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Journal articles on the topic 'DAS Studio'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Al-Qawasmi, Jamal. "Transformations in Design Education: The Paperless Studio and the Virtual Design Studio." Open House International 31, no. 3 (September 1, 2006): 95–102. http://dx.doi.org/10.1108/ohi-03-2006-b0012.

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Traditional architectural curricula have been based on the design studio model, which emphasizes learning by doing. Under this model, a typical architectural curriculum offers a sequence of design studios in which students learn to design by actually engaging in designing. Until very recently the design studio culture remained largely unchanged. The introduction of the virtual design studio and the paperless studio in early 1990s has resulted in fundamental changes in design studio pedagogy. The paper examines the impact of computers and information technology, as applied in the paperless studio and the virtual design studio, on design studio education. Based on literature reviews on paperless studio and virtual design studio and examination of architectural studio instruction, including several experiences in conducting paperless studios, the author considers the pedagogical shift occurring in design studio instruction as a result of integrating digital media in the design studio. The paper considers two types of transformations in studio instruction: pedagogical transformations related to using digital media as a design tool and pedagogical transformations related to distributing the design studio with some or all participants in remote locations.

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2

Slater, Mark. "Locating Project Studios and Studio Projects." Journal of the Royal Musical Association 141, no. 1 (2016): 167–202. http://dx.doi.org/10.1080/02690403.2016.1151241.

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ABSTRACTVia a longitudinal case study of a studio project (Middlewood Sessions, 2004–12), this research explores processes of music-making in the increasingly prevalent context of the project studio to give an insight into contemporary music-making practices. Predicated upon technologies of decreasing size but increasing processing power, project studios represent a diversification of musical creativity in terms of the persons and locations of music production. Increasingly mobile technologies lead to increasingly mobile practices of music production, which presents a challenge to the seemingly simple question: where is the project studio? In response, I propose an ontology of project-studio music-making that sets out what conditions have to be met for location, as an active proposition, to take place.

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3

Anggraeni, Dhita Wahyu. "KAJIAN ERGONOMI LEMARI, MEJA DAN KURSI PROGRAM STUDI TEKNIK ARSITEKTUR (STUDI KASUS: RUANG STUDIO ARSITEKTUR UNIKA MUSI CHARITAS DI PALEMBANG)." Jurnal Arsitektur KOMPOSISI 11, no. 1 (June 12, 2017): 41. http://dx.doi.org/10.24002/jars.v11i1.1105.

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Abstract: Design architecture was the college the nucleus in engineering study program architecture. Activities exercise and finished the task is done in studios picture , that is the main facility required to smooth teaching and learning in lecture architecture .Instrumentality used in studios is furniture of a cupboard, tables and chairs .Its furniture must comply with needs that ergonomic .Study ergonomics to do with furniture in engineering study program architecture especially in classrooms , a studio and space duty the end .The purpose of this research is studying about the mebel-mebel have met the requirements ergonomics .The findings of the study give contribution to furniture next election .A measure in research that is athropometric .Methods used in this research is descriptive exploration with to match ergonomics furniture existing with users. From the review found that furniture is in studios is not adequate furniture ergonomic , who make a difference on the activities of done users.Keywords: furniture, ergonomics, activity usersAbstrak: Perancangan arsitektur merupakan mata kuliah inti dalam Program Studi Teknik Arsitektur. Kegiatan latihan dan menyelesaikan tugas dilakukan di dalam Ruang studio gambar, yang merupakan fasilitas utama yang dibutuhkan untuk kelancaran belajar mengajar pada perkuliahan Arsitektur. Sarana yang digunakan di dalam ruang studio adalah mebel berupa lemari, meja dan kursi. Mebel tersebut harus memenuhi standar kebutuhan yang ergonomis. Kajian ergonomi akan dilakukan terhadap mebel di Program Studi Teknik Arsitektur khususnya pada ruang kelas, studio dan ruang Tugas Akhir. Tujuan penelitian ini adalah mengkaji sejauhmana mebel-mebel tersebut telah memenuhi persyaratan ergonomi. Hasil kajian memberi konstribusi terhadap pemilihan mebel selanjutnya. Tolok ukur dalam penelitian yaitu athropometri. Metode yang digunakan dalam penelitian ini adalah deskriptif eksploratif dengan mencari hubungan antara ergonomi mebel yang sudah ada dengan para pengguna. Dari hasil kajian ditemukan bahwa mebel yang ada di ruang studio tidak memenuhi standar mebel yang ergonomis, yang memberi pengaruh terhadap aktivitas yang dilakukan pengguna.Kata kunci: mebel, ergonomi, aktivitas pengguna

