The American writer Austin Kleon, who wrote “Newspaper Blackout”, has also written a book called “Steal Like an Artist”, so I am hoping that he won’t mind that I have stolen his idea to help teach my Geography students. The picture here from Kleon’s website http://www.austinkleon.com illustrates what he does.
As Kleon puts it: “Grab a newspaper. Grab a marker. Find an article. Cross out words, leaving behind the ones you like. Pretty soon you’ll have a poem.”
So how do I use this teaching Geography? The point I’m trying to make with the students is that Science is a way of exploring and understanding the world, but that there are other ways of exploring and understanding the world, and that sometimes those different approaches can help each other out. For example, as a Geographer you might often want to look closely at the world around you to see details that will help you to describe, understand and represent the way the world works. Science is one way of doing that. But I learned from my friend and colleague the artist Miriam Burke that a good way of forcing yourself to look carefully at something is to try to make art about it. Trying to make a picture or a model or a poem of something really makes you look closely at it. Art is a great way of exploring. That’s why, for me, art and Geography go nicely side by side.
So I took a copy of the first page of one of the basic course textbooks (“Geography – a Very Short Introduction” by J.A.Matthews and D.T.Herbert, 2008) and I started crossing out words. I asked the students to do the same. Now I’m sure there’s a whole psycho-pedagogic discourse on the traumatic consequences of making students cross out swathes of their text book. We’ll save that for a different blog. The point I want to record here is about how asking students to cross out most of the words in a page from the textbook makes them look much more closely at the original source than if we just asked them to read it. And if we insist that their Blackout Poem reflects the underlying meaning or core concept of the page they are editing (but that it must do more than simply abbreviate the content of the page), the activity seems to engage a whole new level of critical attention to the source (helping students to learn and think about the material) and at the same time switches on a creative or interpretive intellect that fixes the academic content of the original document into the mental context of the student’s own “work” on the piece. In other words, by USING the original document to create something new of their own, they get much more out of it.
This illustrates something I constantly tell students: that the best way to learn something is to use it for some purpose, especially if that involves communicating it to somebody. If you are struggling to understand glacier dynamics, set a date where you have to teach glacier dynamics to somebody who knows nothing about it. It also illustrates nicely how doing something that appears to be non-academic can be a big help with your academic work. The value of play. If I can get my students to PLAY with their scientific source material… well, they’ll end up just like me!
I only came up with (sorry, stole) this idea a couple of days ago, but already I see huge scope ranging from fun little tutorial activities to major coursework projects. You could even do it just for Art. Oh, yeah, Austin Kleon already thought of that. When I tweeted my first attempt at a Geography Blackout yesterday it quickly became far and away my most retweeted tweet ever, so this seems to have struck a chord with others, too. And that’s why I thought I’d say just a little bit more about it here. For the record, here is that first attempt. My “Geography Blackout” redaction of the opening page of Matthews and Herbert (2008). I suspect there may be more to follow.
Gosh, I hope nobody steals this idea.