Tag Archives: Marvin Hamlisch

The Authentic Voice of Creative People

Creatives’ On-Going Quest for an Authentic Presence

Painting of a tree with birds

Inspiration by Regina Valluzzi

We homo sapiens are marvels, aren’t we? Since the dawn of our species, through every era, among us have been extraordinarily artistically gifted people. They are blessed or burdened with an unquenchable need to express, to grow, to explore, to create, and to embellish their existence by communicating in their own voice–which is not precisely like any other voice–a presence they wish, rather urgently, to share.

The first subject our artistic forebears chose to leave behind for us to see are impressions of their hands on the walls of caves. There at that site thirty thousand years ago, a man or woman–much shorter than us, with faces different than ours, working alone as artists do–put aside chores, squatted down in darkness, and blew colored pigment through a rod onto their hand, leaving no other trace of their days and nights but that hand. Yet through that hand–that painter’s medium, that subject–we feel their presence, and with it a bond, a caring for them, a love. We hear their voice.

Blue waves with pink and blue sky

Rose Dusk Beach by Regina Valluzzi

The late composer Marvin Hamlisch–a three-time Academy Award winner, and Pulitzer Prize winner for the composition for the play A Chorus Line–was a friend. Once I told him I’d been watching a movie and a few bars into the music, I knew he had written it.  He said, “Is that true?” I said yes, every distinctive piece of music, writing, art, acting, and composing is marked by the recognizable voice of the person who created it.

Pink and white thread-like flowers on a branch

Alive by Regina Valluzzi

It is often because of that clear voice that we go on reading the poem, or viewing the painting, or listening to the actor or to the music, and are attentive and respectful. It’s only inferior work that doesn’t take us back to an interesting, stimulating, flexible, and complex mind of the person behind the work.  Who a creative is intellectually, emotionally, and spiritually radiates from the creative’s presence in the work and cannot be hidden. Many creatives have recognizable voices because they return again and again to painting or writing about a particular subject matter.  Some creatives, such as Welsh poet Dylan Thomas, discovered their authentic voice when they were young; others, such as self-taught American poet Walt Whitman, not until later in life.

So if we’re looking for prescriptions to the creative for finding or authentic voice and presence, the first would be: “Reveal yourself. Let your true identity permeate the work—your sincerity, your honesty, your mind in action, your originality, abilities, and uniqueness, the ‘I’ who you are–for it’s that, above and beyond the other content that your audience will be attracted  to. Be interesting, be clever, be skilled, be alive, be true, and be authentic.

 

Learning to Write In a More Satisfying Voice

Painting of plue water with brown sand

Rhapsody on the Sea by Regina Valluzzi

American novelist John Hersey said, “The voice is the element over which you have no control.”

Contrary to Hersey’s belief that writers have no control over their voice, they definitely do. Yet many writers have searched their texts for their authentic voice and can’t find it. So they sometimes conclude that while there may be such a thing as a voice, they do not have one, or they might have one but they don’t know what it is, and couldn’t describe it if they were asked to. But their voice is right there in the text, or the right voice can be added to the text. Always be thinking of the voice you want your work to project.

Misty pastel hills

Hills and Fog by Regina Valluzzi

A writer was dissatisfied with the voices she found in her writing. They didn’t seem to be “her.” They were different from what she felt should be the voice of a mature, thirty-five year old mother of two, an assertive, experienced writer of essays and short stories. A few of her stories had been published in a local literary magazine. She hoped to continue writing and seeing her work appear in better magazines. She didn’t like the syntax in her writing. She thought the writing was too formal and stilted, too cold, humorless, bland, business-like, academic, dull, lifeless, and not inviting for readers.

If you have a similar problem, here is an approach you might find helpful: ask experienced writer friends to look through a piece you’ve written. Ask them to identify sentences or passages that sound most like you. Then analyze what they think sounds most like you and identify the salient elements that gave them that impression-when they say, “Right there you were doing something very good. You should get more of that into your writing, you may be onto something.”

Then write a piece in that voice. Then show a draft of the piece to a supportive writer. Ask them what they think. Does it work? If it doesn’t work, write the piece again. If it does sound like you, you’ll be encouraged.

Twisted brown trees with aqua sky

Undulating Wood by Regina Valluzzi

If in your craft you are trying to communicate a particular voice or to avoid communicating another one, you might tell your friends what you would like them to look for as they look at your work. Once when I was working on a book, I left some pages on my desk and went to bed. The next day I noticed my teenage daughter had circled a couple of sentences and written, “Write more like this, Dad. Sounds like you,” and it was my voice loud and clear.

Avoid steering their perceptions in a particular direction, as saying to them, for example, “Is my writing dull?” “Is it too complicated and unclear?” Leave them alone to make their own observations. Be sure to tell them that you want their opinions and that you are giving them your permission to be honest and open.

