Loved this. It's a treat to see art through Rufus and Henry's eyes. It made me wonder, when does a simple observation of a thing, as it is, become making-sense-of a thing. The former feels more passive, inclusive and accepting, like anything goes. The latter feels more active yet limiting. I'm still mulling this. And I never knew Rackstraw Downes before. I especially like this..."The problems make me want to go out and do it again. I don't want solutions. The process is an unsolved problem and always will be." Here's to falling in love with problems instead of fighting them. Thanks Victoria, also for the mention, I'm proud to be included amongst all these great ideas :)
Thanks for these spot-on thoughts, Tiffany. I really like the idea of not trying to find solutions all the time, especially as some problems don't seem to have answers. It's just about nudging things along towards another position.
I really enjoyed this Victoria, so interesting on many different levels. I loved reading Rufus and Henry's thoughts on art. 'What is a form? How is it alive?' These are genius level questions. I love that you added in the photo of the children at Moma. I remember walking through the Matisse exhibit there and seeing a similar group of kids on the floor surrounded by his paintings and a teacher asking them thought provoking questions. That kind of experience for children is something I hope that continues on. And finally I really enjoyed the Rackstraw Downes video, the wonderful way he describes landscape is so lovely and could really relate to.
The boys' responses were great weren't they! This was just a small extract of what they sent me -- it was all so good. I thought you might like the Rackstraw Downes video, Mary Jo. I was thinking of you when I included it.
Kids can see and think so much more than we often give them credit for. How wonderful are these reflections? I find the more space in learning (whether in a classroom or a setting like this) the more they make these connections themselves in a more meaningful way. Great post, Victoria.
I agree with Leila, it was a great read and I took time listening to the podcast, videos and even decided to follow Tiffany! Thanks Victoria and thanks to Rufus and Henry, amazing insight at such an early age. Im glad that Moma and some people are encouraging children to stop and look, think and question as its seems generally you are given the answers so easily through pressure from schools to cover the curriculum or get it on the internet. Art schools used to train your attention skills, to look and observe and look again, Im not sure they do now. Also, I remember I was reading one of my sons essays and realised the sentences literally didn't make sense but there was no mention from the teacher of this just a few ticks where he had written the points that were supposed to be important. I see this as an example of a teacher under pressure but also how children and adults have no time to question, just move on to the next thing. Yes a great read. Thanks.
Thanks for your thoughts, Pauline! Many of my undergrad students' sentences don't make sense either, but all I can do is point it out to them in a general way rather than go into detail. I know that's not practically useful though, but there's not enough time.
Absolutely loved this one! What insightful writing and drawings from Henry and Rufus. Bravo, boys! I can see the watery theme. And I can imagine the smell of honey from the beehive sculpture!
Thanks for sharing the video from MoMA. So interesting to see the talented teaching of these professionals, helping these children to make connections and to communicate their thoughts and feelings. Brilliant.
I haven't had a chance to watch the Rackstraw Downes video but will return to this later.
What a wonderful read this week, thank you Rufus and Henry for sharing your thoughts with us.
One thing I’ve been wondering is whether writing our thoughts down or thinking about how we would explain art to someone else helps us think deeper about it, than say just looking and moving on with our day? Do we pay more attention when we think about the audience for our thoughts?
Which makes me think about the early days of instagram and how we used that social platforms to be social and artistic, and how platforms like this to enable us to be social and conversational.
I do want to post an alternative scientific view around the brain rewiring claims https://www.nature.com/articles/d41586-024-00902-2 I’m reading various views and studies with interest and remaining curious! we undoubtedly have more to discover.
There’s more to say on this, and I will eventually get around to a blog, but I did like something I read last week from Andrew Przybylski prof in psychology wellbeing and tech, based at Oxford university, that two things can be true about social media 1. No evidence that it rewires the brain 2. We need social platform reforms that consider the amount of time young people use them.
Przybyslki and Odgers (nature) both speak to the attention that we give to things and big ideas 💡 , what we notice and why is such an interesting area.
P.s I really want to see that exhibition now to see the jumping jellyfish
I take the point about lack of evidence on the effects of mobile phone usage on brain development, and I imagine it would be too soon to have that data given how new the technology is. To be fair to Haidt, he clearly states he is speculative not definitive on this, as are many researchers on various aspects of culture I have read about that seem to find explanations for phenomena dating back to shifts in smartphone usage since 2013. I am also open to other explanations. As an historian (and therefore a storyteller myself) I'm aware of the power of constructing narratives. And yes, we absolutely pay more attention when we think about the audience for our thoughts...
