Posted in 2025-2026, Blog, Books, Reading, Reflection

Rebecca Fortnum Talk-26th May

I thought I wouldn’t need to post anything this week… but who knows what you might hear or see that you simply can’t resist writing about.

“No Knowing” is a topic that feels complicated and confusing to me unless I break it down for myself. There are things I have experienced and felt, but there are also moments that make me stop and think: hang on, I need to understand this more, at least for myself! Because it’s also difficult to know whether you are right or wrong.

Rebecca Fortnum spoke about the unknown and the idea of “not knowing” within artistic practice, about allowing “the other” to become part of the process that helps you understand what you don’t yet know in your work. She mentioned an artist who brought oak trees to Tate, explaining how they didn’t choose where to place them and wished they could move them around and experiment more, but practicality meant the trees had to remain where they were installed. I missed the artist’s name, so I need to watch the recording again and read On Not Knowing: How Artists Think by Elizabeth Fisher and Rebecca Fortnum.

But if she was referring to Ackroyd & Harvey’s installation of 100 oak trees outside Tate Modern, celebrating Joseph Beuys, then the context becomes important. Entitled Beuys’ Acorns, the project began in 2007 and marked 100 years since the birth of Joseph Beuys. The work was inspired by Beuys’ 7000 Oaks. Knowing this information changes things for me. It becomes clear that the artists and organisers did, in fact, know what they wanted. There was intention, research, and historical context behind the project.

Another interesting example mentioned in the session was Bruce Nauman’s Fat Chance John Cage. For me, this work represents a healthier interpretation of “not knowing” and of relying on chance. an acceptance of imperfect and limited knowledge without necessarily becoming vulnerable or directionless. Even the inclusion of “John Cage” in the title, much like Beuys’ Acorns, offers information and context. It shows where the artist is coming from. There is still knowledge present.

So what happens when I do not know? And when I interact with someone else who also does not know what I really want or need? Sometimes that uncertainty can create chances, accidents, and unexpected discoveries, some beautiful, some uncomfortable. But completely removing knowledge can place artists in vulnerable situations.

If I’m playing with chance through repetition, as seen in Rebecca Fortnum’s drawings of children with closed eyes or the unknown death mask, then I understand that as an openness to what technical or practical processes might allow to happen. But there is still an underlying knowledge of intention. For example, if I decide to draw faces, I already know what I want to engage with. Through chance, I might then discover something beautiful or unexpected that leads me towards new research and new knowledge. To me, this feels like another healthy form of “not knowing”.

So what worries me is when “not knowing” becomes a comfort zone, something that leaves me vulnerable to gaslighting, manipulation, or losing my sense of direction altogether. It was difficult to express this during the session because I worried it could be misunderstood. But one of the great things about this course is that we have a blog for documentation and reflection.

Posted in 2025-2026, Books, collaboration, Moon, Reading, Social Sculpture, Writing

Second Edition- MA Show and Future plan

Holding the second edition feels incredibly special and precious. I can see years of effort gathered within its pages. Looking through the photographs and reading people’s letters has been deeply emotional, and it also makes me long for the years when we sent personal handwritten letters instead of quick text messages.

Perhaps this is why I still treasure the letters from my own childhood, safely kept in a small box. They are funny, emotional, and incredibly valuable to me, especially when I think about where everyone has ended up in life and how relationships shift and change over time. Handwritten letters hold traces of people that digital communication often loses.

As an artist with hyperactivity, and as someone who uses art as a survival tool, I made two interconnected bodies of work: a book and a tea set. I feel there’s something comforting and timeless about reading books while drinking a cup of tea.

Dear Moon is the main work I have developed over the last two years, and I believe it should be the piece I present in the final exhibition. More than a book, it has become a form of social sculpture, a collective artwork shaped through care, participation, and exchange. It includes the names of 57 participants alongside anonymous contributions and my own letters woven throughout the pages. I eventually removed my name from each individual page because it felt unnecessary to repeat it so many times, especially when my presence already exists throughout the project as its organiser, editor, and contributor.

