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
A Search for Structure
Apologia
A ChapterGrain Shapes and Other Metallurgical Applications of Topology
An EssayStructure, Substructure, and Superstructure
An EssayThe Interpretation of Microstructures of Metallic Artifacts
An EssayMatter versus Materials: A Historical View
An EssayIconography
It is understandable that those students who must work from reproductions of works of art are usually more interested in iconography than in the more subtle questions of technique and quality, but it is regrettable that technical ignorance should so frequently prevent art historians from considering the whole experience of the artist.
Understanding technique
Technique is an essential aspect of any work of art from a trivial trinket to the greatest painting, and some specialized study of it is essential to full appreciation.
Though museum labels and catalogs refer to materials and processes — “bronze,” “fresco,” “parcel gilt,” “tempera,” “lacquer on wood,” and so on — they usually display only superficial attention to the essential details of the artist’s technique.
Bells
Most Japanese bells when hung still have on them one or more rough lines obviously arising in horizontal mold joints. These lines are not removed in fettling the bell, and they seem to be regarded not as defects but rather as a reminder of the reality of the founder’s interaction with his materials. One is reminded of the ceramics that are most treasured in Japan which usually have some unexpected tool marks or irregularity resulting from a kiln mishap.
Nearer to the surface
If in the following I overemphasize the Orient, this is simply because in the Far East the properties of materials are a little nearer to the surface, a little more consciously a part of what the artist is trying to show. The naturalistic aspects of Oriental philosophy encourage a sensitivity to the quality of materials — or is it the inverse, that an early enjoyment of stone, wood, clay, and fiber gave rise to the philosopher’s perception of the soul in all natural things comparable to man himself? Westerners tend to override materials, usually in ignorance, but sometimes proudly as a tour de force.
The drop press
The virtue of thin sheet metal in giving the greatest glitter for a grain of gold was exploited in the earliest days of metallurgy. However, before the days of rolled sheet and drawn wire, most metal objects were made by hammering and were basically three-dimensional in form.
[In contrast] look at the simple drop press — it’s unmodulated blow striking in a single direction symbolizes much of nineteenth-century mechanized production. To make multiple stampings, stacks of very thin metal sheets were superimposed under the hammer, and the final profile with moderately high relief was gradually achieved as finished sheets were removed from the bottom and new ones added at the top.
When the drop press was used to shape large areas of thin sheet metal, the aesthetic qualities of the surface became divorced from the underlying substance, and decoration became independent of the body needed to support it. In any object there is a natural relationship between the surface and the bulk, that is, between its one-, two-, and three-dimensional aspects. The fakery involved in applying gold or silver playing on a solid copper object is quite different from the deception of an ornately stamped piece of thin sheet brass. Compare a magnificent ormolu furniture fitting or even a gilded plaster picture frame with a cheap lamp base embossed in thin sheet brass. In the former, the surface is simply and honestly applied for its optical effect alone; in the latter the fakery is fundamental for it is dimensionally misleading.
Big things and little things
It is hardly possible that human beings could have decided logically that they needed to develop language in order to communicate with each other before they had experienced pleasurable interactive communal activities like singing and dancing. Aesthetic curiosity has been central to both genetic and cultural evolution.
All big things grow from little things, but new little things will be destroyed by their environment unless they are cherished for reasons more like love than purpose.
What's the difference?
I well remember an occasion in 1962 when in a remote Iranian village I asked a blacksmith famous for his superior penknives to tell me the difference between iron and steel. “What’s the difference?” he replied. “What’s the difference between an oak tree and a willow — they have different natures and one must adapt to them.” He did not accept the suggestion that some material absorbed from the fire’s charcoal might have something to do with it, and he would not have understood a word of any lecture I could have given him on diffusion, crystal structure, and phase transformations; yet he could make a good knife and I could not.
The scale of human experience
It is the scale of human experience, from which thought and imagination take off, and to which they must return.
The edifice from which they came
A list of types of bricks used in the Hagia Sophia may help one to build an interesting brick wall, but it poorly suggests the great edifice from which they came.
The interplay of pattern and texture
Some of the more enjoyable surfaces (for example, the grain of a fine mahogany table top or a Japanese sword) have an interplay between pattern and texture which, though two-dimensional, suggests the unseen internal three-dimensional array.
Resonances
The resonances arising in workmanship are often very subtle. The fact that the material itself guides the tool differently in different processes of working introduces changes in the overall relationship of curvatures. The smooth curves of surfaces approaching the edge of a jade axe that come about from innumerable abrasive particles moving against a slightly yielding and mechanically unconstrained backing would seem incongruous if other surfaces or outlines were present that had come from cleavage or from the geometric motions of a machine. These could be produced easily enough, but the eye would not establish larger resonances among them.
Fine arts and decorative arts
The fine arts are conscious and essentially individual in tradition.
The quantitative and economic aspects of the decorative arts, on the other hand, make them intrinsically repetitive. Because of this, their aesthetic qualities have a very intimate relationship to the technology of materials, and their design is thereby basically affected.
In addition to the qualitative need for repetitive detail in design, the decorative arts have a quantitative requirement, namely the imperative of covering large areas or making large numbers of individual objects.
Replication
Consider also the development of mass-production methods involving the casting of molten metals. Though the finest castings were made individually by the lost-wax process, the majority of casting from the earliest days have been designed expressly to facilitate molding. As with punches and dies, most foundry processes have the characteristic that the careful work of the master designer is involved only once, whereafter replication takes over.
Reproduction
The success of a mechanic’s, or a machine’s, reproduction of a thing depends on his, or its, sensitivity to whatever qualities are important, just as the skill of the designer lies in the proper appreciation of surface qualities in terms of structure and shape variation that come from the intended means of production.
The inner nature of material
The work of an artist in getting the details that he wants is greatly facilitated if he selects a material whose inner nature makes it want to take the desired shape.
The idea grows as they work
As they work, the experience of the material under the artist's fingers subtly interacts with the idea in their mind to give the finished work some quality that was rarely fully anticipated. A few artists seem to have such a feeling for their materials that the prevision needs little modification; most say that the idea grows as they work experimentally.
True artistry
The best of all examples of a satisfactory art form based upon the inner nature of a metal is provided by Japanese swords.
Our perception of beauty seems to involve the interaction of several patterns having origin and significance at many different levels of space, time, matter, and spirit. In the Japanese sword blade there is heterogeneity in both the macrostructure and the microstructure. The manner of forging, the heat treatment, and the final polishing operation are all uniquely Japanese techniques, and all make necessary contributions to the final quality of the blades. The shape along would be simplistic form; the forged texture of the steel without heat treatment would at best faintly echo the beauty of grained wood; the outlines of the quench-hardened zone at the edge would be sharp and uninteresting if it depended only on the control of cooling rate during quenching; and the polish would be uniform glitter if the metal were homogeneous. With true artistry all these are made to interact.
Simple variations of the parts
Symmetry, indeed, has been grossly overemphasized in both art and science: its main value is in giving meaning to its absence, dissymmetry, without which there could be no hierarchy.
The eye is repulsed by complexity if no order is detected, but it can be delighted by repetition, translation, rotation, reflection, magnification, and other simple variations of the parts.