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4

Shields, Alison. "Studio conversations." International Journal of Education Through Art 14, no. 3 (September 1, 2018): 379–84. http://dx.doi.org/10.1386/eta.14.3.379_3.

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In 2014, I embarked on a cross-Canada journey, visiting artists in their studios. Through interviews with artists and photograph documentation of the studios, I sought to understand the creative processes that occur within these spaces through art making. This visual essay draws from metaphors used by artists to describe a studio alongside photographs that I took to reveal my visual exploration of the space and my visual analysis and interpretation of the metaphors. Through the use of these metaphors alongside the photographs, I propose that a studio is more than a room, but rather a way of thinking. Furthermore, I reflect on how we might embrace these metaphors to imagine ways of fostering a creative educational space.

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5

Iswahyudi. "Metal Craft Studio Development: An Idea to Prepare a Teaching Factory Education Concept Model in the Craft Education Study Program, Yogyakarta State University." Randwick International of Education and Linguistics Science Journal 2, no. 3 (September 27, 2021): 339–57. http://dx.doi.org/10.47175/rielsj.v2i3.302.

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This study aims to prepare a model for the development of a metal craft practice studio which includes space, equipment, maintenance and occupational safety and health. This study uses a qualitative method with research locations in the metal craft studio at P4TK, Vocational High School 5 Yogyakarta, BRTPD Bantul, and the Indonesian Institute of the Arts Surakarta. Research time March-July 2018. Research instruments are interview, observation, and documentation guidelines. The validity of the data used the validity of interview data, observation, and documentation. Data analysis of data collection, data display, data reduction, and drawing conclusions. The expected result of the research is the realization of a Craft Education studio that is representative and relevant to the world of vocational education and the world of the craft industry. The development of Kriya educational studios refers to existing studios in training institutions and vocational schools. The expected product is the formulation of the Craft Education studio as a studio learning guide. The realization of a studio arrangement that makes it easy for users to produce and manage craft studios. The results of this studio research are expected to be used for the development of the Craft Education studio, Faculty of Language and Arts, Yogyakarta State University.

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6

Rusmaidi, Indah, and Desriyeni Desriyeni. "Pembuatan Direktori Sanggar Tari di Kota Padang." Ilmu Informasi Perpustakaan dan Kearsipan 8, no. 1 (October 29, 2019): 494. http://dx.doi.org/10.24036/107308-0934.

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AbstractThis paper discusses the Making of a Dance Studio Directory in the City of Padang. The purpose of this paper is (a) to describe the making of a directory of dance studios in the city of Padang; (B) describing the transition in creating a directory of dance studios in Padang City; (c) describe the business in making a directory of dance studios in the city of Padang. This research was conducted using descriptive methods by describing the subject or object based on visible facts. Data collected through observation, interviews, and literature study. Based on the research that has been done, it can be concluded, first, the steps in the process of making dance studios in the city of Padang are (a) data collection that collects all information relating to which is not in doubt to be made in the directory; (B) collect all data obtained; (c) Focus on a vision that has been created; (d) making books so that they are easier to produce and making books more directed; (e) determine the subject, the subject used in making the directory is the name of the street, location of each studio; (f) classification or grouping, grouping data that has been collected and adjusted to the subjects that have been determined; (g) directory design that is by making cover designs, and compiling information from directories. Second, the challenges involved in making a dance studio directory in Padang City are as follows: (a) when collecting data the writer had difficulty in finding the dance studio to be addressed. This is because there are some studios that do not have banners or name bars installed. Discusses some problems in finding the studio; (B) some studios that the author visits the owner often go to the studio or the owner is out of town because they have to accompany their students in the race; (c) difficulties in contacting the studio owner. Third, the non-related ones involved in making directories include; (a) the name of the studio; (b) the name of the owner; (c) year of establishment; (d) number of students; (e) hours of practice; (f) address; (g) telephone number; (h) location plan; and (i) studio photos.Keywords: Manufacture, Directory, Dance Studio

