De-centring the Studio: Walking as a Critical Pedagogic Tool

The studio is the art school’s defining pedagogic space, but what happens when we step outside? This presentation explores how walking, an everyday act, can function as a critical pedagogic tool that repositions dialogue (Orr & Shreeve, 2018), fosters curiosity (Goertz, 2018), and invites embodied reflection (Springgay & Truman, 2018). Drawing on a published case study with Year 3 Interior Design students (Nutter, 2025), I reflect on a structured paired-walking activity shaped by art walking practices (Cardiff, 1999; Biserna, 2022) and musical scores (Neuhaus, 1979). Using Reflexive Thematic Analysis (Braun & Clarke, 2022), I explore how students engaged with movement, informality, and place to encounter ideas differently and the challenges they faced. The findings highlight the pedagogic value of unpredictability, detour, and experiential learning. I argue that learners activated walking as a distinct mode of engagement, prompting reflection on the fixed nature of the studio and how curriculum and learning might be more purposefully entangled, mobile, and relational.