Academic literature on the topic 'Degree Discipline: Film'
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Journal articles on the topic "Degree Discipline: Film"
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Baird, Craig, and Kerry Pedigo. "An Evolving Teaching Methodology: An Integrated Approach To Teaching Multi-Disciplinary Classes." Journal of Business Case Studies (JBCS) 1, no. 3 (July 7, 2011): 9. http://dx.doi.org/10.19030/jbcs.v1i3.4922.
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This paper discusses an approach to teaching and learning in multi-disciplinary university settings using case study based scenarios presented using films as a key teaching methodology. The production of four films (The Video store, Perception Airlines, Tranquil Whispers, and Middleton) over an eight year period was an iterative process through which the use of film-based case study scenarios was refined as a teaching tool to integrate student learning across multiple disciplines in a business school. Each of the four films was designed to enhance first year university students understanding of theories and practices used in a range of discipline areas that underpin the operations of a commercial business undertaking. The final film mainly discussed here depicts a central case study scenario, entitled Middleton featuring a cast of teaching and academic staff from the Curtin Business School (CBS) in Perth, Western Australia and Curtin Sarawak, Malaysia(Curtin University of Technology). It was produced as a core teaching approach for exploring themes as part of the delivery of several first year units within the CBS, delivered over twelve campuses in Western Australia and South East Asia (Singapore, Malaysia, Hong Kong, Sri Lanka). Students in their first year of a commerce degree study compulsory business units that are disparate in their content and delivery. This diversity can cause some students to have difficulty with defining meaningful cohesiveness between units in their first year of study. Middleton sought to integrate the first year subjects into a film depicting a central case study of an international business operation.
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Berry, Chris. "Hitchcock with a Chinese Face: Cinematic Doubles, Oedipal Triangles, and China's Moral Voice (with DVD). By Jerome Silbergeld. [Seattle: University of Washington Press, 2004. 160 pp. £22.95. ISBN 0-295-98417-1.]." China Quarterly 182 (June 2005): 454–56. http://dx.doi.org/10.1017/s0305741005360267.
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Jerome Silbergeld introduced an art history approach into Chinese film studies with China into Film: Frames of Reference in Contemporary Chinese Cinema in 2000. Hitchcock with a Chinese Face goes further. Like an art historian selecting three seemingly disparate paintings and demonstrating their links, Silbergeld chooses a film each from Hong Kong, Taiwan and mainland China, but argues that they pursue similar aesthetic and political directions. The result is a virtuoso display of intense textual and inter-textual exegesis, informed by an in-depth knowledge of the pre-modern Chinese arts, contemporary Chinese political culture, and globally circulated Western culture (including Hitchcock). It is also a challenge to the discipline of film studies itself.The three films Silbergeld selects for analysis are Lou Ye's 2000 film from mainland China, Suzhou River (Suzhou he); Yim Ho's 1994 Hong Kong film, The Day the Sun Turned Cold (Tianguo nizi); and the final part of Hou Hsiao Hsien's 1995 Taiwan trilogy, Good Men, Good Women (Hao nan, hao nü,). He acknowledges that the project began as a personal indulgence allowing him to explore further some of his favourite films. However, his engagement with the films leads him to argue that each one, in its own way, deconstructs the commonly circulated idea of a unified Chinese culture, engages powerfully with morality, is narratively complex and anti-commercial, mobilizes a cosmopolitan knowledge of world cinema, and displays an unusual degree of interest in individual psychology and oedipality. The latter elements help to ground the comparisons to Hitchcock (as well as to Hamlet, Dostoevsky, Faulkner and others).
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Pope, Randolph D. "Why Major in Literature—What Do We Tell Our Students?" PMLA/Publications of the Modern Language Association of America 117, no. 3 (May 2002): 503–6. http://dx.doi.org/10.1632/003081202x61278.
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The progression from language instruction or composition to the higher discipline of literature is no longer the only or even preferred path everywhere. For example, MIT stresses that its literature program goes beyond the traditional:The program in Literature leading to the degree of Bachelor of Science in Literature is equivalent to the curricula in English (or literary studies) of the major liberal arts universities. The Literature curriculum is notable also for its inclusion, along with traditional literary themes and topics, of materials drawn from film and media, from popular culture, and from minority and ethnic culture. (“Major”)
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Rossolatos, George. "Rhetorical Transformations in Multimodal Advertising Texts: From General to Local Degree Zero." HERMES - Journal of Language and Communication in Business 26, no. 50 (November 2, 2017): 97. http://dx.doi.org/10.7146/hjlcb.v26i50.97821.