Loved this. It's a treat to see art through Rufus and Henry's eyes. It made me wonder, when does a simple observation of a thing, as it is, become making-sense-of a thing. The former feels more passive, inclusive and accepting, like anything goes. The latter feels more active yet limiting. I'm still mulling this. And I never knew Rackstraw Downes before. I especially like this..."The problems make me want to go out and do it again. I don't want solutions. The process is an unsolved problem and always will be." Here's to falling in love with problems instead of fighting them. Thanks Victoria, also for the mention, I'm proud to be included amongst all these great ideas :)
Thanks for these spot-on thoughts, Tiffany. I really like the idea of not trying to find solutions all the time, especially as some problems don't seem to have answers. It's just about nudging things along towards another position.
I really enjoyed this Victoria, so interesting on many different levels. I loved reading Rufus and Henry's thoughts on art. 'What is a form? How is it alive?' These are genius level questions. I love that you added in the photo of the children at Moma. I remember walking through the Matisse exhibit there and seeing a similar group of kids on the floor surrounded by his paintings and a teacher asking them thought provoking questions. That kind of experience for children is something I hope that continues on. And finally I really enjoyed the Rackstraw Downes video, the wonderful way he describes landscape is so lovely and could really relate to.
The boys' responses were great weren't they! This was just a small extract of what they sent me -- it was all so good. I thought you might like the Rackstraw Downes video, Mary Jo. I was thinking of you when I included it.
Kids can see and think so much more than we often give them credit for. How wonderful are these reflections? I find the more space in learning (whether in a classroom or a setting like this) the more they make these connections themselves in a more meaningful way. Great post, Victoria.
Agreed.
I agree with Leila, it was a great read and I took time listening to the podcast, videos and even decided to follow Tiffany! Thanks Victoria and thanks to Rufus and Henry, amazing insight at such an early age. Im glad that Moma and some people are encouraging children to stop and look, think and question as its seems generally you are given the answers so easily through pressure from schools to cover the curriculum or get it on the internet. Art schools used to train your attention skills, to look and observe and look again, Im not sure they do now. Also, I remember I was reading one of my sons essays and realised the sentences literally didn't make sense but there was no mention from the teacher of this just a few ticks where he had written the points that were supposed to be important. I see this as an example of a teacher under pressure but also how children and adults have no time to question, just move on to the next thing. Yes a great read. Thanks.
Thanks Pauline!
Thanks for your thoughts, Pauline! Many of my undergrad students' sentences don't make sense either, but all I can do is point it out to them in a general way rather than go into detail. I know that's not practically useful though, but there's not enough time.
Absolutely loved this one! What insightful writing and drawings from Henry and Rufus. Bravo, boys! I can see the watery theme. And I can imagine the smell of honey from the beehive sculpture!
Thanks for sharing the video from MoMA. So interesting to see the talented teaching of these professionals, helping these children to make connections and to communicate their thoughts and feelings. Brilliant.
I haven't had a chance to watch the Rackstraw Downes video but will return to this later.
Thanks Helen. I love seeing how teachers teach...
What a wonderful read this week, thank you Rufus and Henry for sharing your thoughts with us.
One thing I’ve been wondering is whether writing our thoughts down or thinking about how we would explain art to someone else helps us think deeper about it, than say just looking and moving on with our day? Do we pay more attention when we think about the audience for our thoughts?
Which makes me think about the early days of instagram and how we used that social platforms to be social and artistic, and how platforms like this to enable us to be social and conversational.
I do want to post an alternative scientific view around the brain rewiring claims https://www.nature.com/articles/d41586-024-00902-2 I’m reading various views and studies with interest and remaining curious! we undoubtedly have more to discover.
There’s more to say on this, and I will eventually get around to a blog, but I did like something I read last week from Andrew Przybylski prof in psychology wellbeing and tech, based at Oxford university, that two things can be true about social media 1. No evidence that it rewires the brain 2. We need social platform reforms that consider the amount of time young people use them.
Przybyslki and Odgers (nature) both speak to the attention that we give to things and big ideas 💡 , what we notice and why is such an interesting area.
P.s I really want to see that exhibition now to see the jumping jellyfish
I take the point about lack of evidence on the effects of mobile phone usage on brain development, and I imagine it would be too soon to have that data given how new the technology is. To be fair to Haidt, he clearly states he is speculative not definitive on this, as are many researchers on various aspects of culture I have read about that seem to find explanations for phenomena dating back to shifts in smartphone usage since 2013. I am also open to other explanations. As an historian (and therefore a storyteller myself) I'm aware of the power of constructing narratives. And yes, we absolutely pay more attention when we think about the audience for our thoughts...