This paper examines an attempt in a first year course to dispel the perceived conflict between reality and creativity by constructing opportunities to allow one to activate and enliven the other. It describes two design studio projects, discussing how their assessment procedures compare to more traditional methods and how assessment in general relates to the dichotomous relationship between reality and creativity. The paper argues that only within a pluralistic design studio can students develop sustained creativity
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Morrow et al. (2004) studied this question.
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