Divergent Thinking: a Tool for Assessing Students' Creativity in Architectural Design Course
محورهای موضوعی : Space Ontology International JournalMaedeh Mayahi 1 , MohammadEbrahim Mazhari 2
1 - Department of Architecture, Karoon Institute of Higher Education, Ahvaz, Iran.
2 - Department of Architecture , Faculty of Civil and Architecture, Shahid Chamran, University of Ahvaz, Ahvaz, Iran
کلید واژه: Creativity, Architectural design process, education, Divergent Thought, Creative Thought,
چکیده مقاله :
creativity is the main and necessary element in architecture education.Many thinkers and researchers around the world have thought about creativity.They have tried to solve its mystery.In terms of psychology,creativity can be seen in both convergent and divergent thinking.But it is more inclusive in divergent thinking.Adesigner with divergent thinking directs his design towards different, new and extensive situations that play a significant role in its creativity.Therefore,it is important to consider creative education in architecture education,especially for architectural design courses.The purpose of this study is to discuss creative education and how to implement it into architectural education,especially architectural design courses.The research method is mixed(quantitative-qualitative)and applied in terms of purpose.The sketch has been used to gather information from library sources and students' opinions through the questionnaire along with holding two-day workshop.The statistical population is all undergraduate architecture students(associate's and bachelor's degrees)of Karoon HigherEducationinAhvaz.To assess the students' creativity,in addition to the questionnaire formulation,the standard test of "Torrance test for creativity" has been used.The sketch testing held in two-day workshop, and Cropley's creative solution diagnosis scale(CSDS)was used to assess the sketches.To analyze the questionnaire data,SPSS software was utilized.The results of the research explain that the level of architecture students' information about creativity and ways of its development are not enough and the creativity issue is not obvious and known for most of them.It is suggested that design professors use various methods to reach the desired designs in order to achieve desired designs in order to achieve creative studios.Also,asignments should be implemented in curriculum,specially during the entry and basic courses to familiarize architecture students with the phenomenon of creativity and creative education in order to develop creativity.Authors suggest designating graduate studies and discertations on Classification of creative exercises and their learning and teaching methods in architecture to elevate the creativity in architecture courses in the country.
creativity is the main and necessary element in architecture education.Many thinkers and researchers around the world have thought about creativity.They have tried to solve its mystery.In terms of psychology,creativity can be seen in both convergent and divergent thinking.But it is more inclusive in divergent thinking.Adesigner with divergent thinking directs his design towards different, new and extensive situations that play a significant role in its creativity.Therefore,it is important to consider creative education in architecture education,especially for architectural design courses.The purpose of this study is to discuss creative education and how to implement it into architectural education,especially architectural design courses.The research method is mixed(quantitative-qualitative)and applied in terms of purpose.The sketch has been used to gather information from library sources and students' opinions through the questionnaire along with holding two-day workshop.The statistical population is all undergraduate architecture students(associate's and bachelor's degrees)of Karoon HigherEducationinAhvaz.To assess the students' creativity,in addition to the questionnaire formulation,the standard test of "Torrance test for creativity" has been used.The sketch testing held in two-day workshop, and Cropley's creative solution diagnosis scale(CSDS)was used to assess the sketches.To analyze the questionnaire data,SPSS software was utilized.The results of the research explain that the level of architecture students' information about creativity and ways of its development are not enough and the creativity issue is not obvious and known for most of them.It is suggested that design professors use various methods to reach the desired designs in order to achieve desired designs in order to achieve creative studios.Also,asignments should be implemented in curriculum,specially during the entry and basic courses to familiarize architecture students with the phenomenon of creativity and creative education in order to develop creativity.Authors suggest designating graduate studies and discertations on Classification of creative exercises and their learning and teaching methods in architecture to elevate the creativity in architecture courses in the country.
Augelloa, A., Infantino, I., Lietob, A., Pilatoa, G., Rizzoa R, Vellaa F. (2016), Artwork Creation by A Cognitive Architecture Integrating Computational Creativity and Dual Process Approaches, Preprint submitted to BICA Journal (to appear). Pre-print version January 6, 1-29.
Amabile T M. (1997), Motivating Creativity in Organizations: on Doing What You Love And Loving What You Do, Caufornia Management Review, Vol 40, No. I Fall. 1154-1184.
Amabile T M, Coon H, Lazenby J, Herron M. (1996), Assessing the work environment for creativity, Academy of Management Journal.
BaghaeiDaemein. A. Safari. H. (2018). Factors affecting creativity in the architectural education process based on computer-aided design. Frontiers of Architectural Research. 7, 100–106.
