Learning, Practice, Mastery
Go and try
Leveling up aptitude
Thinking in situations
Naturally, practice is not preceded but followed by theory.
Such study promotes a more lasting teaching and learning
through experience. Its aim is development of creativeness
realized in discovery and invention – the criteria of creativity,
or flexibility, being imagination and fantasy. Altogether
it promotes “thinking in situations,” a new educational concept
unfortunately little known and less cultivated, so far.Practice before theory
Instead of mechanically applying or merely implying laws and rules
of color harmony, distinct color effects are produced
– through recognition of the interaction of color –
by making, for instance,
2 very different colors look alike, or nearly alike.The aim of such study is to develop – through experience
– by trial and error – an eye for color.
This means, specifically, seeing color action
as well as feeling color relatedness.As a general training it means development of observation and articulation.
This book, therefore, does not follow an academic conception
of “theory and practice.”
It reverses this order and places practice before theory,
which, after all, is the conclusion of practice.Amassing the archive
I once sent a camera to a client, with a request that she keep a visual diary of her newly completed house. For a number of months she duly sent me one photograph a day, of whatever caught her attention, and it was fascinating seeing the spaces from her point of view.
In part it's simply about amassing the archive, but it's also about understanding the implications of every design decision and bringing this knowledge to bear on new projects. You have to keep pushing the learning process.
The basic course
The Basic Course was a general introduction to composition, color, materials, and three-dimensional form that familiarized students with techniques, concepts, and formal relationships considered fundamental to all visual expression, whether it be sculpture, metal work, painting, or lettering. The Basic Course developed an abstract and abstracting visual language that would provide a theoretical and practical basis for any artistic endeavor.
The skill of perception
The newborn baby and the [blind man suddenly gifted with sight] do not have to learn to see. Sight is given to them. But they do have to learn to perceive. Perception is learnt and learnt slowly. Skill is required for perception as for speech. We are largely unaware of the skill we exercise. None of the things we have to learn to perceive are self-evident, or, apparently, instinctively evident. No doubt, however, we have an instinctive aptitude for this learning, and once we have learnt we cannot easily see as though we had not.
As Ruskin says, one has to strive, if one is to see with the 'Innocent Eye'.
The wisdom of the apprentice
Diderot's solution to the limits of language was to become himself a worker.
Become an apprentice and produce bad results so as to be able to teach people how to produce good ones.
Curiosity spurred on
Methodically noting and filing resources is a sign of a mature and deliberate craftsman—it is an investment into future learning and projects. Before long, you will begin to reach the point where this collection generates projects and ideas with minimal effort; previously isolated ideas are consolidated and curiousity spurred on.
Reading
I suppose it’s because I believe you don’t really become a finer person just by reading lots of books.
Nobody was doing anything
"The thing that amazed me is that they had these drawing classes, and I'd be in there drawing like a son of a bitch, and then I'd go around and look at everybody else's drawing boards to see what was going on, and there wouldn't be anything on them! They were all talking and going through these weighty things, and nobody was doing anything."
Learning how to learn
"Once you learn how to make your own assignments instead of relying on someone else, then you have learned the only thing you really need to get out of school, that is, you've learned how to learn. You've become your own teacher."
The Art of Doing Science and Engineering: Learning to Learn
A Book by Richard HammingThe Art of Doing Science and Engineering is the full expression of what "You and Your Research" outlined. It's a book about thinking; more specifically, a style of thinking by which great ideas are conceived.
The Usefulness of Useless Knowledge
An Essay by Abraham FlexnerInheriting Froebel's Gifts
A Podcast by Kurt KohlstedtFroebel’s Gifts were meant to be given in a particular order, growing more complex over time and teaching different lessons about shape, structure and perception along the way. A soft knitted ball could be given to a child just six weeks old, followed by a wooden ball and then a cube, illustrating similarities and differences in shapes and materials. Then kids would get a cylinder (which combines elements of both the ball and the cube) and it would blow their little minds. Some objects were pierced by strings or rods so kids could spin them and see how one shapes morphs into another when set into motion. Later came cubes made up of smaller cubes and other hybrids, showing children how parts relate to a whole through deconstruction and reassembly.
These perception-oriented “Gifts” would then give way to construction-oriented “Occupations.” Kids would be told to build things out of materials like paper, string, wire, or little sticks and peas that could be connected and stacked into structures.
