in our practice we give equal emphasis to thinking and making, theory and practice.
we make objects, dialogic objects, prepositional objects, pedagogical objects, performative objects.
research is fundamental to the work we do - we like 'to know' and 'not to know' in equal measure.
we like the idea of enquiry-based, co-constructed, participatory and collaborative learning practices, but often position ourselves between and amongst these terms.
in our practice we use empirical and philosophical questions to help refine the decisions we make.
we explore our questions through purposeful play.
we play with the 'everyday-ness' of things.
the quality and technical skills are very important, but only if they are relevant and used intelligently.
process is just as important as product - we like to 'map' and document our research and outcomes.
we embrace the haptical as an important aspect of creating and experiencing art.
art theory and art history inform our practice, so that we critically underpin our making choices.
we believe in balancing form and content so they can co-exist and balance each other.
learning, pedagogy and enabling change are integral factors of our practice.
we believe in 'learning through experience' as a way of complementing traditions of learning 'about' something.
dialogue around, and through, artworks is integral to the development of our practice as we question interpretation and its tools.
collaboration is often at the core of the work we do and we resist identifying one's specific contribution
we utilse words like 'encounter', 'exchange', 'performative', 'eruption', 'disrupt', 'unruly'.