Behjouya, N., 2010, The Creativity Methods for Today and Tomorrow Generation, The Novel and Applicable Thinking Methods for Creative and Superior Thought of Different Ages, Tehran publication.( In Persian)
Bisadi M, Mozaffar F, Hosseini B. (2012), Future Research Centers: The place of creativity and innovation, Social and Behavioral Sciences 68.232 – 243. ( In Persian)
Ching, F.D.K, (1943), Creativity of Drawing in Architecture, Translated by Mahmoudi, K., Samet, H., Moharrami, S., Omid-e-Enghelab publication, Tehran.
Cochran, V.G., 2008, Sampling Techniques, Translated by Saleh Ardestani, A., Asadi, M., Aylar publication, Tehran.
Emami Naeini, N., 2005, Creativity, Blue Art, Tehran. ( In Persian)
Cropley, D.H., Kaufman, J.C., Cropley, A.J. (2011). Measuring Creativity for Innovation Management. J Technol Manage Innovat .6(3):13–30.
Cropley, D. and Cropley, A. (2005). Engineering Creativity: A Systems Concept of Functional Creativity. Creativity Across Domains: Faces of The Muse. Mahwah (New Jersey): Lawrence Erlbaum Associates Publishers. 169–85.
Casakina H, Kreitler S, (2011). The cognitive profile of creativity in design, Thinking Skills and Creativity. 6. 159–168.
Do, O., Lin, C.,( 1995). Design Protocol Data and Novel Design Decisions. Design Studies, 16(#2, April), 211-236.
Doheim. RM. Yusof. N. (2020). Creativity in Architecture Design Studio. Assessing Students’ and instructors’ perception. Journal of Cleaner Production. Vol. 249, 10. 2-24.
Dabe. T.J. (2016). Function of Creativity and Innovation in Architecture Education. International Journal of Research in Civil Engineering, Architecture & Design, Vol, 4, Issue 1, January-March, , 170-175.
Demirkan. H. Afacan. Y. (2012). Assessing creativity in design education: Analysis of creativity factors in thefirst-year design studio. front matter Design Studies, 33. 262-278.
Folch, TM. Pereira, RC. Icart, IB. (2019). Exploring the creative process in architecture students and professionals, Thinking Skills and Creativity 34 100608,1-10.
Gungor, BS, Yorgancioglu, D. (2019). Analysis of the Creativity Development and Assessment of Architectural Design Education: A Case Study of Basic Design Studio, Conference Series Materials Science and Engineering · September 2019. https://www.researchgate.net/publication/335891915.
Gregor. P. (2021). Methods and techniques supporting creativity in architectural education. Global Journal of Engineering Education. Vol. 23, Number 3, 191-196.
Avinash Gour. AA. (2019). Creative Technioues In Architecture Design Studio. Journal of Basic and Applied Engineering Research. Volume 6, Issue 9; October-December.537-539.
Gharibpour, A. (2014). An Analytical Comparison of Drawing by Hand and Computer in Architectural Design Process, Honar-ha-ye Ziba: Memari-va-Shahrsazi;, 19(1): 5-14. ( In Persian)
Ghadami, M. (2013). Design-Based Education and Its Role in The Scientific Successes of Architecture Students, Naqshejahan;, 3(1): 67-78. ( In Persian)
Ganji, H., Sahrifi, H.P., and Mir Hashei, M. (2005).The Impact of Brainstorming Method On Increase in Students' Creativity, Quarterly Journal of Education, 21(1): 89-112. ( In Persian)
Hemdan J.T,Taha. D.S, Cherif. I.A, (2022), Relationship between personality types and creativity: A study on novice architecture students, Alexandria Engineering Journal, 1-22.
Hernan Casakin 1, and Andrew Wodehouse. ( 2021). A Systematic Review of Design Creativity in the Architectural Design Studio. Buildings, 11, 31.
Hill A, Ai-Girl Tan, Kikuchi A. (2014), International High School Students' Perceived Creativity Self-Efficacy, The Korean Journal of Thinking and Problem Solving, 18(1), 105-115.
Hojat, I. Creative Education-Expertience; (2004), 18(18): 25-36. ( In Persian)
Hojat, I., (2012), Architectural Exercises, University of Tehran publication, Tehran. ( In Persian)
Hojat, I., (2014), The Custom and Habit in Atchitecture Education, University of Tehran publication, Tehran. ( In Persian)
Mir Riahi, S.( 2003). The Assessment of Design Skills in Design Architecture, Sofeh, 9(49): 61-68. ( In Persian)
Hassan, D. (2018), Divergent thinking techniques discrepancy and functional creativity: Comparative study of structural and procedural techniques in architectural design, Ain Shams Engineering Journal, 9, 1465–1479.
