MY DIDACTIC
The Visual Narrative Studio, which I have led since 2016 (formerly operating as The Photographic Narrative Studiosince 2009), is a space for reflection and critical analysis of reality through the broadly defined medium of the image.
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At the core of my pedagogy lies the belief that contemporary artistic practice is not based solely on technical proficiency, but primarily on the ability to ask questions, investigate contexts, and construct narratives. Photography and video in my studio are not merely tools of documentation – I approach them as mechanisms of interpretation, allowing us to redefine the ways in which we perceive the world.
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My teaching emphasizes the image as a trace – a testimony of presence, a tool for reflection, and a medium for storytelling. Students learn to identify tensions and ambiguities hidden in everyday life and transform them into visual narratives. A key element of this process is the analysis of the relationship between what is visible and what remains outside the frame – as well as between fact and its interpretation.
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An example of this approach was the exhibition “Nothing Happens”, where students, working with time-based media, challenged conventional ways of perceiving reality, pointing to its multiplicity and subjectivity. By experimenting with context and narrative, they redefined the meaning of objects and situations, showing how the image can become a space for negotiating meaning.
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An equally important aspect of my teaching is maintaining a critical distance from unambiguous, emotionally charged narratives. The project “Don’t Romanticize” directly addressed this issue: students explored how photography and film can exist outside dominant aesthetic and emotional frameworks. They created works that resist the conventions of romanticization and instead allow for a cool, analytical observation of reality.
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I understand artistic practice as a state of mind – a readiness for dialogue, contextual awareness, and the ability to reinterpret the surrounding world. As an educator, my aim is not to provide ready-made answers but to create situations in which students begin to formulate their own questions – which I see as the true starting point of their artistic work.