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

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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.

Keywords: creative thinking; creativity; design education; design studio; metacognition; self-regulation

Document Type: Research Article

DOI: https://doi.org/10.1386/adch.10.1.7_1

Affiliations: University of Kentucky

Publication date: 2012-04-03

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  • 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.
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