Things you didn't know you can be bad at
An Article by David R. MacIverI wonder how many things we're all going around doing badly because the idea of not knowing how to do them well seems too ridiculous to admit to.
...You've probably never been taught to have a conversation. I've had exactly one class on it and it was in the last six months. I know damn well that many people have not self-taught this well... In general there's this entire class of implicit skills that we mostly don't think of as skills, that we're entirely self-taught on, and that we practice sufficiently non-demonstratively that we can't easily watch what other people do. The result is a very personal skill idiolect.
Some thoughts on writing
An Essay by Dan LuuBesides being unlikely to work for you even if someone is able to describe what makes their writing tick, most advice is written by people who don't understand how their writing works. This may be difficult to see for writing if you haven't spent a lot of time analyzing writing, but it's easy to see this is true if you've taken a bunch of dance classes or had sports instruction that isn't from a very good coach. If you watch, for example, the median dance instructor and listen to their instructions, you'll see that their instructions are quite different from what they actually do. People who listen and follow instructions instead of attempting to copy what the instructor is doing will end up doing the thing completely wrong. Most writing advice similarly fails to capture what's important.
Menus, Metaphors and Materials: Milestones of User Interface Design
An Article by Boris MüllerStudents traditionally learn art and design by studying the masters, analyzing, sketching and interpreting the grand visions of the past. In doing this, they get to understand the ideas, concepts and motivations behind the visual form.
In user interface design, this practice is curiously absent.
What do I need to read to be great at CSS?
An Article by Baldur BjarnasonA rule of thumb is that the importance of a blog in your feed reader is inversely proportional to their posting cadence. Prioritise the blogs that post only once a month or every couple of weeks over those that post every day or multiple times a day...Building up a large library of sporadically updated blogs is much more useful and much easier to keep up with than trying to keep up with a handful of aggregation sites every day.
What to learn
An Essay by Dan LuuWhile being an extremely broad generalist can work, it's gotten much harder to "know a bit of everything" and be effective because there's more of everything over time (in terms of both breadth and depth).
...If you watch an anime or a TV series "about" fighting, people often improve by increasing the number of techniques they know because that's an easy thing to depict but, in real life, getting better at techniques you already know is often more effective than having a portfolio of hundreds of "moves". I've personally found this to be true in a variety of disciplines.
Eulogy for Steve Jobs
An Article by Jonathan IveHe was without doubt the most inquisitive human I have ever met. His insatiable curiosity was not limited or distracted by his knowledge or expertise, nor was it casual or passive. It was ferocious, energetic and restless. His curiosity was practiced with intention and rigor.
Many of us have an innate predisposition to be curious. I believe that after a traditional education, or working in an environment with many people, curiosity is a decision requiring intent and discipline.
In larger groups our conversations gravitate towards the tangible, the measurable. It is more comfortable, far easier and more socially acceptable talking about what is known. Being curious and exploring tentative ideas were far more important to Steve than being socially acceptable.
Our curiosity begs that we learn. And for Steve, wanting to learn was far more important than wanting to be right.
I completely ignored the front end development scene for 6 months. It was fine
An Article by Rach SmithWhat I’ve learnt through experience is that the number of languages I’ve learned or the specific frameworks I’ve gained experience with matters very little. What actually matters is my ability to up-skill quickly and effectively.
If you focus on:
- learning how you best learn, and
- practicing effectively communicating the things you've learned
you can't go wrong.
Against Canvas
An Article by Alan JacobsEven with all the features and plugins, Canvas presumes certain ways of organizing classes that might not be universal, just typical. And if (like me) you’re an atypical user, you have to choose between constantly fighting with the system or gradually doing more and more things the way Canvas wants you to do them. This, by the way, is why it’s never true to say that technologies are neutral and what matters is how you use them: every technology without exception has affordances, certain actions that it makes easy, and other actions that it makes difficult or impossible. A technology whose affordances run contrary to your convictions can rob you of your independence — and any technology deployed on the scale of Canvas will inevitably do that. It will turn every teacher into an obedient Canvas-user. I don’t want to be an obedient Canvas-user.
Apprenticeship: An Internship Replacement
An Essay by Ivana McConnellUniversities are often too large, dulling the student-educator relationship. Internships are often transitory and involve large volumes of work without context or learning: building web pages or presentations from pre-built components to meet a deadline, for example. It’s work that people need to do, but it doesn’t require learning or understanding the client or the project. Thankfully, there is a middle ground that we seem to have forgotten about in tech: the apprenticeship.
