Impact of full-scale models on students’ creativity in basic design course
Abstract
Designing and implementing full-scale models by architecture students is one of the most difficult and uncommon experiences in design education. The study evaluates the impact of this experience on the development of creative design skills among first-year students. This is achieved by applying a methodology that combines quantitative analysis of learning outcomes, especially those associated with the skills of Basic Design courses, with qualitative analysis of sketches, scaled and full models, and video recordings of students during design and implementation stages. This study provides experimental support for the use of full-scale models in design education to develop students’ creative skills, in addition to discussing opportunities and challenges to help faculty and researchers in the field of design education.
Keyword : basic design, creativity, design education, design process, full-scale model, teamwork
How to Cite
Elaby, M., Mohamed, H., Wafa, M., & Sweilam, S. (2023). Impact of full-scale models on students’ creativity in basic design course. Creativity Studies, 16(2), 411–432. https://doi.org/10.3846/cs.2023.15718
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
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Schmucker, D. G. (1998). Models, models, models: The use of physical models to enhance the structural engineering experience. https://doi.org/10.18260/1-2--7291
Scott, G., Leritz, L. E., & Mumford, M. D. (2004). The effectiveness of creativity training: A quantitative review. Creativity Research Journal, 16(4), 361–388. https://doi.org/10.1080/10400410409534549
Shneiderman, B. (2007). Creativity support tools: Accelerating discovery and innovation. Communications of the Association for Computing Machinery, 50(12), 20–32. https://doi.org/10.1145/1323688.1323689
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Symeonidou, I. (2014, 4–6 September). Learning through making: Digital fabrication of 1:1 experimental constructions within an educational context. In Proceedings of the Conference What’s the Matter? Materiality and Materialism at the Age of Computation (pp. 835–845). Barcelona, Spain. European Association for Architectural Education.
Taurasi, E. M. (2007). Forging a path for today’s engineers. Design News, 62(11), 62–66.
Winterbottom, D. (2020). Design-build: Integrating craft, service and research through applied academic and practice models. Routledge. https://doi.org/10.4324/9781315679372
Brown, A. S. (2007). The creative impulse: You know it when you see it, but just what is that spark that changes things? Is it even a spark? And can a cross-functional team achieve it? Mechanical Engineering Magazine, 129(9), 24–29. https://doi.org/10.1115/1.2007-SEP-1
Canizaro, V. B. (2012). Design-build in architectural education: Motivations, practices, challenges, successes and failures. Archnet-IJAR: International Journal of Architectural Research, 6(3), 20–36.
Chamel, O. (2016). Design/build: A relevant pedagogy for architecture education. VITRUVIO: International Journal of Architectural Technology and Sustainability, 1(2), 53–65. https://doi.org/10.4995/vitruvio-ijats.2016.6773
Charyton, Ch., Jagacinski, R. J., & Merrill, J. A. (2008). CEDA: A research instrument for creative engineering design assessment. Psychology of Aesthetics, Creativity, and the Arts, 2(3), 147–154. https://doi.org/10.1037/1931-3896.2.3.147
Charyton, Ch., Jagacinski, R. J., Merrill, J. A., Clifton, W., & DeDios, S. (2011). Assessing creativity specific to engineering with the revised creative engineering design assessment. The Research Journal for Engineering Education, 100(4), 778–799. https://doi.org/10.1002/j.2168-9830.2011.tb00036.x
Charyton, Ch., & Merrill, J. A. (2009). Assessing general creativity and creative engineering design in first year engineering students. The Research Journal for Engineering Education, 98(2), 145–156. https://doi.org/10.1002/j.2168-9830.2009.tb01013.x
Demirkan, H., & Afacan, Y. (2012). Assessing creativity in design education: Analysis of creativity factors in the first-year design studio. Design Studies, 33(3), 262–278. https://doi.org/10.1016/j.destud.2011.11.005
Demirkan, H., & Hasirci, D. (2009). Hidden dimensions of creativity elements in design process. Creativity Research Journal, 21(2–3), 294–301. https://doi.org/10.1080/10400410902861711
Doheim, R. M., & Yusof, N. (2020). Creativity in architecture design studio. Assessing students’ and instructors’ perception. Journal of Cleaner Production, 249. https://doi.org/10.1016/j.jclepro.2019.119418
Elaby, M. F., Elwishy, H. M., Moatamed, S. F., Abdelwahed, M. A., & Rashiedy, A. E. (2022). Does design-build concept improve problem-solving skills? An analysis of first-year engineering students. Ain Shams Engineering Journal, 13(6). https://doi.org/10.1016/j.asej.2022.101780
Folić, B., Kosanović, S., Glažar, T., & Fikfak, A. (2016). Design-build concept in architectural education. Architecture and Urban Planning, 11(1), 49–55. https://doi.org/10.1515/aup-2016-0007
Frederick, M. (2007). 101 Things I learned in architecture school. The MIT Press.
