Titles
A-C
D-G
H-K
L-O
P-S
T-Z
A Vaccine Against Fake NewsAI Impact on Design Education: Confronting the Elephant in t...Analog Teachers in the Digital Realm: Three Artist-Educators...Anti-Anti: Teaching How Not To BuildAt the Vanguard: Building Design Education for the 21st Cent...Capacity-Building Pathways for Sustainability Competencies i...Changing Design Pedagogies with Emerging Trends Of Peri & Po...Changing the Ways of Teaching Architecture to Prevent Placel...Cinematography and Film StudiesCommand and Control in Challenge-Based Learning – why a da...Complexity Commonalities: Framing Future Developments in Edu...Correlation of Online Applications to the Effectiveness of F...Creating an 'intersectional third space' for contemporary ar...Designing Complex Systems Curricula for High School Science ...Developing Future-Scaffolding Skills through Complex Systems...Don’t Belabour!: Performing Bodies in the Design StudioEthics, Daylight, and Architectural Education: Managing Comp...Exploring the Complex, Emergent Choreography of Classroom Te...Futures teaching and interdisciplinary praxisHand(s)Off: Curricular Coordination and Instructor Collabora...How Architectural Education can Respond to an Learn Lessons ...Implementing Transdisciplinary Collaboration to Enhance Stud...Industry-University Partnerships As A Pathway To Internation...Interdisciplinary Peer-to-Peer Learning in Design and Policy...Interprofessional initiatives: At home in more than one disc...Japanese University Students Developing Global-mindedness th...Keynote PanelMaking Connections: The Layers of Loneliness COIL ProjectMixed Reality Environments: An Emerging Tool in Interior Des...Positive Sum Design: Design methods and strategiesPreparing Students for Complexity and Uncertainty: An Eviden...Rethinking Online Communities of Inquiry with Complexity The...Simulation as a Pedagogical Method in Teacher Education - a ...Strategic Issues in Business: Teaching Social Responsibility...Studio Problématique: A quest for alternative possibilities...Teaching Racism, Or How to Teach a Moving TargetTechnology, Education and Mastery; 10000 hours against the b...The Create-athon – using experiential learning to build a ...The Integration of Sustainability within Built Environment H...The Rise of AI Chat-bots: Suggestions for Integration in Hig...The Welcomed Problem: Centering the Ends to Develop the Mean...Use of Twitter as a Dispositional Tol for Teachers During th...Utilizing the Readymade as an Instrument to Develop an Under...Voices from The Field: Student Teachers’ Perspective on th...Welcome and IntroductionWhat is Online Learning in the Context of the 4th Industrial...Where do we Design? – Introducing a new studio hybridity
Schedule

IN-PERSON: Applying Education

Teaching and Learning Conference
Utilizing the Readymade as an Instrument to Develop an Understanding of the Principles of Art and Design with Students as Related to the Interior
G. Hurcomb
9:00 am - 10:30 am

Abstract

The readymade was developed by Marcel Duchamp early in the twentieth century. As an art-historical concept there is a plethora of research and writing on his productions and inventions related to this notion, in addition to other artists’ and designers’ relationship to this idea and methodology. As a device for engaging students in the creation of novel designed projects, the literature is sparse. Over the course of the 2021 – 2022 academic year (two semesters), I employed the readymade, or found-object, in two courses to engage with students in the creative process of developing new expressive and dynamic visual designs directly related to interiority and spatial expression. In the Spring of 2022, for a Foundation interior design course, students were asked to discover the readymade in their own lives, whether these were objects in their homes or cars, or elsewhere, so that they could experiment with these materials of their everyday lives. These objects were first brought into the studio classroom, and then photographed and studied for them to channel these images through a particular set of processes related to certain principles of art and design and build a series of creative interpretations of their discoveries. The principles that the students were given the opportunity to explore were balance, symmetry, direction, emphasis, unity, repetition, white space, variety, proportion (scale), contrast, economy, rhythm, hierarchy, pattern, movement, and similarity. Students were therefore asked to connect the concept of the readymade and examine possibilities and potentials for creative exploration through two-dimensional processes focused through the lenses of the principles of art and design, after parsing these images of their found objects. This process, a creative and inspired exploratory and experimental reformulation and procedural restructuring was one of discovery, and dreamlike analysis and synthesis.

Biography

Gregory W. Hurcomb, assistant professor of interior design at LSU, earned a Master of Architecture from the University of Pennsylvania, a Certificate of General Studies in Photography from the International Center of Photography, and a Bachelor of Arts with High Honors in English Literature & Letters, with a minor in Chemistry, from Rutgers University. His creative work is driven by a certain curiosity in the meeting point of the fine arts (including but not limited to installation, sculpture, photography, film, drawing, and painting), and architectural and interior design.