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Teaching in the Studio
Faculty and TAs often are assigned to teach studio classes in architecture, engineering, and the arts. Specifically, this format is used frequently in the School of Architecture and College of Engineering, as well as the Departments of Art, Art Education, Dance, Music, and Theatre. Teaching studio courses can be particularly challenging because these courses involve elements of design, creativity, expression, and movement.
If you are assigned the role of studio instructor, you will want to communicate standards and expected performance criteria, conduct peer critiques, demonstrate techniques, use appropriate multimedia, and incorporate students' prior learning experiences in the classroom.
Studio situations present unique challenges to teaching. Often, especially in performance areas, personal judgment becomes significant, and the instructor has some methodological and philosophical questions to answer before the course begins. For example, criteria for learning assessment will take on particular importance when a teacher must consider whether a talented student who makes little effort will be judged in the same way as a less talented student who works very hard to achieve the same level of performance. Although much will vary depending on the instructional situation, the following guidelines may help:
- Performance classes need to be planned carefully. The instructor
needs to determine
in advance and clearly communicate to students how the importance
of such issues
as talent, level of achievement, attitude, effort, and attendance
will be viewed.
One major dilemma is the relative importance of process and product
in the course.
Will the instructor feel that students have achieved the course goals if they
demonstrate excellence throughout the process, but their final
performance does
not to the same extent? Does the instructor care only about the
quality of the
art work produced, or is he or she equally (or more) interested in
how the accomplishment
was achieved? Such issues require serious consideration while the syllabus is
being developed. Whatever the decision, the instructor has to make sure all
students have an attainable goal for the course, regardless of how
much talent
or inherent ability they may have.
- The instructor needs to determine ways in which the learning process can be
measured--both for evaluation and improvement--and build this into
the course.
Other than personal observation and assistance, dancers or actors
might be required
to keep a rehearsal log, or artists may be asked to keep a journal
listing the
dates and reasons for major breakthroughs in the project. Instructors might
give quizzes on readings or require students to turn in rough drafts, plans,
or outlines as ways of documenting process.
- When giving feedback, it is important for the instructor to do so
constructively
and sensitively. This is particularly important when a student may
have a large
emotional investment in a creative project. It is imperative that criticisms be limited
to aspects that students can do something about (this restriction may require
more conscious effort than the instructor expects), and to help students overcome
barriers that only appear to be insurmountable.
- Instructors can work on recognizing potential. Some students will be obviously talented in the studio area; others will have abilities that have not yet surfaced. It is the teacher's job to pull that talent out into the open and refrain from making snap judgments.
It can be tempting in performance areas for a novice teacher to want to take
on the role of a parent. While nurturing students is obviously important, it
is equally important not to be patronizing about their
achievements. Similarly,
although students may be fellow artists at a difficult point in
their careers,
it is crucial to retain as much neutrality as possible when it comes to their
performances and not become too emotionally or personally invested in their
creative growth.
For more about special issues that should be considered when assessing performance-based work, see Evaluating Learning.
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