The Pedagogy of the Planning Studio: A View from Down Under

Abstract

Major shifts in tertiary education and professional practice are taking place that are threatening the future of studios as a traditional pedagogical tool within planning education. The University of Auckland, New Zealand, has recently undertaken a major initiative reviewing studio teaching within the planning curriculum. This article, based on that work, explores the role of studio as a teaching and learning tool for planning students. It begins by examining the ‘what’ and ‘why’ of offering studio in a planning programme, including what is meant by ‘studio’ and its role in planning education. Summaries of focus groups with current students, recent graduates and planning practitioners confirm the value of studios in promoting skills and knowledge demanded by planning practice. Using the notion of connections, the paper reflects on issues framed as the five ‘Cs’ – namely, creativity, criticality, contemplation, collaboration and citizenship as key formative elements that underpin the education of the planning graduate in the future and which can be learned effectively in studios. Two case studies are explored, where these qualities are specifically developed within the curriculum. The paper concludes that strong arguments can be made for the continued enhancement of studio as a learning and teaching method, a pressing imperative given the challenges of complex and rapidly changing professional contexts.