1 + 1 = 3 :: Image Inspired by Paul Rand
Most of my favorite academic memories from junior high school, high school, college, and grade school, usually involve art, choir, theater, or gym. I wasn’t as interested in science, biology, history, chemistry, or math, so any moments involving those subjects are much hazier. I enjoyed English and Algebra though and especially liked listening to the instructor explain algebraic equations and neatly resolve them on the chalkboard. He cared about precision and the perfect single solution in the end. I didn’t like studying math and struggled when I needed to prove I understood the hardest algebraic problems on a test. I was impatient and scattered and looked forward to the answers, but I enjoyed the process the most.
My dad didn’t appreciate my view of algebra. In addition to being a gifted architect and water colorist, he was an accomplished engineer who could calculate spans and loads in his head. We usually talked about architecture and painting, not engineering, unless he asked me about the deck I was building. When an idiosyncratic form was prominent in one of his buildings, or if it was sited in an unusual way, he framed it first by function and engineering. If we talked long enough though, he’d eventually describe how the light raked across the textured concrete at the airport terminal he designed, or the deep warmth of the reclaimed barnwood he used for various interiors, or how the two-story wall of glass, divided by fifteen square panes in the Scott House brought the outside inside.
Many years later when I was required to take micro and macroeconomics classes in college, I didn’t study hard enough to reiterate perfect answers on the written tests but loved the lectures in Linfield Hall. When I mentioned that I enjoyed economics to my dad while visiting during winter break one year, he was surprised. He was surprised because he knew I hadn’t enjoyed math classes in the past. I explained that these economics courses were more about trends, human behavior and storytelling than math—like psychology and literature.
Long before that when I was in grade school, I had a crush on my third-grade teacher Ms. Thomas. So did my best friend and we looked for opportunities to clean the chalkboards and straighten-up the classroom. One late November afternoon, she asked me to stay after school to help her decorate the large cork pin-up boards with various holiday symbols and silhouettes. They were made from a variety of colored construction paper that she’d already prepared. After we removed everything she had put up for Thanksgiving, I began by pinning up four red 18” x 3” vertical strips to represent candles, with separate yellow almond shapes above them to indicate the flames. After I’d neatly pinned them up and moved on to another part of the board, she walked over and gently mentioned the rule of three, and five, and how asymmetry and odd numbers are often more visually interesting and dynamic than even numbers, so I removed one. I’ve never forgotten it. I imagined sending her a thank you note for teaching me that but never did. I would have added that fifteen years after that afternoon with her, a design professor drew two identical black vertical shapes with an identical white space between them and told us 1 + 1 = 3. They were both right because three is still significantly better.
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“Childhood is an empty space, like the beginning of the world.” Anselm Kiefer
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For the Teachers
Songs :: These Days by Jackson Browne, Everything In Its Right Place by Brad Mehldau Trio, Love Song by Elton John, I Was Young When I Left Home by Bob Dylan, and Keep On Doin’ It by Tom Scott & The L.A. Express
© C. Davidson