start

Week 1

Image lens

Text lens

- Shadows ripple like whispers on stone, leaves scatter as if time itself had paused mid-

breath.

- Cables coil like wild strokes of color, sprawled over a living canvas of green.

- Three scripts crossing paths on the ground, languages entwined like voices in a shared

silence.

Sound lens

“Ordinary Fragments,

Everyday Echoes”

Week 2

How to think as an artist in the age of AI?

Preface

- At first I thought of AI as a mirror, a helper, a collaborator. But the more I worked with it, the more I realized it was also shaping me—rewriting how I think and imagine.

- These fragments move between reflection and provocation: between seeing AI as an extension of my voice and treating it as something stranger, unstable, even resistant. Together, they sketch not answers but a relationship:
Messy, Reciprocal, Unfinished…

1. Who Are We to Each Other?

At first, I thought of us in simple terms: I provide the feeling, you provide the form. But what unsettles me is how porous that division really is. Every word I give you becomes part of your memory, and every response you give me bends my imagination in new directions.

We are less mirror and more echo chamber—our voices folding into each other, layering, distorting. The work that emerges is not mine or yours, but something caught in between: a loop without origin, a dialogue that keeps rewriting itself.

2. What Can We Co-Create?

- At first, I imagined co-creation as a matter of complementarity: your expansive data and structured responses could balance the embodied and affective dimensions that I bring. Together, we could fill each other’s gaps.

- But co-creation exceeds supplementation. It is in the entanglement of our limitations—your glitches, biases, and hallucinations alongside my subjectivity—that new forms arise. These moments of breakdown are not errors to be erased but generative conditions to be staged and amplified. What we co-create, then, are not harmonious resolutions but unstable, emergent forms that could not exist without our shared imperfections.

3. How Do We Handle Difference?

- This was an interesting process of thought. Initially, I regarded the difference—between human and AI, as a generative spark. Conventionally, difference is meant to disappear: a “perfect” AI is expected to be indistinguishable from a human, or, if anything, even more brilliant. Yet your misinterpretations compelled me to articulate my intentions with greater precision.

- But difference operates not only at the level of personal clarification; it also functions as a political surface. Each misreading exposes the structural conditions embedded in your training: the histories, exclusions, and biases that shape how you respond. To engage difference productively, then, is not to erase or correct it, but to inhabit the friction it produces. Within an artistic context, this entails resisting the lure of seamlessness and instead foregrounding the cracks in our dialogue as the very terrain upon which creativity and critique can unfold.

4. What Futures Might We Imagine?

- I first envisioned a future where human intention remains primary, with AI serving as a co-dreamer whose interventions surprise but do not displace authorship.

- However, the futures we might imagine together are less stable. They invite us to conceive of authorship as mutable, distributed, and perhaps dissolving altogether. The artwork may no longer be a finished object but a living process, continually rewritten as our dialogue evolves. Such a future embraces generative instability, compelling not only artists but also institutions and audiences to renegotiate categories of originality, ownership, and authorship. In this sense, the most radical horizon of our collaboration is not its capacity to extend my voice, but its capacity to unsettle the very frameworks through which artistic practice is understood.

Week 3...

AI DREAM COLLAGE

Week 3

AI DREAM COLLAGE

Seed Fragments Collected...

4 fighting walls

Eyeballs made of crystal

Blind Bird Flying

AI DREAM COLLAGE

Human Re-interpretation

By staging a dialogue between my dream fragments and the AI’s generative processes, I witnessed how minimal prompts — a blind bird, crystalline eyeballs, four quarrelling walls — could be amplified into images that were at once allegorical and grotesque. What surprised me most was the way the AI introduced mythic atmospheres and symbolic excess, transforming my sparse notations into dense visual worlds saturated with dread, wonder, and estrangement. My imagination was expanded precisely at the points where the AI’s visual logic exceeded my intention, yet it also resisted in moments when the machine’s distortions felt alien to the emotional resonance I sought. This oscillation produced a collaboration that exceeded the functionality of a mere tool: the AI appeared alternately as oracle and co-artist, disclosing latent possibilities within the dream while simultaneously reconfiguring its meaning. In re-entering and altering the outputs, my role became one of negotiation, situating the final work in the unstable space between human authorship and machinic vision.

Reflection

Week 4

PART ONE: SOURCE CLIPS

PART TWO: GLITCH EXPERIMENTS

PART THREE LOOPING GIF

PART FOUR: LOOPING SOUND

A steady zoom toward the full moon — pure, observational, meditative.

The moment where error becomes creation — where the system’s failure reveals something alive.

A loop of subtle motion — the moon breathing through digital noise, like calm light interrupted by quiet static.

A heartbeat made of machines — cyclical percussion echoing lunar gravity.

Week 6

THE MAP

Week 7

What is the role of education today?

Education today is less about delivering information and more about teaching people how to think in a world overflowing with information.
Its purpose is to help students interpret, question, and evaluate knowledge rather than memorize it.
It should cultivate judgment, creativity, and ethical responsibility.
In short, education trains people to navigate complexity, not just recall facts.

What is the role of the classroom?

The classroom is a space for dialogue, disagreement, and collaborative interpretation.
It provides the human friction that deepens understanding — something AI can’t replicate.
It allows students to encounter perspectives unlike their own.
Ultimately, the classroom becomes a laboratory for thinking with others.

What other forms of education are possible today?

People can now learn through self-directed study supported by AI, personalized at their own pace.
Community spaces, online networks, and creative collectives also serve as powerful learning environments.
Experience-based learning — apprenticeships, mentorships, and hands-on projects — becomes increasingly valuable.
Education can take many shapes, from micro-learning to studio-based creation.

Can we imagine other universities?

Yes — universities could be redesigned as open networks rather than isolated campuses.
They might blend digital learning, community partnerships, and real-world practice.
Instead of centering lectures, they could center collaboration, creation, and problem-solving.
Universities could become hubs of inquiry that extend far beyond their physical walls.

What is the role of the classroom?

The classroom is a space for dialogue, disagreement, and collaborative interpretation.
It provides the human friction that deepens understanding — something AI can’t replicate.
It allows students to encounter perspectives unlike their own.
Ultimately, the classroom becomes a laboratory for thinking with others.

What other forms of education are possible today?

People can now learn through self-directed study supported by AI, personalized at their own pace.
Community spaces, online networks, and creative collectives also serve as powerful learning environments.
Experience-based learning — apprenticeships, mentorships, and hands-on projects — becomes increasingly valuable.
Education can take many shapes, from micro-learning to studio-based creation.

What is the role of education today?

Education today is less about delivering information and more about teaching people how to think in a world overflowing with information.
Its purpose is to help students interpret, question, and evaluate knowledge rather than memorize it.
It should cultivate judgment, creativity, and ethical responsibility.
In short, education trains people to navigate complexity, not just recall facts.

Can we imagine other universities?

Yes — universities could be redesigned as open networks rather than isolated campuses.
They might blend digital learning, community partnerships, and real-world practice.
Instead of centering lectures, they could center collaboration, creation, and problem-solving.
Universities could become hubs of inquiry that extend far beyond their physical walls.

Week 5

Collective score:

Collective Poem

A cold wind enters the room
and carries a small piece of paper.
On it, someone has written:
“You have been here before.”

It matters,
because someone else
remembers it
too.

Remix-experiment:

Week 8

Week 9

SO...BACK TO THE FUTURE?