Art as applied cohesive coherence - Part II

 "Globe with Stand"—©2012 Hilding Lindquist—Marker, colored pencil on paper

I call my doodle art "organic abstract" ... letting the work evolve out of itself with parameters i.e. markers and colored pencils on paper, with colors bounded by path-like narrow borders, in turn bounded by black lines ... just like a living substance evolves out of itself bounded by a set of parameters ... integrating the nourishment from its environment.

My organic abstract doodling focuses my mind (the brain/body arena) on integrating possibility with existence ... awareness of isness while perceiving oughtness as choosing between possibilities and applying my choice of possibility, creating a new existence ... which in turn closes off some possibilities as it also creates new ones of which I was not aware until I experienced the new existence ... which is the rhythm of applied cohesive coherence—the sticking together of integrated diverse elements—the essential dynamic of art ... the permanent "object" created out of the mind of the artist ... art being a form of applied cohesive coherence.

I believe this creative process is essential to the development of the "civilized" mind ... allowing us to override the reactive biology of our body and its too-often negative short-term results ...

The rhythm of cohesive coherence in its application also encourages experimentation with "objects of interest" ... both what we already know applied in a new way and what we can apply through discovery by exploration (with a definite "ah hah!" experience as the mind fits the discovery into coherence with existing work, existence ... often serendipitously) ... the essential characteristics of learning ... thereby fostering an attitude of satisfaction with one's mind ... and the rich environment of the civilized mind ... might I add that the civilized mind is the goal of education (or should be the goal) ... because out of it comes the benefits of living in the world it creates ... and it is the faith we place in discovery by the human mind to produce benefit that decrees the only boundaries to exploration should be ethical ... (which, of course, brings me into alignment with my being in the Ethical Culture Society) ... which is itself (existing within ethical boundaries) the existence into which possibility is integrated ...

And the child can be enveloped in art—applied cohesive coherence—based on the statement of Picasso, that if all he had was a the dust on the floor of a prison cell, he would draw in it with his tongue:

 “We artists are indestructible; even in a prison, or in a concentration camp, I would be almighty in my own world of art, even if I had to paint my pictures with my wet tongue on the dusty floor of my cell.” -Pablo Picasso.

Give the child the materials and tools of art ... as simple as crayons and paper bags ... or mud from a creek (both examples from the lives of artists I know) ... drums, xylophones, recorders, keyboards ... clay ... finger paint ... on and on ... introducing geometric figures, etc. as the child grows older ... the da Vinci paradigm ... it is the simplicity of the complexity symbolized by the computer: two states of energy, on and off, combine to produce the ground from which everything the computer does arises ... the simplicity of binary math produces it all.