I'd say the self taught designer is a rare bird in these days when employers and clients alike expect designers to be educated to degree standards.
Similarly, design tutors are increasingly expected to have undertaken some sort of teacher training, typically, in England, in the form of a postgraduate certificate in teaching and learning in higher education.
An example of research activity in this field:
http://www.arts.ac.uk/cetl.htm
BJ
> Date: Tue, 21 Jun 2011 09:07:51 -0400
> From: [log in to unmask]
> Subject: Re: Studio Based Learning SBL
> To: [log in to unmask]
>
> Thanks to Cameron and others for some interesting stuff.
>
> On Jun 21, 2011, at 12:26 AM, cameron tonkinwise wrote:
> > It is interesting, and probably true, that the experience of design studio education as a student is necessary to becoming an effective design studio instructor, but is it sufficient?
>
> I assume this would apply to graphic design, too; I hope it's not true. I was self taught as a graphic designer and practiced for many years before returning to school for an MFA. I think my years doing graphic design have shaped my teaching more than my relatively short time as a design studio student. (My years of teaching might come in second place in the factors that shaped my teaching.) I suppose I learned a lot about teaching from being a student of a variety of subjects but, perhaps because I've developed tunnel vision from spending so much of my life as a designer, I see teaching like I see other design problems.
>
> > Indeed, the argument that because faculty once were design students they have the necessary background to become studio instructors raises many questions; for example: (1) Are the only pedagogical models that faculty have for design studio those that they experienced as stu- dents? (2) Are these models adequate to carry faculty in what may be thirty or even forty years of design studio teaching? (3) Is there really no other source of information that might help in consider- ing what takes place in the design studio interaction between faculty and student?6 The assumption seems to be that anyone who has been through design studio will know what to say and how to proceed.7
>
>
> We have a bit of a chicken-and-egg problem here buried in #1. Additionally, #2 brings us to this poultry production scheme begging the question of whether what we really want is a goose, making chicken eggs a poor choice.
>
>
> Gunnar
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