Learning through Artistic Experimentation

Trial and error (or trial by error) can be used in solving problems or learning about new things. It’s a universal method that spans across disciplines. Chemists use the method to find new drugs, mathematicians use it to solve mathematical problems, and musicians use it to create new music. I would like to explore this latter example in a little more detail.

My ability in music is very limited. I would even consider myself musically declined. I cannot sing a song or hold a tune to save my life. I even tried learning to play the guitar, but gave up in utter frustration. Maybe if I gave it more time or disciplined myself more, I could have learned how to play. Oh well. I do consider myself to be a talented music appreciator though. I have always had a knack for discovering unique and interesting new music and bands to follow. My friends have praised these abilities (or at least I think they have) when I’ve offered them new music recommendations.

Recently, I came across the artist Gotye by listening to his incredible song on KCRW called Somebody That I Used to Know. It’s a catchy tune and his voice or the melody in some parts reminds me of Phil Collins songs, sparking 80s flashbacks to my youth. It’s fascinating how songs can take us to different parts of our past. The lyrics are powerful and relatable to those of us who have experienced break-ups. I was intrigued by this artist, so as usual, I explored further.

On his website, I found this amazing documentary about his music-making process. I can assure you it is well-crafted and insightful, but you really need to see it for yourself. As I watched, I was amazed at the amount of learning that took place through experimentation. Gotye creates new musical sounds by discovering old instruments or songs and experimenting with them. I find this interplay between new and old fascinating. He uses a trial and error process and simply experiments with various sounds. He even creates a song inspired by his new (old) Lowrey organ as he discovers the sounds it can make.

So, what can we learn from artistic experimentation? Obviously, it is a process for creating new things. But most importantly, it can make learning fun. It has the ability to put us in a ‘flow’ state, where time seems to melt away.

Creative Age Elementary Schools

Randall Fielding discusses design characteristics elementary schools should have in the Creative Age.

Why are the Negative Voices the Loudest?

I’m currently working in a school district where the community is split about building a new high school. Their exiting two high schools are over 40 years old and are both in dire need of repair. They have been haphazardly added on to over the years that they are now circulation messes. Exacerbating the situation, student enrollment is declining making it too costly to maintain two high schools. The community needs to make a decision.

From the beginning it seemed this project was doomed. At every public meeting, several citizens were outspoken and vehemently opposed to consolidating the schools, even after the district showed that it would save them in operating costs and would get them out of a deficit situation. The local media would amplify this negative vibe making things worse. The community didn’t trust the school board.

About midway through the project a small group of supporters started to emerge and organize. They began coming to meetings and started speaking in support for the project. More people began to join their group and then all of a sudden, the public meetings were full of positivity and support for the project. It seemed like the negative voices just crawled back into their holes. It also was clear that the negative voices were a minority; however, they wrecked havoc and divided the community.

What did I learn from this? The loudest voices do not necessarily represent the majority. Also, people (especially the media) tend to tune out positivity and focus more on negativity. The majority of people in a community are on the fence and really don’t care too much about what is going on with their schools. They’re too busy with their jobs and families, and only rely on the vibe they get from the community. If the negative voice is strongest, then that sways their decision when it comes time to vote. My advice: it’s extremely important for districts to get strong supporters early in the process to counter any negativity.

Kids Should Learn in Pole Barns

I just finished reading an article about the opening of the new Jenks Math and Science Center near Tulsa, Oklahoma.  The article is very positive and describes the school as a wonderful place for education.  As an architect, it makes me happy to see an article that describes the new school positively.  It’s apparent that many people in the community are very proud of the accomplishment.  Not only is it a place that students love to be in, but the building itself is a teaching tool.  The building is a lesson in energy efficiency–equipped with wind turbines and geothermal–it serves as a hands-on example for sustainability.

Despite the article describing this to be such a wonderful new asset to the community, many commented on the article, implying that this is a waste of taxpayers money and describe it as being a monument.  Lucky Ed says “Preachers often judge their accomplishments by how large a church building they can get built. Seems like school superintendents do the same.  Would rather pay for good salaries for good teachers and scale back on monuments.”  This mentality is pervasive throughout many communities.  In some communities this voice is so loud that they are not able to build any new facilities or do any major transformations to their existing facilities.  They are content with just fixing the roofs on their 50-year-old schools that were designed to accommodate compartmentalized subjects and a memorization-based curriculum.

I am afraid for our society.  I can’t understand why people think if a school looks nice and is inspiring to be in, that it’s a waste of taxpayer’s money or it’s a monument to some superintendent.  I guess buildings don’t matter, right?  Let’s just build inexpensive pole barns for our children to be in all day.  They don’t care, they’re just kids.  As long as we get “good” teachers and pay them a “good” salary, the kids will learn, right?