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7

Andreou, Katerina, Volmir Cordeiro, Anne-Lise Le Gac, Ana Rita Teodoro, and Myrto Katsiki. "D'un studio nomade à plusieurs micro-studios." Repères, cahier de danse 31, no. 1 (2013): 18. http://dx.doi.org/10.3917/reper.031.0018.

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8

Jaron, Steven, and Philippe Sollers. "Studio." World Literature Today 71, no. 4 (1997): 750. http://dx.doi.org/10.2307/40153308.

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9

Tampubolon, Flansius, and Maurits Junard Pollatu. "Development of Belawan's "Marsihaholongan" Batak Toba Dance / Script in the Context of a Plural Community in North Sumatra." ABDIMAS TALENTA: Jurnal Pengabdian Kepada Masyarakat 4, no. 2 (December 12, 2019): 712–16. http://dx.doi.org/10.32734/abdimastalenta.v4i2.4216.

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North Sumatra is one of the provinces in Indonesia which is quite rich in culture including dance. Dance studio is one part of cultural elements that have educational value in the form of function and role in the midst of plural society. Some people of North Sumatra compile and manage dance studios to preserve traditional arts. One of the existing dance studios is the Toba Batak Dance / Aksara "Marsihaholongan". This dance studio is one of the studios in the Bagan Deli area, Belawan. This dance studio began to be made in 2008 with the aim of a place or facility used by the community or a group of people to conduct training activities, namely activities that focus more on the dance field, both traditional and modern dance. This dance studio was created also as a vehicle for the application of harmony among religious believers, not only based on the field of art, but also based on improving culture in plural societies.

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10

Kalantar, Negar, and Alireza Borhani. "Studio in Transformation: Transformation in Studio." Journal of Architectural Education 70, no. 1 (January 2, 2016): 107–15. http://dx.doi.org/10.1080/10464883.2016.1122497.

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11

Acar, Yiğit. "Discussion Upon the Constructed Limits of Design Studios." Open House International 40, no. 2 (June 1, 2015): 5–11. http://dx.doi.org/10.1108/ohi-02-2015-b0002.

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We can define architectural design studios as environments of simulation. Within this simulation limitations of real life architectural problems are constructed, yet the constructed reality is far from the reality of existing practice. In Architecture: Story of Practice, Dana Cuff, makes a sociological study of the architectural design practice and in the volume she discusses design studios as limited versions of the actual design practice. As compared to the actual practice in the studio the students are alone, there isn’t a multiplicity of actors involved in the process, and the design problems are clearly defined. Cuff points out to these shortcomings and provides guidelines to overcome them. One of the shortcomings mentioned in Cuff’s study is that: design studios do not represent the variety of actors that are present in a real life situation. Cuff suggests to include representatives of different actors in the studio practice to overcome this. If the studio fails to support itself with a variety of actors, to compensate the short coming of actors, the instructors start taking the role of many possible participants of a design process. The instructors simulate: the user, the owner, the engineer, the contractor and so on so forth. This type of an approach in the design studios leads to a certain result: the ideological construct of the instructors becomes the foundation of the constructed reality of the studio. This study explores the ideological construction of the design studio through active involvements with undergraduate students. Through the findings of two discussion sessions, students’ own ideological positions, their relationship with the external realities and limits imposed on such relations by the studio instructor’s own ideological stances are explored.

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12

Katz, Maya Balakirsky. "Tropical Russian Bears: Jews and Soviet Animation During The Cold War." Images 8, no. 1 (December 4, 2014): 66–90. http://dx.doi.org/10.1163/18718000-12340022.

