| dc.description.abstract | This study developed a Methodology for the systematic and strategic fostering of creativity in
graphic design education at university level. The thesis identified four social-psychological
factors that have an effect on graphic design students' creative ability, namely their level of
intrinsic motivation for creative activities; their ability to maintain autonomous, self-regulative
behaviour that is conducive to creativity; a healthy self-belief in their creative ability and the
minimization of negative stress in the educational milieu where creative tasks are
undertaken. Each of these factors imply a range of strategies that may be used to maintain
and stimulate creativity in graphic design education, such as the use of certain types of
feedback, evaluation procedures that supports creativity, the creation of a safe, democratic,
non-controlling classroom climate or the deliberate use of music and humoristic activities in
the educational milieu.
Additionally, a range of cognitive strategies that may be used for idea generation in graphic
design are proposed. They include divergent thinking techniques, such as 'Random
Association'; 'Morphological Synthesis'; 'Metaphors and Analogies'; 'Mind-mapping'; 'Idea
Checklist'; 'Visual Thinking' and 'Sense Connections'. Each technique is described in terms
of its unique methodology, advantages, creative potential and its applicability to graphic
design. The study also proposes a tactical approach to the creative process, suggesting
various cognitive strategies that may be used for each phase of the creative process. These
strategies ensure that the whole spectrum of cognitive activities required for the successful
production of a creative product is executed.
The sum of these cognitive and social-psychological strategies provided the basis for the
development -of two theoretical constructs that may be implemented as part of an
undergraduate graphic design curriculum to cultivate creativity in students. They are: (1) a
Learning Program in Creativity studies that consists of a number of study units and aims to
provide tuition in the theoretical foundation that students need to enhance their creative
ability (2) a range of General Guidelines that aim to provide educators with a range of
didactic strategies and practices to support and stimulate creative ability in graphic design
students. | |
