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AR 292B Interior Design Studio I:Introto Interior Design
Kaleko, Kathy


Mission Statement: The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

Vision Statement: Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.

Course

AR 292 Interior Design Studio I:Introto Interior Design

Semester

FA 2007 HO

Faculty

Kaleko, Kathy

Title

Adjunct Faculty

Degrees/Certificates

B.F.A. Design
B.S. Human Ecology

Office Hours

By Appointment

Daytime Phone

816-260-7050

E-Mail

kathy.kaleko@park.edu

Semester Dates

August 21, 2007 - December 13, 2007

Class Days

--T-R--

Class Time

8:45 - 11:25 AM

Prerequisites

Art and Design Core

Credit Hours

3


Textbook:

Required:
Pile, John. Interior Design, 3rd edition. New York: Harry Abrams, Inc. 2003
 
Karlen, Mark. Space Planning Basics.  2nd edition.  New Jersey: John Wiley & Sons, Inc. 2004
 
Recommended:
Ching, Francis D.K., Interior Design Illustrated.  New York: John Wiley & Sons, Inc.  2005 

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

 

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.


Course Description:
Students are introduced to the interior design profession and its role in shaping the environment. Students are introduced to the design process as it is followed in a professional office. The elements, vocabulary and principles of design are applied to a series of simple interior design projects, including both residential and public space interior design. Students are introduced to life safety codes and accessibility guidelines. Skills and knowledge from pre and co-requisite studio and lecture courses are applied to design projects. Courses must be taken concurrently with AR292A. 1:5:3

Educational Philosophy:

Design is a process that involves generating ideas, editing and refining those ideas and producing the final result.  It is both individual and collaborative, creative and meticulous.  It involves critical thinking and effective communication through writing, drawing, describing, modeling and drafting.
 
Learning the process of design will enable one to apply the process to any problem, whether it be a written document, the design of a space, or the design of a product.  Every project and assignment shall be approached as a design problem.

Learning Outcomes:
  Core Learning Outcomes

  1. Define interior design and delineate the role of the profession in the context of related environmental design professions.
  2. Develop a design vocabulary and apply basic design principals such as scale and proportion, balance, harmony, variety, rhythm and emphasis to design projects.
  3. Evaluate design for its function, quality and aesthetics.
  4. Use the tools of the designer: color and light, pattern and texture, materials, furniture and accessories.
  5. Recognize life safety, universal design and sustainability issues.
  6. Use the steps in the design process as a framework for completing interior space design projects.
  7. Apply drafting, drawing, diagramming, rendering and board building techniques as they are introduced in concurrent class, AR292A, to design projects.
  8. Apply knowledge of materials and finishes as it is introduced in concurrent class AR290 to design projects.


Core Assessment:

  • Completion of a series of design exercises that apply outcomes 1 through 4.
  • Participation in studio, including individual and group critiques (outcomes 1-8)
  • Design and prepare graphic and oral presentations for at least one residential and one commercial interior space. One of the projects will be the core assessment project. (outcomes 2-8)


Link to Class Rubric

Class Assessment:

The learing in this course will be assessed from small projects and papers assigned to students and two large multifaceted projects.  A range of interior design topics will be represented in the projects including residential design and commercial design.  Students will experience critiques of their work and be taught to use the criticism constructively to refine their designs.

Grading:

45% Assignments
 
25% Residential design project
 
20% Commercial design project
 
10%  Exhibit Project

Late Submission of Course Materials:
Many assignments will have an oral presentation component.  There will be no make up dates for missed presentation, but work may be turned in at the next class meeting for partial credit.  A written excuse must be attatched.

Classroom Rules of Conduct:

AR292B: is primarily a studio class.  Class format will include lecture/demonstration, discussion and group critiques of work, as well as time to work on design assignments and projects in a studio setting. Students are expected to come to class with tools and supplies, prepared to work.  In addition, students are expected to work a minimum of six hours a week outside of class.  The studio will be available to students when it is not scheduled for other classes.
 
