Frameworks

These frameworks describe different ways programs can be structured, depending on context, participants, and the setting. Each offers a distinct working logic that can be adapted.

Exhibition as Working Field

This framework is designed for working alongside exhibitions rather than interpreting them.

Programs are developed in direct relation to an exhibition’s formal, material, or conceptual tensions. The exhibition functions as a working field, something to think with, respond to, and test ideas against. Participants work alongside elements of testing ideas, responding through making and discussion, and we will be using the exhibition as a shared reference point over time.

Mist suitable for temporary exhibitions, collection displays, and research-driven presentations.
Works as a single session or short series (1–4 sessions) for adult, teen, or educator audiences.

Iteration & Return

This framework emphasizes revision, reflection, and ongoing looking and seeing.

This program is centred on revision, repetition, and return. We will move through cycles of observation, making, discussion, and looping back. Participants revisit earlier decisions with new insight, focusing on how ideas develop through revision rather than completion. Work unfolds through cycles of observing, making, discussing, and revisiting earlier decisions.

Emphasis is placed on how ideas shift when re-encountered, allowing participants to track development, adjustment, and change rather than aiming toward resolution or completion

Best suited for longer-running exhibitions, repeat audiences, and series-based programming.
Most effective as multi-session formats (3–8 sessions), though adaptable to shorter engagements.

Articulation & Exchange

This frameworks focus in on integrating language as part of artistic practice.

Programs combine discussion and short writing exercises with visual exploration to support articulation, reflection, and exchange.

Short writing, conversation, and shared reflection are used alongside visual work to support articulation helping participants give form to what they notice, question, and are still working through. Language functions as a tool for thinking and exchange, not explanation or evaluation.

Works best with Intergenerational audiences, educator-facing programs, and discussion-based public programming. Effective as workshops or short series (1–3 sessions).

Collective
Inquiry

This framework is designed for working within classrooms and school-based settings through shared questions rather than predefined outcomes.

Programs are developed around a common starting point such as a prompt, material condition, or point of reference, that participants explore in parallel through making, discussion, and reflection.

Working from the same conditions allows students to develop individual responses while remaining connected to a collective line of inquiry.

Attention is placed on observing, testing ideas, and returning to earlier thinking, rather than completing a single task or arriving at one answer.

The space functions as a working environment where differences in approach, interpretation, and process are surfaced through guided conversation, making and exchange.

Discussion supports articulation and listening, helping students learn how to speak about their work, respond to others, and remain engaged with open questions.

Most suitable for elementary and secondary classrooms, school-based arts programs, and cross-disciplinary learning contexts.

Works as a single workshop or short series (1–6 sessions), adaptable to class schedules and age groups.

Reading as Public Practice

This frameworks format builds on the condition that reading is something that happens in relation, to space, to others, and to one’s own thinking rather than as a private or finished act.

Libraries and bookstores are spaces where people already arrive with attention, curiosity, and partial ideas. This progras unfold sthrough shared reading, looking, short writing moments, and conversation.

Participants work with selected texts, excerpts, images, or printed material, pausing to notice how meaning accumulates, shifts, or resists clarity. Emphasis is placed on staying with questions, following associations, and allowing thought to develop through exchange.

The setting itself plays an active role. Shelves, tables, circulation areas, and seating arrangements shape how participants gather, move, and return to ideas. Discussion and writing support articulation creating space for people to speak from where they are rather than toward grand conclusions.