Download the Paper & Abstract
Download the Presentation for the UCDA Conference, spring 2011
Abstract:The designer of the twenty-first century requires the ability to solve complex problems, beyond producing artifacts, thinking critically and creatively. As design educators, we've seen our students struggle with basic ideation and project exploration. In courses designed to foster self-initiative, unframed problems cause difficulty as students often hit a roadblock in their process, unable to analyze their work and explore various trajectories. Students settle on one outcome without entertaining other possible design strategies. The problem often stems from their process and inability to think critically, quickly and to prototype ideas. They often want to discuss an idea at length without simply making. As educators we emphasis process continuously, but how do we inquire about the student translation of creative process?
This paper presents a case study involving junior-level visual communication design students at Kent State University in The School of Visual Communication Design. As a class, we explored creativity, design process and finding inspiration. Students completed two exercises designed to encourage creative thinking while gaining important knowledge and skill sets pertaining to the design field.