More seeing in learning

Recently, creativity has received increased attention for educational programs from primary to tertiary levels. This research examines the intricacies of the creative process to understand what creativity is and how an educational environment can nurture creative learning through seeing and doing. I argue that the architectural design studio deserves further attention for its pedagogy that trains students to see and act at a faster pace. Based upon my teaching experience and research with students who excelled and struggled in the design studio, I designed a case study to examine the design studio through a working educational program, NuVu, which is a multidisciplinary program for high school students. The NuVu case study offers surprising successes and challenges of modifying the architectural studio for both students and instructors; namely to adapt to the studio culture with its critiques and prototyping and to balance the 'seeing' and 'doing.' The main contribution of this work is to shed light upon how the design studio cultivates creative thinking and how it can be adapted successfully for a different context outside of its architectural confinement.

Department dc:contributor.department

Massachusetts Institute of Technology. Dept. of Architecture.

Grantor dc:publisher

Massachusetts Institute of Technology

Year dc:date.issued

2011

Author dc:creator

• Arida, Saeed (Saeed Abdulkarim), 1977-

Advisor dc:contributor.advisor

• George Stiny.

• Architecture.

Statement dc:rights

• M.I.T. theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. See provided URL for inquiries about permission.

Licence dc:rights.uri

• http://dspace.mit.edu/handle/1721.1/7582

Language dc:language.iso

eng

Handle dc:identifier.uri

http://hdl.handle.net/1721.1/63059

OAI identifier oai:identifier

oai:dspace.mit.edu:1721.1/63059