Evaluation of strategies of creativity development used in store design projects based on student projects

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Seval Özgel Felek Özge Gül


The aim of this research is to search and find strategies of creativity in teaching in the interior architecture design studio. There are lots of ways for training architects all over the world, instructors find their own way and style. Most design education, also architectural design, occurs through the studio system. Design studios embed project-based learning in most universities, and have been adapted as a teaching-learning strategy by the instructor in this study. Developing creative ideas has been a part of architecture design studios. Creativity is one of the basic constituents of innovation, and innovation is described as ‘applied creativity in the field of design education’. Hargreaves (2000) suggests that “you can have creativity without innovation, but you cannot have innovation without creativity”. The role of the instructors is to lead the students, understand and encourage them to create alternative design solutions. Meanwhile instructors show how to design and develop creativity in this process.

This article presents the methodology, processes, and outcomes of creativity strategies implemented during the process of producing alternative plans into a Store design project carried out as part of the Design Studio II class in a Turkish University. The strategies "Dead Head Deadline" and "Merged Ideas in a Box and Circle of Opportunity" are intended to expand students' perspectives, train them to propose solutions they would not have considered and, prevent them from fixating on a single idea. They also support them in creating freely. Feedback received from students after the implementation of these strategies is also presented in this research.

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How to Cite
ÖZGEL FELEK, Seval; GÜL, Özge. Evaluation of strategies of creativity development used in store design projects based on student projects. Design and Technology Education: an International Journal, [S.l.], v. 24, n. 1, p. 101-121, mar. 2019. ISSN 1360-1431. Available at: <https://ojs.lboro.ac.uk/DATE/article/view/2517>. Date accessed: 25 mar. 2023.