Astro-animation: Gesture, Metaphor, and Creative Practice in Astronomy Communication

Arcadias, L (2026) Astro-animation: Gesture, Metaphor, and Creative Practice in Astronomy Communication. Doctoral thesis, Liverpool John Moores University.

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Abstract

This thesis investigates Astro-animation as a practice-based, participatory approach to public astronomy communication. Astro-animation is defined here as an embodied, analogue mode of science communication in which gesture, metaphor and animation-making support the exploration of astronomical ideas. In this thesis, astronomy communication refers to the public and informal communication of astronomy, particularly to non-specialist audiences, teenagers and participants from underrepresented groups. Although astronomy communication has expanded through scientific visualisation, immersive environments and art–science initiatives, there remains limited provision for collaborative, embodied and materially grounded engagement through making. Existing formats often prioritise viewing, explanation, or data interaction over participatory interpretation. This thesis addresses that gap by developing Astro-animation as a mode of inquiry through which astronomical ideas are explored collaboratively through making.
The study examines how astrophysical concepts are articulated and transformed into visual, temporal and participatory forms of inquiry. Gesture shifts from analytic focus to design principle and structuring element, while metaphor shapes visual form, timing and concept development within animation practice. Studio-based experimentation informed the development of animation-making approaches for non-specialist audiences.
Methodologically, this practice-based research is informed by Science Capital, which frames how access to resources, prior exposure to science and arts-based learning, confidence, recognition and belonging shape young people’s engagement with astronomy. The research adopts a mixed-methods design integrating creative practice with interviews, surveys, observation and reflexive thematic analysis. It is organised into three interlinked strands. Strand 1 develops Astro-animation through creative practice and collaboration with NASA scientists, culminating in the film The Movements of the Universe. Strand 2 translates these principles into the Astro-animation Toolkit, developed with scientists and artists. Strand 3 implements the Toolkit in community-based and informal learning settings, including libraries, festivals and school-based workshops, with particular attention to teenage engagement.
The thesis makes conceptual, methodological and practical contributions. It shows how animation can function as a mode of inquiry within a mixed-methods, practice-based research design, in which movement, timing, transformation and visual interpretation form part of the analytical process. Practical outputs include The Movements of the Universe, a series of participatory workshop films and the Astro-animation Toolkit, which provides a model for workshop design and delivery. Findings indicate that scientists’ gestures and metaphors provided generative material for animation design, shaping movement, rhythm, timing and visual form; that these principles informed the development of an adaptable Toolkit; and that participatory animation-making can engage teenagers and participants from underrepresented groups through creative exploration of complex astronomical processes. Astro-animation is therefore positioned as a model for inclusive informal science communication.

Item Type:	Thesis (Doctoral)
Uncontrolled Keywords:	Astro-animation; practice-based research; astronomy communication; participatory animation; embodied learning; Science Capital; informal science learning; nclusive science communication.
Subjects:	L Education > LB Theory and practice of education N Fine Arts > N Visual arts (General) For photography, see TR Q Science > QB Astronomy
Divisions:	Art and Creative Industries
Date of acceptance:	17 September 2026
Date of first compliant Open Access:	12 November 2026
Date Deposited:	12 Nov 2026 13:48
Last Modified:	12 Nov 2026 13:49
DOI or ID number:	10.24377/LJMU.t.00029622
Supervisors:	Roughley, M, bennett, S and Benson, T
URI:	https://researchonline.ljmu.ac.uk/id/eprint/29622

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