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Int J Technol Des Educ (2010) 20: 453–476 DOI 10. 1007/s10798-009-9102-z
Methods which may stimulate creativeness and their use in architectural design education ´ Doris C. C. E. Kowaltowski • Giovana Bianchi • Valeria Teixeira sobre Paiva
Released online: 13 November 2009 Ó Springer Science+Business Mass media B. Versus. 2009
Subjective The executive design procedure is based on a creative phase wherever creativity is extremely valued. Although the literature about creativity is definitely rich in approaches to stimulate the decision-making procedure, these tools are rarely formally present in the building design and style process. To help the discussion on creativity and design education this paper presents a report on methods that may boost the creative procedure and their program in structure courses around the world. The benefits of this query indicate that design course instructors apply strategies that may induce creativity mainly informally, with a positive results. To explore more fully the richness of the literature within the enhancement of creativity, organised applications of strategies are recommended in manipulated experiments to assess results. Keywords Creativity Á Creative design Á Design education Á Problem solving Á Methods that may stimulate creativeness Á System design
Introduction In recent many years universities and architecture colleges in particular, make important initiatives to improve style education. The goals in new ways training design are mainly concerned with enriching the pure artistic vision of structure, through the installation of scientiﬁc knowledge and social responsibility. Environmental enjoyment the question of sustainability include increased the advantages of exact scientific research and technological education. Social sciences ought to instill breathing difficulties towards the relation of human behavior and elements of the built environment. Finally, outcomes of studies on creativeness should improve the design procedure. In this daily news, to further the discussion on design education research on methods that may enhance creativity is presented. The results associated with an exploratory interview inquiry with design trainers, to investigate the use of such strategies, are mentioned. Architectural G. C. C. K. Kowaltowski (& ) Á G. Bianchi Á V. To. de Paiva School of Civil Architectural, Architecture and Urban Style, FEC, Division of Structures and Building, DAC, Express University of Campinas, UNICAMP, CP 6021, Campinas, SP, Brazil e-mail: [email protected] unicamp. br
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design is utilized as the main object of inquiry, considering that the authors specialist and instructing experiences are in this ﬁeld. The discussion for the creative style process as well as the results in the exploratory interview study presented, are seen as having a wider application in the design ﬁeld. Contemporary goals in higher education and particularly design education include providing students equipment to promote the search for creative approaches to problems, and a solid scientiﬁc basis for decision-making operations. To achieve this kind of goals, the development of methods which may enhance creativity can be found in the discussion on curricular reforms. The authors had been interested in the use of tools which may enhance imagination, after executing a teaching experiment within a bioclimatic design-studio of the Buildings and Downtown Design Span of the State College or university of Campinas—Unicamp, in Brazil (Kowaltowski ainsi que al. 2007). The strength of restrictions, imposed within the design option realm, was tested in the earlier study. The results confirmed that constraints could improve creativity in students, specifically through the obstacle of breaking the imposed barriers by implementing new and original alternatives. In addition , with restrictions explained, students were more conﬁdent in their design and style proposals and the design process as a whole. The starting point with the exploratory research, presented through this paper, was obviously a literature review that demonstrated that the...
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