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.
Only a mind opened to the quality of things, with a habit of discrimination, sensitized by experience and responsive to new forms and ideas, will be prepared for the enjoyment of this art. The experience of the work of art, like the creation of the work of art itself, is a process ultimately opposed to communication as it is understood now. What has appeared as noise in the first encounter becomes in the end message or necessity, though never message in a perfectly reproducible sense. You cannot translate it into words or make a copy of it which will be quite the same thing.