One of my first grade boys made a wooden bench and had hand planed the top. He took it home. He was proud of it. How many children of his age had ever had the opportunity to make something so useful and interesting? His dad decided that it had not been sanded sufficiently. He took it to the garage and worked on it for an hour, bringing it closer in alignment with his own standards. Had I known I would have counseled to leave it alone. Had he witnessed how hard his son had worked on it, he might have had a deeper appreciation for it just as it was. The student's work is their own. And we need not be overly concerned with their craftsmanship and should instead trust them with knowing when it's complete. There are stages in artistic development, in what children see and understand, and to apply adult standards to their work is to miss the point, and to miss the value of what they have accomplished.
The following post offers my own discussion of Victor Lowenfeld's writing on the stages of artistic development. https://wisdomofhands.blogspot.com/2009/10/if-you-want-science-start-with-arts.html It is particularly interesting, in that as children near adolescence, they divide roughly along two paths of development. One, Lowenfeld identified as visual, being concerned with representations of verisimilitude and the other haptic, being concerned with how things feel. I've witnessed it as children grow through their years in wood shop. There are some who are concerned only with the appearance of things and only understand the need for sanding when they see how a surface can be made to shine. Then there are those who are obsessed with how smooth they can make a surface feel to the touch.
As parents, would we expect a child to automatically develop it all at once? Or can we simply watch their growth and celebrate the signs of it?
Make, fix, create, and assist others in learning likewise.
No comments:
Post a Comment