THE PROCESS OF LEARNING AND TEACHING ART

The genesis of my graduation thesis lies in the quiet ingenuity of childhood play—an era shaped by resourcefulness rather than abundance. The handmade toys of my early years, often crafted from discarded objects or passed down through cultural traditions, became more than mere pastimes; they were formative exercises in adaptation and creativity. A yo-yo fashioned from hollowed walnut shells, or the rhythm of an old tyre chased with a bent wire, embodied a tactile dialogue with material, motion, and improvisation. These experiences—humble yet profound—nurtured an intuitive understanding of making and mending, which continues to inform my design philosophy.