Observations on Observation

By Bruce Nofsinger, Partner, Topics Education

Recently, I had the good fortune of front-row seats for Dan Pink’s presentation on the necessity of integrating arts into education. To paraphrase Jerry Maguire, he had me at “Good afternoon, everyone.” His presentation made a strong case for arts integration, focusing specifically on the economic benefits to the U.S. workforce that would emerge as a result of a greater emphasis on the arts in our schools.

The presentation struck a chord with me, particularly when Dan described how a weeklong drawing class helped him “see the world” differently. As a blossoming drawer, he saw familiar places and people in a new light. He imagined how he could transcribe them onto a page. He emerged out of the drawing class more observant.

I’m convinced that developing skills of observation in young people today is a crucial component

of their future success. In short, observation skills make us better learners. Increased observation allows us to see analogous and metaphorical relationships, comparing and contrasting all we encounter on a daily basis. These thought processes in turn promote greater reflection and synthesis of new ideas and concepts. This engagement and reflection lends to a greater probability that students and observers will recognize the relevance and meaning in learning.

The brain is like a muscle. It responds well to use and can sometimes lose capacity as a result of neglect. Unfortunately, we’re allowing the parts of the muscle responsible for observation to atrophy.

In schools this is apparent because curriculum, too heavily skewed toward success on standardized tests consisting of questions (each with a “right” answer), doesn’t promote observation, because by its very nature, observation is a subjective activity. Plus, too often the path to that right answer is the same for everyone — one that is built on routine, standardization, and ultimately regurgitation of information. The recall part of the muscle may be well-developed for a lot of students, but it’s of little use outside of school, particularly if other parts of the brain get only a light workout.

This is where arts integration in schools comes in. The presence of arts in schools contributes to a multifaceted education, encouraging an observant and reflective style of learning — one that will engage more students and one that will guide them along a deeper exploration of learning.

As Dan Pink said, “We need to prepare kids for their future, not our past.”

Obviously, the world was a different place when we were growing up, and as it continues to evolve, so too must our response, our approach and our education models.

I realize that exploring this topic in only 500 words is scratching the surface. It is a topic that is important to me, so I want to continue this exploration in Three Sticks and in conversations with others — particularly in ways that will help us better address the need for greater emphasis on observation. Let me know if you have observed what I’ve observed!