It’s interesting to consider how the term “studio” is often associated with a specific physical space, such as a workshop, classroom, or photography studio. However, this definition overlooks other possibilities. It can also make us, as teachers, complacent by leading us to think that just by being in specific spaces, we are already creating studio culture.
The space where learning occurs is usually referred to as the studio, but there may also be associated resources where technical processes take place, such as workshops. (Orr and Shreeve, 2017). I value this definition because it emphasises learning rather than solely the space, recognising the significance of the environment in which it occurs. As a T&L[1] Technician, I’m not attached to a specific space; I teach in various settings, including classrooms, photography studios, and online. Therefore, I need to adapt the studio culture to different environments. As I mentioned in a previous post[2], I’m still learning how to generate the studio culture outside the stereotypical spaces.
I like to refer to the space as a medium or a tool for learning. As with any other teaching method, we use different tools and mediums for different topics. I’ve found that co-creating on an online platform fosters a sense of ownership and belonging, thereby supporting studio culture. The nature of belonging in online spaces. If co-presence is key to feeling connected with others in virtual environments (Ross and Lewis, 2022). As mentioned in other blog posts[3], some of the approaches I have on co-creation in online spaces are the use of tools as Padlet and Miro. I have used this approach for online sessions and as resources for post-onsite sessions. For example, to support year 1 students of BA programs, the collaborative Padlets for each workshop are populated by their work and progress and with resources they can return to anytime they want. You leave all your stuff there, you know where to find it when you return. (Ross and Lewis, 2022). Regardless of whether the workshop was in person.
Co-creating, especially in online sessions, effectively fosters the development of studio culture because it addresses the three aspects of the Community of Inquiry model (Garrison, Anderson, and Archer, 2000). Cognitive Presence is developed through the ability to construct meaning through participation in the workshop tasks. Social Presence is evident in sharing outcomes with the community on the online platform, where their personal characteristics allow them to present themselves as authentic individuals. Lastly, I develop my Teaching Presence by organising and populating the platforms with resources I made and have previously curated for them from other sources too.
This approach is not perfect, and it raises the question of whether students might feel exposed by sharing their work online for everyone in the class to see. Because of this, it’s important to find ways to help students feel safe when sharing. Students also need to learn to manage that anxiety, as showing their work is likely something they will do on a daily basis in the future.
[1] Teaching and Learning Technician
[2] Reflections on WS 1 Day 1. https://smassieu.myblog.arts.ac.uk/2025/02/12/reflections-on-ws-1-day-1/
[3] Case Study 1. Creating a safe space and using common feelings to bond to create an Augmented Reality installation between the UK and South Korea.
Review of Teaching. Reflections on how to design an online session dynamic and less content-heavy.
References:
Garrison, D.R., Anderson, T. and Archer, W. (2000) ‘Critical inquiry in a text-based environment: Computer conferencing in higher education’, The Internet and Higher Education, 2(2-3).
Orr, S. and Shreeve, A. (2017) Art and design pedagogy in higher education: Knowledge, values and ambiguity in the creative curriculum. Milton: Taylor & Francis Group.
Ross, S.L. and Leewis, L. (2022) ‘Home sweet home: achieving belonging and engagement in online learning spaces’, Spark: UAL Creative Teaching and Learning Journal, 5(1).
University of Denver (n.d.) ‘Community of Inquiry Model’. Available at: https://operations.du.edu/inclusive-teaching/community-inquiry-model (Accessed: 12 March 2025).