Pedagogy in Practice: Integrating theory and studio-based learning in contemporary fine art education

Rafeah Legino; Nik Syahida Sabri; Suryati Suryati; Ramlan Abdullah

doi:10.21834/e-bpj.v10iSI39.7678

Authors

Rafeah Legino Department of Fine Art, Faculty of Art & Design, Universiti Teknologi MARA, 40450 Shah Alam, Selangor, Malaysia; Formgiving Design Group, Faculty of Art & Design, Universiti Teknologi MARA, 40450 Shah Alam, Selangor, Malaysia; ACRULeT, Faculty of Education, Universiti Teknologi MARA, 47000 Bandar Puncak Alam, Selangor, Malaysia; Institut Seni Kreatif Nusantara (INSAN) Universiti Teknologi MARA, 40450 Shah Alam, Selangor, Malaysia; Knowledge & Understanding of Tropical Architecture & Interior (KUTAI), UiTM Perak, Malaysia
Nik Syahida Sabri Department of Fine Art, Faculty of Art & Design, Universiti Teknologi MARA, 40450 Shah Alam, Selangor, Malaysia
Suryati Suryati Faculty of Performing Arts, Institut Seni Indonesia, Yogyakarta, Indonesia
Ramlan Abdullah RAG Studio, Subang Hi-Tech Industrial Park, Subang Jaya Selangor, Malaysia

DOI:

https://doi.org/10.21834/e-bpj.v10iSI39.7678

Keywords:

Fine Art Pedagogy, Studio-based Learning, Theory-Practice Integration, Artistic Inquiry

Abstract

This paper examines the integration of theoretical frameworks and studio-based practice in contemporary fine art education. Moving beyond the traditional separation of lectures and studio production, it proposes a holistic pedagogy that positions the studio as a site of inquiry, reflection, and critical engagement. Drawing on constructivism, experiential learning, and reflective practice, the paper presents a case-based approach through the “Art & Identity” studio module. Findings suggest that embedding theory within studio processes enhances students' critical thinking, artistic authorship, and conceptual clarity, while also highlighting structural challenges in curriculum design.

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