Children learn very quickly. Their learning patterns are led by their conceptual thoughts at first and then by experience as they get older. When children are faced with new challenges, their thinking methods are not confined to established preconceptions of how things should look or work. Instead they are more fluid, often very confident and usually unique.
|This series of Monster drawings by Jack (age 3) were presented with a very rational and clear description of what each of the monsters did, identifying all their features, and reasoning behind even differences in colour.|
As kids get older, conventions take over and their creativity becomes more tailored to established preconceptions. Their concepts are represented in a more common artistic language which we all can understand. Once this development takes place, it is very difficult to return to the simple naivety which we once had.
|This picture by Bobby (age 9) does not need much explaining - it is easy to read. He is also experimenting with perspective.|
We have been running workshops called Architecturefor Kids At Furzedown Primary School, London SW17. Its not about the things which we all take for granted in our built environment, such as walls, windows, doors, floors and roofs. Instead, it’s looks at structure, space, colour, materials and is very playful. Because architectural design is not usually a subject taught before college, we have had the advantage of working with the hidden creativity of enthusiastic Year 5 children (10 year olds) on this very fresh subject. The series of workshops took place over a summer term and investigated structure, architectural drawing, design, model making / rapid prototyping, and making full-scale installations; A sequence of stages stretching from concept to realisation of a small architectural project.
So with a road map to develop ideas but no set rule book to prescribe how creativity is managed, here are a number of projects which the children engages with and the ideas they came up with:
Labib looked at triangular forms and how flat surfaces can be turned in to three dimensional articulated surfaces, to create an exo-skeleton body suit.
Thinking like a child, with naivety and pure experimentation is a very difficult thing to achieve, once our thoughts are subject to our experience and preconceptions of how the world should be. It has been a real joy for me to witness how the children have worked and developed their paths to design and create their projects. Children working from enthusiasm, combined with an inquisitive nature is a very powerful recipe for creativity. Despite 20 years + in practice as an architect, this has to be one of the most fun experiences I have had and one that I have learnt the most from. I hope the children got a lot out of it too (I’m sure they did) and I look forward to the opportunity of working with the next Year 5 in May 2015.