JP3455475B2 - Teaching materials for flower arrangements and teaching materials for flower arrangements - Google Patents

Description

Detailed Description of the Invention

[0001]

The present invention relates is, Ru <br/> relates to a flower arrangement for the teaching tools that can be living beautifully yourself a bouquet or arrangement works of flowers without the help the help of people.

[0002]

2. Description of the Related Art Flower arrangements are said to have originated in Europe, and there are bouquets, arrangements, kosages, etc. as their types, and lovers are expanding in Japan. To make beautiful flower arrangements (especially basic shapes), keep going to the flower school many times,
The mainstream is to study by arranging flowers. The school teaches how to make basic arrangements of flowers, such as round, diamond, and cascade, by using a ruler, measure, etc. and measuring the bottom, height, and sides.

[0003]

However, there are some people who are not interested in flower arrangements even if they are interested in flower arrangements due to restrictions such as no flower school nearby and no time to go to school. Also, when the wedding approached and I wanted to make my own bridal bouquet, there was a problem that I could not easily arrange it. In recent years, bouquets have often been used for weddings, etc., but they were expensive to buy at hotels and florists, and I could not enjoy the goodness of making them by hand. In addition, when choosing bridal bouquets at hotels, etc.
The reality is that there is no freedom because I have to decide on the prescribed flowers and regulation fees by looking at the pamphlets and the like. In addition, it is unexpectedly difficult to make a three-dimensional work by going to a flower school and looking at textbooks and listening to explanations.

The present invention solves the above-mentioned problems.
It is an object of the present invention to provide a flower arranging teaching tool that enables one to easily make bouquets and arrangements at home without having to attend a flower school.

[0005]

[Means for Solving the Problems] In order to achieve the above object,
The gist of the invention according to claim 1 is a teaching tool for flower arrangement used for arranging flowers on a supporting member,
A teaching tool comprising a plate-shaped body having a flower-shaped mounting position mark displayed on at least one surface of the plate-shaped body, and locking means for locking the plate-shaped body to the support member or a container for receiving the support member , On at least one surface of the seat surface, a sheet-shaped body displaying a position mark on which a support member or a container for holding the support member and a flower mounting position mark are added separately. It is a characteristic flower arrangement teaching tool. The teaching tool for flower arranging according to the invention of claim 2 is a teaching tool for flower arranging used for arranging flowers on a support member, wherein a plurality of rod-shaped bodies each displaying a flower assembly position mark are attached. And a locking means for locking the base body to the support member or a container for receiving the support member, and a position where the support member or a container for holding the support member is placed on at least one surface of the seat. A flower arranging teaching tool is characterized in that a sheet-shaped body displaying a mark and a flower assembly position mark is added separately.

According to the first aspect of the present invention, when the flower attachment position mark is displayed on the surface of the plate-like body, if the position mark is sized in advance, flowers can be arranged along the mark. You can easily make flower arrangement works by yourself. Then, when a sheet-shaped body displaying the position mark where the container is placed and the flower assembly position mark is added separately, the container is hidden by placing the container on the position mark where the container is placed. You can arrange flowers. Contract
As in the invention of claim 2 , when a stick-shaped body on which a flower mounting position mark is displayed is attached to the base, a flower arrangement work can be easily made by arranging flowers along the stick-shaped body.

[0007]

BEST MODE FOR CARRYING OUT THE INVENTION The teaching tool for flower arrangement and the teaching material for flower arrangement according to the present invention will be described in detail below. (1) Embodiment 1 FIGS. 1 to 7 show one form of a flower arranging teaching tool (hereinafter simply referred to as “teaching tool”) and a flower arranging teaching material (hereinafter simply referred to as “teaching material”) according to the present invention. It is applied to a round bouquet. Fig. 1 is an overall perspective view of the teaching tool, Fig. 2 is a front view showing the flowers in the bottom zone using the teaching tool in Fig. 1, and Fig. 3 is an initial stage showing the flowers in the bottom zone using the teaching tool in Fig. 1. A plan view showing the situation,
Fig. 4 is a front view in which flowers in the bottom zone of Fig. 3 are finished and teaching tools are erected on the supporting member, and Fig. 5 is a step further from the work in Fig. 4 and flowers in the longitudinal and transverse zones are completed. FIG. 6 is a plan view showing a state, FIG. 6 is a perspective view showing a state of arranging flowers in the remaining portion of the support member from the state of FIG. 5, and FIG. 7 is a perspective view of a finished bouquet.

