‘I’m interested in how we can implement situated learning within design education.’
Sarah Lugthart is a researcher within the research groups Situated Art and Design, and Biobased Art and Design. She is also Pathway Leader of the master’s programme Animation at the Master Institute of Visual Cultures.
Sarah Lugthart graduated in New Media and Digital Culture in 2004 from the University of Utrecht. She has been programme manager at different cultural institutions, like the bkkc (now Kunstloc), organising workshops, film screenings and network meetings.
Since 2010 she has been working as a tutor at St. Joost School of Art & Design, lecturing on topics such as media theory and digital storytelling. More recently she is involved in the minor Research in Immersive Storytelling as a coordinator and tutor, a programme developed together with the Communication & Multimedia Design programme in Breda. Sarah is tutor and the Pathway Leader of the master’s Animation programme. As a Caradt researcher, she focuses on situated design, situated learning, immersive storytelling (from within the lab for the introduction of living materials).
Alongside her work at the academy Sarah has also been a member of the Professional Arts Fund Committee (Subsidieregeling Professionele Kunsten), Brabant’s kenniscentrum voor kunst en cultuur (now Kunstloc), and an advisor on animation for the Dutch Film Fund. She lives in Antwerp.
Situated Learning & Immersive Storytelling in the Lab
What happens when immersive storytelling projects are developed in the context of a lab? How do students deal with the complexities brought about by the context of a lab? How might working in a lab influence the creative outcomes in storytelling? Are theses outcomes, for example, more immersive or innovative, more grounded in a scientific reality or socially relevant?
Publications
Lugthart, S. & van Dartel, M. (in press) Designing Situated Learning Environments for Media Design Education: A Case Study, in AIGA DEC, & Zahabi, L. (Ed.), SHIFT.
Lugthart, S. & van Dartel, M. (2021) Simulating Professional Practice in STEAM Education: A Case Study, European Journal of STEM Education, 6(1), 17.
Lugthart, S. & van Dartel, M. (submitted) Designing Situated Learning Environments for Media Design Education: A case study.
Lugthart, S. & van Dartel, M. (2019). Teaching Situated Actions: A case study. In: M. Carmo (ed.) International Conference on Education and New Developments (END 2019) Volume I. InScience Press: Portugal, pp. 202-206.
Lugthart, S. & van Dartel, M. (submitted). Teaching Situated Actions: A case study
Lugthart, S. & van Dartel, M. (2018) Teaching Situated Actions: A case study. In: N. Nigten (2018). In: N. Nigten (Ed.) Proceedings of Balance Unbalance 2018: New Value Systems – Sustainability and Social Impact as Drivers for Value Creation (Extended Abstract)
Lugthart, S., van Dartel, M., Quispel, A. (2017), Plans versus Situated Actions in Immersive Storytelling Practices, In N. Nunes, I. Oakley, and V. Nisi, (Eds.) Lecture Notes in Computer Science (LNCS) 10690: Interactive Storytelling (pp. 38-45). Springer: Berlin.
Research Group: Situated Art and Design
Living in cities developed around data and acting within the inscrutable structure of our techno-society demands art and design that can help understand how we relate to these rapidly changing surroundings and to reflect on that relationship. The research group Situated Art and Design responds to this exigency by fostering a situated turn in art and design through a diverse portfolio of interdisciplinary research projects in partnership with academic and cultural partners, as well as with government and industry.
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‘People are the product of their relationships with their environment. It’s important to understand how technological developments influence these relationships.’
Michel van Dartel 
‘Almost everything I design is based on giving form to the invisible.’
Tara Karpinski
‘Imagination is the key to a strong inclusive society. Artistic work and situated design can contribute to a better understanding of the other.’
Jenny van den Broeke
‘‘Understanding how creativity and imagination emerge from interactions with our environment will lead to improved innovation processes, tools and technologies.’’
Alwin de Rooij
‘Through an interplay of design and research, the apt questions and necessary tools can be discovered and applied to each research project.’
Antal Ruhl
‘The essence of the situated, cinematic experience of dance lies in the mental interaction where the public becomes co-author.’
Noud Heerkens
‘Could experimental sensory translation of art works improve their accessibility for sensory diverse exhibition audiences?’
Eva Fotiadi
‘How can the notion of the ‘script’ be used in a situated design practice? ’
Ollie Palmer
‘The ultimate goal is to enable people to improve their lives, making them more enjoyable and comfortable.’
Simone van den Broek
‘Attention during interaction is personal, not a given fact.’
Misha Croes
‘Investigating the potential of sensory augmentation to bridge the sensory gap between deaf and hearing.’
Michel Witter
‘Getting comfortable with ambiguity enables designers to absorb feedback and use it to make better design choices.’
Gabri Heinrichs
‘I look at the ways in which citizens can play an active role in shaping their cities, and how new media and technology can contribute to this.’
Barbara Asselbergs
‘For me, the iterative design-research process is an exciting journey towards designs that can transform human consciousness.’
Danielle Roberts