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.
Prescriptive feedback limits creative collaboration. I’ve seen it time and time again, but I’ve struggled to articulate the exact reasons and their remedies. Recently, though, I got some insight from an unusual source: a game of chess.
In hand and brain chess, each team has two players: a “brain” and a “hand.” At the beginning of each turn, the “brain” tells the “hand” which piece to move, and the “hand” then has to move that piece, but can move it wherever they think it should go. No other communication is allowed.
In every feedback conversation, one person is the hand. That’s the person doing the design — they’ll leave the meeting and go back to their computer and fire up a dozen Adobe apps. The other people in the room (virtual or otherwise) are the brain. Regardless of their skill in design, it’s their job to give the hand some constraints to work within.