Fostering creativity in the design studio: A framework towards effective pedagogical practices. Issue 1 (3rd April 2012)

• Record Type: Journal Article
• Authors: Hargrove, Ryan
• Is Part Of: Art, design & communication in higher education. Volume 10:Issue 1(2012)
• Page Start: 7
• Page End: 31
• Publication Date: 2012-04-03
• Subjects: Art -- Study and teaching (Higher) -- Periodicals; Design -- Study and teaching (Higher) -- Periodicals; Creative teaching -- Periodicals; Periodicals; 707.11
• DOI: 10.1386/adch.10.1.7_1
• Languages: English
• ISSNs: 1474-273X

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.