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In architectural design studio project experiences, a quick approach or charrete can act as an avenue to ginger creativity within the intellectual domains of the students’ designers. The design studio teachers are not unconnected with these exercises. This study examined a cross-sectional survey of selected quick approach projects of students in (year three) 300 level design in Covenant University, Ota, Ogun State, Nigeria. A qualitative evaluation of design studio works of some selected students was used in this work while open-ended questions were used to gather the data for the study. The results obtained suggest that the students were taught some aspects of creativity relevant to the design evolution, but they may not have been indoctrinated with some inherent values which were innately generated as a result of this instructional pattern. The results showed that the students’ creative potentials were skewed and may not have been gingered to produce enough creativity required for pragmatic design evolution. One of the implications of this study is ‘the emergent need for constructivist learning in architectural education. It recommended problem-solving instructional model with high juxtaposition of intuition and rationalization methods required in professional competence and client-users’ satisfaction.
Keywords: constructivist, creativity, design, Nigeria, quick-approach, university