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April 24th, 2014

DAILY JOKE -- Even though she despised him, he couldn't figure out how he got spised in the first place.
PHILOSOPHICAL MUSING OF THE DAY -- Laughter can be contagious.

MUSICAL TIP OF THE DAY -- Different inversion of chords provide different flavors.

On the Logical Errors Created by the Limited Usage of Metaphor

by Lee Duane FitzSimmons

Metaphors can be tremendous aids to the intellect; they can also be extremely hazardous. They can uplift the creative process and allow for new ideas to be created and developed in ways that were once thought to be unimaginable. They can be stimulants of the intellect and imagination that provide new pathways of exploration to be discovered. They can also be shackles and chains worn by the mind if they are not correctly employed; this situation usually occurs when a lazy imaginative process relies too heavily on these types of creative devices for too much stimulation and/or guidance.

The problems begin when a metaphor is used too much. The problem is multiplied when a metaphor is stretched too far. It should always be remembered that metaphors are merely catalysts for the playful muses to use as props or toys while they perform upon the stage of one's creative thought process. Sometimes metaphors may be used as scripts or libretto in order to guide one's artistic opera; however, an analogy should never be used in a strict dogmatic sense in a way that will cause the overall production to be inferior.

The Royal Theatre Ballet School by Paul Gustave Fischer (1889)

When an analogy does begin to hinder instead of help, it should be either discarded or replaced. Oftentimes, an analogy performs so well in the introductory stages of a creative project that the artist or scientist will continue to use this metaphorical aid after it has been stretched too far. Oftentimes, an artist feels compelled to retain the same metaphor throughout the entire process. It should always be remembered that at any time in the creative process, an allegorical guidepost may be dug up and thrown into the fire.

The dancing muses can always throw their toys to the side of the stage and then grab a brand new set of props (and undergo a wardrobe change) in order to perform the second verse of the creative song that is being written. It should also be noted that multiple analogies may be employed and/or discarded at any time during the creative process. All that matters is that the final product be spectacular. All that matters is that the audience is pleased with the performance.

All that matters is that everyone involved with the process find joy within the heart, mind, and soul.

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Articles, Writings, and Music by Lee FitzSimmons - Composer and Author

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Featuring content that is timeless in nature and will still be highly relevant hundreds of years from now, this educational resource center provides instructional tutorials as well as speculative analysis on a wide number of esoteric, artistic, and creative themes. The content on this website does not age but only grows more relevant as time passes. Updated daily, this information center also offers a wide variety of free original music in a wide number of musical genres, including symphonic, jazz, new age, electronic, reggae, and rock.

Creative genius is a special and unique ability to both speculate and elucidate on matters of both the physical and metaphysical world. Creative genius also consists of the ability to design and craft works of art that are aesthetically pleasant. It is developed by real-world experience just as much as it is by training and learning new skills. However, this application of knowledge, abilities, and experience must be delightfully merged with the genies of the imagination that dance with the muses of empathic reason.

Intuition is arguably one of the most important aspects of creative genius. The true natures of the empathic and intuitive realms go far beyond any type of mere technical ability or imaginative whim. The intuitive sense helps to give birth to new ideas and passions that serve as catalysts for all types of new avenues of creative exploration into the infinite realms of artistic manipulation. Empathy explores the vast uncharted waters of the creative unknown.

Empathy explores the soul.

The writing on this site is sometimes informative and sometimes speculative in its native essence. Oftentimes, merely examining the creative paradigms of a certain system will spark many new ideas because the introduction of this new information often leads to revelations of new thought processes that have not yet been considered. Also, a new presentation of an idea or system that is widely known can also provide a different type of perspective on an artistic situation. Whatever it might be, any new source of inspiration is always a welcome thing that leads to much greater happiness and fulfillment.

It is for this reason that these words are written. It is for this reason that this music was made. It is for this reason that these artistic expressions were fashioned and molded.

It is for this reason that this material is freely shared.

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Scene from a Classroom

by Lee Duane FitzSimmons

"Okay, children," the teacher said. "Please turn in your textbooks to page 236. Today, we shall be studying the ancient devices known as warcloths." The children obeyed and hastily followed their teacher's instructions. "These devices were used by the primitive cultures of the 21st century," she explained. "These devices were used to elicit emotion from the more animalistic portion of the human essence."

"My father collects these," said Jenny as she raised her hand for permission to speak. "He has hundreds of them in our basement."

"That's right, Jenny," the teacher responded. "These devices are very valuable to many antique dealers and collectors all over the world because they have not been been used for many centuries," she then dimmed the lights and turned on the three-dimensional hologram projector. The class then watched a visual presentation entitled "The History of the Warcloth."

After the documentary was over, the teacher asked her students, "So are there any questions?"

Jimmy raised his hand and asked, "So what were these devices called when they were still being used?"

"Flags." the teacher answered. "They were called flags."

THE END

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