Between 1835 and 1850 Froebel worked on his “Gifts and Occupations” — a set of geometric blocks (Gifts) and basic craft activities (Occupations), that would become the centerpiece of his pedagogical theory. The Gifts and Occupations were introduced in a highly ordered sequence, which began in the child’s second month and concluded in the last year of kindergarten.
In real life, what significant change does occur if children are transferred from a lively city street to the usual park or to the usual public or project playground?
In most cases (not all, fortunately), the most significant change is this: The children have moved from under the eyes of a high numerical ratio of adults, into a place where the ratio of adults is low or even nil. To think this represents an improvement in city child rearing is pure daydreaming.
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.
Lecturing Birds on How to Fly, from Nassim Nicholas Taleb's Antifragile
If children started school at six months old and their teachers gave them walking lessons, within a single generation people would come to believe that humans couldn't learn to walk without going to school.
We directly establish the importance of environment by showing that exposure to innovation during childhood has significant causal effects on children's propensities to invent. Children whose families move to a high-innovation area when they are young are more likely to become inventors. These exposure effects are technology-class and gender specific.
A key transitional work for Wheeler is his untitled "light canvas" from 1965. The canvas was primed white, then over-sprayed..., but with no emblems or polished elements. The contrast in the light canvas is provided not by any imagery within the painting but by back-lighting; the canvas is backlit with neon light, which is embedded in a reverse bevel Plexiglass frame that projects the piece about five inches from the wall. The effect suggests an eclipse, or some other spectral occlusion of a bright light source.
On an autumn night in 2009, I experienced a version of this piece installed in a stone barn in rural France. The evening was moonless and cold; I stood with two friends inside the piece for the better part of an hour, as our eyes adjusted to almost total darkness, before any of us could begin to see one another. It was the definition of a liminal, or barely perceptible, experience. Eric Orr, who died in 1998, was involved with Zen Buddhism and considered these pieces to be spaces for meditation. Experiencing them as intended requires the visitor to focus quietly on the mechanics of their own perception.
As a student at Chouinard, Larry Bell also started as a painter. His early canvases features simple shapes rendered in gestural strokes...From there he started eliminating the texture of the strokes, applying opaque color (thin Liquitex paint) to unprimed canvas, masking off shapes to create straight-edged parallelograms. An example of these works is Little Blank Riding Hood, whose top left and bottom right corners are clipped, suggesting an isometric projection of a three-dimensional form.
The entire box is suspended from the ceiling by only four evenly spaced monofilaments, so that it seems to float with no physical connection to the wall or to a power source. Behind the wall (which must be purpose-built and is quite thin) is a cabinet containing four Tesla coils. The coils emit a high-frequency energy that passes through the wall and lights the tubes. The energy pulses a bit, making the tubes flicker at times both vertically and horizontally. The Tesla coils make a crackling static sound that is mostly muffled by the barrier wall, while the neon tubes emit a low hum that is audible close to the work. The work is elegant and slightly menacing, evoking something of a mad scientist's experiment.
One of the most extraordinary examples of McCracken's illusory surfaces occurs with Five Paintings IV, 1974. This wall-mounted work has a black polyester resin finish. From some angles the surface is opaque, from others highly reflective, and from still others it seems to reveal great depth. A happy accident in the creation of the work sealed many tiny air bubbles or particulates in the piece. When these catch the light, they suggest a galaxy of stars on a moonless night.