Department: Family and Consumer Sciences
Course number: FCS340
Course title: Interior Design 1: Studio
Semester credits: 4 hours
Semester/Year: Fall 2020
Instructor: Lee Lim
Office: Turner 118A
Studio: Turner 141
Class/Studio time: TuTh 9:00 a.m.-11:50 a.m.
Phone: 438-3558
E-mail: [email protected]
Office hours: MW 1:00 p.m. to 2:00 p.m. and by appointment
Prerequisites: Grade of C or better in FCS 104,242 and 246
Textbooks
(Optional) Kelsey Kruse, Interior Graphic Standards.
(Optional) Taking up Space, Tiiu Polpma
(Required) Sketch book
Supplies
Appropriate drafting equipment and materials to complete individual projects.
Course Description
This course is to apply and analyze elements and principles of design to the residential environment. Students examine the ways in which rooms are affected by various design elements such as floors, walls, columns, and ceilings define spaces for humans, various types of openings, color treatments, textures and fabrics in residential settings affect rooms. Plans, perspectives, and models are used to describe how choices of form, color, materials, and furnishings define both the functional and atmospheric qualities of rooms.
Course Structure
The course will consist of lecture, studio, research, team work, and student presentations.
Course Objectives
Upon completion of this course the student will be able to:
· Expose to fundamental design concepts and issues
· Develop graphic and verbal communication skills
· Specify appropriate finishes and materials for residential settings
· Perceive interior space
. Solve complex design problem systematically
· Estimate costs for residential settings
· Produce professional quality of work
Course Objectives
Upon completion of this studio the following CIDA (Council for Interior Design Accreditation) standards will be met:
Standard 4. Global Context
Student Learning Expectations:
a) Students understand that human and environmental conditions vary according to geographic location and impact design and construction decisions.
Student work demonstrates understanding of:
b) how social, economic, cultural, and physical contexts inform interior design.
c) how systems thinking informs the practice of interior design.
The interior design program provides:
f) exposure to a variety of cultural norms.
g) opportunities for developing multi-cultural awareness.
Standard 5. Collaboration
Students understand:
d) the dynamics of team collaboration and the distribution and structure of team responsibilities.
Standard 6. Business Practices and Professionalism
Students have awareness of the:
a) contexts for interior design practice.
b) impact of regional and global markets on design practices.
Standard 7. Human-centered Design
Student work demonstrates understanding of:
a) theories related to the impact of the built environment on human experience, behavior, and performance.
b) the relationship between the natural, built, virtual, and technological environments as they relate to the human experience, wellbeing, behavior, and performance.
Student work demonstrates the ability to:
c) gather and apply human-centered evidence.
d) analyze and synthesize human perception and behavior patterns to inform design solutions.
e) apply human factors, ergonomics, inclusive, and universal design principles to design solutions.
Standard 8. Design Process
a) Student work demonstrates the ability to apply space planning techniques throughout the design process.
Student work demonstrates the ability to apply knowledge and skills learned to:
b) solve progressively complex design problems.
c) identify and define issues relevant to the design problem.
d) synthesize information to generate evidenced-based design solutions.
e) use precedents to inform design concepts or solutions.
f) explore and iterate multiple ideas.
g) design creative and effective solutions.
h) execute the design process: pre-design, quantitative and qualitative programming, schematic design, and design development.
i) Students understand the importance of evaluating the relevance and reliability of information and research impacting design solutions.
The interior design program includes:
j) exposure to a range of problem identification and problem solving methods.
k) opportunities for innovation and risk taking.
l) exposure to methods of idea generation and design thinking.
Standard 9. Communications
Students are able to effectively:
a) interpret and communicate data and research.
b) express ideas and their rationale in oral communication.
c) express ideas and their rationale in written communication.
d) express ideas and their rationale developed in the design process through visual media: ideation drawings and sketches.
e) express project solutions using a variety of visual communication techniques and technologies appropriate to a range of purposes and audiences.
The interior design program provides opportunities for:
f) exposure to evolving communication technologies.
Standard 10. History
Students understand the basic context and framework of history as it relates to:
a) interior design.
b) furniture, decorative arts, and material culture.
c) architecture.
d) art.
Standard 11. Design Elements and Principles
a) Students understand the elements and principles of design and related theories, including spatial definition and organization.
