Current Models

INTRODUCTION

‘Studio’ is regarded as a mode of learning through action and making. This process forms the basis of an investigative and creative process which is driven by research, exploration and experimentation; making and constructing; and critique and reflection.

The principle characteristics of studio learning usually encompass the following combinations:

THE 'PROJECT' MODEL

Studio projects structure and model design thinking in order to reveal to students the knowledge to be learnt and various strategies for unearthing, integrating and constructing knowledge and ideas in a project. Emphasis in teaching and learning is placed on bridging between the imaginative and conceptual, the material and formal.  Projects often involve activities that encourage students to develop techniques for identifying and negotiating competing demands and prioritising and ordering variables.

The ‘project’ model allows for an exploration of the relationship between disciplines and fields of knowledge.

In some instances studio work demonstrates to students the differences between allied disciplines.  In other instances it provides students with experiences of integration.  Interdisciplinary and multidisciplinary work involves overturning boundaries between disciplines and is made increasingly possible through increases in the sophistication and reach of digital media. 

The case studies included in this toolkit reveal projects which are supported by lectures, workshops, the integration of technology including computer laboratories and 3D modelling, and professional and other forms of interdisciplinary or trans-disciplinary practice.

Project types can be categorised in relation to the following:

Several examples of such studios are included in the case study area of this toolkit.

THE 'PRAXIS' MODEL

The ‘praxis’ model invites processes of uncovering and illuminating principles and theories, which are then enacted or practiced.  Theory and practice inform each other.  Making artefacts is fundamental to processes of reflection and evaluation.  This distinction distinguishes this type of studio model in its relationship to the importance of critical thinking as a major characteristic of the model. 

This model is associated most with studios in the Fine Arts where it can be shown there are instances of:

Several examples of such studios are included in the case study area of this toolkit.

THE 'WORKSHOP' MODEL

This model combines and advances the focus of both project and praxis by introducing and emphasising skills as the primary characteristic of learning-by-making as both a learning objective and an outcome.  It is hands-on by definition.

In Architecture and Design this usually takes the form of 'design-build' studios which have  learning objectives related to service learning.  Many of the projects undertaken are real projects responding to the needs of identified user groups or clients, and as such additional learning outcomes include introducing students to important skills via direct interaction with user groups and the values cultivated via community engagement and service. 

In the Visual Arts, fundamental craft based skills in working with materials, tools and processes are developed and mastered as a direct consequence of working with the material of design and production.

The study found that a common characteristic  to all learning-by-making studios in Architecture and Design is a very low student-staff ratio, as such studios are time and resource intensive.

Examples such as the 'Greenmachines' studio are included in the case study area of this toolkit.

THE 'TRAVEL' MODEL

Travel Studios involve teaching and learning in an unfamiliar setting such as interstate or overseas.  The intention of the model is twofold: to introduce students first-hand to the exemplars of the discipline and to develop protocols for working in cross-cultural contexts.

‘The Global Studio’ educational strategy is a situated approach based on a combination of diagolue, learning-by-doing, and working with people and contexts outside of the students' usual experience. This enhances the importance of understanding cross cultural , gender, identity, class and ethnicity considerations in relation to their discipline.

Examples such as the 'Porosity Studio', 'Collabor8' and 'Experiential Learning via Field Trips' are included in the case study area of this toolkit.

THE 'CROSS-DISCIPLINARY' MODEL

Evidence from the responses suggests Architecture and Design disciplines tend not to allow distinct discipline choices within their degrees.  Instead, their studio subjects appear to be largely core within a single discipline.  Art courses on the other hand tend to allow students to take quite distinct majors within one degree.  Given that Architecture and Design disciplines follow a more structured model, there may be fewer opportunities for students to engage in interdisciplinary learning experiences.

This type of model offers focuses more on holistic, integrated processes and less on the specific content being taught”.  Such studios are characterised by a ‘fluid’ relationship between studio participants, and may not result in measurable and predictable outcomes.

Examples such as 'Project X', 'Fully Online Postgraduate Art and Design Program' and 'Fostering an Interdisciplinary Learning Environment' are included in the case study area of this toolkit.

THE 'BLENDED LEARNING' MODEL

Emergent technology has become a significant complement to and in some instances replacement of the conventional traditional studio model. The study reflects that currently students in Art and Design are more likely to experience online history and theory courses, and that this form of learning and delivery is less common in Architecture, however data indicates that most institutions were planning to increase their use of online delivery in 2009 and beyond.

The current models used for online learning are represented in 2 major categories:

Examples such as 'Pilot Study for Integrated Blended Learning' and 'The use of 3D Computer Gaming Technology' are included in the case study area of this toolkit.