a/r/tography
My a/r/tography practice weaves together my identities as artist, researcher, and teacher, using play, prompts, and material exploration as ways of thinking and making. I draw on Reggio-inspired studio approaches and a/r/tographic inquiry to create spaces where risk, process, and dialogue matter as much as outcomes. Rooted in classroom practice, my work explores how creativity disrupts standardised models of art education and opens possibilities for connection and meaning-making.
Student work, 2024
A clay cube, thrown three metres, hits the wall and flattens beside a picture frame showing the GANAG lesson model.
Raw motion intersects with structured pedagogy.
“Disturbances take precedence”
— Ruth Cohn, 1975
“Here my idea is to declare that art is the only possibility for evolution,
the only possibility to change the situation in the world.
But then you have to enlarge the idea of art to include the whole creativity.
And if you do that, it follows logically that every living being is an artist
- an artist in the sense that he can develop his own capacity.
And therefore, it’s necessary at first that society cares about the educational system,
that equality of opportunity for self-realisation is guaranteed.”
— Joseph Beuys
I create by listening to the material and answering with the now.
Thank you Letter - to be continued
freedom (a zine)
Pedagogic reach… a response to a prompt.
A dabble
“Wide-awakeness requires an attentiveness
to what is happening now, to the lived world.”
Greene, 1978, p. 42 .
A response to the hidden curriculum
“What makes education educational is that it always involves a risk - a risk of something new, a risk of subjectification.”
— Biesta, 2014, p. 1 .
“The classroom remains the most radical space of possibility in the academy”
— bell hooks, Teaching to Transgress: Education as the Practice of Freedom
THE DICE, ART MAKING & A CITROEN
