| School/Faculty/Institute | Faculty of Arts, Design and Architecture | |||||
| Course Code | INT 301 | |||||
| Course Title in English | Interior Design III | |||||
| Course Title in Turkish | Interior Design III | |||||
| Language of Instruction | ||||||
| Type of Course | Flipped Classroom | |||||
| Level of Course | Intermediate | |||||
| Semester | Fall | |||||
| Contact Hours per Week |
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| Estimated Student Workload | 262 hours per semester | |||||
| Number of Credits | 10 ECTS | |||||
| Grading Mode | Standard Letter Grade | |||||
| Pre-requisites |
INT 202 - Interior Design II |
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| Expected Prior Knowledge | Four semesters of design studio | |||||
| Co-requisites | None | |||||
| Registration Restrictions | Only Undergraduate Students | |||||
| Overall Educational Objective | To learn the interventions in buildings which are inserted in historically or socially complex and multi-layered urban contexts. | |||||
| Course Description | This course aims to contribute to the improvement of students’ design skills to deal with multiple solutions related to different aspects of interior architecture such as form, scale, light, nature, color, structure, material, texture, detailing, fixtures, and furnishing. The design studio searches for the design solutions for interior design projects with complex programmatic relationships. | |||||
| Course Description in Turkish | Ders iç mimarinin form, ölçek, ışık, doğa, renk, yapı, malzeme, doku, detaylandırma, mobilya gibi farklı yönleriyle ilgili çoklu çözümleri ele almak üzere öğrencilerin tasarım becerilerinin geliştirilmesine katkıda bulunmayı amaçlayan bir tasarım stüdyosudur. Birbirini takip eden proje derslerinin bu aşamasında, karmaşık programlı ilişkileri barındıran iç mekan tasarım projeleri için tasarım çözümleri araştırılmaktadır. |
Course Learning Outcomes and CompetencesUpon successful completion of the course, the learner is expected to be able to:1) think of functional, spatial, materialistic, psychological and social issues of interior architecture as a whole; 2) track the right paths to observe, research and analyze the functional problems, needs and spatial concerns; 3) propose design solutions that involves various aspects of interior architecture; 4) understand the interaction between conceptual design and spatial quality and the means of spatial quality; 5) appreciate the role of materials and detailing in interior architectural design; 6) manipulate presentation skills for individualistic approaches for both design and presentation. |
| Program Learning Outcomes/Course Learning Outcomes | 1 | 2 | 3 | 4 | 5 | 6 |
|---|---|---|---|---|---|---|
| 1) Thorough knowledge of the major concepts, theoretical perspectives, empirical findings, and historical trends in psychology. | ||||||
| 2) Understanding of and ability to apply essential research methods in psychology, including research design, data analysis, and data interpretation. | ||||||
| 3) Competence to use critical and creative thinking, skeptical inquiry and a scientific approach to solving problems related to behavior and mental processes. | ||||||
| 4) Understanding and ability to apply psychological principles, skills and values in personal, social, and organizational contexts. | ||||||
| 5) Ability to weigh evidence, to tolerate ambiguity, and to reflect other values that underpin psychology as a discipline. | ||||||
| 6) Internalization and dissemination of professional ethical standards. | ||||||
| 7) Demonstration of competence in information technologies, and the ability to use computer and other technologies for purposes related to the pursuit of knowledge in psychology and the broader social sciences. | ||||||
| 8) Skills to communicate the knowledge of psychological science effectively, in a variety of formats, in both Turkish and in English (in English, at least CEFR B2 level). | ||||||
| 9) Recognition, understanding, and respect for the complexity of sociocultural and international diversity. | ||||||
| 10) Recognition for the need for, and the skills to pursue, lifelong learning, inquiry, and self-improvement. | ||||||
| 11) Ability to formulate critical hypotheses based on psychological theory and literature, and design studies to test those hypotheses. | ||||||
| 12) Ability to acquire knowledge independently, and to plan one’s own learning. | ||||||
| 13) Demonstration of advanced competence in the clarity and composition of written work and presentations. |
| N None | S Supportive | H Highly Related |
| Program Outcomes and Competences | Level | Assessed by | |
| 1) | Thorough knowledge of the major concepts, theoretical perspectives, empirical findings, and historical trends in psychology. | N | |
| 2) | Understanding of and ability to apply essential research methods in psychology, including research design, data analysis, and data interpretation. | N | |
| 3) | Competence to use critical and creative thinking, skeptical inquiry and a scientific approach to solving problems related to behavior and mental processes. | H | Exam,HW,Participation |
| 4) | Understanding and ability to apply psychological principles, skills and values in personal, social, and organizational contexts. | N | |
| 5) | Ability to weigh evidence, to tolerate ambiguity, and to reflect other values that underpin psychology as a discipline. | N | |