Walking lessons
A TweetLecturing Birds on How to Fly, from Nassim Nicholas Taleb's Antifragile
If children started school at six months old and their teachers gave them walking lessons, within a single generation people would come to believe that humans couldn't learn to walk without going to school.
What 80% Comprehension Feels Like
An ArticleOne of the major principles of extensive reading is that if a learner can comprehend material at 98% comprehension, she will acquire new words in context, in a painless, enjoyable way. But what is 98% comprehension?
Four stages of competence
An IdeaIn psychology, the four stages of competence, or the "conscious competence" learning model, relates to the psychological states involved in the process of progressing from incompetence to competence in a skill.
- Unconscious incompetence
- Conscious incompetence
- Conscious competence
- Unconscious competence
Re-learning to learn
An Article by Erica Heinz- Pause at the end of each chapter and try to recall it (Recall)
- Highlight relevant passages for later comparative reading
- Analyze the book once I’m finished
- Explain it to unfamiliar audiences (The Feynman technique)
- Review topics I care about at regular intervals (Space repetition)
You and Your Research
A Speech by Richard HammingThis talk centered on Hamming's observations and research on the question "Why do so few scientists make significant contributions and so many are forgotten in the long run?"
Evergreen notes
A Definition by Andy MatuschakEvergreen notes are written and organized to evolve, contribute, and accumulate over time, across projects. This is an unusual way to think about writing notes: Most people take only transient notes.
- Evergreen notes should be atomic
- Evergreen notes should be concept-oriented
- Evergreen notes should be densely linked
- Prefer associative ontologies to hierarchical taxonomies
Seeing Is Forgetting the Name of the Thing One Sees
- Sonorisms I
- More than just a machine that runs along
- Nobody was doing anything
- NYLA
- Aggressively Zen
Sonorisms I
the authenticity of the gesture
as if the air had taken on substance
representation and re-presentation
a first order of presence
this painterly game of pick-up sticks
Irwin's "fetish finish"
questions all of whose possible answers would never exhaust them
the art is what has happened to the viewer
an art of things not looked at
a dialogue of immanence
the information that takes place between things
your house is the last before the infinite
his "project of general peripatetic availability"
that shiver of perception perceiving itself
a desert of pure feelingMore than just a machine that runs along
"As far as I'm concerned, a folk art is when you take a utilitarian object, something you use every day, and you give it overlays of your own personality, what it is you feel and so forth. You enhance it with your life. And a folk art in the current period of time would more appropriately be in the area of something like a motorcycle. I mean, a motorcycle can be a lot more than just a machine that runs along; it can be a whole description of a personality and an aesthetic."
Nobody was doing anything
"The thing that amazed me is that they had these drawing classes, and I'd be in there drawing like a son of a bitch, and then I'd go around and look at everybody else's drawing boards to see what was going on, and there wouldn't be anything on them! They were all talking and going through these weighty things, and nobody was doing anything."
NYLA
"See, what I've always liked about Los Angeles is that it's one of the least restrictive towns in the world. You can pretty much live any way you want to here. And part of that is because the place has no tradition and no history in that sense. It doesn't have any image of itself, which is exactly its loss and gain. That's why it's such a great place to do art and to build your ideas about culture. In New York, it's like an echo chamber: its overwhelming sense of itself, of its past and its present and its mission, becomes utterly restricting."
Aggressively Zen
"He was dealing with Zen in the most aggressive way Zen has ever been dealt with." — Irving Blum
Flurry and lapse
"The process in creating that kind of canvas was like—what?—10 percent action and 90 percent ass scratching. First you prepared yourself, cleaning up and arranging your palette and tools, sweeping the floors, and then finally, when you were ready, you faced the empty white expanse of white canvas and made your first stroke."
No reason for being
"A lot of what I had been doing in those large gestural paintings seemed to me afterwards as being not very controlled, in the sense that a lot of stuff that was going on in them had no reason for being there. There were just too many things that were accidental, too much incidental, too many contradictions."
Oil
Irwin even disdained artificial products when polishing the wood frame, confining himself solely to the natural oils of his hands, his forehead, the sides of his nose, and so forth.
All the way through
"There's a consistency to physical objects that somehow reads all the way through, so that when you make a physical object, if it lacks the proper amount of weight or if it lacks a certain density...I mean, if its outside says, 'I weigh so much and I have such-and-such a density,' and when you pick it up, you discover an inconsistency there, then you can sense that, you can see it, even without picking it up. It's absolutely essential that everything be done all the way through."
