ABSTRACT
While studio is ubiquitous, enjoying almost universal acceptance as a signature pedagogy in many creative fields, the acculturation encouraged through studio learning is often coupled with an inadvertent reproduction of studio norms – both positive and negative – often with little awareness on the part of students and instructors responsible (Brandt et al. 2013; Gray 2014). In this chapter we wish to provide a more nuanced view of studio pedagogy, exploring critical views that have emerged within traditional understandings of studio, and fostering the exploration of critical evaluations of studio as it expands into disciplines that do not have a history of studio learning.