An attendance sheet will be passed around at the beginning of each class while announcements are being made.  Students who miss the attendance sheet are considered late.  Three late arrivals will equal one absence.
 
The value of this class is diminished for all when students are absent.  Attendance at all classes is required, but since "things happen," each student may be absent three times without penalty.  The fourth absence, whether excused or not, will result in the lowering of the final grade by one letter.  Five absences may constitute failure in the course.

Course Topic/Dates/Assignments:


  

Week

Dates

Activity

Reading

1

August 21-23

 

Discuss the profession of Interior Design

Assign: Essay, Defining Interior Design

Pile ch.1

Ching ch. 2 pp.36-43

 

Design Basics

Assign: Analyzing Spaces

Pile ch.3

Ching ch.3

2

August 28-30

Pin Up Analyzing Spaces

Pile ch.2

Design Quality

Assign: Evaluating Design l

Ching ch.2, pp.44-45

3

September 4-6

Design Quality

Assign: Evaluating Design ll

Tools of the Designer l

Assign: Color Collage, pts. 1 & 2

Pile ch.8-11

Ching ch.4,7 pp. 114-119

4

September 11-13

Assign: Material Boards

Pile ch. 12&13

Ching ch. 8

5

September 18-20

Tools of the Designer ll

Assign: Furniture Space Studies

Pile ch. 5&6

Ching ch. 2, pp.56-57

6

September 25-27

Space Planning  Small Office

Assign: Program

Pile ch. 7

Karlen ch. 1-3

7

October 2-4

Space Planning: Small Office

Karlen ch. 4-6

8

October 9-11

Space Planning: Small Office

October 15-19

Fall Break

9

October 23-25

Space Planning: Small Office

Small Office Presentation

Pile ch. 4

10

October 30-

November 1

Residential Project: Program (week 1)

Pile ch. 16&18

11

November 6-8

Residential Project: (week 2)

12

November 13-15

Residential Project (week 3)

13

November 20

Residential Project (week 4)

Karlen ch. 7

November 22

Thanksgiving : No Class

14

November 27-29

Present: Residential Project

Exhibit Project

Pile ch.17

15

December 4-6

Exhibit Project

16

December 11

No Final unless Exhibit Project is extended.

Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life.   Park University 2007-2008 Undergraduate Catalog Page 85-86

Plagiarism:
Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2007-2008 Undergraduate Catalog Page 85

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment.
  3. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  4. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "F".
  5. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  6. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  7. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

Park University 2007-2008 Undergraduate Catalog Page 87-88

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .



Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Analysis                                                                                                                                                                                                                                                   
Outcomes
6, 7                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                 
Separating information into parts: Programming is analysis.

A written program lists goals, facts, concepts, and needs. They are accurately categorized and complete.

The information in the program is derived from an interview and/or research.

The program summarizes the criteria for the design of the project with a problem statement.

Concepts for establishing a visual direction for design are expressed in an image collage.

The program and image collage are shared with the class.


 
Separating information into parts:

A written program lists goals, facts, concepts and needs.

The program includes a problem statement, but it may only state a problem rather than summarizing criteria for design.

Concepts for establishing a visual direction for design are expressed in an image collage.

The program and image collage are shared with the class.


 
Separating information into parts:

There is a written program, but one or more categories in the program have little or no information.

The program includes a problem statement, but it does not adequately summarize the design problem to be solved.

The image collage does not adequately express a direction for design.

The student did not share program and image collage with the class.


 
Separating information into parts:

The student did not turn in a written program.

There is no problem statement.

Student did not prepare an  image collage.

The student was absent or did not share program and image collage with the class.


 
Synthesis                                                                                                                                                                                                                                                  
Outcomes
2,4,6,7,8                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                            
Putting the pieces together: Design is Synthesis.

Schematic Design I:

Components of the space are explored diagrammatically using bubble diagrams:
• Two alternate plan layouts are diagrammed.
• Bubble diagrams are supplemented with written notes describing the function of the spaces
• Bubble diagrams are accurately scaled and graphically pleasing.

Two alternate schematic color schemes are presented.

Schematic Design II:

Two alternate floor plans are generated, each including furniture layouts.

