Arts

When I set out to edit a Special Issue in Arts on urban development and the role of the arts, I wanted to harvest a different perspective on the advantages of culture for urban development [...]

The ACE-funded project Clay and Augmented Reality (CAR) explored how the combination of tactile and digital media might activate embodied memory, foster art expression, and stimulate new forms of creative learning. The project investigated memory recollection by integrating clay sculpting with immersive Augmented Reality (AR), focusing on psychoanalysis and participatory art research. The created multisensory environment was a significant element in reconnection with early-life experiences. Six workshops engaged over 40 participants in memory-mapping through AR interfaces and tactile activities. Extensive theoretical and methodological research focuses on theories of Freud, Polanyi, Ettinger, and art practice of Hepworth, integrating embodied making with experimental technologies, including 3D scanning, ARvid/HoloLens experiences, and qualitative feedback analysis. The outcome is a hybrid repository of over 120 memory-informed artefacts titled My Mother and I, presented on the sketchfab platform. The collection showcases intergenerational memory, imprints of intangible and visual storytelling. During the research, the significance of slowness, play, and relational presence was underlined as conditions for memory activation. It concludes that memory lives in gesture, spatial perception and given care, and that hybrid arts-based methods offer new epistemologies of healing, creativity and pedagogical inquiry. CAR presents a model for participatory research that bridges physical and digital realms in deeply human ways.

This practice-led research examines how virtual production represents a circular return to scenographic practice, reactivating integrated modes of spatial authorship that have long underpinned screen storytelling but were obscured by industrial fragmentation. Drawing on a single-day intensive workshop at the Australian Film, Television and Radio School (AFTRS), the study analyses how spatial authorship emerged through embodied, collaborative engagement with an LED volume environment. Grounded in scenographic theory and concepts of distributed cognition and situated authorship, the article reframes virtual production as a condition that renders pre-digital, collaborative modes of making visible within contemporary screen production. The LED volume functions simultaneously as scenic environment, lighting instrument, and compositional partner, requiring participants to negotiate space, light, movement, and camera as a unified spatial event. Analysis identifies how scenographic understanding emerged through virtual scouting, world-responsive storytelling, physical-digital integration, and embodied realisation. The findings extend production design theory by challenging ocular-centric models of mise-en-scène and positioning scenographic integration as screen practice—an epistemic mode of enacting through collective, materially grounded spatial experimentation. While situated within an educational context, the study points to broader implications for how spatial authorship and collective practice are understood in contemporary screen production.