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The use of rhetoric in advertising research has been steadily gaining momentum since the 1980’s. Coupled with an increased interest in multimodality and the multiple interactions among verbal, pictorial and auditory registers, as structural components of an ad filmic text, the hermeneutic tools furnished by traditional rhetoric have been expanded and elaborated. This paper addresses the fundamental question of how ad filmic texts assume signification from a multimodal rhetorical point of view, by engaging in a fruitful dialogue with various research streams within the wider semiotic discipline and consumer research. By critically addressing the context of analysis of a multimodal ad text in the course of the argumentation deployed by different approaches, such as Social Semiotics (Kress/Leeuwen 2001), Film Semiotics (i.e. Metz 1982, Carroll 1980, Branigan 1982), Visual Semiotics (i.e. Sonesson 2008; 2010, Eco 1972;1976;1986, Groupe " 1992), Consumer Research (i.e. Mick/McQuarrie 1999; 2004, Philips 2003, Scott 1994), the relative merits of a structuralist approach that prioritizes the distinction between local and general degree zero, as put forward by Groupe " (1992), are highlighted. Furthermore, the modes whereby rhetorical transformations are enacted are outlined, with view to deepening the conceptual tackling of degree zero of signification, while addressing its applicability to branding discourse and multimodal ad texts.
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Bykova, Natalia Ivanovna. "On the indicators of competence achievement for the group of specialties 51.00.00 “Cultural Studies and Socio-Cultural Projects”." Современное образование, no. 3 (March 2021): 21–33. http://dx.doi.org/10.25136/2409-8736.2021.3.34541.
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The subject of this research is the competencies and indicators of competence achievement in the educational standards in the sphere of culture and art. The object of this research is the group of specialties 51.00.00 “Cultural Studies and Socio-Cultural Projects”, namely the federal state educational standard of higher education – Bachelor's Degree in the field 51.03.02 “Folk Art Culture”. The article reviews the competences and indicators of achieving competences in the specialty 51.03.02 “Folk Art culture”, the discipline “Management of Film, Photo, and Video Studio”. The main research method is the analysis of literature and normative legal documents, including state educational standards and basic educational curricula in the context of competency approach. The author applies the method of describing personal experience based on the practical work of the Faculty of Culture and Arts and the actual pedagogical practice of F. M. Dostoevsky Omsk State University. The scientific novelty consists in the development of indicators of general professional competencies for the indicated group of specialties. Currently, there is no uniform understanding of the indicators of competence achievement; it is on the stage of scientific discussion. The relevance for understanding competencies and their indicators is substantiated by the fact that the new federal state educational standards of higher education do not regulate this aspect, leaving the developers certain freedom on this matter. The competencies and indicators of competencies are considered on the example of the experience of the Faculty of Culture and Arts and actual pedagogical practice of F. M. Dostoevsky Omsk State University.
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Lisauskaite, Valentina Vlado. "Implementation of game technologies as a form of interactive technique of teaching Master's disciplines." Современное образование, no. 1 (January 2021): 50–58. http://dx.doi.org/10.25136/2409-8736.2021.1.35145.
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The subject of this research is the analysis of the forms of implementation of interactive teaching techniques in form of game technologies on the example of a specific discipline within the framework of the Master's Degree program “Law in the Field of Regional International Relations”. The object of this article is the “business game” and “group research” as form of giving a lesson. Special attention is turned to the analysis of characteristics of interactive technologies, developed by the author from the basic definition, as well as to the characteristics of the methodology of implementation of game technologies in the context of the academic discipline “The Peculiarities of Organizational and Legal Cooperation of States in the field of Protection from Disasters within the framework of Regional mechanisms”. The main conclusions are as follows: game technologies is an essential element of teaching and should actively implemented; it is important to think through the goal and tasks of a specific game technology in order to achieve the desired result; a particular type of the implemented game technology depends on different aspects, including the level of training, discipline and topic; the use of game technologies in education allows the students to reinforce the studied material, identify and fill the gaps in knowledge, and learn how to apply the acquired knowledge. A special contribution of the author to the study of the topic is the presented methodological characteristics of the application of specific game technologies in the framework of the considered academic discipline. The novelty of this research consists in refraction of the general theoretical characteristics of interactive methods and their forms in teaching legal disciplines within the framework of Master's Degree Program.
