Suggestions for handwork in school and home

Introduction

TO train the musical taste of the youngchild has long been regarded as one of the legitimate functions of the kindergarten. It is now the earnest effort of all true kindergartners to lead the child as rapidly as may be from that phase of his development where uncouth rhythms and discordant sounds appeal to his nature to an appreciation, however crude, of harmony and melody. To tliis end much of the so-called popular music has been banished from the kindergarten, rag-time has been almost wholly eliminated, and an endeavor is now made to secure the best-toned and best-tuned instruments to make melodious sounds for the little ones.

So much for music in the kindergarten ; but what must be said of growth along some other lines of artistic development? Are we not leaving too much to chance and to the caprice of the young child? Are we not allowing him to revel in the harsh and the unbeautiful ? Are we not, in fact, helping to retard his growth altovi Introduction

gether when we place before him daily, at the most plastic and impressionable period of his life, many of the crude forms and crude colors now used in the kindergarten occupations? Is it not the true function of the teacher to lead the child to a higher appreciation of c/// forms of art, to develop a feeling for the best in form and color as well as in rhythm and harmony ?

If the child is given freedom of choice only from a well-selected and carefully prepared collection of songs and musical compositions, why should the kindergartner not place before him also only beautiful forms and artistic colors from which he may make selections for the carrying out of his hand work? Why give greater thought and attention to the training of the ear than to the training of the eye? Why allow the culture epoch theory to influence us more in training the sense of hearing than in training the sense of sight? Why make the kindergartner of value in helping to hasten the growth of the child along one line of development and yet allow her to remain almost valueless along another ?

With the feeling that there is at present great need for careful, earnest, thoughtful reconstruction of much of kindergarten hand work, not only from the hygienic but also from the artistic

Introduction vii

standpoint, we submit the suggestions contained in this book, hoping that they may be found valuable to workers in the kindergarten field.

J. L. H.

Contents

I. Decorative Border Designs

II. Blot Work

III. Spot, Dot and Line Work

II Blot Work

THE wielding of a paint brush is one of the most fascinating of all activities to a little child. Each one of us can recollect the keen delight experienced in childhood while coloring the impossible woodcuts of treasured picture books, with the crude pigments and inadequate brushes that constituted the most precious of possessions. We all remember, too, that beyond the laying on of these simple washes it was impossible for us to advance for a long, long time. This was due to insufficient muscular coordination, which prevented our tiny hands fi-om conveying the impressions of our busy brains to paper, in a form that even remotely resembled that which we longed to express.

If, at this particular period of development, we had only received some slight guidance in the right direction, instead of the meaningless blots and scratches which, with the before-mentioned washes, constituted our sole output at that time, we might have been making original designs, to oar own great delight, to the development of our creative faculty, and to the advancement of our muscular control. Ella Goodwin Lunt, in her Brush Work for Kindergarten and Primary Schools, points the way to this paradise of early childhood, and, with due acknowledgments to her as a pioneer and originator, I shall proceed to suggest a series of attractive, artistic, and valuable designs, which may be executed by very little boys and girls, even before they are able to draw.

The decorative unit in this work is what might be called a picture of the brush, and it is made by simply pressing the filled paint brush flat upon the paper and then removing it. The repetition of this brush mark, with the addition of a few simple, straight lines, made with the point instead of the flat of the brush, constitutes the motif of all the following designs.

Any good water-color paints, liquid colors, or even ink or diamond dyes may be successfully used in this pattern making. The best brush for the purpose is the Japanese school brush, which may be purchased at an art store, or at any shop carrying kindergarten supplies. Any paper not too porous answers for a background, both manila and bogus being highly satisfactory, because of their trifling cost.

The first design is a simple repetition of the unit, in a vertical position, along a line. This collection of units is transformed into a decorative border pattern by means of inclosing lines.

(See Figure I.) In the beginning these lines may be executed by the teacher if the child lacks the muscular coordination necessary to produce them. It is important to exercise care lest the child become discouraged at the outset, but, if he sees his crude effort transformed, by the addition of two simple lines, even though he be unequal to the task of producing this effect himself at the time, he will be stimulated to fresh exertions, and will experience new delights in his work, although much time may elapse before he is able to exercise this transforming power in a wholly independent manner himself. If the brush mark be reversed, so that the point is at the bottom rather than the top of the paper, a variation in this first simple border design is secured.

The unit repeated in a horizontal position gives the next step in this series. (See Figure II.) Variety may be given to this simple design by changing the direction in which the brush marks point, and by alternating or grouping blots pointing to the right with those pointing to the left.

