by Richard L. Weaver IIFor all of my professional life I have either taught or written about fundamentals, and I have always believed that the establishment, understanding, and proper use of the fundamentals (of any sport, subject, or area) is essential to effectiveness. Throughout this period of time there have been students who do not learn the fundamentals and attempt to “wing it.” This is not an unusual response when you consider the pressures students are under.
The responses some students had to learning and using the fundamentals were not unlike many people in society. They want to win the lottery! They would rather invest their money (and little time) in shooting for the big, lucky, immediate payoff in giving a speech rather than investing time in learning and effectively using the fundamentals which might guarantee them success in giving a speech. It is, indeed, a fast-food, quick-grab, gut-level approach.
This essay is a justification and rationale for spending the time and energy necessary (no matter the sport, subject, or area) to learn fundamentals first before fun.
In his book, The Art of Learning (Free Press, 2007), Josh Waitzkin, an eight-time National Chess Champion writes in his introduction, “A chess student must initially become immersed in the fundamentals in order to have any potential to reach a high level of skill” (p. xvii). Waitzkin, from his own experience, talks about the importance of learning the principles even “integrate more and more principles into a sense of flow” so that “Eventually the foundation is so deeply internalized that it is no longer consciously considered, but is lived” (p. xvii).
Just as strong chess players rarely speak of the fundamentals, great speakers seldom single out and identify all the building blocks of their mastery. Waitzkin writes that “a great pianist or violinist does not think about individual notes, but hits them all perfectly in a virtuoso performance. In fact,” Waitzkin writes, “thinking about a ‘C’ while playing Beethoven’s 5th Symphony could be a real hitch because the flow might be lost” (p. svii).
Rae Pica, the author of A Running Start (Marlowe & Company, 2006), opens her essay entitled, “Fundamentals First,” by asking three questions, “Would you hand a child calculus problems once she was able to count to ten? A geometry text when he began to recognize shapes? War and Peace as soon as she could recite her ABCs? Of course not!” Pica adds, in the very next paragraph, “Yet all too many children are enrolled in gymnastics, karate, dance classes, and organized sports before they’ve mastered such basic movements as bending and stretching, walking with correct posture, and bouncing and catching a ball.” Fundamentals first before fun!
Although these two authors make a case for learning the fundamentals first — and both their cases make good sense — they offer little additional evidence about the value of learning fundamentals first. When I lectured to students, I made the case for learning the fundamentals. Here are ten reasons for fundamentals first before fun.
First, building a solid foundation is an obvious justification. If the base is strong and solid, whatever follows is likely to be capable, skillful, and impressive. With a foundation in place, speakers now have a clear base of operations, starting point, or place from which to begin work.
Second, learning fundamentals opens alternatives and options. Often, proceeding without the basics leaves people on their own, with only what they know or have experienced. Knowing fundamentals is like, the more you know, the more you find out. Using fundamentals increases choices and makes both success and effectiveness (often, one and the same) more likely.
Third, and closely related to number two, having internalized the fundamentals, the possibility for creativity grows. Creativity is more likely stimulated — prompted, encouraged, activated, triggered, nourished, and inspired — with an increase in the number of stimuli available.
Fourth, learning fundamentals offers strength. If fundamentals are truly what they are said to be, and if they are understood, internalized, and used, the results of depending upon them should not just be what can be expected, but results should be what you cannot anticipate as well. The sum (final result) becomes greater than the sum of the (basic) parts. Sometimes results surprise!
Fifth, learning and depending on the fundamentals fulfills expectations. It is easy to say, “that is precisely what I want to avoid — satisfying expectations.” Speeches, speakers, and speech occasions are centuries old. Because of that, listeners know what they want and expect. Not to fulfill or acknowledge their expectations may be a road to disappointment and defeat.
Sixth, having fundamentals as your base supplies the license, permission, or authority to act. To teach in a public school in many states requires a teaching permit; some jobs require a high-school diploma; driving requires a driver’s license; although there is no entry gate nor authority checking accomplishments, having the fundamentals is like possessing the credentials that grant the freedom to act — the freedom to rise above the ordinary!
