A brave new creativity

Welch, D; Loy, J

A brave new creativity

Welch, D Loy, J

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Publication Type:: Journal Article
Citation:: Art, Design and Communication in Higher Education, 2013, 12 (1), pp. 91 - 102
Issue Date:: 2013-09-01

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Field	Value	Language
dc.contributor.author	Welch, D	en_US
dc.contributor.author	Loy, J https://orcid.org/0000-0001-7153-0699	en_US
dc.date.issued	2013-09-01	en_US
dc.identifier.citation	Art, Design and Communication in Higher Education, 2013, 12 (1), pp. 91 - 102	en_US
dc.identifier.issn	1474-273X	en_US
dc.identifier.uri	http://hdl.handle.net/10453/116341
dc.description.abstract	Anyone who has taught design in higher education for any length of time knows that the parameters of their work have changed. Design is no longer industry based, but seen as an approach, an attitude, with ways of thinking that can contribute to all programmes across the university system. Ensuring that this new cohort are engaged in authentic, complex problem-based learning and empowered in that learning is a challenge in itself but one of the most important teaching issues is how to instil genuinely creative thinking in students tackling 'messy' [i.e. 'wicked'] problems, unencumbered by the attitudes and approaches of the past. This article discusses the difficulties in achieving the creative learning aims involved, highlights areas that are yet to be resolved and suggests the use of a cognitive apprenticeship model combined with a practical, incremental teaching and assessment model of creativity as a contribution to the way forward. © 2013 Intellect Ltd Article.	en_US
dc.relation.ispartof	Art, Design and Communication in Higher Education	en_US
dc.relation.isbasedon	10.1386/adch.12.1.91_1	en_US
dc.title	A brave new creativity	en_US
dc.type	Journal Article
utslib.citation.volume	1	en_US
utslib.citation.volume	12	en_US
utslib.for	1203 Design Practice and Management	en_US
utslib.for	1302 Curriculum and Pedagogy	en_US
utslib.for	2001 Communication and Media Studies	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Design, Architecture and Building
pubs.organisational-group	/University of Technology Sydney/Faculty of Design, Architecture and Building/School of Design
utslib.copyright.status	closed_access
pubs.issue	1	en_US
pubs.publication-status	Published	en_US
pubs.volume	12	en_US

Abstract:

Anyone who has taught design in higher education for any length of time knows that the parameters of their work have changed. Design is no longer industry based, but seen as an approach, an attitude, with ways of thinking that can contribute to all programmes across the university system. Ensuring that this new cohort are engaged in authentic, complex problem-based learning and empowered in that learning is a challenge in itself but one of the most important teaching issues is how to instil genuinely creative thinking in students tackling 'messy' [i.e. 'wicked'] problems, unencumbered by the attitudes and approaches of the past. This article discusses the difficulties in achieving the creative learning aims involved, highlights areas that are yet to be resolved and suggests the use of a cognitive apprenticeship model combined with a practical, incremental teaching and assessment model of creativity as a contribution to the way forward. © 2013 Intellect Ltd Article.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/116341