Inspired by posthuman, feminist materialist theory-doings in educational research, this paper maps moments in a post-qualitative research project that set out to explore what else relationships and sexuality education might become with 'art-as-way' (Manning 2020) in a shaky yet conducive policy context where 'what matters' must not be assumed in advance but co-constructed with children and young people. Progressively supported by an artist-in-residence teacher assistant, composer and filmmaker, we open up what unfolds when a diverse group of 11 young people (age 13-14) creatively unbox and make 'what matters' to them in an art classroom. We conceptualize what came to matter as 'dartaphacts' (arts-activist objects) and follow these other-worldly posthuman pARTicipants as they connect, grow, and become 'more-than'. We speculate, that in conducive, con-sense-ual environments, the affective power of dartaphacts can unbox a living curriculum for a Relationships and Sexuality Education (RSE) to come, in all its Majestic Insecurity, Untitled, Freedoms, Feathers, Bruised Hearts, Consent-quakes, eQuality Vibrations and Wiggly Woos.