Abstract

An investigation into the development of visual and spatial creative capabilities in industrial design students is described. It focuses on establishing whether or not spatial intelligence represents a threshold concept in studying industrial design and evaluating whether or not visuo-spatial intelligence can be a measure of a student’s cognitive ability to design. A four year longitudinal study highlighted a number of threshold concepts the most significant of which was the toleration of design uncertainty. A separate range of tests and studies covered spatial comprehension, drawing exercises, and patternsolutioning capability, and they demonstrated that spatial capability represents a baseline requirement and is not a key threshold concept. Further reflection on the uncertainty threshold located it within the concepts of the designerly way of knowing, as a key ingredient in a ‘conversation’ between two modes of thought in a dual processing model. This was seen as key to facilitating the development of visual creativity in a holistic approach to Coventry University’s design curriculum. A range of teaching interventions can be mapped onto this approach. This has informed the basis for an enhanced industrial design study programme which is being introduced.

Keywords:

Creativity, Technology, Education, Industrial Design, Spatial Design Intelligence.

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Jul 7th, 12:00 AM

Visual Creativity and the Threshold of Uncertainty in Product and Automotive Design

An investigation into the development of visual and spatial creative capabilities in industrial design students is described. It focuses on establishing whether or not spatial intelligence represents a threshold concept in studying industrial design and evaluating whether or not visuo-spatial intelligence can be a measure of a student’s cognitive ability to design. A four year longitudinal study highlighted a number of threshold concepts the most significant of which was the toleration of design uncertainty. A separate range of tests and studies covered spatial comprehension, drawing exercises, and patternsolutioning capability, and they demonstrated that spatial capability represents a baseline requirement and is not a key threshold concept. Further reflection on the uncertainty threshold located it within the concepts of the designerly way of knowing, as a key ingredient in a ‘conversation’ between two modes of thought in a dual processing model. This was seen as key to facilitating the development of visual creativity in a holistic approach to Coventry University’s design curriculum. A range of teaching interventions can be mapped onto this approach. This has informed the basis for an enhanced industrial design study programme which is being introduced.

 

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