The Challenge of Beginning

Ryan Hargrove, Art Rice

Research output: Contribution to journalArticlepeer-review

7 Scopus citations


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 languageEnglish
Pages (from-to)159-168
Number of pages10
JournalInternational Journal of Art and Design Education
Issue number2
StatePublished - Jun 1 2015

Bibliographical note

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


  • Creativity
  • Design education
  • Design thinking
  • Divergent thinking
  • Metacognition

ASJC Scopus subject areas

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


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