The teaching tool 1 is a teaching tool for flower arrangement used for arranging flowers 8a, 8b and branches and leaves 8c on a support member 5, and includes a plate-like body 11 and a locking means 12. The supporting member 5 is a foam having a water-retaining property, and a product called “Oasis” under the trade name is used. The oasis 5 is formed into a predetermined shape, and is held in a receiving portion 63 and a cover 62 of bridy (trade name of Claudia Co., Ltd.) which is a container 6 as shown in FIG. Reference numeral 61 indicates a gripping portion, and reference numeral 7 indicates a bouquet stand.

The plate-like member 11 is a plate member formed of a synthetic resin or the like in a predetermined shape. Here, a semi-circular plate corresponding to the size of the bouquet is formed so that a round bouquet can be formed, and a small portion is formed at the center thereof. It has a plate body shape 1a of a predetermined thickness that is hollowed out in a semicircular shape. The plate-like body 11 has a shape obtained by dividing an annular plate body in half, and a pair of the plate-like bodies 11 in half is prepared. The semicircular hollowed-out portion of the central portion forms a cutout portion C that can sufficiently surround the oasis 5 when the teaching tool 1 is attached to the bridy using the locking means 12, as shown in FIG. The support member 5 is provided on at least one surface of the plate-shaped body 11.
The assembling position mark 13 of the flowers 8a, 8b and the branches and leaves 8c used for arranging flowers etc. is displayed. The flowers used here are cut flowers obtained by cutting a stem portion of a fresh flower into a predetermined length, and there are a large main flower 8a and a small flower 8b. Branches and leaves 8c
Is a leafed branch with no flower parts. The assembling position mark 13a of the main flower 8a is provided along the substantially circular outer peripheral edge of the plate-like body 11.
(Hereinafter, referred to as “main flower mark”) and the assembly position mark 13b (hereinafter referred to as “floral mark”) of the small flower 8b are displayed by printing or overwriting. Main flower mark 1
A plurality of 3a and floret marks 13b are alternately displayed at equal pitches on the plate-like body 11 near the outer peripheral edge of the circle. The pitch between the main flower mark 13a and the small flower mark 13b is determined such that the half 13a1 of the main flower mark comes to the diameter portion 111 having a substantially circular shape. The main flower mark 13a and the small flower mark 13b shown in FIG. 1 display only the positions of the main flower 8a and the small flower 8b, but if a line indicating the direction of the flower stem is displayed,
The direction in which the main flower 8a and the small flower 8b are inserted into the support member 5 can also be shown, which is more preferable. In FIG. 1, the main flower mark 13a is indicated by a circle and the small flower mark 13b is indicated by a triangle for the sake of convenience. However, if these are represented by a flower picture, the teaching tool 1 can be easily understood and the appearance is further improved. The assembly position mark 13c of the branch 8c (hereinafter simply referred to as "branch mark") has a radial line 132 extending at an equal angle from the center (notch C) of the plate-shaped body 11 and the tip of the line 132. A leaf tip mark 131 of Δ is displayed so that the tip of the branch 8c comes to the bottom. A plurality of branch and leaf marks 13c are pitch-arranged so that the half 13c1 of the branch and leaf marks come to the diameter portion 111 having a substantially circular shape. The leaf tip mark 131 is the main flower mark 13 described above.
It is closer to the center than a and the small flower mark 13b. for that reason,
The branches and leaves 8c are prepared to be shorter than the main flowers 8a and the small flowers 8b. The main flowers 8a and the small flowers 8b appear on the outer peripheral surface of the bouquet and become gorgeous, and the branches and leaves 8c are arranged in a slightly recessed position to give the bouquet swelling and depth. If the branches and leaves mark 13c also uses a leaf pattern, the appearance and the like will be further improved.

The locking means 12 is for locking the plate-like body 11 to the support member 5 (or the bride which is a container 6 for receiving the support member 5). In this embodiment, the locking means 1
A needle-shaped shaft 12 is adopted as 2. A base 121 of the shaft body 12 is integrated with the plate body 11, and a required length projects from the plate body 11. Specifically, the main flower mark 13a
The surface of the plate-shaped body 11 opposite to the surface on which the etc. are displayed (back surface)
Then, the base 121 of the shaft body 12 is attached to the plate-shaped body 1 with an adhesive or the like.
Fixed to 1. The shaft body 12 is the diameter portion 1 of the plate body 11.
The required length projects from the notch C so as to be orthogonal to 11. The required length means a length at which the plate-like body 11 can be firmly fixed to the support member 5 (or the device 6) by using the shaft body 12.
Two shaft bodies 12 are used here. By using two pieces, the plate-like body 11 is stably fixed to the support member 5 and does not rotate due to weight or the like. By piercing the shaft body 12 into the oasis which is the support member 5, the plate-shaped body 11 (teaching tool) is supported by the support member 5.
It can be locked and fixed to. The oasis 5 is made of an inelastic soft foamed resin, and if the stems of the flowers 8a, 8b and the branches and leaves 8c and the base ends of the branches are pierced into the oasis, the oasis 5 can be locked to the oasis 5, as well. By piercing the oasis 5, the plate-shaped body 11 can be easily locked to the oasis 5. If the shaft body 12 is made of the same resin material as the plate body 11 and integrally molded with the plate body 11, the cost of the teaching tool 1 is reduced, which is more preferable.

