Navigating the Methodology of an Interdisciplinary Art and Design Practice with Conscious Bridging

Abstract

The growing emergent field of interdisciplinary research provides opportunities for discussing and attempting to understand interdisciplinarity at a deeper pedagogical level.The author, having completed a PhD in the field of an interdisciplinary art and design practice, presents an analysis of its methodology to contribute to the discussion. Through incidentally applying the method of Bourdieu's notion of reflexivity onto the practice, a clearer understanding of the approaches undertaken in the practice was experienced. This supported navigating between spectrums of approaches and identifying dichotomic knowledges applied in the practice, which the author terms 'conscious bridging'. In support of the proposed notion of conscious bridging, the author adds further evidential observations of teams participating in interdisciplinary projects and taking into analysis the processes of varied approaches specific to their discipline. This article presents strategies to consider, adopt and apply in an interdisciplinary art and design practice in order to assist the quality and efficiency of research outcomes. Keywordspractice-led research, reflexivity, conscious bridging, art and design, interdisciplinarity, transdisciplinarity RationaleInterdisciplinary practice draws from disciplines that are underpinned by theories and knowledges aligned to their approaches. Methodologies also vary in support of effective application of each discipline. With universities adopting a future focus that includes developing new curricula and delivering teaching aligned to an interdisciplinary and transdisciplinary practice, there is a timely need that discussion and research is presented on this topic. 38.2conscious bridging in support of interdisciplinary practices, which can cross over and apply to transdisciplinarity too, with examples from PhD research and further personal observational studies. Details and definitions will be explained to support integrating conscious bridging recognition, location and planning in interdisciplinary and transdisciplinary practices. In support, recommendations will be provided for continual research opportunity.Historically, there has been interdisciplinary and transdisciplinary curriculum design implemented in university teaching as early as 1975 (Franks et al. 2007), at Griffith University, Queensland, Australia. However, as Daniel Franks et al. explain in their account and outlines of challenges, this was focused on two schools, the Griffith Business School and the Australian School of Environmental Science. Benefits derived from this current research include a twofold opportunity that includes university level student learning and the professional sector. University curriculum in design schools is moving to integrating disciplines together for a holistic experience of learning, which provides students in a major discipline with focus to gain adjunct knowledgean interdisciplinary and transdisciplinary approachin support of presenting projects aligned to professional project outcomes.The personal obser...

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