A major personal crisis towards the end of 2013 changed the focus
in my art
dramatically. I’d been exploring various ways of
biographical narrative through the use of various media. The
was always centred on the stories of others. While this crisis
happening I needed to turn inward and find a way of escaping the
unfolding around me…..to give myself a kind of
‘productive quiescence’. I
had several aborted attempts at abstract painting in the past.
particular time in my life it completely makes sense to work in
and I feel compelled to continue the journey.
is still important as an intrinsic and visible part of the work.
is a struggle(dance?) between mark making, flow and
time to reach a point where it all comes together. I want this to
a new relationship that promises to be a very deep one. For the
time in a long while I’m very excited about the work
I’m making and
where it’s coming from.
to teach adults and work with adolescents, I have a lifetime of
experience working as an artist/educator. Sometimes working as an
in childrens homes, schools, nurseries etc., I’ve spent a big
my career very successfully developing and running arts and
projects for young people. I’ve also taught adults either
or in groups.
get a massive buzz from encouraging people who would otherwise
themselves to be uncreative to discover new ways of expressing
themselves and building confidence through art.
solo shows have been in Germany, Yorkshire, Norfolk, Surrey and
parts of London. The second exhibition I ever held in
completely sold out! Early in my career I sold work through the
‘One Off’ department and created characters for several
book tours for a
year I was part of a course funded by the EEC called
and Interventions’. It was a three year project designed to
quality of teaching programmes and increase cooperation between
Hungarian University of Fine Arts (MKE), Kingston University
the Krakow Fine Arts Academy and the Stuttgart State Academy of Art
Design (SABK). It brought together forty students and twelve
from different disciplines and used teaching methods designed
maximise the use of its multi-disciplinary components within
processes that take place over a fourteen day period. The project
funded through the Erasmus Programme.
'Craft is a starting place, a set of
It avoids absolutes, certainties, over-robust definitions,
It offers places, interstices, where objects and people meet.
It is unstable, contingent.
It is about experience. It is about desire.
It can be beautiful.’