Can our wearable devices such as pedometers, heart-rate monitors, and Fitbits be repurposed to challenge the relationship between the user, the quantified-self, and our understanding of the workplace and beyond?
How might bringing together artists, scientists and researchers in the humanities with shared interests, generate insights into a shared language for research and creative practice? How can we better communicate risk levels associated with ground movement?
How can we explore what are the barriers and facilitators to opportunities for play, social interaction, physical activity and healthy eating for children through neighbourhood walkabout and photovoice?
How can an awareness of local history improve our understanding of our community?
Can gorillas use computers? Can they, and perhaps other non-human animals, reach a state of ‘Flow’? Could cognitive game-play positively impact their well-being in zoos?
How do pubs feature in older men’s life-histories? What role do pubs play in these men’s social lives? And how have these social spaces impacted on men’s social connections and networks in later life?
Why aren’t children from Hartcliffe ‘on the buses’? Prompted by the experiences of children in Hareclive, this project uses arts-led methods to explore this important question, understanding the effects of “bus immobility” on the children of Room 13. It provides evidence to assess and challenge bus and transport policy in Bristol and beyond.
How might Bristol productively acknowledge its ongoing colonial legacy and contribute to the work of truth and reconciliation with Canada’s First Nations, Inuit and Metis people? What is the potential role of arts practice within this process? How might contemporary enactments, ceremonies, and rituals devised in response to the archival and material records of this history make visible Bristol’s role in north American colonisation?
How can experimental film be used to address the global decline in flying insects and the loss of bees and biodiversity?
How can collaborative PD methodologies be adapted for individual visual impairment to empower stakeholders in the design process of an inclusive AR/MR learning solution?
