DESIGN STUDIO STRATEGIES FOR STIMULATING CREATIVITY

This study aims to contribute to architecture design pedagogy and exploratory learning environments in design studios through cross-case analysis. It involves contextual sampling and collecting and analysing information from multiple sources about design studio strategies for stimulating creativity. Therefore, this study investigates the five leading creativity-based teaching strategies (i.e., speculative thinking, multispeculative thinking, material thinking, metaphorical thinking and analogical thinking as a teaching strategy) and identifies the main concepts and their impacts on the design process cognitively. The methodology of the study is to explore design studio practices by conducting document reviews about instructors and interviews with prominent international practitioners to collect in-depth information about their strategies. The paper identifies different stimulating concepts and demonstrates how an instructor cognitively influences the cyclical design process. According to the results deconstructing the iterative problem and solution process is typical for all these strategies. However, these strategies are effective in different phases of the process. They can affect problem identification at the beginning, redefining the design problem in the middle of the design process or possible solutions.