Student work demonstrates the ability to:
b) explore a range of two- and three-dimensional design solutions using a variety of media.
Students effectively apply the elements and principles of design and related theories throughout the interior design curriculum to:
c) two-dimensional design solutions.
d) three-dimensional design solutions.
Standard 12. Light and Color
a) Students are aware of the environmental impact of illumination strategies and decisions.
Students understand:
b) the principles of natural and artificial lighting design.
c) strategies for using and modulating natural light.
d) Students competently select and apply luminaires and light sources.
e) Students have awareness of a range of sources for information and research about color.
f) Students understand how light and color impact health, safety, and wellbeing in the interior environment.
Student work demonstrates understanding of:
g) color terminology.
Student work demonstrates the ability to appropriately:
j) select and apply color to support design concepts.
k) select and apply color to multiple design functions.
Standard 13. Products and Materials
Student work demonstrates understanding of:
a) how furnishings, objects, materials, and finishes work together to support the design intent.
c) appropriate design or specification of furnishings, equipment, materials, and finishes in relation to project criteria and human and environmental wellbeing.
e) Students are able to design and specify a broad range of appropriate products, materials, furniture, fixtures, equipment, and elements in support of the design intent
Standard 14. Environmental Systems and Human Wellbeing
a) Students understand that design decisions relating to acoustics, thermal comfort, and indoor air quality impact human wellbeing and the environment.
Standard 15. Construction
a) Students have awareness of the environmental impact of construction.
Student work demonstrates understanding that design solutions affect and are impacted by:
b) base-building structural systems and construction methods.
c) interior systems, construction, and installation methods.
d) detailing and specification of interior construction materials, products, and finishes.
e) the integration of building systems including electrical (such as power, data, lighting, telecommunications, audio visual) and mechanical (such as HVAC, plumbing, and sprinklers).
g) vertical and horizontal systems of transport and circulation such as stairs, elevators, or escalators.
h) Students understand the formats, components, and accepted standards for an integrated and comprehensive set of interior construction documents.
Students are able to:
i) read and interpret construction documents.
j) contribute to the production of interior contract documents including drawings, detailing, schedules, and specifications appropriate to project size and scope.
Standard 16. Regulations and Guidelines
a) Students have awareness of the origins and intent of laws, codes, and standards.
Sample Room Policy
The fabric sample room with all its samples is a convenience for the students. It allows the free access to samples, which are donated, for your use. Everyone must be willing to help keep the sample room in order by simply putting things in place where you found them; not on the floor or stuffed behind the file cabinets.
Note: All interior design students are required to assist in maintaining the cleanliness of the lab.
Departmental Policy on Academic Dishonesty
“If a student commits academic dishonesty, a final grade of “F” in the course is recommended.”
Evaluation
(subject to change at the discretion of the instructor)
Harbor Point Condo remodeling 360 points
Mood Concept Board 15
2 Study models 20
1/2" scale Detailed Study Model 10
Condo Conceptual Diagrams - All diagrams 28
Demolition and Construction drawings 40
Final Lighting plan 15
Final Condo presentation 42
Final Model 45
Final Furniture selection and schedule 20
Final Furniture plan with floor design 15
Final Coded Furniture plan 15
Final Elevations 30
Final Materials and Finishes, Room, and Interior Room Finishes schedules 15
Final Perspective 25
Total Cost Estimation 25
Green Project 85 points
Green Art 35
Green Building Research 10
Green Digital Board 20
Green Paper 20
Malaysian Bungalow 145 points
Malaysian - Final Furniture plans (1st and 2nd floor) 40
Malaysian Final slide presentation 55
Malaysian - Final T&E plan 20
Malaysian Bungalow Precedent 30
Mid-term Quiz 30 points
Sketch Book 50 points
Participation 10 points
Total 680 points
No Final Exam - Final Project due on the final day and time assigned
Grading
A 92% - 100%
B 82% - 91%
C 72% - 81%
D 62% - 71%
All projects, including schematic studies, sketches, perspectives, rendering, and materials boards, must be completed by the due date to earn a passing grade in the course. Other essential factors, such as attendance, studio participation, attitude, overall development or improvement, consistency, motivation, will also be taken into consideration in determining the final grade for the course.
General criteria for the assignment of a letter grade are as follows:
A Student’s work is of exceptional quality and the solution shows a depth of understanding of the program requirements. The project is fully developed and is presented well, both graphically and orally (if applicable). The student has developed a strong, appropriate concept, which clearly enhances the overall solution.
