Once upon a time at NYU, I found myself enrolled in a class called “Creating” for June term. As a student, I didn’t have much information about the course, only a brief description on Albert. With little time to spare before my trip to Berlin, I finally had a chance to review the syllabus. To my surprise, there were numerous upcoming assignments awaiting me. Initially, I felt overwhelmed by these additional tasks, considering the demanding spring semester I had just gone through. However, the professor assured us that this class would be enjoyable and transformative for our creative thinking, giving me a sense of relief. Who wouldn’t want a mindset shift in just three weeks?
Each class session began with a meditation practice, which proved to be a valuable tool for reducing morning tension and finding inner balance. Through techniques like focusing on my breath and the sensations in my body, I learned to turn my attention inward and cultivate mindfulness. Breath-focused meditation helped me gain focus and mental clarity, while body scan meditation released tension and promoted overall well-being. Implementing these techniques into our class routine became a game-changer for me, allowing me to reduce tension and approach creative work with a sharp mindset.
The prompts for our “making” assignments, particularly the first one, may have seemed random, but I appreciated the breadth they provided for unleashing our creativity. When given the word “dreams,” I decided to create a dream menu for my initial assignment. Embracing the freedom of thought that Kermit the frog once mentioned proved beneficial during the creative process. Soon after, we delved into Edward Bono’s book on lateral thinking, which offered a structured approach to our various projects. Our discussions on alternative perspectives offered me a way of seeing alternative versions to further develop my ideas. In progress, I found myself challenging assumptions and venturing into new ideas, thanks to the influence of lateral thinking. The “Why?” technique, in particular, proved invaluable in shaping my third assignment. The combination of creative freedom, structured thinking, and questioning assumptions facilitated a rich and transformative experience in our “making” journey.
Next, I ventured into the realm of lateral shift that occurs through the process of making. This time, I explored the concept of using futuristic augmented reality glasses for navigation, sparked by a series of “why” questions from my previous project. I experimented with different ideas during the project and focused on the ones that worked well while discarding the ones that did not. Robert Sidel’s visit to our class served as a powerful reminder of the importance of revising and editing work, prompting me to make necessary revisions even after my initial submission.
As the artists we met in class and studio demonstrated, the creative process relies heavily on experimentation. I distinctly recall feeling inspired by a designer from FIELD who shared their approach of employing lateral thinking to explore various design possibilities. They would begin by researching and experimenting with different style frames, allowing the creative journey to unfold naturally. This approach directly resonates with the lateral thinking techniques we discussed in class. Witnessing the time lapse of their design process, as they navigated through different iterations to achieve a harmonious and yet abstract composition, left a lasting impression of true inspiration. The FIELD visit was my favourite of all.
The group work sessions proved to be transformative additions to our regular class discussions, seamlessly applying the principles of innovation and suspended judgment that we had explored through our readings on Lateral Thinking. Our specific task was to creatively design a simple apple-picking machine, and during our brainstorming session, my group mates and I generated a multitude of ideas to incorporate into our design. Following Edward Bono’s suggestion, we initially suspended judgment, allowing ideas to flow freely until we had gathered a sufficient number of possibilities to begin shaping our design. Once we had gathered enough ideas, we donned our judgment hats to filter out unrealistic concepts. I thoroughly enjoyed the process of integrating and harmonizing our ideas, working together to create a final product that encompassed the best of our collective thinking.
Engaging in collaborative work also enables us to address the fears and insecurities we have about ourselves and others. As our readings from the book “Art & Fear: Observations on the Perils (and Rewards) of Artmaking” suggest, one of the most significant challenges artists encounter is questioning the authenticity of their own work and constantly comparing themselves to others, leading to self-doubt. However, I firmly believe that group projects provide us with the opportunity to observe the creative expressions of each member, allowing us to learn from one another’s strengths and weaknesses. Same thing with the final project. Given that we come from diverse fields of study, there are areas in which some of us excel while others may struggle. As Harshini mentioned, seeking help from others allows us to collectively enhance our work and achieve better results.
This class has had a profound impact on both my creative practices and my perspective on artworks. Through our midterm project, I gained valuable insights into the various symbols and meanings embedded in different art pieces. It highlighted the fact that art often holds multiple interpretations for both the creators and the audience. This experience taught me to approach artworks with empathy, allowing me to discover my own personal significance within them. Overall, the class has been an incredible journey of learning and growth over the past few weeks.