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Mitchell, Joelle, and Alice Turnbull. "Identifying pan-industry common contributors to major accident events." APPEA Journal 60, no. 1 (2020): 41. http://dx.doi.org/10.1071/aj19036.
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Analysis of incident investigation findings as a means of identifying common precursors or causal factors is a common topic of safety research. Historically this type of research has been conducted through a single lens, depending on the researcher’s discipline, with incidents analysed in accordance with a favoured theory, or grouped according to industry or region. This has led to the development of numerous frameworks and taxonomies that attempt to predict or analyse events at various levels of granularity. Such theories and disciplines include safety culture and climate, human factors, human error, management systems, systems theory, engineering and design, chemistry and maintenance. The intent of such research is ostensibly to assist organisations in understanding the degree to which their operations are vulnerable to known precursors or causal factors to major accident events and to take proactive measures to improve the safety of their operations. However, the discipline-specific nature of much of this research may limit its application in practice. Specific frameworks and taxonomies may be of assistance when organisations have identified a relevant area of vulnerability within their operations, but are unlikely to assist organisations in identifying those vulnerabilities in the first place. This paper seeks to fill that gap. A multidisciplinary approach was taken to identify common causal factors. Investigation reports published by independent investigation agencies across various industries were analysed to determine common causal factors regardless of discipline or industry.
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Sissons, Helen, and Thomas Cochrane. "Introducing Immersive Reality into the Journalism Curriculum." Pacific Journal of Technology Enhanced Learning 2, no. 1 (November 11, 2019): 7. http://dx.doi.org/10.24135/pjtel.v2i1.27.
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Following the introduction of the Google Cardboard virtual reality (VR) head mounted display (HMD) in 2014, mainstream journalism began exploring the potential of VR to transform news storytelling as an immersive experience (Lalwani, 2015; Somaiya, 2015). However, unlike the transformative impact of social media on journalism and journalism education (Mulrennan, 2017), VR has taken several years for this to filter into the curriculum of journalism higher education. AUT’s journalism programme includes a final semester, capstone, assessment in which students produce a piece of long-form immersive journalism that provides the opportunity to embed VR storytelling as an authentic immersive experience. To address this we created a collaborative curriculum design team in 2019 to design a workshop (Sissons & Cochrane, 2019) to introduce journalism students to the potential of VR to explore and create an immersive journalism experience. We used a design based research methodology (McKenney & Reeves, 2019) to structure the curriculum design process into four phases: initial analysis and exploration, development of a prototype curriculum intervention, evaluation and redesign of the intervention, and dissemination of identified design principles and findings. Meeting weekly the design team brainstormed a workshop that mapped the affordances of mobile XR to a real world project, and created a simple demonstration XR environment (https://seekbeak.com/v/kvPq47DpjAw). We founded the workshop design upon the principles of heutagogy (Blaschke & Hase, 2019), as the principles of heutagogy map closely to the core journalism graduate profile outcomes (Cochrane, Sissons, & Mulrennan, 2017). In this workshop students worked in teams to film and compile an interactive experience based on the University’s Journalism Media Centre, creating an interactive tour using SeekBeak (https://seekbeak.com). Using AUTEC ethics processes we obtained informed consent from the participating students for a feedback survey that will inform the second phase redesign of the curriculum design for 2020. Anonymous post-workshop student feedback survey responses, with a 78% return rate (https://www.surveymonkey.com/results/SM-5SMVCVSJ7/) were very positive. We believe this collaborative curriculum design approach provides a simple model that can be utilised in other higher education discipline contexts.
References
Blaschke, L. M., & Hase, S. (2019). Heutagogy and digital media networks: Setting students on the path to lifelong learning. Pacific Journal of Technology Enhanced Learning, 1(1), 1-14. doi:https://doi.org/10.24135/pjtel.v1i1.1
Cochrane, T., Sissons, H., & Mulrennan, D. (2017). Mainstreaming Mobile Learning in Journalism Education. In H. Crompton & J. Traxler (Eds.), Mobile Learning in Higher Education: Challenges in Context (pp. 19-30). New York: Routledge.
Lalwani, M. (2015). ABC News introduces VR initiative with 360-degree tour of Syria. Retrieved from http://www.engadget.com/2015/09/17/abc-news-introduces-vr-initiative-with-360-degree-tour-of-syria/
McKenney, S., & Reeves, T. (2019). Conducting educational design research (2nd ed.). London: Routledge.
