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, Reflection, Research, Tutorials 2025-26, Uncategorized

1-1 Tutorial 11th February

I took some time to reflect on this tutorial because I was so busy. I also needed to read more carefully, as these kinds of tutorials do not end when they finish; they tend to open further questions and lead me into deeper reading.

In this tutorial I had with Jonathan, we spoke about learning and what learning really means. We reflected on the assimilation and accommodation post, and on the idea that learning is not for display but for use. It should transform how you live. It needs to be functional, active, and embodied.

We also discussed translation and whether my practice is, in itself, a process of translation. I have been thinking that everything I do is a form of translation. There is a language I carry, a language of thoughts and ideas, constructed from the data my brain collects. This data is my lived experience: encounters with people, spaces, and time. Yet data alone is not enough, it must be translated into meaning, and meaning must then be translated into thought and action.

I can’t think about this without turning to Merleau-Ponty’s phenomenology. What interests me most is his insistence that perception is not a detached mental operation but something embodied, something that happens through our being in the world. Our understanding is not separate from our living, it’s shaped through the body’s continuous engagement with its environment.

Language itself offers a powerful example of this phenomenology. Language is collaborative, it’s formed through shared experiences within a community, shaped by surroundings and histories. Using Arabic as an example, because it’s my mother tongue, Arabic is built on a root and pattern system. Most Arabic words derive from a root of three consonants (rarely four). This structure allows the language to remain generative: new words can emerge as long as they remain faithful to the semantic core of the root.

Here are two examples one scientific and one poetic, the word حاسوب (computer) and حاسبة (calculator) both derive from the root ح س ب, meaning “to calculate”, similar to how “computer” and “calculator” trace back to Latin roots. Second one is حب (love), from the root ح ب ب, associated with seeds. Although I have not encountered this interpretation formally in literature, I’m drawn to the poetic possibility that “I love you” could be understood as “I carry/have a seed for you” a seed that has the potential to grow… For me, this aligns with the lived experience of love not as a finished/ready object, but as something cultivated and sustained. Here the language demonstrates embodied perception. Meaning does not emerge abstractly; it grows from how the body, historically and culturally, encounters the world.

Colour offers another compelling example. We identify colours based on how our brains interpret light wavelengths. Yet colour is not an intrinsic property of objects. A green card is not “green” in itself, it absorbs most wavelengths and reflects the one we perceive as green. What we call colour is the result of an interaction between light, object, and perceiver. From a phenomenological perspective, colour is relational. It exists in the encounter. Different animals perceive different spectra, therefore, the world of colour shifts depending on the perceiving body. In this sense, colour is not a fixed external fact but an event that occurs within perception.

This becomes even more complex when considering visual impairment… A relative has Stargardt disease, and many people assume that eye disease results in darkness or emptiness. But in his case the brain uses surrounding visual information (often background colour) to fill in gaps where central vision is weakened. This is not simply a defect, it’s evidence of the brain’s active participation in constructing perception. Perception is not produced by the eyes alone; it’s a whole body phenomenon. The body is not a passive receiver of data; it’s an intelligent, adaptive system constantly negotiating meaning. What my relative experiences demonstrates that perception is collaborative between eye, brain, memory, environment, and prior experience.

This also raises further questions for me: how does the brain decide which colour to use to fill a gap? Why that tone rather than another? These questions do not weaken the phenomenological argument; rather, they reveal how perception is both structured and creative. The body does not merely record reality, it actively composes it. There is undeniably a relational dynamic shaping human perception. At the same time, there is an astonishing intelligence within the body itself a continuous, largely unconscious orchestration. The heart beats, the lungs breathe, cells regenerate, all without instruction from conscious thought… In recognising this, I feel both philosophical and spiritual awe, and all I can say is: glory to the One who created this body.

Finally, I return to learning. Learning is about becoming informed and being able to decode what was previously inaccessible. Ideally, learning should help solve a problem, generate new questions, or bring you closer to an answer. Yet the information we receive is always filtered through perception, our minds process what they are capable of processing and what feels significant within our lived experience.

