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
The Battle for the Life and Beauty of the Earth
- Two generating systems
- Two types of building production
- System A
- System B
- This has harmed modern society greatly
Two generating systems
Imagine a town of type "A" — a neighborhood, if you like, and allow yourself to consider that it has the quality of birds, moss-grown stones, waves breaking on a small shore, pools in which crabs and shells present themselves. Because of the depth and scope of its structure, this world is almost infinite in its richness.
Compare this imagined town with a more usual neighborhood of type "B", typical of modern property development, where there is a stale and ugly air of repetition. Even when variation is attempted, this variation does not flow from the reality of living. Rather it is manufactured variety — an attempt to create something interesting. But what we feel instead is something flat, without excitement, without the urgent joy of life.
These two kinds of places, then, A and B, are typically generated in two different ways. We may therefore call these two different generating systems A and B.
Two types of building production
There are, loosely speaking, two types of building production. Type A is a type of production which relies on feedback and correction, so that every step allows the elements to be perfected while they are being made. This is not unlike the way a good cook tastes a soup while cooking it, checking it, modifying it, until it tastes just right. Type B is a type of production that is organized by a fixed system of rigidly prefabricated elements, and the sequence of assembly is much more rigidly preprogrammed. This type became commonplace in the 20th century, and is still widely used.
System A
System A is concerned with the well-being of the land, its integrity, the well-being of the people and plants and animals who inhabit the land. This has very much to do with the integral nature of plants, animals, and water resources, and with the tailoring of each part of every part to its immediate context, with the result that the larger wholes, also, become harmonious and integral in their nature.
System B
System B is concerned with efficiency, with money, with power and control. Although these qualities are less attractive, and less noble than the concerns of System A, they are nevertheless important. They cannot be ignored. If we are traveling in an airplane, or a high-speed train, we shall often be very glad that this system is constructed under the guidance of some version of system B.
This has harmed modern society greatly
System A places emphasis on subtleties, finesse, on the structure of adaptation that makes each tiny part fit into the larger context. System B places emphasis on more gross aspects of size, speed, profit, efficiency, and numerical productivity.
However, during the last hundred and fifty years, because of choices that nations and states have made in modern times, System B has become the dominant production system for the environment (for land and towns and regions), largely to the exclusion of System A. This has harmed modern society greatly.
Arcade
Here is an interior street on the Eishin campus, with an arcade opening from the back of the classroom buildings. The arcade steps up as the street goes along the slope. Because the natural contours of the land are preserved, the arcade jumps up, in small increments, as it goes along. Steps are inserted where needed; and in plan, too, the arcade follows a gentle series of curves and bends, following the natural character of the land.
This aspect of a street is not usually present in large construction projects, which typically destroy the natural character of the land, and tend to start with a blank "page" that has been created by perfect grading and flattening.
Transmitted through drawings
Architecture is now only transmitted through drawings. The typical architect does not personally know how to make anything — not buildings, not windows, not floors or ceilings. He or she draws drawings. Some other organization then produces buildings from these drawings. We are, by now, so deeply enmeshed in this way of thinking, that it doesn't sound like idiocy.
The life-giving continuum
In System A, creation and production are organic in character, and are governed by human judgments that emanate from the underlying wholeness of situations, conditions, and surroundings.
In System B, the production process is thought of as mechanical. What matters are regulations, procedures, categories, money, efficiency, and profit: all the machinery designed to make society run smoothly, as if society was working as a great machine. The production process is rarely context-sensitive. Wholeness is left out.
Identifying these two categories helps us sharpen and clarify the range of differences among ways of creating the environment that exist in different societies. And the two categories serve to identify a dimension of great importance: the dimension that runs from more life-giving to less life-giving.
Blueprints
Blueprints lead to the making of things that are abstract, not always based on reality. Once something becomes abstract, it breeds disconnectedness — separation and the inability to connect with our surroundings. People buy houses from blueprints, but then don't like the actual house: "What on earth is this? I had no idea it was going to be like this...etc."
Hopes and dreams
The very first thing we did was spend two weeks just talking to different teachers and students, to get a feeling for their hopes and dreams. These talks were one-on-one and often lasted about an hour, for any one interview, during which we asked questions, talked, probed, explored dreams of an ideal campus, and tried to understand each person's deepest visions as a teacher, or as a student. We asked people about their longings, and their practical needs. We asked them to close their eyes and imagine themselves walking about in the most wonderful campus they could imagine.
Mixed use
Pattern 5.5 – Every sports field is always attached to some building which has nothing to do with the particular sports function. Thus, for instance, the tennis courts may be next to the art studio, and placed so that people entering the art studio are just at that place where the tennis court is most enjoyable to watch.
