BY JON PILL
“I think reversing one’s position, or changing one’s mind – or in this case, maybe the idea of an ‘aesthetic education’ might be worth discussing. But I’ll leave you to flesh that out…” – Jim
In your last letter you gave me the broadest of briefs. To throw out a few thoughts on changing one’s mind or – you said, as if the two things were obviously linked – ‘aesthetic education’. I’ll deal with the latter because although less interesting to me it won’t spiral into a ramble. A tight 500 is the goal. This bletter needs sending today and I left it all until the final countdown.
In terms of aesthetical edugogy, I think it’s a valuable thing for one to do to oneself. But I’d be tentative about getting super evangelical about it. While there are somewhat weak arguments about art engaged humans being better citizens, I think liking art is more of a self-help thing than a social responsibility. With that caveat in mind, here’s what I think.
The general goal of the court mandated aesthetic education, as put together by Minister for Art Appreciation for Jon Pill would be, I think, to get the student – i.e. me – to think about art intentionally. I think this is what is meant by that buzz word ‘engage’.
The human brain can engage with art at all sorts of levels, but the zeroth level that we all do pretty instinctively will always be: Do I like it? And here is where it is easiest to stop. With the Yes/No answer.
I come from a family of readers, my Dad read to me before I could read and listening to him read remained a family activity, especially on holiday where The Hobbit and the Harry Potter saga often made short work of train journeys.
Reading for myself was encouraged and there would be a regular exchange of cheap second hand paperbacks between the various members of the family. Redwall and Alastair MacLean, Jack Higgins and The Phantom Tollbooth. Stuff like that.
So there were books. But there was also a general air of philistinism. The first question I am asked whenever I say I have read Classic Book X or Epic Poem Y to a family member is always: ‘But is it actually any good? Or is it just one of those books your supposed to read?’
The inherent assumption behind the word ‘good’ is that it be enjoyable*. There was no room for a book to be challenging, the unpleasant, the interesting, the beautiful, unless it came with a good plot. In a house full of Austen lovers, I am the only one who likes Emma [Edit: My Dad has corrected me on this. He also likes Emma. Like father, like son.]. People hate Emma because they dislike Emma. That’s was all it takes: an irritating character that rubbed you up the wrong way. Never mind that her irritating faults are the driving force of a series of engaging dramas, never mind the amusing ironies her faults breed, never mind the impressive skill involved in what is pretty much the invention of the close-third narrator.
That is a difficult attitude to shake. Because good = enjoyable is a massive barrier between art and artee. A key part of that aesthetic education is just shedding the idea that an immediate sense of pleasure is the only positive response to something.
So interrogating Do I like it? with intentionality would level one of converting the barbarians. Once you have your yes or no follow it up with: Why do I like/dislike it? What do I like about it? What is it making me feel? What thoughts is it giving me?
I never learned to ask these questions formally. It’s been a slow trial-and-error sort of thing mostly through talking about film with friends, and more recently through reading widely, going to galleries, watching plays. And I’m still not always great about thinking like this. But, you know, fail better and all that. #selfhelpisnotselflove.
There are, of course, a ton of other ways of engaging with art, but cultivating this kind of self-aware thoughtfulness is the basis for all the rest of it. The basis of a lot of living well. #unexaminedlives. We’re not talking about turning into a – hold back the sick – literary theorists after all. Just helping them get a bit more out of swirls of paint or lines of ink.
What the next stage in an aesthetic education might look like I’ll leave to you, someone who has spent five years formally studying fiction-books, in your next bletter.
P.S. *This issue of enjoyment vs. other stuff, Greene’s entertainments versus novels, and genre versus literature is all something we’ll have to come back to some day. For now though, I will leave that can of worms on the shelf beside the baked beans and Spaghetti-Os.