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After Stalin consolidated the major animation studios and closed down smaller regional studios to create a single Moscow-based drawn and puppet animation studio in 1934–36, the animation studio Soyuzmultfilm became the largest animation studio in Eastern Europe. In the 1960s, Soviet Jewish animators focused on the theme of social geography and developed individual characters in relationship to social mapping. This essay analyses the enigmatic Cheburashka, the Soviet Mickey Mouse, whose popularity as a Communist ideal led to his starring role as Soyuzmultfilm’s most enduring logo. It is particularly concerned with the development of the ethnically-unidentifiable Cheburashka against the history of the Moscow Zoo and its inter-species exhibitions.

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13

Karsli, Umut Tuğlu. "Performance Evaluation of Open and Cell Type Design Studios." Open House International 41, no. 1 (March 1, 2016): 27–34. http://dx.doi.org/10.1108/ohi-01-2016-b0004.

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Design studio courses take place at the core of education disciplinary design such as architecture and interior architecture. Studios in which design studio courses are conducted can also be used for other practical courses as well. Another important feature of these studios is that they are extensively used by students for individual or group work other than during class hours. Since the students, either on their own or with the project coordinator, experience design process in these studios, their spatial characteristics are highly significant to conduct this process effectively. Within this scope, the aim of the research is to evaluate open and cell type studios commonly used in traditional architecture education through Post-occupancy evaluation (POE) approach, to discuss to what extent these studios meet the spatial requirements of today’s instructional methods and to develop a suggestion for design studio spatial use by taking the strengths and weaknesses of these studios. Accordingly, technical, physical and behavioral variables determining the performance of design studios within the context of spatial requirements have been identified through reviewing the related literature. In framework of a case study, a survey formed with the aforementioned variables was administered to architecture and interior architecture students studying in open and cell type design studios in order to measure their spatial performance. Followingly, in the final part of the study, referring to survey results and evaluation of spatial requirements of today’s instructional methods and tools, a combi design studio space organization has been suggested.

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14

Bozkurt, Eray. "Exploration of Climate Change in Architectural Design Studio." SHS Web of Conferences 48 (2018): 01039. http://dx.doi.org/10.1051/shsconf/20184801039.

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Many researches reveal that climate change is a significant public issue. With the rising awareness of climate change impacts by both national and international bodies, building climate resilience has become a major goal for many institutions. This influence began to find path in architectural design education. Architectural design education is mostly given in the design studios. Each semester, the studio instructors prepare design briefs that need to be completed in a required period of time with given constraints. This is an opportunity for the design studios to adapt new theories and approaches like climate change into the design study. This article describes the experiences of the studio team after the design work proposed for climate. The study explains the transition from research to design stage. The studio tutors collected data after close observations on 42 students from Yasar University, School of Architecture third year studio.

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15

Sari, Martha, Ni Luh Putu Ning Septyarini Putri Astawa, and I. Nyoman Yudi Anggara Wijaya. "SISTEM INFORMASI BOOKING (STUDI KASUS: REGGAENERASI INK STUDIO)." Jurnal Manajemen Informatika dan Sistem Informasi 4, no. 1 (January 22, 2021): 55. http://dx.doi.org/10.36595/misi.v4i1.236.

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Penelitian ini bertujuan membuat sistem informasi untuk booking online artist. Peneliti melakukan penelitian pada Reggaenerasi Ink Studio Tattoo, Bali, Indonesia. Penelitian ini menggunakan data kualitatif dan kuantitatif, data kualitatif didapatkan melalui wawancara dan angket terbuka. Wawancara bertujuan untuk mendapatkan data dari manajer studio guna mengetahui kebutuhan sistem yang dibutuhkan dalam sistem informasi tattoo artist. Data kuantitatif didapatkan melalui angket terbuka dan data kualitatif didapatkan melalui angket tertutu yang dijawab oleh ahli Bahasa. Metode yang digunakan dalam penelitian ini adalah waterfall model. Pengumpulan data yang digunakan yakni wawancara tidak terstruktur serta menggunakan angket terbuka dan. Perancangan sistem menggunakan framework Laravel dan pemrograman PHP. Penelitian ini berhasil merancang sistem informasi tattoo artist dimana sistem ini bisa digunakan untuk memesan slot pengerjaan tattoo secara daring dan penjadwalan tattoo untuk customer dan tattoo artist.

