We live and work in the Blue Mountains, often in collaboration with our two young children. Our practice focuses on human / environmental relationships from a range of perspectives.

When we work as a family, we use photography, video and sculpture. Drawing is not part of our general practice, which is not to say that we don’t draw, it just tends to be a more solitary pursuit and each of us has a different relationship to the process.

Jack (age six) works instinctually with very specific ideas about what he wants to share, he
is not influenced by anyone else’s views regarding form, perspective or composition. He doesn’t really care what the final image looks like, he is only concerned that people look at the marks he makes with full concentration and have an emotional reaction.

Sascha (age ten) has developed strong ideas about what ‘good’ and ‘bad’ drawing is, based on his love of graphic novels and his friend’s opinions. He is capable of engaging with conceptual ideas, but doesn’t consider the outcomes of experimental processes as successful drawings.

Paul has a natural ability for traditional drawing practice but has not developed an affinity for it or refined his way of working. He uses drawing for planning and illustration, seeing it as a functional activity undertaken for specific purposes.

Rachel has an uneasy relationship with drawing. At art school she studied photography and in early foundation drawing classes, was told how terrible she was at drawing. She doesn’t draw intentionally in her practice, bound up as it is with feelings of inadequacy. When she does draw, it is unconsciously, with repetitive forms.

Fo us to to have some sense of what an expanded drawing might be, we have maintained our usual practice of placing ourselves on site and using play as a learning tool. The context of our play has been the feelings and ideas that arise when we think about mark making.

What is intended? What is accidental? What comes with ease? What comes with anxiety? What is permanent? What is ephemeral? What is imperfect? What is complete?

Sound - Dan Mackinlay & Paul Mosig