Featured projects

Maximiliano Wardle (Year 4 – Dissertation) (2020 – WIP)

Working in collaboration with the Casa del Alabado Museum in Ecuador, Max is developing an interactive digital reconstruction of a pre-Columbian Andean smelting workshop to explore the impact of accuracy and ambiguity on learning and engagement within digital heritage. The reconstruction aims to contextualise museum objects in an interactive environment so that it can be used as a pedagogical tool for heritage educators teaching pre-Hispanic history and culture in Ecuador.  

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The museum has recently launched a new web based VLE, EDUCALABADO. To ensure Max’s project seamlessly integrates into this platform he is developing the application using Unity WebGL and adopting a mixed media style which aligns with the visual style of the platform’s content. The mixed media approach also reflects the themes of accuracy and ambiguity by using a scrapbook style which combines realistic, 3D digital museum objects (reflecting evidence) with had drawn elements (reflecting hypothesis).   

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Max is adopting user-centred design methods, engaging educators and academics in the research, design and evaluation of the digital reconstruction. He will reflect on his role as a producer and interpreter of digital heritage, analysing the implications of his work and exploring issues of authenticity, accuracy, significance, and colonisation. 

His project explores the challenges and opportunities of representing archaeological material and theory using digital technologies. It also presents the valuable opportunity to engage with experts and users to create an application which incorporates, and meets, their needs. This is an exciting project, and we can’t wait to see the completed application!  

Andy Spiers (Year 2 – ISD2-C) (2019)

The project: A Unity 3d scene with sound and interaction, incorporating a re-topologized 3d scanned asset. I based my environment on the original mansion hallway from Resident Evil 1.

This project helped me develop my texturing and zbrush skills. I learned a lot about re-topology and other Zbrush tools along with getting more comfortable with the user interface. A very important project to me as it taught the importance of sticking to the brief and not overworking and spending time on areas that are not needed.

Project duration: 3 weeks

Vertical Project (Years 1 / 2 / 3 and 4) by Daniel Livingstone

The Vertical Project is a collaborative experience for all students on the programme. With this project, students work on developing a shared understanding of a theme or current issue through design space research and work on the conception of a game/application and physical computing controller for Unity.

Physical Computing Interface

The student groups bring together students from the different years in order to encourage and support transfer of knowledge and skills. This also provides opportunities for students to reflect on their personal development by interacting with students at different stages of progression through the programme.  
 The course is organised as a three-week long game jam or hackathon with a strong focus on experimentation, skills consolidation and community building.   

I love teaching this course because it provides all involved (students and staff) with a great overview of the creativity, talents and skills of the students on the programme. It also serves as a great source of inspiration and motivation towards future personal work and offers an opportunity to further understand the programme’s ethos and skills development.

Vertical Project by Alexandru Rusu (2020)

CoLab 1& 2 (Year 1) by Sandy Louchart

The First Year Experience brings together all of Year 1 students from the five schools at GSA (Design, Architecture, Fine Art, Innovation, Simulation and Visualisation), the International Foundation Programme, and Glasgow Clyde College Associate Student Scheme in a virtual place for two shared projects during their first year of study. 

The FYE is made up of two 4-week courses: Co-Lab 1 in Semester 1 and Co-Lab 2 in Semester 2. Each course takes a focus on creative practice through the lenses of context, criticality, studio and collaboration. Each course is led by an overarching theme which evolves each academic year to reflect current and relevant topics and issues. 

The FYE introduces students to art school. It offers students the opportunity to explore the breadth of the disciplinary domain in which they will study, work and practice, its relationship with other specialist subjects at GSA and the wider context of Glasgow. 

I love teaching this course because it allows students to showcase who they are and what they believe in within a very creative framework. For some, it is their first opportunity to develop a creative practice, for others, it is an opportunity to apply or consolidate their recent learning in 3D Modelling and Unity. More importantly, students are exposed to different ways of seeing, making and thinking and the opportunity to create work at the SimVis and the Glasgow School of Art.  

View student work: https://gsa-fye.org.uk/  

Short film about the First Year Experience: FYE Co Lab 1:  Being Human 

Origin – Alexandru Rusu (2020) – https://gsa-fye.org.uk/origins/ 


Industry project (Year 3 – ISD3-B/D) by Claire Eaglesham

The industry project aims to give students an experience of working closely with a “real world” client to design, develop, and deliver a creative response to an assigned brief. It builds their project management, teamwork, and professional skills within a creative context whilst exposing them to collaborating with an industry partner (the client). Each student has a specific role within the team, allowing them to work within their chosen area of expertise and contribute towards a large development project.  

The course is split into two modules across the third year of study. During the first module (semester 1), the students define their response to the project brief (assigned by the client), plan the development and pitch their idea to the client. The course material covers aspects of project management, the design process and professional development. By the end of the module, each student team will have a fully formed concept, a functional prototype and a robust delivery plan which shows how they will develop the final application. 

During the second module (semester 2), the students develop and deliver their concept. The course material involves ongoing project management, user evaluations, and continued professional and technical skill development. By the end of this module, each student team will have a final version of the application, user testing insights, and recommendations for future development.   

I love teaching this course for two reasons. First, the students can really explore their areas of interest and consolidate the technical skills they have developed over the first two years of study. Second, the course challenges them to work within the design constraints and specifications set by the client and brief, including amending their concept to incorporate client feedback throughout the process. It is exciting to see how each team works together to solve design challenges and create innovative projects that meet user and client requirements. 

Image Credits: Enliven_PosterPromotional – Shelby Smith (2021)


Header Image Credits – by Ari Angelova & Rachel McCoach (2020)

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