As collaborative artistic inquiries, studios challenge logical--analytical approaches to knowledge. Studio activities entail materializing artifacts to explore a range of management and organization issues. Theoretical references are currently needed to keep pace with the growing interest in studio-informed pedagogy. Inspired by organizational aesthetics, my article engages with Luigi Pareyson's hermeneutic-aesthetic philosophy of production and theory of formativity for new understandings on the art of "learning-by-making" studio practices. Based in sensory knowing, formativity--conceptualized as aesthetic formativeness--denotes how artistic "making/doing" unfolds through trial and error, socio-material processes involving simultaneous invention and production. Building on previously established analytical distinctions for studying formativeness dynamics in practice, studio experimentations with two distinct MBA cohorts are explored. Excerpts from these studio accounts guide the reader through students' creative formative adventures. Extensions to the initial conceptual framework are put forward with the aim of contributing more nuanced aesthetic insights on studio-based education. Practical implications and future directions are considered.