Disruption is not only changing the landscape of businesses and the workforce but also pushing learning and teaching approaches to re-evaluate themselves in order for educators to motivate learners to learn in a digital world. In Singapore’s tertiary education, learners have moved from the proponents of STEM to STEAM, where an integration of the arts is embedded in most curricula to develop capabilities which are important to a future-ready workforce. Undergraduates must now possess combined competencies, such as problem-solving, creativity and critical thinking. This paper aimed to propose a practical framework underpinned by propositions of the reflective practitioner championed by Donald Schon, with discussions on how the Creative Process Journal (CPJ) is primed by critical and reflective thinking. Its research method would include looking at case studies and gathering insights from the CPJ, a mandatory Unit Of Assessment (UOA) of the main module of a Bachelor of Arts (Hons) programme in Singapore. For the UOA, students would be assessed if they could successfully analyse design paradigms and practices to develop a critical understanding of contemporary design culture as the learning outcome. The paper also aimed to demonstrate positive results of how its students are able to form iterations of creative output through risk-taking, collaboration and experimentation. The pedagogical approach of this study would then be able to nurture future competencies and support strategies for students in other disciplines to enable the scaffolding of the creative process in order to facilitate critical thinking through critical making.
Joselyn Sim, LASALLE College of the Arts, Singapore
Stream: Learning Experiences
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