A Chaotic Intervention: Creativity and Peer Learning in Design Education

Abstract

Peer feedback and critique is integral to the creative practice of studio‐based textile designers. In a creative learning context, how do students perceive the role of peer feedback and critique? What conditions do students identify as being important to stimulating creativity in a collaborative peer feedback and critique‐driven learning environment? This article highlights research conducted in one undergraduate textile design programme of an urban Australian university based on a small‐scale designed learning intervention. Our study set out to explore: (1) what students thought about creativity; (2) the conditions which supported its development; and (3) the role of peer learning and critique in the learning experience of design students in a studio‐based environment. Qualitative data were collected from students about their views on creativity, peer learning and the intersection of these two areas both prior to and after the intervention. Staff observations and reflections were also explored. Findings include an increased awareness of the role of peer learning in the creative process for the majority of students. For staff, important revelations unfolded about the role of the group in peer learning and critiques, the elusive nature of creativity itself, the inherent nature of creative disciplines, and the importance of particular physical and mental environment(s) in creative studio‐based learning and teaching. This study highlighted that studio‐based learning environments (involving peer feedback and critique as a critical component of the creative process) need to consider the group dynamic at play and carefully design learning interventions accordingly.

Simulations of Technology-induced and Crisis-led Stochastic and Chaotic Fluctuations in Higher Education Processes: A Model and a Case Study for Performance and Expected Employment

“…Among these are the role of educational technology and human capital (Viaene & Zilcha, 2009), the issue of competence development (Velasco (2014), knowledge regimes in relation to education reforms (Aasen et al, 2014), issues of creativity and peer learning (Budge et al, 2013), human capital and knowledge spillovers (Schumacher et al, 2014), and human capital spillovers in families (Kuziemko (2014). The explored issues constitute a fairly rich spectrum and represent a body of economics and business-related educational research worthy of further scrutiny, extension, and expansion.…”

“…Among these are Barlas, Diker, and Polat (1997); Barlas and Diker (2000); Hazlett (2000); De Fraja (2002); Marginson (2007); Kara (2007;2013) ;Viaene and Zilcha (2009) ;Loomis and Rodrigues (2009) ;Eckwert and Zilcha (2012); Budge, Beale, and Lynas (2013); Velasco (2014); Aasen, Proitz, and Sandberg (2014) ;Schumacher, Dias, and Tebaldi (2014); and Kuziemko (2014).…”

Problem Solving in a Multidisciplinary Environment: Observations from a Newly Developed Program

“…But even though design reviews did not happen often, it was observed that during the presentation students were highly motivated to make comments and suggestions about each other´s work. The diversity of thinking in class reflects previous research on creativity, studio learning, and social constructivism learning 8,10,27 .…”

“…In the studio model, it is also common for students to participate in critique sessions that provide them with different points of view and considerations that must then be judged and applied if considered helpful, in an iterative process 26,27 . This stimulates critical thinking, another desired trait for learners in today's society 1,2,5,28 .…”

“…Budge, Beale, and Lynas 27 emphasize that "peer feedback and critique is integral to the creative practice of designers" (p. 147). In critique sessions, peers are often encouraged to give their opinions and review, and this ability to also give constructive reviews is seen as of highest importance in design disciplines 27 .…”