From Abstract Concepts to Spatial Form: Representation, Creativity, and Design Thinking in Architectural Studio Education

 

This study investigates how architecture students translate abstract design concepts into tangible spatial forms within the context of studio-based education. Recognizing architectural design as a cognitively complex and iterative process, the research positions representation as a central mechanism through which ideas are explored, tested, and refined. By examining both qualitative and quantitative evidence from a structured design studio, the study addresses a critical gap in understanding how conceptual thinking evolves into spatial outcomes through representational practices.

Pedagogical Framework and Design Studio Structure

The research is grounded in a nine-week architectural design studio organized into five sequential phases: site analysis, concept development, mass study, architectural drawing, and spatial form. This structured framework provides a controlled pedagogical environment for observing how students progress from analytical understanding to spatial resolution. The phased approach allows for systematic examination of representational shifts and decision-making strategies across different stages of design development.

Role of Representation in Conceptual Transformation

Representation techniques—ranging from sketches and diagrams to models and drawings—are examined as cognitive and exploratory tools rather than mere means of presentation. The study highlights how students use representation to externalise abstract ideas, negotiate ambiguity, and iteratively refine their design intentions. Multimodal and repetitive use of representations is shown to support deeper engagement with conceptual challenges and spatial reasoning.

Design Diaries and Critique Sessions as Qualitative Evidence

Students’ design diaries and studio critique sessions serve as key qualitative data sources, offering insight into reflective thinking and design evolution. Analysis of these materials reveals patterns in how students articulate ideas, respond to feedback, and adjust representational strategies over time. These reflections illuminate the learning processes underlying conceptual shifts and design maturation within the studio context.

Creativity Support Index as an Exploratory Measure

To complement qualitative observations, the study incorporates the Creativity Support Index (CSI) as a quantitative, exploratory tool adapted for architectural education. While originally developed for other creative domains, the CSI is cautiously applied here, with internal reliability and correlations with tutor assessments reported. The results suggest that the CSI can provide indicative insights into students’ creative engagement when interpreted conservatively and contextually.

Implications for Architectural Education and Studio Pedagogy

The findings position representational diversity and iteration as critical design scaffolds rather than direct causes of creativity. By linking representation practices, design processes, and creativity indicators, the study proposes an integrated framework that can inform studio pedagogy. These insights offer educators practical guidance for fostering conceptual thinking, reflective practice, and creative development in architectural design education.

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