INHABITED SCENOGRAPHIES

This section presents the pedagogical principles on which the Inhabited Scenographies approach is built. Through texts, reflections and a recorded talk, it introduces the ideas of diversity, flexibility and complexity, and offers examples that help us imagine other ways of organising educational space.

In this section, we explore several foundations that run through our entire approach: how the environment can support learning, how design can respond to diversity, and how aesthetic and sensory experience are also forms of knowledge. These principles help us question what we take for granted and imagine new ways of inhabiting educational spaces.

A journey through different forms of Scenographies “Cubed”, a pedagogical strategy developed by Createctura that combines art, architecture and education. In this section, we explore four experiences that show how the project has evolved and adapted across different contexts: educational spaces, cultural centres and stage proposals for early childhood.

The Serendipia Archipelagos are cultural and pedagogical projects that invite us to experiment with new ways of creating, learning and inhabiting spaces through art and design. Since 2021, each edition has explored a different theme—education, light, textiles and wood—giving rise to collective installations, workshops and inhabited scenographies in a range of contexts. In this section, we explore their foundations and discover the many islands that have shaped this creative archipelago.

These examples show the diversity of formats, contexts and audiences for which Createctura has developed Inhabited Scenographies. From collective installations at international festivals to sensory proposals designed for early childhood, each experience contributes new possibilities for designing flexible and meaningful pedagogical environments.

This section explores sound as an essential component of pedagogical design. From the acoustics of spaces to musical selection and attentive listening, we examine how sound influences wellbeing, attention and the quality of learning. Through concepts such as audiation, soundscape and musical emotion, we discover new possibilities for enriching educational environments.

These references broaden our perspective on scenographic creation processes in a range of contexts, from professional theatre to museum design and contemporary art. Through videos, interviews and real examples, we explore how stage environments are conceived, constructed and transformed, and how these experiences can inspire our own educational practice.