The Global EcoDesign Charrette in Action: Exploring Ecoscenography in Performance Design Education
Notice bibliographique
Résumé
The global ecological crisis has resulted in a reconsideration of theatre’s pedagogical frameworks, as educators attempt to integrate environmental strategies that foster eco-creative potential. An essential part of this transition is the introduction of new educational models foregrounding “sustainable choices” into theatre design pedagogy. While other creative industries, such as architecture, product design and fashion, “have been including sustainability as part of their course curriculum for decades”, theatre education continues to fall behind (Beer 2021, 187). <br/>A key deliberation for performance design educators is how sustainable production can be embedded into tertiary training in ways that are not only informative, but also engaging and inspiring. Over the last decade, the concept of ecoscenography (ecological design for performance) has emerged as an integrated and flexible approach to sustainability in performance design, where notions of circularity, place-based and relational thinking are core (Beer 2021). Ecoscenography is a holistic approach to theatre production which seeks to dissolve perceived boundaries between artists, materials, audiences and the broader ecosystem, opening up greater eco-creative responsibilities and considerations. Its place-based, open and relational strategy calls into question existing hierarchies and conventions to advocate for an interconnected and symbiotic way of making, while celebrating, opportunities for learning and collaboration. This makes ecoscenography a valuable approach for teaching sustainable design in theatre education. <br/>This chapter presents the outcomes of a trial application of the ecoscenographic framework into the education of tertiary theatre design students. From October 2021 and February 2022, students across three universities came together to explore how ecoscenography could be integrated into design education. The initiative was part of a Global Networked Learning project between York University (YorkU, Canada), Griffith University (GU, Australia) and Queensland University of Technology (QUT, Australia), which aimed to train performance designers across vast distances, with support from sustainability and performance design experts across the globe. Our learning framework was set up as part of The EcoDesign Charrette, a global initiative developed by Triga Creative in partnership with The Centre for Sustainable Practice in the Arts (CSPA) as part of the Climate Change Theatre Action Festival (CCTA). In the CCTA project, 50 professional playwrights across cultures and nations are commissioned to write five-minute plays about an aspect of the climate crisis. These plays became the impetus for developing design ideas through the Eco-Design Charrette.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,006 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».