TY - GEN
T1 - Creative space in design education
T2 - 14th International Conference on Engineering and Product Design Education: Design Education for Future Wellbeing, EPDE 2012
AU - Thoring, Katja
AU - Luippold, Carmen
AU - Mueller, Roland M.
PY - 2012
Y1 - 2012
N2 - This article analyses the role of the space for facilitating creativity, especially in the context of creative education. Based on a qualitative user research with cultural probes, five different types of creative spaces were identified: 1) the "Solitary Space", which allows thinking and meditation, and which is characterized by a silent atmosphere, 2) the "Team Space", which invites people to communicate with each other, and which is characterized by noise, playfulness and team interactions, 3) the "Tinker Space", which allows people to experiment and to build stuff, e.g. in the university's workshops, and 4) the "Presentation Space", where people can actively present and show their work, or passively consume input (such as lectures). Additionally there are "Transition Spaces", like hallways, which are used for informal exchange and chats as well as to withdraw from the focused creative work. Independent from the type, different functions of a creative space could be identified, such as a) space as a knowledge repository, b) space as an indicator of a specific culture, c) space as a process manifestation, d) space as a social dimension, and e) space as a source of stimulation. The paper suggests characteristics and criteria for each of the types and functions. The results are summarized in a framework. The work presented in this article may contribute to a better understanding of the impact of the space design for creative design education, and might also be used for design educators to improve the design of their classrooms.
AB - This article analyses the role of the space for facilitating creativity, especially in the context of creative education. Based on a qualitative user research with cultural probes, five different types of creative spaces were identified: 1) the "Solitary Space", which allows thinking and meditation, and which is characterized by a silent atmosphere, 2) the "Team Space", which invites people to communicate with each other, and which is characterized by noise, playfulness and team interactions, 3) the "Tinker Space", which allows people to experiment and to build stuff, e.g. in the university's workshops, and 4) the "Presentation Space", where people can actively present and show their work, or passively consume input (such as lectures). Additionally there are "Transition Spaces", like hallways, which are used for informal exchange and chats as well as to withdraw from the focused creative work. Independent from the type, different functions of a creative space could be identified, such as a) space as a knowledge repository, b) space as an indicator of a specific culture, c) space as a process manifestation, d) space as a social dimension, and e) space as a source of stimulation. The paper suggests characteristics and criteria for each of the types and functions. The results are summarized in a framework. The work presented in this article may contribute to a better understanding of the impact of the space design for creative design education, and might also be used for design educators to improve the design of their classrooms.
KW - Campus layout
KW - Classroom design
KW - Creative space
KW - Creativity
KW - Cultural probes
UR - http://www.scopus.com/inward/record.url?scp=84879657411&partnerID=8YFLogxK
M3 - Conference contribution
AN - SCOPUS:84879657411
SN - 9781904670360
T3 - Proceedings of the 14th International Conference on Engineering and Product Design Education: Design Education for Future Wellbeing, EPDE 2012
SP - 475
EP - 480
BT - Proceedings of the 14th International Conference on Engineering and Product Design Education
Y2 - 6 September 2012 through 7 September 2012
ER -