Lesson I’ve Learned from Rick Rubin’s Book, “The Creative Act: A Way of Being”
Education has always been a spiritual journey and expression of my divinity. Reading this book reaffirmed my philosophies and practices as an educator. However, painting pictures of student progress to administrators can, at times, be a daunting task. Educators are often bombarded with showing tangible results through district and state assessments that merely catch a glimpse of the classroom’s full composition. Furthermore, educators have the sole responsibility to provide the proper tools for students to draw connections to the knowledge they already possess with the new information they are receiving. Through my observations and experiences, art, in its many forms, has been one of many tools that have effectively met the needs of struggling students and expectations from the school district. With that in mind, here are seven lessons I’ve learned from Rick Rubin’s recent release, “The Creative Act: A Way of Being.”
1. Everyone is a Creator
Our innate ability to create serves as evidence of our divinity. You may not view yourself as a divine being having a human experience, nor an artist; however, as Rick Rubin states, “Creativity is a fundamental aspect of being human. It’s our birthright. And it’s for all of us.” Creativity can be expressed through our collective consciousness and allows us to relate to each other. Each creation that stems from our thoughts, words, and actions is never confined to our state of being. It eventually is transferred, transmuted, and then translated by the observer and the recipient. What good is it to keep our creations to ourselves? Our creations are naturally unavoidable. “Whether we do this consciously or unconsciously, by the mere fact of being alive, we are active participants in the ongoing process of creation.” As educators, it is our responsibility to create a classroom environment that is conducive to learning about ourselves, our students, and the content we are teaching.
2. Embrace Child-Like Qualities
Michael Jackson once said, “Continue to love. Always love. Bring on the children. Imitate the children. Not childish by child-like.” We must always find creative ways to create a safe space that permits discoveries. In essence, we should always approach our artistic expression in education with an openness that will assist in expanding our notion of what learning looks like. Rick Rubin refers to this as “tuning in”. He states, “As children, we experience much less interference between receiving ideas and internalizing them. We accept new information with delight instead of making comparisons to what we already believe; we live in the moment rather than worrying about future consequences; we are spontaneous more than analytical; we are curious, not jaded.” Oftentimes, I have witnessed educators get too caught up in meeting expectations (sometimes “unrealistic”) from administrators and the pressures of performing well. We tend to lose sight of why we became educators in the first place. Regardless of what we consider our reason(s) for becoming an educator, we should always consider embracing the flexible and spontaneous nature of working with other human beings as we continue to function in unpredictable spaces. Look at your classroom as the universe, although the space existed before you took your first step into it. In the beginning, it is empty and unconditioned. However, once you occupy this space, you must be fully intentional about the energy you want to cultivate because these are the objects and subjects that will begin to manifest. “The universe is only as large as our perception of it. When we cultivate our awareness, we are expanding the universe”.
3. You are an Instrument, But Perform as a Conductor
According to the Merriam-Webster Dictionary, an instrument is “a measuring device for determining the present value of a quantity under observation” or “a device used to produce music”. Given my background in music, I’ve always viewed and conducted myself as a conductor in the classroom. Whether delivering instruction or facilitating a workshop, establishing effective transitions and routines can be depicted as a harmonious relationship between the educator and his or her students. Rick Rubin mentions, “No matter what tools you use to create, the true instrument is you. And through you, the universe that surrounds us all comes into focus.” As an educator, you are the conductor who orchestrates outcomes when you have extensive knowledge of each instrument (student); however, you must view yourself as the true instrument for you cannot bring forth good quality without being willing to learn. After all, we learn so we may teach. As a result, the learning experience should be an exchange where every instrument plays its part. “Most creators think of themselves as the conductor of the orchestra. If we zoom out of our small view of reality, we function more as an instrumentalist in a much larger symphony the universe is orchestrating. We may not have a great understanding of what this magnum opus is because we only see the small part we play.”
4. Nothing is Static. Nothing is absolute.
As stated earlier, the impermanent nature of your classroom allows for flexibility and spontaneity. We must continue to welcome new challenges and obstacles. It all plays a part in the process of learning. Remember, the classroom encompasses the human experience. Following this notion, Rick Rubins says, “...we are always changing, growing, evolving. We learn and forget things. We move through different moods, thoughts, and unconscious processes. The cells in our body die and regenerate. No one is the same person all day long.” If you’ve been in the classroom long enough, you start to witness that nothing is ever the same. Throughout the day, your experiences constantly change. We must always be prepared to not only recognize patterns and behaviors but also how our environment affects our moods, emotions, etc. You will begin to notice how students and staff respond to the weather, the season, changes in routines, etc. By being proactive, we can learn to anticipate these changes and adjust accordingly.