Next, an example of making a bouquet using the teaching tool 1 will be described. Teaching tools 1 and flowers 8a, 8b in the bouquet work
The branches and leaves 8c are prepared. When a flower arrangement teaching material is prepared with a set of a plurality of flowers and branches and leaves 8c that have been cut to a predetermined length according to the teaching tool 1, as well as a bride 11 and a bouquet stand 7, the user can prepare flowers and branches and leaves 8c.
It is convenient because you can save the trouble of purchasing the bowls and bowls 6 and start making bouquets immediately. To make a bouquet, first, an oasis 5 as a supporting member 5 as shown in FIG. 1 is formed into a predetermined shape, and a bridy 6 incorporating this is set up on a bouquet stand 7. The support member 5 has a hemispherical shape whose bottom is supported by the receiving portion 63. The shaft 12 is directed to the support member 5 with the flower mounting position mark 13 facing upward. The teaching tool 1 pierces the support member 5 by sandwiching the support member 5 from both sides, and the plate-like body 11 is locked to the support member 5. The position where the shaft body 12 pierces the support member 5 is the lower portion of the support member near the receiving portion 63 as shown in FIG. The two half-plate members 11 surround the supporting member 5 in the center to form a circular plate. The main flower mark 13a (or the small flower mark 13b) is diagonally opposed to each other. This is because the finished bouquet is a symmetrical and beautiful work. Half of main flower mark 13a 13a1,1
3a1 are adjacent to each other and form a main flower mark 13a marked with a circle.

Thereafter, the stem end 8a3 of the main flower 8a is inserted into the support member 5 so that the main flower 8a is located at the position of the main flower mark 13a immediately above the plate-like body 11 (FIG. 2). .
2 corresponds to a view taken along the line AA of FIG. The length of inserting the stem such as the main flower 8a into the support member 5 is about 2 cm. Similarly, the pedicles 8b3 of the stems are inserted into the support member 5 so that the florets 8b come near the florets marks 13b just above the plate-like body 11 (FIG. 3). Although the branch and leaf mark 13c is omitted in FIG. 3, the branch and leaf 8 is also provided at the branch and leaf mark 13c.
The base end of the stem is inserted into the support member 5 so that c comes. In this way, the zone of the flowers and the branches and leaves 8c forms the bottom zones 82 of the disc-shaped flowers 8a and 8b and the branches and leaves 8c arranged at the bottom of the bouquet. The outer circumference 81 of the bottom zone 82 formed by the main flowers 8a and the like draws a beautiful circle (see FIG. 5). In any of the manufacturing steps, the branches and leaves 8c are first inserted into the support member 5 and then,
Insert the main flower 8a etc.

When the bottom zone 82 is formed, the teaching tool 1 is
Both are pulled out from the support member 5. The hole formed in the support member 5 by the shaft 12 is located at the bottom side of the bottom zone 82,
Moreover, there is no problem because it is hidden by the hand holding the grip 61, the main flower 8a of the bottom zone 82, and the like. Then, one teaching tool 1 is erected on the support member 5. The shaft body 12 is pierced into the support member 5 so that the plate body 11 passes through the apex of the hemispherical support member 5, and the plate body 11 is locked to the support member 5 (FIG. 4). Then, in the vicinity of the plate-shaped body 11, the main flower mark 13a
So that the main flower 8a comes to the bottom of the stem 8a3
Is inserted into the support member 5. The pedicles 8b3 and 8c3 (see FIG. 9) of the stalk are also supported so that the florets 8b and the branches and leaves 8c also come to the florets marks 13b and the branches and leaves marks 13c.
Assemble to. In this way, one longitudinal zone 83 passing through the apex of the hemispherical support member 5 is formed in the band 9 of the flowers, branches and leaves 8c that form the bouquet.