Mulrennan, D. (2017). Mobile Social Media and the News: Where Heutagogy Enables Journalism Education. Journalism & Mass Communication Educator, OnlineFirst(0), 1-12. doi:10.1177/1077695817720762
Sissons, H., & Cochrane, T. (2019). Newsroom Production: XRJournalism Workshop. Retrieved from https://tinyurl.com/XRJournalism
Somaiya, R. (2015, 20 October 2015). The Times partners with Google on virtual reality project. Retrieved from http://www.nytimes.com/2015/10/21/business/media/the-times-partners-with-google-on-virtual-reality-project.html?smid=tw-nytimestech&smtyp=cur&_r=1
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Contri, Andréia Mainardi, Marlon Paula Pessota, Carla Rosane da Silva Tavares Alves, and Vânia Maria Abreu de Oliveira. "Cultural and social interactions." International Journal for Innovation Education and Research 9, no. 10 (October 1, 2021): 145–55. http://dx.doi.org/10.31686/ijier.vol9.iss10.3427.
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This paper presents the results of a bibliographical research that had as corpus the films "Up to the limit of honor" (1997), "Race and redemption" (2019) and "The House of Spirits" (1993), an activity proposed in the discipline Cultural Representations: Literature and Cinema, of the master’s degree in Sociocultural Practices and Social Development of the University of Cruz Alta – Unicruz. The purpose of this work was to discuss recurring themes in the contemporary society scenario, such as: machismo, social inclusion and prejudice, issues that are presented in the films analyzed.
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PAWEŁCZYK, Piotr. "Seksualność w socjotechnice dyscyplinowania." Przegląd Politologiczny, no. 1 (November 2, 2018): 139–48. http://dx.doi.org/10.14746/pp.2011.16.1.10.
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The paper ponders the subject of utilizing human sexuality in the process of social discipline. The author perceives this process as a modern form to subjugate an individual primarily on the basis of symbolic coercion. Making reference to the classical works of Michel Foucault the author emphasizes the factors that allow sexuality to be used for social programming. Foucault was critical of the idea that we experience the repression of a natural sexual drive, at least in its traditional meaning. In his opinion, multiplied knowledge of sex should be noted in Western societies, which leads to the hyper-development of sexual discourse, theory and the science of sexuality. He questioned the stereotypical understanding of sexual repressiveness, which determines a way of thinking in terms of a simple retaliation taken for inappropriate sexual behavior. He suggested that less observable programming control be introduced instead, based on disciplining. The limits of discourse are established by the admissible sexual relations. Whatever goes beyond this discourse, whatever is not contained within it, becomes abnormal and, potentially, repressed. The objectives of programming control and the limits of discipline are decided not only by the church and state, but also by business and media concerns, which fill the discourse with certain subjects thus deciding what dimensions of sexuality are permissible. Confessions that used to be confined to confessionals and psychoanalysts’ surgeries have become media commodities used not only marginally by pornography, but formatted to excite, fill voyeuristic needs and experience vicarious sensations. Discourse is becoming an area of apparent freedom, whereas in fact it is a means to discipline society. This seeming expansion of discourse limits to a lesser degree concerns the realm of problems and to a greater degree – accessibility. What used to be an object of communicative interest reserved for the elite has been included in mass discourse because this is the requirement of modern democracy and a liberal economy.
Books on the topic "Degree Discipline: Film"
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VanCour, Shawn. Making Radio Talk. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190497118.003.0006.
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This chapter considers emerging forms of radio speech developed for formats ranging from scheduled talks to professional announcing. Disrupting established styles of public speaking, radio offered rich subject matter for the new discipline of speech communication, which helped to formalize new rules favoring a well-modulated delivery with restrained, natural speech and careful control over rate, pitch, and enunciation. Three larger sets of cultural tensions impacted these emerging announcing practices: (1) tensions surrounding a standardized national speech movement and its implicit regional, gender, and class biases; (2) concerns over an emergent culture of personality that informed debates on desired degrees of formality and informality in radio speech; and (3) long-standing concerns over disembodied communication-at-a-distance exacerbated by radio’s severing of voices from speakers' physical bodies. Resulting efforts to discipline the radio voice spurred important shifts in period voice culture that resonated across fields from rhetoric and theater to film and phonograph entertainment.
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Anno, Mariko. Piercing the Structure of Tradition. Cornell University Press, 2020. http://dx.doi.org/10.7591/cornell/9781939161079.001.0001.
