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Lorraine Marshalsey MA Design (Graphics), BA (Hons) Design & Applied Arts

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PhD Research Student

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Lorraine Marshalsey

An investigation into the experiential impact of sensory affect in contemporary Communication Design studio education.

Supervisors: Dr. Madeleine Sclater, Steve Rigley

In recent years within Art and Design in Further and Higher Education, learning approaches and practices in specialist studio settings have seen some dramatic changes and these are also evident in studio education today. In recent times specialist design studio facilities are being reconfigured into office-like classrooms or open-plan learning spaces. This study examines the experiential impact of sensory affect as it is experienced by students in contemporary Communication Design studio education; investigating the learning processes, within a specialist practice-led discipline in the context of variable studio environments.
In Communication Design studio education there is an intricate framework of interwoven and diverse relationships, patterns of learning experiences and the positive and negative impact of sensory affect. The reconfiguration of learning spaces may affect student learning and could contribute to the stimulation, indifference or irritation of their senses. Sensory affect can typically produce sensitivities or stimulation to sight, sound, light, touch and temperature among others. Students may be sensitive to the sensory affects within their studio environments yet the impact of these experiences may go unnoticed or simply tolerated in their allocated learning spaces.
The purpose of this research study is to systematically examine the everyday experiences of contemporary Communication Design studio education through a student-led participatory Action Research approach. The interwoven, holistic sensory and sound ethnographic methodology stresses the ‘… processes, relationships, connections and interdependency among the component parts…’ occurring in studio learning as a means to understand and construct the impact of sensory affect from an insiders’ point of view. A visual ethnographical research strategy, ‘Photovoice’, was also applied as a means to describe the cultural studio practices and social interactions inside the two higher education institutions chosen for this study.
A preliminary study generated the question: ‘How might Communication Design studio education support and develop an explicit exploration of the role of the senses in learning?’ Therefore, this study contextualises how students might benefit from being aware of the affective experiences within Communication Design studio education to enable and empower students beyond current forms of engagement.
Lorraine has been awarded the Global Excellence Initiative Fund PhD Studentship under the theme of Education in Art, Design and Architecture.

PUBLICATIONS AND EXHIBITIONS:

Lorraine Marshalsey (2014) Communication Design: An investigation of the experiential impact of sensory affect in contemporary open-plan studio education, in Proceedings of The 5th International Journal Of Art & Design Education (iJade) and The National Society for Education in Art and Design (NSEAD) International Conference of Collaborative Practices in Arts Education, Liverpool, UK, 24th-25th October 2014.

Lorraine Marshalsey (2015) Investigating the experiential impact of sensory affect in contemporary Communication Design studio education, in International Journal Of Art & Design Education (iJade), 34.2, pp.212–224.

Lorraine Marshalsey (2015) The socially sustainable studio: developing social networks to motivate students, in Proceedings of The 6th International Journal Of Art & Design Education (iJade) and The National Society for Education in Art and Design (NSEAD) International Conference of Collaborative Practices in Arts Education, Glasgow, UK, 6th-7th November 2015.

Lorraine Marshalsey (2015) Exploring ‘Photovoice’ as a student-led methodology to understand the impact of sensory affect in Communication Design studio learning, in Proceedings of The New Researchers Conference in The Society for Research into Higher Education (SRHE) Conference, Newport, Wales UK, 8th December 2015.