Next, the plate-like body 11 is pulled out, the plate-like body 11 is orthogonal to the longitudinal zone 83, and passes through the apex T of the hemispherical support member 5, so that the shaft body 12 is mounted on the support member 5. The plate-like body 11 is stuck to the support member 5 by being pierced. Since the plate-shaped body 11 of the teaching tool 1 is literally plate-shaped and has a small thickness, it can be locked to the support member 5 across the vertical cutting zone 83. Then, as in the previous case, the base end portion 8a3 of the stem is inserted into the support member 5 so that the main flower 8a comes near the main flower mark 13a in the vicinity of the plate-shaped body 11.
The floret 8b and the branches and leaves 8c also have the floret mark 13b and the branch and leaf mark 1
The base end portions 8b3 and 8c3 of the stem are attached to the support member 5 so as to come to 3c. Thus, the bottom zone 82,
In addition to the longitudinal zone 82, the flowers 8a, 8 that form the bouquet
b, the strip 9 of the branch 8c forms a transverse zone 84 which passes through the apex T of the hemispherical support member 5 and is orthogonal to the longitudinal zone 83. After that, the shaft body 1 pierced into the support member 5
Remove 2. The main flowers 8a, the florets 8b, and the branches and leaves 8c are in balance, and the appearance of the neatly arranged round bouquet is almost complete (Figs. 5 and 6). Incidentally, there is no problem because the holes of the shaft body 12 formed in the supporting member 5 are hidden by the formation of the vertical and horizontal zones 83 and 84 because the main flowers 8a and the like cover the holes. When the production is advanced up to this point, the remaining portion where the flowers 8a, 8b and the branches and leaves 8c must be assembled is the bottom zone 82.
Only a small area 5a surrounded by the longitudinal zone 82 and the transverse zone 84. After that, even if the main flowers 8a, the florets 8b, and the branches and leaves 8c are properly assembled according to the scale, it does not cause much problem. When the main flowers 8a, florets 8b and branches and leaves 8c have been inserted into the area portion 5a, a well-balanced and gorgeous desired round bouquet work is completed (FIG. 7).

When a bouquet is made using the teaching tool 1 thus constructed, the main flower mark 13 displayed on the plate-like body 11
a, the main flower 8a and the small flower 8b are placed on the small flower mark 13b, and their stem roots 8a3 and 8b3 are supported by the support member 5.
If it is inserted into and fixed in place, the main flower mark 13a, the small flower mark 13b, etc. are arranged in advance by measuring the dimensions and the like, so that a beautiful bouquet is completed. You will be freed from the trouble of spending time using the ruler, measure, etc. to measure the bottom, height, and sides. If the main flower 8a and the small flower 8b are formed according to the positioning of the main flower mark 13a and the small flower mark 13b, a luxurious bouquet can be easily and surely finished. You can make your own without going to the flower school. Also, with only the teaching tool 1, it is possible to produce a handmade work at a low price by collecting the main flower 8a, the small flower 8b, and the like of one's preference. Furthermore, the required number of main flowers 8a and small flowers 8b cut into a predetermined length according to the teaching tool 1
When a flower arrangement teaching material with a set of etc. is sold, the user can immediately start the work without having to separately prepare the main flower 8a etc., so that the handmade bouquet can be enjoyed very easily. In addition, the plate-like body can be locked to the support member just by piercing the shaft like flowers and branches and leaves.
In addition, the plate-shaped body can be removed just by pulling it out, which makes the production easy and fun. This teaching tool and teaching materials are cheaper than buying a finished bouquet, and you can enjoy the joy of making more. It's also a great gift.

(2) Embodiment 2 The teaching tool 1 for arrangement as shown in FIGS. 8 to 10 of the present embodiment. In addition to the half-divided circular plate teaching tool 1a of the first embodiment, a mountain plate teaching tool 1b and a mountain half plate teaching tool 1c are available (FIG. 8). The container 4 is a wine glass-like container, and the support member 5 as an oasis is housed in the bowl-shaped portion 41 of the upper opening. The support member 5 is a columnar body, and the upper half portion thereof is arranged so as to project somewhat upward from the upper edge of the bowl.

