Materialising the Studio. A systematic review of the role of the material space of the studio in Art, Design and Architecture Education

Abstract

In art, design and architecture education, the ideal of learning together is intimately bound up with the notion of the studio as a space where students learn alongside (or under the guidance of) an 'expert' tutor (Schon 1987). This is a cherished and central tenet of art, design and architecture education, and a large body of research literature has developed exploring the various dimensions of students and tutors learning together in the studio. However, in an era of managerialism and the massification of higher education, the status of the art, design and architecture studio is increasingly precarious. And although the literature on studio-based pedagogy continues to grow, little directly addresses the role of material space and its contribution to learning. There is, then, a need to articulate the role of the material space of the studio in art, design and architecture education. To address this, a systematic review of the literature was undertaken to identify the major discussions of material space in studio-based education. The process identified 38 peer-reviewed empirical studies of the art, design or architecture educational studio where at least some attention to the material space formed part of the study. A grounded theory analysis of the 38 studies identified six major themes on the role of the material space of the studio in education. The goal of this study is to enrich our understanding of learning in art, design and architecture by examining the contribution of the material space of the studio to educational processes. In particular, by looking at the how the material space of the studio is discussed and conceptualised in the literature on art, design and architecture education. This study extends the idea of 'learning together'. Moving beyond the 'heroics' and flesh and blood of 'expert' tutors and students. It considers how the studio itself is part of the process of learning together.

Design studio practice in the context of architectural education: a narrative literature review

“…CDS context is a creative learning space where students gather with peers and tutors to solve design problems. Further, CDS is identified as a physical container created for the social interaction of students and design tutors (Corazzoa, 2019). The physical boundaries of the conventional design studio are limited to an academic or an institutional environment (Kay Brocato, 2009).…”

“…The material space of the design studio is the built environment and the working culture of a studio. In defining the material space of the CDS, Corazzoa (2019Corazzoa ( , p. 1255) has explained it through five elements. The material space of a studio empowers Making, Bridging, Meaning, Enabling, Backgrounding and Disciplining.…”

“…Furthermore, the conventional design studio context comprises high material character with sketches, notes, artifacts, paper mock-ups, physical models and pinup presentation facilities (Vyas, 2013). The flexible infrastructure of the studio environment supports adaptability to various scenarios (Corazzoa, 2019). Compared to the virtual/ online design studio context, the material character has been replaced through digital tools such as digital drawing platforms, virtual realities etc.…”

“…The design studio context is creating a learning environment that mainly focuses on increasing the creative learning abilities of the students (Ibrahim & Utaberta, 2012). The architectural design studio context is similar to other design studio contexts in graphics, fashion and communication disciplines, and it is almost similar in physical infrastructure and human involvement (Corazzoa, 2019). The sole difference lies in the specific tasks executed within the architectural design studio context.…”

Collective Memories of Shared Space and Experience in the Creation and Inhabitation of Virtual Studio

“…For clarity, we will use ‘physical studio’ to refer to physical spaces and ‘virtual studio’ to refer to online spaces. In using ‘physical studio’, we acknowledge the inherent materiality and persistence assumed within the traditional studio (Corazzo 2019). In the specific case of interior design at GSA, students usually produce a significant proportion of work in digital form.…”