Making a Scene: Independent, intercultural and industry-led making strategies at Dundee

Research output: Contribution to journalArticle

3 Citations (Scopus)

Abstract

How interior education conceptualises and anticipates the environmental experiences of users has always been, in the view of the author, paradoxical and somewhat ironic. Though fixated with the ‘built’, lived experiences of users we tend not to ‘build’ per-se but to fabricate; to both ‘build’ and to ‘lie’. But making, in some ways, needs to be rethought and remade if it’s to be capable of intellectually and creatively transforming interior pedagogy. There’s never been a more opportune moment for new making strategies to act both as a catalyst and as a counterpoint to the digital dependencies affecting society, influencing our student’s, who, as generational ‘mosaic thinkers’, often tend to make meaning out of fragments, whilst also being mindful of the digital contingencies in industry. The question is how do we navigate these compelling contradictions at a time of deep transformational change in education, dwindling resources and increasing pressures to comply, rather than critique, industry? This proposal will describe a range of making strategies linked to an undergraduate interior programme involving individual projects, international collaborations and industry funded making. Examples discussed include emotive-making strategies at the sculptural / object–scale; at full-scale reflecting Socratic dialogue methods for installations, and for industry funded HABLabs which reflect mise-en-scène principles. The author will provide an overview of these examples and relate these to place-based-prototyping approaches in research, practice, museums and the arts
Original languageEnglish
Number of pages6
JournalIE: Studio Journal
Volume2
Publication statusPublished - Apr 2018

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Industry
Dundee
Education
Contingency
Resources
Thinkers
Pedagogy
Remake
Lived Experience
Undergraduate
Research Practice
Art
International Collaboration
Socratic Dialogue
Counterpoint

Cite this

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title = "Making a Scene: Independent, intercultural and industry-led making strategies at Dundee",
abstract = "How interior education conceptualises and anticipates the environmental experiences of users has always been, in the view of the author, paradoxical and somewhat ironic. Though fixated with the ‘built’, lived experiences of users we tend not to ‘build’ per-se but to fabricate; to both ‘build’ and to ‘lie’. But making, in some ways, needs to be rethought and remade if it’s to be capable of intellectually and creatively transforming interior pedagogy. There’s never been a more opportune moment for new making strategies to act both as a catalyst and as a counterpoint to the digital dependencies affecting society, influencing our student’s, who, as generational ‘mosaic thinkers’, often tend to make meaning out of fragments, whilst also being mindful of the digital contingencies in industry. The question is how do we navigate these compelling contradictions at a time of deep transformational change in education, dwindling resources and increasing pressures to comply, rather than critique, industry? This proposal will describe a range of making strategies linked to an undergraduate interior programme involving individual projects, international collaborations and industry funded making. Examples discussed include emotive-making strategies at the sculptural / object–scale; at full-scale reflecting Socratic dialogue methods for installations, and for industry funded HABLabs which reflect mise-en-sc{\`e}ne principles. The author will provide an overview of these examples and relate these to place-based-prototyping approaches in research, practice, museums and the arts",
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Making a Scene : Independent, intercultural and industry-led making strategies at Dundee. / Milligan, Andrew.

In: IE: Studio Journal, Vol. 2, 04.2018.

Research output: Contribution to journalArticle

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