The angle plate teaching tool 1b has substantially the same basic configuration, except that the shape of the plate-like body 11 of the half ring plate teaching tool 1a is changed from the half ring plate to the mountain plate. Plate 1
Reference numeral 1 is a plate body in which a trapezoidal notch C is formed in the center of the base of an isosceles triangle having an acute apex angle. The size of the notch C corresponds to the size of the supporting member portion protruding upward from the upper edge of the bowl. Then, the main flower mark 13a and the small flower mark 13b are displayed on at least one surface of the plate-shaped body 11. The main flower mark 13a and the small flower mark 13b are alternately displayed on the plate-like body 11 near the hypotenuse of the isosceles triangle at equal pitches. Half of the main flower mark 13a1 on the bottom 112
The pitches of the main flower mark 13a and the small flower mark 13b are determined so that they come to each other. Again, for convenience, the main flower mark 1
3a is indicated by a circle, and the small flower mark 13b is indicated by a triangle. In the branch and leaf mark 13c, a line 132 extends radially from the center of the plate-shaped body 11 (notch C) at an equal angle, and the tip of the branch 8a is positioned at the tip of the line 132.
Is displayed. The leaf tip mark 131 is the main flower mark 1 described above.
It is closer to the center (notch C) than 3a and the small flower mark 13b. In the branch and leaf mark 13c, half 13c1 is the bottom part 1
The pitch is arranged so as to come to 12. The locking means 12 is
The shaft body 12 is adopted as in the first embodiment. The shaft body 12 has its base portion 121 integrated with the plate-like body 11 so that the required length projects. Two shaft bodies 12 project from the notch C so as to be orthogonal to the bottom portion 112. The angle plate teaching tool 1c is obtained by dividing the angle plate teaching tool 1b into two parts by passing through the apex of an isosceles triangular plate-like body 11. However, the bottom part 112
The number of shaft bodies integrally fixed to the notch C is not one but two. The teaching tool 1 is appropriately sold as a set with a plurality of flowers 8a, 8b, branches and leaves 8c, a supporting member 5, a container 6 and the like necessary for an arrangement work. The rest of the configuration is the same as that of the first embodiment, and its explanation is omitted. The same reference numerals as those in the first embodiment indicate the same or corresponding parts.

Next, an example of making an arrangement work using the teaching tools 1a, 1b, 1c will be described. First, one of the teaching tools 1a is inserted horizontally into the support member 5 so as to contact the upper edge of the bowl-shaped portion 41. The plate-shaped body 11 has the position mark 13 on the upper side. As for the teaching tool 1b, this passes through the center of the upper surface of the support member 5 and the bottom portion 112.
The teaching tool 1a is erected so that the diameter portion of the teaching tool 1a is in contact with the teaching tool 1a (FIG. 9). Then, this is attached to the support member 5 so that the branches and leaves 8c come to the branches and leaves mark 13c, and the main flower 8a and the small flower 8b
Also, the main flower mark 13a and the small flower mark 13b are brought close to them so as to be attached to the support member 5. When the assembling of the main flower 8a and the like to the supporting member 5 is completed in this way, a semicircular bottom zone 84 and a triangular zone 85 are formed. After that, the teaching tools 1a and 1b are removed, and the shaft body 12 of the teaching tool 1c is inserted into the semicircular upper surface of the support member 5 surrounded by the semicircular bottom zone 84 and the triangular zone 85 (FIG. 10). At this time, the apex of the teaching tool 1c is aligned with the apex of the triangular zone 85, and stands upright in the bottom zone 84. And
Similar to the above, the branch leaf 8c is assembled to the support member 5 so that the branch leaf 8c comes to the branch leaf 8c, and the main flower 8a and the small flower 8b are brought close to the main flower mark 13a and the small flower mark 13b to the support member 5. I will assemble. After that, teaching tool 1
If c is removed, a triangular zone 86 is created. As shown in FIG. 11, an outline line with flowers and leaf zones 9 is completed. After that, the bottom zone 84 and the triangle zone 8
If a main flower 8a is appropriately inserted into a portion surrounded by 5 and the triangular zone 86 and the supporting member 5 can be seen from the outside, a semi-conical fine arlenzoment work is completed as shown in FIG. It is displayed on a table or the like with the back surface of the triangular zone 85 facing the wall.

In the teaching tool and the teaching material configured as described above, the main flower mark 13a and the like of the teaching tool 1 serve as an index for displaying the position where the main flower 8a and the like are assembled, and the position mark 13 is properly dimensioned. As a result, you can easily and beautifully arrange your own arrangement works by mail order. Other operations and effects are the same as those in the first embodiment, and the description thereof will be omitted.

(3) Embodiment 3 The teaching tool 1d of this embodiment is an teaching tool for arrangement (FIG. 13). The basic configuration is substantially the same as the angle plate teaching tool 1b of the second embodiment. The only difference is that the plate-shaped body 11 is a plate body in which a notch C that is cut out in a trapezoidal shape is formed in the center of the base of a right triangle. Here, an arrangement work is made with only this teaching tool 1d. When the vertices S1, S2, S4 of the plate body 11 are locked to the support member 5, the main flowers 8a, etc. are first set so as to come to the vertices S1, S2, S4 of the two-dot chain line. Assemble on the support member 5 by bringing them close to each other. When this is finished, the teaching tool 1d is pulled out, and the teaching tool 1d is locked and set on the support member 5 so that the respective vertices of the teaching tool 1d come to the respective vertices S4, S2, S3 of the two-dot chain line. Are attached to the support member 5 so that they are arranged close to the main flower marks and the like. After this, the teaching tool 1d is removed again so that each vertex of the teaching tool comes to each vertex T, S2, S4 of the chain double-dashed line.
Are erected on the support member 5 and set to be locked, and the main flowers 8a and the like are brought close to them so as to be attached to the main flower mark 13a and attached to the support member 5. After that, if the teaching tool 1d is pulled out and the flower 8a or the like is inserted into a place where the support member 5 can be seen from the outside and is buried, a quadrangular pyramid arrangement work is completed. Other configurations, operations, and effects are the same as those in the second embodiment and will be omitted.

