It would be also tested how free creativity would help designers deal with real problems they are working. Some exercises would be held for design students. This lecture introduces the important components of creativity, help design students understand the place of creativity process in design activities.
Vertical Tabs
Course Learning Outcomes
| Learning Outcomes | Program Learning Outcomes | Teaching Methods | Assessment Methods | |||||
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1) To understand and constitute the relation of Industrial Design within the related disciplines.
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1,4,7,8,9 | 1,3,4 |
A,B,C,D |
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2) To evaluate and discuss the relation between product-and user.
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1,2,4,7,9 | 1,3,4 |
A,B,C,D |
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3) To visualise the analyses and relations by using the required drawing methods.
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1,2,4,7 | 1,3,4 |
A,B,C,D
A,B,C,D |
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4)To develop the research and observation skills.
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1,4,7 | 1,3,4 |
A,B,C,D |
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Course Flow
| COURSE CONTENT | ||
| Week | Topics | Study Materials |
| 1 | Introduction of the course | |
| 2 |
Concept of creativity
Basic principles and applications about creative thinking Concepts and definitions of creativity · |
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| 3 |
Creative economy: basic concepts · Linkages between creativity and innovation · Creative class; creative city; creative industry · Features of creative economy
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| 4 |
Creative Problem Solving
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| 5 |
Idea generation and creativity techniques ; Design Thinking
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| 6 |
Idea generation and creativity techniques ;· Brainstorming · Six thinking hats
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| 7 | MID TERM- | |
| 8 |
Idea generation and creativity techniques; Mind mapping · Theory of Inventive Problem Solving (TRIZ) · Synectics
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| 9 |
Idea generation and creativity techniques ; Morphological analysis · Method of focal objects · Other techniques
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| 10 |
Creativity and corporate culture · Assessing organizational climate · Time pressure and creativity
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| 11 |
Concepts of creativity in psychology
Behaviorist and Freudian conceptions of creativity Conceptions of the artist (as divine inspiration and imagination)
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| 12 |
Children and creativity Myths about creativity Other concepts brands
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| 13 |
Assessing individual creativity · Individualist definition and assessment of creativity · Self-reports · Remote Associates Test · Divergent thinking (DT) tests
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| 14 |
Increasing your own creativity · Education and creativity · How to be more creative · Creativity training
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Recommended Sources
| RECOMMENDED SOURCES | |
| Textbook | |
| Additional Resources |
Creativity techniques. http://www.mycoted.com/Category:Creativity_Techniques.
McKnight Principles // 3M.com. http://solutions.3m.com/wps/portal/3M/en_WW/History/3M/Company/McKnightp....
Moehrle, M. G. (2005), How combinations of TRIZ tools are used in companies – results of a cluster analysis. R&D Management, 35: 285–296.
UNESCO creative industries. http://www.unesco.org/new/en/culture/themes/creativity/creative-industries/.
Encyclopedia of Creativity (eds. Mark A. Runco and Steven R. Pritzker ). https://www.sciencedirect.com/referencework/9780123750389/encyclopedia-o.... |
Assessment
| ASSESSMENT | ||
| IN-TERM STUDIES | NUMBER | PERCENTAGE |
| Mid-terms | 1 | 25 |
| Assigment –Research sustainability goals of a global brand | 1 | 25 |
| Final (Design of a sustainable product using waste materials) | 1 | 50 |
| Total | 100 | |
| CONTRIBUTION OF FINAL EXAMINATION TO OVERALL GRADE | 50 | |
| CONTRIBUTION OF IN-TERM STUDIES TO OVERALL GRADE | 50 | |
| Total | 100 | |
Course’s Contribution to Program
| COURSE'S CONTRIBUTION TO PROGRAM | |||||||
| No | Program Learning Outcomes | Contribution | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Learn to use the different disciplines’ methods within the concepts and theories of design field and also to determine and solve the encountered problems of design. | x | |||||
| 2 | To constitute contemporary technological knowledge that is required in the field of design and to access the level of managing. | x | |||||
| 3 | To constitute and interpret the historical knowledge required in the field of art and design. | x | |||||
| 4 | To be sufficient to design product, system and processes within the discipline of Industrial Design. | x | |||||
| 5 | To study interdisciplinary. | x | |||||
| 6 | To have and to implement the knowledge of materials and production techniques within the field of design. | x | |||||
| 7 | To be able to think 2D and 3D and also to be able to expose visually. | x | |||||
| 8 | To achieve the knowledge of different disciplines such as Management, Law, Communication, Engineering, Sociology, Physics, Anthropology and Human Sciences in order to be able to understand, interpret and utilize within the field of Industrial design. | x | |||||
| 9 | To have the ethical consciousness and responsibility in design. | x | |||||
From ENTAK Program Outcomes correspond to PO1, PO5, and PO14
ECTS
| ECTS ALLOCATED BASED ON STUDENT WORKLOAD BY THE COURSE DESCRIPTION | |||
| Activities | Quantity |
Duration (Hour) |
Total Workload (Hour) |
| Course Duration (Including the exam week: 14x Total course hours) | 14 | 3 | 42 |
| Hours for off-the-classroom study (Pre-study, practice) | 14 | 5 | 70 |
| Mid-terms | 1 | 3 | 3 |
| Assigment | 1 | 5 | 5 |
| Final examination | - | - | - |
| Total Work Load | 120 | ||
| Total Work Load / 25 (h) | 4,8 | ||
| ECTS Credit of the Course | 5 | ||