Abstract
This paper is devoted to the discussion of the meaning of creativity (in theory and practice) in the design education. This paper presents the approaches of teaching and learning computer graphics with undergraduate students with several creative design assignments. The intention of learning is to provide skills based on both 1) design communication (from text to diagram and visualization; oral presentation of design); 2) use of digital technology (ability to configure and create objects in a 3D space).This paper reviews the recent relevant literature on creativity in architecture, and shows the examples of creative assignments that require the analysis of context (with the site located on campus), selection the level of details, and defining the design concepts prepared by students. It argues on the necessity of consideration of local conditions and context while studying architecture and continues a discussion on the ways for expanding creativity, originality and practicality in architecture profession and education. The implications, such as similarities and difference of design education in different countries, cultural backgrounds impact for understanding architecture, consistency of design education for students, problems of communication in design, are discussed in local and broad perspectives.
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Design education, Design Communication, Asian Architecture, Hanok modeling, Park modeling
