教孩子缝纫还重要吗?

  • 2019-01-25
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我10岁的时候,有机会在某个夏日去参加一个现场直播的历史节目,我满怀兴奋地期待着。但是当时却面临一个问题,我长大了,过去的衣服都不再适合,没有什么合适的穿着可以去参加这样的活动。

我妈妈看到这种情况,拿出她的缝纫机,决定是时候让我学习如何使用它了。

在挑选了一个图案和材料之后,她带我回家,教我她自己在初中时学过的缝纫的一些细节:如何固定图案,如何疏缝,如何倒缝等等。

目前我仍保留着那件衣服。 偶尔我需要把它找出来让另一个小女孩穿。 每当我这样做时,收件人都会忽略一个袖子上略微弯曲的皱褶,并惊叹道,“这是你做的吗? 10岁?!“

毫无疑问,这种奇迹源于这样一个事实:任何年龄段的缝纫,几乎已经从文化中消失了。

但这种消失并不意味着没有兴趣。相反,孩子们仍然对学习缝纫很感兴趣。最近在佛罗里达州某个集市上的美国缝纫协会展台上可以看到这一点:

缝纫机排列在展台的桌子上,使多个孩子可以试着着手缝纫,并把他们最新的作品带回家。

萨拉索塔/海湾沿岸分会主席保莱特·布拉加说:“去年,这个展台帮助400名儿童操作缝纫机。到目前为止,今年已经有超过270名儿童路过。”她说,“停下来的人很好奇。”

 “他们非常着迷于拿着两块材料,然后缝在一起。” 布拉加说,“他们喜欢创造一些东西。他们为自己的所作所为感到骄傲。”

但是,如果像他们这样的孩子如此迷恋缝纫自己的作品,那为什么不多做呢?布拉加解释了她的理论:

“我认为这种脱节来自学校。”布拉加说,学校里不再有学习生活相关的课程及活动,她和女儿们曾在学校里学会了缝纫、平衡支票簿和做饭等。“如今父母双方都在工作,所以很难找到时间。”

许多人可能会说,在我们今天生活的高度现代化的社会里,缝纫之类的手工艺品确实不需要在学校里教授,尤其是因为人们可以随时去商店买一件衣服,这仅仅需要花上少量的钱。

但是,把缝纫的经济性放在一边,考虑一下手工艺教学可以给今天的孩子们带来的其他好处。缝纫的精确性提高了手眼协调能力。当一个缝纫项目的材料短缺或操作失误导致针卡住了机器时,孩子们需要思考如何解决问题。为了把这个事情做完,需要有毅力。任何一个曾经尝试过某种体力劳动的人都知道,坐在办公桌前解决家庭作业的问题往往比平时需要更多的脑力和批判性思维。

是时候意识到参与手工制作活动带给孩子们的重要价值了吧?并且,在全国的学校开展这些活动,难道没有可能重新激发创造性,启迪思想,促进更大的学习各种活动的激情吗?


原文如下


When I was 10 years old, the opportunity to attend a living history program one summer day left me in a tizzy of anticipation. There was only one problem. I had outgrown all of my historically accurate costumes and had nothing to wear to the event.


My mom assessed the situation, pulled out her sewing machine, and decided it was time for me to learn how to use it.


After picking out a pattern and material, she took me home and taught me the ins and outs of sewing which she herself had learned in junior high: how to pin on a pattern, how to baste, how to backstitch, and so on.


I still have that dress. Occasionally the need arises for me to pull it out for another little girl to wear. Whenever I do, the recipients kindly overlook the slightly crooked ruffle on one sleeve and marvel, “You made that? At age 10?!” 


Such marveling undoubtedly stems from the fact that sewing of any kind, done by any age, has pretty much disappeared from the culture.


But such a disappearance does not mean that there isn’t an interest. On the contrary, young children are still fascinated with learning to sew, as evidenced recently recently at the American Sewing Guild booth at a Florida County Fair:


“Sewing machines line the booth’s tables, enabling multiple children to try their hand at sewing and take home their newest creations.


Last year, the booth helped 400 children operate a sewing machine, said Sarasota/Gulf Coast chapter president Paulette Braga. So far this year, more than 270 children have stopped by. She said those who stop are inquisitive.


“’They’re pretty fascinated by the taking two pieces of material and they stick together,’ Braga said. ‘They love to create something. ... They’re very proud of what they do.’”


But if children like these are so enamored with sewing their own creations, then why don’t more do it? Braga explains her theory:


“‘I think the disconnection comes from schools. They don’t have life-learning events in schools anymore,’ Braga said noting that she and her daughters learned to sew, balance a checkbook and cook while in school. ‘With both parents working today, it’s so difficult to find time (to teach).’”


Many might say that in the heavily modernized society we live in today, crafts such as sewing really are unnecessary to teach in schools, particularly since one can go to the store and slap down a few bucks for a piece of clothing.


But putting the economics of sewing aside for a moment, consider the other benefits that handicraft instruction can offer today’s kids. The precision work of sewing enhances eye-hand coordination skills. Problem-solving often comes into play when a project is short on material or a few wrong stitches have jammed the machine. Perseverance is often needed in order to see the project through to the end. And anyone who has ever tried their hand at some type of manual labor knows that it often takes more mental energy and critical thinking than is sometimes required from sitting at a desk working on homework problems.


Is it time we recognized the value handicrafts offer to children? Furthermore, is it possible that their reinstatement in the nation’s schools would rekindle creativity, inspire thought, and provoke greater enthusiasm for learning of all kinds?




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