A Systematic Review of Design Creativity in the Architectural Design Studio

Casakin, Hernán; Wodehouse, Andrew

doi:10.3390/buildings11010031

Cited by 25 publications

(21 citation statements)

References 67 publications

(122 reference statements)

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“…Conversations become either very public or require students and instructor to connect outside of class hours, which is not always a possibility. Thus, the establishment of efficient feedback exchange and communication amongst students and lecturers should be explored as a priority (Casakin & Wodehouse, 2021). Whether via the creation of office hours outside of class time, messaging channels for questions, or rapid replies to emails, instructors must invest more time in providing timely and sufficient support for students in web-based instruction (Alhefnawi & Afify, 2021).…”

Section: Feedback Loops and Communication Pathways In Virtual Studio Environmentsmentioning

confidence: 99%

Transitioning Architectural Pedagogy Into the Virtual Era via Digital Learning Methods

Estrina¹,

Huang²,

Hui³

et al. 2021

Education and New Developments 2021

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In an age of physical separation, a new pedagogical paradigm was established via the integration of pre-recorded videos, video conferencing, and online assessments to become hallmarks of the “new normal”. In architectural education, the hands-on learning methodologies were suddenly compromised, challenging design pedagogy to reconfigure how students integrate collaborative design, studio culture, and develop analog skills into virtual learning. This prompted the question, how can architecture be effectively taught and experimentally explored through distanced and virtual means? The recent COVID-19 pandemic has disrupted this pedagogical environment and extinguished the opportunity of accessioning collaborative facilities considering recent distancing parameters. Conducting a literature review on experiences of virtual teaching in the realm of architecture, the paper explores scenarios, surveys, and adaptations to an unprecedented full online architecture studio. The paper showcases a series of teaching modifications that prove to be useful in maintaining and improving student engagement and performance in virtual architectural pedagogy.

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Section: Feedback Loops and Communication Pathways In Virtual Studio Environmentsmentioning

confidence: 99%

Transitioning Architectural Pedagogy Into the Virtual Era via Digital Learning Methods

Estrina¹,

Huang²,

Hui³

et al. 2021

Education and New Developments 2021

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“…The nature of this influence was examined in economy [10], entrepreneurship [11], public libraries [12], design education [13,14], higher education [15], science, technology, engineering, and mathematics (STEM) education [16], medical practices [17], and sustainability [18] among many others. Built environments used for designing are essential for supporting creative activities [19]. Most of the studies conducted on makerspaces and FabLabs considered them to be creative, built environments that help students, engineers, designers, architects, and healthcare workers come up with innovative solutions to real-life problems [3,[20][21][22][23].…”

Section: Introductionmentioning

confidence: 99%

A Systematic Review on FabLab Environments and Creativity: Implications for Design

2022

Self Cite

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Fabrication laboratories (FabLabs) and makerspaces are used to transform ideas into tangible products. Used in a design–learning context, they can enhance cognitive and creative skills. Creativity is the pivotal ability to produce innovative outcomes in makerspaces, and several studies have attempted to understand the role of makerspaces and creativity in specific fields. However, a comprehensive study offering a holistic view of the contributions of the makerspaces as built environments that foster creativity is lacking. Therefore, we conducted a systematic literature review on FabLabs, makerspaces, and creativity to address this research gap. While the review was performed using five major databases, only peer reviewed journal articles were considered. The findings revealed that makerspaces help to develop person, product, physical, and social environments, as well as process aspects of creativity. Moreover, makerspaces induce problem solving, collaborative, and communication skills; they also offer appealing environments and technologies for developing creative solutions to real-life problems. We identified and analysed five major themes dealing with technical skills, technological and environmental elements, STEM learning, and skill development, and elaborated upon their importance for enhancing creativity in FabLab and makerspace environments.

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“…Instruction on drawing and design skills constitutes the most important part of architectural education [1]. The global research conducted so far on architectural education, including the applicable recruitment criteria, shows a wide range of used criteria, which among others, include: evaluation of portfolio of works, results of secondary school leaving exams (A-levels and O-levels) and interviews or exams in drawing.…”

Section: Introductionmentioning

confidence: 99%

“…All of the applied criteria are intended to verify the suitability of candidates in view of successful completion of the study programme and pursuit of professional career. It is certainly worth attempting to systematise the applicable recruitment criteria and requirements at the regional, national, and international levels [1]. Other studies also show that admission requirements posed for candidates show a weak correlation with the students' performance during their studies.…”

Section: Introductionmentioning

confidence: 99%

“…The role of manual drawing in architectural education is fundamental and indisputable; thus, drawing is included in the mandatory core subjects of architectural study programmes in Poland [10]. Despite the rapid development of digital tools used in architectural design, such tools cannot replace manual drawing either in architectural education or at any stage of a professional career, yet they should be mastered by the future architects alongside the manual drawing skills in the process of their education [1]. Even if, initially, the rapid progress of digitalization of the design process and the application of specialized software seemed to be forcing manual skills out, this has not happened.…”

Section: Introductionmentioning

confidence: 99%

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Drawing Skills of Candidates for Architectural Studies vs. Learning Outcomes of Graduates. Comparative Research Based on the Example of The Faculty of Architecture, Poznan University of Technology

Gawlak¹,

Pruszewicz-Sipińska²,

Bonenberg³

2021

Education Sciences

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Major changes in the organisation of the teaching process at universities in Poland had to be introduced in response to the current pandemic situation and threat of further spread of SARS-CoV-2 virus. This article presents the results of the research conducted at the Faculty of Architecture, Poznan University of Technology in view of the pilot, experimental entrance exam that excludes the evaluation of drawing skills of candidates for architectural studies in the 2020/21 recruitment process. The purpose of the research was to find a correlation between the quality of candidates accepted for the BSc (engineer) programme studies, evaluated on the basis of their drawing skills demonstrated during the entrance exam and the learning outcomes of graduates. For that purpose, the authors hereof have carried out an analysis with the use of the Spearman Rank Correlation formula. The comparative analysis has shown that candidates whose drawing skills were evaluated highly during the entrance exam did not necessarily rank as the top grade scoring graduates of the first degree study programme, and thus, it has further been shown that good drawing skills at the beginning of the study programme do not guarantee top learning results at the end of the studies. In effect, the research should become a starting point for a discussion in Poland on whether there are any justified grounds for entrance exams in drawing or whether a portfolio of works may replace it and be an effective recruitment criterion.

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A Systematic Review of Design Creativity in the Architectural Design Studio

Cited by 25 publications

References 67 publications

Transitioning Architectural Pedagogy Into the Virtual Era via Digital Learning Methods

Transitioning Architectural Pedagogy Into the Virtual Era via Digital Learning Methods

A Systematic Review on FabLab Environments and Creativity: Implications for Design

Drawing Skills of Candidates for Architectural Studies vs. Learning Outcomes of Graduates. Comparative Research Based on the Example of The Faculty of Architecture, Poznan University of Technology

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