A competent writer should be able to write in more than one voice, as required by the work at hand, a competent painter to paint in more than one. Who could paint in as many voices as Picasso? But in the creatives’ way of producing works there is one voice that is the most powerful, natural, and suitable to what creatives are trying to accomplish, what author Peter Elbow calls the “juice.” When the quest for an authentic voice is successful, creatives come into their own and do their art better than ever before.

I can’t think of better teachers of voice than writers who have the kind of voice that appeals to you and you would like to learn from.  I find the voices of James Agee’s A Death in the Family, Joseph Conrad’s Heart of Darkness, some passages of Thomas Wolfe, Ernest Hemingway’s The Sun Also Rises, and Anton Chekhov’s “The Lady With a Dog,”  full of instruction for me as I look for the voice I want, thinking, “I’d like my writing to sound that way consistently.” To better understand how Hemingway created the effects he did, I analyzed his work and read what critics and teachers had to say about it, then wrote an essay on techniques he employed to create his voice. It is a voice that in the 1920s marked the start of the “Hemingway Voice” that revolutionized how, ever since, Americans have written and spoken. Whose voices do you admire most?

Branches with blossoms and birds leaning toward each other

The Sentries by Regina Valluzzi

The lovely art featured in this post is by Regina Valluzzi, a trained scientist and researcher in the Chemical , Physical, and Biological Sciences. The influence of her scientific experience permeates her approach to painting as both an art and a science, and gives her a unique voice. The pieces she has kindly allowed me to display here, she has informed me, “feature mixed media and a combination of “classic” painting techniques, controlled fluid pouring techniques and acrylic extrusion using cake decorating tools to control the three dimensional line shape and forms.  In most cases [she has] developed [her] own techniques or versions of techniques through a variety of controlled experiments.”

 

© 2018 David J. Rogers

For my interview from the international teleconference with Ben Dean about Fighting to Win, click on the following link:

http://www.mentorcoach.com/positive-psychology-coaching/interviews/interview-david-j-rogers/

 

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The Life Path of Artists and Writers

path and sunlight-166733_640Who are you? Where are you going? Where have you been?

As a boy I realized that Socrates’ advice that everyone in the Western world has heard at least five or six times–“Know thyself”–was no less difficult than to walk from my porch to the moon. But I know now that if we look carefully at where we have been, who we have known, what our life’s events from the earliest days have meant to us, and where we are going, we can in fact satisfy Socrates and know ourselves. This is a goal that is particularly important to creative people because their work is an exact reflection of the remarkable men and women their lives have made them.

 Your Ground Plan

It is a biological concept that applies very much to artists and artists’ development: everything that grows—a rose, an eagle, a human being– has a life plan, a ground plan, and a life structure. All parts of this structure have a time to emerge that when complete form a unified identity, in our case, they come together to form the identity “artist,” and more specifically a type of artist: novelist, violinist, classical pianist, jazz pianist, movie composer, stage actor, ballet dancer, modern dancer, etc. That ground plan leads either directly in a straight line or in a roundabout helter-skelter way to that identity, but lead to it, it does. There is an order to our past, present, and future lives, however disorderly and unconnected they may seem.

frank-lloyd-wright-396991_640(1)

Frank LLoyd Wright

Frank Lloyd Wright, America’s most renowned architect, knew from his earliest days that he would be an architect. When he was a child his mother told him he would, considering architecture man’s crowning achievement, and began to mold him to that art by placing illustrations of architectural masterpieces on his bedroom walls and encouraging him. And prodigies, Mozart, dancer Vaslav Nijinsky, Broadway composers Marvin Hamlisch and George Gershwin, and trumpeter Miles Davis among innumerable other artists followed a “neat and tidy” development, and knew as children precisely what their adult life’s pursuit would be. There could be no doubt. Novelist Henry James and his philosopher/psychologist brother William were raised with one objective in mind: to make them creative geniuses, and that’s what they became.

However, many successful artist’s ground plans follow a less neat and tidy, “messy,” meandering path, as in the cases of painters Vincent van Gogh (failed teacher, failed preacher, failed everything who yearned to find his true calling—and did at thirty-three when he was told he was starting too late), and Paul Gauguin (former affluent stock broker who abandoned his family to paint), and novelists Sherwood Anderson (successful business owner who also abandoned his business and family to write),Joseph Conrad (sea captain), and Henry Miller (telegraph office worker), and playwright Eugene O’ Neill (ship’s deck hand, grave digger, and aimless ne’r-do-well). The meandering path is typical of many artists as they experience hits and misses, successes and failures, victories and defeats, false starts and detours over and over. Straight or roundabout, tidy or messy, the artist’s ground plan is in effect and leads to his/ her being an artist and being recognized as such. There is not one best way to become a successful artist—writer—performer, etc. But there are any number of perfectly fine ways.

Has your creative ground plan been tidy or has it been messy?

