• 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'.