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This article will address pedagogical and theoretical conversations on the subjects of arts-based pedagogies and similar methods that oppose traditional writing instruction as evidenced in the studio environment. The goal here is to open these spaces to include compositional practices to establish new commonplaces that take students’ individual creative and analytical identities into consideration in writing instruction. “The studio” is a commonly invoked metaphor for writing instruction generally, but first-year writing specifically, for the potential of its pedagogies; however, in order to consider how these classrooms might employ (or do employ) some of these processes and practices, I will focus on pedagogical approaches such as constructivism and improvisation that are, in the studio environment, centered on students making artifacts in various media. The purpose of this examination is not only to examine what these disciplines privilege and why, but to find the spaces in our writing instruction that can benefit from a close examination of these beliefs and values.
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