Getting to know each and every one of the students. Finding out what they know about art or what interests them about art, what they like to do or think about. Taking each student's strengths and trying to develop them individually, while also connecting them with the strengths of others; the combination itself is already a form of creation.

The theory is for them to find their own place in a creative process that will gradually expand and take shape. As we work, the final form will slowly become clearer.

I would like to guide and channel the creative energy generated to a final format that is close to a stage performance, but without any initial premise, other than a simple mental picture in that direction. However, we will try to ensure that the immediate context (school, neighbourhood and/or city) plays a role.

The themes that usually run through my artistic practice are normally related to popular culture or to what happens to me or my world, always from a “universal” perspective. These themes come to life in seemingly simple and direct ways, but with different hidden and rich layers, including poetic, symbolic and others.
I typically work with installation formats, ever since I began experimenting with painting. This is similar to what is happening to me now between the world of installations and that of the stage, following an organic and fluid path. Simply put, my work process, regardless of format, involves many small pieces coming together to create one large piece. The same applies to many skills and micro-evolutions.

Together, we will embark on a new and unknown process of creative exploration. We will experience moments of crisis, blank pages and uncertainty, but also moments of triumph and enlightenment. Trust in ourselves and each other will be our fuel. The first sessions will be calm and controlled, giving us time to settle in, while the last ones will see us throwing ourselves headlong into the unknown.