Paper-Folding: A Craft Beyond Arts Literature Review Samples

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Known for its instructions helpful for the maker’s cognitive skills development, paper-folding art has become the most convenient and famous activity among children not only in Japan for its Origami, but also in other Asian countries and in the West.
According to psychological researches, spatial abilities have a strong relationship to the development of a child’s reading skills and academic performance, most especially in Science, Technology, Engineering, and Mathematics (STEM Disciplines). This ability can be widen through instructional activities like paper-folding, as thinking during spatial activities require our ‘mind’s eye’ to picture the shapes and images of the material. During paper folding, mental rotation is frequently evaluated with the shapes and mirror reflections (Forbus and Lovett 2015). The sequential approach of the instructions would be helpful to the psychological reinforcement of “punishment versus reward” whereby the child would feel proud of his ‘achievement’ after finishing the artwork.
Moreover, according to Dewar (2012), the sense of engagement in paper-folding activities is higher than most of the classroom activities because it mentally challenges the maker and it incites curiosity through the shapes they are able to make step-by-step. Adherence is very important during a child’s learning process, thus making paper-folding an effective and efficient way to make a child learn and re-learn a specific set of instructions while they create something crafty.
Statistics show that children who engage to paper-folding activities identify this to Mathematics through the irregular shapes, angles, and 3-dimensional figures they encounter in the process; this does not only introduce them to one of the hardest discipline, rather giving a lighter and a more fun side to learning mathematics (Brady 2008)
Origami or the Japanese paper-folding art is the most famous in this category. This art form facilitates skills development of children, both cognitive and motor. The reason behind this is simple: while doing the origami, the child uses both his physical and mental ability. During Origami, the maker uses his mental ability by carefully scrutinizing and understanding the step-by-step instructions for him to be able to come up with a specific shape – say, a swan or a butterfly. Meanwhile, he uses his physical ability through his fingers and hand to produce the desired result out of the paper material (Rich 2015). Through this holistic activity, the child is able to develop the necessary skills he will need in the future while learning and having fun!
In a research by Shalev (1997-2015), it has been proven that origami is therapeutic because of the continuous reaction between the action being done and the though process. Most people who battle depression are advised to join groups that create origami. Children, on the other hand, are encouraged to learn origami for the purpose of development and at the same time for enjoyment and interaction. Children who engage to artistic activities are most likely to be more creative in thought and actions compared to the general public.
Origami also has a link to the brain hemispheres and their developments because of its nature as a schematic learning through the repeated actions being done in the process. They are also being trained to be more accurate and neat in finishing tasks given to them.
Aside from being a path for motor and cognitive development, origami is also a way of learning. Origami is an educational tool for children when it comes to language, arts, and culture. More often than not, English is the medium used to instruct students in paper-folding; through this, the maker learns to understand the language on a scientific level, which is beyond the conversant English language they may have known even before engaging to origami. The sequential approach of the instructions compels the maker to understand fully what is being asked to be done in order to achieve his desired outcome. Missing one step would most likely result to a different shape or, worst, nothing at all. Hence, the ability to understand sequencing is learned (Shalev 1997-2015)
Learning arts is a very basic element of origami. An art, in as much as artists see it, is a very critical human perspective. It is true that not all are born to be ‘artsy-craftsy’, but through Origami, chances for children to be engaged to arts and crafts are way higher! This produced creativity is not only limited to folding paper and making shapes – in the long run, this art endeavour becomes more critical and more promising as it adheres not only to creative human processes but most importantly, to the creativity of the imagination.
Origami is a learning of the Japanese culture. A child with a multicultural environment, according to research, is most likely to develop a social skill that is beyond borders. Social skill is commonly associated to being an extrovert; however, the importance of social skill is critical when it comes to keeping an open-mind during decision making, and when it comes to adapting to situations.
Moreover, cross-cultural learning is an effective way to keep the child abreast with information regarding the world. For example, origami: children would think that this art form is simply folding a piece of art paper to create shapes for their class, but with the understanding that origami is a highly-respected and traditional art form in a certain country, children will see things in a different light (Taro's Origami Studio 2015). Aside from Japan, China and other oriental countries also has paper-folding art that is related to their culture.
Self-esteem is also related to origami. As in paper-folding, mistakes may be performed due to the wrong fold done. With this, the maker, if faced with a mistake in folding, may ‘un-fold’ the paper and re-do the process in order to finish the art work. Self- esteem is related to origami through this process of ‘undoing’ a mistake in folding. The maker would later understand that there are mistakes and failures in life that are not permanent, thus can be undone and fixed. This process can later on eliminate frustration in the maker’s mind alongside the commitment to be more careful and diligent in making the art. Once done, the finished model or artwork would then give satisfaction to the maker, more so the feeling of success and esteem.
The benefit of paper-folding is not only limited to an intrapersonal level of satisfaction; furthermore, it has a more social and interpersonal approach that can be of great help to the community.
Origami, for instance, has become known for its community-building characteristic. In ancient times, the Japanese used paper cranes in festivals and ceremonies. These paper cranes are made by the community, thus giving them the opportunity to interact, mingle, and create a sense of group objectivity. This collaborative effort of communities to finish something for a greater purpose (other than for themselves) has proven the contagious power of paper-folding among the makers from the same community.
In a psychological sense, Moslow's Hierarchy of Needs has verily noted that a person who is aware of his belongingness to a certain group feels the responsibility to help or to be a part of an activity his community is engaged to. On the other hand, a person who does not feel any belongingness may seek this from a specific group or community by doing something with them or by participating in the group’s activity. This is true to Origami. A child who might have felt unwanted or isolated would feel more ‘belonged’ with his co-makers of paper cranes; a child who wants to be a part of a circle of friends may find solitude around people whom he shares the same interest with.
Paper-folding on the outside is seen only as an artsy-craftsy way to spend the holidays; but the truth is, paper-folding has a deeper, more critical sense on the personal and social growth, and physical and psychological development of a child. More often than not, the simpler an art form may seem, the greater its impact is to the one making it.