B Student’s work shows good understanding and clear potential. All program requirements are fulfilled and are clearly and concisely presented.
C Student’s work meets minimum requirements. Work demonstrates adequate understanding and sufficient effort. Quality of the project as well as the development of knowledge and skill is average.
D Student’s work shows limited understanding and/or effort. Minimum requirements have not been met. Quality and performance are below average.
F Course or project requirements have not been met or are incomplete.
Due Dates
All projects and assignments must be submitted at the required date and time. Projects and assignments submitted after the required date and time but within 24 hours late will automatically be lowered one full letter grade. Project submitted more than 24 hours late may receive an “F”. He or she would require completing the project in order to receive a final course grade other than “F”. All projects must be completed to pass the course.
Assignments
All assignments must be turned in at the required date and time. No late assignments will be accepted.
Sketch book
Students are required to sketch a page of an assigned project in each studio time and date it accordingly. Sketch book must be completed and turned in, in order to pass the course. Students also must bring her/his sketch book to every studio.
Attendance
Attendance is mandatory. Students are required to attend each studio classes, scheduled presentations and be on time. Two or more unexcused absences are grounds for lowering a final grade a full letter grade, at the instructor’s prerogative. Please provide doctor's letter if you are sick and can't attend the class.
The earliest a student can leave the studio is at 10:30 a.m. unless under special circumstances and approved by the instructor.
Disability concerns statement
Any student needing to arrange a reasonable accommodation for a documented disability and/or medical/mental health condition should contact Student Access and Accommodation Services at 350 Fell Hall, (309) 438-5853, or visit the website at StudentAccess.IllinoisState.edu.
Bereavement policy
Absences due to Student Bereavement. Students who experience the death of an immediate family member or relative as defined in the University Student Bereavement Policy will be excused from class for funeral leave, subsequent bereavement, and/or travel considerations. Students are responsible for providing appropriate documentation to the Dean of Students office and for contacting the instructor as soon as possible to make arrangements for completing missed work. More information is available in the Student Bereavement Policy at http://www.policy.illinoisstate.edu/2-1-27.shtml
Course number: FCS340
Course title: Interior Design 1: Studio
Semester credits: 4 hours
Semester/Year: Fall 2020
Instructor: Lee Lim
Office: Turner 118A
Studio: Turner 141
Class/Studio time: TuTh 9:00 a.m.-11:50 a.m.
Phone: 438-3558
E-mail: [email protected]
Office hours: MW 1:00 p.m. to 2:00 p.m. and by appointment
Prerequisites: Grade of C or better in FCS 104,242 and 246
Textbooks
(Optional) Kelsey Kruse, Interior Graphic Standards.
(Optional) Taking up Space, Tiiu Polpma
(Required) Sketch book
Supplies
Appropriate drafting equipment and materials to complete individual projects.
Course Description
This course is to apply and analyze elements and principles of design to the residential environment. Students examine the ways in which rooms are affected by various design elements such as floors, walls, columns, and ceilings define spaces for humans, various types of openings, color treatments, textures and fabrics in residential settings affect rooms. Plans, perspectives, and models are used to describe how choices of form, color, materials, and furnishings define both the functional and atmospheric qualities of rooms.
Course Structure
The course will consist of lecture, studio, research, team work, and student presentations.
Course Objectives
Upon completion of this course the student will be able to:
· Expose to fundamental design concepts and issues
· Develop graphic and verbal communication skills
· Specify appropriate finishes and materials for residential settings
· Perceive interior space
. Solve complex design problem systematically
· Estimate costs for residential settings
· Produce professional quality of work
Course Objectives
Upon completion of this studio the following CIDA (Council for Interior Design Accreditation) standards will be met:
Standard 4. Global Context
Student Learning Expectations:
a) Students understand that human and environmental conditions vary according to geographic location and impact design and construction decisions.
Student work demonstrates understanding of:
b) how social, economic, cultural, and physical contexts inform interior design.
c) how systems thinking informs the practice of interior design.
The interior design program provides:
f) exposure to a variety of cultural norms.
g) opportunities for developing multi-cultural awareness.
Standard 5. Collaboration
Students understand:
d) the dynamics of team collaboration and the distribution and structure of team responsibilities.