Figure III shows a design made by the alternation of units occupying vertical and horizontal positions. In Figure IV the blot assumes a a i slanting i)Osition. This design may be varied as shown in Figure V.

We will next consider the grouping of units, first by twos, as sliown in Figures VI, VII, and VIII, and then by threes, as indicated in Figures IX, X, and XL These designs by no means represent all the possibilities of grouping by twos and threes, but they will be sufficient for the purpose of this article, which aims merely to be suggestive and not to exhaust the resources at command.

In Figure XII is shown a unit of design

\f/ vf/ W \f/ made, by the combination of four blots, into a quatrefoil.

Rosettes composed of five, six, seven and eight or more blots make charming motives, not only for borders (see Figures XIII and XIV), but for surface coverings as well. Figure XV shows an " all-over " design made by the repetition, at regular intervals upon a surface, of a radial composed of six blots. A similar application may be made of all the border units previously suggested.

It is quite wonderful to observe the readiness with whicli this simple blot work lends itself to the production of flower forms. The leaves and blossoms made in this manner are more or less conventionalized, to be sure, but, for that reason, all the better adapted to our purpose of decoration. The five designs. Figures XVI, XVII,

XVIII, XIX, and XX, show a few of the many

Figure XV. delightful possibilities along tliis line. These plant-like forms may be used in the covering of f. f f f Jf-

MUUtt surfaces as well as in the making of borders

The manner in which all this work may be applied in the decoration of objects made by children in the kindergarten is quite obvious to any wide-awake teacher. The walls and floor

ScRAPBooK Cover.

of the doll house or the playhouse furnish an ever ready fleld for the working out of such problems as occur in this kind of decorative design, as do also some of the articles of paper or

Calendar.

pasteboard furniture, with which such habitations are usually supplied. As Christmas draws near, kindergartners begin casting about in their minds for some occupation that shall enable each child to present his parents with a specimen of his own work, which shall not, in the construction, be too great a strain on his powers, and which shall still possess some artistic merit.

Blotter.

Envelope Sachet.

The child's ability to do blot work readily may prove a most valuable attainment at this juncture for scrap-book covers, calendars, note-books, sachets, blotters, picture frames, window transparencies, shaving pads, magazine covers, candy baskets and boxes, handkerchief cases, and a variety of other objects made from paper, lend themselves to this kind of decoration. The designs hei'e shown are suggestive of a few of these Christmas possibilities. These and similar forms may be done in the Christmas cok)i"s, or in

Notebook.

black and white, and embellished with holly ribbons, or the decorations may be made in a variety of artistic tones on white or colored backgrounds, as the taste of the child guided by the kindergartner may dictate.

The creative as well as the artistic possibilities of this occupation are great, and if the blot work is used to any extent, the child constantly gains in control. So we might truly say that, aside from the actual sequence on paper, there is the development of a sequence far more valuable in the child's control of mind and muscle.

Ill

Spot, Dot, and Line Work

COLORED crayons, crayola, or colored pencils are used in nearly all kindergartens, at the present time, for making outline pictures in free illustrative work, and for filling in outlines already prepared for the children. Delightful and valuable as much of this work is, it rarely results in anything that can truly be said to lay the foundation for artistic appreciation or for creative expression in the pupils of the kindergarten. The possibilities, however, for genuine training in art education, which lie in these simple tools, are very great, and the kindergartner who fails to grasp the opportunity which these materials present misses much that otherwise would contribute to a developed taste and a trained judgment on the part of the children to whom she ministers.

In using the colored crayons for the production of decorative design, in which the children are given exercises in the placing, spacing, and arranging of forms, let us take three very simple units for our motifs, namely, a dot, a spot, and a short line, either straight or curved. The dot and the line are wholly lackiug in complexity and their manner of construction is so self-evident that we need but to mention them in pass-. ing. The spot, however, is somewhat less obvious and is capable of a greater variety. It may be either oval, elliptical, square, oblong, or triangular in form. The simplest spot, and therefore the one best adapted for kindergarten work, is in the shape of an ellipse. This elliptical spot should always be made by working out from a central point, with a rotary movement of the pencil or crayon.

The designing should proceed by slow stages, each form being experimented with separately, before a combination of the three elements is finally essayed. Before expecting intelligent work from the pupils, much opportunity should have been given for the grouping of concrete objects, such as blocks, sticks, tablets, stones, shells, seeds, etc. The children should feel the need for decorative effects and should express the desire for something to beautify the small objects they are able to produce before taking up this kind of hand work. Decorative designing will then hold a vital meaning for them, having come into their lives in an entirely natural and unforced manner. In the beginning it would be best to limit the children to the use of one color, but, as they advance in skill and appreciation, all the colors may be placed before them and they may be allowed to choose and to combine freely according to their own taste and judgment.

