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Robert Krainhöfner – Questions

Which topic turns up again and again in your artistic activities?

My work always starts with simple geometrical forms, such as the circle, the square and the bar, which obviously undergo a process of modification. These elementary forms are folded or cut apart and newly arranged according to predefined rules. Inquisitiveness seeking to show the living and non-visible essence of geometry is at the forefront of my examinations. Folded spaces are developed which can be traced back to their original setting with imaginative attention. One is challenged to take a close look and understand the playful links between surfaces and spaces. I look at them as “Visual Sounds”.

What do you seek to achieve with your arts education activities?

In my workshops and projects, I seek to have teaching art put more emphasis on practice, or to create an atelier atmosphere, something that can seldom be achieved in conventional school lessons. Working together and vying to find good solutions results in questions of immediate importance which can directly be discussed on the basis of the given situation. Taking these questions seriously builds courage and inspires the participants to think in larger dimensions. In this manner, outsiders in particular can learn to focus on certain topics. The general aim is to rouse a passion for and confidence in the creative process.

What, in your view, is the essence of an artistic intervention in arts education?

With my artistic interventions in arts education, I seek to break the mould of what has been achievable so far and sharpen anew the view of what the status of art is. First of all of course among school pupils, but also among teachers and parents. It is experiences beyond everyday life at school which get pupils to venture out of their comfort zone and thus reveal something which lies deeper. Thus I would like to leave lasting experiences for posterity which can only seldom be gained in the normal operations of our education system.