This critical analysis of studio courses in contemporary U.S.-based planning programs seeks to reinvigorate discussions about the potential of studio pedagogy in educating planners. I begin by reviewing the definitions, histories, and theories that inform our understanding of planning studios, mapping their evolution starting in 1909 and presenting a set of bookend data for 2009-2011. I then situate this analysis in contemporary education theory to argue that the boundaries of studio pedagogy can be expanded beyond teaching practice, and positioned as a space for new kinds of learning, new models of knowledge production, and new modes of practice.
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Judith Grant Long (2012) studied this question.