Standard 6. Business Practices and Professionalism
Students have awareness of the:
a) contexts for interior design practice.
b) impact of regional and global markets on design practices.
Standard 7. Human-centered Design
Student work demonstrates understanding of:
a) theories related to the impact of the built environment on human experience, behavior, and performance.
b) the relationship between the natural, built, virtual, and technological environments as they relate to the human experience, wellbeing, behavior, and performance.
Student work demonstrates the ability to:
c) gather and apply human-centered evidence.
d) analyze and synthesize human perception and behavior patterns to inform design solutions.
e) apply human factors, ergonomics, inclusive, and universal design principles to design solutions.
Standard 8. Design Process
a) Student work demonstrates the ability to apply space planning techniques throughout the design process.
Student work demonstrates the ability to apply knowledge and skills learned to:
b) solve progressively complex design problems.
c) identify and define issues relevant to the design problem.
d) synthesize information to generate evidenced-based design solutions.
e) use precedents to inform design concepts or solutions.
f) explore and iterate multiple ideas.
g) design creative and effective solutions.
h) execute the design process: pre-design, quantitative and qualitative programming, schematic design, and design development.
i) Students understand the importance of evaluating the relevance and reliability of information and research impacting design solutions.
The interior design program includes:
j) exposure to a range of problem identification and problem solving methods.
k) opportunities for innovation and risk taking.
l) exposure to methods of idea generation and design thinking.
Standard 9. Communications
Students are able to effectively:
a) interpret and communicate data and research.
b) express ideas and their rationale in oral communication.
c) express ideas and their rationale in written communication.
d) express ideas and their rationale developed in the design process through visual media: ideation drawings and sketches.
e) express project solutions using a variety of visual communication techniques and technologies appropriate to a range of purposes and audiences.
The interior design program provides opportunities for:
f) exposure to evolving communication technologies.
Standard 10. History
Students understand the basic context and framework of history as it relates to:
a) interior design.
b) furniture, decorative arts, and material culture.
c) architecture.
d) art.
Standard 11. Design Elements and Principles
a) Students understand the elements and principles of design and related theories, including spatial definition and organization.
Student work demonstrates the ability to:
b) explore a range of two- and three-dimensional design solutions using a variety of media.
Students effectively apply the elements and principles of design and related theories throughout the interior design curriculum to:
c) two-dimensional design solutions.
d) three-dimensional design solutions.
Standard 12. Light and Color
a) Students are aware of the environmental impact of illumination strategies and decisions.
Students understand:
b) the principles of natural and artificial lighting design.
c) strategies for using and modulating natural light.
d) Students competently select and apply luminaires and light sources.
e) Students have awareness of a range of sources for information and research about color.
f) Students understand how light and color impact health, safety, and wellbeing in the interior environment.
Student work demonstrates understanding of:
g) color terminology.
Student work demonstrates the ability to appropriately:
j) select and apply color to support design concepts.
k) select and apply color to multiple design functions.
Standard 13. Products and Materials
Student work demonstrates understanding of:
a) how furnishings, objects, materials, and finishes work together to support the design intent.
c) appropriate design or specification of furnishings, equipment, materials, and finishes in relation to project criteria and human and environmental wellbeing.
e) Students are able to design and specify a broad range of appropriate products, materials, furniture, fixtures, equipment, and elements in support of the design intent
Standard 14. Environmental Systems and Human Wellbeing
a) Students understand that design decisions relating to acoustics, thermal comfort, and indoor air quality impact human wellbeing and the environment.
Standard 15. Construction
a) Students have awareness of the environmental impact of construction.
Student work demonstrates understanding that design solutions affect and are impacted by:
b) base-building structural systems and construction methods.
c) interior systems, construction, and installation methods.
d) detailing and specification of interior construction materials, products, and finishes.
e) the integration of building systems including electrical (such as power, data, lighting, telecommunications, audio visual) and mechanical (such as HVAC, plumbing, and sprinklers).
g) vertical and horizontal systems of transport and circulation such as stairs, elevators, or escalators.
h) Students understand the formats, components, and accepted standards for an integrated and comprehensive set of interior construction documents.
Students are able to:
i) read and interpret construction documents.
j) contribute to the production of interior contract documents including drawings, detailing, schedules, and specifications appropriate to project size and scope.
Standard 16. Regulations and Guidelines
a) Students have awareness of the origins and intent of laws, codes, and standards.
