framework for the implementation of a virtual design studio model in ...

students to identify and build on new dimensions which ultimately
challenged their original perceptions.
Throughout this reflective process, Goodwin operationalised a
metaphorical, collective approach to urban design, employing the city‟s
historical origins and functional importance as a basis for the design
projects. Chosen specifically to give the project a rich sense of diversity,
the contributors stimulated creativity, and through Goodwin‟s emphasis
on metaphor the students could freely develop their projects in
accordance with the suitability of Cardiff‟s history and identity.
Final Installation
To give the project a sense of finality the films were then screened at the
finale installation. Serving to boost creativity, the films aided the
students‟ storytelling, allowing them to exhibit the material they had
gathered over the course of the project. Based on the students‟ original
metaphors, the films were silent in order to cross the language barriers.
The films explored metaphors, including a pomegranate and soap
bubbles. With regards to the segregated, diverse, ethnic groups on the
outskirts of Cardiff, one of the students saw the pomegranate as a
metaphor to “bring the outside in”. Another student suggested that soap
bubbles represented small businesses in Cardiff, and that they should
be joined together just like the bubbles.
The installation took place at the National Westminster Bank on Bute
Street and served to encourage public critique, create a sense of
achievement and pride within the students, and to give the project
closure. The project also received press attention, adding to its prestige
for future projects.
Summary
The case study took two weeks of intensive and thorough observation of
the studio activities. The tools utilised in the studio to promote students‟
creative thinking proved its effectiveness. The students were
encouraged to not limit their thinking and open their horizons. The
111