This site began as a space for informal reflections on art and teaching, and gradually became a place to think through questions about perception, representation, and practice—questions that sit somewhere between art, philosophy, and everyday experience.
A significant shift occurred in 2011 during an artist residency in Australia, where I first encountered the work of Donald Brook. His account of representation, and his insistence on locating it in public, observable practices rather than internal processes, provided a framework for thinking through a number of difficulties that had previously felt intractable. Earlier posts reflect an effort to work out and defend those ideas more directly.
Since then, the tone and purpose of the site have changed. The focus is now less on advancing a single argument and more on noticing how certain assumptions shape the way we describe, teach, and understand what we do—particularly in art and design. Many of these assumptions feel settled or unavoidable, yet become less stable when examined through examples drawn from practice.
My background is in art and photography, and I continue to teach within that context. Much of the writing grows out of studio situations, small observations, or tensions that arise in teaching—often around perception, tools, and the changing conditions of making and learning. Developments such as digital processes, and more recently generative AI, tend to reframe older questions rather than replace them.
Donald Brook’s work remains an important reference point throughout. At the same time, the aim here is not simply to restate or defend a position, but to explore its implications, and occasionally its limits, in changing contexts.
The posts are best read as connected reflections rather than a unified argument. They return to similar concerns from different angles, sometimes clarifying earlier thoughts, sometimes revising them. Where they arrive is often less important than what they bring into view along the way.
