Teaching creativity in art and design studio classes: A systematic literature review

Sawyer, R. Keith

doi:10.1016/j.edurev.2017.07.002

Cited by 113 publications

(99 citation statements)

References 53 publications

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“…The nature of DBL makes it very personal for students, can be confronting, and can give rise to all kinds of affective responses by students (MC1.1; 1.4; T1; T5 and T6). This may hinder learning to design and also stand in the way of effective coaching (Sawyer 2017(Sawyer , 2018Schön 1987). Coaching requires students to open up and feel free to express themselves and to dare to learn (Sawyer 2017(Sawyer , 2018Schön 1987).…”

Section: Results: the Coaching Modelmentioning

confidence: 99%

Coaching in design-based learning: a grounded theory approach to create a theoretical model and practical propositions

Diggelen

Doulougeri

Gomez-Puente

et al. 2019

Int J Technol Des Educ

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The purpose of this study is to determine what good coaching during design-based learning (DBL) entails by integrating theoretical and practical perspectives on good coaching. For this purpose, a grounded theory approach was used. For the practical perspective, themes on good coaching were derived from a qualitative study on coaching by observing and interviewing teachers and students involved in a DBL project. For the theoretical perspective, we consulted and analyzed literature on scaffolding, feedback, and formative assessment and coaching in problem-based learning from the learning sciences and the studio model from arts and design literature. Synthesizing themes from both perspectives led to the development of a theoretical coaching model consisting of three main categories (and four subcategories), seventeen themes and thirteen propositions. The model and propositions might be of use for those involved in coaching students in DBL and provide relevant directions for research on coaching in DBL.

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Section: Results: the Coaching Modelmentioning

confidence: 99%

Coaching in design-based learning: a grounded theory approach to create a theoretical model and practical propositions

Diggelen

Doulougeri

Gomez-Puente

et al. 2019

Int J Technol Des Educ

View full text Add to dashboard Cite

show abstract

“…On the other hand, it is important to also note that engineering design is essentially an inventive process and should be taught as such —any reduction of engineering design to step‐by‐step “follow‐me design” is a violation of the core principle of engineering. Although creativity is a fundamental element of engineering, a recent literature review reveals that very little is known about how to teach for creativity . In cases when unleashing student creativity is an expected outcome, teachers must find ways to stimulate students’ imagination, break their fixation, spur their exploration, and even manage their emotions .…”

Section: Challenges In Secondary Engineering Educationmentioning

confidence: 99%

Learning and teaching engineering design through modeling and simulation on a CAD platform

Xie

Schimpf

Chao

et al. 2018

Comp Applic In Engineering

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This paper provides a theoretical perspective of how modeling and simulation on a CAD platform can be used to teach science concepts and inform design decisions. The paper discusses the educational implications of three recent advancements in CAD technologies: system integration, machine learning, and computational design. The challenges to design energy‐efficient buildings that harness solar energy are used as the engineering examples to illustrate the learning and teaching opportunities created by the modeling, simulation, and data mining capabilities of the Energy3D software, which is a CAD tool developed from scratch along the directions of the three advancements to support engineering research and education. Preliminary results from students in a physics classroom and an online course shed light on the effects of these features on guiding student to design cost‐effective rooftop solar power systems for their own home buildings.

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“…The academic trip and site visit are among the pedagogies that should remain important as they provide direct experience to the students (Hope, 2009;Sawyer, 2017). These activities allow the students to observe and understand the real condition, issues and problem of buildings.…”

Section: Academic Trip and Site Visitmentioning

confidence: 99%

“…The core subject for the architecture programme is design studio, where it involves groups of students guided by a studio master or instructor (Kurt, 2009;Sawyer, 2017). In Universiti Kebangsaan Malaysia (UKM)'s architecture programme, the design studio takes about six to eight credit hours per week, in which this is a normal practice for other architecture schools in Malaysia.…”

Section: Introductionmentioning

confidence: 99%

Perception of Architecture Students on Factors Influencing the Selection of Locations for Academic Trip and Site Visit

Yusoff

Ja’afar

Mohammad

2019

JTET

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Teaching creativity in art and design studio classes: A systematic literature review

Cited by 113 publications

References 53 publications

Coaching in design-based learning: a grounded theory approach to create a theoretical model and practical propositions

Coaching in design-based learning: a grounded theory approach to create a theoretical model and practical propositions

Learning and teaching engineering design through modeling and simulation on a CAD platform

Perception of Architecture Students on Factors Influencing the Selection of Locations for Academic Trip and Site Visit

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