Jamaluddin, M. and Habibabad, A. (2015).The Situation of Visual Perception and Creativity On Architects' Education, Technical and Vocational Education, 4(4): 18-25. ( In Persian)
Karimi, R. (2014). An easy guide to statistical analysis with SPSS. Tehran, Hengam.2014. ( In Persian)
Kalantari, B. Nourtaghani, AM. Farrokhzad, M. (2020). An Educational model of Creativity Enhancement in Design Studios Using Prior Researches. Space Ontology International Journal. 9, 3, 15-26.
Khakzand, M., Mozafar F., Feizi, M., and Azimi, M. (2010). Visual Analogy" and its Position in Creative Education of Architectural Design, 4(2): 153-162.
Lang, J., (1939), The Creation of Architecture Theory and The Role of Behavioural Science in Environmental Design, Translated by Einifar, A., University of Tehran publication, Tehran.
Loveson, B., (2012), How Do Designers Think: Disambiguation of The Design Process, Translated by Nadimi, H., Shahid Beheshti University publication, Tehran.
Lizondo-Sevilla. L, Bosch-Roig .L, Ferrer-Ribera. C, Alapont-Ramón. Jl. (2019). Teaching Architectural Design Thouch Creative Practices. METU JFA. (36:1) 41-60.
Mahmoudi, A.,(1999), Education of The Architecture Design Process (Employing The Hidden Talents of Students), Honar-ha-ye Ziba: Memari-va- Shahrsazi, 0(4&5): 73-81. ( In Persian)
Mahdizadeh Hakak. A. Biloria. N. Venhari. AA. Creativity in Architecture—A Review on EffectiveParameters Correlated with Creativity in Architectural Design. Journal of Civil Engineering and Architecture. Volume 8, No. 11 ,pp. 1371-1379. ( In Persian)
Mahjoorian Namari , S. Heidari, SH. Ebrahimi, HR. (2022). Evaluate the Relationship Between Fixation in The Design Process and the Level of Expertise of Designers. Space Ontology International Journal. 11, 2, 41, 37-48.
Mehrad, A. Dezhdar,O. Talischi, GH. (2021).Training in Basic Design Studio: Analysis of Tutor & Novice Students Interactions, Using Linkography Method. Space Ontology International Journal. 10, 37, 33-44.
Mohd Subria I, Ahmad U and Hasanah Abd Khafidz. (2014), Creativity in the teaching of shariah studies in institutions of higher education, Thinking Skills and Creativity, 13 , 168–182.
Onsman. A. (2016). Assessing creativity in a ‘New Generation’ Architecture degree. Thinking Skills and Creativity, 1-19.
Pragyan Dash. SH. (2021). Exploratory Study on Design Process in Architecture: Perspective of Creativity. Creativity studies. Volume 14 Issue 2: 346–361.
Rabino. G, BorriR. D, Melone. S. (2014). Creativity in architecture: the cognitive process. Int. Journal for Housing Science, Vol.38, No.4 223-229.
Sobhiyah, M.H., Bemanian, M.R., and Keshtiban, Y. (2008). Creativity in Architecture Students (A Survey on Three Models for Knowledge Transfer on Students Views, 10(37): 49-67.
Samad Aghayee, J., (2007), Individual and Group Creativity Techniques, Higher Institute of Management Education and Research and Planning, Tehran. ( In Persian)
Sachanowicz. T. (2018). Creativity and Use of Physical Models in Architectural Design. Conf. Series: Materials Science and Engineering, 471. 1-11.
Sadram, V. (2017). Why Teaching Creativity requires More Than Just produsing more “ Creativity”, Proceedings of the Fourth International Conference on New Technologies in Civil Engineering, Architecture and Urban Planning, Tehran, Salehan University. ( In Persian). https://www.civilica.com/Paper-RCEAUD04-RCEAUD04_040.htm.
Suwa, M., Tversky, B.,(1996). What Architects See in theirSketches: Implications for Design Tools. In ACMHuman Factors in Computing. Vancouver, BC: ACM, 191-192.
Tang, H-H and Gero, JS,(2002). A Cognitive Method to Measure Potential Creativity in Designing, A C Bento, A Cardoso and G Wiggins (eds) Workshop 17 - Creative Systems, Approaches to Creativity in AI and Cognitive Science, ECAI-02, Lyon, 47-54.
Tamannaeifar M R, Motaghedifard M. (2014), Subjective well-being and its sub-scales among students: The study of role of creativity and self-efficacy, Thinking Skills and Creativity 12 . 37–42.
Taneri. B, Dogan. F. (2021). How to learn to be creative in design: Architecture students’ perceptions of design, design process, design learning, and their transformations throughout their education. Thinking Skills and Creativity 39 100781. 1-14.
Torres, A., Serra, J., Llopis, J., García, J., & Cabodevilla, N. (2015), The Need and Experience of Drawing with Ingeniuty. An Analysis of the Graphic Practice in Architectural Education, Procedia - Social and Behavioral Sciences, 191,2505 – 2514.
