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dc.contributor.authorMarshalsey, Lorraine
dc.contributor.authorEllis, Seth
dc.contributor.authorHughes, Natalya
dc.contributor.authorCooper, Rae
dc.contributor.authorPerolini, Petra
dc.contributor.authorShaw, Elizabeth
dc.date.accessioned2020-01-13T23:35:48Z
dc.date.available2020-01-13T23:35:48Z
dc.date.issued2019
dc.identifier.urihttp://hdl.handle.net/10072/390183
dc.description.abstractThis paper addresses the pedagogical gap that exists between broader university learning structures and spaces, and the requirements of specialist art and design education. Conventional studio environments are at the heart of practice-based learning and this study was developed from the recognition that mainstream university teaching environments impact upon studio learning and student engagement today. As a consequence of the changing economic, political, and technological conditions favoured by universities today, specialist studio facilities are being reconfigured into classroom-based Technology Enhanced Learning (TEL) spaces (often generically termed as ‘studio’). This paper attempts to examine what a studio education consists of; to define the underlying pedagogical philosophy of a studio education; and to report on how innovative studio learning spaces foster better engagement in higher education. This is with a view to proposing a model of studio delivery, referred to as the ‘sticky studio’, which enables a pedagogy of ambiguity together with flexible and active experiential learning in contemporary art and design education.
dc.publisherThe Australian Council of University Art & Design Schools (ACUADS)
dc.publisher.urihttps://acuads.com.au/conference/conference-2019/
dc.relation.ispartofconferencename2019 Australian Council of University Art and Design Schools Conference
dc.relation.ispartofconferencetitle2019 ACUADS CONFERENCE: Engagement
dc.relation.ispartofdatefrom2019-10-31
dc.relation.ispartofdateto2019-11-01
dc.relation.ispartoflocationMelbourne, Australia
dc.subject.fieldofresearchCreative Arts, Media and Communication Curriculum and Pedagogy
dc.subject.fieldofresearchcode130201
dc.subject.keywordsstudent engagement
dc.subject.keywordsstudio learning
dc.subject.keywordsdesign education
dc.subject.keywordslearning spaces
dc.titleThe Sticky Studio: Proposing a studio model to reconcile the gap between broader university learning structures and specialist design education
dc.typeConference output
dc.type.descriptionE3 - Conferences (Extract Paper)
dcterms.bibliographicCitationMarshalsey, L; Ellis, S; Hughes, N; Cooper, R; Perolini, P; Shaw, E, The Sticky Studio: Proposing a studio model to reconcile the gap between broader university learning structures and specialist design education, 2019
dc.date.updated2020-01-13T23:23:24Z
dc.description.versionVersion of Record (VoR)
gro.rights.copyright© The Author(s) 2019. The attached file is reproduced here in accordance with the copyright policy of the publisher. For information about this conference please refer to the conference’s website or contact the author(s).
gro.hasfulltextFull Text
gro.griffith.authorMarshalsey, Lorraine Y.
gro.griffith.authorEllis, Seth
gro.griffith.authorHughes, Natalya
gro.griffith.authorCooper, Rae L.
gro.griffith.authorPerolini, Petra S.
gro.griffith.authorShaw, Elizabeth M.


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