Reality versus Creativity?

Morrow, Ruth; Parnell, Rosie; Torrington, Judy

doi:10.11120/tran.2004.01020091

Cited by 9 publications

(10 citation statements)

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“…Some scholars maintain that juries should be used also as a teaching device; in order to ensure that students will be alert, as well as present. Inadequate assessment procedures leave students confused, demotivated and lacking the necessary confidence to work creativily (Morrow et al, 2004). This review highlights the importance of exchange programmes and attendance of conferences by students.…”

Section: Architecture Profession and Representativementioning

confidence: 99%

“…But this study advocates for evolution rather than revolution. (EAAE, 2010) As creativity is being innovative, entreprenuship or original, and Morrow R. et al (2004) argue that if more emphasis is laid on sustainability than creativity in the education of architects, it will lead to producing non-creative architects and consequently non-beautiful and non-comfortable architecture. Members of Windsor Forum (2004) agree that sustainability stressed in line of world reality should be emphasised more than creativity in the education curriculum and that creativity is not necessarily something you must acquire during the course of training but it comes with exposure, experience and time.…”

Section: Criticisms Of Sustainability and Creativity In Arch-educationmentioning

confidence: 99%

“…This has already been pioneered and in operation in some schools (Martin, 2008). Morrow et al (2004) from studies on reality versus creatitivity argue that creative engagement with reality, despite its challenges enriches rather than impoverishes design and moreover, that in order to develop the expertise and motivation to sustain this creative engagement, that this process of engagement must begin in first year. For example, a creative design project could be "design a space for a juggler" and a reality design, "design a porch for a semidetached".…”

Section: Adaptabilitymentioning

confidence: 99%

See 2 more Smart Citations

Teaching a Conventional Arch-Design Studio

Eigbeonan¹,

Hamza²,

Michialino³

2013

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Extensive exploration of literatures, stakeholders" statements, comments, debates and arguments etc from seminars, conferences, fora, meetings, telephone calls, email correspondences, etc are critically reviewed in this paper and are used to argue for improved ways and methods of architetural design education. Although there are similarities in the curriculas of training architects all over the world, but educators go about it in their own convenient and suitable ways and styles. Collaboration of academic and practicing architects" participation in teaching of the arch-design studio and integrated course work with other disciplines are not new in training of architects, this review goes further to argue for a selection criteria and more integration especially of related professionals in the building industry in teaching the arch-design studio. Training to think globally and act locally (adaptable) hence sustainability and creativity are taken as the central themes for effective delivery of arch-design education. The topic is very relevant and timely as arch-educators and other stakeholders are of the opinion that something has to be done to improve the ways and methods of training architects, especially the teaching of the arch-design studio. The paper uses the theoritical underpinnings of collaboration, integration and adaptability to argue for or against the ways and methods of teaching the arch-design studio and recommends the participants that will be making meaniful and positive contributions to the effective teaching of the arch-design studio. That is more of team work (integration and collaboration) but based on selection process of who should participate in the teaching and that is adaptable to the people and the environment.

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Section: Architecture Profession and Representativementioning

confidence: 99%

Section: Criticisms Of Sustainability and Creativity In Arch-educationmentioning

confidence: 99%

Section: Adaptabilitymentioning

confidence: 99%

See 1 more Smart Citation

Teaching a Conventional Arch-Design Studio

Eigbeonan¹,

Hamza²,

Michialino³

2013

dimensi

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“…Despite the above crticisms, several authors like Steve, (2002), Morrow, et al (2004), Holloway, (2013) and Thompson, (2013) have all find the importance of creativity in the training of architects, that it will lead to producing creative architects and consequently functional, adaptable and beautiful architecture. This study in agreement with these authors contends for ideas or methods of creativity to be fostered in teaching the arch-design studio.…”

Section: Criticisms Of Creativitymentioning

confidence: 99%

Creativity Methods in Teaching the Arch-Design Studio

Andrew

2013

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The aim of this paper is to search and find methods of fostering creativity or ideas relating to creativity in teaching the arch-design studio. Teaching creativity through its methods will be making the students grounded in designing with creativity ideas and therefore we can have professionals that design and build with satisfaction, safety and complementary. It means we can have real buildings and places that satisfy our clients, the society and in harmony with the environment. Although there are similarities in the curricula of training architects all over the world, but educators go about it in their own convenient and suitable ways and styles. The ideas of creativity have been part of architecture from the onset, but are not deligently applied and also not formally incorporated in the curricula of training. The topic is also very relevant and timely as arch-educators and other stakeholders are of the opinion that something has to be done to improve the ways and methods of training architects, especially the teaching of the arch-design studio with regards to creativity. Through exploration of literature and interviews (physical and telephone call) this paper finds methods of stimulating creativity ideas in the teaching of arch-design studio. Some of the methods of motivating creativity found in teaching the arch-design studio are: analogy, metaphors, biomimicry, brainstorming, attribute listing, mental map, TRIZ, restrictions, charrette, browsing, excursions, focus groups, other peoples viewpoints, using crazy ideas, using experts, visualizing a goal, working with dreams and images and giving students design tools such as drawings CAD and model making.

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“…In the context of discussing the preceding idiosyncrasies, it should be noted that recent years have witnessed intensive discussions on the value of introducing real life issues in architectural education teaching practices (Morrow, 2000;Morrow et al, 2004;Romice and Uzzell, 2005;Salama, 1996;Sanoff, 2003, andSara, 2000). However, while published experiences have debated innovative practices exemplified by exposing students to primary source materials in studio processes, little emphasis has been placed upon how real life issues could be introduced in theory and lecture courses.…”

Section: Knowledge Versus Designmentioning

confidence: 99%

Learning from the Environment: Evaluation Research and Experience Based Architectural Pedagogy

Salama

2006

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Debates on higher education assert that a university mission should foster a campus environment that nurtures exploration and critical thinking. Today, inquiry and investigation are viewed as activities central to undergraduate programs. This paper advocates the integration of research into undergraduate architectural education by arguing for the exposure of students to primary source materials that enable them to get as close as possible to the realities being studied. The paper generates a critical discussion on idiosyncrasies and misconceptions about knowledge acquisition and production. It explores the status of research methods courses in selected undergraduate architecture programs from the Middle East. An attempt at integrating evaluation research and experiential learning into architectural pedagogy is presented as a case from King Fahd University of Petroleum and Minerals (KFUPM). A framework toward a transformative architectural pedagogy is introduced to complement traditional teaching techniques. It outlines a number of related concepts together with the supporting learning mechanisms, activities, and settings. It is suggested that this framework would invigorate the capabilities of future architects to be more culturally and environmentally responsive, critical thinkers, and engage in the production of knowledge.

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Reality versus Creativity?

Cited by 9 publications

References 0 publications

Teaching a Conventional Arch-Design Studio

Teaching a Conventional Arch-Design Studio

Creativity Methods in Teaching the Arch-Design Studio

Learning from the Environment: Evaluation Research and Experience Based Architectural Pedagogy

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