- Title
- Models and matrices
- Creator
- Ostwald, Michael J.; Askland, Hedda Haugen
- Relation
- Assessing Creativity: Supporting Learning in Architecture and Design p. 63-80
- Relation
- http://www.olt.gov.au/project-assessing-creativity-strategies-tools-uon-2009
- Publisher
- Australian Government Office for Learning and Teaching
- Resource Type
- book chapter
- Date
- 2012
- Description
- There is a tension between the creative aspects of design and the scientific traditions on which contemporary higher education assessment protocols draw. Design has, similarly to art, traditionally been 'less concerned with the achievement of specifiable outcomes' (Eisner 1996: 1) than with encouraging students in the creative design process, in the facilitation of creative thinking, in the development of projects that reflect critical integration of complex knowledge areas, and in enculturation and development of an embodied understanding of the profession (Ostwald & Williams 2008a: 146). Central to these objectives is the notion of the design studio and the pedagogical significance of individual direction and feedback from experienced design instructors. The role of the individual tutor, instructor, master or lecturer has been at the core of conventional design education as it has developed from the medieval apprenticeship model and the Beaux Arts and Bauhaus approaches to the modern studio approach to teaching and learning design (Williams, Ostwald & Askland 2010b ). Similarly, assessment and evaluation have been founded largely upon the individual assessors' subjective and tacit understanding of the project at hand. Indeed, as argued by Ostwald and Williams (2008a: 155) in relation to architectural education in Australasia, the complex and heuristic activity of design ultimately leads to judgement that inevitably becomes subjective. The subjective nature of such judgement is also a product of the difficulties associated with providing a benchmark for what design creativity - a learning outcome of the discipline - is, for what should be expected by students in regards to creativity at specific levels of study, and for breaking the notion, concept or phenomenon of creativity into tangible, objective, straight forward criteria.
- Subject
- design; assessment methods; creativity
- Identifier
- http://hdl.handle.net/1959.13/1053380
- Identifier
- uon:15577
- Identifier
- ISBN:9780980554540
- Language
- eng
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