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BACKGROUND STUDIO-BASED LEARNING
1
A re-examination of graphic design pedagogy, and its application at the University of
Wollongong: Towards a PhD in design education
Biography:
Grant Ellmers currently lectures in graphic design and digital media in the Faculty of Creative
Arts at the University of Wollongong. Between 1999-2002 Grant lectured in graphic design at the
University of Canberra where he was primarily responsible for developing the new media course
component.
Grant obtained his Masters of Visual Arts from the Australia National University in 2000 where he
investigated issues of national identity contrasting the Australian indigenous and non-indigenous
perspective within a post-colonial framework.
Grant’s current research focus is design pedagogy and is currently enrolled in a Masters by
Research in the Faculty of Education at the University of Wollongong.
BACKGROUND
STUDIO-BASED LEARNING
Studio-based learning has its origins in architectural design education and has been informed by
a number of historic educational approaches. These include the Quincy system dating from the
late 1800s, John Dewey’s work with the development of the Laboratory School in Chicago during
the late 1800s, and the platoon system developed by William Wirt at the Horace Mann High
School in Indiana during the early 1900s (Lackey 1999).
Lackey (1999) outlines the fundamental features of studio-based teaching in the architecture
studio; setting the design problem, periodic lectures, critique of student work (4 distinct types -
desk critique, pin up, interim/midterm critique, and final critique), and assessment by design jury.
2
The studio-based learning process is outlined by Kvan (2001) in figure 1. Firstly there is the
formulation of the problem, then exploration of solutions through action-based activity, followed by
problem re-examination, and finally to jury for examination. The first three steps are recycled until
a satisfactory solution is
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