Reframing My Practice
When I began the PGCert, my focus was naturally directed toward improving my teaching practice—I understood it mainly as: how I communicate with students, design sessions, and engage both online and in person. I had not initially considered how indirect elements—like space—might shape learning.
Reading the section on signature pedagogies in Teaching Practices for Creative Practitioners was a turning point. It introduced the idea of space as an active component of pedagogy, particularly in art and design contexts, and prompted me to think more critically about my own environment and its effects (Addison, 2014).
Studio as a Site of Learning
The reading described how, for art students, studios are not just spaces where learning happens—they are central to the learning itself. They allow for lingering with the work, exploration, dialogue, and developing a professional identity (Queen Mary University of London, 2024).
Although I do not teach fine art students, I am an architect and teach across courses related to interior design and spatial studies. The reflections on studio space resonated strongly with me, and I could easily apply the same thinking to my own students. In fact, it struck me that all the interior design and spatial design courses I’ve encountered so far do not offer students a dedicated studio space. This seems like a missed opportunity, as the presence of a stable, shared environment could foster informal learning, ownership over the design process, and stronger peer-to-peer exchange—elements that are vital in shaping future design practitioners.
This also connects to Professional Standard V1, which emphasises respect for individual and diverse learners and their varied needs in different settings (Advance HE, 2023).
Observation Through a New Lens
I took this awareness into a teaching observation of Fernanda at CSM, where I attended her 1:1 tutorials. Her teaching was carefully structured, sensitive, and responsive. Yet, what struck me most was how external spatial factors affected even the most refined teaching practice.
The tutorials were conducted in a shared studio, where multiple discussions happened at the same table. At times, I struggled to focus due to louder conversations nearby, and I imagined how this could intensify anxiety for students, especially when they were presenting unfinished work. For students with concentration difficulties or neurodivergence, this setup could create unnecessary barriers.
As PASSHE’s principle of student-centred learning reminds us, the learning environment must support equitable engagement for all learners—not just those who can adapt easily to distraction (PASSHE, 2023). This is echoed by Thomas (2010), who highlights how the physical, cultural, and social dimensions of space all influence students’ sense of belonging and engagement in higher education.
Space and Inclusion
This observation helped me reconsider how space intersects with inclusivity. As educators, we often focus on content, delivery, and engagement, but overlook the structural aspects that can empower or alienate students. This connects to V2 of the PSF, which calls for promoting equitable opportunities for all learners to reach their potential (Advance HE, 2023).
Moving Forward
This experience has reshaped how I approach my teaching. I now consider space not as a neutral backdrop, but as an active participant in learning. I plan to advocate for environments that are quiet, clearly designated, and supportive of focused one-to-one work—particularly for students who are already navigating additional learning barriers.
In doing so, I hope to better align my practice with the values of equity, reflection, and inclusion promoted by both the PGCert and the Professional Standards Framework. As I move forward, I aim to design learning experiences not only through the lens of content, but also through a critical awareness of context.
References
Addison, N. (2014) ‘Doubting Learning Outcomes: Creative Relational Engagement in Fine Art Pedagogy’, in James, N. (ed.) Teaching Practices for Creative Practitioners. London: Guardian/HEA.
Advance HE (2023) Professional Standards Framework for teaching and supporting learning in higher education. Available at: https://www.advance-he.ac.uk
PASSHE (2023) PASSHE’s 7 Principles for Inclusive Practice. Available at: https://passhe.org.uk/passhes-7-principles/
Queen Mary University of London (2024) Reflecting on Practice. Available at: https://www.qmul.ac.uk/queenmaryacademy/educators/resources/education-practice/reflecting-on-practice/
Thomas, L. (2010) Student Engagement and Belonging in Higher Education. York: Higher Education Academy. Available at: https://s3.eu-west-2.amazonaws.com/assets.creode.advancehe-document-manager/documents/hea/private/What_works_-_student_engagement_and_belonging_1568036657.pdf