Creativity as a Part of the Post-Pandemic Architectural Education: A Brief Discussion
Keywords:
Architectural education, Post-pandemic, Creativity, Positive stress, Critical thinking, Creative thinking, Objective-based creativityAbstract
The current study discusses the importance of the creativity in architectural education, with a focus on the challenges and their implications on students, educators, and institutions. This study revisits a vision of an educational model for post-pandemic architecture education and discuss the necessary approaches for educators and educational institutions to foster creativity. This study directly reacts to the demand on the pandemic's effect on conventional education by using an instructional approach. This paper contributes to reconceptualizing of a novel approach that is targeted to tackle architectural education challenges in a post pandemic age through foster creativity models. The proposed creativity models are creative and critical thinking, neutral and positive stress, and objective-based creativity. These models are further developed using a thematic analysis process to be integrated in the educational model.
References
K. Snell, Towards a New Paradigm in Architectural Education. Sheridan institutional repository, 2014.
S. Bhattacharjee and S. Bose, “Comparative analysis of architectural education standards across the world,” in The Future of Architectural Research (ARCC), 2015, pp. 579–589. Accessed: Sep. 05, 2021. [Online]. Available: https://www.brikbase.org/content/comparative-analysis-architectural-education-standards-across-world
A. Z. M. Al-Saidi, “Artistic Skills and Scientific Abilities in Architectural Education,” Journal of Design Studio, pp. 143–152, Dec. 2020, doi: 10.46474/jds.830497.
E. S. Abowardah and M. O. Khalil, “Design Process & Strategic Thinking in Architecture,” 2015.
C. Samoila and D. Ursutiu, “The University Curricula and Creativity. A Point of View,” in 22nd International Conference on Interactive Collaborative Learning (ICL), Cham, Switzerland: Springer, 2020, pp. 844–856. doi: 10.1007/978-3-030-40271-6_83.
R. W. Weisberg, “Creativity and knowledge: A challenge to theories,” in Handbook of Creativity, R. J. Sternberg, Ed. Cambridge University Press, 1998, pp. 226–250.
H. M. Danaci, “Creativity and Knowledge in Architectural Education,” Procedia Soc Behav Sci, vol. 174, pp. 1309–1312, Feb. 2015, doi: 10.1016/j.sbspro.2015.01.752.
M. M. Saleh, M. AbdelKader, and S. S. Hosny, “Architectural education challenges and opportunities in a post pandemic digital age,” Ain Shams Engineering Journal (ASEJ), Sep. 2022.
A. M. Salama and M. J. Crosbie, “Educating Architects in a Post-Pandemic World,” Oct. 14, 2020. https://commonedge.org/educating-architects-in-a-post-pandemic-world/ (accessed Jul. 05, 2021).
A. M. Salama and L. O. Burton, “Defying a legacy or an evolving process? A post-pandemic architectural design pedagogy,” Proc Inst Civ Eng Urban Des Plan, vol. 175, no. 1, pp. 5–21, Feb. 2022, doi: 10.1680/jurdp.21.00023.
Y. Elsheshtawy, “Creativity, Science, and Architecture: The Role of Research in the Design Studio,” in Design Studio Pedagogy: Horizons for The Future, A. M. Salama and N. Wilkinson, Eds. Gateshead, The United Kingdom: The Urban International Press, 2007, pp. 75–90.
V. Irouke and J. E. Ahianba, “Advancement Of Creativity in Architectural Design Education,” A.A.U. Journal of Environmental Studies, vol. 1, no. 1, Jun. 2013.
A. Coughlan, “Learning to learn: Creative thinking and critical thinking,” DCU Student Learning Resources, 2007. https://www.dcu.ie/sites/default/files/students/studentlearning/creativeandcritical.pdf (accessed Apr. 07, 2022).
L. M. Khodeir and A. A. Nessim, “Changing skills for architecture students employability: Analysis of job market versus architecture education in Egypt,” Ain Shams Engineering Journal, 2019, doi: 10.1016/j.asej.2019.11.006.