Furniture layouts are accurately scaled and clearances are adequate.

Color scheme is complete and includes samples of all elements of the space.

Design Development:

The floor plan is refined and finalized.

The design is explored in three dimensions: Three elevations are drawn and two distinct conceptual alternatives are explored using tracing paper overlays
 
Putting the pieces together: Design is Synthesis.

Schematic Design I:

Components of the space are explored diagrammatically using bubble diagrams:
• Two alternate plan layouts are diagrammed
• There are no written notes describing the function of the spaces.

One color scheme is presented with possible variations

Schematic Design II:

Two alternate floor plans are generated, each including furniture layout.

Some furniture may not be accurately drawn and some clearances may not be adequate.

Color scheme has been refined and includes samples of most elements in the space.

Design Development:  

Floor plan is fine tuned, but may still need minor adjustments.

Three elevations are drawn and two design concepts are  illustrated with tracing paper overlays.
 
Putting the pieces together: Design is Synthesis.

Schematic Design I:

Components of the space are explored diagrammatically using bubble diagrams:
• Only one plan is diagrammed or one or more floors are not included in the diagrams.
• There are no written notes describing the function of the spaces.

A color scheme is presented, but there are few samples.

Schematic Design II:

Only one floor plan is drawn.  
Furniture layout is included.

Most furniture is not  accurately drawn and some clearances may not be adequate.

The color scheme has not been refined or expanded to include samples of most elements in the space.

Design Development:  

Floor plan needs further development.

Only two elevations are drawn.

Tracing paper overlays do not explore multiple design concepts.
 
Putting the pieces together: Design is Synthesis.

Schematic Design I:

Diagrammatic exploration of the location of components of the space is incomplete:
• Bubble diagrams are not used.
• Words are not used to describe the functions of the spaces.

There is no color scheme.

Schematic Design II:

Floor plan is incomplete.

Furniture is not included or it is not accurately scaled.

Clearances are not adequate.

The color scheme is incomplete, poorly coordinated, or not presented at all.

Design Development:  

Floor plan is incomplete or inadequate.

One or no elevations are drawn.

There is no exploration of design concepts in elevation.

 
Application                                                                                                                                                                                                                                                
Outcomes
2,3,4,5,6,7,8                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                        
The ability to learn a new skill or knowledge in new situation:

The Design meets three criteria:
function: 1.meets the needs of the client. 2. includes basic requirements of living spaces.

Structure and materials (quality): 1. Materials are appropriate for the client based on programmatic information. 2. Materials are appropriate for age and image of the house.

Aesthetics: 1. Visually pleasing juxtaposition of materials, details, colors and patterns. 2. Image is appropriate based on programmatic information, image collage and age and image of the house.

The design goes beyond the requirements of the assignment or is exceptional at least one of the following ways:

1. The student shows evidence of  attention to design principals: scale, proportion, rhythm, etc.

4. There is a  creative spark:  The design problem is solved  in a new and unique way.

5. The design incorporates pattern language and/or concepts from Patterns of Home or Not So Big House books.




 
The ability to learn a new skill or knowledge in new situation:

Design meets three criteria:

function: 1.meets the needs of the client. 2. includes basic requirements of living spaces.
Structure and materials (quality): 1. Materials are appropriate for the client based on programmatic information.2. Materials are appropriate for age and image of the house.
Aesthetics: 1. visually pleasing juxtaposition of materials, details, colors and patterns. 2. Image is appropriate based on programmatic information, image collage and age and image of the house.





 
The ability to learn a new skill or knowledge in new situation:
Design is lacking one of the three criteria:

function: 1. does not show evidence of meeting the needs of the client. 2. does not includes basic requirements of living spaces.
Structure and materials (quality): 1. Materials are not appropriate for the client based on programmatic information.2. Materials are not appropriate for age and image of the house.
Aesthetics:  1. Materials, details, colors and patterns do not work together to create a visually pleasing “whole.”
2. Image is not based on programmatic information, image collage or age and image of the house.


