Critical Learning and Reflective Practice through Studio-based Learning in Planning and Architecture Education

Studio-based Learning is central to architecture and planning education. In terms of assessment and time spent, almost forty to fifty percent of the credits are devoted to the studios courses. Based on real life situations the Studio helps students synthesize various concepts in the process of finding solutions to complex problems. This paper attempts to connect the concepts of Experiential Learning, Reflective Practice and Critical Pedagogy to Studio-based Learning and, argues that, instead of being the ritualistic exercise it is currently perceived as, Studio-based Learning has an untapped potential to provide a trans-formative experience for the student. Such a trans-formative experience would include a re-examination of the current teacher student relationship, nature of studios as physical spaces, system of assessment and trans-formative nature of the studio exercise.