Designing Relations in the Studio: Ambiguity and uncertainty in one to one exchanges
Article Sidebar
Published
Oct 31, 2012
Main Article Content
Abstract
At the heart of learning and teaching in studio based
design subjects lies the engagement by students and
tutors in activities which are based on practical work
simulating design professionals’ work. We report here on a
research project which explored the student/tutor
relationship in design pedagogies across a range of
academic levels and subjects in one institution. Although a
small sample of interviews was obtained, severn students
and severn academics, the data is a rich account of
relationships which support or restrict student learning. We
consider that the relationships, which are mutable, often
ambiguous and uncertain in character, are part of enacted
roles structured by the university, the design practice and
individual dispositions. These are further complicated by
socio-cultural, political and spatial factors. In the most
positive learning engagements students and tutors are
working towards a two-way exchange on an equal level,
which enables students to achieve their best and to
become independent practitioners in their own right.
design subjects lies the engagement by students and
tutors in activities which are based on practical work
simulating design professionals’ work. We report here on a
research project which explored the student/tutor
relationship in design pedagogies across a range of
academic levels and subjects in one institution. Although a
small sample of interviews was obtained, severn students
and severn academics, the data is a rich account of
relationships which support or restrict student learning. We
consider that the relationships, which are mutable, often
ambiguous and uncertain in character, are part of enacted
roles structured by the university, the design practice and
individual dispositions. These are further complicated by
socio-cultural, political and spatial factors. In the most
positive learning engagements students and tutors are
working towards a two-way exchange on an equal level,
which enables students to achieve their best and to
become independent practitioners in their own right.
Article Details
How to Cite
SHREEVE, Alison; BATCHELOR, Ray.
Designing Relations in the Studio: Ambiguity and uncertainty in one to one exchanges.
Design and Technology Education: an International Journal, [S.l.], v. 17, n. 3, oct. 2012.
ISSN 1360-1431.
Available at: <https://ojs.lboro.ac.uk/DATE/article/view/1759>. Date accessed: 29 mar. 2023.
Keywords
student tutor relations; engagement; design pedagogies
Issue
Section
Research
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.