The design process involves creativity. A critical concern in design education is to increase the creativity of the participants, in this case, architecture students. Basic Design is one of the first courses where creative input is required from design students. Incoming undergraduate design students have no background of creative processes, which creates a problem largely stemming from the fact that the Turkish educational system prior to University years is heavily focused on multiple-choice exams and how to score well on these. To overcome issues resulting from this ill-conceived educational approach, many creativity techniques such as, brainstorming, body-storming, free-writing, creative drama, image streaming and role playing are studied and applied in basic design education at the Department of Architecture, Uludag University. In this study, the main objective was to determine the effectiveness of brainstorming as a creativity technique and whether working in groups or on an individual basis provides more beneficial results. Study participants were first-year Basic Design students from the same department. Two varied but essentially similar design problems were given to the participants. Individual and group-passing brainstorming methods were compared. Results of the study indicate that being aware of and using brainstorming as a creativity technique enhances problem-solving skills that are required in design education. This paper draws on the results of the study to compare ‘individual brainstorming’ and ‘group-passing’ methods and the opportunities and challenges of these methods are discussed in detail.
|Keywords:||Architectural Education, Basic Design, Creativity, Brainstorming|
Lecturer, Department of Architecture, Faculty of Engineering and Architecture, Uludag University, Bursa, Turkey
Assistant Professor Dr., Department of Architecture, Uludag University, Bursa, Turkey
PhD candidate, Carnegie Faculty of Sport and Education, Leeds Met University, Leeds, Yorkshire, UK
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