Research Repository

Ephemer(e)ality Capture: Glitch Practices in Photogrammetry details artistic practice using cloud-based photogrammetry that actively invokes glitches through disturbance of the imaging algorithm by utilising optical phenomena. Reflective, transparent, specular and patterned/repetitive objects were used to confuse the imaging algorithm to produce spikes, holes and glitches in the mesh and textures of the 3D objects produced. The research tests the limits of photogrammetry in an effort toward new image-making methods. It builds upon the research of Hito Steyerl’s Ripping Reality: Blind spots and wrecked data in 3D in which she outlines the errors of 3D scanning media in her work and contextualises amongst thought surrounding the objectivity of photographic media.

Overview of a project produced towards an MA in Photography published in SUB, a space for the dissemination of contemporary thought, writing, and creative practice produced by the post graduate community at Arts University Plymouth.

Creative education requires a creative approach and Hirons & Brown developed the Illustration Pedagogy project using the tools and contexts of illustration itself to teaching and learning.

The journal article focuses on the invention of a new generative participatory design process that uses Tasseography. It is a ritualistic, participatory, performance process that implements a new set of generative tools that promotes a shared language between myself and my participants resulting in a collection of co-designed abstract textile artworks.

This article considers Philip. K. Dick’s story in light of current forms of image-making apparatus, specifically in relation to photogrammetry. Dick’s protagonist, Doc. Labyrinth’s design and ambitions of The Preserving Machine to safeguard cultural heritage in the light of ecological catastrophe resonates with the application of 3D imaging technologies in cultural heritage industries.

An outline of the strategic approach being developed by Arts University Plymouth to develop students employability skills, whilst pursuing our commitment to social justice.

Atlantic Youth Creative Hubs (AYCH) was a 44-month project of European collaboration involving 14 partners from the Atlantic Area located in the United Kingdom, France, Spain and Portugal. The aim was to develop an innovative model to strengthen the employability of young people between 16 and 30 years old in the cultural and creative industries.

A practice led case study documenting the production of Clean-Up Workers (Deluxe Series) mixed media sculpture. Auto ethnographic narratives are explored through the lens of waste, value and abjection.

A reflective case study of practice-led research, this paper illustrates a realignment in creative methodology from a craft-based kiln-formed glass practitioner, to a mixed media sculptor exploring personal narratives.

Editorial for the special issue of DTRP exploring the relationship between drawing and learning, and the role drawing plays in the construction of knowledge within educational or learning contexts.

Exploring how the materiality of drawing has the ability to expand our relational understanding of the world around us.

An account of teaching and promoting drawing throughout a career in Higher Education, illustrating some of the ways drawing defies expectation and categorization.

This article outlines how the professional identity of third space roles was transcended via a research-focused virtual community of practice (vCoP). Using collaborative autoethnography as methodology, ten geographically-dispersed third space professionals gathered data through two collaborative writing activities. This data was thematically analysed (TA) which identified two connected themes.

The Cinema of Yorgos Lanthimos: Films, Forms, Philosophy is the first academic book on Lanthimos. Bringing together essays from 16 academics from across the world, it reflects on various aspects of his works, tackling his keen eye for absurdism within the political, ethical, and aesthetic critiques of society they provide.

This paper sets out to explore thinking-through making as a complex dynamic of learnt skills and intuitive thought and to examine how these may be taught in what will be termed in this context 'learning and doing'. The paper proposes that, whilst there are established strategies relating to the acquisition of craft skills and to creativity, it is less clear how intuition, as the act of knowing or sensing in the moment, can be taught in the context of art and design education. The paper will take the practice of drawing as its exemplar in this exploration of intuition, examining how it might be described and imparted in an education context and its value in creative, entrepreneurial and sustainable practice.