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Mixed-Reality Making is a dedicated research strand within the 3D–5D Learning Revolution, focused on developing new sculptural workflows that move fluidly between physical and digital worlds.
Taking place at the Daimler Powerhouse in Coventry, this strand forms part of Pangaea Sculptors’ Centre’s wider research into how digital tools can be meaningfully integrated into contemporary sculptural practice — and into learning environments for schools and communities.
The work is exploring how processes such as 3D scanning, digital and virtual modelling, and mixed-reality tools can support enquiry, iteration and material thinking, before being translated back into physical form.
A new artist training strand in development
Mixed-Reality Making is being developed as a new artist training and CPD offer, with future sign-up planned following the completion of this research phase.
Rather than treating digital processes as specialist or separate, the strand explores how artists can move back and forth between analogue and digital making as part of a single sculptural workflow. Physical materials, handmaking and spatial thinking remain central, while digital tools are used to extend experimentation, testing and iteration.
Artists explored:
– 3D scanning of objects, materials and sculptural forms
– Digital and augmented modelling environments
– Mixed-reality tools and processes
– Re-materialising digital forms into physical outcomes
The emphasis is on understanding, experimentation and creative application, rather than software proficiency alone.
Artists as co-researchers
The Mixed-Reality Making strand was developed in collaboration with the same national cohort of artists involved in the 3D–5D artist–educator training, who participated as co-researchers in testing tools, workflows and learning approaches:
Bo Lanyon
Alisha Millar
Spencer Jenkins
Rachael Champion
Joanne Masding
Nicola Ellis
Lucy Mebarki
Artists shared processes, reflected collectively on accessibility and relevance, and contributed insight into how mixed-reality approaches could support both their own practices and future delivery with young people.
The research was led by Open Form CIC, with specialist facilitation from Sebastian Hicks and Adam Holloway.
Their approach prioritised experimentation, dialogue and critical reflection, supporting artists to test emerging workflows and consider how mixed-reality tools can expand sculptural and learning practice without displacing hands-on making.
Why mixed-reality making matters
Digital tools are increasingly embedded across creative industries, design, engineering and manufacturing. However, access to training — particularly for independent artists and those working in schools and community contexts — remains uneven.
By developing Mixed-Reality Making as part of the 3D–5D Learning Revolution, we are:
– testing how digital tools can be integrated in artist-led, material-focused ways
– supporting artists to build confidence across physical–digital workflows
– exploring how mixed-reality processes can enhance learning without becoming extractive or technocratic
– investigating more sustainable approaches to sculpture production, reducing unnecessary material use through prototyping, iteration and translation before fabrication
– laying the groundwork for future artist training and schools delivery.
What’s next?
Learning from this research strand will inform the launch of a new Mixed-Reality Making course later this year, alongside the national rollout of the 3D–5D schools programme and artist–educator training.
Opportunities for artists to sign up will be announced following the completion of this research phase. Expressions of interest are welcome now.
Funded through Innovate UK, part of UK Research and Innovation (UKRI), through the Department for Culture, Media & Sport’s Create Growth Programme. Delivered in partnership with The Futures Trust, and working with three participating schools in Coventry and Nuneaton — Coundon Court, Keresley Grange and Camp Hill. With further support from the Higgs Charity and Penta Patterns.
