[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-601342-105":59,"doc-detail-601342-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","making-the-studio-smaller-speculation-on-smaller-architectural-design-studios","Making the Studio Smaller - Speculation on Smaller Architectural Design Studios","","The studio is described as a distinctive university space for creative and design disciplines, and the article uses the post-COVID moment to speculate about what would change if architectural education adopted a smaller design studio. It asks readers to imagine reducing spatial, temporal, pedagogical, and cultural scope rather than relying on numerous elective studio units. The discussion situates the studio’s historical inheritance, critiques hidden curricula and bias, and considers how curricula might be re-centered on urgent global challenges.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/making-the-studio-smaller-speculation-on-smaller-architectural-design-studios/601342/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/making-the-studio-smaller-speculation-on-smaller-architectural-design-studios/601342.png","ImageObject",300,407,{"name":92,"@type":93},"hdkawk","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the article propose about architectural design studios?","Question",{"text":112,"@type":113},"It invites speculation about designing a smaller studio in architectural education, not only in space but also in time, pedagogy, and cultural dimensions.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why does the author connect the studio discussion to the post-COVID era?",{"text":117,"@type":113},"The author argues that insights gained during the pandemic can inform future ways design disciplines might be taught without the studio model.",{"name":119,"@type":110,"acceptedAnswer":120},"What limitations and harms associated with studio learning are highlighted?",{"text":121,"@type":113},"The article notes that the studio can perpetuate a hidden curriculum, reinforcing negative behaviors and prejudices including racism, sexism, and ableism, and observes the lack of schools that have reorganized to address pressing global issues.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},601342,1792189623,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},3985747859855,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Making the Studio Smaller  \nJames Benedict Brown, Umeå University, Sweden  \nAbstract  \nThe studio is a space apart in the university, an environment unique to creative and design disciplines. As we emerge into the pre-dawn light of the post-COVID era, we should use the insight gained from the pandemic to speculate about the future. This article invites the reader to speculate about the possibility of a smaller design studio in architectural education: one that is smaller in its spatial, temporal, pedagogical and cultural dimensions. What if, instead of demonstrating the plurality of architectural practice through the breadth and diversity of elective studio ‘units’, we reduce the scope of design courses to create space for others?  \nKeywords  \narchitecture, architectural education, design studio, pedagogy  \nIntroduction  \nThe studio is a space apart in the university, an environment unique to creative and design disciplines. As we emerge into the pre-dawn light of the post-COVID era, we should use the insight gained from the pandemic to speculate about the future. This article is concerned with the design studio in architectural education, a peculiar inheritance from the nineteenth century École des Beaux-Arts and the pre-university era of office-based apprenticeship. After a century and a half teaching architecture in the studio, the COVID years have given us a glimpse of how design disciplines might be taught without it. For decades, design educators have defended studio learning. Rarely have they engaged pedagogically with the possibility of a smaller studio, not only in its spatial dimensions, but also the temporal, pedagogical and cultural. This paper does not speculate for or against the existence of the studio but asks the reader to imagine what might happen if we make the studio-in all dimensions-smaller.  \nWhat Do We Mean When We Talk About Studio?  \nThe article adopts an operative methodology that starts from the middle, immediately outwards from the author’s own lived experience of the design studio towards literature and data, before resuming with speculation. This requires a willingness to engage in methods that are neither exclusively empirical nor theoretical. It invokes a so-called “structure of feeling”(Vermeulen & Van Den Akker; Williams & Orrom, 1954) that oscillates between the oppositional poles of modern thought and postmodern feeling, so as to better understand the historical, cultural and affective elements of design education. Much of the author’s professional upbringing in architectural education-undergraduate studies from 2001, graduate studies from 2006 and teaching since 2012-has taken place against the backdrop of a growing awareness of the limitations and faults of the design studio: the site par excellence for the perpetuation of a hidden curriculum that prejudices certain individuals and groups, inculcating negative behaviours, attitudes and value systems including but not limited to racism, sexism and ableism (Banham, 1997; Brown, 2012; Datta, 2007; Dutton, 1987; Groat & Ahrentzen, 1996; Salama & El-Attar, 2010; Stevens, 2002; Stratigakos, 2016; Webster, 2008) .  \nThe most common response to these critiques has been the redoubling of efforts to improve the design studio: more inclusive, more representative, more democratic etc. (Boyer & Mitgang, 1996) . These efforts, while important, are akin to rearranging deck chairs on the Titanic, focusing far more on problem symptoms instead of addressing underlying problem causes. Few propose to replace the studio with something altogether different. Society is facing massive problems like the climate emergency, continued structural racial division, political polarisation, and the consequences of the COVID-19 pandemic. In order to recalibrate design curricula around these challenges, we must do more than just improve what we have been doing. Peggy Deamer argues that we must now work to de-centre the studio (Deamer & Levinson, 2020) . There is still no a","cbCaiail93hPwsnM","https://ap.wps.com/l/cbCaiail93hPwsnM","pdf",355048,13,"English","# Introduction\n## What Do We Mean When We Talk About Studio?\n## The Design Studio in Literature","[{\"question\":\"What does the article propose about architectural design studios?\",\"answer\":\"It invites speculation about designing a smaller studio in architectural education, not only in space but also in time, pedagogy, and cultural dimensions.\"},{\"question\":\"Why does the author connect the studio discussion to the post-COVID era?\",\"answer\":\"The author argues that insights gained during the pandemic can inform future ways design disciplines might be taught without the studio model.\"},{\"question\":\"What limitations and harms associated with studio learning are highlighted?\",\"answer\":\"The article notes that the studio can perpetuate a hidden curriculum, reinforcing negative behaviors and prejudices including racism, sexism, and ableism, and observes the lack of schools that have reorganized to address pressing global issues.\"}]","Making the Studio Smaller - Speculation on Smaller Architectural Design Studios | PDF",1792092433,33]