Table 4 Learning beyond the studio S... | Emerald Publishing

Table 4

Learning beyond the studio

S	Representative excerpts	Initial codes
4	“I have taken part in many competitions. In the workshop the person next to me is in the same position as I am, but their mindset is not the same – while I look from point A, they look from point B. When I ask, ‘what is this?’, it broadens my horizon. I see what someone else has done, I take notes, and then I can go home and research it.”	→Competitions/workshops as exploratory spaces →Different peer perspectives broadening understanding →Follow-up independent research →Observing others’ work as inquiry trigger
6	“Very few. Artistic work – things like color and collage. They are important in terms of design principles. I do not see taking part in competitions positively. It feels more right to spend my time on the school project. They would be beneficial, but only when I have time.”	→Artistic work supporting design principles →Prioritizing studio project →Time constraints as a barrier
14	“At an architecture office we designed a museum. I was impressed that this was not a course, but a museum that would be built. It was an experimental process. We researched materials. We did stain studies. It was just like at school.”	→Studio–practice parallel →Real, to-be-built project as motivation →Material research and experimental design

S	Representative excerpts	Initial codes
4	“I have taken part in many competitions. In the workshop the person next to me is in the same position as I am, but their mindset is not the same – while I look from point A, they look from point B. When I ask, ‘what is this?’, it broadens my horizon. I see what someone else has done, I take notes, and then I can go home and research it.”	→Competitions/workshops as exploratory spaces →Different peer perspectives broadening understanding →Follow-up independent research →Observing others’ work as inquiry trigger
6	“Very few. Artistic work – things like color and collage. They are important in terms of design principles. I do not see taking part in competitions positively. It feels more right to spend my time on the school project. They would be beneficial, but only when I have time.”	→Artistic work supporting design principles →Prioritizing studio project →Time constraints as a barrier
14	“At an architecture office we designed a museum. I was impressed that this was not a course, but a museum that would be built. It was an experimental process. We researched materials. We did stain studies. It was just like at school.”	→Studio–practice parallel →Real, to-be-built project as motivation →Material research and experimental design

Source(s): Author’s own work