La Grande Ligne

Out of the mass of experiences of his life, the artist (1) must somehow or other settle on an art and way of life that fits him; (2) must have the personal makeup necessary to excel in the art; must possess the (3) knowledge, (4) drive and persistence, (5)  confidence and (6) complement of skills necessary to excel, and must (7) further develop strengths along certain clear lines.

music-7971_640La grande ligne (“the long line”) is a term in music that means simply that every good piece of music gives the audience a sense of flow, of continuity from the first note to the last. That continuity and flow is the challenge and be-all and end-all of every composer’s existence. Every artist’s life—every painter, writer, actor, dancer–whatever his/her chosen art, has a grande ligne, a flow from beginning to end. All of the artist’s choices and goals should be understood as relating to their ground plan, whether the artist is or isn’t aware of that fact.

A number of components must come into alignment to result in a unity of direction and purpose of a person’s life, and certain steps must be followed. The components making a business woman are different from the components that work together to make a diplomat or a baker. Artists have alignments of components of a certain characteristic type–many personal qualities, interests, motivations, values, abilities, experiences, and other components. If just one component is missing, you no longer have a painter, sculptor, writer, or dancer. Everything must be present.

Life History Process

A way to acquire a clear view of your life’s “long line” is to come to understand: yourself as you are at this moment; the relationship between the person you are now and the days and years of your past life; how you conceive of your whole life; what happened in your life—what events meant to you and what they mean to you now. And to answer the question, “What am I trying to do as a human being, and as a creative person?”

  • Divide your life into periods, such as:

++++ Birth-15 years

++++ 15-25

++++ 25-45

++++ 45-65

++++ 65-

  • Recall key EPISODES from those periods, period by period—“When I was six this happened to me. It was very important because it introduced me to music…” “At twenty-three I had a gig at a local bar and met an agent at a party…” “At thirty I started to dabble with bright colors…” Very often an episode occurs when the artist’s existence seems to be organized and focused toward the art and he has a premonition that from that point forward the art will be prominent in his life. Your entire life is a drama composed of the total number of significant episodes. Looked at closely and objectively, they reveal larger plots and themes. Right now, even without much thought, what particularly meaningful episodes come quickly to mind?

++++ Episode 1

++++ Episode 2

++++ Episode 3

++++ Episode 4

Methods that can be used to help you recall key episodes include discussions with relatives and friends, looking at report cards, documents, and records, and at your products—stories, drawings, compositions, paintings, performances. Photo-history is a method that involves looking at photographs to stimulate your memory. Assemble photographs from your life. Put the photos in chronological order; look at one at a time; ask about the photos—when was it, where was I, who are those people, what was happening?

Looking closely at individual episodes, ask: “What was I trying to do?” “Who was I?” “What was I learning?” “How was I changing?” “Was something leading me in the direction of my future work—an experience, a teacher, a success, a failure?” How did everything contribute to your becoming who you are? When did your artist’s, writer’s, or actor’s ground plan start taking shape? How did it begin? Through what ups and downs did it lead you then?

You may wish to write an autobiographical narrative about important episodes as I do with my “Growing Up” stories—direct statements of what happened when. When you do, memories buried deep in your mind will come flooding back, and you will remember what was happening and how you were feeling. Memories—particularly of childhood–are a main source of a creator’s inspiration. Author Thomas Wolfe’s ambition was to describe everything he had ever experienced. Author John Updike said that nothing that happens to you after the age of twenty is worth writing about. Personal motifs begun earlier in life stay with the artist throughout life and are reflected again and again in everything he or she produces. These themes cannot be avoided; they are the artist’s DNA. Artists accumulate experiences, people, places, key episodes, and ideas which they will draw on the rest of their lives, endlessly recapitulating them in their work. He/she never forgets them. These are the origins—and the content– of their craft.

  • When reflecting on episodes think about:

++++ Your characteristics; your personality at the time

++++ Your abilities

++++ Your needs

++++ Your ambitions and dreams

  • Look at the episodes for times in your life of shifts and changes of direction—crises, periods of trouble and distress, great pleasure, and achievements. Look for the choices you made and how you dealt with their consequences. What did the choices mean to your life?
  • Sift through episodes for MAJOR THEMES. Your life has been a route of recurring themes, like those in a musical composition or a novel. For author Ernest Hemingway the themes of danger, of war, of adventure. Chagall’s Hasidism. Themes help explain many events in a person’s life and show continuity. Themes are groups of episodes that fall into a type.

What do you think right now, without much reflection, are your significant life’s themes?

My major themes are childhood, family, the place where I grew up, growing in understanding.

++++ Theme 1

++++ Theme 2

++++ Theme 3

++++ Theme 4

Bearing the major themes you’ve found in mind, ask yourself:

“Where do I seem to be headed? Where does it appear my grande ligne will lead me now?”

“What have I learned about myself from reflecting on my life and my artistic career?”

“What more do I want out of my painting, my dancing, my writing, my acting? What more can I give to it?

“Where do I want to be headed from this day on?”

