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Full-Text Articles in Arts and Humanities
A New Way To Improve Design Students’ Creativity - Based On Thinking Style, Yang Zhang
A New Way To Improve Design Students’ Creativity - Based On Thinking Style, Yang Zhang
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China is developing rapidly in many areas; currently over 50% of products (including household supplies, industrial products, some raw materials) in the world are 'made in China'. However, during the past 30 years of reformation and opening, there have been very few designers, educated in China, with a global reputation. To change current situation of 'made in china' to 'created in china', re-energizing Chinese design education is important. The research focus on higher education and explores new approaches to improve design students' creativity. Thinking styles are not dictate by physical condition. This indicates that we cannot judge a person’s thinking …
K-12 Design Education, Creativity, And The Corporate World, Robin Vande Zande
K-12 Design Education, Creativity, And The Corporate World, Robin Vande Zande
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Creativity has been described by a number of researchers as a 21st Century Skill and a way for students to succeed as learners, workers, and citizens. The corporate sector has had tremendous impact on what happens in American education for years and continues to do so. Teachers should understand that it is often beneficial to speak the language of business and cite corporate authors to offer validation for what they teach as being essential for creative skills. An effective way for teachers to teach creativity in the context of business is through design education, a natural integrator of various subject …
Liminal Moments: Designing, Thinking And Learning, Manuela Taboada, Gretchen Coombs
Liminal Moments: Designing, Thinking And Learning, Manuela Taboada, Gretchen Coombs
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This paper provides a contextual reflection for understanding best practice teaching to first year design students. The outcome (job) focussed approach to higher education has lead to some unanticipated collateral damage for students, and in the case we discuss, has altered the students’ expectations of course delivery with specific implications and challenges for design educators. This tendency in educational delivery systems is further compounded by the distinct characteristics of Generation Y students within a classroom context. It is our belief that foundational design education must focus more on process than outcomes, and through this research with first year design students …
Rock Paper Scissors: Reflective Practices For Design Process In The Landscape Architecture Novice, Jennifer Seevinck, Thomas Lenigas
Rock Paper Scissors: Reflective Practices For Design Process In The Landscape Architecture Novice, Jennifer Seevinck, Thomas Lenigas
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We describe a pedagogical approach that addresses challenges in design education for novices. These include an inability to frame new problems and limitedto- no design capability or domain knowledge. Such challenges can reduce student engagement with design practice, cause derivative design solutions as well as the inappropriate simplification of design assignments and assessment criteria by educators. We argue that a curriculum that develops the student’s design process will enable them to deal with the uncertain and dynamic situations that characterise design. We describe how this may be achieved and explain our pedagogical approach in terms of methods from Reflective Practice …
Cultivating Creativity: Documenting The Journey, Grace Schlitt
Cultivating Creativity: Documenting The Journey, Grace Schlitt
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As a Master’s of Education in Learning Sciences candidate at the University of Washington and a licensed architect, I co-taught the course Cultivating Creativity with Professor Iain Robertson, Winter Quarter 2012. This course is offered annually to a group of 15 Honors students at the University. Professor Robertson has taught this class for five years. Participating students were in ‘non-creative’ majors such as Biology, Chemistry, or Math. Two students were in Computer Science and Religious Studies. Most of the students arrived expecting to ‘learn’ how to be creative. Through exercises that Professor Robertson developed, the students gained confidence in their …
Introducing High School Students To Design And Creative Thinking In A Teaching Lab Environment, Gretchen Caldwell Rinnert, Jillian Coorey
Introducing High School Students To Design And Creative Thinking In A Teaching Lab Environment, Gretchen Caldwell Rinnert, Jillian Coorey
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Many students in the United States have limited exposure to design thinking, formal techniques or creative experimentation. For many, a design education begins in college, as one selects their major. Unfortunately, many high school art programs have been eliminated or dramatically reduced, resulting in students receiving less creative exposure and limiting their design preparation before college. Creative problem solving skills are in demand. Sir Ken Robinson, a recognized leader in the development of creativity and innovation, believes our schools are educating students out of their creativity. He argues that we train students to become good workers instead of creative problem …
Digital Design And Creativity: A Reflection On Curriculum Change In Landscape Architecture Education, Heike Rahmann, Jillian Waliss
Digital Design And Creativity: A Reflection On Curriculum Change In Landscape Architecture Education, Heike Rahmann, Jillian Waliss
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In comparison to the allied design disciplines of architecture and urban design, the creative potentials of digital media have been slow to influence landscape architecture. Many landscape architects consider digital media to lack the intuitive capability of more traditional means of design such as hand drawing. This paper argues for the creative potential of digital technologies in design pedagogy of landscape architecture. Drawing on the experience of the first year of the professional Master of Landscape Architecture program at the University of Melbourne, we outline a shift in design curriculum from planimetric design techniques to a focus on three- dimensional …
Teaching Constraints, Learning Creativity: Leveraging The Guided Distractions, Margherita Pillan, Marco Maiocchi, Marko Radeta
Teaching Constraints, Learning Creativity: Leveraging The Guided Distractions, Margherita Pillan, Marco Maiocchi, Marko Radeta
