This work explores the techniques of printing and preparation, in combination with technical mistakes. It aims to show how to use technical mistakes in different printing and preparation techniques as a design method to find accidental aesthetic expressions using the stripe as a tool to enhance and clarify the methods modification. The method confronts today’s textile industry by showing how these mistakes could develop into new expressions within textile design when fast -fashion is no longer an obligation. The stripe is a common shape, and is explored to clarify the method ans show how different techniques can change the stripes in various ways. This resulted in to three pieces each representing a technique; one transfer printed, one digital printed and one with the starting point in screen print. They present examples of how more time for developing mistakes in textile design can lead to development of the common shape of a stripe, broaden the technical limitations, and give a value to mistakes in the textile industry. By taking the method further more mistakes could be developed, and how to produce the developed designs in the industry could be investigated.

Children today have difficulty in finding places to play in the modern Swedish welfare society. Spontaneous play in the streets has almost vanished. When parents drive their children to different activities and institutions where the children are supervised and controlled by adults, the children are under constant surveillance. It’s not children or children’s desire to play that has changed, it is society. Despite this surveillance children still manage to create their own places. The aim of this study is to investigate when children create their own places in the preschool in a structured surveillance society as well as to find out what kind of materials they need to create such places. To be able to find out the answers to these questions I performed a mini ethnographic study in a preschool where I observed children. I followed the ethics rules of the Swedish research council. Ideas and concepts that I used were places for children – children’s places, breaking rules as a way to enter play, affordance as well as the theory of prospect refuge. Through these it was possible for me to identify and analyze when children were creating their own places as well as what materials that they used. The results show that children are capable of creating their own places, despite being under constant surveillance in the preschool. They managed to do so both indoors and outdoors. They both created their own places as well as used “places for children” as their own. By creating children’s places of their own, they get to break rules and use creativity as well as learn with their whole bodies, which benefits both their experience of joy as well as their learning.