Where do ideas come from?
While A-frames were a popular building style in the 1960s and 70s, most children aren’t familiar with them.
And yet SN built one.
Where did she get the idea?
She says: “I just used my imagination. It was a little bit easy to build cause you could grab the two squares and put them together and then make a box around it.”
In her reflection, she captures the ease of building that made A-frames so popular 40 years ago.
When I was at Bennington College in the late 90s, the college had recently undergone a process known as Symposium. This re-thinking of college life had seen the elimination of Art History as a discipline and the re-evaluation of the reasons for teaching the history of art. In my own dance classes, Dance History was taught as a required, but not-for-credit, section of a dancer’s course work. The rationale we were given at the time was that we were there to make dance history, not to read about it.
What interested me as I moved out into the world was the ways that we, knowingly or not, make and re-make the histories of whatever discipline we are working in. Often what children make, whether they are building or dancing, reflects the history of the form. As in the development of concert dance, children will often make narrative dance/dramas before they are ready to venture into abstraction and post-modern chance dances of pure movement. We are seeing the same kinds of explorations in our Architecture inquiry, as children are drawn first towards the forms that they are familiar with (square and rectangular boxes, with flat and pitched roofs, then towards forms that are different but easy to build and next… who knows?
We can’t wait to find out.