Strategies for Effective Studio Practice
The case studies included in the toolkit contain many examples of such strategies being incorporated in Art, Architecture and Design studio teaching practice.
1. POSITIVE STUDIO ENVIRONMENT
Creating a positive studio environment, culture, and atmosphere is central to successful studios and the generation of effective and positive outcomes and experiences for students. This includes the development of a collaborative community within which ideas are developed, tested, applied, discussed and refined.
2. QUALITY STAFF
Staff quality (academic and technical) is integral to the success of studios. Elements of staff quality include: an appropriate balance of professional experience and teaching experience; an ability to integrate professional practice and studio teaching; the ability of staff to cooperate effectively in the teaching process with colleagues; and an ability to successfully facilitiate student learning through studio projects (and intervene where necessary).
3. REASONABLE CLASS AND GROUP SIZE
Studio groups of 12 to 20 depending on the nature of the activity, allow for greater interaction amongst staff and students, and between students, and help to create a positive studio environment that is conducive to experimentation and risk-taking.
4. STUDENT ENGAGEMENT AND COMMITMENT
Students’ capabilities, effort and commitment are key factors in the success of a studio. Student engagement relies heavily on the quality of projects and staff in terms of enhancing students’ passion, rigour, initiative, motivation and intuition; engagement, tenacity and commitment; resourcefulness, self-reliance and independence; problem solving, lateral thinking and flexibility; communication, team work and self-reflection; and ethical conduct and respect.
5. HIGH LEVEL OF INTERACTION
An effective and high level of interaction between staff and students, and between students, is necessary to achieve effective learning outcomes and experiences in studio. Interaction may take the form of one-to-one, group critiques and workshop, seminars and tutorials and time with academic and technical staff as well as access to studio facilities outside normal class times.
6. EFFECTIVE COLLABORATION AMONGST STUDENTS
Collaborative activities such as group work on projects, peer critiques, discussion and skill sharing are essential to effective outcomes in studio.
7. QUALITY PROJECTS
The development and implementation of quality projects is key to successful studios. Quality projects include those aimed at conceptual, technical and communication skills development, and are those that integrate the multidisciplinary nature of professional practice within a broader context of contemporary social and global issues.
8. CONNECTION WITH INDUSTRY AND PROFESSION
Connection with the external clients and industry experts significantly enhances studio practice and student learning and engagement. This connection is strengthened by the ability of academics to successfully integrate their professional practice experience studio teaching and to set curricula and projects with prominent work integrated elements.
9. VARIETY OF OUTCOMES
Good curricula material will lead to the best outcomes in studio when theory and practice are integrated, and when an appropriate balance of product, process and person dimensions is incorporated. This balance necessitates multi-learning modes for studio processes, and outcomes of studio projects that are exploratory, ‘open-ended’ and dependent upon the maintenance of a range of activities.
10. PROVISION OF ADEQUATE STUDIO SPACE AND FACILITIES
Quality studio spaces and facilities clearly contribute to effective outcomes in studio. The availability of dedicated spaces for individual and group work is especially valuable. Good studio practice relies on access to good working space, facilities and other resources (including flexible premises appropriate to disciplines, projects and level of study; access to appropriately equipped workshops; and ICT hardware and software appropriate to discipline and industry standards).
*Note: The above benchmarks for studio teaching have been developed from responses by academics and Heads of School to questions about the reasons for the success of studios, best studio outcomes, and the components of an ideal studio experience. They also draw from discussions at national forums on studio teaching, specifically, those addressing best practice in studio.