M. Baker and R. D. Rudd, “Relationships between Critical and Creative Thinking,” Journal of Southern Agricultural Education Research, pp. 173–188, 2001, [Online]. Available: https://www.researchgate.net/publication/251671840
A. Onsman, “Assessing creativity in a ‘New Generation’ architecture degree,” Think Skills Creat, vol. 19, pp. 210–218, Mar. 2016, doi: 10.1016/j.tsc.2015.07.001.
N. Austerlitz and I. Aravot, “Emotions of Architecture Students: A New Perspective for the Design Studio,” in Design Studio Pedagogy: Horizons for the Future, A. M. Salama and N. Wilkisnon, Eds. Gateshead, The United Kingdom: The Urban International Press, 2007, pp. 233–246.
D. Smith and L. Lilly, “Understanding Student Perceptions of Stress in Creativity-Based Higher Education Programs: A Case Study in Interior Architecture,” J Inter Des, pp. 39–55, 2016, doi: 10.1111/joid.12072.
G. Gümü?burun Ayalp and T. Çivici, “Critical stress factors influencing architecture students in Turkey: a structural equation modelling approach,” Open House International, vol. 46, no. 2, pp. 281–303, 2020, doi: 10.1108/OHI-10-2020-0150.
Y. Xie, A. Yaqoob, W. Mansell, and S. Tai, “A qualitative investigation of stress related to studying architecture at degree level in the UK,” Arts and Humanities in Higher Education, vol. 20, no. 1, pp. 3–20, Feb. 2021, doi: 10.1177/1474022219871001.
J. Schneider and E. Hutt, “Making the grade: a history of the A–F marking scheme,” Journal of Curriculum Studies, vol. 46, no. 2, pp. 201–224, Mar. 2014, doi: 10.1080/00220272.2013.790480.
A. Kohn, “The Case Against Grades,” Counterpoints, vol. 451, pp. 143–153, 2013, Accessed: Jul. 07, 2022. [Online]. Available: https://www.jstor.org/stable/42982088
C. McMorran, K. Ragupathi, and S. Luo, “Assessment and learning without grades? Motivations and concerns with implementing gradeless learning in higher education,” Assess Eval High Educ, vol. 42, no. 3, pp. 361–377, Apr. 2017, doi: 10.1080/02602938.2015.1114584.
J. C. Kaufman, J. A. Plucker, and C. M. Russell, “Identifying and assessing creativity as a component of giftedness,” Journal of Psychoeducational Assessment, vol. 30, no. 1. pp. 60–73, Feb. 2012. doi: 10.1177/0734282911428196.
M. J. Ostwald, A. Williams, and H. H. Askland, Creativity, design and education?: theories, positions and challenges. Sydney, Australia: Australian Learning and Teaching Council and Carrick Institute for Learning and Teaching in Higher, 2010.
A. Williams, M. J. Ostwald, and H. H. Askland, “Assessing Creativity: Supporting Learning in Architecture and Design,” in Assessing creativity: revisiting the literature, Montreal, Canada: Australian Government Office for Learning and Teaching, 2012, pp. 1–16.
G. A. Brown, J. Bull, and M. Pendlebury, Assessing Student Learning in Higher Education. Routledge, 2013. doi: https://doi.org/10.4324/9781315004914.
R. M. Doheim and N. Yusof, “Creativity in architecture design studio. Assessing students’ and instructors’ perception,” J Clean Prod, vol. 249, Mar. 2020, doi: 10.1016/j.jclepro.2019.119418.
H. Casakin and A. Wodehouse, “A systematic review of design creativity in the architectural design studio,” Buildings, vol. 11, no. 1, pp. 1–19, Jan. 2021, doi: 10.3390/buildings11010031.
C. G. Crysler, “Critical Pedagogy and Architectural Education,” Journal of Architectural Education (1984-), vol. 48, no. 4, p. 208, May 1995, doi: 10.2307/1425383.
N. Charalambous and N. Christou, “Re-adjusting the Objectives of Architectural Education,” Procedia Soc Behav Sci, vol. 228, pp. 375–382, Jul. 2016, doi: 10.1016/j.sbspro.2016.07.056.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 International Journal of Sciences: Basic and Applied Research (IJSBAR)
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Authors who submit papers with this journal agree to the following terms.
