The Relationship between Creativity and Design and Its Implication for Design Education
In a study on architectural education in Australasia, Ostwald and Williams (2008a; 2008b) identified three key issues: (1) there is a lack of understanding of pedagogical dimensions of creativity in design; (2) there is no appropriate strategies to understand where different levels of creativity occur and how they should be assessed; and (3) there is a lack of appropriate models or tools to support assessment of creative works. Closely related to these problems is a lack of an unambiguous disciplinary definition of creativity, as well as an assumed relationship between creativity and design. This paper explores this relationship and questions how creativity forms part of design and design processes. It further considers the relationship between creative processes and design processes as they relate to design education. The paper forms part of an ongoing research project concerning assessment of creativity in higher education in Australia. The primary data for the paper was collected during a symposium with Australian design academics and practitioners who were asked to discuss their perceptions and experiences of creativity and assessment of design students’ creative works.
||Design, Creativity, Assessment, Design Education
Design Principles and Practices: An International Journal, Volume 5, Issue 1, pp.57-72.
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Head of School, School of Architecture and Built Environment, The University of Newcastle, Newcastle, NSW, Australia
Tony is currently the Head of School of the Faculty of School of Architecture and Built Environment. He is a winner of multiple University Teaching Awards as well as a National Awards for Teaching Excellence. Tony has worked extensively in curriculum design and implementation both at program and course levels and is highly regarded in this area, having worked as a curriculum consultant both nationally and internationally. Tony’s research is in the field of Design Methodology. He is widely published in the field of Design and Engineering Education, with over 100 publications in these professional education fields. Tony has been awarded over $1million in competitive research funding
Dean, School of Architecture and Built Environment, The University of Newcastle, Callaghan, NSW, Australia
Professor Michael J. Ostwald is Dean of Architecture at the University of Newcastle, Australia, a Visiting Professor at RMIT University (Melbourne) and a Professorial Research Fellow at Victoria University Wellington.He has a PhD in architectural history and theory and a higher doctorate (DSc) in the mathematics of design. He has lectured in Asia, Europe and North America and has written and published extensively on the relationship between architecture, philosophy and geometry. Michael Ostwald is a member of the editorial boards of the Nexus Network Journal and Architectural Theory Review and he is co-editor of the journal Architectural Design Research.
Research Assistant, School of Architecture and Built Environment, The University of Newcastle, Newcastle, NSW, Australia
Hedda has a Candidata Magisterii (Can.Mag.) degree from the University of Bergen, Norway, with social anthropology as her major, a Masters of Social Science and a PhD (Sociology/Anthropology) from the University of Newcastle. Hedda has also undertaken an introductory course and part examination for Master studies in social anthropology at the University of Bergen. She is well-acquainted with the use of ethnographic methods and qualitative interview techniques, and has previously taught research methodology at the University of Newcastle. Her research higher degree studies provide Hedda with excellent research skills to manage the current project.
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