Yes, times are tough.  The economy sucks.  I can understand that some people feel upset about paying more taxes.  This point-of-view, however, is shortsighted and selfish, it puts the community in a downward spiral.  What happened to the pride of being part of something bigger than ourselves individually?  Community is about pooling together resources for the common good of all.  It’s about elevating everyone.  When I was a kid, I went to a school that other people paid for.  It’s my duty now to pay for a school for the next generation.  Not only will I be fulfilling my obligation, but I will also make my community better and more desirable.  I certainly wouldn’t be proud of pooling my community’s resources for just a pole barn.  That mindset is taking society back to the dark ages.  Don’t we want communities that we are proud of?

I still see hope.  There are communities that “get it” and are capable of building facilities that inspire our children to learn.  Jenks got it right.  The new Math and Science Center is a testament to what communities can accomplish.

Learning from Failure

I just finished reading a great article by Jonah Lehrer entitled “Why Do Some People Learn Faster?”  His point is that failure is essential to learning.  “Education isn’t magic.  Education is the wisdom wrung from failure.”  He references research by Jason Moser and Carol Dweck to make his argument.

Dweck proposed two mindsets that people have when it comes to learning.  There is the fixed mindset–you’re either smart or you’re not, or the growth mindset–you can learn from your mistakes and get better, as long as you work hard at it.  Her research shows that students who are praised for their hard work versus their intelligence will tend to work harder and perform better on subsequent tasks.

I could not agree more with this article and line of research.  Learning from failure is essential.  However, is this typically reinforced in school?  Looking back at my school experience, I would say no.  After taking a test, you were graded, then the class would move on to another topic.  Grades separated the “smart” kids from the “not-so-smart.”

In contrast to my school experience, I was involved with martial arts where I did learn about the importance of failure and working hard.  In martial arts, you progress individually and only test for the next rank when you are ready.  If you fail, you can work on correcting your mistakes and try again at a later time.  I devoted myself to training and worked my way up to earning a black belt in the martial art style Cuong Nhu.

Even though learning from failure was being reinforced in my martial arts training, it didn’t “click” until I started competing in Judo.  I noticed that whenever I would lose a match, I would replay it in my mind over and over analyzing what happened and how I lost.  I would then work extremely hard on my weak areas so I would never lose a match the same way again.  When I would win a match, I felt really good, but it didn’t motivate me to work nearly as hard as losing would.  I understood that failure is what really motivated me to learn and to improve.  I would knowingly go up against much more skilled opponents so I could learn from the experience.  I wasn’t afraid of losing because I knew it would only make me better.

The mentality I learned from martial arts has helped me significantly in my career–much more than my high school history or biology classes.  I always felt “not-so-smart” in those subjects and just squeaked by.  Understanding the value of learning from failure has motivated me to take on challenging tasks in my work.  It has motivated me to continually learn and improve–lifelong learning.  I believe this willingness to take on difficult tasks–and to learn from my mistakes–is what has allowed me new opportunities and rewards in my career.

I believe school does reinforce learning from failure, but not typically in the classroom, it’s mainly from athletics and co-curricular activities.  So I end this with a question: what can we learn from failure to make school better?

21st Century Collaboration

I found another example of a 21st century collaboration while listening to NPR the other day.  In an interview on NPR with David Green, Oliver Sim & Romy Madley Croft of the band The XX describe their writing process.  They each write their lyrics from their own homes communicating through iChat.  They describe the process of having a “removed feeling” where they “don’t have to explain everything.”  It allows them to “interpret things in their own ways.”  The “removed feeling” of online communication is an interesting concept which many view as a flaw.  In their case, they are using this as a way to stimulate their creativity.  It allows them to reinterpret or even misinterpret each other.  This creates an opportunity for serendipity where new ideas may be stumbled upon.

Expanding Opportunities for Collaboration

I was listening to Tell Me More on NPR the other day and caught this great story.  Michel Martin interviewed Ana Tijoux, a rapper who was born and raised in France but is of Chilean descent.  One part that really struck me in the interview was when she talked about collaborating on a song with Detroit rapper Invincible.  Ms. Tijoux described how she discovered Invincible on MySpace, was so impressed, she contracted her — through MySpace — to collaborate on her new album titled “1977.”  This is an excellent example of how the Internet is expanding opportunities for collaboration.  MySpace provided a virtual place for both of these artists to connect with one another.

Differences in the Work Landscape of the 21st Century

After reading books such as Daniel Pink’s A Whole New Mind and Thomas Friedman’s The World is Flat, I think it’s pretty clear that new skills are required for survival in the 21st century.  The work landscape is much different today than it ever has been in the past.  Paralleling the views of Pink and Friedman, I find there to be four differences in the World today that contribute to this.