 

© 2015 David J. Rogers

For my interview from the international teleconference with Ben Dean about Fighting to Win, click on the following link:

www.mentorcoach.com/rogershttp://www.mentorcoach.com/positive-psychology-coaching/interviews/interview-david-j-rogers/

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Steps to Becoming a Successful Artist and Writer

You can develop as an artist any way you wish. This post lays out a process of development that is generally, in one way or another, followed by successful artists. The steps are not necessarily linear, occurring one after another in a strict order, but they are usually present in the lives of writers and artists of all kinds. I’ll be curious to hear from you about your own development. Did it follow a direct path or was it roundabout? What steps were involved? How difficult was it? What did you learn from it?

My life of devotion to writing and studying the arts and the artist’s life—setting writing as a high priority in my life; thinking of it all the time; sacrificing for it—were shaped by these experiences:

classroom-510228_640In the third grade the teacher read to the class my theme in which I’d used poetic language (I’d written a simile), and I decided I would become a writer and write similes as often as I wanted the rest of my life.

At eight or nine I saw Laurence Olivier, the world’s greatest actor, in a movie on TV and decided that I wanted one day to be able to affect people the way his performance had affected me—he had made me gasp. Even as children we are able to recognize art at its highest and wish to know more about it and about artists who are such extraordinarily talented beings.

A major event for me in college involved another teacher, a well-known teacher of writing who one day read to the class a piece I’d written about my childhood. When she finished reading, she said, “A teacher waits her entire career for a student who can write like this.”

Very quickly after that, while still in college, I wrote a story that was published in a prestigious literary journal.

Then came the education, the writing jobs, the artistic friends, the teachers, the ambitions and goals, the teaching of others, and the hard work.

I entered the writer’s milieu—publishers, agents, best seller lists, book tours, foreign editions, television, radio, newspapers, magazines, reviews, public recognition—success.

Then I took off years reading, researching, and experimenting.

Next, while continuing to research especially on artists, I began writing blog posts.

At every turn there was positive feedback, reinforcement, and encouragement.

 Steps

stairs-315952_640I’ve talked to many artists of all kinds and studied the lives of artists of every variety looking for patterns in their development: how did they become artists? In most instances the process of developing and perfecting an artist’s talent involves:

First signs of talent and interest: It may happen at any age–prodigies at three; painter Grandma Moses in her eighties. A child’s interest often follows an interest of a parent, and that parent often followed an interest of their parent. What is most amazing about young prodigies is that they are “pretuned”—they know the rules of their area of talent before being taught them. Few artists are prodigies, and in the overwhelming majority of cases later in life the artist who was not a prodigy–and often showed no particular talent in youth–surpasses the prodigy in achievements.

Some artists take to the art as a second career that may become a primary career, or they excel in both careers. Composer Charles Ives and poet Wallace Stevens were both also successful insurance executives. Award-winning American poet William Carlos Williams was a pediatrician. Prolific novelist Anthony Trollope was a British post office employee. Painter Henri Rousseau was a tax collector in Paris.

Interest aroused: There is almost always a moment in a talented person’s life when he/she became enamored of a particular art. There was a connection, a suitability, a symbiosis: the to-be-composer George Gershwin as a boy sitting on the curb outside his friend’s lower east side New York apartment and hearing him play the piano.

Trying it out/taking a stab: This often has a lasting effect, overcoming hesitation, shyness, reluctance, embarrassment, and fear.

Tentative commitment: “Okay, Mom, I’ll take lessons. I’ll see if I like it.”

crystal-439297_640A crystallizing experience: Often a moment occurs when the person’s existence seems to be organized and focused toward the art, a premonition that from that point forward the art will be prominent in his/her life.

Discovery of aptitude, Inclination, potential: Reinforcement comes from the outside–approval/ support/ applause/ a successful recital or performance in a play. You will not go terribly far in the art if your personality and skills are not synchronized, harmonized, and matched with those required to excel in the art.

Awakening of desire: “This is the right thing for me to do. I like this. I’m good at it. I want more of this. I will work at this.”

Establishment of “themes” important to the artist: Personal motifs begun earlier in life, often childhood, stay with the artist throughout life and are reflected again and again in everything the artist produces. These themes cannot be avoided; they are the artist’s “fingerprints.” Artists accumulate experiences, people, places, key episodes, and ideas which they will draw on the rest of their lives, endlessly recapitulating them in their work. These are the origins of their craft. Anyone who knows an artist’s work well is able to identify the artist’s recurring themes and subjects. His/her preoccupations are everywhere in the work.

Increased effort: Willingness to devote more energy to the art develops. What is often so impressive is how quickly some artists move from a first exposure to this level.

Self-confidence builds: The desire to succeed and the confidence that they can—along with skill and resilience—bring artists success. Those who are sure of themselves intensify their efforts when they don’t reach their goal and persist until they reach it.

Jelling: Everything starts to come together–ambitions, skills, progress, and success.

Deepening of desire: Stronger feelings toward the art increase; ambitions are raised.