The book is 184 pages long, rich with different stories, voices, languages, and histories. Some texts date back to 1974, while others were written as recently as May 2026. Several contributors chose to write in their home languages, which adds another layer of intimacy and authenticity to the work. People continue to engage with the project and send new letters whenever I exhibit the letter box, allowing the project to remain alive rather than fixed or complete.

This year, I also spent much more time refining my moon photography, both while taking the photographs and later through editing, especially in relation to light and colour. The images feel more resolved and intentional now, and together with the letters they create a stronger emotional atmosphere. For these reasons, I feel Dear Moon deserves to be shown at Central Saint Martins. I’ll display two copies of the book on two different stands at different heights, one lower for accessibility and one at a standard height. I’ll also include the black letter box with paper and pens.

Copies of the book will also be available to borrow through Sefton Libraries in Crosby, Bootle, and Netherton. I also have a digital version prepared, although I’m  still undecided about uploading it to my website. Part of me feels I should wait until every participant has received their physical copy first.

I’m also planning a shared reading session at Bootle Library this summer, where contributors from Liverpool will be invited to read and celebrate their work together. I hope Chris Day, the eldest participant, will attend and share the beautiful story she wrote about the moon in 1974. Another participant I would love to attend is Belinda Ludlow, another mature participant who studied English Literature some time ago. She told me she has always found it difficult to publish her writing because she tends to approach it from a highly analytical perspective. Hopefully, her letter to the moon will become the first step towards restarting her writing journey.

What I love most about Dear Moon is that it carries a genuine sense of community, care, and mutual respect. It reminds me that art can hold people together across generations, languages, and experiences.

Next month, I’ll deliver a Dear Moon workshop as part of the come back programme, in collaboration with the Arab British Centre and Longsight Art Space in Manchester. This will be the first Dear Moon workshop outside Liverpool.

https://www.arabbritishcentre.org.uk/whatson/as-we-are-creative-exchange-day-the-comeback/

The programme supports adults who have taken long breaks from creative practice, or who always wished they had the opportunity to study art. My workshop will focus on building connections, encouraging confidence, and demonstrating that art does not require expensive materials or complicated equipment. Art begins with stories, and every person carries a story worth telling.

Another meaningful part of this experience was being asked by the Arab British Centre to create a very short 30 seconds video for social media. Their request was inspired by something I had spoken about previously: how, after having children, I rediscovered creativity by making art personal rather than treating it as a chore, something meaningful that didn’t depend on money or expensive materials.

At first, I thought, “This is even harder than the 3 minute video Jonathan asked us to make” I asked a filmmaker friend whether 30 seconds could truly hold a story, and she replied “Plenty of time!”

So, the first thing I did was write my words and record my voice so I could understand the rhythm and timing. I removed unnecessary sentences and focused only on the essence of what I wanted to communicate. Afterwards, I asked a friend to help me film footage at St George’s Hall.

I made the video in Arabic because the programme hopes to reach Arab participants, but I also included English subtitles so everyone could feel welcome and included. The process felt surprisingly natural, and I realised how much the short film assignments from the course had prepared me for this experience. It showed me how learning within an educational structure can become a practical tool in the real world.

Also, in July, I’ll be running a family creative session as part of the Liverpool Arab Arts Festival 2026.

Looking ahead, I can already see Dear Moon continuing to grow through more workshops, new letters, exchanges, and future collaborations. In particular, I’m planning to publish Dear Friend in 2027, a book that will carry replies from the moon.

I’ll also be co-producing Turkish Day at the library in December 2026 and helping organise a Community Iftar at the library in February 2027.

So rather than feeling like the end of the MA, it feels like the beginning of a much longer conversation, where all this knowledge can continue to grow and live within my work and everyday life.

With lots of gratitude,

karema 😊

Posted in 2025-2026, Colonial history, curation, Exhibitions, Reading, Reflection, Research

Coding Spaces and Archipelagic Thinking 

Yesterday we had an interesting discussion about coding exhibition spaces and curating. Jonathan shared some texts by Edouard Glissant and his ideas about continental and archipelagic thinking. We discussed global dialogue, where cultures meet and exchange with one another, and how these ideas could be applied within curating. We also questioned the difference between algorithmic and human curating.

My mind felt crowded with thoughts, words clashing against one another. Writing about it helped me untangle those ideas and find the right words..