Secret garden
Pattern 7.7 – There is also one garden, so secret, that it does not appear on any map. The importance of the pattern is that it must never be publicly announced, and must not be in site plan. Except for a few, nobody should be able to find it.
In the mind's eye
In System A, it is always the wholeness of the place that matters. To intensify the wholeness of any place — whether it consists of existing buildings in a town, or of virgin land that is largely unbuilt — proposed construction and buildings must be decided, and that means "felt" and thought through on the site itself. It is really not possible to do it any other way, since the relationships which exist between the buildings and the world around them are complex and subtle.
On a drawing or a plan, one simply does not see enough. The drawn plan does not give enough information. So trying to make decisions by drawing on a plan is doomed to failure. To produce a plan that has reality, and to bring the actual place itself to life, decisions are made gradually, on the site itself, under circumstances where one visualizes the situation as the whole it really is. Step by step, this brings building positions to life in the mind's eye — and so, in imagination, one conceives the buildings literally, in their full size and volume as they are really going to be.
Simulacra and simulation
The situation of contemporary construction is more likely to be that a building still gets its character first as an image, drawn on paper, by an architect's fantasy, a simulacrum which is then physically built in cheap and flimsy studs and sheetrock, concrete panels, cardboard — or in whatever conventional system of construction the contractor has on hand.
Sadly, this is where the dull, lifeless, and stereotyped character of buildings in the 20th century mainly came from. It is also, at the same time, where the wild and fantastic egotistical shapes of the present era come from. They are conceived and carried out as images, or part-images, not as built, solid, made works. These papery, System B things are not conceived and made for the sake of their material reality. The feeling one gets in the presence of these buildings does not fill the onlooker with the beauty or the presence of the material substance.
Power law
Buildings which most profoundly communicate subtle harmony are composed of a complex mixture of materials, with the overall amounts of different materials jumping in a calibrated cascade — typically according to a power law. The relative proportions — the statistical distribution of materials by quantity of total visible area — is critical. It is this specific distribution, not just the mixture, which creates depth of feeling.
Elements of Eishin
Each of the elements in the following list were essential to the creation of every space and every building at Eishin:
- The way each building relates to its surroundings, as well as the ground on which it stands.
- The geometry directed by its position in the whole and its function.
- Working with people who will inhabit the spaces.
- The immensely detailed use of models and experiments.
- The search for beautiful materials and ways of making the buildings that should stand there.
- The careful use of money in a manner that reflects the values of the endeavor.
- Creation of positive space, at every turn, and every scale.
- Placing materials between other nearby materials that are similar, and wedging harmonious materials in-between.
- Interlocking spatial links forming a two-dimensional sheet of courtyards, buildings, and openings.
Our responsibility
As makers of buildings, we architects must start now,
with a fundamental change of direction.
For the last hundred years or so, we have understood
building to be an art in which an architect draws a building,
and a contractor then builds that building from the
architect's plans.
But a living environment cannot be built
successfully this way.To achieve a successful building — one that has life — we
must focus our attention on all the crafts and processes,
and then, as architects, ourselves take direct charge
of the making.
We must take full responsibility
for the entire building process, ourselves.
Unfolding
In short, the architect is responsible for building construction, is watching the building unfold continuously, and is making ongoing modifications as it becomes clear from each given stage, what modifications and changes should be made at each moment. And this is all to be done within a management framework that controls budget and cost very tightly.
Direct management
Direct Management does not include or permit the concept of profit to occur. The management is fee-based, or based as a fixed salary, and all construction costs are fixed ahead of time, and the building design is modified during construction, to make up any over-runs. The manager is not able to move money around at will, or put it in their pocket. At the same time, the design is approximately fixed, but with the understanding that it may be changed, during the evolution of the building, so that subtle adaptations can be included in the emerging building. In the Direct Management method it is the architect themselves and the direct manager who together manage the building works and all on-site construction for the owner.
The problem of schedule
We have emphasized, from the beginning, that in order to achieve really profound quality in this project, it is necessary to be able to modify it continuously, during the process of construction. This in turn requires that the Manager is alive to the fact that important decisions are being faced at every stage, and is aware that one of the most important things that is happening, is the evolution of the building designs, while they are being built.
We have a strong intuition that a general contractor will interfere with this process, no matter what is said in advance. The reason is this: All the large general contractors we have interviewed are strongly oriented to the problem of schedule. Of course, this is one of their strengths. However, we are convinced that they are so strongly oriented to this problem, that they will ultimately kill the life of the project, in order to achieve enough management control to be able to guarantee schedule.
We must get our hands dirty!
