It consists of my drawings, and interpretations that were written by my students.
I asked them to write down what came to mind when they looked at the drawings.
I said, “you may honestly write down what you think, even if the sentences seem to be a misunderstanding or nonsense. It’s not necessary to explain the meaning of my drawings. What I need is your imagination. The drawings will be shifted to another place through your interpretations.”
The collaboration began last summer with an exhibition held at a Junior High School in Tokyo.
As you entered the classroom, many drawings with texts on easels and chairs came into sight. You could see both the drawings and texts sitting on the chairs.
Two things concerned me in the planning of this exhibition. The first was the problem of whether the works belonged to the artist or the viewers. The second was how the works of art could be understood.
Anyway, these two things were closely related.
With the former, I think the viewers could make their own interpretations from the works of art, even if they were different from my actual ideas or intentions.
The art works could have a significant value when it shown to audience that is free to make its own interpretations.
The latter relates to the problem between “understanding” and “interpretation”.
Of course, “understanding” is very important in society, and “interpretation” is also crucial in creation.
This is because it involves the unique ideas of each person. Everyone has a unique cultural background. Interpretation occurs from these differences, and this is the beginning of the creative process.
If you see works of art, you are free to respond emotionally to them and you make your own interpretation.
I think there are many words hidden within drawings or paintings. But the audience can find them through the act of looking. It is at this instance that the richness of art becomes apparent.