So,

1- Continental and Archipelagic Thinking

First, I did not know about Edouard Glissant until Jonathan mentioned him. Before writing this, I did some research and discovered that Glissant attended the same school as Fanon during a similar period. I also found that Glissant was influenced by Aimé Césaire, the poet and politician who held important political positions in Martinique and was one of the founders of the Négritude movement.

What I found strange, however, was the name of the capital, Fort-de-France. The name feels heavily colonial and military in origin, and it made me question how much it represents the mixture and complexity of Caribbean identity that Glissant writes about. If Caribbean identity is shaped through creolisation, relation, and cultural mixture, why do many places still carry the language and structures of colonial power?

Returning to Glissant’s theory, it can sound idealistic unless we also discuss unequal power structures. What happens when one culture dominates the exchange? And who is speaking for whom?

I believe archipelagic thinking requires a degree of equality in power, position, and knowledge in order for genuine exchange to happen. People need to feel safe and respected enough to welcome openness, relation, and dialogue.

At times, I feel that Glissant’s ideas emerge from a context where it is easier to imagine archipelagic relationships, islands existing beside one another, sharing histories of colonialism, displacement, and struggle. However, in reality, relationships between places are rarely equal. If one nation or culture has greater resources, political influence, or economic power, it will inevitably shape the exchange more strongly than the other. Examples such as the UK and Ireland or Indonesia and the Philippines show how unequal power can influence cultural dialogue.

Because of this, I believe there is a responsibility not only to be welcoming and open, but also to avoid placing ourselves in vulnerable positions through a lack of knowledge, experience, or access. On a larger scale, this relates to power, science, dignity, and human rights. Without awareness, exchange can easily become influence or control by those who already hold authority.

How can this be applied to curating? For me, curating should involve both knowledge and empowerment. The curator should develop enough understanding and experience to support the work responsibly, while also empowering artists and contributors so that exchange becomes mutual rather than hierarchical. True dialogue cannot happen when one side only gives and the other only receives.

2- Algorithms and Human Curating

When thinking about algorithms and human curating, I believe that even AI is ultimately shaped by humans. Algorithms are built from data that is created, selected, and controlled by people, often within commercial or business systems. Because of this, algorithms tend to respond to behaviour patterns and visual preferences rather than deeper emotional or ethical understanding.

Algorithms are designed to please, predict, and reinforce engagement. They often agree with existing behaviours rather than challenge them, unless introducing something new becomes commercially useful. They cannot fully understand emotional complexity, vulnerability, or the human condition in a particular moment.

Human curators, however, allow space for emotion, ethics, care, and mistakes. Whether curating an exhibition, a book, a workshop, or a conversation, human curation carries sensitivity toward people and context. At the same time, curating also reflects the organisers themselves, their intentions, politics, feelings, and what they want to communicate through the work.

Curators are often the first audience to encounter an artwork, and that first encounter is important for both the artist and the curator. Curatorial work therefore carries significant responsibility. However, I believe curating should happen alongside the artist and the artwork, not over them. Also, it’s important to first experience the artwork on its own terms before being influenced by the artist’s explanation, while still maintaining a respectful and collaborative relationship.

Reflecting on all of this takes me back through the journey of the last two years, curating spaces, books, workshops, and even this blog. Technology has an important role in making processes easier, but humans still carry the responsibility of shaping narratives and telling stories.

Finally, archipelagic thinking may be an attempt to create ethical relations despite unequal histories and structures. And, from a curatorial perspective, curators must consider the needs of the artwork, including care, health and safety, protection, and the conditions the work requires within a space. Exchange between curator and artist is essential, because curators cannot exist without artists and contributors!

Posted in 2025-2026, Books, collaboration, Exhibitions, Moon, Reading, Tutorials 2025-26, Writing

1-1 Tutorial 22nd April

Last week I had my final 1–1 tutorial, and it was a very valuable conversation in which I was able to reflect on my work and plan for the coming months, thinking about challenges and what matters most right now. Having this discussion at this stage feels important, because I believe I need Jonathan’s insight and guidance while I’m still in the process of making.

