| WOODWORKING WITH KIDS (for woodworkers)
| |
| | how to use a saw. This was a step in the
|
| The excitement and interest of my own
| |
| | right direction and gave kids enough
|
| kids about using tools, about building,
| |
| | background to begin using tools without
|
| and about woodworking taught me how
| |
| | getting hurt. I became intrigued by the
|
| competent kids could be and inspired me
| |
| | details of how to use tools at a
|
| to do volunteer woodworking at my sons'
| |
| | beginning level. Over time, I refined
|
| school. My plan was for the children to
| |
| | this introductory demonstration and
|
| arrive with an idea of something to build
| |
| | developed short lessons for each tool.
|
| and I would help them build it. From
| |
| | I was also expecting children who had
|
| woodworking with my own kids I knew
| |
| | never picked up a tool to be able to
|
| enough to collect a workbench, kid-sized
| |
| | figure out what they wanted to make when
|
| tools, and some scrap wood.
| |
| | the whole idea of making something was
|
| Not suprisingly it was a bit more
| |
| | foreign. I decided to take a boat and a
|
| complicated. Six kids arrived. Two had
| |
| | candle holder my son had built to the
|
| some idea about what to build and I was
| |
| | second class to see if this would help
|
| able to help them get started, even
| |
| | the children visualize a project. When I
|
| though I had to demonstrate a tool or
| |
| | showed the boat and candle holder, the
|
| help with a design problem. Some didn't
| |
| | kids reacted with excitement and
|
| know where to begin and I didn't know how
| |
| | enthusiasm. Everyone wanted to build
|
| to get them started. I tried to create,
| |
| | both a boat and a candleholder. The class
|
| with words, an image of a project that
| |
| | was still hectic, but it was amazing to
|
| would capture their interest. I asked,
| |
| | me that a few tool lessons and a couple
|
| "Would you like to build a boat, (candle
| |
| | of projects could change the class tone
|
| holder, key ring)?" The answer came back
| |
| | from hectic and lost to interested and
|
| something like, "maybe" or "let me think
| |
| | excited. Everyone went home with a
|
| about it." Other kids had an idea about
| |
| | project. The kids' enthusiasm was
|
| what to build but no clue how to begin,
| |
| | contagious and I went home and thought up
|
| so I had to figure out construction
| |
| | more projects.
|
| details off the top of my head and
| |
| | I had so much fun I approached the local
|
| communicate those details to the child in
| |
| | Park Department with the idea of a summer
|
| a way they could understand. No one got
| |
| | shop class for children. Even though I
|
| hurt. I didn't get mad or upset and make
| |
| | didn't have much teaching experience,
|
| anyone hate woodworking, but the class
| |
| | they were enthusiastic. I, however, was
|
| was confusing for the kids and hectic for
| |
| | more than a little unsure about how
|
| me. And not much was built. I went home
| |
| | things would go. Could I duplicate the
|
| to evaluate.
| |
| | playful atmosphere that prevailed at home
|
| I had expected too much. Perhaps I made
| |
| | with my own boys? Would other kids
|
| unconscious and unfair comparisons with
| |
| | respond? Could I keep them from hurting
|
| my own children who had been around tools
| |
| | themselves? Would they be interested in
|
| since birth. I had assumed kids could use
| |
| | the projects I had created?
|
| a vice. They couldn't. I assumed they
| |
| | I need not have worried. That first year,
|
| knew enough to keep their fingers away
| |
| | half of the projects I developed were too
|
| from the saw teeth. They didn't. Later I
| |
| | complicated, but the other half worked
|
| asked and none of the kids had ever used
| |
| | surprisingly well. Other children
|
| any tools before. How could they be
| |
| | responded much like my own. They
|
| expected to know what to do?
| |
| | appreciated real tools and engaging
|
| I needed to review the way I used tools
| |
| | projects. They worked hard to be safe.
|
| to see if I could break down actions that
| |
| | The kids got a taste of the magic of
|
| I did automatically into steps kids could
| |
| | building and I got a taste of the magic
|
| understand. I started with a safety
| |
| | of kids. It was the most meaningful, fun,
|
| demonstration: how to carry the saw, how
| |
| | and interesting woodworking I'd ever
|
| to put a piece of wood in the vice, and
| |
| | done.
|
