I have a question, and am eager to hear as many responses as possible.
I was asked to give a talk on “The Value of Handwork” recently to students at Evergreen College. Their teacher, Dr. Hirsh Diamant, is familiar with Waldorf Education, both as a scholar and as a parent and grandparent. His undergraduate course is “The Child and Art”, and he has a large class of around 50 students.
I had heard from various sources that there would likely be a number of neuro-diverse students in the class. Indeed, as we were working on finger crochet and ‘mind the gap’ braiding, and having talked about the rhythmic, repetitive movements of traditional handwork, and how they boost serotonin levels, several students asked in various ways “What about just enjoying the process, why does it have to be USED for something?”
As a teacher, I’ve always wanted to set a reasonable goal, then be sure to find ways for the students to reach it. If I’m making a hat, and the hat is not made, then there is something askew (dishonest?) about saying I’ve been making a hat.
What do you think? How does that work in a class setting? How do you juggle the needs of an individual who might just need to repeat, and repeat, and self-soothe through simple handwork, and the needs of a class to move along?
I’m headed back for Part 2 on October 22, I’d be grateful to hear your thoughts and experiences in the comments!
Thank you!
Childhood is all about process. As an adult we gear ourselves more towards product. Some have an easier time with the process and for others it could take years. I strive to demonstrate the product with clarity and beauty, but guide the child through their own personal process. That's the approach I take with teaching Handwork. I will add that I try to have several projects that reflect 3 different models of a project. 1. something useful, 2. something fun, and 3. something that is given away in an altruistic manner. Thanks for posting the question, I enjoy the others' comments also.
In my classes I’ve always felt it to be mandatory to finish each project. One way to make this successful is to have at least 3 levels of a project. For instance, a first grade rainbow scarf can become as tall as the student, folded up into a small bag or become a neck cowl fastened with a button. Second grade animals and gnomes can be knitted full size or 1/2 size. Maybe only one project is completed, but it is completed. The pride and satisfaction of a finished project is every students right.
Speaking only for myself, outside of a classroom setting, I see things made by teachers and at first impulse, I think I could never make something so beautiful. The process is full of contrasting moments; the unexpected peace when things fall into rhythm, the cozy feel and smell of wool, the contemplative nature of the process. There is also frustration, doubt, boredom, impatience .... mistakes. Finishing something shows me on a micro-cosmic scale my abilities to be in the moment as well as my abilities to overcome obstacles. Really, can the form even be divided from the process? In the end, the form of my work has hidden within it the function of the process. Standing on the ot…
Thanks Wendy and Camille!
Yes, accommodations within the forward movement of the whole class community; product and process as 'companions'; the synergy of a group;
But oh my gosh, burning a basket!!!!! Discarding what has been so carefully made ...... I'd have to really think about that!
When I was three quarters through weaving my first willow basket during a weekend basketweaving course, another participant—a class teacher—suggested we burn our baskets after finishing them. She was enjoying the experience so much and she felt the finished project seemed less important than the actual process. I had looked forward to using my basket and was concerned the group might decide to burn their baskets and I would only have the memory of the process. I really wanted my basket too!
When handwork teachers embark on a project with their pupils, they will most likely have spent a lot of time carefully choosing materials that will enable pupils to finish a specific project within a certain amount of time.…