Scaffolding Undergraduate Creative Experiential Learning: Effective Practices and Lessons Learned From the First-Year Design Studio

• In Event: Millennium Hotel Roundtable Session 14
  In Roundtable Session: Community Arts Education

Abstract

This paper examines how the use of scaffolded assignments incorporating Writing Across the Curriculum help first-year undergraduate graphic design students adapt to new ways of learning and making. An important issue raised is that creative processes are not chronological,. The question focusing this research is: can creative design processes so unique to individuals be scaffolded and, if so, how? To address this question, I have created a framework based on scaffolding studies in order to assess the use of scaffolding in my studio courses. The results show that students demonstrated better time management, focus, risk-taking, self-reflection, and critical thinking skills through the use of scaffolding techniques. This research contributes to the growing field of art and design pedagogy for undergraduates.

Authors

• Saskia G. van Kampen, OCAD University

• Pariss N. Garramone, York University