Instruction, learning, knowledge, talent development: The specialized knowledge you accumulate through practicing your craft and receiving instruction, including self-instruction, is the most important factor in reaching exceptionally high levels of skills, possibly of greater importance than talent. The excellent writer or artist has acquired more sheer knowledge of the art and how to create it than the less excellent writer or artist.

All artists are to some extent studious and have the ability to apply themselves and to learn quickly; they are teachable. The need is for effective teachers. A poor teacher is as harmful, or is more harmful, than no teacher; the student of a bad teacher acquires bad habits. Being a stellar student in school is certainly not a prerequisite for artists. However, specialized training in certain arts such as painting and composing is often crucial.

Mentoring, coaching, modeling, guiding: No artists—no human beings–reach their goals and achieve success without help. The older generation passes on knowledge, styles, and techniques to the younger who emulate the older. Mentoring often plays an inestimable role in artistic development, as the mentoring that Gertrude Stein and Ezra Pound provided to a young Ernest Hemingway, helping to shape his revolutionary writing style, or that Sherwood Anderson gave William Faulkner, starting him off on his professional literary career, by asking his own publisher if they would publish his protégé’s first novel.

Close personal support, encouragement: Many benefit from connectedness to others such as writers’ or artists’ groups and at times in the relationship with one other person as lovers, husbands and wives, siblings, or close friends: Frederick Chopin/George Sand, Jackson Pollock/Lee Krasner, Jean Paul Sartre/Simone De Beauvoir, Henry Miller/Anais Nin, Virginia Woolf/Leonard Woolf, Salvador Dali/Gala, Thomas Wolfe/Maxwell Perkins, George Gershwin/Ira Gershwin. Most artists form a set of personal and professional relationships in the field that support them, find them opportunities, and rally them when they’re discouraged. The partner/mate of the artist often takes pressure off the artist, freeing him to focus on his work, as with novelist Joseph Conrad and his wife Jessie George.

piano-233715_640Sustained deliberate practice: Months and years of work and improvements pass. The “ten year rule” (although it has notable exceptions) states that to progress from a novice to high expertise requires ten years of focused effort. That involves developing skills through intensive—often lonely–practice leading to competence, then to expertise, then excellence, then greatness. Even this process—tedious, boring, demanding—is a pleasure to the artist. Long periods of dogged hard work are nearly always the reason for superior artistic performance.

More focused effort: Realizing that artistic success is feasible, the artist buckles down with stronger motivation, drive, persistence, perseverance. Expectations rise. Picasso said, “Everybody has the same energy potential. The average person wastes his in a dozen little ways. I bring more to bear in one thing only: my painting, and everything else is sacrificed to it…myself included.” Some ballet dancers with an eye to excellence practice until their feet bleed.

Experimentation: William Faulkner, Ernest Hemingway, and Eugene O’Neill began as poets, then switched to short stories and novels, or plays. Later in life short story master Anton Chekhov (the best there has ever been) began writing plays as well and discovered he could write masterpieces. A multi-talented man, Chekhov was also a practicing physician.

Narrowing down, specialization, development of a dominant style: As a result of experimentation and the clearer understanding of his strengths, weaknesses, and preferences, the artist defines himself more specifically: “I am a portrait painter.” “I paint skies.” A distinctive style (that develops over time) is the first sign of an artist’s high expertise. When I told that to the late composer/conductor Marvin Hamlisch, the composer of “The Way We Were,” and A Chorus Line, he asked, “Is that true?” and I said, “Marvin, you can’t write anything without my knowing it’s you.”

Breakthroughs: Often there are “years of silence” when the artist is working hard but has no tangible successes to show until the first successes which often then come in a flurry—novelists Jack London and William Saroyan received hundreds of rejections before their first success. Thereafter, everything they wrote was published.

Application, Working Harder: The taste of success creates a hunger for more success, which inspires more rigorous application and harder work.

Self-Education, self-determination: Every artist to one extent or another is an autodidact, a self-teacher. Some, like painter Vincent van Gogh and American poet Walt Whitman, were almost completely self-taught. Other famous painters studied with masters, but van Gogh and Henri Rousseau were exceptions. Writers are more likely than other artists to be self-taught. Most composers are taught by masters, and must have high potential to even be accepted as a student by the master. But classical composers Russian Alexander Borodin (also a chemist and physician) and Englishman Edward Elgar were essentially self-taught.

Settling on a Working Philosophy, Work Habits/ Tempo: Everyone working at an art develops his or her own work pace and philosophy of working. Van Gogh always painted at high pressure and at a feverish pitch, gathering up the colors as though with a shovel, throwing them on the canvas with rage, globs of paint covering the length of the paint brush and sticking to his fingers. He had no hesitations and no doubts. Cezanne didn’t understand van Gogh and told him, “Your methods lead to confusion. You don’t work in the manner of our ancestors.” American novelist Thomas Wolfe, a huge man with an equally huge capacity for work, wrote in a frenzy in clouds of cigarette smoke at lightning speed. Gustave Flaubert, on the other hand, worked meticulously, agonizing over every word in every sentence. Some film directors re-shoot a scene thirty times; others rarely more than once or twice.

