Froebel’s Gifts were meant to be given in a particular order, growing more complex over time and teaching different lessons about shape, structure and perception along the way. A soft knitted ball could be given to a child just six weeks old, followed by a wooden ball and then a cube, illustrating similarities and differences in shapes and materials. Then kids would get a cylinder (which combines elements of both the ball and the cube) and it would blow their little minds. Some objects were pierced by strings or rods so kids could spin them and see how one shapes morphs into another when set into motion. Later came cubes made up of smaller cubes and other hybrids, showing children how parts relate to a whole through deconstruction and reassembly.
These perception-oriented “Gifts” would then give way to construction-oriented “Occupations.” Kids would be told to build things out of materials like paper, string, wire, or little sticks and peas that could be connected and stacked into structures.
Normally after the design was built, you would find places for the art to be located and then you would go out and select the artist that you wanted. That is historically, the traditional way to go.
But this time, someone else was calling the shots. A planning official, basically, who comes along and says, “We want you guys to work with an artist.” And the architects are like, “Sure of course.” But then the official goes—“No, you don’t quite understand. We want you to use an artist as a co-equal member of the design team.” That is, the artists are going to have just as much control as the architects. It was really unheard of.