(4) Embodiment 4 This embodiment is a teaching tool 2 for flower arrangement, which is used for arranging flowers on the supporting member 5.
A rod-shaped body 2 displaying a flower mounting position mark 25 like 5
A base 21 having a plurality of 4 attached thereto and a locking means 27 for locking the base 21 to the support member 5 (or the container 6 that receives the support) 5 are provided.

The substrate 21 is a hollow hemispherical body, and a plurality of vertically elongated grooves 22 (including through holes) are formed around the lower edge of the substrate 21 at regular intervals. The groove 21 has a base 21 with a predetermined pitch.
As shown in FIG. 15, the inclined protrusion 211 projects from the side. The inclined projections 211 project to approximately half the width of the groove 22, but the rod-shaped body 24 can move up and down through the groove width of the other half. Then, the rod-shaped body 24 is formed on the flat portion of the upper surface of each inclined projection 211.
Can be temporarily locked. The bottom surface of the base body 21 is covered with a disc 23, and the piercing rod 2 as a locking means for vertically descending the cover.
7 is provided. The rod-shaped body 24 is a shaft member protruding from the groove 22, and is attached to each groove 22. A root portion of the rod-shaped body 24 is rotatably attached to a ring ring (not shown) housed in the base body 21 at an angle of about 60 ° above the horizontal position. As shown in the circular enlarged view of FIG. 14, each rod-shaped body 24 is expandable and contractable so that it can be extended greatly from the state in which each part is contracted, like a pointer or a radio antenna. An attachment position mark 25 for the flowers 8a and 8b is displayed at the tip of the rod-shaped body 24.

The teaching tool 2 can be used, for example, by supporting the teaching tool 2 by inserting a piercing rod 27 into the center of the upper surface of the cylindrical support member 5 arranged in the bowl-shaped portion 5 of the bowl 4 as shown in FIG. After locking to, the rod-shaped body 24 is spread horizontally. Then, the main flower 8a or the like is placed at the position mark 25 so that the root 8a
Stick 3 into the support member 5. In this way, when the disk-shaped bottom zone 82 is formed, each rod-shaped body 24 is locked on the inclined projection 211 that is one step higher (FIG. 15). After that, the root 8a3 is inserted into the support member 5 again so that the main flower 8a and the like come to the position mark 25. When this is finished, it is locked on the inclined projection 211 one step higher, and then the root 8a3 is attached to the support member 5 so that the main flower 8a and the like come to the position mark 25. By repeating this in sequence, a round arrangement work can be made except for the top portion where the supporting member 5 was present. After that, if the teaching tool 2 is removed from the support member 5 and the top portion is appropriately filled with main flowers or the like, a beautiful round arrangement can be completed. The other actions and effects are similar to those of the first and second embodiments, and the description thereof will be omitted.

(5) Fifth Embodiment This embodiment is a teaching tool 1 for a bouquet used for arranging flowers on a support member, which is a combination of a circular teaching tool 1e and a strip 3 as shown in FIG. . The circular teaching tool 1e is
A bouquet teaching tool used for arranging flowers 8a, 8b on a support member 5, wherein a plate-shaped body 11 having flower-positioning position marks 13a, 13b displayed on at least one surface of the plate
And a locking means 15 for locking the plate-shaped body 11 to the container 4 that receives the support member 5. The circular teaching tool 1e is a disk-shaped body having a hole O in the central portion as shown in the drawing. The size of the hole O is, for example, from the lower end of the bridging grip 61 of the vessel 6 shown in FIG. It has a large size. On the periphery of the hole O, an arrow-shaped protrusion 15 as a locking means is provided.
Together with it, it projects toward the center. Since the teaching tool 1e is made of a synthetic resin, when the teaching tool 1e is applied to the receiving portion 63 and fitted into the grip portion 61, the arrowhead projection 15 that is deformed by elastic deformation is restored, and the restoring force causes the teaching tool 1e, that is, the plate. The body 11 can be locked to the container 6 that receives the support member 5. A main flower mark 13a and a small flower mark 13b are displayed on at least one surface of the plate-shaped body 11. Main flower mark 1
3a and the small flower mark 13b are alternately displayed at equal pitches from the outer edge of the circumference. The small flower mark 13b here is □
Mark it. The branch-and-leaf mark 13c has a line extending radially from the center of the plate-shaped body 11 at an equal angle, and the branch-and-leaves 8 are formed at the tip of the line.
Display the leaf tip mark with a triangle so that the tip of c comes. The leaf tip marks are the main flower mark 13a and the small flower mark 13b described above.
Be more centered. Tongue pieces 1 that bulge are integrally formed at four locations on the outer peripheral edge of the plate-shaped body 11. The tongue pieces 1 are provided at four positions at 90 ° intervals. A laterally long hole 17 is formed in each tongue piece 16 along the outer circumference of the plate body 11. The strip 3 has a width that can be inserted into the laterally elongated hole 17 at both ends thereof, and has a length such that when the both ends are inserted into the horizontally elongated holes 17 facing each other, a substantially semicircular shape can be drawn as shown in FIG. Locking protrusions 31 are formed at both ends of the strip 3 so that they can be locked when they are inserted into the laterally long holes 17. A main flower mark 33a and a small flower mark 33b are displayed on at least one surface of the band-shaped body 3. The main flower mark 33a and the small flower mark 33b are
The lines of the strip 3 are alternately displayed at equal pitches.
It should be noted that both ends of the position mark of the band-shaped body 3 are small flower marks 33b. This is because, when the main flower mark 33a is used, the main flower mark 33a is arranged at the location of the tongue piece 1 and the main flower 8a is arranged side by side.

