The research project aims to describe and evaluate the stage designer’s place in the process of performance making through examination of stage design pedagogies. There are two dimensions to this study. The first reconstructs one example of stage design pedagogy of the early to mid twentieth century; the Motley Theatre Design Course. The second aims to document, and reflect on, contemporary stage design pedagogies between 2014-2015. The study contrasts the findings of these two to reflect upon the impact of changing performance practices on the role and position of stage designers, between these two time frames.