The Hidden Curriculum of the Design Studio: Student Engagement in Informal Critique

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Critique is an important part of a typical design pedagogy, but is generally only discussed within formal curricular structures, which do not address informal interactions between students in the design studio. In this study, I report findings from ethnographic observations of a design studio, including occurrences of informal critique that take place outside of the planned curriculum. Types of critique that are observed are detailed, including similarities or differences to critique in typical classroom practice.

Educação Tecnologia

The Hidden Curriculum  
of the Design Studio:
Student Engagement  
in Informal Critique
Colin M. Gray
November 2, 2013

what is a studio?
A “signature” pedagogy (Shulman, 2005)
!

Classroom/non-classroom
Used for work, meetings, socialization
Individual dedicated space for students
Limited access to outsiders

background
Understanding the studio on its own
terms within an emergent design
discipline
Using this understanding of the studio
through enactment of critique to
conceptualize the hidden curriculum

research
questions
What informal interactions are taking place
between students in the design studio?
How are these interactions instigating critique?

literature
Existing research on conceptualizing critique activity
Process model (Oh, et al., 2012)
Development of understanding (Exter, et al., 2009)
Genres (Dannels & Martin, 2008)
Types of knowledge (Uluoglu, 2000)

literature
CLASSROOM CRITIQUE

Oh, et al. (2012) process model of critiquing

literature
Shaﬀer’s Theoretical Model of the Studio (Shaﬀer, 2003)

Surface Features
Pedagogical Structures
Epistemology

context
Human-Computer Interaction design (HCI/d) program in a
School of Informatics
Non-classroom studio with no dedicated space

data
Critical Ethnography (Spring 2013)
Participant Observation (150 hours)

- thick ﬁeld notes 
- audio recordings (45 hours/150 segments) 
- photographs (n=745)

Critical Interview (n=14)
Artifact Analysis

analysis
Coding of emergent themes across audio segments
Situating these codes in the context of the studio based on
Shaffer’s theoretical model

Instigating
Interaction

#

overheard/seen

16

Design talk or work is overseen or overheard
while working separately

39

Casual greetings; “what are you up to?”; “how
was your weekend?”; friendly talk

12

Displaying ﬁnished or in-progress work to others
without provocation

planned/scheduled

53

Request to discuss at some point in the future;
planned meeting

request for advice

30

Explicit request for guidance, opinion, or
interpretation

smalltalk/social talk

showing off

Example Interactions

discussion
Shaﬀer’s Theoretical Model of the Studio (Shaﬀer, 2003)

Surface Features
Pedagogical Structures
Epistemology

discussion
Surface Features
Physicality of space indicates what kinds of interactions
can be supported
The space was designed for certain types of collaboration
Divide between physical and digital spaces

discussion
Pedagogical Structures
Group projects support collaboration and sharing
Shared pedagogical experience
Representations follow pedagogical structures

discussion
Epistemology
Surface and pedagogical elements of the studio indicate
underlying beliefs
Projection of identity as professional designers
A studio bridge (Brandt, et al., 2011) is co-constructed between
students and the formal pedagogy

next steps
Broader analysis of data across two semesters of data collection
Focus on instigating interactions, and how and when these
interactions emerge in the studio space

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The Hidden Curriculum of the Design Studio: Student Engagement in Informal Critique

1. The Hidden Curriculum   of the Design Studio: Student Engagement   in Informal Critique Colin M. Gray November 2, 2013

2. what is a studio?

3. what is a studio? A “signature” pedagogy (Shulman, 2005) ! Classroom/non-classroom Used for work, meetings, socialization Individual dedicated space for students Limited access to outsiders

4. background Understanding the studio on its own terms within an emergent design discipline Using this understanding of the studio through enactment of critique to conceptualize the hidden curriculum

5. research questions What informal interactions are taking place between students in the design studio? How are these interactions instigating critique?

6. review of literature

7. literature Existing research on conceptualizing critique activity Process model (Oh, et al., 2012) Development of understanding (Exter, et al., 2009) Genres (Dannels & Martin, 2008) Types of knowledge (Uluoglu, 2000)

8. literature CLASSROOM CRITIQUE Oh, et al. (2012) process model of critiquing

9. literature Shaﬀer’s Theoretical Model of the Studio (Shaﬀer, 2003) Surface Features Pedagogical Structures Epistemology

10. context

11. context Human-Computer Interaction design (HCI/d) program in a School of Informatics Non-classroom studio with no dedicated space

12.

13.

14. data Critical Ethnography (Spring 2013) Participant Observation (150 hours) - thick ﬁeld notes  - audio recordings (45 hours/150 segments)  - photographs (n=745) Critical Interview (n=14) Artifact Analysis

15. analysis

16. analysis Coding of emergent themes across audio segments Situating these codes in the context of the studio based on Shaffer’s theoretical model

17. ﬁndings

18. Instigating Interaction # overheard/seen 16 Design talk or work is overseen or overheard while working separately 39 Casual greetings; “what are you up to?”; “how was your weekend?”; friendly talk 12 Displaying ﬁnished or in-progress work to others without provocation planned/scheduled 53 Request to discuss at some point in the future; planned meeting request for advice 30 Explicit request for guidance, opinion, or interpretation smalltalk/social talk showing off Example Interactions

19. OVERHEARD/OVERSEEN

20. SMALLTALK/SOCIAL TALK

21. SHOWING OFF

22. PLANNED/SCHEDULED

23. REQUEST FOR ADVICE

24. discussion Shaﬀer’s Theoretical Model of the Studio (Shaﬀer, 2003) Surface Features Pedagogical Structures Epistemology

25. discussion Surface Features Physicality of space indicates what kinds of interactions can be supported The space was designed for certain types of collaboration Divide between physical and digital spaces

26. discussion Pedagogical Structures Group projects support collaboration and sharing Shared pedagogical experience Representations follow pedagogical structures

27. discussion Epistemology Surface and pedagogical elements of the studio indicate underlying beliefs Projection of identity as professional designers A studio bridge (Brandt, et al., 2011) is co-constructed between students and the formal pedagogy

28. next steps

29. next steps Broader analysis of data across two semesters of data collection Focus on instigating interactions, and how and when these interactions emerge in the studio space

30. questions?

The Hidden Curriculum of the Design Studio: Student Engagement in Informal Critique

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