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Creativity is hard work (with worksheet, vocabulary)

2004.12.13 12:40 | English 영어 자료 | huangsy88

http://kr.blog.yahoo.com/huangsy88/1242603 주소복사

Creativity is hard work

THOMAS Edison was ever so slightly off the mark when he said what he so famously said about genius. In fact, it is creativity (not genius) that is '99 per cent perspiration and 1 per cent inspiration'.

Too many, perhaps including the creative inventor himself, believe wholeheartedly that creativity is something unique that only a few gifted individuals have.

The Ancient Greeks imagined it to be a spark of intervention by the muses, while philosophers from Plato to Popper have seen it as ineffably unpredictable and randomly non- rational.

In fact, studies of creative people show that creativity entails - above everything else - lots and lots of hard work. Contrary to popular imagination, genuinely creative achievements almost never come from that flash of insight out of the blue but, rather, after years of hard work.

Yes, epiphanies may occur, but only on the foundation of steadfast preparation because they are grounded in enormous bodies of domain knowledge.

You disagree?

Take someone nobody would call non-creative: Mr Iskandar Jalil, Singapore's master ceramicist.

At 64, long after he has indubitably acquired the requisite skills, he still works very long hours at his craft. In him, we see persistence and perseverance.

There is painstaking attention to details in sketching his conceptualisations, then hours spent throwing at the potter's wheel: urging, pinching, pulling and coaxing the clay rhythmically in interdependent movements, like those of a dance - only to cast aside that which is less than perfect.

He said: 'I accept no excuses for poor quality and shoddy work. I pity the garbage man who collects the rejects I junk every morning.'

Such perseverance allows the development of technique and the acquisition of a repertoire of skills - how to do things and how to do them variably and differently, something that can be honed only over the years.

In pottery, Mr Iskandar said, 'to just get the basics of the craft right, you need four to six years. To find out and understand your own style, you need another five to 10 years. And to become a good potter, another 10 to 20 years'.

He himself was declared a master potter by his then 78-year-old sensei (teacher) in Japan, Shoji Hamada, only in November 2000.

Inspiration is hard work

IT WAS in Japan that he first learnt his craft, back in 1972, under a Colombo Plan scholarship. It is virtuoso skills that Mr Iskandar has acquired that allow him to go a step beyond.

Another facet of extreme effort - being completely taken by one's work. Like other creative people scholars have observed, Mr Iskandar is highly engaged in and enormously devoted to his work.

Completely single-minded about pottery, he is most rejuvenated by his work rather than other pursuits. Work is seen as a source of great pleasure, fulfilment and meaning.

'Clay has been a trusted friend, a companion. Not a single day passes by without me touching or thinking about her. During vacations, meals, prayers, even dreams, I conceptualise new ideas of her. Not to touch clay for a day is rare for me, even suicidal,' he said.

He is always thinking about his work - while on his 10km runs in the morning, browsing in the market, cruising on his BMW motorcycle up the North-South Highway to Malacca on one of his clay-hunting trips, and so on.

At the potter's wheel, he experiences a totality of focus upon the work so the self disappears and he becomes one with his work.

'I was often drawn to my workshop at early dawn or late at night, disturbing my parents' slumber (when they were alive), to enjoy the intimacy and response that clay gives me. As my twilight years approach, I continue to love clay not with the passion I used to have but with quiet reverence, respect and dignity.'

Any other reason to work very hard?

One wellspring of creativity is the fusing together of disparate ideas and concepts. This means that the more domains of knowledge an individual accumulates and integrates, the more likely he is to make novel links among them.

New ideas often emerge by making analogies, so new ideas are often inspired by previous situations that don't belong to the same area.

Often, a sudden interlocking of two previously unrelated skills, or 'matrices of thought', as one scholar describes it, leads to that creative leap, the seeing of an analogy where no one saw one before.

But you will need lots of domain knowledge to begin with. You must know a lot about a lot, so you need to work hard at learning a lot.

Mr Iskandar said his one weakness is an inordinate love for books. He also learns through travelling. His first Colombo scholarship took him to India to learn about textiles, his second to Japan for pottery. Both experiences are melded together in his work: Nippon and Hindustan, both Asian, yet worlds apart.

'Their cultures, beliefs and geography have taught me the value of a simple life and the beauty of nature. India taught me how to be happy with little. Japan taught me wabi, sabi and - in later years - shibui, Zen's highest state of reverence for beauty, unassuming and profound,' he said.

The result is a stillness, quietude and contemplation, a comforting silence and peace in and around the subtle and restrained beauty of his bowls, jugs, pitchers and vases, ceramics that speak for themselves.

But what about Edison's 1 per cent?

Even inspiration is never necessarily something mystical. In fact, something that seems quite common in the processes that lead up to the creative moment are task constraints.

