There is a story of a young, but earnest Zen student who approached his teacher, and asked the Master, “If I work very hard and diligently, how long will it take for me to find Zen?” The Master thought about this, then replied, “Ten years.” The student then said, “But what if I work very, very hard and really apply myself to learn fast — How long then?” Replied the Master, “Well, twenty years.” “But, if I really, really work at it, how long then?” asked the student. “Thirty years,” replied the Master. “But, I do not understand,” said the disappointed student. “At each time that I say I will work harder, you say it will take me longer. Why do you say that?” Replied the Master, “When you have one eye on the goal, you only have one eye on the
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It started in Grade 10 where, in my Art Class, the prac topic was “Concerning Preciousness”. We were told to experiment with different art materials and to discover new techniques as Mrs Shear guided us to indulge in how meaning that can be found in method. Later on, when we studied Abstract Expressionism, we learnt about Jack the Dripper: Pollock, and his action paintings. Inspired by Native American Sand Art, with their temporary Artworks made in the confines of nature, Pollock used psychomotor energy to produce a swirling turbulence of splattered paint marks that was the result of his gestural dance-like action around the canvas. The final artwork was spontaneous – its aesthetic and organic line unplanned – its point was that it was a visual result of the effort and of the meaning of process. His painting was cathartic: the whirling lines and stark drips echoing the turbulence of his own emotional state. Iconic Pollock, like the Master, taught us that we – as individuals – gain more from valuing the excitement and self-learning experienced during the process, than the results from worrying over every detail for what needs to be the ‘perfect’ final …show more content…
They push us to truly broaden our minds. As Mr. Levin has shown us, knowing and correctly applying a formula is not why, or even how, to learn maths. For every formula we get given, he pushes us to understand why we use it, what it does and where it comes from – concepts and derivations that are not in “that sacred CAPS document”.
According to Terry Doran, an educator, the purpose of high school is “to prepare students for a meaningful life in the 21st century; to be a good citizen, economically self-sufficient and respectful of both themselves and of others”. And truthfully, my education at King David has done just that – and more. King David has taught me to think.
Throughout my school career it was my APE experience that truly encapsulates the idea of pursuing the meaning that can be drawn from process. The subject doesn’t count. It doesn’t affect my academic average. I don’t get university points for it. Each 3000 word essay that I spend weekends writing doesn’t go towards a portfolio mark – because there is no portfolio. I’m not even sure whether it counts as a distinction at the end of the year. Then why do I do it? “for a meaningful life” – as Mr Doran
It started in Grade 10 where, in my Art Class, the prac topic was “Concerning Preciousness”. We were told to experiment with different art materials and to discover new techniques as Mrs Shear guided us to indulge in how meaning that can be found in method. Later on, when we studied Abstract Expressionism, we learnt about Jack the Dripper: Pollock, and his action paintings. Inspired by Native American Sand Art, with their temporary Artworks made in the confines of nature, Pollock used psychomotor energy to produce a swirling turbulence of splattered paint marks that was the result of his gestural dance-like action around the canvas. The final artwork was spontaneous – its aesthetic and organic line unplanned – its point was that it was a visual result of the effort and of the meaning of process. His painting was cathartic: the whirling lines and stark drips echoing the turbulence of his own emotional state. Iconic Pollock, like the Master, taught us that we – as individuals – gain more from valuing the excitement and self-learning experienced during the process, than the results from worrying over every detail for what needs to be the ‘perfect’ final …show more content…
They push us to truly broaden our minds. As Mr. Levin has shown us, knowing and correctly applying a formula is not why, or even how, to learn maths. For every formula we get given, he pushes us to understand why we use it, what it does and where it comes from – concepts and derivations that are not in “that sacred CAPS document”.
According to Terry Doran, an educator, the purpose of high school is “to prepare students for a meaningful life in the 21st century; to be a good citizen, economically self-sufficient and respectful of both themselves and of others”. And truthfully, my education at King David has done just that – and more. King David has taught me to think.
Throughout my school career it was my APE experience that truly encapsulates the idea of pursuing the meaning that can be drawn from process. The subject doesn’t count. It doesn’t affect my academic average. I don’t get university points for it. Each 3000 word essay that I spend weekends writing doesn’t go towards a portfolio mark – because there is no portfolio. I’m not even sure whether it counts as a distinction at the end of the year. Then why do I do it? “for a meaningful life” – as Mr Doran