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Different disciplines require different approaches to education. The teaching of formalized sciences (such are physics, chemistry, etc.) requires the study of consolidated and already verified results and is conveniently carried out through lecturing (e.g. lectures or books) while formalisms and techniques are learned together with disciplinary contents. Soft disciplines (such are fine arts, interior design, media production, journalism, etc.) require “learning by doing”: the study of facts and techniques that is weakly related to the ability to produce masterpieces or new ideas. Design is in an intermediate position: techniques can be learned (e.g. modelling, representation, materials, colours, etc.), but the …
Relating Creativity, Fantasy, Invention And Imagination: Studying Collective Models Of Creative Collaboration From Kindergarten To University Degrees, Raffaella Perrone
Relating Creativity, Fantasy, Invention And Imagination: Studying Collective Models Of Creative Collaboration From Kindergarten To University Degrees, Raffaella Perrone
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In recent years, cognitive psychology has supplied interesting analytical frameworks for the processes involved in the construction of knowledge at all levels of education, from kindergarten to college. In design teaching and for many decades theories have been proposed about design projects "methods" and "methodologies". However, only in recent years theoretical approaches to "creativity" and the creative process have been proposed and have started to be implemented in academic curricula, or as working methods (cocreation). Creativity, thus, has become an area of "focus" of research, with important implications on the design discipline. However, creativity, invention, imagination and fantasy simultaneously interact …
Creativity In The Subject Art And Crafts: The Weak Link Between Learning And Assessment, Eva Lutnæs
Creativity In The Subject Art And Crafts: The Weak Link Between Learning And Assessment, Eva Lutnæs
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This paper explores the assessment of creativity in the Norwegian school subject Art and Crafts. Creativity, or its sibling, originality is frequently used as an assessment criterion in assignments given to pupils at the level of lower secondary education. Written assessment criteria contribute to the public face of the subject, revealing core values to pupils, parents, headmasters and politicians. I have studied the assessment repertoire of teachers when negotiating final grades and legitimising their assessment practice in interviews.The teachers struggle to find words to describe what makes pupils’ design creative or original. Creativity seems to be something that just happens …
Normal Creativity: What 1,038 T-Shirts Can Tell You About Design Education, Peter Lloyd, Derek Jones
Normal Creativity: What 1,038 T-Shirts Can Tell You About Design Education, Peter Lloyd, Derek Jones
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The study of creativity in design has tended to emphasise its value, scarcity, and location in the individual designer rather than in choices made by a consuming public in the context of a wider culture. This paper, in presenting and developing a view of creativity in design as a normal concept, will present initial results from a study of 1038 student design assignments obtained from a distance-learning course in Design Thinking from The Open University in the UK. We show how ‘normal’ distributions of design outputs can be contived from a structured design process and argue that the creativity that …
Tell It With Colours: Case Study Of Multidisciplinary Educational Program For Non-Designer, Mari-Ann Letnes, Ingvild Olsen Olaussen
Tell It With Colours: Case Study Of Multidisciplinary Educational Program For Non-Designer, Mari-Ann Letnes, Ingvild Olsen Olaussen
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The aim of this paper is to identify qualities associated with pupils' interactions with aesthetic learning processes when creating multimodal texts. The study addressed the following research question: How do pupils experience and interact with the appearance of aesthetic elements when they create multimodal expression? The topic chosen is associated with an interest in children’s encounters with art and developing an understanding that will assist practitioners who work with creative processes in their daily activities to take part in teaching in schools. This facilitates the expression of creativity as well as innovation and the development of the pupils’ sensibility with …
The Imaginative Approach: Characteristics Of Craft Artisans’ And Design Trainers’ In-Depth Cognitive Levels During A Design Training Program, Deny W. Junaidy, Yukari Nagai
The Imaginative Approach: Characteristics Of Craft Artisans’ And Design Trainers’ In-Depth Cognitive Levels During A Design Training Program, Deny W. Junaidy, Yukari Nagai
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This paper investigated and discovered the differences that exist between craft artisans’ and design trainers’ in-depth cognitive levels during the use of the imaginative approach in a design training program. We employed a concept network method based on the associative concept dictionary to extract the verbalized thoughts of four craft artisans and four design trainers. We then identified semantic relationships based on factor analysis. Our findings revealed that craft artisans tended to activate lower in-depth cognitive levels and design trainers tended to generate deeper in-depth cognitive levels. Our study demonstrated that craft artisans tended to place greater focus on aspects …
Designing A Creativity Training Plan For Companies, Marita Canina, Elisabetta Coccioni, Laura Anselmi, Stefania Palmieri
Designing A Creativity Training Plan For Companies, Marita Canina, Elisabetta Coccioni, Laura Anselmi, Stefania Palmieri
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It is widely recognized that training in creative techniques enhances competitiveness and efficiency of the company production process. Relying on the idea that creativity is the basis for innovation, to learn and manage creativity techniques becomes strategic to meet a company’s need for innovation. Hollanders and van Cruysen's system of indicators (2009), based on the European Innovation Scoreboard (EIS), is aimed at quantifying creativity and design, and the role of professional training is key for a company’s success on the market. This paper presents a methodology for drafting a training plan for companies. The methodology counts on two approaches similar …