DEADLINE: +++ DEADLINE EXTENDED to 1 DECEMBER 2021 +++
CONFERENCE WEBSITE: https://www.drs2022.org/
FORMAT DETAILS: Articles of (5000 words). Template: https://www.drs2022.org/papers/
The centrality of studio to design education has been challenged during the pandemic as educators have adopted distance and online learning and teaching methods (Marshalsey and Sclater, 2020). Change to studio practices during the COVID-19 pandemic, such as the affordances of proximity (being near each other), synchronicity (happening at the same time), and presence (being with each other) have made visible and explicit many aspects of learning that were previously implicit and hidden (Jones, 2021).
How do these aspects of studio, when made visible, enable us to re-describe, re-imagine, re-distribute, and revoke the necessary conditions for what constitutes, defines or bounds ‘studio’ in contemporary design education? Pragmatically, what should contribute to studio as a future learning environment?
What does this tell us about what matters with studio and what is the matter with studio? We invite you to ask—what matters? How does it matter?
This call for papers solicits work that explores the nature, makeup, properties and boundaries of contemporary studio learning and teaching in a diverse range of design education contexts. Potential contributions may include:
- Exploration of characteristics, properties and realities of the studio across multiple modes and conceptions;
- Consideration of structural or thematic aspects of studio, such as cultures, praxis, activity, contexts, etc., reviewing and critically exploring literature and concepts;
- Studies that describe alternative and non-traditional studios as related to discipline;
- The use of space and place in a studio context;
- The liminal boundaries of what it means for a learning environment to be called ‘studio’;
- Critical reviews of established literatures and theories of studio or studio pedagogy, with a view to informing future practices.
Sub-chairs / Reviewers:
Derek Jones, The Open University (UK); DRS EdSIG Convenor
Colin M. Gray, Purdue University (USA)
Lorraine Marshalsey, University of South Australia (Australia)
Elizabeth Boling, Indiana University (USA)
Nicole Lotz, The Open University (UK); DRS EdSIG Convenor
James Corazzo, Sheffield Hallam University (UK)
James Benedict Brown, Umeå University (Sweden)
Beck, J. and Chiapello, L. (2018) ‘Schön’s intellectual legacy: A citation analysis of DRS publications (2010–2016)’, Design Studies, Elsevier, vol. 56, pp. 205–224 [Online]. DOI: 10.1016/j.destud.2017.10.005.
Boling, E., Schwier, R. A., Gray, C. M., Smith, K. M. and Campbell, K. (eds.) (2016) Studio Teaching in Higher Education: Selected Design Cases, 1st edn, New York, Routledge.
Marshalsey, L. and Sclater, M. (2020) ‘Together but Apart: Creating and Supporting Online Learning Communities in an Era of Distributed Studio Education’, International Journal of Art & Design Education, vol. n/a, no. n/a [Online]. DOI: https://doi.org/10.1111/jade.12331 (Accessed 15 December 2020).
Orr, S. and Shreeve, A. (2018) Art and design pedagogy in higher education: knowledge, values and ambiguity in the creative curriculum, Routledge research in education, London ; New York, Routledge, Taylor & Francis Group.