A gathering of those related to 'Granny Vernon' (1901 to 1984). From 7 grandchildren, there are 12 grandchildren and 7 great-grandchildren and their partners. Quite a story.
Whilst embracing 'Activity Theory' I cannot always use the argument lucidly.
Engestrom presents an idea of how people or communities/groups communicate and learn from each other; when two people start to agree with gushing enthusiasm I'd worry, something else is going on.
(Power play of some kind, or love?)
[These ideas developed further here 'My Mind Bursts']
It is the very act of coming from a different stance that we as individuals begin to form ideas that are in effect beyond our current understanding, and when these 'objects' of understanding collide fresh thinking for both parties occurs.
There is a reason why in advertising (still I hope) a copywriter sits with an art director; this is how ideas form. Sitting in with 'creatives' and becoming one myself I came to appreciate this partnership ... though it has taken me 30 years to understand what is going in.
It has taken the last year with The OU to have my own thinking turned inside out, to let go, to share, to collaborate, rather than try to be that lone author in a garret, hunched shoulders over my work, never sharing it and rarely letting go.
What I have always needed and thrive on are collaborators in the form of agents, producers, editors, publishers, fellow writers and directors, colleagues who facilitate and enable, fellow bloggers too ...
If a blogger blogs, what do you do if you are forever engaged in other social media such as Linkedin or Facebook?
'e-Commentator' already feels like a naff 'noughties' way to express it.
We've had our fill of 'e-tivities' and 'e-learning' haven't we? It is just learning; they are just activities.
I've return to Engestrom often.
My ability to trace my love hate acceptance path through his thinking attests to the value of doing this, my 'learning journal'.
This is what initially had me befuddled and angry:
Two people are the easy part.
The interplay between SIX people because yet more complex.
At arm's length, the objects, the ideas, views or knowledge that they have begins to take on an identity of its own.
'Expansive learning is based on Vygotsky, though three times removed; it implies that we learn within activity pockets as individuals and groups. The interplay between these groups are the consequential objects of learning that in turn transmogrify in the presence of other objects. Solving problems, dealing with contradictions, may come about as these learning systems slide or shift'. Vernon (2011)
Am allowed to do that? Quote myself? It is my 'object 3' moment when it comes to this.
Anyone care to comment?
The challenge when reading papers such as those below is how to make the subject matter comprehensible to the non-academic. Some turn to diagrams, others to metaphors, yet others to cartoons.
I favour the lone speaker free of PowerPoint or even FlipChart.
If they can hold their argument and look into your eyes their conviction can be convincing.
My goal must remain making the complex comprehensible. Academics have a tendency to tie themselves in knots. If they only talk to fellow academics no wonder. I recognise the value of visualising, of animated explanation, of the power of persuasive through discourse, of metaphors, and analogies, of ideas rising out of the confusion to present themselves.
The problem with all things WWW is that it is just trillions of binary Ones and Zeros in the cloud (which is why I like to use the water-cycle as an analogy).
Engeström (2001) article, Expansive learning at work: toward an activity theoretical reconceptualisation
How goes it?
Like a roller-coaster, merrily going along, like the C4 ident:through the loops of a roller-coaster though the shapes I see are 'H' and '800' and '807' and '808' as I pass by.
Then I switch track and venue and find myself on the Mouse-Trap. Blackpool Pleasure Beach. Here there is a rise and dip where you are convinced you will hit a girder. I just did, metaphorically speaking. (Diary entry, August 1980)
Ilness changes things
Nothing more than a rubbish cold made uncomfortable by asthma.
It is a set back of sorts. I can sleep and read. But the spark has gone (for now).
To use a different analogy, if I often think of my mind as a Catherine-wheel, this one has come off and landed in a muddy-puddle.
We're in the week of metaphors for learning.
I can draw on any notes I've taken on this here and in my eportfolio. This is more than an aide-memoire, it favours the choices I made before at the expense of anything new. So I widen my search. The OU Library offers hundreds of thousands of references in relation to 'Education' and 'Metaphor' going back to 1643.
Gathering my thoughts will take time.
There are 26 pages (nearly 12,000 words) to read (course intro, resources). Far, far more if I even start to consider ANY of the additional references or reading.
Give me three months. We have, or I have left, three days.
My approach is simple. Tackle it on the surface, drill into an author or topic that is of interest and expect to pick up on and pick through this again later this module, later this year ... or next existence. (I believe in multiple existences and flux. We are transitory and changing)
As well as tapping into the OU Blog and e-portfolio the blog I've kept since 1999 might have something to say on metaphor. If I care to I might even rummage through A'Level English Literature folders from the 1970s, just to trigger something. Engaged and enabled by Vygotsky and others in relation to memory and learning I value this ability to tap into past thoughts/studying with ease.
(Ought others to be sold the idea of a life-long blog?)
Otherwise I have gone from learn to swim in the training pool, to swimming lengths in the main pool ... to observer/coach who will participate, but has a towel over his shoulders and is looking around.
The next pool? Where is that?
I'm not the same person who set out on this journey 12 months ago.
On the other hand, having a Kindle makes me feel more like a teenager swotting for an Oxbridge examination; I like having several books on the go. I'll be through 'Educational Psychology (Vygotsky) by the end of the day and am already picking through and adding to copious notes.
Then a little kite-boarding as I head away from the swimming pool that has been an MA with the OU?!
I meant to share this at the time of the broadcast a month of six weeks ago. Life and an OU TMA got in the way.
Please offer your thoughts and share
These are notes, things I picked out, some reflection on my take on all of this. Perhaps we are like minds? Perhaps not? I'm trying to make sense of it ... I'm not saying I've made sense of it here or in a hundred or more posting on a similar theme that I have made online over the last decade reading the likes of Stephen Pressfield, Norman Mailer and Ben Okri, even David Ogilvy) who amongst many creatives have chosen to share their wisdom with the wider world.
