Kristina Veit acquired her diploma as a stage dancer at Frankfurt University of Music and Performing Arts. In 2005, after four years of theatre activity in Linz and St. Gallen, she started working as a freelancer with companies in Denmark, Spain and Uruguay. In 2009, Frankfurt am Main became her home base. In the same year, Veit founded “ID_Frankfurt e. V.”, followed in 2012 by “Z, Zentrum für Proben und Forschung” (centre for rehearsals and research). Since 2013, she has been creating her own works of art with the artists duo “ravvina/veit”. Since 2010, Veit has been working continuously in the field of aesthetic education at primary and secondary modern schools, integrated comprehensive schools and a special-needs school. In 2017/2018, she worked in the area of conception and running of further education measures for teachers at special needs schools in Bavaria which was funded by “Stiftung Kunst und Natur gGmbH”.
Which topic turns up again and again in your artistic activities?
Over the last few years, in my work as an artist, I have particularly focused on the issue of space or the immediate environment, together with entering into a relation. Dealing with what is surrounding me in terms of architecture, objects or bodies.
What do you seek to achieve with your cultural education activities?
Ideally, I would like to see the participants acquire an extension of their possibilities to use their bodies and playfully and freely choose their form of expression. I want to inspire people to have the courage to come up with their own ideas and creative impulses and feel confident in having them, so that the threshold is lowered for them to become more inventive themselves and put their ideas into practice, expression, form and motion.
What, in your view, is the essence of an artistic intervention in cultural education?
For me, an artistic intervention in cultural education is first of all about an interruption. It is an opportunity to step out of what is familiar and possibly automated and gain experience which might be new, unfamiliar and different. One’s own field of experience is thus expanded.
One year long, for one day a week, five artists from music, dancing, the fine arts and drama and around 35 pupils of the fifth, sixth and seventh forms dealt with the topic of X-Worlds. In an orientation phase, everyone was familiarised with the disciplines and then had the opportunity to opt for one particular branch of art. In the following weeks, questions then arose regarding gravity and weightlessness. Which other physical laws could there be? What changes our perception? Is a shift in perspective enough to cause this? The project evolved into a performance for the school community, who travelled around the school building, discovering a wide range of different worlds.
What have you taken home from this project for your artistic activities?
That the art process often starts with questions, and that they might not necessarily become fewer in the course of the process. While some questions may find an answer, others will have a force and strength forbidding them to ever be answered.