Fostering creativity in the design studio: A framework towards effective pedagogical practices

Research output: Contribution to journalArticlepeer-review

33 Scopus citations

Abstract

Design is a discipline of innovation: its essence is the creation of something new and unique. An assumption has been that the inclination and ability of a person to respond in novel and useful ways is largely inherited. Present research refutes this view, and it is now believed by many that, however creativity is defined, it is a form of behaviour that can be taught. Acknowledging this point leads to the questioning of how creativity is situated in the design curriculum. If, as present research suggests, most creativity training programmes are successful in that they encourage the development of metacognitive abilities, then the study of creativity as a self-regulatory metacognitive process is timely and important to design education.

Original languageEnglish
Pages (from-to)7-31
Number of pages25
JournalArt, Design and Communication in Higher Education
Volume10
Issue number1
DOIs
StatePublished - Apr 3 2012

Keywords

  • Creative thinking
  • Creativity
  • Design education
  • Design studio
  • Metacognition
  • Self-regulation

ASJC Scopus subject areas

  • Education
  • Communication
  • General Arts and Humanities

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