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Bea Berthold – Questions

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

As a graphic designer, I am more of a service provider than a freelance artist. Again and again, I have to arrange and structure things, work out what is important, illustrate it, bring it to the fore. And then there is the question of artistic realisation. It is an interesting balance between freely designing aspects and what the demands of the client are. Here, for me, it is important to sound the limitations, and risk and try out new approaches.

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

I want to encourage, if not to incite, children, youths and grown-ups to become inquisitive. To me, that is the foundation of trying out new things, experimenting, researching. I believe it is essential to support young people in particular in seeking, finding and also going their very own ways, even if this may mean bucking the trend. This calls for courage and confidence, which can also be roused and boosted by cultural education activities.

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

Especially if you want to show how one can choose one’s own way of doing things, direct contact, communication, experiencing encouragement by other artists will make everything that much easier. Artists often live, work and think unconventionally, in a visionary or dreamy manner, sometimes quietly and sometimes loudly. They act off the mainstream. They maintain an un-pedagogical approach. Ideally, they are authentic and unfettered by system constraints. To me, directly getting to know one another and working together, debating and experiencing friction with a wide variety of artists is the very essence of artistic intervention in arts education.