Learning from design creativity: translating processes from practice to education

2.50
Hdl Handle:
http://hdl.handle.net/10547/246191
Title:
Learning from design creativity: translating processes from practice to education
Authors:
Holder, A.; Lovett, George
Abstract:
This paper develops reflections on design creativity as a cross-curriculum tool in mainstream formal education at primary/elementary level. Evidence comes from a contemporary UK case study of a series of workshops whereby architectural design professionals introduced design creativity into mainstream primary teaching and learning situations, developed through the UK Creative Partnerships‘ programme. This programme, which until recently was funded through central government, introduced principles of collaborative creativity through targeted programmes of change and enquiry involving pupils, teachers and creative practitioners. Following the processes of designing and delivering a programme to embed creative exploration through design tasks which focus on the learning environment, the authors, both architectural practitioners and educators, undertake further reflection back to the architectural profession and the societal role of collaborative creative design. We propose a hybrid practice in which architects might swap skills with teachers, pupils, teaching assistants and school management. This process reveals new creative concepts to pupils and staff, and unearths latent abilities within pupils as they work collaboratively to develop and provide design services for the built fabric or spatial use of school spaces.
Citation:
Holder, A. and Lovett, G. (2012) 'Learning from design creativity: translating processes from practice to education', The 2nd International Conference on Design Creativity (ICDC2012): Glasgow, UK, 18th-20th September 2012. Glasgow: The Design Society, pp.92-98.
Publisher:
The Design Society
Issue Date:
Sep-2012
URI:
http://hdl.handle.net/10547/246191
Type:
Conference papers, meetings and proceedings
Language:
en
Description:
Paper submitted as part of the 2nd International Conference on Design Creativity, Glasgow 2012. This paper is made available with permission of the Design Society, who own the copyright.
ISBN:
9781904670407
Appears in Collections:
Art & Design

Full metadata record

DC FieldValue Language
dc.contributor.authorHolder, A.en_GB
dc.contributor.authorLovett, Georgeen_GB
dc.date.accessioned2012-09-27T16:33:27Z-
dc.date.available2012-09-27T16:33:27Z-
dc.date.issued2012-09-
dc.identifier.citationHolder, A. and Lovett, G. (2012) 'Learning from design creativity: translating processes from practice to education', The 2nd International Conference on Design Creativity (ICDC2012): Glasgow, UK, 18th-20th September 2012. Glasgow: The Design Society, pp.92-98.en_GB
dc.identifier.isbn9781904670407-
dc.identifier.urihttp://hdl.handle.net/10547/246191-
dc.descriptionPaper submitted as part of the 2nd International Conference on Design Creativity, Glasgow 2012. This paper is made available with permission of the Design Society, who own the copyright.en_GB
dc.description.abstractThis paper develops reflections on design creativity as a cross-curriculum tool in mainstream formal education at primary/elementary level. Evidence comes from a contemporary UK case study of a series of workshops whereby architectural design professionals introduced design creativity into mainstream primary teaching and learning situations, developed through the UK Creative Partnerships‘ programme. This programme, which until recently was funded through central government, introduced principles of collaborative creativity through targeted programmes of change and enquiry involving pupils, teachers and creative practitioners. Following the processes of designing and delivering a programme to embed creative exploration through design tasks which focus on the learning environment, the authors, both architectural practitioners and educators, undertake further reflection back to the architectural profession and the societal role of collaborative creative design. We propose a hybrid practice in which architects might swap skills with teachers, pupils, teaching assistants and school management. This process reveals new creative concepts to pupils and staff, and unearths latent abilities within pupils as they work collaboratively to develop and provide design services for the built fabric or spatial use of school spaces.en_GB
dc.language.isoenen
dc.publisherThe Design Societyen_GB
dc.subjectK190 Architecture not elsewhere classifieden_GB
dc.subjectcollaborationen_GB
dc.subjectarchitectureen_GB
dc.subjecteducationen_GB
dc.subjectdesignen
dc.subjectcreativityen
dc.titleLearning from design creativity: translating processes from practice to educationen
dc.typeConference papers, meetings and proceedingsen
All Items in UOBREP are protected by copyright, with all rights reserved, unless otherwise indicated.