How (and how often) do we (and how can we) include ‘direct experience’ of a space, as a component of the process when planning scenographic educational platforms? Is it a ‘skill’, and can it be ‘taught’?

Devising scenography in 1:1 scale, in-situ curating the scenographic use of space and deciding the way an existing architecture is inhabited theatrically, is now a scenographic practice widely used. How can we help students-future-practitioners to further develop that part of their extended ‘design/scenography toolbox’?

How can interdisciplinary collaboration in education equip students with collaboration skills, and raise their awareness of a shared –with directors and theatre makers- future scenographic practice?

Is Scenography a practice/discipline only for scenographers/designers?

In this presentation, I use as an example my work on the ‘Scenography Cluster’, part of the ‘Interdisciplinary Practices’ unit on MA Advanced Theatre Practice at RCSSD, and a partnership developed with the Swiss Cottage Public Library.  In 2015, 2016 and 2017 the workshop took a form of a residency in various public spaces of the building during opening times. The building was used for the whole duration of the learning process, as well as for the final outcome: a day of public ‘performance fragments’ and a summative assessment at the same time. Designers, directors and performers, enacting together scenographic choices in real time and space.

Presented in “Theatre and Performance Design Pedagogy Conference 2018”
15 March 2018, Barbican LONDON

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