Seventh, learning the fundamentals gives speakers confidence and security. Speakers with that base know they are proceeding in a recognized and acceptable manner. It is an effective “can do” approach that both motivates and excites.
Eighth, fundamentals offer a base from which experimentation can proceed. You study form to leave form. It establishes a base for asking questions, encouraging thought, and prompting a deeper and more comprehensive understanding.
The ninth reason for learning fundamentals is that it offers a way to evaluate outcomes and assess results. When you have fundamentals as a base, you have a structured and systematic way to evaluate strengths and weaknesses after the fact.
The tenth and final reason for understanding and using fundamentals, is that it is a way to penetrate and understand “greatness.” “Greatness” occurs as a result of following or deviating from the basics. Only when you understand those basics, do you have standards by which to gain insight into how you can, or how others do, achieve “greatness.”
Fundamentals offer a base for enjoyment. Although following basics can be fun, the freedom that occurs with that foundation in place may be even more pleasurable for the creativity, imagination, and artistry that is released, but don’t skip the basics: fundamentals first before fun!
The responses some students had to learning and using the fundamentals were not unlike many people in society. They want to win the lottery! They would rather invest their money (and little time) in shooting for the big, lucky, immediate payoff in giving a speech rather than investing time in learning and effectively using the fundamentals which might guarantee them success in giving a speech. It is, indeed, a fast-food, quick-grab, gut-level approach.
This essay is a justification and rationale for spending the time and energy necessary (no matter the sport, subject, or area) to learn fundamentals first before fun.
In his book, The Art of Learning (Free Press, 2007), Josh Waitzkin, an eight-time National Chess Champion writes in his introduction, “A chess student must initially become immersed in the fundamentals in order to have any potential to reach a high level of skill” (p. xvii). Waitzkin, from his own experience, talks about the importance of learning the principles even “integrate more and more principles into a sense of flow” so that “Eventually the foundation is so deeply internalized that it is no longer consciously considered, but is lived” (p. xvii).
Just as strong chess players rarely speak of the fundamentals, great speakers seldom single out and identify all the building blocks of their mastery. Waitzkin writes that “a great pianist or violinist does not think about individual notes, but hits them all perfectly in a virtuoso performance. In fact,” Waitzkin writes, “thinking about a ‘C’ while playing Beethoven’s 5th Symphony could be a real hitch because the flow might be lost” (p. svii).
Rae Pica, the author of A Running Start (Marlowe & Company, 2006), opens her essay entitled, “Fundamentals First,” by asking three questions, “Would you hand a child calculus problems once she was able to count to ten? A geometry text when he began to recognize shapes? War and Peace as soon as she could recite her ABCs? Of course not!” Pica adds, in the very next paragraph, “Yet all too many children are enrolled in gymnastics, karate, dance classes, and organized sports before they’ve mastered such basic movements as bending and stretching, walking with correct posture, and bouncing and catching a ball.” Fundamentals first before fun!
Although these two authors make a case for learning the fundamentals first — and both their cases make good sense — they offer little additional evidence about the value of learning fundamentals first. When I lectured to students, I made the case for learning the fundamentals. Here are ten reasons for fundamentals first before fun.
First, building a solid foundation is an obvious justification. If the base is strong and solid, whatever follows is likely to be capable, skillful, and impressive. With a foundation in place, speakers now have a clear base of operations, starting point, or place from which to begin work.
Second, learning fundamentals opens alternatives and options. Often, proceeding without the basics leaves people on their own, with only what they know or have experienced. Knowing fundamentals is like, the more you know, the more you find out. Using fundamentals increases choices and makes both success and effectiveness (often, one and the same) more likely.
Third, and closely related to number two, having internalized the fundamentals, the possibility for creativity grows. Creativity is more likely stimulated — prompted, encouraged, activated, triggered, nourished, and inspired — with an increase in the number of stimuli available.
Fourth, learning fundamentals offers strength. If fundamentals are truly what they are said to be, and if they are understood, internalized, and used, the results of depending upon them should not just be what can be expected, but results should be what you cannot anticipate as well. The sum (final result) becomes greater than the sum of the (basic) parts. Sometimes results surprise!