The tutorial gave me a great deal of confidence, and the next day I began designing the bone-dry tea set. I made 21 pieces for the tea set, alongside over 20 small crescent forms, which I will use to make bookmarks for our MA Digital class. Each ceramic piece carrying a story from colonial history. I find that I can’t add anything to the work unless I’m sure it’s relevant and contributes to the overall narrative, and this does slow me down slightly. However, this has been one of the most important lessons during my MA: taking the time to build a cohesive body of work, without unnecessary additions or distractions. I can easily feel overwhelmed and distracted but I have learned to recognise that moment. When it happens, I stop adding and instead spend time reading around the theme or taking a break. This is how my ceramics project develops through slow reading, while the Moon Book has developed through slow writing.

I spent the week working with clay, while also setting up the new show at Liverpool St George’s Hall, where I will be showing Moon Book pages on silk (factory print). I made these last year for The Right Map 2025 but did not have the right opportunity to present them. Now they feel more suited to the theme (Home and Away) and to the space at St George’s Hall. I installed them over a long black heater, where the warm air creates a gentle movement in the work, subtly animating the delicate sheets.

At the core of my social sculpture practice is care and the intention to make a meaningful difference. The Moon Book demonstrates this clearly by connecting people and creating space for shared vulnerability. After the last workshop, some participants began sending me letters in response to others letters. I feel a deep sense of gratitude towards this project and the people involved. Writing letters feels especially meaningful, and I’m  excited about the next book Dear Friend (2027). What I find particularly beautiful is that some children are growing up through this process, and some participants who have never met are writing to each other with genuine care and intimacy. It shows how powerful and delicate these connections are. I feel I owe a great deal to everyone who has taken part.

The tea set also functions as a form of social sculpture. It consists of multiple pieces that invite interaction, through storytelling, through history, and through use. Sharing stories from the past is itself a way of engaging with people who are no longer here. In this sense, the work becomes a way to educate, to encourage questions, and to create opportunities for participation.

For example, discussing the Opium War  came up in my tutorial with Jonathan. We began asking: how many “opium wars” exist today? How many forms of addiction are being created, and how will these stories be told in the future? Simply bringing these questions to the table is part of the work. It opens up dialogue and that is where social sculpture begins to happen.

Posted in 2025-2026, Books, Ceramic, Reading, Research, Uncategorized

Teapot #1

The bone-dry teapot and cups still waiting, as if holding a story yet to be told. The tea set idea emerged from the story of a Yemeni translator, Omar Bahabri, which led me to delve deeper into the history of beverages, particularly tea. I was already familiar with the history of coffee, its origins in Ethiopia, its early cultivation and consumption in Yemen, and its spread along pilgrimage routes to Mecca, then through Muslim traders to Turkey, and onward to Italy and the rest of Europe. However, tea carries a different, more complex, and more painful history.

In Yemen, tea exists in multiple forms: Adeni tea, influenced by Indian chai, and red/ black tea in the Turkish style. This diversity reflects Yemen’s social fabric, shaped by non Arab communities of Indian, African, and Turkish origin who have both contributed to and been shaped by Yemeni culture, particularly its cuisine. Yet, despite this richness, my focus is not on tea in Yemen. Although the idea began with Omar’s story, I instead return to tea’s original homeland, China, where the narrative unfolds differently.

In its early history, tea in China was a simple drink associated with medicine and daily ritual. By the 17th century, however, it had transformed into a globally desired commodity, particularly after being embraced by Britain, where it became central to social life. As demand grew rapidly, Britain faced a significant economic imbalance. It was importing vast quantities of tea from China without having sufficient goods to offer in return.

To resolve this imbalance, Britain turned to the opium trade, cultivating opium in India and exporting it to China on a massive scale. Opium became a tool of domination. Its spread led to widespread addiction across Chinese society, causing profound social and economic harm. In response, the Chinese state attempted to halt the crisis. The official Lin Zexu confiscated and destroyed large quantities of opium in an effort to protect the population. This act became the spark that ignited the First Opium War from 1839 to 1842. Britain with its superior naval and military defeated China and imposed the Treaty of Nanking. This marked the beginning of a period of political and economic subjugation. Chinese ports were forcibly opened to foreign trade, heavy reparations were imposed and Hong Kong was ceded to Britain.

