This paper explores whether or not, current thinking in learning and teaching concepts
reflects the state of the ‘studio’ in architectural education. Schön highlighted the deviant
value of the architectural studio method in the 1980s for professional education. The
central vehicle used in many of his works to argue the value of the reflective practicum was
the one-on-one exchanges between an expert coach and a student. Opinions are divided
whether or not these practices purport to fulfill concepts of learner-centred teaching and
constructivism. This paper reviews and discusses the ‘studio’ literature in architectural
education in terms of its links to contemporary learning and teaching thinking, challenges
and criticisms associated, and alternatives emerging. The paper finds that the challenges
are more readily identified than remedied, and that a subtlety exists between intended and
enacted teaching practices. Alternatives are typically a variation of existing practices that
draw further from the opportunities of group interaction and critical discussion, but how to
make these succeed.
DRS 2012 Bangkok
reflects the state of the ‘studio’ in architectural education. Schön highlighted the deviant
value of the architectural studio method in the 1980s for professional education. The
central vehicle used in many of his works to argue the value of the reflective practicum was
the one-on-one exchanges between an expert coach and a student. Opinions are divided
whether or not these practices purport to fulfill concepts of learner-centred teaching and
constructivism. This paper reviews and discusses the ‘studio’ literature in architectural
education in terms of its links to contemporary learning and teaching thinking, challenges
and criticisms associated, and alternatives emerging. The paper finds that the challenges
are more readily identified than remedied, and that a subtlety exists between intended and
enacted teaching practices. Alternatives are typically a variation of existing practices that
draw further from the opportunities of group interaction and critical discussion, but how to
make these succeed.
DRS 2012 Bangkok