Let us suppose that the children are experi-

FlGUUE I.

menting with the short straight line. The simplest beginnings in decorative effects will be produced by a repetition of this unit, in different positions, in such a manner that borders are formed, composed of vertical, horizontal, and slanting lines (Figure I).

A step in advance of these first beginnings will result in borders made by the alternation of

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Figure II.

the short line in different positions, as shown in Figure II.

Then will come patterns made by the repetition and alternation of groups of short lines (Figure III).

Repeating the short line in different positions around a centre will give entirely new units of design. A few illustrations resulting from this manner of procedure are shown in Figure IV.

The next step, if this work is developed logically, will result in designs composed of lines of varying length, as illustrated in Figure V.

After the pupils have had a little practice in

Figure III.

the making of units composed of short straight lines, they may be encouraged to apply such units to the production of all-over decorative effects, as well as to the making of simple border patterns. The children will soon discover that surfaces may be beautified in various ways ; that they may be treated with a central radial and a corner design, or with a border entirely surrounding a central medallion, or with an all-

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FiGUEE IV.

over effect, produced by repeating the unit at regular intervals over the entire field.

The elliptical spot may be treated in exactly the same manner as the short line. First, designs may be formed b}^ repeating the spot in different positions along a line, then by grouping the spot, and finally b}^ repeating it around a centre. The new units formed by the repetition around a central point may in turn be repeated along a line and over a surface in the same way as that suggested in connection with

Figure V.

the use of the line. Large and small spots may also be used together in the same design, thus giving added variet}' to the decorative effects possible.

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FiGUKE VI.

Before encouraging the children to attempt the use of the three forms — the spot, dot, and s

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Figure VIL

line — in one and the same pattern, it might be desirable to allow them to experiment with com-

Figure VIII. binations of the line and the spot. A few illustrations of possible results of such experimentation follow.

Taking for granted that the children of the kindergarten have now had some practice in the combination of colors and in the formation of decorative units by the conjunction of the spot

Figure IX.

and line, let us see what the possibilities are for the adornment of some specific articles which they may make, using, for this purpose, the three forms, the spot, dot, and line.

A portfolio for holding flat work is easily made and readily lends itself to this kind of design. Figure VII suggests a possible treatment for such an article.

Figure VIII shows how the spot, dot, and line

Figure X.

decoration might be applied to a small folding screen made by the children.

('andy boxes, folded from squares and triangles, may be decorated as shown in Figure IX.

Figure X is suggestive for the beautifying of a dainty book-mai-k.

Figure XI.

Figure XI shows how a match strike might be treated.

Figure XII suggests a possible design for a scrap basket.

V

Figure XII.

A pretty decorated pin-case cover and a good suggestion for a pen-wiper top are shown in Figure XIIL

Figure XIIL

A magazine cover might be treated effectively as shown in Figure XIV.

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Figure XIV.

Figure XV shows what might be done with a blotter top.

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Figure XV.

In Figure XVI are shown possibilities for effectively decorating picture frames.

A few units that might be applied to wall coverings, for the beautifying of doll houses or playhouses, are to be seen in Figure XVII.

The materials necessary for this fascinating work are few and inexpensive. The articles to

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Figure XVI.

be decorated may be constructed from cover paper, which comes in neai"ly all tones of all colors, or they may be folded or cut from common manila drawing paper, or from white or tinted water-color paper. Any good wax crayons or crayola will be found fairly satisfactory for the making of the decorations. The writer prefers the Munsell crayons, because by far the most artistic effects can be produced with

Figure XVII.

them, as the}^ consist of measured and balanced colors, which may all be used in one and the same design without discordant results. Crayola A, No. 8, manufactured by Binny and Smith Co., is cheap and desirable if the Munsell crayon is not to be had. An art rubber is almost indispensable, although the children should be encouraged to make their designs so carefully that an eraser comes to be regarded by them as an article only for emergencies.

The value of this kind of work for the little child can scarcely be overestiuiated. First and foremost, he is supremely happy while doing it. This fact alone, aside from any other consideration, makes it well worth while. But besides adding to his happiness, it is contributing to his development in many other ways. While occupied in making decorations composed of the spot, dot, and line, he is gaining some manual dexterity and acquiring an appreciation for order and regularity and neat and careful workmanship. His sense of rhythm is developing and his creative impulse is being fostered. In the selecting, spacing, and placing of his units of design, in the relation of one unit to another and of all the units to the field which they are to occupy, and in the choice and combination of colors, the judgment of the child is constantly called into play, and this exercise of individual judgment is regarded, by the highest authorities, as the groundwork of all true artistic expression.