Progressive Studio Pedagogy: Examples from Architecture and Allied Design Fields
- Submitting institution
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Liverpool John Moores University
- Unit of assessment
- 32 - Art and Design: History, Practice and Theory
- Output identifier
- 32CS1
- Type
- B - Edited book
- DOI
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- Publisher
- Routledge
- ISBN
- 9780367649135
- Open access status
- -
- Month of publication
- November
- Year of publication
- 2020
- URL
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- Supplementary information
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- Request cross-referral to
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- Output has been delayed by COVID-19
- No
- COVID-19 affected output statement
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- Forensic science
- No
- Criminology
- No
- Interdisciplinary
- No
- Number of additional authors
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5
- Research group(s)
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5 - City Lab
- Proposed double-weighted
- No
- Reserve for an output with double weighting
- No
- Additional information
- This research is based on the principle that teaching in creative programmes should itself be characterised by challenging convention through original and imaginative methods that break new ground. It draws together innovative approaches to studio teaching that conceive different methods to disrupt traditional practice. The project arose from an international, peer-reviewed conference in design education in New York. The contributors were selected on the basis of their research being a rigorous exploration of an avant-garde approach to studio teaching. These approaches are embedded within pedagogic theory, particularly socio-constructivism, which is the signature pedagogy of the discipline. They are critically appraised by their protagonists, in terms of their effectiveness as means to enhance students’ learning. The student voice is sampled to analyse the impact of these methods on their working practices within the studio and beyond. The research addresses key issues within the contemporary higher landscape. These include: enhancing student transition and promoting different learning styles, and supporting the increasing diversity of students’ backgrounds which has arisen through widening participation. Smith’s own chapter researches nurturing evaluative judgement skills in design students, crucial to developing critical thinking and self-directed learners. One reviewer commented: "This volume presents an invaluable selection of alternative approaches to the hegemonic Beaux-Arts model of architecture education. Each chapter presents practical and imaginative case studies of teaching and learning architecture, drawing upon innovative pedagogical theories from higher education and encouraging tutors to critically challenge assumed and redundant conventions." Emerging from progressive studio practice at five higher education institutions across Africa, Europe and North America, the research addresses a diverse range of educational contexts in which to enhance students’ learning. Published and distributed by Routledge, the book provides case studies of different facets of pedagogy, encompassing all levels of undergraduate study, which educators can reinterpret within their own teaching contexts.
- Author contribution statement
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- Non-English
- No
- English abstract
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