Took a pen turning class at Woodcraft, then made a bunch of pens. Read some pen making books and then began trying all sorts of various models. Then took a bowl turning class, yep, at Woodcraft, and began turning bowls, then tops, then Kaleidoscopes. Then took a pepper mill class, this time at Highland Hardware. Turned many pepper mills, and then I was off to turn whatever pleased me, or saw in books. Learning the good basic techniques in a hands-on class with an instructor or tutor seems to me the only way to begin on the lathe. And just importantly was learning just how to use the tools and sharpen them. I learned different techniques in every class.
I had forgotten how I complained when I had to learn to sharpen tools, and change things on the lathe, and season wood (which I still know almost nothing about and need to learn), and temper metal, and build workbenches, and...and...and...
ALL I WANTED FROM THIS
I remember saying petulantly (I am a drama queen)
WAS TO BE A MASTER TURNER!
As usual, skills rest on subsets of skills.
I also agree with the two posts that you do some and learn some, and that every turner has his/her own style. We are thinking about this get-together in May, and have just decided that all we can do is show what we (mainly Alan) know(s) how to do. This is not ALL turning, nor even RIGHT turning, whatever that is. It is OUR turning. So it will be really enjoyable, because if we are just bringing what we know (plus some exercises, since I have been teaching for 30 years and tend to do that sort of thing) then everyone else who comes is bringing what they know, too.
(Warning! Gets preachy)
As to when a child can learn, mine learned at 8 and was doing captured rings (3 fitting within each other on a single spindle) by early age 9. He worked in green wood, mainly because there was a lot of it around and so he could piddle and "waste" all he wished.
He hasn't done it in a while, mainly because of workshop issues, and I am going to set up three lathes on my side of the new workshop so that he can be on one whenever he wishes (I like to have one for all the time and another for experimental projects, such as when we made our own ornamental turning setup, hence 3 if the kid is to have access).
Tricks and moving parts seemed to appeal: captured rings and hidden compartments and such. I think I will look into Victorian magic tricks as a side line of research, as some of those involved turned "tools" for the tricks. Also, Alan knows how to do puzzle balls (the pierced balls within balls) and that would be fun!
(Typical specialized tools for puzzle balls are
here, plus Alan tells me you need a half cup chuck with a removable tapered dowel in the center to get the location, plus the usual hand tools.)
My point is that, IMHO, once they get past the initial rush of turning at all (the vandalism phase) kids don't wanna keep making the equivalent of table legs. As with all teaching, "do not condescend". Commonly, this is done by making the projects too simple and then gushing with praise anyway.
Acquiring skills imparts self-respect, thank goodness, but the skills need to be real, not just asserted.
Kids are skilled creatures by nature: cut that girl loose on the lathe (with supervision, says the momma part of me)!
Okay. I, too, forget how to do stuff after a while of not doing it. I was doing a good run of dowels yesterday (what's a South Bend?!) and then got distracted by doing captured rings. Whatever I end up doing, I need to spend a day at the lathe today before sashaying myself into a wood working show tomorrow!