Letters to Kollwitz: An Imaginary Dialogue is a feminist, epistolary research project inspired by the Gaza-Israel conflict. Through an imagined dialogue with German artist Käthe Kollwitz, this exploration examines how women artists navigate war, maternal compassion, and personal expression in their work. The study highlights both thematic connections and stylistic differences shaped by culture, time, and place. It also investigates the spiritual dimension of art, revealing how creativity and prayer intersect in both artists’ practices.

This research has significantly shaped my studio practice, providing a conceptual framework for projects that explore the human-nature relationship and climate awareness. Engaging with the work of artists such as Olafur Eliasson, Maya Lin, and Superflex helped inform my approach, blending theory with practice. The insights gained have directly influenced my studio work, guiding both the ideas and methods behind my installations, illustrations, and public-facing projects, and situating them within broader conversations about art, environment, and responsibility

This research examines the interplay between Art and Everyday life, exploring how art-making can foster a meditative state of mind. Using an art-based research approach, the essay reflects on my studio practice to investigate the relationship between Art, Everyday, and Meditation. The first section situates “Everyday” through relevant theories, considering its repetitive nature, temporal and spatial dimensions, and its influence on art. The second section focuses on my own practice, highlighting how the meticulous, slow-paced process of miniature painting informs my conceptual approach and encourages an immersive, process-oriented engagement. By drawing parallels between miniature practice and meditation, the research emphasizes valuing process over outcome. Influential artists working with similar themes are discussed to contextualize my approach and demonstrate the broader relevance of this investigation.

This research explores how Fine Art critique spaces (“Crits”) can be reimagined to promote equity and inclusivity in multicultural learning environments. The study reveals that second-language learners often experience academic and social barriers in Crits, including lack of confidence, difficulties with communication, and unequal participation.

Drawing on Homi K. Bhabha’s theory of the “Third Space” and Boud’s framework of peer learning, the project examines the potential of Crits as transformative spaces that facilitate intercultural dialogue, collaborative knowledge exchange, and critical growth. Through practice-led action research and the facilitation of group Crits, the study highlights strategies for creating supportive, multilingual environments that foster belonging and participation for all students.

The research contributes a new paradigm for Crit practices in art education, positioning them not only as evaluative tools but as creative and dialogic spaces that cultivate equity, intercultural communication, and future-facing models of artistic learning.