NOTES ON WRITING AND DRAWING

The loom

Wednesday, February 21, 2018

More and more I think it is a mistake to think that the more productive you are, the happier you’ll be. I have been working like mad on a recent project, cranked out thousands of words, and at the end of the days, all I feel is exhausted. Nervous. Wrung out. I’ve noticed this on days that I produce a tremendous amount of art, too. The making feels good, and it feels somewhat good to look back on what I’ve produced, but it also reminds me of all that I didn’t produce. And all I wrote that, tomorrow, probably won’t even be that great. Productivity does not equal happiness for me. I do not seek it there.

A person this was not lost on

Monday, January 15, 2018

My friend Alan Jacobs recently quoted Zadie Smith: “To speak personally, the very reason I write is so that I might not sleepwalk through my entire life.”

Crop rotation

Friday, October 6, 2017

From Sam Anderson’s great profile of writer John McPhee:

I grew up surrounded by farm fields — soy beans or corn, depending on the year. When the beans were in, you could still see the horizon, and everything felt wide open, but when the corn was high, the horizon was gone, and you were walled in…

Learning how to learn again

Thursday, August 10, 2017

I continue to be fascinated by how slow, seemingly inefficient methods make my self-education more helpful and more meaningful.

Example: This week I was reading Jan Swafford’s introduction to classical music, Language of the Spirit, and I wanted to see the lives of all the composers on a timeline. Instead of googling for one, I decided to just make one for myself with a pencil in my notebook. It was kind of a pain, but I had a feeling I’d learn something. Pretty much immediately I was able to see connections that Swafford wrote about that just hadn’t sunken in yet, like how Haydn’s life overlapped both Bach’s and Beethoven’s while covering Mozart’s completely. Had I googled a pre-made timeline, I’m not completely sure I would’ve studied it closely enough to get as much out of it as the one I drew.

Another example: I copy passages of text that I like longhand in my notebook, and it not only helps me remember the texts, it makes me slow down enough so that I can actually read them and think about them, even internalize them. Something happens when I copy texts into my notebook that does not happen when I cut and paste them into Evernote or onto my blog.

A lot of this way of studying has been inspired by my son, Owen.

Even before I had kids, I wrote, “We learn by copying… Copying is about reverse-engineering. It’s like a mechanic taking apart a car to see how it works.” Funny now that I have a four-year-old budding mechanic, who actually spends a great deal of his time copying photos and drawings of cars, taking them apart in his mind and putting them back together on the page to figure out how they work.

What I love about my son’s drawings is that he does not really care about them once he’s finished them. To him, they are dead artifacts, a scrap of by-product from his learning process. (For me, they’re tiny masterpieces to hang on the fridge.) Milton Glaser says that “drawing is thinking.” I think that drawing is learning, too, and one thing Owen has taught me is that it is more valuable as a verb than it is as a noun.

I felt sure that my children would teach me more than I taught them. I was not anticipating that they would actually teach me how to learn again…