This case study describes how a postgraduate degree in cross-disciplinary art and design can be conducted in a fully online studio environment. The program comprises a structured sequence of core-courses which contextualise a wide variety of elective choices by illuminating their theoretical, practical and disciplinary connections. Electives include subjects such as creative thinking processes, drawing, sculpture, digital illustration, art curation, textiles, photography, understanding and…

This case study describes how gaming technology can assist architectural students design a 3D environment. The process allows students to be immersed in their designs while making decisions that affect that space. It encourages students to experiment more rigorously with light, materials, colour, etc when compared to the more traditional 3D model making materials such as balsa and card. Furthermore, the speed of this process maximises the design development phase of architectural design…

The main essence of this case study is to do with the question: How can the idea of graduate attribute development become engaging and explicit for both staff and students in the practicalities of a studio-based subject? It is all very well to say to students (and include in documentation) that the aim of the studio subject they are engaging with is to develop the graduate attributes that we believe are essential for a professional designer. However, saying it and writing it down do not…

This case study describes how Web 2.0 is used to improve critical thinking and analysis of the image and to ensure timely feedback and meaningful peer review processes. Students’ photographic images are critiqued by staff or students from the wider cohort rather than just from their own studio class. Part of the peer feedback is incorporated into the assessment as well as students’ interaction in discussion boards. Student surveys have clearly identified the importance of the feedback…

One of the key tools used to assess studio learning in architecture is the critique. Typically, the critique process requires students to present their designs and receive feedback from an assessment panel. In 2005, we became concerned that this process, in the context of second year learning was becoming less effective as students were not engaged in the process beyond their role to present. In addition, the critique process, which is considered pivotal and sacrosanct to studio…

The critique, or spoken feedback, in art and design education is critical to the knowledge construction associated with creative project outcomes. It has been suggested that the traditional model of the spoken face-to-face design critique has become stuck with historical boundaries. Students and teachers report that spoken design feedback remains a weak component and a strong dissatisfaction within art, architecture and design education. This case study reports perceptions by…

CSTR (pronounced sister) is a compulsory part of study in the third year studios of E-Media, Furniture, Graphic Design, Painting, Printmaking, Photography and Sculpture. CSTR is not a stand alone unit but a component that interfaces with all third year minor/major studio units.Through providing a platform through which to develop context, methodology and conceptual approach, CSTR is designed to complement students studio practice. This case study will focus on the development…