Various constructions of supervisors and students emerge from education literature on art, design and architecture studio pedagogy. Constructions of the supervisor within the studio and during assessment are considered, with a discussion of the threads which underpin them. This is followed by a discussion of some of the current dominant constructions of the student, and possible effects of these roles and relationships on their engagement with learning. As many of these constructions may be inherited or unconscious, a concern for the agency of those involved to rupture, subvert, rescript or resist such constructions motivates this research, while acknowledgingSave that this may be limited by structural and cultural contexts.
|Number of pages||15|
|Journal||The International Journal of Art & Design Education|
|Early online date||24 Feb 2016|
|Publication status||Published - Feb 2016|