Hasirci, D., & Demirkan, H. (2003). Creativity in learning environments: The case of two sixth grade art-rooms. Journal of Creative Behavior, 37(1), 17–41. https://doi.org/10.1002/j.2162-6057.2003.tb00824.x
Helbling, J., & Traub, L. (2008). Impact of rapid prototyping facilities on engineering student outcomes. American Society for Engineering Education. https://doi.org/10.18260/1-2--4266
Kesseiba, K. (2017). Introducing creative space: Architectural design studio for architecture students. Challenges and aspirations. Journal of Advance in Social Science and Humanities, 3(8), 36224–36237.
Kruger, C., & Cross, N. (2006). Solution driven versus problem driven design: Strategies and outcomes. Design Studies, 27(5), 527–548. https://doi.org/10.1016/j.destud.2006.01.001
Lemons, G., Carberry, A., Swan, Ch., Jarvin, L., & Rogers, Ch. (2010). The benefits of model building in teaching engineering design. Design Studies, 31(3), 288–309. https://doi.org/10.1016/j.destud.2010.02.001
Loh, P. (2015, 20–22 May). Articulated timber ground, making pavilion as pedagogy. In I. Yasushi, Ch. M. Herr, D. Holzer, S. Kaijima, M.-J. Kim, M. A. Schnabel (Eds.), Emerging Experience in Past, Present and Future of Digital Architecture: Proceedings of the 20th International Conference of the Association for Computer-Aided Architectural Design Research in Asia (CAADRIA 2015) (pp. 23–32). Daegu, South Korea. The Association for Computer-Aided Architectural Design Research in Asia. https://doi.org/10.52842/conf.caadria.2015.023
Mustar, Ph. (2009). Technology management education: Innovation and entrepreneurship at MINES ParisTech, a leading French engineering school. Academy of Management: Learning and Education, 8(3), 418–425. https://doi.org/10.5465/AMLE.2009.44287940
Mutlu Danaci, H. (2015). Creativity and knowledge in architectural education. Procedia: Social and Behavioral Sciences, 174, 1309–1312. https://doi.org/10.1016/j.sbspro.2015.01.752
Nováková, K., Achten, H., & Matějovská, D. (2010, 15–18 September). A design studio pedagogy for experiments in collaborative design. In G. Schmitt, L. Hovestadt, van L. Gool, F. Bosché, R. Burkhard, S. Coleman, J. Halatsch, M. Hansmeyer, S. Konsorski-Lang, A. Kunze, & M. Sehmi-Luck (Eds.), Future Cities: 28th eCAADe 2010 Conference (pp. 73–79). Zürich, Switzerland. Eidgenössische Technische Hochschule Zürich.
O’Neill, R., Geiger, R. Ch., Csavina, K., & Orndoff, C. (2007, 24–27 June). “Making Statics Dynamic!”: Combining lecture and laboratory into an interdisciplinary, problem-based, active learning environment. In Proceedings of 2007 Engineering Library Division/the American Society for Engineering Annual Conference. Honolulu, Hawaii, United States. https://peer.asee.org/making-statics-dynamic-combining-lecture-and-laboratory-into-an-interdisciplinary-problem-based-active-learning-environment.pdf
Ozorhon’, G., Tokay, S., & Hacihasanoglu, O. (2016). Design in/designing the first-year studio: An experimental study. Arts and Design Studies, 40, 51–62.
Ramaraj, A., & Nagammal, J. (2017). Examining the plausibility of fostering creativity through puzzles in architectural education: An exploratory sequential study. Thinking Skills and Creativity, 24, 48–62. https://doi.org/10.1016/j.tsc.2017.02.001
Schmucker, D. G. (1998). Models, models, models: The use of physical models to enhance the structural engineering experience. https://doi.org/10.18260/1-2--7291
Scott, G., Leritz, L. E., & Mumford, M. D. (2004). The effectiveness of creativity training: A quantitative review. Creativity Research Journal, 16(4), 361–388. https://doi.org/10.1080/10400410409534549
Shneiderman, B. (2007). Creativity support tools: Accelerating discovery and innovation. Communications of the Association for Computing Machinery, 50(12), 20–32. https://doi.org/10.1145/1323688.1323689
Sidawi, B. (2013, 4–5 April). Rethinking architectural education: A focus on creativity. In Proceedings of (Un)Common Currency: Association of Architectural Educators Conference 2013. Nottingham, England, United Kingdom. https://architecturaleducators.files.wordpress.com/2013/12/sidawi-2013-rethinking-architectural-education-a-focus-on-creativity.pdf
Stonorov, T. (Ed.). (2018). The design-build studio: Crafting meaningful work in architecture education. Routledge. https://doi.org/10.4324/9781315650746
Symeonidou, I. (2014, 4–6 September). Learning through making: Digital fabrication of 1:1 experimental constructions within an educational context. In Proceedings of the Conference What’s the Matter? Materiality and Materialism at the Age of Computation (pp. 835–845). Barcelona, Spain. European Association for Architectural Education.
Taurasi, E. M. (2007). Forging a path for today’s engineers. Design News, 62(11), 62–66.
Winterbottom, D. (2020). Design-build: Integrating craft, service and research through applied academic and practice models. Routledge. https://doi.org/10.4324/9781315679372