04 Embodied Perspectives: Using Stanislavski Method to Enhance Empathy of Design Students

Published by: Creative Pedagogy

Volume: 1 Issue: 1 Year: 2026

Author: Özlem Gezgin (The Glasgow School of Art)

Corresponding Author: Özlem Gezgin

Abstract

Inclusivity in art and design begins with a designer’s ability to understand and anticipate the perspectives of diverse users, yet this skill is often underdeveloped in design education. This paper proposes performance, specifically Konstantin Stanislavski’s Magic If, as a method to cultivate embodied empathy and deepen spatial awareness in design pedagogy. Unlike conventional role-playing or simulation exercises, which often focus on imitation and cognitive understanding, the Magic If provides a structured, repeatable process for perspective-taking through narrative, intention, and embodied action. Drawing on performance theory, embodied cognition, and experiential learning, the paper explores how students can actively “rehearse” empathy by inhabiting user experiences, integrating imagination, emotion, and bodily awareness. This approach transforms empathy from a brief or superficial exercise into a sustainable practice, while positioning performance as a tool for both creative exploration and inclusive design thinking. By linking narrative, embodiment, and reflective practice, the method supports the development of human-centred design solutions that respond to a wide range of abilities, needs, and spatial interactions, offering a practical pathway for enhancing inclusivity in design education.

Keywords: Performance pedagogy; Inclusive design; Embodied empathy; Stanislavski; Design education; Spatial awareness.