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What does freedom sound like in the context of traditional Japanese theater? Where is the space for innovation, and where can this kind of innovation be located in the rigid instrumentation of the Noh drama? This book investigates flute performance as a space to explore the relationship between tradition and innovation. This first English-language monograph traces the characteristics of the Noh flute (nohkan), its music, and transmission methods and considers the instrument's potential for development in the modern world. The book examines the musical structure and nohkan melodic patterns of five traditional Noh plays and assesses the degree to which Issō School nohkan players maintain to this day the continuity of their musical traditions in three contemporary Noh plays influenced by William Butler Yeats. The book's ethnographic approach draws on interviews with performers and case studies, as well as the author's personal reflection as a nohkan performer and disciple under the tutelage of Noh masters. The book argues that traditions of musical style and usage remain influential in shaping contemporary Noh composition and performance practice, and the existing freedom within fixed patterns can be understood through a firm foundation in Noh tradition.
Book chapters on the topic "Degree Discipline: Film"
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Pierce, Janine M., and Donna M. Velliaris. "Widening the Lens." In Advances in Logistics, Operations, and Management Science, 22–38. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9691-4.ch002.
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To meet the challenge of bridging the digital divide among Net Generation students and Higher Education (HE) lecturers, a ‘Storyboard' methodology was piloted at the South Australian Institute of Business and Technology (SAIBT). Within an Associate Degree in Management program, a digital story-telling assessment task was introduced into a ‘Communication in Organisations' course to augment culturally diverse students' engagement with the discipline, as well as advance their English-language proficiency and academic achievement. Photos were gathered and shared over the trimester to capture students' reflections on what they were learning and how that felt at the time. Students then digitally collated the photos into a final original and introspective photo-story ‘film' that encapsulated the challenges, realisations and successes of the teaching and learning journey.
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Abrahms, Max. "The Structure of Success." In Rules for Rebels, 126–37. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198811558.003.0010.
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How can the militant leader help to ensure that members faithfully execute his targeting preferences? That is, how can he promote task cohesion in the ranks so subordinates refrain from targeting civilians? For the militant leader, the key to task cohesion is centralizing the organization. Centralizing the organization helps the leader to communicate his tactical instructions to the rank-and-file, discipline wayward members for attacking civilians, and vet out high-risk recruits prone to subverting the cause with terrorism. The leader has considerable agency over the degree to which his group is centralized. This chapter explains the benefits of centralizing it before quantifying them statistically.
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Machado, Joana, Isabel Araújo, António Almeida-Dias, Jorge Ribeiro, Henrique Vicente, and José Neves. "A Psychometrics Approach to Entropy." In Advances in Medical Technologies and Clinical Practice, 177–91. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-9172-7.ch007.
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Today's metrics for women housework work (WHW) operate at a quantitative level, specifically measuring time expended on a task and the totality of tasks women perform, not considering that it is a process that is eminently qualitative in nature. To fill this gap, an innovative framework for representing and thinking about big data or knowledge is presented, borrowing from the field of artificial intelligence the methods and methodologies for problem solving, from logic programming the artifacts to improve practice through theory, and from the laws of thermodynamics the construct of entropy, interpreted as the degree of disorder or unpredictability in a system, a principle that may be used to understand system evolution. Last but not least, it also considers the relationship among the disciplines of psychometrics and psychology or sociology (i.e., how certain psychological and sociological concepts such as cognition, knowledge and personality affect WHW satisfaction).
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Edwards, Patricia, Mercedes Rico, Eva Dominguez, and J. Enrique Agudo. "Second Language E-Learning and Professional Training with Second Life®." In Web-Based Education, 867–87. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-61520-963-7.ch060.
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Web 2.0 technologies are described as new and emerging for all fields of knowledge, including academia. Innovativee-learning formats like on-demand video, file sharing, blogs, Wikis, podcasting and virtual worlds are gaining increasing popularity among educators and students due to their emphasis on flexible, collaborative and community-building features, a promising natural channel for the social constructivist learning theory. This chapter addresses the application of e-learning in university degree programs based on exploiting the practical, intensive and holistic aspects of Second Life® (SL™). Although the specific framework dealt with is English as a foreign language, it seems feasible to assume that the learning processes are equally transferable to other disciplines. In light of the aforementioned premises, the outlook of e-learning 2.0 approaches require action research and shared experiences in order to back up or challenge the claims andexpectations of the academic community concerned withbest practices in education.