Posted in 2025-2026, collaboration, curation, Experiments, Motivations, Research, Social Sculpture, Visit

Free Workshops

Last Sunday, I spent a rewarding day with Ghost Art School and creatives from October Salon (a new collective in Preston led byHannah Browne). My aim was to organise a free workshops day, focused on sharing knowledge and skills without the need for materials or money. I offered an introductory session in British Sign Language (BSL), while Liverpool-based artists Tom Kelly and Tom Doubtfire generously shared aspects of their practices. Hannah provided the space in Preston, making the event possible through collaboration rather than institutional support.

The day had several clear intentions. Firstly, I wanted to gather with peers and begin the year in a meaningful, collaborative way, learning together and exchanging knowledge. Secondly, the event allowed us to engage with October Salon, an emerging creative group, and to demonstrate what can happen through collective artistic practice.

The programme began with Tom Doubtfire leading a discussion on the role of the artist and the relationship between art and activism. His reflections centred on disturbance, sustainability, sacrifice, and focus. The group discussed what it means for art to be disturbing, what sustainable practice might look like, how much we are willing to sacrifice and the importance of setting limits, also how to remain focused on our aims.

This was followed by my one-hour introduction to BSL. My motivation for teaching BSL stems from both personal conviction and historical awareness. The language was banned in the United Kingdom between 1880 and 1970, and despite its cultural and social importance, it still receives limited funding in education. BSL was officially recognised as a language in 2003 and granted legal status in 2022, yet it is still not included in the GCSE curriculum. In this context, teaching BSL freely can be understood as a quiet form of activism! Challenging ableism, questioning unequal access to culture, and sharing knowledge rather than gatekeeping it.

BSL is also highly visual and expressive, connecting strongly with creative disciplines. It can influence performance, filmmaking, choreography, and storytelling, functioning not only as a language but also as an artistic medium. More broadly, offering knowledge without payment can be seen as a response to the increasing commercialisation of the arts. It reminds us that generosity and collective growth still hold value.

The day concluded with a workshop led by Tom Kelly, which provided a joyful ending. His approach to clowning demonstrated that it’s not simply about being silly, but about exploring human emotions through humour and vulnerability. Through simple games and spontaneous interaction, the group communicated naturally, without preparation. There was a strong sense of care, kindness, and mutual respect among participants.

The structure of the day loosely echoed Joseph Beuys’ idea of the Free International University, an artist-led model of education independent from institutions and grounded in dialogue and shared learning. By offering knowledge freely and prioritising exchange over production, the gathering became less about outcomes and more about shaping a temporary community through participation.

For me, the impact of this day was more meaningful than any individual artwork I’ve made recently. It highlighted the importance of shared time, laughter, and informal learning within creative communities. It felt like an encouraging and significant beginning for the group, grounded in connection rather than productivity alone

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…

Posted in 2025-2026, Experiments, Moon, Research

A New Collection of Moon Images

Over the past few months, I’ve been quietly chasing the moon. Through multiple exposure, I’ve been exploring time, movement, and intention. This new collection marks the beginning of a deeper understanding of how to interpret time through past and present within still images. The idea first emerged after my friend, artist Hannah Browne, gifted me a photo featuring a two-week moon exposure by artist Joe Millican.

By Joe Millican

I became curious about how the moon’s presence might behave when paired with something as delicate and earthly as the silhouette of a plant, or when stretched across the frame in a sequence of softened echoes. What could happen if the moon wasn’t captured as a solitary celestial object, but instead as an active participant within a wider composition? These photographs required patience, a negotiation between motion and stillness, and a willingness to embrace the unexpected, also, they opened a wider field of play.

Multiple exposure gives the moon permission to move. It gives shadows permission to speak. It gives the image permission to become something other than what was predicted.This new collection feels like the beginning of a conversation I want to continue. The techniques are still new to me, but they are expanding my understanding of how photography, much like the letters it will eventually accompany, can hold ambiguity, transformation, and layered narratives.

You can now visit my new website: https://dear-moon.art which holds the previous messages and will hopefully grow with new letters, images, and an e-book.

