Studio Properties: A field guide to design education (Design Teaching). This item is unavailable.Studio Properties: A field guide to design education (Design Teaching)

There is something special about a studio as a place of practice and learning.

Studio is a complex form of teaching and learning. If you have not experienced studio, it may seem mysterious, even chaotic. If you have experienced studio, you may want to know more about how and why it works. Either way, the open access book Studio Properties will deepen your understanding of studio to help you teach, research, or administer design education more effectively and with greater confidence and creativity.

Use Studio Properties like a field guide. You will discover the components of studio broken down into individual properties. You will find clear descriptions and a wealth of research references that illuminate studio. You will be guided in understanding the relationships between properties without being limited to one model or approach.

In this innovative and non-linear book, available in print, ebook and open access, six internationally renowned and award-winning educators and researchers from various studio disciplines invite you to explore familiar and less-familiar aspects of studio.

The ebook editions of this book are available open access under a CC BY-NC-ND 4.0 licence on bloomsburycollections.com. Open access was funded by the Open University.

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.