Fifth, learning and depending on the fundamentals fulfills expectations. It is easy to say, “that is precisely what I want to avoid — satisfying expectations.” Speeches, speakers, and speech occasions are centuries old. Because of that, listeners know what they want and expect. Not to fulfill or acknowledge their expectations may be a road to disappointment and defeat.
Sixth, having fundamentals as your base supplies the license, permission, or authority to act. To teach in a public school in many states requires a teaching permit; some jobs require a high-school diploma; driving requires a driver’s license; although there is no entry gate nor authority checking accomplishments, having the fundamentals is like possessing the credentials that grant the freedom to act — the freedom to rise above the ordinary!
Seventh, learning the fundamentals gives speakers confidence and security. Speakers with that base know they are proceeding in a recognized and acceptable manner. It is an effective “can do” approach that both motivates and excites.
Eighth, fundamentals offer a base from which experimentation can proceed. You study form to leave form. It establishes a base for asking questions, encouraging thought, and prompting a deeper and more comprehensive understanding.
The ninth reason for learning fundamentals is that it offers a way to evaluate outcomes and assess results. When you have fundamentals as a base, you have a structured and systematic way to evaluate strengths and weaknesses after the fact.
The tenth and final reason for understanding and using fundamentals, is that it is a way to penetrate and understand “greatness.” “Greatness” occurs as a result of following or deviating from the basics. Only when you understand those basics, do you have standards by which to gain insight into how you can, or how others do, achieve “greatness.”
Fundamentals offer a base for enjoyment. Although following basics can be fun, the freedom that occurs with that foundation in place may be even more pleasurable for the creativity, imagination, and artistry that is released, but don’t skip the basics: fundamentals first before fun!
Contact Richard L. Weaver II
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Richard, thank you for this wonderful piece on fundamentals! Rest assured that, although I don't go into the detail you do here, I make a greater case for fundamentals in my book, A Running Start. The essay you read is just an excerpt...
ReplyDeleteAlso, I want to assure parents that, despite the title of your post, fundamentals CAN be fun for the little ones, in addition to being essential!
Hello Rae, and thank you very much for your post. You are a terrific writer, and I'm certain readers will not just enjoy, but benefit from, your book A RUNNING START. I knew your online essay on fundamentals was just an excerpt; however, that was all I needed to help make my case, and I want to thank you for assisting me. As much as you were writing essentially for parents of little ones, I was writing more for an audience of people who like to jump in with BOTH feet before learning how to swim! I agree that learning the essentials can be fun, but most people, I think, believe that "doing your own thing" is the most fun of all! Again, Rae, thanks for writing.
ReplyDeleteI've had a quandary about your post. In Rae Pica's comment in that fundamentals can be fun... rest assured... they can be! My question comes from a conversation about fundamentals with my niece. What do you do when you come across a teacher you don't like, learning fundamentals you already know, and having to get through the basics no matter what? How do you make learning the fundamentals fun?
ReplyDeleteIs it work? Yes. Can learning the fundamentals be a drag? YES! I feel it is how you interpret the situation... including changing the semantics in your head, if needed, simply to change your mindset so you better understand the big picture. Seeing and knowing the big picture is more than half the battle.
In my recent post I talk of an MP3 player. Fundamentals? Sure... the post makes a statement on how technology can help change the way we learn fundamentals... big picture style!
http://antworkstudio.blogspot.com/2008/01/technology-and-artist-difference-makers.html
Thanks for your comment. You may be interested in reading my next Saturday Essay entitled, "The fun in FUNdamentals---how to find the fun in all FUNctions!" "My contention," and I am quoting my own essay from next week, "is that fun--and a playful attitude--should be an everday, integral part of our lives. In that way, it would be automatically included in any approach to achieving success. It would be integrated naturally and comfortably into all learning environments. And, it would be a structural and basic aspect of all work and business. In that way, it couldn't be avoided, and it would be revealed spontaneously, in a relaxed, genuine, and open manner." I think you will enjoy reading the rest of next week's post.
ReplyDelete