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"Everything is included in such a calculation, everything can be summed up to that result; we find in it the effects of the chemical, mechanical, physical process, the advan tages of activity and workforce discipline, and finally the effect of every resource, of all sorts of economic means, particularly that of a lower capital producing as much or more. The evaluation of each Company, that is to say its contribution to the association, will result from that cost, or return, combined with the number of squarefoot pro duced, and with the effective selling price, including of course the quality or the degree of perfection of products. What happened meanwhile in the economic field? Which fac tors were strong enough to lead to such a systematic calculation? The conditions of production had slightly evolved in that period, but the main change came from outside the firm. Between 1793 and 1829, the dates of the two preceding quotations, the Company's Privilege disappeared and something new emerged: competition. The upheavals resulting from the Industrial Revolution seemed to have led to the widespread acceptance of cost calcula tions as the only efficient means to compare the activities of com peting firms. This is particularly true for firms that did not have any competition before 1790. Moreover, one can observe that in dustrial accounting and cost accounting books appeared in France from 1817 onwards, and can find several authors of that period saying: “I am the very first to find a new approach to the prob lem."6 THE SETTING UP OF THE NEW ACCOUNTING SYSTEM (1820-1834) The proceedings of the Board of Director’s meetings have been preserved; from these it is apparent that a new accounting system began in 1820. However, the actual accounting records from before 1825 have not survived. From the 1825 accounting records, it is clear that there is a new system of reporting which was long in being developed; a Profit and Loss Account was pre-." In Accounting in France (RLE Accounting), 254. Routledge, 2014. http://dx.doi.org/10.4324/9781315871042-22.
Full textConference papers on the topic "Degree Discipline: Film"
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Ings, Welby. "Beyond the Ivory Tower: Practice-led inquiry and post-disciplinary research." In LINK 2021. Tuwhera Open Access, 2021. http://dx.doi.org/10.24135/link2021.v2i1.171.
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This address considers relationships between professional and postdisciplinary practices as they relate to practice-led design research. When viewed through territorial lenses, the artefacts and systems that many designers in universities develop can be argued as hybrids because they draw into their composition and contexts, diverse disciplinary fields. Procedurally, the address moves outwards from a discussion of the manner in which disciplinary designations, that originated in the secularisation of German universities during the beginning of the nineteenth century, became the template for how much knowledge is currently processed inside the academy. The paper then examines how these demarcations of thought, that included non-classical languages and literatures, social and natural sciences and technology, were disrupted in the 1970s and 1980s, by identity-based disciplines that grew inside universities. These included women’s, lesbian and gay, and ethnic studies. However, of equal importance during this period was the arrival of professional disciplines like design, journalism, nursing, business management, and hospitality. Significantly, many of these professions brought with them values and processes associated with user-centred research. Shaped by the need to respond quickly and effectively to opportunity, practitioners were accustomed to drawing on and integrating knowledge unfettered by disciplinary or professional demarcation. For instance, if a design studio required the input of a government policymaker, a patent attorney and an engineer, it was accustomed to working flexibly with diverse realms of knowledge in the pursuit of an effective outcome. In addition, these professions also employed diverse forms of practice-led inquiry. Based on high levels of situated experimentation, active reflection, and applied professional knowing, these approaches challenged many research and disciplinary conventions within the academy. Although practice-led inquiry, argued as a form of postdisciplinarity practice, is a relatively new concept (Ings, 2019), it may be associated with Wright, Embrick and Henke’s (2015, p. 271) observation that “post-disciplinary studies emerge when scholars forget about disciplines and whether ideas can be identified with any particular one: they identify with learning rather than with disciplines”. Darbellay takes this further. He sees postdisciplinarity as an essential rethinking of the concept of a discipline. He suggests that when scholars position themselves outside of the idea of disciplines, they are able to “construct a new cognitive space, in which it is no longer merely a question of opening up disciplinary borders through degrees of interaction/integration, but of fundamentally challenging the obvious fact of disciplinarity” (2016, p. 367). These authors argue that, postdisciplinarity proposes a profound rethinking of not only knowledge, but also the structures that surround and support it in universities. In the field of design, such approaches are not unfamiliar. To illustrate how practice-led research in design may operate as a postdisciplinary inquiry, this paper employs a case study of the short film Sparrow (2017). In so doing, it unpacks the way in which knowledge from within and beyond conventionally demarcated disciplinary fields, was gathered, interpreted and creatively synthesised. Here, unconstrained by disciplinary demarcations, a designed artefact surfaced through a research fusion that integrated history, medicine, software development, public policy, poetry, typography, illustration, and film production.