We must get our hands dirty!In every work of architecture, the construction details are the heart of the project, and the true makers of the project are the ones who make the details, who make the materials directly, and who are not afraid to get dirt
under their fingernails.
We feel it in our fingers
In System A, there is no architect separate from the contractor. We are builders, simply. As builders, we have a direct feeling about construction. We feel it in our fingers, so it is down to earth. One result of this down-to-earth quality is that everything is somewhat experimental. We make experiments all the time. Sometimes we place a piece of wood this way. Another time, we may like to try it that way. Any time something new comes up in the design of a building, we are very likely to try and invent the best way of building it. This is not a great big invention. Just a simple invention, the way we might invent a way of tying a piece of string, to hold a broken toy together. It is just practical.
Four principles
The essential purpose of Direct Management, as we understand the term, is to create buildings which are whole. This means that each part of the building is right in relation to the other parts, and to the part of the land that makes the buildings and the land more beautiful.
I will try to summarize the real meaning of Direct Management.
- The design evolves during construction. This means that the form of control over designs does not stop when drawings are finished, but goes on, continuously, before, during, and after construction. This cannot be done if architect and contractor are separate, or consider their jobs separately. It will only happen if the person who controls the design at the beginning actually controls the construction, too.
- Flexible cost control. Cost control requires continuous changing of ideas about what is built, in relation to money that is available, and in relation to what has been done already.
- Experience with one's hands. It is also impossible for an architect to have enough knowledge to control the process successfully, unless they have experienced almost every phase of construction with their own hands.
- Love of craft and the joy in the physical process of making. In the old days, making a building was clearly understood as a work of making. In this word, designing and physically building are inseparable. However, in the modern world, design has become separated from construction. Architects think of their work as designing, on paper, with the idea that the building process is a separate process. This is not what I call making at all. A good building can only be created, when it is deeply understood as something which is made, by a direct connection of the act of making, and the act of feeling, with your hands.
Guided by image
In our minds, the drawings we had originally made for the columns and capitals were no more than first approximations of the final shapes. We assumed that we would work out the real shapes during construction, and left the inaccurate approximations on our drawings, just for the sake of the building permit. Fujita, used to working with architects in System B, assumed that whatever was on our drawings must be what we wanted, and must be implemented as drawn.
Anybody who was making those column capitals, if they had seen this "double" capital, and had been free to make something harmonious, would have done it differently. But Fujita's people, in System B, did not know how to be guided by reality. They were guided by "image".
So Fujita, in this situation, was not free to respond in a natural way to what they saw. They were trapped by the image-making process they were used to. But because of this, they doomed their own carpenters to a pretentious kind of slavery, producing whatever silly images they were told to do, without being able to ask themselves whether they were beautiful, and unable to use their own sense of reality to make them better.
Invisible substance
We wanted wood, not only in many visible places, but also in the roof trusses of the homeroom buildings, where they are invisible. Fujita wanted to replace the invisible trusses with steel trusses. They could not understand the idea that it was the actual substance — even though not visible — which would control the feeling of the thing.
A practical and sacred act
The emotional energy of a building can be achieved, only if the artists who make and shape the building are genuinely responsible for the way the building gets its shape. To put this another way around, it means that if we fail to take the practical responsibility for the acts of shaping, the emotional energy of the building will almost certainly be false. If the emotional quality of the building is to be alive, and is to be seen, understood, and felt by the people who live there or work there, then this task must not be handed on to someone else. The life and magnificence of the buildings will come to fruition only if we architects, or master builders, or artists — or for that matter, lay people — any of us — take on the task of shaping as a practical and sacred act.
In the walls and mosses
If we reach such a very ordinary state of daily life, and then back it up with building and construction that comes from the depths in us, then that gradually accumulates our value in the world, all of us together as a whole. Later, then, perhaps hundreds of years later, people will look back at our stones and say to themselves, "My word, those people way back then — they certainly knew how to live," and they would say this because they could see the lingering whispers in the walls and mosses, and could read them, and could treasure them, and would learn from these traces how to live like that again.
Melt
In many late 20th century buildings, the architect focused attention on a few strongly defined elements. Usually, the way the building stood out in its surroundings was very sharp, and intentionally separated from the buildings that surround it.
Real architecture comes about in a different way. If the architecture is real, there will be thousands of living centers; many of them modest, all of them having direct impact on human beings. In this condition, there is an overall wholeness in the building and the zones nearby, but this quality is not aggressive nor too sharp. It rather creates a condition where the building melts into the town, or street, or garden where it is placed.
Umbrella
From the curator's visit to a place that captures all the beauty, depth, and wholeness it attempts.