Noticeable Improvement, refinement of skill, maturity: An evolution often occurs when the artist finds his “voice” as a result of long experience and reflection. Novelist Henry Miller: “It was at that point…that I really began to write… Immediately I heard my own voice…the fact that I was a separate, distinct, unique voice sustained me…My life itself became a work of art. I had found a voice. I was whole again.”

Greater reach, sudden growth spurts: At times, almost unaccountably, an artist experiences a leap in performance. The best example is Walt Whitman. In a short period he transformed himself from a below-average scribbler to America’s greatest poet.

Setbacks, obstacles, and Impediments: Artists often lead troubled, unconventional lives. Almost all go through fallow periods when success seems unattainable, but their recuperative powers seem inexhaustible and they work on, developing the resilience to rebound from setbacks. The incidence of addictions, mental illness (particularly bi-polar disorder), and suicide is considerably higher than that of the general population. Self-destructive American painter Jackson Pollack, American writer Ernest Hemingway, and too many poets to mention are examples. That, to me, makes artists even more remarkable, for often in spite of enormous personal problems that would debilitate most people, they still manage to produce tremendous volumes of artistic work of the highest quality. It is as though when they are focused on their craft all obstacles wither and disappear. Writer, poet, and essayist D.H. Lawrence wrote, “One sheds one’s sickness in books.”

new-york-115629_640Increased satisfaction, rewards, a way of life: Artists differ from one another in a variety of ways, but are unanimous in this way: they all love what they do. Their art provides a source of challenges, fulfillments, and opportunities for self-exploration and self-expression. The artist experiences the intrinsic satisfaction of continuous enjoyment from the art and the extrinsic benefits of success—particularly respect and praise—even adoration–and material rewards.

You want to continue to make regular use of your principal artistic strengths–your main aptitudes, talents, gifts, personal qualities, and capabilities, to do so freely, without inhibition, without conflicts, and without being interfered with, and to be in a position to say every day, “Now, at this moment, I’m doing what I do especially well. I love it. It makes me happy.” Once you know you’re moving in the right artistic direction and feel strongly about it you fly through your days aflame with energy and determination. To become clear as to what your intended destiny is and to say to it, “I devote myself to you” is to feel an unstoppable drive toward its due fulfillment and to spring to life.

One after another, you overcome obstacles that are conspiring to keep you from your intended destiny, and now you are an artist.

© 2015 David J. Rogers

For my interview from the international teleconference with Ben Dean about Fighting to Win, click on the following link:

www.mentorcoach.com/rogershttp://www.mentorcoach.com/positive-psychology-coaching/interviews/interview-david-j-rogers/

Order Fighting to Win: Samurai Techniques for Your Work and Life eBook by David J. Rogers

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Filed under Artists, Becoming an Artist, Creativity Self-Improvement, Developing Talent, Human Potential and Achievement, Goals and Purposes, Motivation, Writers

Writers, Dancers, Actors, and Artists: How to Excel

The information in this post is applicable not only to artists, but to people working in any occupation.

 A Friend Was in Town

lavender-21357_640A friend was in town and we went out and had a few laughs, and told a few lies, and he reflected on his career. He said, “I knew when I started out there were an awful lot of writers who were more gifted and more intelligent and went to fancier schools and got better grades. So I decided then and there that to survive competitively I had no choice: I would have to buckle down and out-work the others, and that’s what I’ve done. Now I’m a popular author and I’ve never heard anything more about them.”

Every artist, every person, who reaches high expertise in a field—a “domain”—will have done so via a long period of learning and application while pushing themselves upward to excellence.

Lengthy training is nearly always the reason for superior performance.

The best way to improve your abilities is to deliberately practice, even if you have no interest in becoming one of the greats, or any more proficient in your art than being excellent, or “pretty good,” or “not bad.”

One sign of prodigies is that you can’t keep them from practicing. That’s all they want to do and they find it exciting. But many people, I’m told, find practicing drudgery. I’ve never found drudgery a problem. I don’t mind drudgery. But drudgery or not, if you want to excel, it’s got to be done.

Good artists manufacture themselves.

The enlightened artist begins with the knowledge that an art is a learnable performance made up of a number of separate skills, each of which can be learned, developed, refined, and put together with others.

Dancers who practice until their feet bleed so their performance is all it could be are developing and increasing talent. Writers, actors, composers, and artists who go over and over and over their work until it is as perfect as they want are developing and increasing talent.

You don’t have to be born exceptional to achieve exceptional things as an adult.

 The Deliberate Practice (DP) School of Development

While looking closely at the superior achievements of great artists like Faulkner, Shakespeare, or Picasso, we are strongly tempted to believe that the rules and principles determining the development of abilities simply don’t apply to rare individuals the way they do to us who have not written The Sound and the Fury, or Hamlet, or painted Guernica.