Yes, constraints that pundits say stifle creativity actually specify two things: what is precluded - reliable, repetitive, routinised responses; and what is promoted - the unusual and unexpected.

For example, by precluding repetition, you can promote variability or change.

Pointing to three small pieces of work which form the series he calls Square One, Mr Iskandar said: 'I could make these by the hundreds and sell them. But I've made these three, and they are all I'll make. I don't churn out products.'

So he went on to other pots. That is why the Iskandar oeuvre is one of non-stasis and variability, where everything is always up for grabs, shifting, never merely fixed. His work, from the humble, quiet pot to powerful, progressive ceramics, has developed a dual sense of the past and the contemporary, of order and unruliness.

By limiting one's search for solutions, constraints also direct one where to look for them.

For Mr Iskandar, New Zealand or British or Japanese clay is too neat, too clean. They don't have the impurities and graininess that give local clay its character, he said. Using local clay, he has developed his trademark brilliant blue colours and rough earth textures or oriental glazes of shino and ash.

'It makes my day if I can make something beautiful out of the ugly instead. With local clay, the accidental oxidation-reduction reactions that occur inside my gas kiln give rise to many beautiful surprises.'

Yet another example: Once he had decided not to use commercial glazes, which he called 'dangerous chemicals', he chose to limit himself to 'a few self-concocted glazes in order to be resourceful with what little I have'.

After much experimentation, the glazes he now uses are self-prepared coloured slips made from local clays - white clay from Jalan Bahar, red clay from Redhill and brown terracotta from Alexandra Road, for example.

He now glazes only the insides of pots for waterproofing while the outsides are left unglazed and coloured naturally. This, he said, led to a renaissance in his work, with warm oranges, blues and rustic browns emerging.

Once, in Sweden for an exhibition, he was very taken by the gorgeous blue streams in its picturesque countryside. Yet, he observed, Swedish potters did not use blue.

Working with different pottery techniques and clays, he experimented until he found that cobalt carbonate would give him the unique blue he wanted, which led to his signature textured blue-tinted pots.

Strong support needed

STILL, all that hard work so the spark can turn into a fire would not be possible save for a supportive milieu.

Speaking about his family, Mr Iskandar said: 'As a husband, I have to apologise to my wife because I spend too much time at the workshop or travelling. My mother joins me at times, sharing her sorrows and joys, while I work.'

People behave differently in different contexts, just as iron behaves differently if immersed in pure water compared to pure sulphuric acid. But just as both iron and sulphuric acid transform each other, so people and their environments transform each other.

What develops cannot be predetermined by summing up the characteristics of individuals who make up such groups - Mr Iskandar's family, his community of potters and artists, his Malay community - any more than we can determine the properties of sodium chloride or table salt by adding up the properties of sodium and chlorine.

But we can be supportive.

As Mr Iskandar walked me out and showed me his very fetching BMW motorcycle parked by the kerb at his Kembangan home, something about his quietude made me think of philosopher Susan Sontag's description of the artist's renunciation.

In The Aesthetics Of Silence, she said that the artist seeks embodiment in an art form whose very material nature clashes with spirit itself. But having climbed the ladder, in Wittgenstein's metaphor, the consummate artist throws it away behind him.

I think Mr Iskandar has.

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IMPORTANT CONCEPTS

  • Thomas Edison: American inventor (1847-1931) of the transmitter and receiver for the automatic telegraph, the carbon telephone transmitter, the phonograph, the first commercially practical incandescent lamp and many other devices.

  • Muses: In Greek mythology, the Muses were goddesses of the arts: Clio, the Muse of history; Urania, the Muse of astronomy; Calliope, the Muse of epic poetry; Euterpe, the Muse of music and lyric poetry; Erato, the Muse of the poetry of love; Polyhymnia, the Muse of sacred poetry; Melpomene, the Muse of tragedy; Thalia, the Muse of comedy; and Terpsichore, the Muse of song and dance.

  • Plato: Ancient Greek philosopher and writer whose teachings are among the most influential in the history of Western civilisation. Most of his works are dialogues, such as The Republic, which concerns the just state, and The Symposium, which concerns the nature of love.

  • Karl Popper: Anglo-Austrian philosopher who worked on the distinction between scientific knowledge and pseudoscience. He rejected the certainty of knowledge and historicism, the doctrine that there are general laws of history.

  • Shoji Hamada: Japanese ceramicist who is regarded as one of the most influential masters of studio pottery in the world.

  • Colombo Plan: International economic organisation with headquarters in Colombo, Sri Lanka. The Colombo Plan was created in 1951 to strengthen the economic and social development of nations in South-east Asia and the Pacific. Presently, its largest donors are Japan, Australia, New Zealand and the United States. Aid is given in the form of educational and technical programmes, health programmes, food supplies, loans and training.

