Thank you, Austin Kleon!
While studying music education in my undergrad, I had become quite fascinated with the jazz genre. In my quest to learn more about complex jazz chord structures, I signed up for jazz lessons with a well-known jazz instructor in the Philadelphia area on one of my summer breaks. I thought there would be a wealth of needed “how to’s” that would come from the instructor herself. However, instead, she put the “When Sunny Gets Blue” chord chart in front of me and simply had me listen to her play the piece. Then she had me try to recreate her playing. She then had me record her playing. For homework, she asked that I learn it with her style in mind and added the challenge of playing it in every key. Her point was to show how important it was to simply listen and glean from other jazz players. I never fully became a jazz pianist, but I learned much through those summer lessons. Who and what I listened to, shaped my musicality.
This is the central thought of Austin Kleon’s book “How to Steal Like an Artist.” Kleon aptly states Salvador Dali’s quote: “Those who do not want to imitate anything, produce nothing.”[1] He then adds to this thought by encouraging us to not simply imitate a style, but incorporate the thinking behind the style, thus uncovering the “why” of what was created.[2]
As I contemplated the thought of copying, I came across an article that took the art of copying a step further. Not only does research endorse copying as positive but copying in error can also be beneficial. Professor Kevin Laland and Dr. Luke Rendell of the School of Biology at the University of St. Andrews, along with other researchers, concluded that “copy error (either getting the wrong behavior or if copying fails completely) does not detract from the value of copying. Indeed, copy error may even be an important source of adaptive behavioral diversity, fueling human innovation.”[3]
Kleon’s book is not rocket science but is cleverly illustrated and written with many helpful tips. Having sold over a million copies worldwide, it has clearly resonated with readers. Perhaps it is because we all aspire to be artists in some way, shape, or form. We want to bring our own perspective into the world. In leadership settings, there is often a desire to be the one that all others follow. However, when you adopt the premise of this book, humility is added to the equation. We become much more grateful of those who have gone before us from whom we can glean. This resonates with the Biblical principle of running the race with such a cloud of witnesses cheering us on. Romans 12:1[4] is reminding us that we have many examples to learn from so that we can run our earthly race to the finish line.
Another strength of the book is the down-to-earth recommendations to inspire creativity. To say I have had writer’s block this semester is an understatement. Reading “Thinking Fast and Slow” by Daniel Kahneman aided me in understanding how my mind was processing and how to use that understanding to my advantage.[5] However, “How to Steal Like an Artist” gave greater tips on how to tangibly help move my research forward. Some of the tips that I am gleaning are:
- Don’t research, just search.[6] The simplicity of this thought can change the motivation behind my stagnation.
- Step 1: “Wonder at something; Step 2: Invite others to wonder with you.”[7] The thinking and research around my NPO often remain within me. Bouncing them off others would perhaps spark greater input.
- Use a wall calendar to mark off daily writing.[8] What a simple, yet advantageous tool to set daily writing non-negotiables.
- Set boundaries for writing – “When it comes to creative work, limitation means freedom.”[9]
- “Choose what to leave out.”[10] Not everything is necessary. In fact, too much of everything simply becomes mind clutter. This reminds me of Ahrens’ recommendation in “How to Take Smart Notes” of distinguishing between your notes or learning: 1) Is it fleeting? Something to be trashed, 2) Is it permanent? Something that is worth keeping, or 3) Is it project worthy? Something to be filed for a certain amount of time?[11]
So, in closing, I say, thank you, Austin Kleon. Thank you for the reminder that copying is necessary, that there are tangible ways to increase my creativity in this doctoral process, and even better yet, for saying it all in a concise and creative way.
[1] Austin Kleon, Steal Like an Artist: 10 Things Nobody Told You About Being Creative (New York: Workman Pub. Co, 2012).
[2] Kleon.
[3] University of St Andrews, “The Art of Copying: Scientists Tell Us That Even Copying Mistakes Can Be Good,” accessed March 7, 2023, https://phys.org/news/2010-04-art-scientists-good.html.
[4] “Bible Gateway Passage: Romans 12:1 – New International Version,” Bible Gateway, accessed March 7, 2023, https://www.biblegateway.com/passage/?search=Romans%2012%3A1&version=NIV.
[5] Daniel Kahneman, Thinking, Fast and Slow, 1st edition (New York: Farrar, Straus, and Giroux, 2013).
[6] Kleon, Steal like an Artist. 20.
[7] Kleon. 81.
[8] Kleon. 127.
[9] Kleon. 137.
[10] Kleon. 137.
[11] Sönke Ahrens, How to Take Smart Notes: One Simple Technique to Boost Writing, Learning, and Thinking, 2nd edition, revised and expanded edition (Hamburg, Germany: Sönke Ahrens, 2022). 41.
About the Author
Esther Edwards
Esther has served in ministry leadership for over 35 years. She is an ordained minister, an ICF and CCLC certified coach, and licensed coach trainer. Her and her husband have launched their own coaching practice, Enjoy the Journey Leadership Coaching and seek to train ministry leaders in the powerful skill of coaching. Esther loves hiking, reading, and experiencing new coffee shops with friends and family. She enjoys the journey with her husband, Keith, their four daughters, sons-in-law, and their four, soon to be five, beautiful grandchildren.14 responses to “Thank you, Austin Kleon!”
