The Creative Act by Rick Rubin – no prisoners taken

A biography lacking in personal anecdotes, makes up for it with a profound understanding of the creative process. Imogen Stokes recommends an essential read on art’s transformative power.

Imogen Stokes

Imogen Stokes is a musician and member of Voka Gentle. She is also part of P.S. a missional community of multidisciplinary artists supporting and encouraging each other to cultivate a biblical culture of worship and fellowship in the heart of industry.

Rick Rubin | The Creative Act: A Way of Being

From Johnny Cash to Kanye West, Rick Rubin has worked with some of the biggest names in music. Notably titled ‘the most important producer of the last 20 years’ by MTV, the famously bearded founder of Def Jam records has nine Grammy awards under his belt and is one of the most sought-after producers working today.

Written over the course of four years, a period that saw Rubin work with bands such as The Strokes and The Red Hot Chilli Peppers, The Creative Act: A Way of Being might promise a memoir yet assumes the form of something more like a self-help guide. Rubin distils what he has learned throughout his illustrious 40-year career into a series of short chapters that read somewhat like meditations, contemplating the meaning of art in general; how to make it well and why it matters to keep trying. While its dearth of personal anecdotes may be disappointing to fans hoping to gain insight into some of the producer’s many exploits, this book requires little to no contextual knowledge of Rubin’s life and work to enjoy.

“There was a version of the book three years ago,” Rubin told The Bookseller magazine last October. “The content was similar but the feeling of it... it did not feel like a call to action. It was beautiful, but it wasn’t inspirational.” If inspiring artists to create meaningful art is Rubin’s primary aim, suffice to say The Creative Act: A Way of Being largely succeeds.

Happily, this book is not just for musicians; for any working artist in search of practical guidance, Rubin offers encouragements and hands-on suggestions for how to cultivate discipline, maintain creative perspective and successfully finish work. His tips are, in many cases, refreshingly rudimentary. Set up a daily schedule of practice and stick to it. Level up your taste in the medium you are working in. Allow yourself to be distracted sometimes. Such instructions immediately reminded me of Oblique Strategies, Brian Eno and Peter Schmidt’s tarot-like deck of pithy creative prompts, conceived in 1975 as a work of art and designed to stimulate creativity. And the advice is sage. As an artist myself, I had barely gotten halfway through when my highlighter began to run out of ink.

Rubin’s thesis on art-making is full of self-aware contradiction. It is a serious matter, he says, but it’s also reliant on play. One should employ a rigorous schedule yet embrace rest and spontaneity. Practise your craft but be aware of the value in naivety;

‘often the most innovative ideas come from those who master the rules to such a degree that they can see past them or from those who never learned them at all’,

and remember that both years of artistic toil and a five-minute flash of inspiration can both produce a valuable result.

[It] does an excellent job of meeting the creative in their tiredness while celebrating their bravery.

It is this ability to understand and speak to the tensions faced by an overwhelming majority of artists that is a real strength of this book and a testament to Rubin’s experience as a producer. The creative process is rarely straightforward; success can be difficult to define and inspiration elusive. However, he admits, in the pursuit of great art ‘there are no shortcuts.’ The Creative Act: A Way of Being does an excellent job of meeting the creative in their tiredness while celebrating their bravery. It exists, at the end of the day, to remind them why it’s important to make art at all. I can corroborate this with my own experience: as a reader I brought all the baggage of any working artist. I felt understood and reassured, both by Rubin’s reverence for art-making and by his admission that art is rarely straightforward, and that artists can be hard to understand. This, for Rubin, is by no means an indictment. It’s part of the journey, and an important one at that.

Rubin’s reverence for the power of art and the significance of the artist is without question. This can sometimes, though, verge on the eulogising of unhealthy behaviour— an issue, I can’t help but feel, is endemic to the music industry at large.

'The great artists in history… are protective of their art in a way that is not always co-operative. Their needs as a creator come first. Often at the expense of their personal lives and relationships',

writes Rubin, excusing selfishness as a ‘childlike spirit’ to be aspired to. Surely, while singular focus is key, this doesn’t need to override a generosity of spirit, does it? Van Gogh certainly didn’t think so, famously writing:

‘there is nothing more truly artistic than to love people.’

There’s an evident undercurrent of divine inspiration woven throughout the book, too. Rubin acknowledges and explores the cosmic thread that runs through all things, the energy of which the artist both observes and channels through their work. The artist without this spiritual viewpoint, he posits, is at a crucial disadvantage. For Rubin, the spiritual world provides a crucial sense of wonder and a degree of open-mindedness rarely found within the confines of science. A dedication towards a deeper connection with and understanding of the ‘Source’ (the creative force of the universe) will inevitably merit a greater artistic encounter. Rubin therefore encourages artists to be disciplined in their spiritual practice in order to ‘build up the musculature of the psyche to more acutely tune in and receive from the divine’.

Rick Rubin with Neil Diamond, 2006. Photo by MusicLoverDiamond.

As a believer, of course I perceived Rubin’s ‘Source’ to be a metonym for the God of the Bible, and while occasionally Rubin’s universalism strays into abstraction— perhaps even cliché— there is genuine substance here; many of his spiritual encouragements overlap significantly with Christian teachings, for instance his appeal to artists to be ‘in’ currents of culture, not ‘of’ them, and the assertion that ‘it is better to follow the universe than those around you’. He admires the biblical attitudes of patience, discipline and child-likeness, and even quotes directly from the Bible’s book of Ecclesiastes, ‘for everything there is a season... ’, when illustrating the rhythms of nature.

Although it might be viewed as a simple guide to creative rules and rhythms, at the heart of this book the challenge is set.

