Which topic turns up again and again in your artistic activities?
My artistic work often focuses on perceiving and experiencing. I am interested in what attitudes emotions or, also, misunderstandings subjective impressions and experiences can stimulate and how internal conditions move us to form and change our body. I want to know what is concealed behind what is visible. The aim of my work is create understanding and dispel appraisals and stigmatisations which a perception of “weird” modes of behaviour and seeming otherness can lead to.
What do you seek to achieve with your arts education activities?
I would like to enable people to adopt a creative approach to various topics and encourage them to consciously perceive the environment, change their perspectives and discover something new. My work focuses on exploring one’s own thoughts and creativity, as well as on identifying individual peculiarities and facets of movement or other abilities. For me, it is important to create an environment in which understanding and participating as well as learning from one another is possible across boundaries in order to promote self-confidence and respectful action.
What, in your view, is the essence of an artistic intervention in arts education?
To me, artistic interventions in arts education is an attempt to shift notions and an invitation to (re-) discover or (re-) interpret the environment with the aid of aesthetic means and designing methods which are above all made accessible and understandable. The artistic experience brought about by one’s own creative experimenting promotes personal development, strengthens self-confidence and motivates individuals to take on challenges more open-mindedly.