Speaking the Studio: Why This Study Was Needed
This small-scale study stemmed from my repeated observations in studio-based workshops with MA Fashion Photography students at London College of Fashion. While many students demonstrated confidence using equipment, they often hesitated when asked to name tools, ask technical questions, or verbally communicate their needs. This study was designed to better understand that gap.
The Aim of the Study
The central aim of the research was to explore how MA Fashion Photography students understand photographic studio terminology, and how this understanding affects confidence, participation, and learning in studio-based environments.
Specifically, the study aimed to:
- Identify gaps in students’ understanding of common photographic studio terminology
- Compare confidence in using studio equipment with confidence in recognising and using technical language
- Understand how students respond when terminology is unfamiliar during workshops
- Gather student perspectives on what kinds of support would help them learn studio language more effectively
At the heart of the study was a simple question:
If studio language is part of professional photographic practice, how accessible is it to MA Fashion Photography students when it is left implicit?
Rather than focusing on knowledge deficits, the study was framed around improving learning environments and identifying opportunities to support student development more effectively.
How the Research Was Carried Out
An anonymous online questionnaire was distributed to MA Fashion Photography students at London College of Fashion. The questionnaire combined quantitative and qualitative questions, including:
- Confidence scales for studio equipment and terminology
- Image-based questions asking students to name commonly used studio tools
- Multiple-choice questions about challenges and coping strategies
- Open-ended questions exploring confidence, frustration, and studio experience
Out of a total of 33 MA Fashion Photography students only 13 participated to the study. They came from a range of prior educational and professional backgrounds, and for several students English was not their first language [an important factor when learning highly specific technical vocabulary].
What the Study Sought to Reveal
Rather than assessing technical competence, the questionnaire was designed to reveal where friction occurs in studio learning. It explored:
- The gap between recognising equipment visually and naming it accurately
- Whether technical terms are understood in real time during fast-paced workshops
- How students cope when they do not understand studio language
- Whether terminology affects confidence, communication, and a sense of belonging
Early analysis suggested that studio terminology often operates as a hidden layer of learning, one that can quietly shape confidence and access within the studio.
Why This Matters
For MA Fashion Photography students, studio fluency is closely tied to professional identity. Knowing how to “speak the studio” affects how confidently students collaborate, experiment, and position themselves within professional photographic environments.
By making studio terminology more explicit, visual, and shared, educators can reduce unnecessary barriers and support more inclusive studio learning. This study highlights opportunities to develop clearer and more accessible learning resources, introduce more engaging and inclusive approaches to technical delivery, and consider the role of a centralised glossary in supporting diverse student learning experiences.