Developing architectural mindsets: Creativity and the developmental characteristics of the values, methods, and objectives of first, third, and sixth year architectural design students.

摘要

Every decision made by an architect is based on his or her values, methods, and objectives. It is the personalized nature of these variables, their influence on problem definition, and the resulting decisions which account for the hallmark characteristics of architectural designs. This is the architect's mindset. The mindset represents the architect's way of viewing the world and formulating ideas concerning themselves, their careers, and their architectural designs. Architectural style is a physical manifestation of the mindset.;Forty-eight students (total) from first, third, and sixth year architectural design classes were interviewed with focus on their architectural preferences, design methods, personal values, and objectives. Through these interviews an outline of such fundamental characteristics has been established. Developmental differences exist between the three study groups generally progressing from piece-meal, un-grounded, formally bold, simple, politically safe, functional, and popular designs towards more conceptual, grounded, formally refined, complex, morally and intellectually challenging, experiential, and avante-garde designs. These characteristics reflect differences in knowledge base, native ability, locus of control, sense of risk, personal skills, professional aspirations, and purpose.;Architecture is also put forth as a physical medium used by architects to express the personal ideals that they hold for themselves. But architectural preferences unavoidably reflect the most rooted personal characteristics and beliefs of the designer. Shy, timid students said that they wish their work could be outrageous; simple students said they wish their work could be more complex. But students reported that their work was more like themselves than their ideals. Despite such "short term" or "idealistic" goals, design behavior remains consistent with the personal characteristics and beliefs of the student.;While communications are improved in the field of research through recognition and understanding of various paradigms, a similar understanding will also prove valuable in the field of architecture and architectural education. Just as the research paradigm influences the types of problems seen, or the questions asked by the scientist, the architectural mindset similarly affects the designer. With this, it seems worthwhile to continue identifying the many variables which make up these "architectural mindsets" and explore their influences upon architectural designs.