DSGN 242 Syllabus

Fall 2011 / MWF 9 – 10:50am / DM 207 + 209
Prerequisites: DSGN 141
Instructor: Brandon Young / brandon.young@acu.edu / DM 326

ACU, Department of Art & Design and Interior Design Program Mission Statements

Course Description

Creative and technical problem solving relative to various residential or commercial interior applications including special needs of children, handicapped, and elderly. Space planning, working drawings, elevations, finish schedules, and budgeting.

Course Audience

This course is designed specifically to build the skills of the Interior Design major, but the course activities and assignments can be of interest to a variety of majors

Required Textbooks

• Kilmer, W. Kilmer, Rosemary. Construction Drawings and Details for Interiors, Wiley
• Grimley, Chris. Love, Mimi. Color, Space, Style, Rockport

Supplemental Textbooks

Course Goals

There are several ways to approach a particular design problem, but it is through a process of transformation that an idea becomes an artifact. As designers it is our responsibility, and privilege, to be concerned with the creative and intuitive as they relate to problem-solving and decision-making through the process of design. The primary goals of this course are to develop each student’s:

• Design process (creative thinking, ideation/conceptualization, transformation from concept to concrete)
• Decision-making skills (influenced by theory, context, pragmatism and constraints)
• Communication skills (written, visual and oral techniques and methodologies to re-present underlying design concepts)

In this course students are challenged to determine appropriate solutions to particular design problems, which are determined by several factors including age, physical ability, culture, context and stylistic preferences. During the course of the semester, students will work on several projects and are expected to:

• Demonstrate an understanding of design fundamentals (including design elements and principles)
• Demonstrate programming skills (including problem identification, problem solving, identification of client/user needs – including special populations, and information gathering)
• Identify and practice the designer’s ability to affect people and the environment
• Adhere to a budget in a project with specific criteria
• Prepare documents which showcase increasing skills in schematic design and concept development, including: writing concept statements; rapid visualization of concepts through sketching; and application of space planning (adjacencies, circulation, and articulation/shaping of space)
• Justify design solutions relative to the goals and objectives of the project program orally and in writing
• Demonstrate design development skills in: selection of interior finishes and materials; detailed and developed layout of furntiture, fixtures, and equipment; detialed and dveloped furniture selection; and appropriate selection and application of decorative elemetns such as art and accessories
• Explore and implement illumination plans based on principles of lighting design (for example, color, quality, sources, use)
• Demonstrate the ability to design custom interior elements (for example: case goods, floor patterning, textiles)
• Demonstrate increasing skills in drafting and lettering, both manual and computer-aided techniques and the presentation of materials and furnishings

Competencies

ACU’s Interior Design program is accredited by the Council for Interior Design Accreditation (CIDA). “CIDA-accredited programs assure the public that interior design education prepares students to be responsible, well-informed, skilled professionals who make beautiful, safe, and comfortable spaces that also respect the earth and its resources.” – CIDA’s mission statement

Following is a list of student competencies this course intends to produce as primary evidence for CIDA accreditation:

1. Standard 2c: Students understand how design needs may vary for a range of socio-economic stakeholders.
2. Standard 2e: The interior design program provides exposure to a variety of business, organizational, and familial structure.
3. Standard 2f: The interior design program provides opportunities for developing knowledge of other cultures.
4. Standard 3a: Students understand that social and behavioral norms may vary from their own and are relevant to making appropriate design decisions.
5. Standard 3b: Student work demonstrates the ability to appropriately apply theories of human behavior.
6. Standard 3c: Student work demonstrates the ability to select, interpret, and apply appropriate anthropometric data.
7. Standard 3d: Student work demonstrates the ability to appropriately apply universal design concepts.
8. Standard 4a: Students are able to identify and define relevant aspects of a design problem (goals, objectives, performance criteria).
9. Standard 4d: Students are able to demonstrate creative thinking and originality through presentation of a variety of ideas, approaches, and concepts.
10. Standard 4g: The interior design program opportunities for innovation and creative thinking.
11. Standard 7f: The interior design program provides exposure to various market sectors and client types.
12. Standard 8e: Students apply historical precedent to inform design solutions.
13. Standard 10a: Student work demonstrates understanding of color principles, theories, and systems.
14. Standard 10c: Students appropriately select and apply color with regard to its multiple purposes.
15. Standard 13c: Student work demonstrates understanding that design solutions affect and are impacted by distribution systems including power, mechanical, HVAC, data/voice telecommunications, and plumbing.
16. Standard 14i: Students apply appropriate accessibility guidelines.

Studio Format + Strategy

The studio is the primary vehicle for education in design; therefore, it demands a great amount of preparation in research, study and on the drawing board. The studio format is designed to assist students in developing conceptual, technical and communication skills. In order to develop these skills, class time will be dedicated to the following activities:

1. Projects: Projects are comprised of several exercises of varying nature (research, conceptualization, drawing, model making, written assignments, etc.) that are intended to support and inform each project’s development. I believe the design process is just as important as the final product, so an emphasis is placed on the development of ideas and concepts into “final” proposals. There are many tools available to assist in the design process, and students are expected to produce drawings and models using a combination of media during the semester.
2. Critiques: Critiques will take several forms including one-on-one w/the instructor, pin-ups w/classmates and reviews w/outside critics and other instructors. Active participation in critiques, as well as during daily studio work, is expected of each student to encourage a collaborative and communal learning environment.
3. Lectures: Lectures will be given as needed to provide information relative to conceptual and technical skills as they relate to the field of interior design, project typology and specific user needs.
4. Class Discussions: Although all projects in this class are completed individually, the studio is meant to be a collaborative environment. As such, I strongly encourage every student to be aware of the work their classmates are involved in and to learn from one another throughout the course of the semester. Everyone has something different, and valuable, to bring to the table.

Every student is expected to keep a sketchbook that documents information, ideas and inspiration gained throughout the semester. This factors into the final grade. In addition, drawing, crafting of models, verbal and visual communication are all part of the studio effort.

Expectations for Written Elements

While I am not an English teacher, content, sentence structure, design terminology, vocabulary, word usage, grammar, punctuation, spelling, and logical paragraph organization are part of the grade. All written submissions are expected, and required, to be polished and well edited. Anything less is inappropriate and unacceptable. At a minimum, it is recommended to have at least one other person proofread the written work. Unless stated otherwise, refrain from using the first person “I” in the exercises, but rather refer to the design itself as the solution, communicator, standard, etc. Specific aesthetic aspects and issues that affect people in environments will inevitably influence and refine your design concepts. Such influences could result from art and design theories, historical context and culture, psychology, sociology, gender, age, economics, marketing concepts, emerging technologies and products, human behavior, finishes and materials, health/safety/welfare, and issues related to human comfort to name a few.

Assignments

• 15% – Project 1
• 20% – Project 2
• 25% – Project 3
• 25% – Project 4
• 5% – Design Process Book
• 10% – Attendance Grade*

Follow this link for grading criteria, scale, descriptions and deadline information.

Policies and Miscellaneous

• Attendance Policy (link)
• Academic Integrity (link)
• Student Work Policy (link)
• Lab Policy (link)
• Supplies + Materials (link)
• UniPrint Charges (link)

PLEASE NOTE: Information in this course syllabus is subject to change at any time during the semester. All changes will be announced in class.