Kits & Caboodle.

In 1975 Dr. Gilbert Clark wrote an article titled "Kits and Caboodles: Alternative Learning Materials for Education in the Arts." In that article he said, "The visual arts are specifically manifested as iconic imagery, and understanding the visual arts must begin from empathic and educated viewing of art objects."

Materials being packaged for educational use at that time, however, were emphasizing verbal rather than visual means of developing learning. In response to this discovery kits and caboodle were developed. As motivational, enrichment, and independent inquiry materials, kits and caboodles were designed to help individual students learn through the use of visual images and related materials.

Kit

A kit is a packaged collection of related materials designed to teach the user a predetermined content specific to the arts in conceptual, historical, critical, or aesthetic dimensions.

Caboodle

A caboodle is a variation of a kit. A caboodle is a packaged collection of related materials designed to provide the user experiences with content specific to the arts in conceptual, historical, critical, or aesthetic dimensions.

Teacher Preparation

Recently, graduate students at the University of South Carolina re-examined the idea of kits and caboodles. Preservice art teachers chose an art concept or theme, collected materials, designed a container for the materials, and some developed guiding questions and/or a list of suggested activities pertaining to their kit or caboodle. Because the assignment was part of an intensive summer course, students also included a "wish" list of possible additions they envisioned including in the future.

After reading Dr. Clark's 1975 article, students used his definition of a kit and a caboodle and his guidelines for creating them. The definitions are as follows.

Guidelines

The following are generalized guidelines for creating kits designed for special instruction, and caboodle designed for learning experiences.

1. Art is the subject matter.

2. Art concepts are found in art criticism, art history, artists' writings, and in the defining characteristics of artists' works.

3. Only one concept is the proper content for one kit.

4. The form of a kit should be consistent with its content.

5. Visual materials should be used to present visual concepts.

6. Minimize the verbal content as much as possible.

7. Verbal materials should be used to present basically verbal concepts, (e.g. surrealism, Dada, art manifestos, art criticism, and so on.)

8. Kits should be created for individual use by students.

9. Materials for art production lessons are inappropriate because trying to create materials to fill classroom needs is most important.

10. Kits should contain "touchables."

Clark states that the possible conceptual content is limited only by the knowledge and imagination of the designers.

After discussing Dr. Clark's article, students in the summer graduate class had only a few weeks to create their kit or caboodle.

Thoughts on the Project

The graduate students believed the hands-on materials for self-discovery were important. All the students said they planned on adding to their kits or caboodle, and more importantly, they all planned on making more kits and/or caboodle.

The materials they created were motivational, enriching, and independent inquiry materials that would indeed help individual students learn through the use of visual images and related materials.

References

Clark, G. "Kits and Caboodles: Alternative Learning Materials for Education in the Arts." Art Education, Sept., 1975, 27-30.

RELATED ARTICLE: 25 Years Later

A Fiber Art Caboodle

A third student made a material-covered treasure kit labeled "Fiber in Art." Included in the chest were various textured cloth, weavings, reproductions of cloth artworks from various countries, magazines, books, and articles, some bound by ribbon. A few questions Bridgette asked were: "We can find different fabrics in our homes. Do any of these photographs remind you of how fabrics are used in your home?" and "If you were a photographer and you had to choose which fabrics to photograph in black and white, what factors would you consider in choosing color, texture, or pattern?"

Evaluation

We asked students to list the criteria they felt should be used to evaluate the success of the activity. The following is a partial list of criteria to be used to evaluate their products.

1. The concept or theme.

2. The quality of the information.

3. The packaging is appealing so that students will want to see what is inside.

4. Materials included are varied and durable. Bridges or connections can be made between materials, and yet provide a variety of possibilities for use.

5. Art making materials are included so students can make art if inspired to do so.

6. Students should want to return to the kits and caboodle for more exploration.

African Artifacts Caboodle

A student who had recently returned from teaching in Africa housed artifacts he had collected while in Kenya in his caboodle box. The class questioned him as to whether he would actually allow students to handle the artifacts. He stated that was why he purchased them. He included maps and books, but no suggested activities or questions. He stated that he wanted the students to be inspired by the objects themselves and to ask their own questions.

One kit consisted of a collection of maps and photographs of people form around the world. The instructions were written on three index cards: "Divide these pictures into categories. Look at the maps. Match the pictures to map locations, and pick a picture that you would like to draw."

Pablo Picasso Kit

One kit focused on Pablo Picasso's work and life, and other artists working during his lifetime. No questions or directions were included.

Shari S. Stoddard is an assistant professor at Ball State University in Munci, Indiana.