Illuminating themes and narratives in studio through expert elicitation and collaborative autoethnography

Marshalsey, L. and Lotz, N. (2022). Illuminating themes and narratives in studio through expert elicitation and collaborative autoethnography. In: DRS2022: Bilbao (Lockton, D.; Lenzi, S.; Hekkert, P.; Oak, A.; Sádaba, J. and Lloyd, P. eds.), DRS, Bilbao.

DOI: https://doi.org/10.21606/drs.2022.273

Abstract

The studio remains central to design education as a shared place, practice and even concept. And yet studio persists as an ill-defined entity: a complex puzzle composed of thousands of diverse jigsaw parts constructed by teachers and students, with no definitive list of parts. Given this background, it was opportune to review the landscape of studio, both in terms of research and practice. In 2020, this study brought together an invited collective of design educators from the USA, Australia, UK, Swe- den, Spain, Iran, and Germany, experienced in the research and operation of design studios in education to explore these issues. Expert elicitation, conducted over several months illuminated the critical values, questions, and themes of studio to foreground and inform future research studies in this field. The authors approached this study through the lens of thematic analysis and collaborative autoethnography. Later, they determined their own subjective narratives as they reflected on the themes relevant to their individual studio research interests. These narratives briefly examined studio through the lens of sensory affect and the inclusiveness of the design studio. The emer- gent themes from this study have implications for both studio research and practice: identifying a plurality of the boundaries of studio today.

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