 
The ability to learn a new skill or knowledge in new situation:

Design is lacking more than one of the three criteria:

function: 1. does not show evidence of meeting the needs of the client. 2. does not includes basic requirements of living spaces.
Structure and materials (quality): 1. Materials are not appropriate for the client based on programmatic information.2. Materials are not appropriate for age and image of the house.
Aesthetics: 1. Materials, details, colors and patterns do not work together to create a visually pleasing “whole.” 2. Image is not based on programmatic information, image collage or age and image of the house.


 
Evaluation                                                                                                                                                                                                                                                 
Outcomes
2,3                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                  
The ability to make a judgment about the value of something by using a standard: Critique

The student participated in discussions and critiques and gave constructive and meaningful input on other students work:

The student attended all  three small group discussions and gave input on other students work.

The student shared work in two presentations to the entire class and gave input on other students' work

Final oral presentation:

Student presented an excellent  description of the client's needs and desired image and explained the way the project met those needs

Student clearly described plan function, images and details.

 
The ability to make a judgment about the value of something by using a standard: Critique

The student participated in discussions and critiques and gave constructive and meaningful input on other students work:

The student attended all three small group discussions.

The student shared work in two presentations to the entire class

Final oral presentation:

Student described client's needs and desired image and explained the way the project met those needs.

Student described plan function, images and details.

 
The ability to make a judgment about the value of something by using a standard: Critique

The student did not participate in all discussions and input, if given, was not constructive or meaningful.

The student missed one of the small group discussions.

The student shared work in two presentations to the entire class.

Final oral presentation:

Student did not describe client's needs and desired image nor explained the way the project met those needs.

Plan function, image and details not clearly described.


 
The ability to make a judgment about the value of something by using a standard: Critique

The student did not participate in all discussions and input, if given, was not constructive or meaningful.

The student missed two or more small group discussions.

The student missed one or more of the presentations to the entire class.

Final oral presentation:

The student missed the final presentation.

 
Content of Communication                                                                                                                                                                                                                                   
Outcomes
2,3,4,5,6,7,8                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                        
Student prepares a final presentation package that includes visual communication (boards), oral communication (presentation of the design) and a complete packet of process documentation. Student prepares a final presentation package that includes visual communication (boards), oral communication (presentation of the design) and some of the process documentation. Student prepares a final presentation package that is missing one of the components: visual communication (boards), OR oral communication (presentation of the design) OR process documentation. Student does not prepare  a final presentation package 
Whole Artifact: Presentation                                                                                                                                                                                                                               
Outcomes
7                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
The final presentation includes all required information:
•Plan of each floor
•three elevations
•materials/ finishes
•furnishings

Presentation Boards meet graphic design criteria:

•Consistent size and material of boards.
•Neatly cut, straight boards.
•Title block on each board.
•Coherent layout that reinforces and communicates design concepts
•Layout reinforces color relationships.
•Exceptional graphic layout or overall craftsmanship.
Process packet is neatly organized and bound.
 
The final presentation includes all required information:  
•Plan of each floor
•three elevations
•materials/finishes
•furnishings

Presentation Boards meet graphic design criteria:

•Consistent size and material of boards
•Neatly cut/straight boards
•Title block on each board.
•Coherent layout that reinforces and communicates design concepts.
Process packet is complete, but not well organized or bound.
 
The final presentation is incomplete in that  one component of required information is missing:

•Plan of each floor
•three elevations
•materials/finishes
•furnishings.

Presentation Boards do not meet each of the graphic design criteria:

•Consistent size and material of boards
•Neatly cut/straight boards
•Title block on each board.
•Coherent layout that reinforces and communicates design concepts
Process packet is incomplete and not bound.
 
The final presentation is incomplete in that  two or more components of required information is missing:

• Plan of each floor
• three elevations
• materials/finishes
• furnishings

Presentation Boards do not meet two or more of the graphic design criteria:

• Consistent size and material of boards
• Neatly cut/straight boards
• Title block on each board.
• Coherent layout that reinforces and communicates design concepts
There is not process packet.
 

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Last Updated:8/20/2007 10:56:45 AM