{"id":1052,"date":"2025-12-10T17:13:58","date_gmt":"2025-12-10T17:13:58","guid":{"rendered":"https:\/\/journals.staffs.ac.uk\/index.php\/build-your-own-equipment-sustaining-creative-practice-at-home\/"},"modified":"2025-12-10T17:13:58","modified_gmt":"2025-12-10T17:13:58","slug":"build-your-own-equipment-sustaining-creative-practice-at-home","status":"publish","type":"page","link":"https:\/\/journals.staffs.ac.uk\/index.php\/build-your-own-equipment-sustaining-creative-practice-at-home\/","title":{"rendered":"Build your own equipment: Sustaining creative practice at home"},"content":{"rendered":"<p><strong>Volume:<\/strong> NULL<br \/>\n<strong>Issue: <\/strong>NULL<br \/>\n<strong>Year:<\/strong> 2021<br \/>\n<strong>Author(s):<\/strong> Jade Lord University of Huddersfield, Elinor Sykes University of Huddersfield<\/p>\n<p>In March 2020, the United Kingdom Covid-19 response created a huge challenge for the creative sector within higher education. With staff and students in lockdown, facilitating the study of practice-based subjects from home, without access to specialist equipment, became difficult. In response to this challenge, staff at the University of Huddersfield employed an innovative approach; demonstrating how students could build their own equipment at home from basic household items. This paper gives a personal account of this innovative approach to lockdown teaching, which has resulted in a wider re-thinking of our teaching practice. Adaptation to changing circumstances led to the evolution of teaching delivery. We include a rationale for our analogue approach and reflections on how our findings may be applicable to teaching across the creative sector and beyond.<\/p>\n<p><strong>Documents:<\/strong><br \/>\n<a href=\"https:\/\/journals.staffs.ac.uk\/wp-content\/uploads\/2025\/12\/Build_your_own_equipment.docx\">Build_your_own_equipment.docx<\/a><br \/>\n<a href=\"https:\/\/journals.staffs.ac.uk\/wp-content\/uploads\/2025\/12\/Build_your_own_equipment.pdf\">Build_your_own_equipment.pdf<\/a><br \/>\n<a href=\"https:\/\/journals.staffs.ac.uk\/wp-content\/uploads\/2025\/12\/\"><\/a><br \/>\n<a href=\"https:\/\/journals.staffs.ac.uk\/wp-content\/uploads\/2025\/12\/\"><\/a><br \/>\n<a href=\"https:\/\/journals.staffs.ac.uk\/wp-content\/uploads\/2025\/12\/\"><\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Volume: NULL Issue: NULL Year: 2021 Author(s): Jade Lord University of Huddersfield, Elinor Sykes University of Huddersfield In March 2020, the United Kingdom Covid-19 response created a huge challenge for the creative sector within higher education. With staff and students in lockdown, facilitating the study of practice-based subjects from home, without access to specialist equipment, [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"open","ping_status":"open","template":"","meta":{"footnotes":""},"class_list":["post-1052","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/journals.staffs.ac.uk\/index.php\/wp-json\/wp\/v2\/pages\/1052","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/journals.staffs.ac.uk\/index.php\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/journals.staffs.ac.uk\/index.php\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/journals.staffs.ac.uk\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/journals.staffs.ac.uk\/index.php\/wp-json\/wp\/v2\/comments?post=1052"}],"version-history":[{"count":0,"href":"https:\/\/journals.staffs.ac.uk\/index.php\/wp-json\/wp\/v2\/pages\/1052\/revisions"}],"wp:attachment":[{"href":"https:\/\/journals.staffs.ac.uk\/index.php\/wp-json\/wp\/v2\/media?parent=1052"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}