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This paper presents a computational fluid dynamics model fit for multi-layer 3D Concrete Printing. The numerical model utilizes an elasto-visco-plastic constitutive model to mimic the flow behaviour of the cementitious material. To validate the model, simulation data is compared to experimental data from 3D printed walls. The obtained results show that the numerical model can reproduce the experimental results with high accuracy and quantify the extrusion load imposed upon the layers. Such load is found to exceed the material’s yields stress in certain regions of previously printed layers, leading to layer deformation/flow. The developed and validated numerical model can assist in identifying optimal printing strategies, reducing the number of costly experimental print failures and human-process interaction. By doing so, the findings of this paper helps 3D Concrete Printing move a step closer to a truly digital fabrication process.

With this practice-based study we inquire into choreographic-pedagogic intertwinements (Østern, 2018) as a cooperative learning community between a choreographer-researcher-teacher and four primary school teachers. We have co-created the article from our experiences with a creative dance project with the third graders in a public primary school in Norway. Through exploring four stop-moments (Fels & Belliveau, 2008) we tap into an artistic and textual diffractive analysis (Bozalek & Zembylas, 2017; Lenz Taguchi, 2012). The study is created through the expanded notion of choreography (Foster, 2010; Klien & Valk, 2007; Lepecki, 2006) and carried out as a performative research (Østern et al., 2021) situated in the theoretical landscape of agential realism (Barad, 2007). With this study we challenge the gap between art and school, and the professional practices of teachers and artists (Hall, Thomson & Russell, 2007), the professional competencies and differences of the artist and of the teacher (Christophersen, 2013b) becoming performative in the dance project.