The Art of Studio Teaching

Chamorro-Koc, Marianella, Gislason, Kari, Kumarasuriyar, Anoma C., & Pedersen, Courtney Brook (2016) The Art of Studio Teaching. Queensland University of Technology, Brisbane, Qld. (In Press)



This project began in 2013, with the award of an internal QUT Teaching and Learning grant. The task we wished to undertake was to document and better understand the role of studio teaching practice in the Creative Industries Faculty. While it was well understood that the Faculty had long used studio pedagogies as a key part of its teaching approach, organizational and other changes made it productive and timely to consider how the various study areas within the Faculty were approaching studio teaching.

Chief among these changes were innovations in the use of technology in teaching, and at an organizational level the merging of what were once two schools within different faculties into a newly-structured Creative Industries Faculty. The new faculty consists of two schools, Media, Entertainment and Creative Art (MECA) and Design. We hoped to discover more about how studio techniques were developing alongside an ever-increasing number of options for content delivery, assessment, and interaction with students. And naturally we wanted to understand such developments across the broad range of nineteen study areas now part of the Creative Industries Faculty.

This e-book represents the first part of our project, which in the main consisted in observing the teaching practices used in eight units across the Faculty, and then interviews with the unit coordinators involved. In choosing units, we opted for a broad opening definition of ‘studio’ to include not only traditional studios but also workshops and tutorials in which we could identify a component of studio teaching as enumerated by the Australian Learning and Teaching Council’s Studio Teaching Project:

• A culture, a creative community created by a group of students and studio teachers working together for periods of time

• A mode of teaching and learning where students and studio teachers interact in a creative and reflective process

• A program of projects and activities where content is structured to enable ‘learning in action’

• A physical space or constructed environment in which the teaching and learning can take place (Source:

The units we chose to observe, and which we hoped would represent something of the diversity of our study areas, were:

• Dance Project 1

• Furniture Studies

• Wearable Architecture

• Fashion Design 4

• Industrial Design 6

• Advanced Writing Practice 3

• Introduction to Creative Writing

• Studio Art Practice 2

Over the course of two semesters in 2013, we attended classes, presentations, and studio time in these units, and then conducted interviews that we felt would give further insight into both individual and discipline-specific approaches to studio pedagogies. We asked the same questions in each of the interviews:

• Could you describe the main focus and aims of your unit?

• How do you use studio time to achieve those aims?

• Can you give us an example of the kind of activities you use in your studio teaching?

• What does/do these example(s) achieve in terms of learning outcomes?

• What, if any, is the role of technology in your studio teaching practice?

• What do you consider distinctive about your approach to studio teaching, or the approach taken in your discipline area?

The unit coordinators’ responses to these questions form some of the most interesting and valuable material in this book, and point to both consistencies in approach and teaching philosophies, as well as areas of difference. We believe that both can help to raise our critical awareness of studio teaching, and provide points of comparison for the future development of studio pedagogy in the Creative Industries.

In each of the following pages, the interviews are placed alongside written descriptions of the units, their aims and outcomes, assessment models, and where possible photographs and video footage, as well as additional resources that may be useful to others engaged in studio teaching.

Impact and interest:

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These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.

Citations counts from the Google Scholar™ indexing service can be viewed at the linked Google Scholar™ search.

Full-text downloads:

14 since deposited on 06 Apr 2016
14 in the past twelve months

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ID Code: 94517
Item Type: Book
Additional Information: This is an e-Book
Keywords: Studio Teaching, Studio Pedagogies, Higher Education, Teaching Practices, HERN
ISBN: 9780646952451
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > Curriculum and Pedagogy not elsewhere classified (130299)
Divisions: Current > Schools > School of Design
Current > QUT Faculties and Divisions > Creative Industries Faculty
Past > Schools > School of Media, Entertainment & Creative Arts
Deposited On: 06 Apr 2016 23:36
Last Modified: 11 Oct 2016 11:30

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