Get involved from anywhere by sending an email to the moon via Dearmoon2025@hotmail.com

Posted in 2025-2026, collaboration, curation, Project, Reflection, Social Sculpture

Tablecloth for a Feast at the Library

In the summer, I coated large pieces of fabric (a single bed sheet) with a light sensitive solution and left them to dry in a dark room. After a few days, I invited participants from a group of women and children to a cyanotype workshop. We used plants and flowers collected during the library’s foraging sessions led by Kitchen Library artists George Herbert and Niamh Riordan, and artist in residence Hannah Fincham, linking our work directly to the local environment.

When the fabric was laid out under the sun, the women and children carefully arranged the plants, holding them down with stones and found objects. Leaves, stems and other gathered items became areas of negative space, and the sunlight painted around them. After rinsing the fabric in water, deep blues emerged, revealing the delicate silhouettes of each plant. For many in the group, particularly those who had recently arrived in the UK, this process offered something simple and grounding. Cyanotype is slow and gentle. It does not require previous artistic training or a shared language… The sun does most of the work!

In a second workshop, we returned to the dried and cured cyanotype cloth, now covered with ghostly plant impressions. The women and volunteers stitched messages into the fabric, simple words that carried enormous emotional weight such as Love, Welcome, Root, We Are Here, along with others that expressed hope and belonging. These stitched messages felt like offerings, small acts of care placed directly into the surface of a communal object that would later host a shared meal. For many of the refugee participants, displacement, uncertainty and cultural disconnection are part of daily life. Embroidery, however, is familiar across so many cultures. Hands know how to hold fabric, how to push a needle through, how to make a mark that lasts.

Finally, last week on Friday night we had a feast in Bootle Library. The tablecloth ran along the length of one of the tables reserved for my group. It carried the plants of Sefton, the light of our summer workshops, and the stitched words of women and children who are rebuilding their lives. Seeing it in place, surrounded by food, conversation and the warm buzz of At the Library’s artists and team, was profoundly moving. I wanted to reflect on it because it is so connected to my social sculpture research and my own practice. I felt it reflected much of what we do at the library and echoed what Jonathan taught us last week about Contact Zones. The library is, for me, the clearest physical Contact Zone.

Working alongside colleagues, each contributing their own talent and care, reminded me how these projects are held in harmony by many hands. The feast was not about showcasing artwork, it was about celebrating community, connection and the slow work of building trust through creativity. The feast project by the Kitchen Library feels to me like a multilayered social sculpture. It unfolded across different times, places and relationships. Each layer held a different group of people including colleagues, refugee women, children and artists in residence, and each contributed something unique such as their labour, their stories, their presence and their materials.

The tablecloth project deepened my understanding of social sculpture and care through art. More importantly, in a time when many communities are fractured, the involvement of refugee women and children revealed how creativity can bring us together, even if only for a moment. The tablecloth is only one visible layer. Beneath it lies the invisible sculpture of conversations, gestures, learning, trust building, cultural exchange and the shared act of preparing for a communal feast. All of these intangible elements shaped the social form just as much as the physical cloth.

Posted in 2025-2026, Reflection, Research, Writing

Animals Metaphors in Art

When revisiting my research statement from last year, I found myself returning to the ideas of care and failure within social sculpture. These themes continue to shape my practice and felt essential to include in my research paper. However, my section on animals in art grew too large for the word count and began to pull the paper away from its main focus. I removed it, but after simplifying and editing it, the section stands on its own and is worth sharing here.

My interest in non-human metaphors comes from noticing how artists and writers use animals to express political tension, historical memory and emotional states that might otherwise be silenced. These strategies reveal relationships between power, vulnerability and resistance, and they raise questions about ethics and communication that deeply influence my practice.

Animals and Non-human Metaphors in the Work of Joseph Beuys and Tania Bruguera

Animals sit at the centre of Joseph Beuys’s practice, shaping his ideas on power, vulnerability and transformation. The coyote in I Like America and America Likes Me symbolised Indigenous people and the pre-colonial landscape. For Beuys, it embodied an idealised belief in the intelligence and vitality of the natural world. The coyote represented resistance to American imperialism during the Vietnam War and carried his hopes for future healing between cultures and species.

