Abstract:

It can be assumed that owing proper recruitment processes students who begin studies at the Faculty of Architecture are apt to pursue majors where creative attitude carry a great importance. The role of academic teachers in education is to develop these specific abilities. This occurs at subsequent stages of studies which will be described in this article only in relation to courses that the author of this paper is involved in at the moment.

Just as in the case of history of architecture, during the course of studies emotional and rational trends intertwine in the approach to design. Stage one – definitely emotional - includes a subject called Architectural Design as part of 1 year of the first-cycle studies (Bachelor Degree). The subject of the project has been formulated in such a way that it should not kill the passion for architecture, but it should make the student able to develop creative talent. Projects appear in an individual way and are, by principle, devoid of restrictions, which often occur in later academic years and also in real life. Students often design ambitious shapes that often require individual consultations with constructor, which are assured during the course. At this stage work methods include: assessment of current state of knowledge in the scope of designing specific functions and a critical analysis of architectural solutions, individual corrections and teaching through creativity, such as: work relation between master and student, inviting guests – experts from various disciplines, including famous architects. An important role in encouraging students’ creativity plays the fact that end-of-semester projects are carried out in form of competitions (internal, academic and external - ordered by external stakeholders) and end with an exhibition of works that have received awards.

At the second stage of didactics, elements of Design Thinking are added and are carried out during various workshops in which students and external stakeholders take part. Brainstorming constitutes an important technique which plays a key role in the process of generating original and innovative ideas later followed up in the process of designing. What is more, also pre-design study is carried out, such as: research outings connected with observations made on site (learning through experience) and other forms of participatory research. The fact that students join small groups has a significant meaning when it comes to boosting creativity.

During secondary cycle studies (Master Degree), apart from design related creativity (including esthetics) also scientific creativity should be present. In this case, as part of one particular course brainstorming sessions are performed to encourage innovative ideas and creative solutions for research problems. Including students in the process of education is an important element as they:
• prepare inspiring presentations,
• play the role of experts,
• co-organize workshops and exhibitions,
• create individual research scenarios.

The course of education ends with a master's design thesis that candidates prepare in a very ambitious way, by combining creativity in the scope of design-related and scientific activity.

In the article subsequent stages of didactic work have been elaborated, its purpose is to support and develop creativity in students by means of proper methods and techniques. Select students’ works were presented to show the results of creative methods and didactic techniques.

Keywords:

Creativity, didactics, architecture, research methods and techniques.