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.
Le Corbusier, the greatest architect of the last century, noted that 'architecture is the learned game, correct and magnificent, of forms assembled in light', demonstrating to what extent light has been prioritized in the Western tradition. Tanizaki, on the other hand, spoke of the important of shadows, of extended eaves. Rather than the light that shines directly into a room, he praised the soft light that penetrates a space after being reflected off the floor, and again from the ceiling.
...In Japanese architecture, the gentle light that passes through shoji screens serves a key purpose. It reaches right to the back of the room, so that the space feels bright, even without the aid of artificial light. The soft light filtering through the white film at Takanawa Gateway Station represents a form of light that was forgotten about by Japanese Modernism.