The Design Brief as a Creativity Catalyst in Design Education: Priming through Problem Statement

Abstract

The design brief informs particularly the first phases of the design process; however, there are very limited studies on its role and functions. The current study proposes a framework that relates problem statement types in a design brief to creative outcomes by promoting the priming effect, which is a cognitive phenomenon describing the ways individuals behave accordingly to the way they receive a stimulus. The claim is that the brief has the potential to stimulate creativity and influence the type of outcomes by priming the design students using the problem statement. An experiment was conducted in which two groups of design students generated sketches in response to two types of problem statements (in noun and verb formations) in similar design briefs. The problem statements in verb formation were found to lead to a higher number of sketches containing more novel and flexible, yet less realisable ideas. The results support the contention that the design brief and the type of problem statements have the potential to act as a catalyst for creativity early in the design process.

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“…Therefore, the evaluations of creativity must consider the process and outcomes of creativity (Esling & Devis, 2021). Creativity is a generative effort that utilizes several steps/phases for new idea development and problem‐solving (Csikszentmihalyi, 1999; Guilford, 1950; Guo et al, 2021; Kapkın & Joines, 2021). Specifically, the creative process often entails clarifying a problem and need (researching, analysing, and synthesizing), generating ideas (planning, ideation and divergent thinking), testing and experimentation (convergent thinking), and inference and finalization (idea engineering and actualizing a product; Kapkın & Joines, 2021).…”

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