You are either living as an artist, or you’re not. You are either adopting this way of being, or you aren’t.

Rubin takes no prisoners. The Creative Act: A Way of Being is an essential read for anyone looking to explore the importance of art or to remind themselves why they shouldn’t give up. For Rubin, a facilitator and a collaborator, the transformational powers of art are undeniable and artists themselves are almost magical creatures who need understanding and care. This book is both about, and for them.

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Education

Leading

26 July 2024

5 min read

Why I teach over my students’ heads

Successful teaching is a work of empathy that stretches the mind.

James K.A. Smith

James is a philosopher, cultural critic and author.

A blackboard covered in chalk writing and highlights.

James's chalkboard.

I’ve been teaching college students for almost 30 years now. As much as I grumble during grading season, it is a pretty incredible way to make a living. I remain grateful.

I am not the most creative pedagogue. My preference is still chalk, but I can live with a whiteboard (multiple colors of chalk or markers are a must). Over the course of 100 minutes, various worlds emerge that I couldn’t have anticipated before I walked into class that morning. (I take photos of what emerges so I can remember how to examine the students later.) I think there is something important about students seeing ideas—and their connections—unfold in “real time,” so to speak.

I’ve never created a PowerPoint slide for a class. I put few things on Moodle, and only because my university requires it. I’ve heard people who use “clickers” in class and I have no idea what they mean. I find myself skeptical whenever administrators talk about “high impact” teaching practices (listening to lectures produced the likes of Hegel and Hannah Arendt; what have our bright shiny pedagogical tricks produced?). I am old and curmudgeonly about such “progress.”

But I care deeply about teaching and learning. I still get butterflies before every single class. I think (hope!) that’s because I have a sense of what’s at stake in this vocation.

I am probably most myself in a classroom. As much as I love research, and imagine myself a writer, the exploratory work of teaching is a crucial laboratory for both. I love making ideas come alive for students—especially when students are awakened by such reflection and grappling with challenging texts. You see the gears grinding. You see the brow furrowing. Every once in a while, you sense the reticence and resistance to an insight that unsettles prior biases or assumptions; but the resistance is a sign of getting it. And then you see the light dawn. I’m a sucker for that spectacle.

This is how the hunger sets in. If you can invite a student to care about the questions, to grasp their import, and experience the unique joy of joining the conversation that is philosophy.

Successful teaching is, fundamentally, a work of empathy. As a teacher, you have to try to remember your way back into not knowing what you now take for granted. You have to re-enter a student’s puzzlement, or even apathy, to try to catalyze questions and curiosity. Because I teach philosophy, my aim is nothing less than existential engagement. I’m not trying to teach them how to write code or design a bridge; I’m trying to get them to envision a different way to live. But, for me, it’s impossible to separate the philosophical project from the history of philosophy: to do philosophy is to join the long conversation that is the history of philosophy. So we are always wresting with challenging, unfamiliar texts that arrive from other times that might as well be other planets for students in the twenty-first century.

So successful teaching requires a beginner’s mindset on the part of the teacher, a charitable capacity to remember what ignorance (in the technical sense) feels like. To do so without condescension is absolutely crucial if teaching is going to be an art of invitation rather than an act of alienation. (The latter, I fear, is more common than we might guess.)

Such empathy means meeting students where they are. But successful teaching is also about stretching students’ minds and imaginations into new territory and unfamiliar habits of mind. This is where I find myself especially skeptical of pedagogical developments that, to my eyes, run the risk of infantilizing college students. (I remember a workshop in which a “pedagogical expert” explained that the short attention span of students required changing the PowerPoint slide every 8 seconds. This does not sound like a recipe for making students more human, I confess.)

That’s why I am unapologetic about trying to teach over my students’ heads. I don’t mean, of course, that I’m satisfied with spouting lectures that elude their comprehension. That would violate the fundamental rule of empathy. But such empathy—meeting students where they are—is not mutually exclusive with also inviting them into intellectual worlds and conversations where they won’t comprehend everything.

This is how the hunger sets in. If you can invite a student to care about the questions, to grasp their import, and experience the unique joy of joining the conversation that is philosophy, then part of the thrill, I think, is being admitted into a world where you don’t “get” everything.

This gambit—every once in a while, talking about ideas and thinkers as if students should know them—is, I maintain, still an act of empathy.

When I’m teaching, I think of this in a couple of ways. At the same time that I am trying to make core ideas and concepts accessible and understandable, I don’t regret talking about attendant ideas and concepts that will, to this point, still elude students. For the sharpest students, this registers as something to learn, something to be curious about. Or sometimes when we’re focused on, say, Pascal or Hegel, I’ll plant little verbal footnotes—tiny digressions about how Hannah Arendt engaged their work in the 20th century, or how O.K. Bouwsma’s reading of Anselm is akin to something we’re talking about. The vast majority of students won’t be familiar with either, but it’s another indicator of how big and rich and complicated the intellectual cosmos of philosophy is. For some of these students (not all, certainly), this becomes tantalizing: they want to become the kind of people for whom a vast constellation of ideas and thinkers are as familiar and present as their friends and cousins. This becomes a hunger to belong to such a world, to join such a conversation.

This gambit—every once in a while, talking about ideas and thinkers as if students should know them—is, I maintain, still an act of empathy. To both meet students where they are and, at the same time, teach “over their heads,” is an invitation to stretch into new terrain and thereby swell the soul into the fullness for which it was made. The things that skitter just over their heads won’t be on the exam, of course; but I’m hoping they’ll chase some of them for a lifetime to come.

This article was originally published on James K A Smith’s Substack Quid Amo.