In the Second Opium War from 1856 to 1860, Britain and France launched another campaign against China, advancing as far as Beijing and burning the Old Summer Palace, one of the country’s most significant cultural landmarks. China was then forced into further agreements that expanded foreign influence, legalised the opium trade, and granted extensive privileges to foreigners within its borders. These events deepened the weakening of the state, eroded economic control, and contributed to the eventual fall of the Qing dynasty.

This era is known in Chinese history as the Century of Humiliation, a period marked by repeated foreign intervention, internal fragmentation, and a profound loss of sovereignty. The impact of these wars was not only immediate but long lasting, shaping modern China’s political consciousness and its complex relationship with the West. In this context, tea is no longer just a drink. It becomes an entry point into a layered history of colonialism and coerced trade. A simple cup of tea conceals networks of power, economics, and violence, where demand alone was enough to ignite wars and reshape nations.

For this reason, I chose opium as the motif to be carried on the teapot and cups, so I experimented with pen and watercolour, searching for a visual language capable of expressing this narrative.

Then I realised that my project required a deeper level of research, which led me to visit the Victoria Gallery and Museum. As a space I’m already familiar with, particularly for its ceramics and china collection, it offered both a point of return and a site for re-reading objects through a more critical lens.

Upon entering the gallery, I experienced an immediate sense of recognition, I was drawn to the Willow pattern. Its storytelling operates as a form of visual fiction circulated, repeated, and widely accepted, yet detached from its cultural origins. The blue and white aesthetic, often perceived as timeless and decorative, began to reveal itself instead as a coded visual language shaped by histories of translation, imitation, and appropriation.

This encounter also sharpened my awareness of Liverpool’s historical entanglement with colonial trade. The city’s material culture cannot be separated from these conditions.. I became particularly interested in the development of transfer printing the process that enabled the mass reproduction of ceramic which was pioneered locally at the Herculaneum Pottery.

Extending this research, I visited few antique shops, observing ceramic objects more closely in terms of form, surface, and wear. These encounters grounded my understanding of how such objects exist not only as historical artefacts but also as carriers of layered narratives. I documented these visits through photographs and began a series of blue pen drawings as an initial visual response, testing how line, repetition, and colour might translate into my own practice.

I’m drawn to the seed capsule as a central motif, the origin of opium, and a form that holds both fragility and consequence. Its presence operates quietly, yet it carries a dense network of associations: trade, addiction, control, and empire… It functions as a more precise and restrained symbol, resisting overt representation while still holding critical weight. The decision to work with blue and white visual language reinforces this tension between surface beauty and underlying histories.

At this stage, I feel prepared to begin planning my final design. What feels significant is how this research, which initially seemed distant and external, has gradually folded back into both local history and my own practice. During my BA, I used a teapot for assembled sculpture featuring a Willow pattern titled Gossip. Revisiting this work now, it reads differently, less as a formal exploration and more as an early, intuitive engagement with themes of narrative, circulation, and miscommunication.

This process has also deepened my awareness of the responsibility embedded in design choices. Selecting what imagery appears on the tea set is not merely aesthetic, it’s conceptual and political. The act of placing an image becomes an act of framing meaning. I think of this as similar to cutting beetroot: the more carefully and precisely it’s handled, the more it stains.. The mark is unavoidable, just as histories do!

Posted in 2025-2026, collaboration, Project, Reading, Social Sculpture, Writing

March Shared Reading

We recently started a new group in my programme called International Shared Reading, with the support of The Reader. Instead of taking the training myself, I recommended two women from my group an assistant from Afghanistan and a volunteer from Portugal to take the paid training and co-lead the sessions alongside my co-producer, while I support them where needed. I believe that our strength comes from building a strong team rather than individual effort.

As part of the preparations for our upcoming Iftar gathering, I led a special reading session. It created a space to ask questions and learn more about Ramadan. We read a poem together, spoke about prayer, and people asked many questions about fasting and other related topics. Questions are welcome, they help clarify misunderstandings. When I went home that evening, I kept thinking about our conversation. Later, a volunteer sent a beautiful message in our group chat thanking me for the session.

