Transcending Boundaries of Creativity: Active learning in the Design Studio

Mohamed Gamal Abdelmonem

    Research output: Contribution to journalArticlepeer-review


    This essay investigates the changing dynamics of interaction and paradigm of communication in the design studio. It analyses the process of practical implementation of interactive tools in architectural education which placed the
    diversity of students’ cultural experiences, contextual awareness and individual interests as crucial resource for design innovation and inquiry. Building on Brian Lawson’s thesis on creativity in design thinking, this research project undertook
    comprehensive investigation of students’ satisfaction of their roles in the studio and the room for liberal thought they are given to elaborate on genuine approach to architectural matters. The cyclical development of interactive learning strategy is explored through two different settings: first, it analyses architectural students’ position as passive/active in the studio, considering their relationships with tutors’ ideals; second, it reports on empirical strategy of students-led workshops at British schools of architecture, during which students have taken the lead of their creative design agenda. The practical implementation of interactive learning tools proved influential in helping students to personalize their design direction and to build a sense of confidence and independence.
    Original languageEnglish
    Pages (from-to)38-49
    Number of pages12
    JournalInternational Journal of Architectural Engineering Technology
    Issue number1
    Publication statusPublished - Dec 2014


    • Interactive Learning
    • Studio Pedagogy
    • Learning by Doing
    • Creative Thinking
    • Architecture Education

    ASJC Scopus subject areas

    • Architecture
    • Education


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