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16

Balassiano, Katia. "Tackling “Wicked Problems” in Planning Studio Courses." Journal of Planning Education and Research 31, no. 4 (August 1, 2011): 449–60. http://dx.doi.org/10.1177/0739456x11415282.

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Planning practitioners encounter both “tame” and “wicked” problems in the workplace. Conventional planning studios generally prepare students for the less complex or tame problems, but politically contentious studios fraught with uncertainty will simulate a more realistic, if not more challenging, studio experience. In this study, I use content analysis of university syllabi to determine the degree to which planning studios are preparing students to tackle “wicked problems” upon graduation. Then, based on the lessons learned from a workshop pertaining to natural gas drilling in the Marcellus Shale, I offer guidance to instructors of studio-type courses who wish to introduce their students to complex problem solving.

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17

Jones, Paul. "The Case for Inclusion of International Planning Studios in Contemporary Urban Planning Pedagogy." Sustainability 11, no. 15 (August 2, 2019): 4174. http://dx.doi.org/10.3390/su11154174.

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The pedagogy of urban planning education should include an understanding of the growth and complexity of city development issues, especially the best ways to respond to dealing with current and future challenges. At the same time, the nature of the city that urban planners engage with continues to change, with one major challenge being the increasing growth of informal settlements. This paper asserts that an essential component of contemporary urban planning pedagogy is the inclusion of international planning studios and, importantly, studios which focus on major urban social and civic planning issues, such as informal settlements. The latter have been acknowledged as a major sustainable development challenge and are incorporated into the global Sustainable Development Goals (SDGs). To support this assertion, the paper outlines the case for international planning studios, reviews the literature on studios—including planning and international studios—and discusses the benefits and challenges of organizing an international studio grounded on embracing global development issues and learning objectives. This paper uses a case study of an international postgraduate Master’s degree planning studio, set within an informal settlement (kampung) in Indonesia, held annually since 2015 to illustrate the above. The latter studio is in collaboration between the University of Sydney and the Institute of Technology Bandung (ITB) University, Indonesia. The paper concludes with a summation for the case for international studios in contemporary urban planning pedagogy, including a set of principles that can be used by planning programs when designing an international planning studio.

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18

Ashkan, Maryam. "THE PHENOMENOLOGICAL EVALUATION OF TEACHING PROFESSIONALISM IN THE ARCHITECTURE DESIGN STUDIO CULTURE: A Case at the University of Kansas." International Journal of Architectural Research: ArchNet-IJAR 10, no. 1 (April 26, 2016): 41. http://dx.doi.org/10.26687/archnet-ijar.v10i1.767.

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This paper explores the phenomenology of professional teaching in the design studios of the School of Architecture at the University of Kansas. In contrast to previous general research, this study seeks to improve understanding of design studio instructors’ teaching by employing a qualitative phenomenological methodology based on the theory of constructivism. The use of developed analytical analysis approach in ATLAS.ti 7 reveals two main themes and their sub-categories related to studio instructors’ teaching professionalism, including four styles of teaching, four teaching methods, various teaching features, and factors that potentially influence teaching performance. Despite variations among studio instructors, the theoretical framework developed to assess teaching professionalism in the design studio characterizes instructors as street-level bureaucrats and as negotiators, shaping the quality of instruction provided. In bringing to light how studio instructors negotiate and develop their day-to-day professional teaching practices, the study aims to contribute to educational reform in support of the professional development of studio instructors.

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19

Balsas, Carlos. "The Phoenix Capitol Mall Studios as Examples of Community Embeddedness." Open House International 31, no. 3 (September 1, 2006): 67–76. http://dx.doi.org/10.1108/ohi-03-2006-b0009.

