The Global EcoDesign Charrette in Action: Exploring Ecoscenography in Performance Design Education
Bibliographic record
Abstract
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.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.006 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".