Abstract
ISSUE: The “Vertical Studio” system challenges traditional, sequenced design studio organization by allowing students of various developmental and skill levels to interact and compete with one another in a topical, thesis–based studio. While the concept of a vertical studio is not unique to the RISD, this institution's experiences can serve to illustrate the benefits and drawbacks of this institutional system.
APPLICATION: Many younger students are as skilled and insightful as their senior counterparts and bring to the studio an enthusiasm and fresh outlook that can be very stimulating and challenging to upperclassmen. RISD experience suggests that the combination of several peer groups in one studio, combined with the elective “choice” of studio, produces much higher student performance and a broader range of experiences than is possible in a traditional structure.
GOAL: Self–motivation, independent thinking, and accelerated performance are primary developmental goals for the students. With the freedom to choose areas of study, faculty feel more creative, independent, and professionally connected to their teaching.
DESCRIPTION: Several key components underpin the success of the vertical studio system at RISD. First is the belief that design education is not a linear process, but rather is experiential in nature. Second, a foundation level of training that clearly provides students with a mutually comprehensive core of values, skills, and techniques and nurtures motivation and independent thinking must be part of the system. Third, faculty must be willing to deal with students of varying levels of technical confidence in a single studio, and last, a sufficient number of meaningful studio choices that are both broad in topic and flexible in structure must be made available.
CONCLUSION: Any system that allows free choice does so at the expense of rigorous control. The vertical studio provides considerable freedom of choice, but with this freedom come some distinct limitations and new responsibilities for both faculty and student.
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