Supervising design studios with the teacher, counselor, critic (t2c) framework

• D. Knowlton ^[1]
  1. [1] Southern Illinois University Edwardsville
• Localización: EDULEARN20 Proceedings: 12th International Conference on Education and New Learning Technologies (July 6th-7th, 2020, Online) / coord. por Luis Gómez Chova, A. López Martínez, I. Candel Torres, 2020, ISBN 978-84-09-17979-4, págs. 7434-7441
• Idioma: inglés
• Enlaces
  • Texto Completo Libro
• Resumen

  • Many disciplines have recast the higher education classroom such that they become “design studios” (Cennamo et. al., 2011). These disciplines include (but are not limited to) architecture, industrial design, art, and music. Thought studios are becoming more common in higher education, there is a dearth of literature providing pedagogical guidance for design studio supervisors (Knowlton, 2016).The paper will present a “pedagogical space” that can guide studio pedagogy. The space is two-dimensional. One dimension is a definition of the studio supervisor through the teacher, counselor, and critic (T2C) framework. The second dimension applies the T2C framework across the lifecycle of design studio projects.As for the first dimension of pedagogical space, each role of the T2C framework has exact purposes. For instance, within a studio environment, the studio supervisor cannot teach content, as content emerges inductively as studio projects unfold. The projects are the curriculum. Still, the studio supervisor can “teach” the process of working on non-linear projects. Thus, the supervisor as teacher is assisting in project management competencies.To serve as a counselor involves such strategies as asking design students probing questions about their projects, such that those questions will lead to revision and deeper design thinking acumen on the part of the student. Another role of the counselor is to serve as a master designer who models thinking and “doing” in such processes as whimsical as “play” or as denotatively exact as considering evaluative analytics.Also, the studio supervisor must serve as the critic who offers evaluative commentary that highlights both the strengths and vulnerabilities of students’ design project work. A key skill of the supervisor as critic is to critique without criticizing. This seeming contradiction requires technique.As for the second dimension, a simple framework for project lifecycles of envision, design, produce, evaluate, and reflect (EDPER) will be used. Within each phase of a project, the T2C framework can be applied. Thus, the intersection of EDPER with T2C will provide practical advice for studio supervisors so that they can more directly serve as strong pedagogues. That is, a practical pedagogy will be explicated for helping studio students envision, design, produce, evaluate, and reflect as the superivor serves as teacher, counselor, and critic. The examples will come from the field of Instructional Technology, but those examples will be generalizable to multiple disciplines.In a final part of the presentation, the presenter will offer implications for both empiricism and further conceptual development with regards to the intersection among EDPER and the T2C framework.