In How to Explain Pictures to a Dead Hare, Beuys moved slowly through the gallery with his face covered in honey and gold leaf, whispering explanations to the dead animal in his arms. The hare, associated with intuition, knowledge and resurrection, became a metaphor for what cannot be reached by rational language. Marina Abramović’s re-performance in 2005 affirmed the lasting resonance of this symbolic encounter between human and non-human life.

Where Beuys often turned to animals as partners in myth, intuition and healing, Tania Bruguera approaches them in relation to power, authority and political memory. Her interventions expose the structures that shape public life and the institutional spaces that maintain them.

In Tatlin’s Whisper 5, Bruguera used two mounted police officers and their horses to carry out crowd-control tactics inside Tate Modern. The horses were trained for authority and control and entered the space with an unmistakable sense of force. Their presence transformed the gallery from a site of passive viewing into a charged environment where visitors were physically steered, separated and confronted. The work made visible the techniques of state power, such as dispersal, redirection and intimidation, which usually operate outside cultural institutions.

This action gained further weight when placed in the context of the building itself. Tate Modern stands on a history shaped by colonial wealth. Henry Tate’s fortune, although not derived from enslaved ownership, came from the sugar industry, which relied on enslaved labour in the Caribbean. The arrival of horses trained for policing, inside a space funded by a colonial economy, formed a powerful collision of past and present. Visitors were not only witnessing a performance but experiencing an enactment of authority within a space built from historical exploitation. The work stripped away any illusion of institutional neutrality and revealed how cultural venues remain entwined with systems of control.

Bruguera’s The Burden of Guilt, created between 1997 and 1999, offers another approach to the animal body. Drawing on a Cuban story of Indigenous resistance, she performed with a lamb carcass around her neck and ate soil mixed with saltwater. The lamb suggested innocence and sacrifice, becoming a sign of communal grief and historical responsibility. Eating earth became a way to carry memory physically, as if the body itself were absorbing history and mourning.

Bruguera and Beuys both use animals to raise moral, political and spiritual questions, yet their motivations diverge. Beuys turns towards healing, intuition and mythic reconciliation. Bruguera challenges institutional power, colonial violence and endurance under authority. In both cases, animals operate as active agents of meaning rather than decorative symbols. Their presence forces audiences to confront issues that are emotional, ethical and political.

Although the symbolism in both artists’ use of animals is powerful, I remain uneasy about the incorporation of real animals and human parts in art. Ethical questions arise about the process, the treatment of bodies and the implications of using them. I also wonder whether there are clear rules or guidelines, and how far artists are permitted to go.

Animal Metaphors in Literature

My favourite use of animals since childhood has always been in literature, storytelling and cartoons (Oh God, who does not like Shaun the Sheep!).. It feels playful, imaginative and often a very indirect way to speak the truth, especially when living under a dictatorship or in a place where free speech is a crime. Writers across cultures have used non-human characters to challenge authority and reflect on the human condition. Here are three examples from different cultures that I read and appreciate for their political and social insights.

In George Orwell’s Animal Farm, the animals rise up in search of equality, only for their revolution to collapse into tyranny. The pigs become the new political leaders, while the other animals represent broader society. I cannot help thinking about the Arab Spring when I read it. As someone who witnessed those moments of hope, I later realised how much of it was false, planned in advance and driven by forces far beyond ordinary people. Many were drawn into it with naivety, without knowledge, and without considering the consequences.

Kafka’s The Metamorphosis uses Gregor Samsa’s transformation into an insect to explore alienation and the erosion of identity. His inability to communicate and his slow disappearance from the concerns of his family reflect the conditions that made him feel powerless long before he changed form. It reminds me a great deal of social life in Europe. There is a sense of absence that hides beneath the appearance of belonging, and a feeling that you are present, yet not fully seen.