But according to what I call the Deliberate Practice (DP) School of expertise development the ways in which famous artists develop exceptional capabilities are quite similar to how everyone else develops their abilities; that if certain procedures are followed high artistic performance is a more realistic goal than might be expected.

Every artist, every person, who reaches high expertise in a field—the “domain”—will have done so via a long period of learning and application while pushing themselves upward to excellence. Lengthy training is nearly always the reason for superior performance.

The Amount of Time Devoted to Deliberate Practice is the Best Predictor of Your Attainments

ernest-hemingway-401493_640It is generally believed now according to “The 10 Year Rule of Necessary Preparation” that to reach peak performance in most domains ten years and 10,000 hours of application are required, a sizable portion of that time devoted to sustained, focused “deliberate practice.” Ten years and 10,000 hours sounds intimidating, but if you stop to think about your own artistic career, you’ll see it’s not so intimidating after all. And there are many exceptions to the ten-year rule.

Studies of piano students show a very precise correlation between the number of practice hours and the student’s proficiency. The best students practice substantially more hours than students at a mid-level of proficiency, who in turn, practice considerably more hours than poorer performers.

When I was an 800 meter runner on the track team, a few of us spent more hours than others on the team practicing and even sent away for information on the world’s most innovative training methods, and trained year round. Our goal was to develop our abilities as high as we could so that we might win races. We consistently lowered our times and won more often than not. But some of our teammates were satisfied to come in third, fourth, or fifth, and left practice well before we did, didn’t study training methods, and worked out only during track season.

I notice the same in writing groups. It’s obvious that certain hard workers really want to write a better poem this time than they did last time, want eventually to write supremely well, and that others in the group have much lower ambitions. They reach a certain level of ability they’re satisfied with, and there they stay.

If your ambitions for your art are high, practice more hours; if not high, you needn’t spend as much time practicing.

The Rule Is Not A Rule

More recently, research has shown that the ten year rule is not a “rule” after all. Some artists require even more time. Generally the number of years from a pianist’s first lesson to a major concert performance is seventeen years. And some artists require less than ten years and 10,000 hours. In fact, the people who will become the best in a domain ordinarily require less time than others to reach high expertise. They get there quicker and they are better. They also produce more volume of work and more high quality work in their career than others in the domain. Very tall professional basketball player—seven feet—become very proficient after six or seven years.

What is Deliberate Practice?

The best way to improve your abilities is to deliberately practice, even if you have no interest in becoming one of the greats, or any more proficient in your art than being excellent, or “pretty good,” or “not bad.”

To deliberately practice is to set out and conscientiously follow a specific program to improve your performance, including increasing your knowledge because a major way of leaping up in performance–and possibly the most significant way–is through the acquisition of knowledge about your domain.

Being intelligent explains many successes, but the best chess player, the best athlete, the best creative artist, the best business person, is not necessarily the most intelligent, but has acquired more sheer knowledge of the domain than others in the field. He or she has a higher number of patterns–“chunks” of knowledge–in their memories to draw on and apply to solving the problems at hand—possibly a few million chunks.

Acquiring more and more chunks is what you’re doing all the time you’re working at your craft, talking about your craft, studying it, and practicing. Major artists are immersed in their art—they breathe it; they dream of it.

The knowledge of the domain you possess also depends on your motivation to learn. Some artists—some people in general–have an insatiable appetite for new information; others have virtually no appetite. (Research show that more than 50% of college graduates never read a book again after graduation.) But since the best artists are also the most knowledgeable, it’s clear that studiousness is a characteristic of the best.

One sign of prodigies is that you can’t keep them from practicing. That’s all they want to do and they find it exciting. But many people, I’m told, find practicing drudgery. I’ve never found drudgery a problem. I don’t mind drudgery. But drudgery or not, if you want to excel, it’s got to be done.

A Useful DP Program

ballet-335493_640(1)DP should really be called “Sustained, Private Deliberate Practice” because to be maximally effective it should continue over time and is usually carried out in private. A violinist who practices four hours every morning needn’t have a teacher with him all the time. (Though children taking music lessons are more likely to want to continue practicing if parents stay with them.)

Deliberate efforts to improve performance beyond its current level require concentration, problem-solving, and a continuous striving to find better methods for performing the artist’s tasks. The primary prerequisite is always bearing in mind and never forgetting what the goal is—concentrating on improving some specific aspect of performance.

For example, in practicing a piece, a less experienced pianist will play the entire piece, but the more experienced pianist will concentrate repeatedly on a particular passage or small set of notes that she is weak on and needs to play better. You stunt your artistic growth when you practice what you’re already good at and neglect what needs more work.

