100spaces: a fervent exercise in scenic flexibility, sustainability, and pedagogy

Abstract

Using 100spaces as the base for a case study, this thesis investigates the importance of including scenic designers within the dance and theatre pedagogy program. This methodical examination into parallel themes of immersivity, causality, rhythm and movement, sensory awareness and application, ecology and sustainability, and performativity of audiences and performers alike, demonstrates a strong correlation between core objectives of scenic design and pedagogy. The 100spaces project raises serious questions about the essentiality of accounting for time within collaborations at universities, and the benefits of learning from one another. Although university-level pedagogy studies in dance and theatre are currently taught with academic, theoretical, and philosophical concepts in mind, these studies would be notably enhanced by the addition of design abilities, dramaturgical creativity, and ecological awareness acquired and practiced by scenic designers and scenographers. Thus, a conclusion can be made that, given the proper amount of concerted collaborative time, the curriculum of both programs would benefit from the inclusion of the other.