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Module 10 Asima

The document discusses the significance of handwork in Waldorf education. It explains that handwork helps children develop creativity, imagination, and practical life skills. It awakens logical thinking. Handwork engages the whole child and transforms will into beauty. It lifts motor skills and makes insignificant activities into virtues. The document also discusses different handwork items like soft toys, wood carving, and crafts. It explains how handwork benefits child development by ordering materials and imprinting the maker. The response includes 10 examples of handwork items like ring chains, bookmarks, and puppets.

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31 views

Module 10 Asima

The document discusses the significance of handwork in Waldorf education. It explains that handwork helps children develop creativity, imagination, and practical life skills. It awakens logical thinking. Handwork engages the whole child and transforms will into beauty. It lifts motor skills and makes insignificant activities into virtues. The document also discusses different handwork items like soft toys, wood carving, and crafts. It explains how handwork benefits child development by ordering materials and imprinting the maker. The response includes 10 examples of handwork items like ring chains, bookmarks, and puppets.

Uploaded by

asimamumtaz2017
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Asima mumtaz / Roll no 19228

PMC
Assignment
Module 10
Culture 3 (HANDWORK)

Asima mumtaz
Roll no 19228
Asima mumtaz / Roll no 19228

QUESTION # 1:
Write a note on significance of handwork.
ANSWER:
Significance of handwork:
Handwork and crafts are to have a specific task with in
the context of the curriculum, namely to awaken creative powers
which would find fruitful and useful application in as many ways
as possible in later life and work. The practicing of handwork is
not meant to provide just a pleasant past time but to specifically
help the young child to develop a healthy imagination and
harmonies his unfolding will and feeling life. For the older child,
the teenager, the enhancement of these soul faculties will form
the basis for an active thinking life and possibility to form sound
judgment. Again and again Rudolf Steiner points out that such
adult qualities for instance, sound judgment, to have balanced
thinking depends far more on whether a child was taught to use
his hands, his fingers in a right and practical way. This leads to
the exercising of logical thinking in later life. The reason for this is
based on one of the fundamental precepts of true teaching,
namely that when we engage the child in physical, practical
activity, such as handwork or 'raft work, we are working on the
(soul spirit nature) of that child
The three phases of development
from play in which the child experiences the world is Good
(up to the age of 7),
through the experience of beauty
(the school child from 7 to 14)
to the attainment of truth
(the adolescent year).
It help the child transform what was play into the basis for his / her
motivation in the realm of work. This Golden path in education
forms the guideline in handwork as well. The younger child learns
by play to fashion simple toys, developing what he or she makes
Asima mumtaz / Roll no 19228

out of stories. The handwork teacher then gradually leads the


child to the awareness of colour and form in order to create
artistic forms and to have a sense for what is beautiful. Later with
the older child and the teenager, the sense for what is practical is
awakened and developed out of the artistic way of working by
learning to respond to the materials, by the development of
manual skills. However, I believe due to changing circumstances
of today, we could benefit from a rethink and adaptation into our
present time. Renewing The Craft Curriculum in view of the
increasing occurrence of many basic learning and behavioural
problems presented by children throughout the school, are we not
challenged to provide an education more consciously focused on
the “experiential”. An education that is artistic, practical and
intellectually stimulating. Perhaps too much of our education is
directed at the Thinking Man and rarely descends to creatively
satisfy the Will Man. The renewed Craft Curriculum is an attempt
to lead the child/pupil on a path of education that ascends from
below upwards. It is essentially a path that offers an education of
the Will. Handcraft includes clay, wood, paper, leather etc. and is
mainly taught to children from 15years onwards. Craft is a specific
type of work and only applies in Waldorf schools where pupils
have already achieved a general knowledge and range of skills in
the use of different materials and tools, which they now apply to a
specific craft, such as weaving. Handwork Children are first
introduced to handwork by way of soft natural materials. Here, in
response to the subtle direction of the teacher, the child creates
out of his or her feelings, whilst being shown and guided how to
care for the materials and the simple tools used. The sensitive
use of colour plays an important part in the child’s enjoyment of
the handwork lessons helping the child forma meaningful,
personal relationship to colour can also serve to bring that child’s
feeling nature into harmony. This in turn can work beneficially on
the breathing and blood circulation of the child. Hand Craft Later
in handcraft, using harder materials, for instance various types of
wood, stronger forces of will are needed. The limbs and the whole
Asima mumtaz / Roll no 19228

body are engaged in this activity. There is a difference in the


experience of making soft toys, a stuffed animal, for instance, to
that of an animal carved out of wood. In the first instance, soft
material, flat pieces of material, receive their nature from inside. In
the case of carving an animal out of wood the hard material
receive sits nature from outside. To sum up, it could be stated that
while all handwork engages the whole human being, it is
essentially in the following ways that handwork affects a growing
child:
 It lifts motor activity to the realm of skill.
 It transforms will power into beauty of form.
 It changes what would otherwise be an insignificant
activity into a virtue.
Only when the pupil, the crafts person responds sensitively to the
nature of his or her materials and the correct use of his or her
tools, is motor activity raised to the realm of skill. Only in working
artistically with design, colour and from is will power transformed
into beautiful form. And only when these two aspects are
combined in work that also allows the person to have a sense of
fulfillment, a sense of true purpose in his or her work, can what
might otherwise be an insignificant act be raised to the status of a
virtue. These then could perhaps be called the Three
Transforming Powers of handwork, powers that are essential for
the unfolding of true human development.
HAND W ORK AND CRAFT CIRICULUM W HY ?
Education aims to serve the needs of the whole human beings
Head, Heart and Hands are brought into a particular relationship
with each other in the practice of handwork and crafts. In these
lessons, pupils have the opportunity to (tangibly grasp) the world
and give expression to their latent creativity. Handwork and craft
activities not only serve to educate the pupils in the nature and
processes involved with the different materials, the use of tools
and equipment, etc., but there is also inherent the therapeutic
aspect from which the pupils benefit. For it is in the very nature of
handwork/crafts to Bring order and to Bestow order. To bring
Asima mumtaz / Roll no 19228

order to the materials used and to bestow order upon the maker.
In the practice of ceramics, for instance, a potter not only leaves
his imprint, his thumb print on the clay, but is also inwardly
impressed by the creative process at work. By “impressed”, is
meant the formative element working to’ Ground and give Shape
to then ewly released Astral Body, particularly so in the
young person. In addition to the educational and formative benefit
that crafts can offer there is the definite element of manual skills
training and, for the older students, a useful introduction to an
experience of real work. Apart from these benefits, the
involvement in craft work offers the pupil the challenge to learn to
work from the conceptual through to the material. In this process
the pupil will be guided to experience and become conscious of
exercising, at the hand of the work place, very human attributes,
both on an emotional and intellectual level.

___________________________________

QUESTION # 2:
Creatively make 10 handwork items discussed in the
module and send.
ANSWER:
1. Ring chain
2. Bookmark
3. Japanese lantern
4. Paper animals
5. Paper hat
6. Paper swan
7. Plain weaving
8. Seed collage
9. Paper Mosaic
10. Wood spoon puppet and finger puppet
Asima mumtaz / Roll no 19228

1.Ring chain

2. Bookmark
Asima mumtaz / Roll no 19228

3. Japanese lantern
Asima mumtaz / Roll no 19228

4. Paper animals

5. Paper hat
Asima mumtaz / Roll no 19228

6. Paper swan

7. Plain weaving
Asima mumtaz / Roll no 19228

8. Seed collage

9. Paper Mosaic
Asima mumtaz / Roll no 19228

10. Wood spoon puppet and finger puppet

__________________________

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