TEACHING CREATIVITY IN ART AND DESIGN STUDIO CLASSES: A SYSTEMATIC LITERATURE REVIEW

Abstract

Creativity is widely regarded as a core graduate attribute in art and design education, yet its teaching and assessment within studio-based learning remain complex and contested. This study conducts a systematic literature review of empirical research published between 2000 and 2025 to examine how creativity is conceptualized, taught, and evaluated in art and design studio contexts. Using structured search strategies and defined inclusion criteria, the review identifies four dominant pedagogical approaches: interdisciplinary collaboration to broaden perspectives, scaffolded learning to nurture creative autonomy, design thinking and problem-based learning to stimulate divergent and convergent thinking, and critique sessions to foster reflective practice. Findings highlight the persistent tension between structured guidance and open-ended exploration, underscoring the need for balanced pedagogical strategies that support both innovation and institutional accountability. Significant gaps remain in cross-institutional studies and in understanding online or hybrid studio models. The review offers evidence-based insights for educators, curriculum designers, and policymakers seeking to enhance creativity in studio pedagogy while preserving its distinctive culture.