struggle over representation in the studio: critical pedagogy in design education
TRANSCRIPT
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C O L I N M . G R A Y I O W A S TA T E U N I V E R S I T Y
S T R U G G L E O V E R R E P R E S E N TAT I O N
C R I T I C A L P E D A G O G Y I N D E S I G N E D U C A T I O N
I N T H E S T U D I O
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I N T R O D U C T I O N
• Studio pedagogy is built on the apprenticeship or atelier model of education (Cuff, 1991)
• Elements of the studio pedagogy are being incorporated into disciplines without an established history as a design discipline (Brandt et al., 2011; Fallman, 2003; Winograd, 1990)
• It is vital to understand the patterns of hegemony built into the pedagogy (Anthony, 1991; Blythman, Orr, & Blair, 2007) before it becomes institutionalized and unquestioned, as in most art and design disciplines (Gray, 2014; Shaffer, 2003)
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C R I T I C A L P E D A G O G Y
• Broadly applied within educational research, focusing on issues of institutionalized (and social) oppression (e.g., Darder, Baltodano, & Torres, 2003; Freire, 1970; Giroux, 2011)
• Freire’s (1970) description of traditional education as operating on the “banking” model, calling for a shift to “problem-posing” which affirms all individuals in the process of becoming
• Accounts for power relations and norms communicated through the hidden curriculum (Freire, 1970)
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C R I T I C A L [ D E S I G N ] P E D A G O G Y ?
• The studio model extends back into 18th century Europe (Cuff, 1991), and significant evidence of patriarchy and institutionalized oppression has been documented in this model of education (e.g., Anthony, 1991; Koch, 2002; Willenbrock, 1991)
• Common themes include socialization into design (Webster, 2008), harshness of critique (Anthony, 1991; Webster, 2006), and the often oppressive hidden curriculum of the studio (Dutton, 1991)
Critical framings of pedagogy have been rare in art and design education, & have not been documented
in emergent design disciplines
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C L A S S R O O M S T U D I O
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V YA S & N I J H O LT, 2 0 1 2 , P. 1 7 6
“Studio surfaces are not just the carriers of information but importantly they are sites of
methodic design practices, i.e. they indicate, to an extent, how design is being carried out.”
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R E P R E S E N TAT I O N
OF IDENTITY OF PROCESS
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R E P R E S E N TAT I O N
OF IDENTITY OF PROCESS
How am I able to represent my
design work in a public way
How am I able to perform my identity as a
proto-professional
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T W O D I S C O U R S E S O F D E S I G NA C A S E
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D ATA S O U R C E S
PRIMARY
• Participant Observation
• Photos, Audio, Video
• Critical Interview
SECONDARY
• Artifact Analysis
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P R O T O -P R O F E S S I O N A L D I S C O U R S E
• Transience of physical design processes
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P R O T O -P R O F E S S I O N A L D I S C O U R S E
• Transience of physical design processes
• Tensions over marking the space v. “showing off”
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P R O T O -P R O F E S S I O N A L D I S C O U R S E
• Transience of physical design processes
• Tensions over marking the space v. “showing off”
• Rhythms of representation that paralleled class projects
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• Prioritization of completed artifacts over process
• Reification of capstone poster as the students’ “best work”
FA C U LT Y /A C A D E M I C D I S C O U R S E
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FA C U LT Y /A C A D E M I C D I S C O U R S E
• Prioritization of completed artifacts over process
• Reification of capstone poster as the students’ “best work”
• Tension between physical prototyping and keeping a “clean” space
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L E G I T I M AT I N G A R E P R E S E N TAT I O NS T U D I O T R A N S F O R M A T I O N
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M A R G I N A L I Z I N G A R E P R E S E N TAT I O NS T U D I O T R A N S F O R M A T I O N
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P R O C E S S V. F I N A L P R O D U C T
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W H AT D O E S T H I S C A S E T E L L U S A B O U T T H E S T R U G G L E F O R
R E P R E S E N TAT I O N ?
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D I S C U S S I O N
S T U D E N T S T R I E D T O L E AV E T H E I R M A R K , E V E N W H E N T H E O D D S W E R E N O T I N T H E I R FAV O R
S T U D E N T S O R I E N T E D T O WA R D S P R A C T I C E , W H I L E A C A D E M I A T E N D E D T O G H E T T O I Z E T H E I R W O R K
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Hegemony of media and format quite clearly communicates to students what a faculty
member or program at large values (e.g., Dineen & Collins, 2005)
The value of specific forms of representation were not shared, but
rather a point of contention
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C O L I N G R AY. M E
T H A N K Y O U