Sample Room Policy
The fabric sample room with all its samples is a convenience for the students. It allows the free access to samples, which are donated, for your use. Everyone must be willing to help keep the sample room in order by simply putting things in place where you found them; not on the floor or stuffed behind the file cabinets.
Note: All interior design students are required to assist in maintaining the cleanliness of the lab.
Departmental Policy on Academic Dishonesty
“If a student commits academic dishonesty, a final grade of “F” in the course is recommended.”
Evaluation
(subject to change at the discretion of the instructor)
Harbor Point Condo remodeling 360 points
Mood Concept Board 15
2 Study models 20
1/2" scale Detailed Study Model 10
Condo Conceptual Diagrams - All diagrams 28
Demolition and Construction drawings 40
Final Lighting plan 15
Final Condo presentation 42
Final Model 45
Final Furniture selection and schedule 20
Final Furniture plan with floor design 15
Final Coded Furniture plan 15
Final Elevations 30
Final Materials and Finishes, Room, and Interior Room Finishes schedules 15
Final Perspective 25
Total Cost Estimation 25
Green Project 85 points
Green Art 35
Green Building Research 10
Green Digital Board 20
Green Paper 20
Malaysian Bungalow 145 points
Malaysian - Final Furniture plans (1st and 2nd floor) 40
Malaysian Final slide presentation 55
Malaysian - Final T&E plan 20
Malaysian Bungalow Precedent 30
Mid-term Quiz 30 points
Sketch Book 50 points
Participation 10 points
Total 680 points
No Final Exam - Final Project due on the final day and time assigned
Grading
A 92% - 100%
B 82% - 91%
C 72% - 81%
D 62% - 71%
All projects, including schematic studies, sketches, perspectives, rendering, and materials boards, must be completed by the due date to earn a passing grade in the course. Other essential factors, such as attendance, studio participation, attitude, overall development or improvement, consistency, motivation, will also be taken into consideration in determining the final grade for the course.
General criteria for the assignment of a letter grade are as follows:
A Student’s work is of exceptional quality and the solution shows a depth of understanding of the program requirements. The project is fully developed and is presented well, both graphically and orally (if applicable). The student has developed a strong, appropriate concept, which clearly enhances the overall solution.
B Student’s work shows good understanding and clear potential. All program requirements are fulfilled and are clearly and concisely presented.
C Student’s work meets minimum requirements. Work demonstrates adequate understanding and sufficient effort. Quality of the project as well as the development of knowledge and skill is average.
D Student’s work shows limited understanding and/or effort. Minimum requirements have not been met. Quality and performance are below average.
F Course or project requirements have not been met or are incomplete.
Due Dates
All projects and assignments must be submitted at the required date and time. Projects and assignments submitted after the required date and time but within 24 hours late will automatically be lowered one full letter grade. Project submitted more than 24 hours late may receive an “F”. He or she would require completing the project in order to receive a final course grade other than “F”. All projects must be completed to pass the course.
Assignments
All assignments must be turned in at the required date and time. No late assignments will be accepted.
Sketch book
Students are required to sketch a page of an assigned project in each studio time and date it accordingly. Sketch book must be completed and turned in, in order to pass the course. Students also must bring her/his sketch book to every studio.
Attendance
Attendance is mandatory. Students are required to attend each studio classes, scheduled presentations and be on time. Two or more unexcused absences are grounds for lowering a final grade a full letter grade, at the instructor’s prerogative. Please provide doctor's letter if you are sick and can't attend the class.
The earliest a student can leave the studio is at 10:30 a.m. unless under special circumstances and approved by the instructor.
Disability concerns statement
Any student needing to arrange a reasonable accommodation for a documented disability and/or medical/mental health condition should contact Student Access and Accommodation Services at 350 Fell Hall, (309) 438-5853, or visit the website at StudentAccess.IllinoisState.edu.
Bereavement policy
Absences due to Student Bereavement. Students who experience the death of an immediate family member or relative as defined in the University Student Bereavement Policy will be excused from class for funeral leave, subsequent bereavement, and/or travel considerations. Students are responsible for providing appropriate documentation to the Dean of Students office and for contacting the instructor as soon as possible to make arrangements for completing missed work. More information is available in the Student Bereavement Policy at http://www.policy.illinoisstate.edu/2-1-27.shtml