Teaching I realized took up a lot of my time. I was a kind of a teacher that spent time with students, spoke to them after class, tried to help them out. I'd talk with them personally about their work and try to get out of them what they were thinking about, forcing them to thinking seriously and not just falling back on all the ideas that they had picked up someplace. And so I took my job teaching very seriously and that - as a result, it took up a lot of time.

I was also very interested in music. I used to hang out in jazz joints, you know, the Five Spot and so forth when I was, you know, a senior, really, when I was a little bit older. And I thought, well, maybe I could, you know, work with music. I can't play at all.

Whatever came out came out. That was it. That's what you live with. If you don't like it, that's your problem.

I mean, part of the justification for art is art history, the fact that you're part of this tradition. You can't really operate outside of it. So looking for what this work is really about, if I look at Velázquez, if I look at Las Meninas or The Tapestry Weavers [1657] or something and really study it and try to figure out what that painting is really about, then I find relationships between what I'm trying to do and what he was doing.

I think you say the word in your mind anyway, you know. When you look at a word, you say it.

I have to say, I'm not someone who's really big into my family history - never really was very curious about it. The only thing I know about it is what I picked up from my aunts and parents.

I'm always looking for relations between my work and the old masters.