It's percolating in my head. I was a Vocational teacher with a carpentry approval for twenty three years. The problem is I had to invent so many techniques with proprietary jigs and layout that it might be difficult for many to grasp. As a teacher we had to break down any new competency into relatable and digestible tasks to be practiced and learned. We did it all the time. I haven't figured out a teaching-learning plan yet. For example I ended up using a parametric cad program to help anticipate the outcome of dissecting a large diameter turning into a smaller diameter form. Because I had this program available to use doesn't mean it it's the only way to solve this problem. I haven't figured out a simpler method of doing the same thing yet. The solution needs to be available to the average turner. I have ideas but they haven't passed the proof of concept test yet. That's just one of many examples. Teaching this has always been on my mind while developing this technique. Every time I created a doable solution to the problem at hand I would think "That isn't going to be easy to teach!
Russ the pieces are cut from the larger turning geometrically correct for assembling into the final piece. They only need cleanup to fit together.
Astute observation Tim! One of the surprising realizations for me on this journey was that because the grain spacing on this red oak is close enough and even though there is about a 1.5" to 2.25" space between each section removed from the larger turning the grain still tends to appear matched on all the corners. Some better than others but not enough to degrade the aesthetics of the overall piece.
That’s me! Looking forward to more. Brilliant work.