  • wabi: Experts say there are a number of ways to express this word in English. Wabi refers to a kind of spiritual beauty in things that are fresh, simple and have a rustic, imperfect element, such as what is often found in hand-crafted objects.

  • sabi: Japanese term that denotes a kind of beauty and value that comes from age.

  • shibui: Describes the Japanese ideal of beauty. It denotes quality, elegance, complexity and a sheen produced by age. Shibui objects have a rare beauty.

  • Zen: Buddhist sect of China and Japan. In China, the school became known for making its central tenet the practice of meditation, rather than adherence to a particular scripture or doctrine.

  • Susan Sontag: American writer and critic, known for her critical essays on avant garde culture in the 1960s and later for work on subjects such as politics and photography.

  • Ludwig Wittgenstein: Twentieth-century Austrian philosopher whose work stresses the relationship between language, mind and reality.

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    THE WORKSHEET

    WORDS IN CONTEXT

    Select the answer that best expresses the meaning of each word or phrase as it is used in the passage.

    1. off the mark (paragraph 1)

    (A) irrational (B) non-conformist

    (C) not correct

    2. out of the blue (paragraph 4)

    (A) out of the ordinary

    (B) unexpected

    (C) from the subconscious mind

    3. taken by (paragraph 15)

    (A) absorbed in

    (B) captured by

    (C) carried away with

    4. speak for themselves (paragraph 28)

    (A) defend themselves vociferously

    (B) brag about their exploits

    (C) require no interpretation by the viewer

    5. churn out (paragraph 33)

    (A) produce in a factory

    (B) forget to make

    (C) create routinely and repeatedly

    6. up for grabs (paragraph 34)

    (A) open to various interpretations

    (B) being sold at a reasonable price

    (C) available for sale to the highest bidder

    7. signature (paragraph 42)

    (A) autographed

    (B) characteristic of a person's style

    (C) individually produced

    HIGH LEVEL VOCABULARY AND CONCEPTS

    aesthetics consummate wabi rejuvenate Plato Shoji Hamada epiphanies profoundsingle-minded sabi honed Zen Buddhism

    1. __________ is regarded as one of the most __________ thinkers of all time.
    2. __________ is regarded as a __________ potter.
    3. The ideas of __________ and __________ are central features in Japanese __________.
    4. __________ emphasises __________ that allow individuals to have direct knowledge of reality that is beyond intellectual understanding.
    5. The artist's skills were __________ through many years of work.
    6. Good art can __________ our spirits.
    7. The production of good art requires __________ dedication.

    CAN YOU REMEMBER THE DETAILS?

    1. Which of the following is not mentioned as an influence on Iskandar Jalil's pottery?

    (A) his travels to India

    (B) his travels to Japan

    (C) his travels to Australia

    (D) his BMW motorcycle

    (E) the writings of Susan Sontag

    2. Where did Mr Iskandar first learn the craft of pottery?

    (A) New Zealand (B) Sweden

    (C) Malaysia (D) Japan (E) India

    3. Where did the ancient Greeks believe that creativity comes from?

    (A) the Muses

    (B) brainstorming sessions

    (C) the corpus callosum

    (D) Mount Olympus

    (E) Athena, the goddess of wisdom

    4. What is the Japanese word for teacher?

    (A) wabi (B) sabi (C) sensei

    (D) shibui (E) Zen

    5. From which country does Iskandar Jalil get the clay he uses to make his ceramics?

    (A) Singapore (B) Sweden (C) New Zealand (D) Japan (E) Australia

    6. What is Edison's 1 per cent? (paragraph 25)

    (A) creativity (B) hard work (C) reverence for nature (D) genius (E) wabi

    7. According to Iskandar Jalil, what is the minimum number of years it takes for a person to become a good potter?

    (A) 10 to 20 (B) 4 to 6 (C) it is not possible to specify since people vary greatly in their ability (D) 5 to 10 (E) 20 to 30

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    ANSWERS

    Words in context: 1. C 2. B 3. A 4. C 5. C 6. A 7. B

    High level vocabulary and concepts: 1. Plato, profound 2. Shoji Hamada,consummate 3. wabi, sabi, aesthetics 4. Zen Buddhism, epiphanies 5. honed6. rejuvenate 7. single-minded

    Can you remember the details: 1. C 2. D 3. A 4. C 5. A 6. D 7. A

  • 미운오리 2004.12.14  12:30

    Wow, too long to challenge ^^;;

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    한지현 2005.02.23  20:21  [211.201.69.114]

    that is not how to make ceramics!ㅜㅜ
    sillyman!^^kkk,ccc~shout!!!!!!!!!!!!!!!!!!

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