Studio approximations: Digital tools in service of signature pedagogies

Abstract

In art and design disciplines, studios are spaces in which drawing, debate and analysis of design take place (Broadfoot and Bennett, 2003). This article explores studio-based instruction and the learning and critiquing processes involved, and how digital tools might play a role in these processes. First, it provides a brief overview of the pedagogical approaches unique to art and design instruction, with a focus on existing literature related to learning and studio practice. Next, the paper discusses the roles of the learner, artefacts and community within studio learning, concluding with an examination of an online studio platform within a course on graphic novels. The blended learning approach of this course (combining in-person and online) provides an opportunity to make comparative observations of student activity, collaboration and its effects on the learner, the community and development of an artefact.

Keywords

studio, design, digital, virtual, critique, artefact

Author Biography

Gary Chinn

Gary Chinn is Assistant Dean for Digital Learning in the College of Arts and Architecture, and a doctoral candidate in the Learning, Design, and Technology program within the College of Education at Pennsylvania State University. Gary previously served as eLearning Initiative Project Manager at the Leonhard Center for the Enhancement of Engineering Education in the College of Engineering.

Jessica Briskin

Jessica Briskin is a doctoral candidate in the Learning, Design, and Technology program within the College of Education at Penn State. In addition, Jessica is faculty at Bloomsburg University and Ithaca College, teaching courses in instructional design and strategic communications.

Dr Susan Land

Dr Susan Land is Associate Professor of Education in the Learning, Design and Technology department within the College of Education at Penn State. Her research emphasizes frameworks for the design of open-ended, technology-enhanced learning environments. She has studied learning with technology in classroom contexts using methods such as project-based learning, computer game design, ill-structured problem solving, and mobile learning. Susan’s current research investigates the design of learning environments afforded by new media in everyday, informal, or classroom contexts and often utilizes technologies such as social media or mobile devices.  Her research with the Augmented and Mobile Learning Research Group focuses on context-sensitive, place-based learning in outdoor informal environments using mobile technologies and augmented reality.

Joel Priddy

Joel Priddy is associate professor within the Graphic Design program in the College of Arts and Architecture. Joel is an award-winning illustrator and cartoonist. His graphic novels include Pulpatoon: Pilgrimage, The Preposterous Voyages of IronHide Tom, and The Gift of the Magi. He has taught design, illustration, and sequential art at Virginia Commonwealth University, Memphis College of Art, and Penn State.

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