Although I understand the value of group activities and peer discussions within creative development, I have found it difficult to participate consistently due to both my lifestyle and the deeply personal nature of my practice. I have previously discussed this with my tutor, particularly in relation to how my work develops through lived experience, reflection and emotional connection rather than through immediate collaborative exchange.
Much of my work emerges from personal symbolism, memory, migration and internal observation. Because of this, I often feel that the images and narratives I create require a certain level of understanding of my background, thought process and emotional context before meaningful dialogue can fully take place. I do not believe creative conversations are without value; on the contrary, I think they can become very important spaces for artistic growth, exchange and support. However, for me personally, genuine connection and understanding need to come before interpretation.
I sometimes find that creative work can be judged too quickly when detached from the experiences and intentions that shaped it. In my own way of thinking, understanding another artist requires more than simply viewing the final outcome. It also involves understanding their process, circumstances, motivations and emotional language. Without this human connection, feedback can sometimes feel detached from the work itself.
At the same time, I recognise that this may also form part of my own artistic challenge and development. My practice increasingly explores the idea of connection: how images, symbols and narratives can speak differently to different people. In that sense, engaging with others creatively may eventually become another important stage within my process, even if I currently approach it cautiously and selectively.
I would strongly encourage the possibility of tutors helping facilitate smaller creative groups between students whose practices, approaches or stages of development may naturally connect with one another. Because tutors already have an understanding of how each student works, what themes they explore and how they communicate visually and conceptually, they are in a unique position to help create more meaningful and productive exchanges. I believe this kind of guided introduction could make creative conversations feel more organic, supportive and engaging, while also encouraging the sharing of ideas, methods and perspectives in a more thoughtful and constructive way.
Alexander's blog 