The teaching tool 1e thus constructed is passed through the bridi grip 61, which is the vessel 6, and applied to the receiving portion 63 from below to lock the same, and then the teaching tool 1e is placed in the bottom zone 82 as in the first embodiment. The main flower 8a, the small flower 8b, etc. arranged can be arranged. Subsequently, both ends of the band-shaped body 3 are locked in the horizontally elongated holes 17, and main flowers 8a and 8b are arranged on the support member 5 along the main flower mark 33a and the small flower mark 33b displayed on the band-shaped body 3. The vertical zone 83 similar to that of the first embodiment can be formed. Then, both ends of the strip 3 are transferred to another horizontally elongated hole 17, and the main flower mark 33a and the small flower mark 33 are transferred.
By inserting the main flowers 8a, 8b into the support member 5 along the line b, a bouquet-shaped appearance as shown in FIG. 6 can be obtained. After that, the teaching tool 1e and the band-shaped body 3 are removed from the bridy, and the main flower 8a and the like are attached to the supporting member 5 which is visible from the outside, whereby a wonderful round bouquet as shown in FIG. 7 is completed. Other configurations, operations, and effects are similar to those of the first embodiment.

(6) Embodiment 6 This embodiment is a teaching tool 1 for flower arrangement used for arranging flowers on a support member, and may be used alone, but the arrangements of Embodiments 2 to 4 etc. It is a teaching tool that is used in addition to the teaching tools. This teaching tool 1f is shown in FIG.
As described above, it is a sheet-shaped body having a predetermined size. The sheet-like body includes those made of synthetic resin or wood having a certain thickness, or those made of cloth or film that can be wound. On at least one surface of the sheet surface 19 of the sheet-like body, a position mark P on which the support member 5 or a container 6 for holding the support member 5 is placed and a flower assembly position mark 13 are displayed. . For example, FIG. 17 corresponds to the arrangement work of the third embodiment. In the figure, a quadrangle pattern E in which the bottom of the quadrangular pyramid of FIG. 13 is projected is drawn on one surface 19 of the sheet-shaped body. The patterns of the main flower mark 13a, the small flower mark 13b, and the branch and leaf mark 13c drawn on the picture E correspond to a quadrangle of two teaching tools 1d shown in FIG. A notch C is formed in the center of the rectangular pattern E.
Instead of, the position mark P on which the container 4 (or the support member 5) is placed is displayed.

The teaching tool 1f is laid on a table or the like, and the container 6 is placed on the position mark P to complete the arrangement work of the third embodiment. After that, along the main flower mark 13a, the small flower mark 13b, and the branch and leaf mark 13c drawn on the pattern E, the main flower 8aa and the like which incline downward toward the tip as shown in FIG. 18 are arranged. The base end 8a3 of the main flower 8aa is inserted into the support member 5 so that the tip of the main flower 8aa is brought close to the main flower mark 13a of the corresponding pattern E. Small flower 8
The same applies to b. Then, an arrangement work buried in the flowers 8a, 8b up to near the table surface GL can be made. FIG. 19 shows a work by arrangement using the loud type teaching tool 1f for arrangement.

