Abstract:

Studio is the backbone of education in art, architecture and related design fields. It is a physical space, a type of class, and a method of instruction. It is where students work closely with an instructor and a cohort of peers to understand his discipline and future profession. An interest in better understanding studio-based pedagogy exists, as research is lacking in this area (Orr & Bloxham, 2012; Goldschmidt, Hochman & Dafni, 2010). Part of studio education relies on the student’s ability to reflect on his learning in order to improve his design project.

Reflection has been part of education in many disciplines, such as teaching, medicine and design. This paper provides historical background and an appraisal of the advantages of using reflection in design studio education. It will begin with a look at the origins of reflective thought from philosopher, psychologist, and educational reformer John Dewey in the early 20th century. Further research and refinement on this process was conducted by professor David Boud in the late 20th century.

Reflection is an active and careful cognitive process that promotes higher level thinking through self-evaluation. It is part of a learning cycle, which fits nicely with the cyclical design studio process. In this process, students continually evaluate and re-evaluate the success of their design solution to a posed complex problem. Having to continually reflect on changes to their design allows students to relate sequences of interconnected ideas, often relying on underlying beliefs and knowledge. Students learn to self-evaluate their success in design projects and being to rely less on instructor guidance.

Learning via reflection is not about what happens to students. It is more about what students can do with what has happened to them (Bourner, 2003). This paper concludes with future areas for research and the challenges of helping students reflect effectively. Also provided are guidelines for instructors to lead students through structured reflection activities.

Keywords:

Design education, studio, reflection.