Which topic turns up again and again in your artistic activities?
My work as an artist takes place in the border area between science, nature and art. It addresses natural and social phenomena and is based on dissolution and recreation, with an intermeshing of the analytical angle, aesthetic sensitivity and artistic re-forming. I create parallel worlds of new opportunities and unnaturalness. To me, it is a must to confront a world based on solid research with my own world of art and create new realities. Here, I work chiefly with two art media: painting and installations.
What do you seek to achieve with your arts education activities?
I am firmly convinced that art and culture move people, stimulate indispensible experiences and constitute an essential contribution to a progressive, democratic society and advances it can achieve. Based on this, my cultural education activities focus on aesthetic research. It is especially important for me to show that it is up to everyone to maintain a democratic, self-responsible and thus sustainable contribution to the development of the environment in the sense of an open, extended concept of art.
What, in your view, is the essence of an artistic intervention in arts education?
Art is an act of self-dramatisation, but it also creates identities and is a way to adopt the world. The world of art thrives on conquering new dimensions, and in cultural education, it is a possibility to experience the invisible. Here, the artistic intervention, my professional perspective, acts as an initiator for an art-practice, but certainly also critical discussion of one’s own world of thought in connection or confrontation with the public sphere.