A deliberate design and arrangement of creative learning activities in tertiary design education is crucial in helping design students to release their creative potential. Unfortunately, a systematic and deliberate design of creativity training has not yet been implemented in any higher
design education institutes in Hong Kong. This article aims to classify various creative-thinking techniques in order to provide design educators with the chance to rethink the arrangement of creativity training in higher design education. Although this article is unable to provide a pedagogical
framework for design educators, the five categories, namely (1) identifying and mapping attributes; (2) making possibilities; (3) changing and shifting perspectives; (4) making associations and analogical thinking; and (5) probing emotion and the subconscious, have been classified and introduced
to support the importance of arranging appropriate creative-thinking techniques to learning and teaching of creativity in design education.
The Hong Kong Polytechnic University.
Publication date: September 1, 2009
More about this publication?
How can art, design and communication aid teaching? Do these teaching methods work better in certain fields of study? Focusing on arts and media-based subjects, and encompassing all areas of higher education, this journal reveals the potential value of new educational styles and creative teaching methods.