By MICHAEL AHO
This post was written as an assignment for Professor
Brynn Saito's multi-genre MFA-level writing workshop, WRC 7093. In this class,
students produce new fiction, poetry, and nonfiction, while reflecting on their
lives, influences, and processes as artists and writers.
Can creativity be taught? Absolutely!
We would not expect a
surgeon to make the opening incision without extensive training and practice; why
should the opening line of a novel be any different?
There’s a whole
constellation of related “teaching” verbs—such as nurture, develop, practice,
refine, etc.
I blame the “mysterium
tremendum” surrounding the entire artistic process on the Greek myth of
creativity as a divine gift from the Muses. If it originates outside the self,
outside our consciousness, even outside the realm of humanity, how can it
possibly be taught?
Like priests reading mass in
Latin, creativity and writing are believed to belong to an exclusive and
esoteric realm, where common people should remain silent and respectful.
This leads us to think that
writing is such a rarified, transcendent or alien experience that no
preparation, no environment, no mentors could possibly make a difference. Even
on the websites of MFA programs in writing, I find rampant allusions to this
preposterous notion that writing cannot be taught.
Having previously completed
an internship as a psychotherapist, I know it is possible to teach and
cultivate qualities such as vulnerability, compassion, and self-reflection. Bio-feedback training can bring previously autonomic processes under direct
control. Brain plasticity research teaches us that new synapses and neural
pathways can indeed be constructed.
When I studied Mandarin
Chinese, it was certainly slower than learning French—about four times slower—but
it didn’t require an intervention from the Muses. Teaching math may be quite different
from teaching interpretive dance, but any training in dance will lead to
greater flexibility, poise, and control, and so it is with writing. It’s a practice where peers, expectations, and one’s
community all make a big difference...
Malcolm Gladwell, in Outliers, offers the magic formula of
10,000 hours of practice required to develop mastery. It's simply not realistic
to expect “mastery” to be produced by any one program; 10,000 hours is more
like 10 years of effort. Why then, such unrealistic goals for the cultivation
of creativity?
I admire people who sit down
and just write, without any drama. However, that’s just alien to me. Writing is
something I resist or avoid, like arrest or an STD. Unfortunately for me,
procrastination and perfectionism are like two schoolyard bullies, who I was
never able to shake, even after all these years. One reason alone that
justifies being in a writing class or program is deadlines.
For example, today was a day
off from work. My plan was to start by writing the blog you are now reading.
That didn’t exactly happen.
After sleeping in and
“breakfasting” at noon, I immediately scheduled a haircut, packed my car full
of dirty laundry, and headed to the laundromat via car wash. When I eventually
got home, there were dishes to do, a presidential debate to watch, a video game
to finish and other important non-writing tasks. At 10pm, after my self-scheduled
2-10 pm writing “shift” was over, I turned on the computer. Thankfully, this
writing assignment had a deadline of midnight. For people like me, deadlines
are the only things that transform inspiration into actual words.
I’ll take a
hard-working-community of fellow writers, a structure of built-in deadlines,
and critical feedback/support from mentors over the unteachable myth of divine
inspiration any day.