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Abstract

The artist’s studio is one of the more fascinating spaces in contemporary culture, particularly because it operates in a dark cloud of misconceptions, myths, and distortions. It is assumed to be an intensely private place where creativity happens, somehow and in some way, although no one really knows what that means. This potent combination of mystification and ignorance creates problems for studio art education in the academy because the studio space is at the heart of the education of the artist. An important part of my work as an historian of modern art and critic and curator of contemporary art is the study of studio practices. And I am convinced that greater clarity about studio practice will benefit the studio art curriculum. And I am likewise convinced that the Scholarship of Teaching and Learning can assist in this necessary project of curricular revision by providing a coherent and consistent pedagogical framework.

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