Art studio courses structured through a postmodern perspective

Art education is shaped in relation to the artistic paradigms of its time. With its interdisciplinary and pluralistic structure, postmodern art brings social, cultural, and individual narratives to the forefront through a critical lens. This approach requires a shift in art education—from the mere transmission of technical skills to a structure that prioritizes intellectual production, critical inquiry, and the construction of multilayered meanings. In this context, studio courses should transform into platforms that go beyond formal conventions, take into account students' individual preferences, and incorporate social realities into artistic processes. The present study aims to propose a theoretical model for postmodern art studios based on the views of six faculty members with experience in teaching studio courses in the Arts and Crafts Teaching Program at Anadolu University. Employing a basic qualitative research design, data were collected through semi-structured interviews and analyzed using descriptive analysis. The research questions focused on fundamental studio components such as teacher-student roles, physical environment, thematic and conceptual content within the course process, and assessment-evaluation approaches. Findings reveal that studios structured with a postmodern approach should be student-centered, interdisciplinary, creative, and flexible; however, current curricula and studio practices were found to be insufficient in supporting this approach. In addition to studio practices, the study offers recommendations for transforming art education curricula and the institutional structures through which art education is delivered.