Abstract
Enthusiasm is growing in non-traditional environments for teaching design by adapting knowledge and approaches from studio pedagogy, described as a “signature pedagogy” by Shulman in 2005. Meanwhile, those in fields where some variation of studio pedagogy have been used for decades are engaged in addressing some of its experienced shortcomings. Within this landscape of change, the authors have been engaged in study of their own studio-based courses, (interior design, instructional design, and interaction/experience design), reflecting on how this form of pedagogy is contributing to students’ development as designers. In this study we consider the role of the instructor in the studio using a lens informed by narrative aesthetics and transformative education. The narrative that an instructor encourages students to experience with regard to themselves, to the instructor, or to both, has a profound impact in the studio environment. This paper will explore that impact within the context of the authors’ own courses via review of course notes and collaborative reflection with colleagues.
Keywords
studio education for design, transformative education, narrative
DOI
https://doi.org/10.21606/learnxdesign.2013.015
Citation
Boling, E., Siegel, M.A., Smith, K.M.,and Parrish, P.(2013) Student Goes on a Journey; Stranger Rides Into to the Classroom: Narratives and the Instructor in the Design Studio, in Reitan, J.B., Lloyd, P., Bohemia, E., Nielsen, L.M., Digranes, I., & Lutnæs, E. (eds.), DRS // Cumulus: Design Learning for Tomorrow, 14-17 May, Oslo, Norway. https://doi.org/10.21606/learnxdesign.2013.015
Creative Commons License
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Included in
Student Goes on a Journey; Stranger Rides Into to the Classroom: Narratives and the Instructor in the Design Studio
Enthusiasm is growing in non-traditional environments for teaching design by adapting knowledge and approaches from studio pedagogy, described as a “signature pedagogy” by Shulman in 2005. Meanwhile, those in fields where some variation of studio pedagogy have been used for decades are engaged in addressing some of its experienced shortcomings. Within this landscape of change, the authors have been engaged in study of their own studio-based courses, (interior design, instructional design, and interaction/experience design), reflecting on how this form of pedagogy is contributing to students’ development as designers. In this study we consider the role of the instructor in the studio using a lens informed by narrative aesthetics and transformative education. The narrative that an instructor encourages students to experience with regard to themselves, to the instructor, or to both, has a profound impact in the studio environment. This paper will explore that impact within the context of the authors’ own courses via review of course notes and collaborative reflection with colleagues.