All Tomorrow's Interiors

The All Tomorrow’s Interiors exhibition presents reflections and speculations on how technology is deployed in domestic environments, today and in the future. This practice-based research investigates the potential consequences of emerging and imagined technologies, and asks how technology can be engaged in processes for the design and the representation of the domestic interior. From smart homes to autonomous devices, the exhibition features a diverse range of works that explore how technology can be engaged in processes for the design and representation of the domestic interior. Through speculative and critical design, the exhibition encourages visitors to question the implications of these technologies and to imagine new ways in which they might be integrated into our homes. The exhibition seeks to challenge visitors’ assumptions about the role of technology in the domestic space, to provide a deeper understanding of the ways in which technology shapes our homes and our daily lives, and to think critically about the kind of future we want to build. The exhibition includes work by Year 2 students and staff from the Interior Design department and members of the Image|Imaging|Interior research cluster at The Glasgow School of Art. The All Tomorrow’s Interiors exhibition is part of the Architecture Fringe 2023 programme. A public tour of the exhibition with researcher Dave Loder will take place 12.00 Tuesday 20 Jun

Collective memories of shared space and experience in the creation and inhabitation of virtual studio

Art and design students’ occupation and use of physical studio spaces have decreased and altered during the Covid-19 pandemic, and online learning spaces have become increasingly important. This case study explores the value of collective memories of shared space in the creation and inhabitation of online studio, using recalled narrative and thematic analysis to inform refinement of the virtual studio used during a unique year. Interior Design practice is rooted in collective human interactions within the built environment. We describe the positive effect familiar layout and language have on Interior Design students' ability to engage effectively in online studio activities. Thus, enabling students to feel optimistic about the events they have experienced and highlight the effectiveness of the events. Feedback from students and staff provides insight into the influence of digital proxies for space, and the use of familiar language affects the perception of online studio. We conclude by testing our early findings, describing elements the student body found most supportive and propose how we may further expand this research to provide a basis for designing effective and engaging virtual studio spaces

Detour from the studio: Novelty and walking as an approach to decenter studio learning.

This small-scale case study explores the effects of paired walking on interior design students. It seeks to understand how outdoor walks away from the studio foster pertinent and contextual discussions, both during the walk and within their ongoing studio activities. I introduced students to a new small-scale practice-based activity of paired walking, the design of which drew inspiration from collaborative learning, art walking practices, and musical walking scores. Utilising Reflexive Thematic Analysis, I conceptualised the students' engagement, management, and recognition of the value of their experiences during the activity and its impact on their project development. The results highlight the entangled multi-modal learning experience of paired walking, revealing the interplay of expectations and experiences of this ‘decentred’ learning environment. The decentering, moving a central narrative to the side to understand alternative perspectives of space and the influence of ‘more knowledgeable others’ away from the studio and the tutor enabled a complex renegotiation between the learner, subject, and context. This research underscores the potential for novelty to engender robust experiential learning experiences. While a ‘decentered’ approach to learning may make the recognition of that learning less accessible due to its unfamiliar and displaced nature, potentially impacting participation participants reported cognitive shifts in their immediate project and their approach to utilising spaces beyond the formal teaching areas as learning tools. These findings encourage us to consider ways to embed novelty and support learners in recognising ‘decentered’ activities as learning moments

Sonic Landscapes - Interior Design Creative Practice and Pedagogy for Learning in and Designing for Interior Spaces

In this paper, I introduce approaches for exploring the sonic landscape of interior spaces, critical listening, and creative pedagogies, using Creative Practice to explore and provoke. Inviting learners to respond to the sonic environment of the spaces they are both learning in and designing for, this set of creative practices provides a guided exploration of listening, understanding, and the collective imagining of our sonic landscapes. Our design of interior environments prioritises visual, tactile, and social aspects while often overlooking the sonic experience. Through three practice-based sound works, I aim to open a route to the sounds we encounter. I introduce three of my creative practices: ‘Sonic Welcomes’, which involves exploring the soundscapes of specific buildings; ‘Sonic Circle’, which captures the sounds of the city within a 2km radius around our studio; and the third, which details my recreation of Alvin Lucier's ‘I am Sitting in A Room’ (1970) and its provocation to teaching practice. Building on the concepts put forth in Lacy’s ‘Sonic Rupture’ (2017), Oliveros' Deep Listening (2022) and Alvin Lucier's scores that explore the physical quality of sound, this paper explores the use of existing soundscape to challenge assumptions and invite learners to reevaluate the sounds they encounter. "Sonic Welcomes" involves closely examining the soundscapes of specific buildings, leading to the revelation and consideration of differences when juxtaposed with visual explorations of the same buildings. This paper serves as a reflective account of these three sonic practices, focusing on provoking learners to both listen and capture the soundscapes (Schafer, 1977). As a significant part of the interior's experience but an often under-served area of interior pedagogy, they offer an introduction to incorporating sonic awareness into the interior design curriculum

Collective memories of shared space and experience in the creation and inhabitation of virtual studio.

Art and design students’ occupation and use of physical studio spaces have decreased and altered during the Covid-19 pandemic, and online learning spaces have become increasingly important. This case study explores the value of collective memories of shared space in the creation and inhabitation of online studio, using recalled narrative and thematic analysis to inform refinement of the virtual studio used during a unique year. Interior Design practice is rooted in collective human interactions within the built environment. We describe the positive effect familiar layout and language have on Interior Design students' ability to engage effectively in online studio activities. Thus, enabling students to feel optimistic about the events they have experienced and highlight the effectiveness of the events. Feedback from students and staff provides insight into the influence of digital proxies for space, and the use of familiar language affects the perception of online studio. We conclude by testing our early findings, describing elements the student body found most supportive and propose how we may further expand this research to provide a basis for designing effective and engaging virtual studio spaces