Pedagogical Diagnostics of Design and Creative Talent of Designers
DOI:
https://doi.org/10.32405/2309-3935-2024-3(94)-98-104Keywords:
pedagogical diagnosis, project-creative giftedness, design-giftedness, multiple intelligence, creativity, project analysis, Torrens test, “Brainstorming” technique, Gardner’s intelligence, future designers, development of creative abilitiesAbstract
Pedagogical diagnosis of the project-creative giftedness of designers is an important aspect of the development of professional competencies in future specialists in the feld of design. The study began with a systematic review of scientifc sources related to the pedagogical diagnosis of giftedness and educational programs for gifted students, based on the work of researchers such as Francesca Baccassino and Stefania Pinelli (University of Salento, Italy). Special attention is paid to the School Enrichment Model (SEM), developed at the Renzulli Center for Creativity and Giftedness, which focuses on developing talents through providing an enriched learning experience.
The review found that most research focuses on intellectual and social-emotional giftedness, but does not cover the specifc project-creative giftedness important to designers. Project-creative giftedness involves a person’s ability to combine creativity, analytical thinking and practical skills to generate innovative ideas and implement them in the context of project activities.
The authors of the study put forward the concept of “design giftedness”, which is based on three components of multiple intelligence: emotional, practical and academic, as the main components of creativity in the feld of design. Design-gifted characteristics include creativity, analytical thinking, practical skills, communication skills, flexibility and adaptability, enabling students to implement new approaches in design and technology.
Diagnostics of the design and creative talent of designers includes the use of psychological tests, project tasks, portfolios, observations, interviews and surveys, which allow to assess the level of development of intellectual, creative and practical abilities of future designers. Especially important are such tools as the Torrens test for creative thinking, the Gilford test for divergent thinking, as well as the Brainstorming technique, which assesses the ability to collectively generate ideas.
The method of diagnosing the multiple intelligence of designers is based on Howard Gardner’s theory, which predicts the existence of different types of intelligence, including emotional-aesthetic, practical-transformative and verbal-academic, each of which plays an important role in the development of creative abilities in the feld of design.
Pedagogical diagnosis of project-creative giftedness makes it possible to identify the strengths of students, direct their development in the appropriate directions and support the choice of a career path that corresponds to their interests and potential.
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References
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