Studio Properties

Elizabeth Boling is a professor of instructional design at Indiana University, USA, whose background in design practice includes illustration, interface and management of interactive materials design for Apple Computer and Macmillan Publishing. She is editor-in-chief of International Journal of Designs for Learning, and studies design pedagogy and practice in the context of instructional design. Editor and author of Studio Teaching in Higher Education: Selected Design Cases.James Benedict Brown is Associate Professor of Architecture at the Umeå School of Architecture. He is the co-editor of A Gendered Profession (RIBA Publishing, 2016) and Architectural Thinking in a Climate Emergency (Routledge, 2023) and the author of Mediated Space (RIBA Publishing, 2018). He has a particular interest in critical pedagogy and the role of design-build and live projects in architectural education. James Corazzo is an award-winning graphic design educator and co-founder of the UK Subject Association Graphic Design Educators’ Network. As Teaching and Learning Lead at Sheffield Hallam, UK, he works with academics across his institution to playfully and reflexively examine creative education. He researches and publishes on the social, cultural and material assemblages of the studio and design education.Colin M. Gray is an Associate Professor at Purdue University, USA, and leads a program in User Experience (UX) Design. Their research focuses on the ways in which the pedagogy and practice of designers informs the development of design ability, particularly in relation to ethics, design knowledge, and learning experience. They have previously published co-edited books on studio education and instructional design. Editor and author of Studio Teaching in Higher Education: Selected Design Cases.Derek Jones is a Senior Lecturer in Design at The Open University, UK, part of the OU Design Group, and the Convenor of the DRS Education SIG. His research interests are: the pedagogy of design and creativity, embodied cognition in design, and theories of design knowledge. Editor and author of BITE: Recipes for Remarkable Research and EqualBITE: Gender Equality in Higher Education. Nicole Lotz is a Senior Lecturer at the Open University, UK, and Equality Diversity, Inclusivity and Accessibility Lead and Athena Swan Chair for the School of Engineering and Innovation. She is a Senior Fellow of the Higher Education Academy (SFHEA) and member of the convening group of the Design Education Special Interest Group at the Design Research Society. She researches and publishes on social engagement and inclusion in distance design studios and learning.

The tone of the book is approachable and thought-provoking, highlighting the complexity and depth of studios within a design context. Learning in studio is not linear or isolated but iterative, embodied, and deeply relational. It challenges reductive views of design education and offers a rich framework for understanding studio as a transformative space where knowledge, identity, and community are continuously negotiated and redefined.

• Introduction Part 1 The PropertiesVisibilities and Proximities1. Making Visible 2. Extended and Distributed Cognition 3. Informal Learning Spaces 4. No Front 5. Surfaces 6. Cost 7. Public and Private Spaces Foundations and Methods8. Apprenticeship 9. Design Brief 10. Active Teaching 11. Feedback 12. Critique and the Crit 13. Reflection Expertise and Identity14. Expertise 15. Identities 16. Judgement 17. Character 18. Journey 19. Performance 20. Transformative Pedagogy Time and Structures21. Immersion 22. Time 23. Rhythms 24. Synchronicity and Proximity 25. Project Cycles Artefacts and Making 26. Materiality 27. Learning by Doing 28. Making 29. Artefacts 30. Play 31. Prototyping Interactions and Sociality32. Learning and Designing Collectively33. Listening-in 34. Social Comparison 35. Confidence to Speak 36. Dialogue 37. Social Networks 38. Belonging Atmospheres and Place39. Place 40. Affect 41. Informalities 42. Uncertainty and Ambiguity 43. Serendipity 44. Wellbeing Theories and Knowledge45. Creativity 46. Risk and Failure 47. Simulation 48. Assessment 49. Discipline 50. General Education51. Concepts and Theories 52. Knowledge and Knowing Culture(s) and Power53. Habits and Rituals 54. Habitus 55. Hidden Curriculum 56. Critical Pedagogy 57. Power Transaction 58. Enculturation, Acculturation, and Indoctrination Part 2 Narratives 1. Albert and Laura plan to team teach in studio 2. Zoe teaches a hybrid studio References Index