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Abstract: A 2006 research study sought to identify specific characteristics that make for outstanding studio instruction by recording, observing, and analyzing three renowned artist-teachers. Some of the practices of the observed teachers seemed to embody a “master-apprentice” or “teacher-centered” model of teaching, which is increasingly falling out of favor among modern pedagogues. This article identifies the specific elements from the study that were most indicative of a master-apprentice approach. It outlines potential problems with these practices and presents alternative approaches that are intended to reflect a more student-centered pedagogy.
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