The first difference is technology.  Following Moore’s Law, the rate that technology has been changing is exponential.  Technology is embedded in everything we do and to keep up with the changes, we must embrace learning.  Alvin Toffler said that “the illiterate of the 21st century will not be those who cannot read or write, but those who cannot learn, unlearn, and relearn.”  I find this to be very true.  Over the past twenty years, the architectural profession has seen two major paradigm shifts in how drawings are created due to technology.  Beginning in the mid to late eighties, architectural firms changed from hand drafting to computer-aided drafting (CAD).  Doing so, allowed drawings to be copied and modified easily, transferred by diskette and later by email, and archived in a digital format.  Despite being digital, the concept of the drawings remained the same, two-dimensional lines.  Twenty years later, we are now transitioning from CAD to Building Information Modeling (BIM).  With BIM, we are now truly modeling the building and it’s systems.  And not just for visualization purposes.  Modeling in 3D allows for coordination conflicts to be detected before the building is built.  This process requires a new mindset.  Design decisions are needed to be determined earlier in the process and the distinctions between the phases (Schematic Design, Design Development, and Construction Documentation) are becoming more blurred.  In some cases, we must unlearn previous ways of doing things in order to embrace change.  The rapid change of technology requires an agile mind.  No longer can we coast on the knowledge we learned from grade school or college.  As Toffler said, we must continue to “learn, unlearn, and relearn.”

The next difference changing the workplace is globalization.  Globalization has been activated by technology.  The internet and communication tools have made doing business from a global perspective very easy.  Large files can be shared through company FTP sites, file storage sites such as Box.net, or simply through e-mail.  I am currently working as a design consultant with a company that operates with these tools.  I’m collaborating with a team that is located all throughout  the U.S. and in Puerto Rico.  The pace is extremely fast.  In a week’s period I found myself joining the team, three days later having a WebEx conference being introduced to the project and meeting my teammates, and then seven days later flying out to Puerto Rico to do the initial work.  Now, we’re all finishing up the work remotely from our own homes mainly communicating via e-mail and WebEx conferencing.  A physical workplace for all of us to be at the same place and at the same time is not needed.  A collaborative and open-minded attitude is essential to work in this type of environment.  Decisions must be made fast and you cannot get hung up on the details.

Currently there are four generations in the workplace: Traditionalists, Baby Boomers, Gen-Xers, and Millennials.  Each of the generations share a common history during their formative years and that history, to some extent, shapes and influences their attitudes and beliefs about the world.  Because recent history has been rapidly changing, there is more of a divide than ever before between the generations.  This divide can lead to misinterpretations and generational collisions, or what Lancaster and Stillman call “ClashPoints” in their book When Generations Collide.  To survive in this work environment, it is important to think and work cross-generationally.  By understanding these differences, companies can draw from the strengths and experiences of all the generations.

Lastly, the structure of work is being redefined.  In the workplace, this can include things such as flex time, work from home, or transparency.  However, more profound changes are happening by individuals.  One major driver that is redefining the structure of work is the current economy.  You hear stories all the time about Baby Boomers who have lost their jobs or their jobs have become obsolete.  They are retiring early, if they are able to, or for the majority, they are re-tooling themselves by learning new skills or professions.  Strategies are being used to dumb-down their resumes or to creatively conceal their age so they can compete with younger people for interviews.  On the other side, young people are struggling just to get their foot in the door with companies.  Many are adapting in response to the current situation and are becoming innovative.  They are finding freelance or consulting work using networking tools such as Elance or Guru.  They are becoming entrepreneurs by starting their own companies, working from home, and using technology to collaborate with others.  They are streamlined and can compete by not having the overhead typical companies have.  Creativity is an essential skill as individuals are now having to craft their own brand.

These four differences: technology, globalization, the generational divide, and the structure of work are redefining the skills that are necessary for survival in the 21st century.  Most importantly, individuals must become lifelong learners.  It is impossible to predict the future and there is no way for us to know what jobs will be relevant.  To survive, we must be agile and creative, able to realize connections and transfer skills from one discipline to another.  The boundaries are becoming blurred and we must embrace learning.

Urban Farming

Will Allen of Growing Power discusses urban farming.

An incredible hands-on approach to learning that involves the community.  Through urban farming, a relationship with food, community, sustainability and healthy living is established.

Project-Based Learning

Larry Rosentock, CEO of High Tech High, discusses Project-Based Learning.

“If you treat kids with respect, if you treat them like adults, if you enter them into the adult world, they will behave like adults.”