In this sense, it can be said that the artifact, as it is used (and possibly studied; e.g., Howard, Boling, Rowland, & Smith, 2012) in various ways, will reveal something about the designer; and the learning that occurred in the design process—for example, that the designer had a particular perspective, used certain techniques, made certain assumptions, and so on.
As I read this, I wonder though, should the artifact not be more reflective of the client than the designer?
But how do we develop students who are critical and creative thinkers, able to Figure 1. Conceptual model of critical and creative thinking processes. meet the challenges of 21st century thinking, learning, and doing?
As an educator, this is a question I ask myself every day.
While this may not be unique to the design of creative instruction, the importance of knowing the characteristics of the target population and the instructors will be critical for creating engaging instruction.
Often I think this may be the struggle in our public school system. Many people making decisions about instruction are far removed from the classroom and the students in it.