Creativity-function nexus; creativity and functional attentiveness in design studio teaching

Elnokaly, Amira and Elseragy, Ahmed and Al-Saadani, Sara (2008) Creativity-function nexus; creativity and functional attentiveness in design studio teaching. Archnet-IJAR (International Journal for Architecture Research), 2 (3). pp. 168-180. ISSN 1994-6961

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Abstract

Can creative forms enclose functionally-efficient
spaces? Do functional considerations restrict
creative design products?
The question of creative form versus function is one
that is very debatable, and has been in question
for a long time in both architectural education and
practice. Milestone fi gures of architecture all have
their different views on what comes fi rst, form or
functional spaces. They also vary in their defi nitions
of creativity. Apparently, creativity is very strongly
related to ideas and how they can be generated.
It is also correlated with the process of thinking and
developing. Creative products, whether architectural
or otherwise, and whether tangible or intangible, are
originated from ‘good ideas.’ On one hand, not any
idea, or any good idea, can be considered creative
but, on the other hand, any creative result can be
traced back to a good idea that initiated it in the
beginning (Goldschmit and Tatsa, 2005).
However, how can a good idea be classifi ed,
which ideas are useful and helpful, and how can
they be characterized, are main questions that this
research work aims to answer. This paper attempts to
discuss and compare various, and often opposing,
viewpoints of both students and teaching staff, at
the possibility of striking a balance between exciting
forms and functional precision in the design studio.
The research examines the confl ict that students
often face when assigned with a design project,
and the diffi culties they experience in translating
theoretical and fundamentally-important data into
a novel architectural interpretation. Furthermore, the
investigation aims at relating the continuous, nonlinear
process of review and modifi cation, customary
to traditional design-studio approaches, to the fi nal
products students submit as part of their design-studio
applications. The fi nal issue in question is the role of
criticism and assessment in the forms of juries or crits,
assessment criteria, and whether this traditional aspect
of design-studio education truly provides architectural
students with the constructive criticism they need
amid feelings of tension and limited time constraints.
The Architectural Engineering and Environmental
Design department at the Arab Academy for Science
and Technology (AAST) is exploit as a case study for
the research work presented in this paper.

Item Type:Article
Additional Information:Can creative forms enclose functionally-efficient spaces? Do functional considerations restrict creative design products? The question of creative form versus function is one that is very debatable, and has been in question for a long time in both architectural education and practice. Milestone fi gures of architecture all have their different views on what comes fi rst, form or functional spaces. They also vary in their defi nitions of creativity. Apparently, creativity is very strongly related to ideas and how they can be generated. It is also correlated with the process of thinking and developing. Creative products, whether architectural or otherwise, and whether tangible or intangible, are originated from ‘good ideas.’ On one hand, not any idea, or any good idea, can be considered creative but, on the other hand, any creative result can be traced back to a good idea that initiated it in the beginning (Goldschmit and Tatsa, 2005). However, how can a good idea be classifi ed, which ideas are useful and helpful, and how can they be characterized, are main questions that this research work aims to answer. This paper attempts to discuss and compare various, and often opposing, viewpoints of both students and teaching staff, at the possibility of striking a balance between exciting forms and functional precision in the design studio. The research examines the confl ict that students often face when assigned with a design project, and the diffi culties they experience in translating theoretical and fundamentally-important data into a novel architectural interpretation. Furthermore, the investigation aims at relating the continuous, nonlinear process of review and modifi cation, customary to traditional design-studio approaches, to the fi nal products students submit as part of their design-studio applications. The fi nal issue in question is the role of criticism and assessment in the forms of juries or crits, assessment criteria, and whether this traditional aspect of design-studio education truly provides architectural students with the constructive criticism they need amid feelings of tension and limited time constraints. The Architectural Engineering and Environmental Design department at the Arab Academy for Science and Technology (AAST) is exploit as a case study for the research work presented in this paper.
Keywords:Creativity, constructive, bmjoaj, Functional efficiency
Subjects:K Architecture, Building and Planning > K100 Architecture
K Architecture, Building and Planning > K130 Architectural Technology
Divisions:College of Arts > Lincoln School of Architecture
ID Code:3631
Deposited By: Amira Elnokaly
Deposited On:12 Nov 2010 09:20
Last Modified:05 Dec 2013 09:14

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