Over and over again
"I found a certain strength in sustaining over a period of time my attention on a single point...Like you paint a painting, and then you paint another painting, but each time you take on a whole other mouthful, and you're only able to chew each one just so finely. So anyway, I did just the opposite."
Which is to say, over the next two years Irwin did nothing but paint the same painting over and over again.
Leaving
After a while, if you don't leave, then everything else begins to leave.
What the painting was not about
That is why for many years Irwin declined to allow his work to be photographed, because the image of the canvas was precisely what the painting was not about.
Indeed, the problem is even more complicated than that. For in a very real sense the achievement of these paintings was in their making, and the finished canvas at one level is only an incidental relic, a fossil of that original process of discovery: not only do you have to be present before these paintings in order to experience them, it may be that you have to have made them as well.
Attention over focus
"When I look at the world now, my posture is not one of focus but rather of attention."
Three or more
"One and one don't make two, but maybe five or eight or ten, depending on the number of interactions you can get going in a situation."
Finished on the inside
"Those stretcher bars were finished on the inside in ways no one will ever know; I spent days, weeks, months finishing things no one is ever going to see. But it had much more to do with the fact that I couldn't leave them unfinished. I just had this conviction that in the sense of tactile awareness, if all those things were consistent, then the sum total would be greater, even though that might not be definable in any causal, connected way."
Grace
Grace: you work and you work and you work at something that then happens of its own accord. It would not have happened without all that work, but the result cannot be accounted for as the product of the work in the sense that an effect is said to be the product of its causes. There is all that preparation—preparation for receptivity—and then there is something else beyond that, which is gratis, for free.
Object and environment
"The marriage of figure and ground—which is how they always term the cubist achievement—of necessity leads to the marriage between painting and environment; essentially they are the same thing, just taking it one step further. When I married the painting to the environment, suddenly it had to deal with the environment around it as being equal to the figure and having as much meaning."
There and not there
For what Bob was trying to capture in these efforts was the incidental, the transitory, the peripheral—that aspect of our experience that is both there and not there, the object and not the object of our sensations, perceived but seldom attended to.
A gesture
"With the lines I'd been trying to paint a painting without the means of painting, but I didn't know how to do that, so I ended up using the means of painting. They made a gesture toward where I was going, but still, finally, they were very much tied to where I was."
Ambitions for someone else's mind
"One of the first things I learned about teaching is that you have to respond to each student individually. You don't start with any idea of what they should be doing, who they're supposed to be, or what their performance level is, and you don't compare them to one another. You simply start with each one of them wherever they are and develop the process from there.
"...I would think that the most immoral thing one can do is have ambitions for someone else's mind."
Technical viruosity
"You have to develop students' confidence and prove to them in their own performance that there isn't anything they won't be able to accomplish technically, eventually, given a lot of application, before you can begin to convince them that that kind of technical virtuosity doesn't deserve the focus they have been led to believe it does by a performance-oriented culture."
Learning how to learn
"Once you learn how to make your own assignments instead of relying on someone else, then you have learned the only thing you really need to get out of school, that is, you've learned how to learn. You've become your own teacher."
Art and science
"What the artist does is essentially the same as the scientist. In other words, what you do when you start to do a painting is that you begin with a basic idea, a hypothesis of what you're setting out to do. Then it's just a million yes-no decisions. You try something in the painting, you look at it, and you say, 'N-n-no.' You sort of erase it out, and you move it around a little bit, put in a new line; you go through a million weighings. It's the same thing in science, the only difference in the character of the product."
Off to the races
"You get to the point where you're about to place your wager; the race is about to be run. You evaluate the sum total of the information, which has to do with how the money has been bet, what the horses looked like on the track, all this information—and it's like you run your hand over the race—I've had this happen so many times, it's the only way to explain it—you run your hand over the race. All the information is logically there, but there's something wrong. You don't know why something is wrong, but something is not correct. Then I have to reevaluate everything in terms of this feeling I have about the thing, which is derived from information, but which is so complex and so intricate and so subtle that there's no way you can put a tag on it."
