The aim of this thesis is to investigate the research capacity of computer-based 3D visualization through the recommendations of the London Charter.

Within that aim, the specific methodological objectives are as follows:

• To produce a methodological outline of my working practices concerned with the cognition and technical presentation of visualization-based research;
• To examine the requirements of intellectual transparency through the use of visualization methods to denote issues of disparity, selection and omission;
• To examine the implications of paradata in regards to technical and ontological frameworks;
• To assess the significance of the 'modeller' within the synthesis of disparate data sets into a cohesive 3D environment.

In conjunction with this research agenda, each of the three case studies are designed in line with a specific line of historical enquiry [for details see Written Component: Chapter 3].

Practice as Research is an approach to arts-based scholarship that challenges the conventional binary between theory and practice. As a methodological framework, it proposes that research questions can be rigorously investigated and articulated simultaneously through expressive mediums other than, though not excluding, conventional written prose. Designed in line with Robin Nelson's model for practice-as-research [see FIGURE 1], this thesis examines the unique qualities of computer-based 3D visualization as a research methodology through the practice of computer-based 3D visualization.

Based on the investigation of three case studies, this project was conducted using the industry standard software for architectural visualization, AutoDesk's 3D Studio MAX © (for more information please read Written Component: Appendix 1: Technological Limitations). The results of which are available as part of this accompanying DVD or available online at www.utopiantheatres.co.uk. This material was conceived using a combination of Adobe Dreamweaver 8 ©, Corel Paint Shop Pro X2 ©, coupled with an immediate knowledge of the web-based coding languages CSS [Cascading Style Sheets] and JavaScript. It is advised that you read this written component before accessing the mediated content.

Furthermore, this written element is composed under what Nelson has referred to as 'complementary writing' [Nelson and Andrews 2009]. This approach recognizes that while the practice may embody the critical insights of the thesis, it fails to appropriately articulate its extrinsic context. Thus, a written element is required to contextualize the research and outline the project's contribution to knowledge. For the purpose of clarity, the intended audience for this thesis are referred to as 'readers': as opposed to 'users' or 'clients' [for details see Written Component: Appendix 2.1.4].

To navigate the website / DVD for the first time, the most straightforward method is to select a case study and begin with its 'contextual statement'. You may then progress through the site using the blue arrows located in the bottom right-hand corner of the screen. Please be aware that to examine paradata accounts and source material requires you selecting this material from within the user interface: this material is not part of the 'journey' provided by the blue arrows. For more information please see Written Component: Appendix 3: Website Navigation.