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The Capitol Mall is a very complex urban area adjacent to downtown Phoenix, where Governmental buildings exist side by side with a historic residential neighborhood, warehouse buildings, an under-construction human services campus, vacant lots, and many homeless people on the streets. This area has been 'forgotten' in recent efforts to revitalize downtown Phoenix. The Capitol Mall project involved two studios - Architecture and Planning - conducted simultaneously during spring 2005. The planning studio was intended to develop a revitalization plan and the architecture studio was charged with developing specific programs and projects of urban design and architecture. The purpose of this paper is threefold: 1) to introduce our studios as examples of community embeddedness, 2) to discuss our pedagogical approaches and the project's outcomes, and 3) to present a set of lessons learned that can be valuable to others teaching similar joint studio arrangements. In brief the five lessons are: a) joint studios can have different approaches to reality, b) interdisciplinary studios can benefit from different methodologies and outcomes, c) planning and architecture studios use classroom resources differently, d) joint studios display creativity in different ways, 5) interdisciplinary studios can lead to joint discovery and re-enforcement of learning experiences.

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20

Kendall, Stephen. "Warming-Up Exercises in Support of Open Building Education." Open House International 31, no. 2 (June 1, 2006): 42–54. http://dx.doi.org/10.1108/ohi-02-2006-b0006.

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Teaching students of architecture an open building way of designing in a studio setting can be fruitful. To be even more fruitful, however, “warming - up” exercises are useful, but take time to do properly and are not an easy fit in the studio setting. This paper offers some examples of both open building studio projects and “warming-up” exercises given in the studio setting. It also offers comments on lessons learned over the years in teaching in such a way in architectural studios and argues for the development of courses specifically focused on “warming-up” design exercises, not only in support of open building but more generally. These may be most helpful if offered outside but supportive of the design studio. But such opportunities are rare, because “design skill” courses do not exist in architectural curricula.

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21

Casadei, Delia. "Milan's Studio di Fonologia: Voice Politics in the City, 1955–8." Journal of the Royal Musical Association 141, no. 2 (2016): 403–43. http://dx.doi.org/10.1080/02690403.2016.1216055.

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ABSTRACTThe Studio di Fonologia Musicale of Milan, Italy's first electronic music studio, opened in 1955. Housed in the national broadcasting (RAI) studios in Milan, the studio was founded by two celebrated Italian composers: Luciano Berio and Bruno Maderna. The institution is often remembered nowadays for being the first electronic music studio to focus its activity on the human voice. As I argue, this focus was not only of an aesthetic nature, but rather reflected long-standing political and intellectual conceptions of voice, speech and public space that were rooted in Italy's early days as a republic, and in mid-twentieth-century Milan as the flagship city for this newly achieved political modernity.

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22

Juarez, Frank, Erika Block, Pat Ryan, and Jonathan Fritsch. "Studio Culture: On the Road with Midwest Artist Studios." Art Education 68, no. 5 (September 2015): 46–54. http://dx.doi.org/10.1080/00043125.2015.11519339.

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23

Arthur Solway. "THE STUDIO." Antioch Review 70, no. 4 (2012): 720. http://dx.doi.org/10.7723/antiochreview.70.4.0720.

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24

Brown, John. "Studio Notes." Circa, no. 93 (2000): 32. http://dx.doi.org/10.2307/25563611.

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25

Xian, Zhou. "Mario’s Studio." Rivista di estetica, no. 69 (December 1, 2018): 119–23. http://dx.doi.org/10.4000/estetica.3903.

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Tumlir, Jan. "Studio Crisis!" Art Journal 71, no. 1 (March 2012): 58–75. http://dx.doi.org/10.1080/00043249.2012.10791080.

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27

Hogben, Gavin. "Studio movies." Digital Creativity 11, no. 4 (December 2000): 219–33. http://dx.doi.org/10.1076/digc.11.4.219.8872.

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Civili, Cristina, Marco Console, Giuseppe De Giacomo, Domenico Lembo, Maurizio Lenzerini, Lorenzo Lepore, Riccardo Mancini, et al. "Mastro studio." Proceedings of the VLDB Endowment 6, no. 12 (August 28, 2013): 1314–17. http://dx.doi.org/10.14778/2536274.2536304.

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29

Štefančič, Marcel, Janez Janša, and Igor Teršar. "Studio city." Maska 32, no. 187 (December 1, 2017): 17–23. http://dx.doi.org/10.1386/maska.32.187-188.17_7.

