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|Title: ||Observing creative behaviours|
|Authors: ||Musta'amal, Aede Hatib|
|Keywords: ||Computer-aided Design (CAD)|
2D sketching behaviours
3D sketch modelling
|Issue Date: ||2009|
|Publisher: ||© The Design and Technology Association|
|Citation: ||MUSTA'AMAL, A.H., NORMAN, E. and HODGSON, T., 2009. Observing creative behaviours. IN: Norman, E. and Spendlove, D. (eds). The Design and Technology Association International Research Conference 2009. [Loughborough University, 30 June - 2nd July]. Wellesbourne : The Design and Technology Association, pp. 60-67.|
|Abstract: ||Sketching and 3D modelling have been long recognised as
creative designing tools, but the role that CAD should play
remains contested. Research by Charlesworth (2007) has
suggested that CAD does not support creativity whereas findings
by Robertson and Radcliffe (2008) imply that CAD when used
with other design tools does enable creativity to be fostered.
Prior research by the authors has shown evidence of creative
behaviours whilst designing with CAD (Musta’amal
et al, 2008a and 2008b). Potentially useful by-products of this
research have been literature reviews concerning creative
behaviours that have been reported by cognitive psychologists
(Musta’amal et al, 2009 in-press) and also behaviours that have
been reported by design researchers as being observed when
2D and 3D sketch modelling have been used.
The results of these literature reviews have been placed into
categories. Seven categories of creative behaviours were adopted
for the creative behaviours reported by cognitive psychologists.
The 2D sketching behaviours have been placed in 8 categories
and 3D sketch modelling reported into 3 categories. Data
concerning these behaviours has been gathered using protocol
analysis, interviews and diary methods on 4 design projects,
including a project carried out by one of the authors.
This paper will describe the outcomes of the literature reviews
and provide examples from design projects of the categories of
reported creative behaviours. The potential usefulness of these
categories for the observation of creative behaviours in
classrooms and studios is discussed.|
|Description: ||This is a conference paper.|
|Appears in Collections:||D&T Association Conference Series|
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