What do we mean by consistency? I know some people are going to say: "Hey! That's Dan Flavin's act. Why in the hell is Irwin doing a Dan Flavin? Why is he suddenly so inconsistent – fluorescent one day and Cor-Ten the next?" The key to all of this is that we have to examples what we mean by consistency. And here the critical question is: "what do we use to measure consistency with?" If you measure consistency in terms of material, or gesture, then I will be found inconsistent. But, in all of the recent pieces and proposals, if you go to the actual site and look at it, you will find that the solution is absolutely consistent on the grounds within which it responds to its environment. This in turn is consistent with my development of the implications implicit in non-object art. Robert Irwin, Robert Irwin: A Conditional Art consistency
What's suitable for each unique condition What of machines and prefabrication? How do they compare? Well, the machine has its limits. We, using handcrafted methods, do things that machines cannot do. Of course, it's not fast like a machine. And in complicated areas like here, things wouldn't go the same using a machine as it would by hand. We use numerous variations of all these connecting and splicing joints. Using a machine, [the wood joints] can all be made uniform, but really, we need to consider whether that's a good thing. It's better to make each mechanism and joint by considering what's suitable for each unique condition. Akinori Abo, Kigumi House Chopped and disfigured contextmachinesconsistency
Inheriting Froebel's Gifts A Podcast by Kurt Kohlstedt 99percentinvisible.org 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. Gifts and occupations learningchildhoodobjectscreativityform