Originality in the 21st century

When I began to work as an artist I wanted to be completely original, wholly singular. I housed a strong disdain for art history; I didn't want to learn from others or to be influenced by anything. To be influenced at all negated my idea of originality. I wanted to believe that I created in a vacuum, that my thoughts were completely my own. For the same reason I avoided, and still avoid, drugs of any kind, even caffeine for the most part. I didn't want to have to question whether it was my imagination and ingenuity or the influence of some outside factor that created my art.

This was before I took my first art history class, before I worked in a studio with fellow artists and had boundless creative conversations, before I read art criticism and educational theory. In Freire's words, I was ignoring the "tension between the individual and the social practice." In regards to my Enneagram type, which is a 7 for anyone who knows what that means, I was emphasizing my narcissism. I was distrustful, viciously independent, and felt like I needed to prove my artistic integrity.

I vividly remember the day I realized that I had already been influenced, that my culture had already formed and informed me. My associations, my choices, my very ideas had been influenced by the world around me since I first opened my eyes and learned what it meant to scream. After that realization, I opened the floodgates. I had always read anything and everything, unconsciously absorbing the thoughts of my favorite authors, artists, and teachers. But at that point I started to do so consciously, recognizing the connections and revelations that other people could already provide. I learned that I didn't have to reinvent the wheel, or the bicycle, or the car. Those were already done and I could use those ideas to move onto something new and wonderful; something completely my own and yet indebted to the rich history of the world.

My eyes opened to the power of having people agree with you and the joy of reading what you already thought. When I talked about this with my sister, she paraphrased for me what she believes is a George Orwell quote: "The greatest books are the ones that tell us what we already know." Because in this large and lonely world, its always nice to realize that you aren't alone in your thoughts.

When I studied and read for art history, psychology, music, and my many other classes or talked endlessly with about anything and everything anyone who would talk back, I found a ready-made support system, a vibrant creative community that has existed for millennia and that to become part of all I had to do was acknowledge its existence. Suddenly, I was much less lonely.

Now when I read something new, the page is covered with exclamation points and stars. I veer away from drawing hearts around passages to preserve some semblance of dignity, and because hearts don't encircle paragraphs well. When I read, look at art, or find some wonderfully exciting person to talk to, I can barely keep myself contained. I can never keep myself still. My hands fly wider and faster the more enthusiastic I get and I edge forward in my seat until I fly back only to edge forward again. Journals, scraps of paper, and texts to myself contain the ideas that I simply could not keep in my head anymore because I wanted to remember them, to share them as others have shared their ideas with me.

I've always hated when people say that there is no such thing as originality, that everything has already been done. If that were true we would cease to move forward, to make progress, to create. Simply because something has already been written, has already been painted, doesn't mean that when I do it again it isn't original. It is through our unique lenses of the world that we create our originality. Degas's sketch of Botticeli's Birth of Venus may have been a copy of that painting, but it is the original of his sketch. If I were to sketch my own version of Degas's sketch, it would be a copy of a copy. But it would also be a copy of an original, and an original in its own right.

With this in mind, I embrace the ready-made creativity, ingenuity, community of my predecessors and my contemporaries. I put my ideas out into the world and wait to see what new connections will come back.

The Start of the next Story

I do any art form I can get my hands on; my artistic curiosity is something that I both enjoy and take pride in. There are, of course, art forms that I am more closely connected to right now, oil painting, creative writing, knitting, song writing, and pottery to name a few, but give me anything and I'll try it.

This mentality is why I chose electives in poetry and storytelling rather than my more comfortable music and visual art for grad school this spring. And, so far, what a good choice! This past weekend I spent my Saturday and Sunday from 8 am to 5 pm in a rather ugly, sparse classroom. Oh, the horror, right?

Wrong.

The best thing about going to an art/education school is that the teachers know how to teach and they know their art form. Abigail Jefferson, the instructor for my weekend course, isn't only a wonderful and engaging teacher, she's an inspiring storyteller. With her we learned about storytelling through storytelling. Throughout the long weekend I don't think we sat down for more than an hour at a time. This comes from Abigail's experience with middle schoolers, but also speakers to her knowledge as a performer and teacher about attention spans and how to best engage people.

While preparing and excitedly waiting for this class, I found myself noticing the stories I was already telling everyday and remembering the stories that I had been told throughout my life. There are stories that I forgot that I knew and stories that I forget how I know, ones through which I hear my mother's voice and Jim Weiss's on cassette. Yes, even I am old enough to remember cassettes.

Through the class I also realized that stories are, and always have been, how I learn. I've been blessed by whatever combination of nature, nurture, or spiritual force you personally prefer with a sharp memory. I can hear things once and teach about the material later in the day. (That has happened. More than once. Bad planning, I know). But during the weekend I realized that stories and discovery aren't just good tools for teaching and learning, they are the best.

Give me facts, numbers, and names and I can read them over three times and know them for the test tomorrow. But then I promptly forget them because I just don't care about those specifics. There are people whose life work is based off of such specifics and facts, but I am thankfully not one of them. I could describe the entire catalogue of an artist's work, the stories behind each piece, and the artist's biography, but forget their name until something reminds me of it hours later.

But to tell stories you don't need verbatim, memorized facts. Indeed, memorization often impedes a good story. You need to absorb and understand the story itself. Then, when you go back to tell it, the details can be formed in the moment, based on the connection and the energy you are experiencing. Storytelling is a trust exercise between you and your brain, one that I need to practice. I often lose what I know because I over-think and second guess myself rather than trusting not what I've memorized, but what I've learned, what I know. In psychology, that's called psuedostupidity. (A random fact I remember from my second year of college not because it was the most important, but because I could directly connect it to my life... and it made me laugh.)

From my reading for another class, I can see that I'm far from the only person who believes in storytelling as an incredible vehicle for teaching. In Literacy: Reading the Word and the World, Paulo Freire, the father of current educational thought and the archangel of Lesley schooling, describes how he teaches writing. Rather than reducing reading to rules of grammar and structure he taught these rules as "objects to be discovered within the body of the texts." He goes on to say that "the students did not have to memorize the description mechanically, but rather learn its underlying significance." Freire was on the forefront of changing teachers from the fountain of information to the leaders of discussion and discovery, or the storytellers.

As soon as I read Freire's words, my brain clicked into gear. I wasn't thinking of something that I remembered from my days of rote memorization, but something that I knew from listening to Abigail, taking part in her stories, and making my own stories; that human connection is the best way to teach and to be taught.