Developing the creativity of design students is widely considered to be an important goal in design education. Finding effective training and instruction to improve creativity is a challenging subject for design educators and researchers. The aim of this study is to examine the effect
of relational thinking training on creativity of design ideas in an analogical design task. The proposed training consisted of three steps: finding relations between two sources; the characteristics of each source; and relations between a new idea and the sources. The participants were 45
second-year architectural design students. The results indicated that the training significantly improved the quality of design ideas and significantly changed the type of similarity that designers established between source and design idea from literal similarity to analogical similarity.
We concluded that stimulating relational thinking of design students by an educational training is an effective way in design education to improve the design creativity.
Different individuals have different perception of artworks. This study aims to find the differences between architecture educators and other interpreters in perceiving architecture students’ pre-sketching. For this purpose, the images of architecture students’ pre-sketches were interpreted by three groups. The information perceived from the students’ pre-sketching was coded and categorized as description, analysis, cognition, emotion, artist and evaluation. The results indicate that the focus of architecture educators was on formal aspects, architects tended to notice students’ architectural abilities while interpretations of educators from other disciplines emphasized the perception of meaning and emotion. The results also show the special role of educators’ perception in education through art.
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