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Ester,
I did not know that you studied music education in undergrad. I would love to hear more about that time of your life. This section of your post really resonated with me. You say, ” In leadership settings, there is often a desire to be the one that all others follow. However, when you adopt the premise of this book, humility is added to the equation. We become much more grateful of those who have gone before us from whom we can glean. This resonates with the Biblical principle of running the race with such a cloud of witnesses cheering us on.” I wonder, who is someone that you have learned from?
Jonita,
Yes. Such rich years of studying music back then. I decided to fully stop teaching music in 2019 just before Covid hit to build our coaching business.
To answer your question: I have been so very blessed by those that I have learned from. However, I would have to say, my mother and father top the list. They were both immigrants and both worked very hard to make ends meet when I was young.
However, what causes me to name them, was their unending tenacity to follow Jesus and embrace others. In the last few years of their lives, they continued to visit other elderly friends, taking them to church, making them lunch, taking them to doctor’s appts, etc. There was one man in particular that no one wanted to bother with. He had burned many bridges in his life, including the bridge of family. I remember how abusive he was to his wife when I was younger. However, my parents continued to accept and love him in his ending years because, truly, he had no one else. They simply extended grace.
I have two vivid memories in my mind as I read your post.
1. Mr. Kinne was my high school band and choir teacher. I played drums in the band, swing choir, jazz band, marching band, etc. I also had a 1st Period Music Appreciation Class with Mr. Kinne. I was the only one registered. It was me and him, first period. With a smile on my face right now, I recall many mornings coming into class, and Mr. Kinne would put on a jazz, blues, or big band album, and we would just sit and listen to it, then talk about how it impacted us. Gosh, I miss him.
2. Mr. Holland is a fictional character played by Richard Dreyfus in the movie Mr. Holland’s Opus. If you asked me my favorite all-time movie this is the one. He was a music teacher in a budget constricted school district and after many faithful years of teaching students, the program, and his job, got cut. I cry like a freaking baby every time I watch that movie.
I may be crying right now. Don’t judge me. 🙂
These vignettes feel like the work Kleon is doing in his writings and art. There’s a simple pleasure to it. Simple and uncomplicated. The pleasure is found in the creative art, whether that’s painting or a jazz album.
Simple Pleasure.
Thanks for helping me draw those memories out, Esther. I’ll be smiling all day.
Ah. Simple pleasures. Life gets so tense that I often miss these.
Ecclesiastes 7:29 states “God made us plain and simple, but we have made ourselves very complicated” (GNT). Richard J. Foster in his book, “Celebration of Discipline” states “the inward reality (of simplicity) liberates us outwardly. Speech becomes truthful and honest. The lust for status and position is gone because we no longer need status and position.” [1] Do you think Kleon touches on more than artistic creativity? Perhaps he promotes emotional wellbeing.
I loved hearing about Mr. Kinne . It sounds like he knew what was most important and it wasn’t the class size. What an impact!
So since we are on a memory lane high here, let me share one that comes to mind for me…
I had a choir teacher in High School named Ms. Davis who gave me my first duet with Edmund, an incredible black bass singer (who went on to study classical voice). I say this because during that time our school had so much racial tension. It was the late 70’s and my graduating class was the first class to fully go through all four years at the new county high school. The boundary lines had been drawn to intentionally integrate the school with blacks and whites. Racial fighting was the norm in the halls. Looking back I see that Ms. Davis used every opportunity to have music unite us all. We would all naturally segregate… and she would intentionally integrate. Ok. I may shed a tear as well. What an impact of those who charted the uncharted territories.
By the way, Holland’s Opus was a favorite too, right along with Music of the Heart.
[1] Richard J. Foster. Treasury of Christian Discipline. Excerpt from Celebration of Discipline. (New York, NY: HarperCollins, Inc., Publisher, 1988), 80.
I want to hear you on a pianno in Oxford!
1. Don’t research, just search. This has taken on new meaning for me. As I search the forest, hills and dales for key voices (due 2 April). I am coming across amazing people, churches, and NGO’s that are doing God’s work in regards to immigration. I am loving the search. Each person contributes a new thought to my ongoing NPO search.
My bible study last night covered.
Matthew 7:7-8 Ask, Seek, Knock
7 “Ask and it will be given to you; seek and you will find; knock and the door will be opened to you. 8 For everyone who asks receives; the one who seeks finds; and to the one who knocks, the door will be opened.
I was thinking that I got the “asking” part down, but relooked at the seeking and knocking. Perhaps in seeking and knocking, my will is being realigned to His will. Both in the physical NPO world and the spiritual realm.
Russell,
I am more out of practice now since life has taken me in different directions. Then again, it would be a good stress reliever to have that creative outlet come back into play in this doctoral journey. Thanks for sparking the thought of taking some time to sit at the piano!