To be successful and creative is a rare thing, it isn't simply a result of luck or talent or endeavour ... a mind might be able to self-regulate and focus once it has found its medium and voice, but just as helpful are those around you who create parameters, who set deadlines, who chase you with a stick or reward you with a carrot.
In this BBC Radio 4 broadcast Grayson Perry explored the myths and misconceptions of creativity.
What does it take?
Like all things, hard work and single-mindedness.
From my point of view I see myself as a Catherine Wheel that has been lit and fallen of its stand - I spit and twist, sending out ideas all over the place. Not the best way forward.
The Myths and Misconceptions were:
- The Eureka Moment (Spoke to Terry Pratchet)
- Anyone can do it (Spoke to Rose Tremain)
- Drugs are good for you. (But not for Satre)
- A bid mad
- Britain's got talent (Spoke to Hussein Shelian)
- Creative Genius
- Need to have suffered an early trauma (Ray Talis)
We are reminded the 'creativity' is a central part of the UK economy.
For 17 years I actively contributed to this. My wilderness years, the last eight, have resulted in very little output (if that means getting it out of the front door). I stack it. I'd prefer to see these ideas compost and die than give my ideas to the world.
It is essential that creativity has institutional underpinning.
How will this manifest itself with the cuts to arts funding now being proposed by the coalition government in the UK.
or is it necessary. Whilst education in the UK has its faults it nonetheless appears to favour and permit the individual so that talent can develop. This must be the state system, private schools are a sausage machine for exam results, they have to be given what parents are forking out.
'Creativity is mistakes.'
Says Grayson Perry, he has this carved into concrete across the mezzanine floor of his studio. You try, you fail, you try again. I would like to suppose I haven't tried hard enough to fix my failures (or what I perceive as failures). At time though I feel if I keep on trying I would eventually strip back a 90,000 novel to a few words.
Imaginative power is 'looking, looking, looking' to which Rose Tremain added, it is 'listening, listening, listening.'
I'm a looker, so I don't know how I've ended up writing.
You can never be fully relaxed on holiday.
I do, but sailing and skiing do occupy your head if you fall off cliffs and like to race dinghies. Moments of near-death are exhilarating, as those times the elements sweep you along.
I hate the computer as a writing tool, this facility to edit does me no favours. yet a writer Grayson interviews said the computer allowed him to write, that until then he had no way to start straight in with a few thoughts, some scenes (like episodes in a film), and assemble it all in a non-linear way.
I've worked so hard with programmes like Power Structure and Final Draft but somehow always tie myself in knots trying to add or remove a character or scene or changing the ending or beginning.
'Letting go at the end - that's as good as it will get.' Says Rose Tremain.
A year of Cognitive Behavioural Therapy and my last session was driving me to 'finish something.' I can, but there needs to be someone with a stick harrying me along, a reward at the end would help, reassuring words along the way too ...
My notes here (a month or so after the broadcast) say something about 'investigating in a way that is new and aiding their creativity by giving them love and boundaries.'
I would run with a lover, with the intensity of an unfulfilled affair. Something to make the heart race. I once spent a day drawing a girl I lusted for ... she was happy to be naked for me. I compelled myself into a state of denial without able to control my arousal. It all went into the drawing, the excited, confident marks across the page.
What about the University of East Anglia Creative Writing Course?
I've locked at the details and would be applying for 2011. Don't have the money. Anyone want to sponsor me? In return for a percentage of the royalties that would of course come about a year or two later?
Or the MA in Fine Art at Sussex University?
'A life's work without any expectation of reward.'
My wife caught this line and said that was me. She should know, she's not had much out of me these last eight years. The novels I promised to write were written, but are considerably short of an edit I would send out. I would need to shut myself away from everything for 12 weeks.
Do you have somewhere I could hide?
Exam conditions six to nine hours a day, seven days a week. Not any man made disturbance - nature I can tolerate, nature I love. A hermitage on Farnes island would do, a ski lodge up a mountain pre-Season. somewhere. An empty barn, drained swimming pool, decommissioned nuclear power station.
Impulsive ideas that I run with:
- A chess set made out of branded bottles of water.
- Every ski run in the Ski Resorts of Val d'Isere and Tignes reconstructed as transects showing their true length and fall.
- A short film about watersprites living in a public swimming pool
- Story ideas galore for TV series or film.
- A 6ft canvass of Lewes Castle in the snow from a series of photographs that could have been taken 800 years ago.
'When you are creating something you are drawing on so many parts of the brain.'
This was in response to someone with an MRI scan who claims to have identified creativity. It doesn't work like that, indeed, the creative mind goes more slowly ... it takes it times over these connections. It thinks, how else could it ever deliver anything original?
So when yo relax, you let go, that is when you have your great ideas. I resolved the ending to a story I haven't touched for three years on a dog walk so long I found worried messages on the mobile phone I had left in the car. My mobile is rarely on.
'The distressful bread of the day to day.' Said Rose Tremain.
Did I get that right?
Grayson Perry talked about his Inner Shed.
I have my inner shed, what I need is a 'room of my own.' It's hard to be creative perched on the end of the marital bed in a tiny room that is stacked to the ceiling with possessions that call for occupancy of a house twice the size.
Fretting over the non-blog affordances of the OU Blogging environment I have moved to EduBlogs where you will find me under 'Mymindbursts.'
Should institutions such as the OU ditch their own platforms and assemble the best off the shelf offerings in one place? What this environment lacks is personalisation, as well as stats, friends, freedom to add apps and plug-ins and all the rest of it.
This is a De Dion Bouton in the age of the E-type Jag.
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