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The Design Studio
Abstract
The design studio is the prototype of design education, particularly for architects but more and more for engineers too – though engineers prefer the word “lab” to “studio.” Although the design studio is known today mainly through the “reflection in action” theory of Donald Schön (1984, 1988), this manner of education first developed at the École des Beaux-Arts in Paris in the seventeenth century for the promotion of neoclassical aesthetic values, and it has continued ever since to be used, even by the Bauhaus in Germany in the early twentieth century after function had replaced form as the primary architectural value. The principal value of the design studio for Schön is that it properly emphasizes creativity for designers, instead of analysis and criticism, as preferred by the “technical rationality” of university culture as a whole. The university has responded by criticizing the design studio for being too subjective and therefore isolated within the academic world. In recent years the design studio has also been criticized for being elitist by focusing too much on aesthetic concerns, instead of promoting cultural sensitivity to social justice and environmental sustainability. Other critics complain that the design studio still relies on paper and hand drawings too much, instead of committing fully to ICTs and the virtual reality (VR) of cyberspace. Such criticisms, however, tend to be overstated, and the design studio is likely to continue in its present form for some time to come, because that is where most designing students learn the culture of design and develop a lifelong identification with their instructors and their fellow students.
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