“This Uncertain Space of Teaching:” How Design Studio Instructors Talk About Design Critiques Along with Themselves when Giving Critiques

Abstract

In this study we explored how design studio instructors depicted the design critique, themselves as people offering critiques, and what can be learned from their depictions about improving instructors’ abilities to offer critiques. To investigate these issues we conducted a case study of studio instructors from design programs at a university in the United States. Our data consisted of three semi-structured interviews and one class observation each with six instructors from different programs, organized into a thematic structure that revealed insights into participants’ self-interpretations. We found that our participants depicted critiques as being a complex challenge, often placing competing demands upon them that they were required to reconcile. They depicted themselves as meeting these challenges through their cultivation of four dispositions that helped them balance tensions they experienced. We report these challenges and dispositions using our participants own words as much as possible. We also discuss implications of these findings for helping studio instructors improve their ability to offer critiques; assistance should take into account the inescapable need instructors will face to balance challenges that arise during critiques, and should also help them cultivate affective dispositions that will help them successfully respond to critique situations.

Keywords

• design critique
• design studio
• philosophy of design
• case study research