CULTIVATING CREATIVITY IN ARCHITECTURE EDUCATION: STUDENT PERCEPTIONS AND PEDAGOGICAL APPROACHES IN DESIGN STUDIOS OF LAHORE
  Sana Hafeez, Muhammad Taimur
ORCID: 0009-0008-9459-030X
 ORCID: 0009-0003-2738-1739
 Article DOI: www.doi.org/10.53700/jrap3512025_2

ABSTRACT

This research investigation examines the pivotal importance of creativity defined in this study as ability to produce original but practical and relevant solutions, whether innovative or not (Weisberg, 2006; Amabile & Khaire, 2008) in architectural pedagogy, with a particular emphasis on student perceptions in the design studio environment. Architectural education must balance the creative process with regard to technology and theory, with the design studio remaining the central place for these fields to converge, enabling students to develop distinguishing and efficient design solutions. There is no compromise with creativity in this equilibrium but it is a concordance, where technology is used to assist the creative process and not restrict it (Gelernter, 1988). To encourage creativity in the studio environment, various teaching strategies are used, such as reflective practices and strategies that promote creative thinking. In addition, models of learning such as Kolb's experiential learning cycle and Leary's interpersonal theory are explored for their influence on student behavior and impact on the learning process in architectural education.

The Pedagogy Survey in the Design Studio identifies significant student experiences and perceptions, providing evidence of a complex educational environment. Although students believe in the importance of creativity, structure, and real-world projects, there are areas for development in relation to pedagogy. Many students express a need for more structured and clearer frameworks to help them formulate their ideas, as well as a more balanced approach to integrating creativity and practicality. Rather than juxtaposing creativity with practicality as opposing forces, this view actually posits their interdependency: practical constraints function as conditions activating creative solutions (Kowaltowski et al., 2012). Additionally, open-ended qualitative feedback reveals students seek a combination of pedagogical support that emphasizes individualized instruction and real-life applications for tangible learning outcomes.


Keywords:

Design Studio Pedagogy, Architecture Education, Creativity, Lahore
Volume 35 Issue 1
ISSN (P) 1728-7715 - ISSN (E) 2519-5050
Issue DOI: www.doi.org/10.53700/jrap3512025
 
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