Learning to think and act creatively is a requisite fundamental aspect of design education for architectural and interior design as well as industrial and graphic design. Development of creative capacities must be encountered early in design education for beginning students to become self-actualized as skillful designers.
With chapters written by beginning design instructors, Developing Creative Thinking in Beginning Design addresses issues that contribute to deficiencies in teaching creativity in contemporary beginning design programs. Where traditional pedagogies displace creative thinking by placing conceptual abstractions above direct experiential engagement, the approaches presented in this book set forth alternative pedagogies that mitigate student fears and misconceptions to reveal the potency of authentic encounters for initiating creative transformational development.
These chapters challenge design pedagogy to address such issues as the spatial body, phenomenological thinking, making as process, direct material engagement and its temporal challenges, creative decision making and the wickedness of design, and the openness of the creative design problem. In doing so, this book sets out to give greater depth to first design experiences and more effectively enable the breadth and depth of the teacher–student relationship as a means of helping your students develop the capacity for long-term self-transformation.
Table of Contents
Part I: Creative Traditions in the Contemporary Design Educational Context
1 Beginning Design: Seven Points
2 Blurry Target
Part II: Transformative Development Through Learning Creativity
3 The Touch of Hands and the Awakening of Sensibility: A Creative Thought at the Beginning Level in Architecture
4 The Structure of Knowledge and Beginning Design Education
5 Threshold of Uncertainty and Design Education
6 Zen and/in Beginning Design Education
Part III: Creative Decision Making, Uncertainty, Failure, and Openness
7 Uncertainty and Creative Decision Making in Beginning Design Experiences
8 A Temporal Attitude
9 Dashed Hopes: Lessons in the Failure of Best Intentions
10 The Open Project: Field Notes for an Investigation
Part IV: Embodied and Phenomenological Approaches in Beginning Design
11 The Spatial Body in the Proto-Architectural Phase of Design
12 Violet Light Under a Saffron Sky: Creativity, Phenomenology, and Speculative Realism in Beginning Design
13 In the Making: Creative Thinking in the Architectural Design Studio
Part V: Creativity and Making
14 Where Do Ideas Come From? A Hands-On Strategy for Designing and Building Architecture
15 Oculata Manus: On the Role of the Body in the Making of Creative Minds
DESIGN-BUILD Build/Design: An Inquiry-Based Approach to Teaching Beginning Design Students
17 Think>Make and Make/Think: Beginning Steps in Architectural Design
Stephen Temple teaches beginning design and theory at the University of Texas at San Antonio, USA. He studies philosophy and psychology as a precursor to creative thinking and builds to explore theory. His recent book, Making Thinking: Beginning Architectural Design Education (2011) supports making as a foundation experience for design education.
This book is an excellent survey of the challenges and opportunities of beginning design pedagogy in the 21st century. The diverse group of authors are academics who offer innovative delivery of content from theory to application while simultaneously understanding today’s beginning design student.
Brian Kelly, Associate Professor of Architecture, University of Nebraska