Working with children has given me an opportunity to observe something we often lose as adults: the ability to look before deciding what something is.

Children can approach an image without immediately searching for the “correct” interpretation. A shape can become a landscape, a stain can suggest movement, and a small detail can change the meaning of an entire image.

During my classes, I began developing exercises that encourage children to slow down, notice relationships between forms, imagine possibilities and describe what they see in their own way.

The aim is not to teach them what to see.

It is to create enough space for them to discover how they see.

This experience has also influenced my own artistic practice. It reminds me how quickly perception becomes shaped by familiar definitions — and how different the world can appear when, even for a moment, we look at it without them.