ABSTRACT
Studio teaching is central to the pedagogy of architectural education. However it is also frequently seen as the most expensive and least understood component of architectural education, prompting such questions as ‘Is it expensive in terms of space and staff time?’, ‘What does it achieve that cannot be achieved in other ways?’, ‘Do we fully understand it, can we explain it and can we quantify its benefits?’, ‘How do we maximise these benefits?’