The next day I decided to create small blessing or affirmation cards for our guests, inspired by the poem we read together. I Hope You Make It, a poem by Maxine Meixner, is written in a simple and beautiful way. The words can reach people without challenging them with difficult language. I spent the day writing my simple prayers and preparing the cards so I could finish them at the library the next day.

The cards are simple and decorated with flowers. I chose lavender because it has a gentle, calming scent. In a way, the cards became a small social sculpture, something guests could take with them, carrying the memory of the Iftar after they leave.

Posted in 2025-2026, Books, Reading, Translation, Writing

Wanderer (2009)

Wanderer (2009) by Rory Macbeth is an English translation of Kafka’s The Metamorphosis, produced without knowledge of the German language. To understand the context of this post, it’s helpful to read the previous one.

German capitalises all nouns. When Kafka writes “den Augen” “the eyes”, Macbeth’s translation becomes “towards Augen”, as if Augen were a geographical location. This is not a mistranslation in the traditional sense; rather, it is a relocation of meaning. The work does not simply translate German into English. Instead, it appears to misread or mishear it, treating certain German nouns as destinations and following sound rather than semantic fidelity. In doing so, it produces something that feels both derivative and entirely new.

This method continues throughout. Kafka’s “sein Zimmer, ein richtiges”, translated into English as “his room, a proper human room”, becomes in Macbeth’s version “since summer, the rich man”, an apparent phonetic drift. At several points, Gregor’s sister’s name, Grete, is also translated as “great”. For example, Kafka’s “Komm, Grete” appears in Macbeth’s version as “Commandant! Great!” while the standard English translation reads “Grete, come”. These shifts suggest that Macbeth is not translating through grammar but by ear, treating German as sound material to be sculpted into English.

As the text progresses, one can sense a shift from guessing through sound to asserting narrative intention. At first, the work reads like a linguistic experiment, a kind of phonetic dérive. Gradually, however, something changes. The more one reads, the more an independent narrative begins to solidify; it begins to feel like the writer claiming territory. Wanderer begins to detach itself from The Metamorphosis. Betty starts to echo, but not duplicate, Grete. Threads remain visible, yet they no longer bind the text to its origin. By the end of the story, the authorial voice becomes unmistakable, and Wanderer tests how far transformation can go before it becomes authorship. Macbeth’s restrained conclusion expands into something vast, and the writer steps forward!

This raises the question of where translation ends and authorship begins. In Translation by Sophie J. Williamson (p. 43), a selected passage from Walter Benjamin’s essay The Task of the Translator states that “a translation issues from the original — not so much from its life as from its afterlife”. Benjamin’s idea of translation as a text’s afterlife helps illuminate what is at stake here, yet Macbeth also seems to exceed this model. Benjamin suggests that translation renews the original by revealing the hidden kinship between languages, allowing the text to unfold further in time. Translation, for him, is not reproduction but continuation, a stage in the original’s ongoing life.

 

Posted in 2025-2026, Books, Reading, Reflection, Social Sculpture, Writing

Gogol, Kafka and Macbeth

This post introduces the next, which will focus on Wanderer (2009) by Rory Macbeth, an English translation of The Metamorphosis produced without knowledge of the German language. Instead of translating through grammar or meaning, Macbeth works by visually and phonetically interpreting the German text and reconstructing it into English. The result is a work that exists somewhere between translation and authorship.

It’s important to briefly touch on The Metamorphosis (1915) by Franz Kafka before writing about Wanderer, and I’ll also use this opportunity to mention The Overcoat (1842) by Nikolai Gogol. I referred to Gogol’s story in our session when we discussed avoiding direct expressions of trauma during Zoe’s presentation. For me, Kafka and Gogol employ absurdity and a kind of quiet defeatism as narrative strategies through which trauma is expressed indirectly.

