigating the relationship between childhood, education and a person’s life journey to gain an understanding of what makes a craftsperson. Four sections will be looked at closely throughout this d...

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...he 1944 Education Act (Butler Act) was a major milestone as it introduced a system of selection where children were tested at the age of eleven. This test determined whether children would go to a grammar school for an “academic” education, or to a secondary or technical school, which would provide a more “practical” curriculum.

However, as noted by Wallace (2007), despite claims that both types of provision would be held in equal esteem “those who secured a place in grammar school were referred to as having passed the 11+ exam and those who did not were spoken of as having failed” (p. 54).

She points out that the difficulty with the status of vocational education up until now should not blind us and to remember that, whatever the apparent status of vocational training, “it is absolutely essential in creating, sustaining and updating a skilled workforce” (p. 54).