Studio-based learning (SBL) is rooted in the apprentice model of learning in which students study with master designers or artists to develop their craft. It emphasizes learning by doing, often through community-based design problems and is an integral pedagogy in architecture, urban planning and fine and applied arts.1
Primary concepts that drive SBL include:
SBL as a pedagogy to immerse students in authentic real world projects and real world processes.
Spartanburg Community College. (2012, July 11). Studio-based learning. [Video file.]
Retrieved from https://www.youtube.com/watch?v=XQrj9SHrz1o
Although diverse in its forms, studio-based learning always focuses on learning through action and developing an assessable creative and/or design process, performance or product. Assessing creativity is controversial, not least because of the multiple ways people construe creativity, but also because of the highly personal way in which we experience and make judgements about it. Do explore this resource to Strategies & Challenges of Assessing SBL.
Studio Teaching Project aims to describe the characteristics of studio-based learning in Art, Architecture and Design disciplines, and to identify examples of effective studio teaching that enhance both the student and staff experience and optimise learning outcomes. The site includes a toolkit to inform and stimulate studio teaching practices.
Mitchell, P. (2017). A case study of the application of Studio-Based Learning
pedagogy in Ngee Ann Polytechnic’s Animation and 3D Arts (A3DA) diploma.
Paper session presented at Redesigning Pedagogy International Conference,
National Institute of Education, Singapore.
Projects - design project/develop a product under the supervision of a “master designer”/lecturer
Class Crits - students participate in periodic critiques, known as “crits,” of their designs/projects/products. Crits are conducted student-to-master/lecturer first followed by evolving self-learning crits between peers
Dailies - a term used within the film making/animation industry. Where raw footage is shared on a daily basis - as a milestone check
One to one mentoring - coaching with master designer/lecturer
Portfolio Development - continued development of project working towards completion of project with inputs from master and peers
Teamwork/Self reliance - self or team directed development - depending on project type (individual or team based)
Public Exhibition - showcase final product to a public audience (fellow students, lecturers, parents, general public)
Lackney, J. A. ( 1999). A history of the studio-based learning
model. Retrieved from http://edi.msstate.edu/work/
Crowther, P. (2013). Understanding the signature pedagogy of the
design studio and the opportunities for its technological
enhancement. Journal of Learning Design, 6(3), 18-28.
Retrieved from http://dx.doi.org/10.5204/jld.v6i3.155
Paper describes how the Minneapolis College of Art and
Design uses elements of the traditional studio-based
model for online design courses. Demonstrates how art and
design education can be done effectively online.
Alm, R. (2018). Re-creating the studio-based model online for
art and design education. Retrieved from https://secure.