The Metamorphosis is a small text, yet incredibly heavy in its existential weight. The narrative begins with an unexplained event, Gregor Samsa’s transformation into a giant insect, presented without cause or preamble. Instead of questioning the transformation itself, the narrative quickly shifts to the practical consequences of his condition. His family who once depended entirely on his income, gradually begin to see him less as a son or brother and more as a burden. One gradually senses that the true transformation is not merely physical but human and moral. The story is existential in its questioning, absurd in its world, surreal in its structure, and deeply social in its critique…

Akaky Akakievich, the protagonist of The Overcoat, lives a lonely, repetitive life and struggles to make even minor changes. It takes him a long time to save enough money to buy a new coat, but when he finally does, the simple act of wearing something new gives him confidence and a glimpse of happiness. This joy is short lived… The coat is stolen on his way home! He desperately tries to retrieve it, fails, falls ill, and dies shortly afterwards. In the end, his ghost wanders the city stealing coats from others. The story oscillates between the real and the surreal, it’s sad, absurd, brief, yet emotionally expansive. It’s often seen as an early example of the absurd bureaucratic protagonist and is believed to have influenced many writers. For me, it’s enough to recall Dostoevsky’s saying “We all came out from Gogol’s The Overcoat”.

The Overcoat and The Metamorphosis are both essential reading for lovers of short fiction. They present deliberately ordinary protagonists, characters who almost disappear rather than dominate the plot, humans positioned at a humble level far removed from heroic or supernatural figures. These are stories that sometimes make you want to step inside the page and shake the character awake. In Gogol’s story, the narrator also seems strangely unconcerned with certain details or histories of events. A similar feeling emerges in Kafka.. What happened to Gregor Samsa is, in some sense, not important. Although he lives believing he is essential to his family, they ultimately continue without him, and his perceived importance dissolves.

This becomes significant for me when thinking about Wanderer. I sense something familiar here, perhaps one leading to the other, at least in my perception. Just as the lives of Akaky and Gregor seem strangely insignificant within their own stories, the linguistic accuracy of the text also becomes strangely insignificant in Macbeth’s work. Regardless of the original context or linguistic accuracy, the act of translation itself becomes conceptually aligned with the story. This also resonates with my own interest in communication and miscommunication as a form of social sculpture, where meaning is shaped collectively rather than fixed.. It raises questions about what is essential and what is not. What carries meaning? What survives translation? What do we choose to care about, and who decides this?

Posted in 2025-2026, Reading, Reflection, Research

Assimilation and Accommodation

On Tuesday, during a strong presentation session, while listening to the last talk about dérive and virtual spaces as alternatives by Pritish, I found my mind returning to a learning theory I had studied many years ago. I could not immediately recall whether it was Vygotsky or Piaget, and this hesitation made me unsure about sharing the thought at the time. Afterwards, I searched…and yes! It was Piaget’s theory of assimilation and accommodation, the idea that learning happens either by fitting new information into existing schemas or by adjusting those schemas when new information does not fit.

Reflecting on this, I began to think about how virtual spaces function in a similar way. Even when people experience digital or alternative environments, their feelings and reactions are still shaped by accumulated past experiences and knowledge. Any first encounter within a virtual space is built upon pre-existing cognitive and emotional structures. So, virtual spaces act more as a mimic or extension of reality rather than a replacement. This process can apply not only to places, but also to human relationships, attachments, and the way knowledge itself is formed. For artists in particular, engaging with new media or environments becomes less about abandoning reality and more about negotiating between what is already known and what is newly encountered.

Artists can be understood through Piaget’s concepts of assimilation and accommodation, where creative practice becomes a continuous process of negotiating between existing internal frameworks and new experiences. In assimilation, artists adopt new media, theories, or environments while maintaining their established emotional language and conceptual concerns. The tools or platforms may change but the underlying schemas remain consistent.

On the other hand, accommodation occurs when new encounters challenge existing schemas and require deeper transformation. This is often where significant artistic shifts emerge, when identity or the understanding of presence itself is reconsidered. This change is not merely stylistic but structural and art education environments sometimes encourage this level of critical adjustment.

Virtual space also reveals how artistic perception is shaped by memory and embodiment. In digital environments, artists still rely on bodily memory, cultural conditioning and early play patterns, while also borrowing physical metaphors such as walking, entering, meeting, or distancing. Virtual space often mirrors or exaggerates reality rather than escaping it entirely, showing that cognition and imagination remain grounded in lived experience.

Play therefore persists as a fundamental mechanism within artistic practice. What begins as childhood experimentation evolves into adult creative inquiry, where testing rules, breaking structures, and negotiating imagination against reality become methods of continuous learning and re-formation.

