Openness does not mean that anything goes. Even openness of mind does not mean this. In our work on emergent learning, we (Roy Williams, Simone Gumtau, Regina Karousou and I) have in the papers we have published (see here and here) suggested that constraints are needed for emergent learning to occur. I have been thinking about this further over the past week or so in relation to the work of two artists – Jackson Mac Low, the American poet, performance artist, composer and playwright and Edmund de Waal, the British ceramic artist and author.
Source of image: https://www.facebook.com/pages/Henry-Flynt/109544385731314?nr
Source of image: http://vimeo.com/50611081
Edmund de Waal featured in a BBC One Imagine arts programme (see below). The two seem connected to me in the way in which they use constraint to fuel their creativity. They have both challenged conventional thinking in their own fields.
Mac Low created a memorial to Peter Inisfree Moore by using the three words of his name to find 960 words, some recognisable and possibly meaningful and some nonsensical. His idea was that the words become less relevant because they are produced deterministically through a set procedure and not egoistically. Mac Low then got together a group of collaborators to perform this piece. (Click here for a recording).
He gave them rigorous instructions on how to collaboratively perform. He wanted his piece to be collectively intelligible. Each performer must be present with complete concentration, singers must use clear diction and move their eyes freely from any word to any other word and so on. There are a lot of ‘musts’ in his instructions. This was a random piece meticulously performed. It forces us to shift our attention and listen. Its making and performance relied on constraints.
Jackson MacLow, wrote to Al Filreis about this piece as follows:
The community made up of the performers is a model of a society that has certain characteristics that I would like to see abound in the wider society. The individual performers exercise initiative and choice at all points during the piece but are also constructing an oral situation that is not merely a mixture of results of egoic impulses but an oral construction that has a being of its own.
This for me resonates strongly with the original philosophy behind cMOOCs and the idea, which we have discussed in our papers, that emergent learning depends on frequent interaction and self-organisation of learners.
When I watched the BBC programme about Edmund de Waal, I was equally fascinated by how his emphasis on repetition ultimately led to a similar collaborative ‘performance’. deWaal for his exhibition A Thousand Hours – created a thousand porcelain pots through a quite deliberate and repetitive process. He was then meticulous about how they were exhibited in vitrines, using drawn plans which a team of collaborators were required to follow to place the pots in exact positions.
To watch Edmund de Waal at work, view this video.
For both artists, the hard work, the open thinking, the collaborative physical experience, shift of attention, the community of performance and the open listening resulted in outcomes beyond anything that could have been predicted; the outcomes were emergent.
As one of the ModPo teaching assistants (Amaris Cuchanski) said in the week 9 video discussion about Jackson Mac Low
‘The individual constraints liberates the community as a whole. Meaning is created in the space between the subjectivity of the people involved’.
I am still grappling with the relationship between openness, constraint and emergence, but both these artists sparked off these thoughts. Edmund de Waal opened his mind to the possibilities of porcelain pots and Jackson Mac Low opened his mind to the possibilities of words and sounds, but both applied constraints to their work.