To ask, seek and knock… that would be great to unpack further. Why does Jesus use all three to make his point when one might suffice? It definitely promotes the serious effort needed on our part to draw close to Christ. Sounds like a sermon in the making…
Esther,
Your post reminded me of my own musical lessons from childhood all through high school: The piano, the flute and the bass guitar. The hours and hours of lessons with instructors who were greater than we are does something to us. My question for you is how do your early years of intense music instruction inform the life you lead today as a pastor? A coach? A doctoral student?
Hi, Pam,
In answer to your questions…this could take hours! However, I’ll tackle one thought. The discipline of music lessons and all the practicing that it took gave me a deep understanding that skill and artistry do not form overnight. It takes thousands of hours of intentional practicing but also must be interspersed continually with the joy of making music. One without the other does not work.
As a pastor, it transfers to our desire to have those we lead not only work out their own spiritual faith through the spiritual disciplines of reading their Bibles, praying faithfully, living life righteously, etc, but it must be accompanied with the joy of experiencing and loving Christ. If the first stands alone, it becomes legalistic. If the second stands alone, it lacks grounding and the boundaries which can lead to confusion and dissonance.
As a coach, it has given me a deep understanding that it pays to continue to hone my skills in coaching. It is not easy to listen well and to ask powerful questions. That is why an MCC level coach (the highest credentialing level through the International Coach Federation) has to coach a minimum of 2500 hours to attain this highest level. They truly do become a Master Coach! I am at close to 300 hours of coaching and hope to finish my PCC level credentials in a year or so (500 hours).
As a Doctoral student, it reminds me to continue to put in the hours. One cannot jip the system and come away with doctoral level work. We are adding skill and artistry to our thinking.
Having also practiced many, many hours in the past, how does the thought of skill and artistry add awareness to your thinking in regards to your Doctoral journey?
A fun read, Esther. Like others, I enjoyed learning more about your background. Also, I liked that we both could relate this read to our own educational experiences.
Your connection to additional research on the value of copying made me think about this more. I often coach my own kids about the value of copying as they prep for big tests. Or, when I am teaching adult learners, I will stop and ask someone to summarize what we have just covered… its sort of like copying… maybe? I have seen supportive material that says that the practice of recall drives key concepts deeper into the minds of learners- could we extrapolate that there is a component of copying that tests our brains and therefore solidifies learning?
Jen,
That would be interesting to delve into further. I was surprised to find much research on all of this. Who knew that even copying in error has positive effects?
As you mention coaching your own kids around the value of copying, what questions do you spark their thinking with? What boundaries are needed to ensure their freedom of copying doesn’t cross the great divide into plagiarism territory?
“Who and what I listened to, shaped my musicality”. . . Have you seen the movie “August Rush”(2007)? The movie tells the story of a young Irish guitarist and a young cellist who fall in love and have a child named August Rush. The cellist is forced to give up the child, leaving August orphaned in a boys home and eventually living on the streets. August has a profound musical ability to play the guitar, ALL of the guitar. He strummed and slapped the guitar. The rhythms were unique, but were inspired by the music he heard others play. In the movie, August’s guitar pieces were played by American guitarist-composer Kaki King. August uses his musical talent to set out on a quest to locate his parents. I won’t spoil the end. Like you mentioned, musicality involves “stealing like an artist”.
Hi, Cathy,
Yes! August Rush was a favorite of mine and my girls. Takes me back to that wonderful season of investing in their musical backdrop. I didn’t have as many varied musical influences in my early years so I ensured that they did. We listened to all genres and their love for music catapulted forward as their own styles and musical scopes evolved.
Esther, I love how you brought music into this thinking. I sit in saxophone lessons with my 14 year old every week with a professor at George Fox. I love this because he plays alongside my son, it’s not just instruction but it’s a resonant and effective way to make the black and white notes on the page feel more nuanced and individualized for him. He assigns my son to listen to all sorts of saxophone players so he can start to know what kind of player he wants to be, he even assigns him to record himself to get immediate feedback on his playing. Can we steal from ourselves? I am thinking yes, but would love to know what you think? I would love to hear more on how you use discernment to know what to keep or trash with your own notes? I tend to hoard my thoughts and struggle to be more concise (as this reply demonstrates:)). Would love to hear your process.
Jana,
Having the instructor play along does add so much to the lesson. I love your questions because it causes me to contemplate all the ways copying can apply. I do believe we can steal from ourselves. As a coach, one strategy to gain awareness for the client is to have the client view a situation externally of themselves. This would work with music as well. As your son listens to his own recording, it gives him a different perspective to draw from. It’s a very different experience to listen without playing than to listen while playing. I would say applying questions regarding what he heard would give even greater awareness. “What did you like about your playing?” What could be changed to make it better?” “How would this sound if it was played as a secret?” “How could you make it more dramatic?”
As for my own deciding on what to use or trash in my own playing comes down to being more astutely aware and attentive to the overall sound as well as the details. I once had an instructor who would have me take just one phrase and play it 10 different ways, experimenting with nuance, touch, and dynamics each time so that I was more keenly aware of my own artistic choices. I added this to my teaching as well. It caused the student to be more of a master of choice instead of simply a regurgitater of notes.