The teaching tool 1f thus configured is the teaching tool 1
When added to a to 1e and the like, in addition to the effects of the second and third embodiments, it is possible to create an arrangement work in which the flowers 8a and 8b are buried up to the table surface GL, which makes the work even more luxurious. In the second and third embodiments, the portion of the container 4 is visible when the work is displayed, but in FIG. 18, flowers 8aa and the like are arranged by descending from the bowl upper portion 41 by an angle θ, and in FIG. Since the height L of 4 is covered with flowers 8aa etc., the figure of vessel 4 can no longer be seen from the outside, and the work creates a gorgeous atmosphere.

The present invention is not limited to those shown in the above-mentioned embodiment, but can be variously modified within the scope of the present invention depending on the purpose and application. Teaching tools 1, 2, plate-like body 11, base 21,
The shape, size, material, etc. of the belt-shaped body 3, container 4, 6 and the like can be appropriately selected according to the application. For example, with respect to the shape of the plate-shaped body 11, various outer shapes such as triangular, L-shape, cone, horizontal, and fan can be used according to the arrangement work to be made. The bouquet has various shapes other than the first embodiment and can be applied to a cascade, a crescendo, and the like. Further, in the embodiment, the lengths of the flowers such as the main flowers 8a (the lengths of the stems) are the same, but the lengths may be changed. It is also possible to make a bouquet or an arrangement work by numbering main flower marks 13a and small flower marks 13b having different flower lengths (stem lengths) and collecting corresponding main flower 8a and small flower 8b.

[0030]

INDUSTRIAL APPLICABILITY As described above, the teaching tool for flower arrangement of the present invention is extremely useful because it can easily and effectively produce a bouquet or arrangement work at home without going to a flower school.

[Brief description of drawings]

FIG. 1 is an overall perspective view of a teaching tool for flower arrangement according to a first embodiment.

FIG. 2 is a front view showing an arrangement of flowers in a bottom zone using the teaching tool of FIG.

FIG. 3 is a plan view showing a situation of an initial stage of arranging flowers in a bottom zone using the teaching tool of FIG. 1.

FIG. 4 is a front view showing that the teaching tool is erected on the support member after completing the flower arrangement in the bottom zone of FIG. 3;

FIG. 5 is a plan view showing a state in which flowers have been completed in the vertical and transverse zones, further proceeding from the work of FIG.

FIG. 6 is a perspective view showing a state in which flowers are arranged on the remaining portion of the support member from the state of FIG.

FIG. 7 is a perspective view of a finished bouquet.

FIG. 8 is an overall perspective view of a teaching tool for flower arrangement according to a second embodiment.

9 is a perspective view showing how to use the teaching tool of FIG.

10 is a perspective view showing how to use the teaching tool of FIG. 8. FIG.

11 is a perspective view showing an arrangement of flowers using the teaching tool of FIG. 8. FIG.

FIG. 12 is a perspective view of a completed work of the flower arrangement according to the second embodiment.

FIG. 13 is an overall perspective view of a teaching tool for flower arrangement according to a third embodiment.

FIG. 14 is an overall perspective view of a flower arranging teaching tool according to a fourth embodiment.

15 is an enlarged perspective view of a lower portion of the base body of FIG.

FIG. 16 is an overall perspective view of a flower arranging teaching tool according to a fifth embodiment.

FIG. 17 is an overall perspective view of a flower arranging teaching tool according to a sixth embodiment.

18 is an explanatory cross-sectional view of making an arrangement work by using the teaching tool of FIG.

FIG. 19 is an explanatory diagram of making an arrangement work by using a teaching tool different from the teaching tool of FIG. 17;

[Explanation of symbols]

1,2 teaching tools 12 Shaft (locking means) 13,13a, 13b Position mark 15 Arrowhead projections (locking means) 21 Base 24 Rod 27 Stab stick (locking means) 4,6 vessels 5 oasis (support member) 8a Main flower (flower) 8b small flowers P position mark

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Claims (2)

(57) [Claims] 1. A flower arranging teaching tool used for arranging flowers on a support member, comprising: a plate-like body having a flower-attachment position mark displayed on at least one surface of the plate-like body; and the plate-like body. Locking means for locking the supporting member or a container for receiving the supporting member, and a position mark on which a supporting member or a container for holding the supporting member is placed on at least one surface of the seat surface. A flower arranging teaching tool, in which a sheet-shaped body on which a flower mounting position mark is displayed is added separately. 2. A flower arranging teaching tool used for arranging flowers on a supporting member, comprising a base body having a plurality of rod-shaped bodies on which a marking position mark of a flower is displayed, the supporting body being the supporting member. Or, a teaching tool comprising: a locking means for locking a vessel for receiving the same, a position mark on which a supporting member or a vessel for holding the supporting member is placed on at least one surface of a seat, and a flower assembly. A teaching tool for flower arranging, characterized in that a sheet-shaped body on which a position mark is displayed is added as a separate body.