The Challenge of Beginning

Ryan Hargrove; Art Rice

doi:10.1111/jade.12027

The Challenge of Beginning

Ryan Hargrove, Art Rice

Landscape Architecture

Research output: Contribution to journal › Article › peer-review

7 Scopus citations

Abstract

This article presents a way of approaching introductory design education that expands student creativity through building on research related to the impact of cognitive development and metacognitive thinking. The strategy presented emphasises the importance of encouraging divergent thinking and understanding how students perceive knowledge. The goal is to create a learning environment that acknowledges where students are in their thinking and provides a structure that promotes both cognitive and creative growth.

Original language	English
Pages (from-to)	159-168
Number of pages	10
Journal	International Journal of Art and Design Education
Volume	34
Issue number	2
DOIs	https://doi.org/10.1111/jade.12027
State	Published - Jun 1 2015

Bibliographical note

Publisher Copyright:
© 2015 NSEAD/John Wiley & Sons Ltd.

Keywords

Creativity
Design education
Design thinking
Divergent thinking
Metacognition

ASJC Scopus subject areas

Education
Visual Arts and Performing Arts
Arts and Humanities (miscellaneous)

Access to Document

10.1111/jade.12027

Cite this

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The Challenge of Beginning

Abstract

Bibliographical note

Keywords

ASJC Scopus subject areas

Access to Document

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