The first year architectural education is based on understanding the nature of creativity in design thinking, which serves to build a solid base for a real design process; and in studios several methods are used to develop it. This study aims to discuss how using fairy tales can serve as a tool for encouraging creativity in first year design studios. It is based on a 6-week-long basic design II summer school course where 20 architecture and interior architecture students were asked to write fairy tales in a fantasy genre and visualise their fairy tale environment. At the end of this experimental study, we learned four important lessons: (a) when Gen Z students meet design issues first, they can be more involved and interested if they are given the opportunity to reveal their dreams and imaginations without any restriction; (b) they can show their open-mindedness, and accept the fact that a good presentation performance even with hand drawing is possible, without using technological tools; (c) fairy tales with their unique structures can lead them to advance their “out of the box” thinking. Combining phantasy with reality might be a good tool for liberating the power of imagination which ultimately can bring good design thinking abilities and enhanced creativity, and finally (d) a further study about how they implemented this experiment in their second year design problem is worthy of further analysis.

中文翻译：

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真实与幻想之间：通过童话故事鼓励一年级建筑教育的创造力

第一年的建筑教育基于理解设计思维中创造力的本质，这有助于为真正的设计过程打下坚实的基础；在工作室中，使用多种方法来开发它。本研究旨在讨论如何使用童话故事作为鼓励一年级设计工作室创造力的工具。它基于为期 6 周的基础设计 II 暑期学校课程，其中 20 名建筑和室内建筑学生被要求以奇幻风格撰写童话故事，并想象他们的童话环境。在这项实验研究结束时，我们学到了四个重要的教训：（a）当Z世代的学生首先遇到设计问题时，如果他们有机会不受任何限制地展示自己的梦想和想象力，他们可以更加参与和感兴趣；(b) 他们能够表现出开放的心态，并接受这样一个事实：即使是手绘，也可以在不使用科技工具的情况下获得良好的演示效果；(c) 具有独特结构的童话故事可以引导他们推进“跳出框框”的思维。将幻想与现实结合起来可能是解放想象力的好工具，最终可以带来良好的设计思维能力和增强的创造力，最后（d）进一步研究他们如何在第二年的设计问题中实施这个实验是值得的更深入的分析。