paradoxes for students

I spent a couple of hours in a choreography class with first year undergraduate dance students at Coventry University last week. Here are the notes I sent to the group after the session. Perhaps of interest?

  1. Ideas. It’s the quantity of ideas, not the quality of ideas. Ideas have no value. They are neither good nor bad. The trick here is just to begin with your work/practice/writing/making and feed in more and more ideas. These, in turn, generate more ideas. Ideas are self-generating. See Johnson, S. (2010). Where Good Ideas Come From. London: Penguin Books.
  2. Imagination. What do you need to stimulate and nourish your imaginations? Films, books, conversations, music, observations, listening, seeing. What do you focus on and what do you notice in your periphery? See Casey, E. S. (2000). Imagining. Indiana University Press.
  3. Commitment and care. A key paradox (at University and perhaps even in life) is to be fully committed without caring too much. Commit. Don’t care. Of course I don’t mean don’t care because being committed is a sign of caring for something. It’s more like focus on the process of commitment, and don’t care about the outcome. This is hard at University because in the UK children are told from age 6 that you have to do certain things – and give certain answers – in order to succeed. This is a terrible lie that is sold to the young people of this country. The deepest challenge you will face at University is coming to terms with the opportunity provided in your classes to explore your ideas, imaginations and spirits with freedom and courage. If you succumb to the desire to get good marks you will miss an extraordinary opportunity to explore what you are capable of, what you are interested in, and just how committed you are prepared to be (the paradox is this will mean you are more likely to get good marks). The strange thing about commitment is that – like ideas – it feeds itself. We get better at being committed by practising being committed. See Ken Robinson TED talk: https://m.youtube.com/watch?v=iG9CE55wbtY (you’ve probably already seen it)
  4. Text and iteration. This session was not about manipulating text. It was using text as materials in order to understand the principle of iteration. Change the word text for movement and this should be clear. See Kelley, T. (2007). The Art of Innovation. Crown Business.
  5. Liveness. What is alive in what you are making? (Maybe it’s just a little bit). How do you know if something is alive? I don’t know the answer to this question (because in part it’s about taste). One answer could be: You will just know. Don’t kid yourselves when it isn’t alive. Don’t pretend it is. It’s hard to bring back something from the dead. Better to keep feeding and nourishing new versions (or iterations).
  6. Swearing. Don’t ever ever swear. Fuck yeah.
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