Reflection no 1: Macdonald & Michaela 2019 The design critique and the moral goods of studio pedagogy:

The reading takes us through the considerations of design critique and moral goods of studio pedagogy. Considering all the various aspects of design tutors’ critique such as: moral goods of practices, goods of student development, goods of self-cultivation, goods for stakeholders, and why critiques matter.  

In the text there are examples of 6 interviews with instructors, practitioners, and their reflections on critiques in their studios, during their teaching.  

While reading some of the most interesting words for me were ‘moral goods’ and ‘studio ecology.’ Studio ecology meaning that the studio environment is a “living” ecosystem, that needs to be nurtured and stays active by critiques and interactions between tutors and students. The text also differentiates between critiques as “end of project, front of panel critiques and in my case far more relevant (for studio ecology) weekly, one-to-one tutorials. 

In my teaching practice I do critiques or tutorials every day. Students are given a project, and I support them throughout their making phase. The making phase is abstract at the beginning and turns into real towards the end of the project. During the abstract phase I encourage students to think widely and openly by showing them examples to inspire their creativity. I encourage them to research, test and invent. The ideas are speculative, with a lot of open questions and almost no definitive answers. During the last phase, the critiques become more instructional, stricter, with clear goals, deadlines, and outcomes.  

As expected, the first phase is far more enjoyable for both me, and the student and the second phase can sometimes be frustrating and difficult but as if not even more important. One example of this is when a student wants to do something that I know they do not have enough time to do. Telling this to a student honestly is sometimes met with resentment and can encourage negative environment and result. I always voice my concerns and encourage student to consider them and then suggest that they “do it, how they think its best.’