| 6) | Internalization and dissemination of professional ethical standards. | N | |
| 7) | Demonstration of competence in information technologies, and the ability to use computer and other technologies for purposes related to the pursuit of knowledge in psychology and the broader social sciences. | N | |
| 8) | Skills to communicate the knowledge of psychological science effectively, in a variety of formats, in both Turkish and in English (in English, at least CEFR B2 level). | N | |
| 9) | Recognition, understanding, and respect for the complexity of sociocultural and international diversity. | S | Participation |
| 10) | Recognition for the need for, and the skills to pursue, lifelong learning, inquiry, and self-improvement. | S | HW,Participation |
| 11) | Ability to formulate critical hypotheses based on psychological theory and literature, and design studies to test those hypotheses. | N | |
| 12) | Ability to acquire knowledge independently, and to plan one’s own learning. | S | Exam,HW |
| 13) | Demonstration of advanced competence in the clarity and composition of written work and presentations. | H | Exam,HW |
| Prepared by and Date | ASLI ŞENER , February 2020 |
| Course Coordinator | AKTS1 |
| Semester | Fall |
| Name of Instructor | Öğr. Gör. KERİM KÜRKÇÜ |
| Week | Subject |
| 1) | Introduction – basic concepts -diagrams and analyze methods Warm-Up Project / Review 1 |
| 2) | Concept design, introduction to interior design principles Conceptual Project |
| 3) | Structuring and Interior Design Project Plan/ Sections Drawing Conceptual Project Jury / Review 2 |
| 4) | Distribution of the Final Project Briefs Building Visits Analyzes and evaluations of the spatial potential of the given buildings |
| 5) | Concept Development, Building Program, Scenario |
| 6) | Research through case studies & spatial discoveries |
| 7) | 1/100 Plans, Sections Sketches – 1/100 Models |
| 8) | Pre-Jury /Review 3 1/50 Plans, Sections Sketches – 1/100 Models |
| 9) | 1/50 Sections, Perspectives, 1/50 Models |
| 10) | Materials, colors, details, usage of furniture, lighting Discussions on the up-to-date technologies for lighting, climatic control etc. |
| 11) | Furnishing and proportional relationships / Design considerations for wet areas |
| 12) | Presentation Methods |
| 13) | 1/20 Detail Drawings / Explanation of the final jury submission list and the required drawings |
| 14) | Final Jury/ Review 4 |
| 15) | Final Examination Period |
| 16) | Final Examination Period |
| Required/Recommended Readings | - Brown, Rachael, and Lorraine Farrelly. Materials and interior design. Laurence King, 2012. - Ching, Francis DK, and Corky Binggeli. Interior design illustrated. John Wiley & Sons, 2012. - Dunn, Nick. Architectural modelmaking. Laurence King, 2014. - Godsey, Lisa. Interior design materials and specifications. A&C Black, 2012. - Lewis, Karen. Graphic Design for Architects: A Manual for Visual Communication. Routledge, 2015. - Zumthor, Peter. Peter Zumthor: Atmospheres. Birkhäuser, 2006. | ||||||||||||
| Teaching Methods | In addition to the studio practice, the course will have presentations by the instructor as well as extensive discussion by the students. The course follows the ‘Flipped classroom’ model, with all the presentations pre-recorded and available to the students prior to class. | ||||||||||||
| Homework and Projects | 3 Projects- 4 Reviews | ||||||||||||
| Laboratory Work | Yes(Studio work) | ||||||||||||
| Computer Use | Yes | ||||||||||||
| Other Activities | Pin- Up Project Discussions, Site Visits, Workshops | ||||||||||||
| Assessment Methods |
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| Course Administration |
senera@mef.edu.tr - Students are expected to work both in groups and as individuals throughout the studio. Discovering through design and experimentation will the main strategy to learn. Observation, analysis, research making including criticized case studies are expected to be fulfilled by each student prior to any design proposals. Freehand sketching and creative ways of presenting ideas throughout the studio course, including model making, filming, photographing, as well as implementing ideas by digital tools will be expected. Case study visits to certain places, field trips and workshop trips which will be done together with the instructors. Students will be making research trips in their free time, also. Active participation in the studio is the key- factor for learning. One-to-one and group discussions will be held during the course. Everyone has to get prepared for every studio course day, to discuss his/her ideas through sketches, drawings and models. Perfection in presentation quality will be something to be favored. Drawing tools like drawing papers, sketching papers, sketchbooks, sketch pencils, coloring materials, pens and laptops with the required programs uploaded have to be provided by every student, every studio day. Academic Dishonesty and Plagiarism: YOK Disciplinary Regulation |
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| Activity | No/Weeks | Hours | Calculation | ||||
| No/Weeks per Semester | Preparing for the Activity | Spent in the Activity Itself | Completing the Activity Requirements | ||||
| Course Hours | 14 | 1 | 12 | 2 | 210 | ||
| Homework Assignments | 4 | 8 | 4 | 1 | 52 | ||
| Total Workload | 262 | ||||||
| Total Workload/25 | 10.5 | ||||||
| ECTS | 10 | ||||||