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30

Woodley, Michael, and Samuel N. Kamin. "Programming studio." ACM SIGCSE Bulletin 39, no. 1 (March 7, 2007): 531–35. http://dx.doi.org/10.1145/1227504.1227490.

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31

Harbaugh, Ross. "Studio Tips." American String Teacher 59, no. 3 (August 2009): 61–63. http://dx.doi.org/10.1177/000313130905900312.

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Jesselson, Robert. "Studio Tips." American String Teacher 59, no. 4 (November 2009): 94–95. http://dx.doi.org/10.1177/000313130905900417.

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Jesselson, Robert. "Studio Tips." American String Teacher 60, no. 1 (February 2010): 82–83. http://dx.doi.org/10.1177/000313131006000119.

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Ericksen, Elizabeth. "Studio Tips." American String Teacher 60, no. 2 (May 2010): 79. http://dx.doi.org/10.1177/000313131006000215.

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Schoyen, Jeffrey. "Studio Tips." American String Teacher 60, no. 3 (August 2010): 110–11. http://dx.doi.org/10.1177/000313131006000323.

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Denig, Lynne. "Studio Tips." American String Teacher 60, no. 4 (November 2010): 80–82. http://dx.doi.org/10.1177/000313131006000423.

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Myers, Rachel. "Studio Tips." American String Teacher 61, no. 1 (February 2011): 76–77. http://dx.doi.org/10.1177/000313131106100121.

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De La Torre, Nissa. "Studio Tips." American String Teacher 61, no. 2 (May 2011): 72. http://dx.doi.org/10.1177/000313131106100211.

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Rich, Mary Alice. "Studio Tips." American String Teacher 61, no. 3 (August 2011): 100–101. http://dx.doi.org/10.1177/000313131106100322.

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Curry, Nick. "Studio Tips." American String Teacher 61, no. 4 (November 2011): 94–95. http://dx.doi.org/10.1177/000313131106100421.

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Donakowski, Carl. "Studio Tips." American String Teacher 62, no. 2 (May 2012): 80. http://dx.doi.org/10.1177/000313131206200219.

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Buchholz, Theodore. "Studio Tips." American String Teacher 62, no. 3 (August 2012): 100–101. http://dx.doi.org/10.1177/000313131206200319.

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Brown, Kellie Dubel. "Studio Tips." American String Teacher 62, no. 4 (November 2012): 78–79. http://dx.doi.org/10.1177/000313131206200416.

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Farmer, B., and A. Wilsher. "Studio manipulation." History of Photography 15, no. 1 (March 1991): 60. http://dx.doi.org/10.1080/03087298.1991.10443132.

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Scaroni, R., N. Tambasco, E. Ciorba, L. Parnetti, V. Gallai, and G. P. Pelliccioli. "Studio PEACE." Rivista di Neuroradiologia 16, no. 1_suppl (May 2003): 193–95. http://dx.doi.org/10.1177/19714009030160s176.

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Erdman, Jori. "Studio South." Journal of Architectural Education 59, no. 4 (May 2006): 19–25. http://dx.doi.org/10.1111/j.1531-314x.2006.00048.x.

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Taylor, Chris. "Remote Studio." Journal of Architectural Education 64, no. 1 (September 2010): 129–34. http://dx.doi.org/10.1111/j.1531-314x.2010.01106.x.

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Suzuki, Tsuneo, and Akihiro Nakabayashi. "Virtual Studio." Journal of The Institute of Image Information and Television Engineers 61, no. 5 (2007): 657–59. http://dx.doi.org/10.3169/itej.61.657.

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Labouseur, Alan, Shane Crumlish, Cassandra Graves, Melissa J. Iori, Gregory Miller, and Thomas J. Wojnar. "G* studio." ACM Inroads 7, no. 2 (May 16, 2016): 58–66. http://dx.doi.org/10.1145/2896823.

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Schumacher, Gretchen, and Mary Ann Thurkettle. "Camtasia Studio." CIN: Computers, Informatics, Nursing 25, no. 3 (May 2007): 130–34. http://dx.doi.org/10.1097/01.ncn.0000270038.29788.f1.

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