5. Self-Doubt is Here to Serve Us
Teaching delves deeply into the human experience and while we don’t ever look at it as a tool, self-doubt allows us to reflect on our flaws and insecurities. We don’t know it all, yet we have lives that depend on our competence. How can we continue to be truly authentic leaders, knowing we have imperfections? Our relationships with ourselves and our students are extremely complex and we need to be vulnerable in moments of uncertainty. Some of the most powerful moments you will ever have with your students are times when not only are your flaws and insecurities exposed, but also when you are truthful about them. Teaching is an artistic expression and our sensitivity is what drives us to be willing to teach others. Rick Rubin explains, “The sensitivity that allows them to make the art is the same vulnerability that makes them more tender to being judged. Still, many continue to share their work and risk criticism despite this. It’s as if they have no other choice. Being an artist is who they are, and they are made whole through self-expression.” Our identity and self-image are highly important for building relationships and we must always be truthful with ourselves and others. This does not mean you have to share every single thought and idea; however, it does mean taking advantage of opportunities to humanize yourself and be immersed in the interaction with your students. “Art creates a profound connection between the artist and the audience. Through the connection, both can heal”.
6. All the Work We Ever Do is a Collaboration
Sometimes, we make the mistake of placing ourselves at the center of learning. But while our ideals about truth can become pervasive, we can also lose sight that we ALL have something to offer. Students’ voices are just as important in the classroom as your own. When students feel they are not being heard, this usually permits a sense of rebellion. “Nothing begins with us”, according to Rick Rubin. “The more we pay attention, the more we begin to realize that all the work we ever do is a collaboration.” This concept reminds me of the Nguzo Saba (Swahili for The Seven Principles), which include: Umoja (Unity), Kujichagulia (Self-Determination), Ujima (Collective Work and Responsibility), Ujamaa (Cooperative Economics), Nia (Purpose), Kuumba (Creativity) and Imani (Faith). These principles serve as a guide and support system for building strong communities. Ironically, the first principle deals with unity while the following principle deals with the self. Nevertheless, each one of these principles can be considered interchangeable parts that all contribute to the practical purpose of collaboration, cooperative learning, and community development. We need to look at our classrooms as the communities we want to create for ourselves and others.
7. Follow the Four Phases of Creativity to Drive Your Instruction
Rick Rubin emphasizes the importance of being intentional to fulfill our purpose. As educators, we must constantly remind ourselves of why we stepped into the classroom in the first place. This is not an easy profession. We are responsible for not only ourselves but also for the livelihood of others. Let’s face it. Some of us are with our students for a significant amount of time throughout the school year. As a result, we must be extremely conscious of the energy we put out there. Our thoughts, words, feelings, and actions all play a role in our day-to-day operations. Rubin proclaims, “An intention is more than a conscious purpose, it’s the congruence of that purpose. It requires an alignment of all aspects of one’s self. By focusing on the Four Phases of Creativity, we can create an environment that is conducive to learning. The four phases include the Seed Phase, Experimentation Phase, Crafting Phase, and finally the Completion Phase. Each one of these phases can serve as a guide for creativity, which is at the forefront of effective and efficient instruction. In the Seed Phase, “we are completely open, collecting anything we find of interest.” This is the phase where the prior knowledge of the students is considered, as well as the connection between this knowledge, the content (new information), and the real-world connections that can be explored. This is the hook that will bring your students in to get them excited about learning. The second phase, the Experimentation Phase, explores “different combinations and possibilities to see if any of them reveal how the seed wants to be developed”. Since students bring different learning styles and temperaments into the classroom, the educator will have to deliver multiple methods and strategies to cater to each child. This is not always fully realized in real-time; however, certain anticipations may occur based on how well you know your students. The Crafting Phase is when the children are involved in “the labor of building” through collaboration and independent practice. This is when the real work begins, as they will have to demonstrate and apply what they have learned through experimentation. Finally, there is the Completion Phase. How do educators determine when a lesson is completed and the objectives are met? Do we keep providing instruction and intervention until every single child has demonstrated mastery? What does mastery look like in a classroom full of distinctive minds, abilities, and talents? How can we truly measure proficiency when our students have a multitude of intelligences? The process of creation is in constant flux, where each idea and concept is built from another. As educators, we should have goals; however, we must also realize we may not meet every single one of them. We are dealing with fully authentic and flawed human beings. Don’t get too caught up in the perceived ideas of success measured by the administration and the district. While these measures of success should be taken into consideration, they should not be considered the determining factor of your overall value and worth. Our work is done when it is done. As Rubin states, “Releasing a work into the world becomes easier when we remember that each piece can never be a total reflection of us, only a reflection of who we are in the moment.” I firmly believe this is ultimately a glimpse of the life of a creator. The work is never done.
