Embedding ecoscenography into performance design pedagogy: three practice-based approaches.

Ecoscenography – a framework that reconfigures traditional processes and conceptualisations of designing for performance – offers a unique approach to bringing sustainability into theatre education. It challenges established linear modes of stage production (from idea to performance to disposal) and instead offers a circular, collaborative and place-orientated approach to conceiving, executing and circulating design ideas and products. Ecoscenography is aligned with the emerging concept of ecopedagogy, where more-than-human perspectives are central to teaching and learning practices. The framework's 'Three C's' – co-creation, celebration and circulation – provides a conceptual alternative to traditional design approaches where students are encouraged to consider the long-lasting impact of the work they conceive. A key enquiry of this paper is to interrogate how ecological thinking can be integrated into performance design pedagogies. Our argument draws on our previous writings of ecoscenography within design pedagogy to focus on an intensive workshop run by the authors at the 2023 Prague Quadrennial of Performance Design and Space. In reflecting on the outcomes of the PQ workshop, we examine three different methods of embracing ecoscenography as a pedagogical framework within performance design training, and offer guidance to other educators looking to adopt eco-ethical approaches to their design training. [ABSTRACT FROM AUTHOR]