Below is a short child observation, with an image and a video, which for me explains the theory mentioned above:

The child is my nephew, my brother’s son. In the first image he was two years old, in August 2024. We were at a farmhouse with cousins and aunties. I introduced him to drawing with charcoal that we found the day after a barbecue. We made a few marks on the ground together, and he didn’t stop playing with it, continuing to draw small circles and lines.

Last summer, in August 2025, in the second video, we returned to the same farmhouse with the same family gathering. The next day my nephew found small pieces of charcoal and began making circles again. When the charcoal finished, he picked up a small stone and continued drawing on the floor. This happened without my involvement or guidance, I was simply nearby watching him play outside. What amazed me, and what I could not resist recording, was the moment he began showing his cousins what to do and teaching them. They were all having fun, and I was quietly enjoying this very human moment at a child’s level.

2025

This observation functions as a small case study of assimilation and accommodation in everyday life. The first encounter with charcoal represents assimilation, where the child integrates a new material into existing playful behaviours such as drawing circles and lines. The second encounter, one year later, demonstrates accommodation, when the charcoal is no longer available, the child searches for an alternative and selects a stone, adjusting both the tool and the physical effort required while maintaining the same intention to draw. The act of later teaching other children reinforces this learning socially, showing how knowledge becomes shared rather than individual.

In an artistic context, this example illustrates how creative practice is not only about materials but about cognitive continuity. The surface, gesture, and intention remain consistent while the medium changes. This mirrors how artists adapt to new technologies or environments without abandoning their internal motivations. The child’s behaviour reveals that creativity operates through repetition, substitution, and social exchange, suggesting that artistic development, much like childhood learning, is a cycle of experimentation rather than a linear progression… which this also can relate to the cyclicality that mentioned in Eleanor’s presentation.

Posted in 2025-2026, Books, Reading, Reflection, Research, Translation, Writing

Translation #2

After reading Translation, I found myself asking what I would add if I were given the chance to contribute more pages to the book. Three came to mind: Omar Bahabri the translator, Arnaud Balard’s Deaf Flag, Adriano Celentano’s Prisencolinensinainciusol, and Wanderer by Rory Macbeth particularly after What Is a Minor Literature?//1986 by Deleuze and Guattari page.

The first story is a Yemeni tale set during the period of British occupation in southern Yemen. Omar Bahabri was a Yemeni tea merchant who spoke English through his work with foreign traders. At a time when the British struggled to communicate with the local population due to the lack of Arabic translators, Omar was called upon to help. The British asked him to translate pamphlets intended to win the trust and loyalty of the Yemeni people. Omar translated their demands into Arabic, and pamphlets were printed and distributed by aircraft across the country.

Some time later, a British general visited Aden to inspect the situation. He was familiar with Arabic, so he picked up a handful of the pamphlets and read them. He asked the officer in charge about their purpose and was told they were meant to encourage public support for British rule. The officer explained that the pamphlets called on people to join the Allies and support them. The general replied that the pamphlets read “Buy the finest tea from Omar Bahabri” . And here only reference I found in English: https://www.jstor.org/stable/48752006

Whether the story is true or not is hardly important here. What matters is how brilliantly it portrays the fate of outsiders who believe they can exploit local language and people for their own ends, only to find those intentions quietly undermined in favour of distinctly Yemeni interests. It also led me to reflect on the fact that the British occupied Aden for 128 years, from 1839 to 1967, yet hardly any of them learned Arabic. From this, it becomes easier to understand why the French aggressively imposed their language in colonised territories, and how English was forced upon Indigenous populations in North America, Australia, and New Zealand. This reinforces my belief that language is essential to the survival of culture and heritage.

Thinking about this story alongside Translation, I realised that what draws me in is not accuracy, but refusal. Translation here is not a neutral act. It becomes a space of misalignment, humour, survival, and agency. Language appears to serve power, while quietly redirecting it elsewhere.

So yes, I already know what my next ceramic piece will be.. A tea set! A familiar site of hospitality, negotiation, and politeness. Cups that sit between people, holding conversation, holding silence or things that are never quite said…