References

Brady, K. (2008). “Using Paper-Folding in the Primary Years to Promote Student Engagent in Mathematical Learning.” Flinders University. Retrieved from http://www.merga.net.au/documents/RP52008.pdf
Dewar, G. (November 2012). “Spatial Intelligence in Children: Why Training Matters.” Parenting Science. Retrieved from
http://www.parentingscience.com/spatial-intelligence.html
Dewar, G. (November 2012). “Improving Spatial Skills in Children and Teens: Evidence based Activities and Tips.” Parenting Science. Retrieved from http://www.parentingscience.com/spatial-skills.html
Forbus, K. & Lovett, A. (2015). “Modeling Spatial Ability in Mental Rotation and Paper Folding.” Qualitative Reasoning Group, Northwestern University, IL USA. Retrieved from http://mindmodeling.org/cogsci2013/papers/0186/paper0186.pdf
International Arts and Artists. (2012). “Folding Paper: The Infinite Possibilities of Origami.” artsandartists.org. Retrieved from http://www.artsandartists.org/exhibitions-foldingpaper.php
Levenson, G. (2015). “The Educational Benefits of Origami.” Informed Democracy. Retrieved from http://www.informeddemocracy.com/sadako/fold/edbens.html
Millar, T. (August 2012). “From Pricey Origami to Folded Fashion Faces.” Trend Hunter Eco. Retrieved from http://www.trendhunter.com/slideshow/paper-art-projects
Rich (2015). “Origami: Improving Children’s Minds One Fold at a Time.” Tofugu,LLC. Retrieved fromhttp://www.tofugu.com/2014/09/02/origami-improving-childrens-minds-one-fold-at-a-time
Shalev, H. (1997-2015). “As the Paper Folds, the Mind Unfolds.” Parent Guide News. Retrieved from http://www.parentguidenews.com/Articles/AsthePaperFoldstheMindUnfolds
Taro’s Origami Sudio. (2015). “Benefits of Origami Folding.” Taro’s Origami Studio. Retrieved from http://www.tarosorigami.com/benefit-of-origami-folding
The Journal of Visualized Experiments. (February 2013). “Origami Meets Chemistry in Scholarly Video-article.” Science Newsline Technology. Retrieved from http://www.sciencenewsline.com/articles/2013021315000050.html