Interlocking
"The art world is highly invested in the idea that you can take an object and set it in a room, and the internal relationships will be so strong and so meaningful that all the kinds of change that take place on the object as a result of its being in a new environment will not critically affect our perception of the object. If that is the given assumption, then the object can be moved from one environment to another without its being critically altered, which then gives rise to the illusion that it can be moved from culture to culture, that it has the ability to transcend its cultural specificity, which in turn gives rise to the ultimate illusion that the object can transcend time. Because what is being claimed is that there exist certain objects isolated and meaningful enough to be transcendent, that they have the power to go on and on, that they are, as it were, timeless.
"Well, one of the things that I was becoming involved in at that point in playing artist was the growing suspicion that this breaking down of the edge, the idea of the painting's moving into its environment, was putting the whole heightened rationale of the art object into doubt. There is simply no real separation line, only an intellectual one, between the object and its time environment. They are completely interlocking: nothing can exist in the world independent of all the other things in the world."
Overlays
The awkwardness of the room itself forced Irwin toward the next phase of his endeavor: each installation from there on would have to arise out of the unique configurations of each new site. As Irwin put it, "Instead of my overlaying my ideas onto that space, that space overlaid itself on me."
Pointing
"Originally I marked these places, quite literally. I laid a small concrete block flush to the ground at the place where I was standing and stretched a stainless steel piano wire out toward the horizon. It might go off a mile; it simply pointed in a direction. And that was the piece."
Don't mistake my finger for the moon
Many people mistook the string itself for the work of art ("When I point my finger at the moon, don't mistake my finger for the moon" is a Zen aphorism that Irwin is fond of citing). By mid-1976 Irwin himself was prepared to Jettison—along with figure, line, focus, permanence, and signature—the very requirement of any overt activity of making as a necessary prerequisite for artistic viability.
The core assertion
Sitting there in the Whitney's coffee shop, Irwin pointed through the glass wall up at the play of shadows on a building facade across the street. "That the light strikes a certain wall at a particular time of day in a particular way and it's beautiful," he commented, "that, as far as I'm concerned, now fits all my criteria for art."
At the terminus of Irwin's trajectory, when all the nonessentials had been stripped away, came the core assertion that aesthetic perception itself was the pure subject of art. Art existed not in objects but in a way of seeing.
Waiting there to be experienced
"Paintings are like what you can barely make out through a keyhole compared with the richness of perception that's just waiting there in the world to be experienced all the time. It's strange. With food, for instance, people seem able to understand what's involved: you savor the taste rather than just feed the body. But people have a hard time understanding that it should be the same way with visual experience."
It passes by the river
"Artists need to be in there from the start, making the argument for quality. The key to this thing is, for example, if you give an engineer a set of criteria which does not include a quality quotient, as it were—that is, if this sense of the quality, the character of the place, is not a part of his original motivation—he will then basically put the road straight down the middle. He has no reason to curve it. But if I can convince him that quality is absolutely a worthwhile thing and we can work out a way in which the road can be efficient and also wander down by the river, then we essentially have both: he provides his sort of expertise in that the road works, I provide quality in that it passes by the river. In that way, art gets built into the criteria from the beginning rather than being added on afterward."
Rapport
"Bob's rapport with the workers is extraordinary. Reminds me of something Noguchi once pointed out about Bernini during the days he was building St. Peter's in Rome: how what made him so special, aside from his own obvious gifts, was his ability to extend himself through the work of others, to get them on his side and working in his direction."
Ever, Never
EVER PRESENT, NEVER TWICE THE SAME EVER CHANGING, NEVER LESS THAN WHOLE
The palette of nature
"What nature does with its colors is invariably—the palette of nature is twice as complicated, at least twice as sophisticated, as anything any artist can ever come up with. On a couple levels.
To start with, there are these amazing combinations of colors, filled with surprises and almost never wrong. I don't know how Nature ever conceived to put, say, those together. But, boy, are they right on the money!"
Screening out the world
"The point is to get people to peel those visors off their faces, to remove the goggles, to abandon the screens. Those screens whose very purpose is to screen the actual world out. Who cares about virtuality when there's all this reality—this incredible, inexhaustible, insatiable, astonishing reality—present all around!"
The human reality of perception
"The great misinterpretation of twentieth-century art is the claim advanced that many people, especially critics, that cubism of necessity led to abstraction. But on the contrary, cubism was about the real world. It was an attempt to reclaim a territory for figuration, for depiction. Faced with the claim that photography had made figurative painting obsolete, the cubists performed an exquisite critique of photography; they showed that there were certain aspects of looking—basically the human reality of perception—that photography couldn't convey, and that you still needed the painter's hand and eye to convey them." — David Hockney