Proceedings of The International Conference on Advanced Research in Education
The Pedagogy of Creative Disciplines: Teaching Techniques and Approaches That Increase Students’Intrinsic Motivation in A Studio Classroom
The purpose of this study was to examine studio pedagogy and the way it informs and enhances students’ learning experience. Specifically, this study identified teaching techniques and approaches determined to have a positive impact on students’ intrinsic motivation within the context of a studio classroom. The research employed both quantitative and qualitative methodologies applied in sequential order. A sample of 719 undergraduate level students in the College of Architecture, Art and Design at the American University of Sharjah received a Self-Determination Theory instrument, Intrinsic Motivation Inventory (IMI). The IMI results indicated that all students reported above-average levels of intrinsic motivation for their studio classes and instructors. Subsequently, nine instructors who received exceptionally high scores in IMI subscale Interest / Enjoyment were selected for phenomenological qualitative interviews. These interviews were subjected to content analysis, which delivered findings categorized through teaching techniques and approaches. Items grouped in these classifications were found to have a positive impact on students’ intrinsic motivation in a studio classroom. The results of this study are applicable in practice and can be modified to fit the requirements of various creative disciplines as well as any other discipline that implies project-based collaborative learning methodologies. The results were conclusive; they reveal the importance of instructor’s role in the learning process, advocate for a more in-depth consideration of studio-based teaching and direct future research in the field of the pedagogy of creative disciplines.
Keywords: Studio Pedagogy, Experiential Learning, Design Education; Self-Determination Theory; Caring in Education.