In a mass of large bubbles The froth, therefore, though lacking long-range symmetry, nevertheless has very definite rules as to its composition. It is pleasing in appearance because the eye senses this interplay between regularity and irregularity. Structure, Substructure, and Superstructure symmetry
We wonder which is real, he of the picture or he who talks? In the tea room the fear of repetition is a constant presence. The various objects for the decoration of a room should be so selected that no color or design shall be repeated. If you have a living flower, a painting of flowers is not allowable. If you are using a round kettle, the water pitcher should be angular. A cup with a black glaze should not be associated with a tea-caddy of black lacquer. In placing a vase or an incense burner on the tokonoma, care should be taken not to put it in the exact center, lest it divide the space into equal halves. The pillar of the tokonoma should be of a different kind of wood from the other pillars, in order to break any suggestion of monotony in the room. Here again the Japanese method of interior decoration differs from that of the Occident, where we see objects arrayed symmetrically on mantelpieces and elsewhere. In Western houses we are often confronted with what appears to us useless reiteration. We find it trying to talk to a man while his full-length portrait stares at us from behind his back. We wonder which is real, he of the picture or he who talks, and feel a curious conviction that one of them must be fraud. Okakura Kakuzō, The Book of Tea repetitionsymmetry
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