Kalila wa Dimna  (کلیله و دمنه), is a collection of fables in which animals take on human roles and dilemmas. The book contains fifteen chapters filled with stories that feature animal characters as heroes, advisers and rulers. One of the central figures is the lion, who appears as a king, attended by his loyal ox and two jackals of the title, Kalila and Dimna, serve both as narrators and as key characters within the tales. The work most likely originated from an ancient Indian text, translated to Arabic and later travelled across cultures and languages.

The stories appear simple but contain hidden meanings that allowed authors to criticise rulers while avoiding punishment. The animal characters become subtle tools for examining authority and ethical responsibility. For me, this is one of the best examples of how wisdom was taught during the Islamic Golden Age. It shows that people have always found ways to teach, influence and communicate important ideas while reducing the risks that come with speaking openly.

Finally, in Orwell, animals reveal the collapse of idealism. In Kafka, they expose psychological and social erasure. In Kalila wa Dimna, they protect dissenting views. In Bruguera and Beuys, they carry political, spiritual and historical weight. Non-human imagery creates space for reflection on power, vulnerability and the possibility of transformation. It encourages viewers to reconsider the boundaries between human and animal, self and other, institution and individual.

Books :

Kafka, F.Metamorphosis. Franz Kafka

Munshi, N. Kalila and Dimna. Translated by W. Thackston.

Orwell, G. Animal farm.

Posted in 2025-2026, collaboration, curation, Exhibitions, Project, Reflection, Research, Social Sculpture

Account Not Recognised- Reflection of The Right Map

Account Not Recognised at Birch in June was part of The Right Map programme by Ghost Art School. The exhibition took place in the Hamilton building, which was once a bank. This setting shaped my thinking about the title and the idea of value, exchange and belonging. The phrase Account Not Recognised came from my digital text piece and reflected both a technical error and a human condition. It suggested exclusion, misunderstanding and the unstable ways in which identities and actions are acknowledged or denied.

Co- curating this show was a process of collaboration and care. We wanted to create a space that could hold protest and rest, activism and absurdity, humour and exhaustion. The title Account Not Recognised came from the familiar digital message, but in this context it became about being unseen or misread, and about the tensions between visibility and erasure.

My own contributions included a pillow, a fragment of wall text and a digital LED display. The pillow was printed with an image found online showing a crowded boat of migrants at sea, overlaid with a pixelated speech bubble saying “HELLO”. It appeared soft and domestic, yet the image beneath disrupted that comfort. The LED panel displayed inverted scrolling red text Account Not Recognised and the wall text read “Dear Moon, The war has sto…” and referred to my Dear Moon project. It was a sentence left unfinished, a letter that could not be completed…

In the centre of the gallery stood a large boat containing soil and growing sunflowers. The boat came from the Kensington community garden project by Tom D and functioned as a living sculpture. It was both landlocked and adrift, a fragile symbol of movement, care and survival.

Other artists’ works brought further layers to the exhibition. Rory’s video showed a chicken foot strapped to his shoe, filmed during a protest in Russia on the second anniversary of the invasion of Ukraine. It was a quiet but powerful gesture that turned absurdity into endurance. Tom D’s photographs documented a Palestine Action protest at the Elbit Systems site in Oldham, where activists succeeded in stopping the production of weapons for the Israeli military. The red-stained facade of the building became both a wound and a mark of resistance.

Molly’s black and white drawings added a more abstract presence.. Lily’s film, projected inside a small metal alcove, appeared to be caught mid-edit, reflecting on itself as it played.

Two live performances took place on the opening night. Soop, by Hannah, Marie and Tom K, involved the audience in making a communal soup. It was messy, generous and unpredictable, reminding me of how collaboration relies on trust as well as misunderstanding. Xueying Zhang’s performance with her collaborator involved holding a cardboard pole between their bodies while slapping each other. It expressed the tension between cooperation and conflict, both intimate and absurd.

The work here whether documentary, performative or digital, asked what it means to be recognised and what is lost or gained in that process. It confirmed my interest in social sculpture and the politics of communication.

Finally, recognition is never simple or complete, yet within its uncertainty there is always room for empathy..