The enlightened artist begins with the knowledge that an art is a learnable performance made up of a number of separate skills, each of which can be learned, developed, refined, and put together with others. He analyzes his performance as objectively as possible, particularly strengths and weaknesses, and sets realistic (not unrealistic) performance-improvement goals, sets aside specific and regular practice hours (when and where it will be done), practices conscientiously and hard (but takes regular breaks, gets sufficient sleep and rest, and takes naps), coordinates practice with instruction (which may be self-instruction), seeks feedback, seeks help when needed (consulting, mentoring, advising), focuses more on weaknesses than strengths (that’s important to do), and keeps track of and evaluates improvements over time.

Focus on a Small Set of Crucial Tasks

It is important to identify and focus on developing expertise in the most crucial tasks in your art (and your style and technique)—those tasks that occur often and that capture the essence of high performance in your domain. Very important to me are the rhythm, the “sound,” the “flow” of the words, and refining that ability is important to me.

All artists are trying to establish a relationship with an audience. Poets are particularly interested in doing so through imagery, size and scope of vocabulary, particularly concrete language, fluency, and succinctness; dramatists in crisp dialogue; non-fiction writers in conveying complex information clearly and simply; dancers in physical preparation, strength, balance, elevation, control, and the ability to imitate movements; actors in improving their ability to memorize lines and to assimilate information quickly; fine artists to convey in colors, shapes, and perspectives a very direct form of self-expression.

Right now, what would you say are the crucial tasks you should focus on?

List them: 1,2,3,4 and set up your goals and your schedule.

Is Talent Important? Does it Even Exist?

The DP School doesn’t buy the notion that people, in our case, artists, are born with innate talents that are the causes of one artist being a better artist than another one, or that explains why artists seem naturally equipped for artistic performances. They would reject the notion that Hemingway was born with more “creative stuff” than the other writers of his era. The Talent (T) School agrees that practice is essential, but believes that if you don’t have the sheer talent—that “creative stuff”– you’re at a serious disadvantage.

THE DT School points to other causes than innate talent to explain remarkability, particularly effort and the amount of time spent on improvement. The T School maintains that some people will never become experts no matter how hard they apply themselves because they lack the necessary talents that would equip them to excel. A well-known acting teacher wrote, “the overwhelming majority of trained actors who have more than fulfilled the 10-year/10,000- requirement proposed by the strict deliberate practice view” seem to be missing the ability to rise above the competition, but “superior talent does eventually get noticed”

An orchestral violinist said on hearing a brilliant eleven year old violin prodigy: “I was so overcome by what she did in rehearsal…If I practiced for three thousand years I couldn’t play like that. None of us could.”

The Middle Way

drama-312318_640My Middle Way philosophy which avoids extremes tells me that innate talent and basic abilities do exist and that to disbelieve that is contrary to everyday experience. You know that from your own life. Since your earliest days you were always the best writer, or best painter or dancer, and you knew that even as a child and everyone knew that and you didn’t know how you got that way: you just were. Deliberate Practice is not the only cause of excellence in the arts or any other domain.

My friend, the late composer/performer/conductor Marvin Hamlisch, was a creative genius who showed exceptional musical ability at three and auditioned for and was accepted into the Julliard School of Music, the world’s finest music school, at seven. Marvin went on to win many awards, including a Pulitzer Prize, and was a tremendously hard worker. But unlike Marvin, most prodigies are not exceptional as adults. Other people who were not as advantaged in childhood surpassed them just as you and I have surpassed others who were born with more talent.

Artist’s life after artist’s life show us that talent is not a hard and fast commodity that some people possess and will always possess, but that talent is malleable and changeable, and something you develop through devoted effort and persistence. Good artists manufacture themselves. You don’t have to be born exceptional to achieve exceptional things as an adult.

Dancers who practice until their feet bleed so their performance is all it could be are developing and increasing talent. Writers, actors, composers, and artists who go over and over and over their work until it is as perfect as they want are developing and increasing talent. Self-taught autodidacts like poet Walt Whitman who begin their careers with no discernible talent at all and become the most talented artists of their age intrigue me very much.

Long hours of hard work painting, writing, dancing, and acting, combined with a sustained schedule of deliberate practice and deepening of knowledge, and the talent you know you possess and have known for a long time you do will go a long way, and can lead to undreamed of satisfaction, rich experiences, new talents, meaningful friendships, and success, profit, and recognition.

© 2014 David J. Rogers

For my interview from the international teleconference with Ben Dean about Fighting to Win, click on the following link:

www.mentorcoach.com/rogershttp://www.mentorcoach.com/positive-psychology-coaching/interviews/interview-david-j-rogers/

Order Fighting to Win: Samurai Techniques for Your Work and Life eBook by David J. Rogers

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or

http://www.barnesandnoble.com/w/fighting-to-win-samurai-techniques-for-your-work-and-life-david-rogers/1119303640?ean=2940149174379

 

Order Waging Business Warfare: Lessons From the Military Masters in Achieving Competitive Superiority

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Filed under Actors and Directors, Artists, Becoming an Artist, Creativity Self-Improvement, Dancers, Developing Talent, Human Potential and Achievement, Goals and Purposes, Motivation, Writers