to a complex form , and learning to organize their workspaces and handle materials methodically . Perhaps , above all , they have learned that if the price of authenticity is thoughtful preparation and adherence to a method , it is one that is well worth paying .
The kindergarten weaving project offers young textile artists the opportunity to experience one of humanity ’ s greatest inventions , woven fabric , using simple wooden-framed looms and a variety of yarns . With a few simple guidelines regarding what yarns work best where , children are left to make their own design choices . Palette , texture , pattern — all are left to playful young minds that quickly spin yarns of their own . Here it is important to note that choice , and the necessity of making decisions within a process are
when he encounters a Cartesian plane , a musical beat , or a binary statement . Above all , weaving is “ real ” in a way that children care about and recognize when it comes their way in the classroom . A loom presents the possibility of making something born of the imagination that has real substance to it .
Play , choice , application of method : This is the pattern of engagement that evolves from all of these efforts . However , there is one more key component . In all that we do in the art studio , we encourage reflection . The child is asked to step back and examine the work to consider his options before proceeding and to involve others in the process . Thus , at the moment of reflection , along with the two creative forces currently in balance — imagination
“ At Saint David ’ s , we carefully balance the heat and excitement of invention with the cooling and steadying effect of focused , methodical preparation and execution .”
critical experiences in early childhood , from which children learn how to plan , focus their attention , and juggle multiple tasks .
In order to make their ideas manifest in their weaving , students must work diligently and carefully at a skill that epitomizes the ways in which the human brain and hand have made the world as we know it . As with cutting with scissors , hand weaving stimulates the forebrain by requiring fine motor adjustment while following a mental pattern . It requires scanning in two dimensions , which prepares the young brain for reading , writing , and math , and it requires one to use two hands at once while engaging in constant planning and evaluation — the essence of forebrain activity . The benefits play out over time as the binary in-out logic of a loom ’ s weft and warp quietly echo in the growing child ’ s mind and method — comes a third : social engagement . Through conversations in which the child discusses his ideas and decisions with others , including teachers and other students , the work connects the child to his community and his world , reminding us that just as play and creativity are a joyful response to the world , they are , no less , a joyful call . •
Rachel da Silva teaches Lower and Upper School Art at Saint David ’ s School .
10 • Saint David ’ s Magazine