ic.fadf.ieu.edu.tr
Course Name | |
Code | Semester | Theory (hour/week) | Application/Lab (hour/week) | Local Credits | ECTS |
---|---|---|---|---|---|
Fall |
Prerequisites | None | |||||
Course Language | ||||||
Course Type | Required | |||||
Course Level | - | |||||
Mode of Delivery | - | |||||
Teaching Methods and Techniques of the Course | DiscussionGroup WorkProblem SolvingCritiqueJuryExcursion / Observation | |||||
Course Coordinator | ||||||
Course Lecturer(s) | ||||||
Assistant(s) |
Course Objectives | |
Learning Outcomes | The students who succeeded in this course;
|
Course Description |
| Core Courses | X |
Major Area Courses | ||
Supportive Courses | ||
Media and Managment Skills Courses | ||
Transferable Skill Courses |
Week | Subjects | Required Materials |
1 | *Introduction to IAED 201 and the project (presentation on experiential spaces) (Deniz Hasırcı) / *Group presentations | * An open mind / * SUBMISSION: Initial research on unconventional spatial experience |
2 | *Group presentations / 3.10 FRIDAY * Field trip to the site * Preparation for the field trip (homework + measuring equipment) | Preparation for the presentations / * Preparation for the field trip (homework + measuring equipment) |
3 | HOLIDAY / * Group Critiques (Specify music) | * Research * Model |
4 | Group Critiques / * Individual Critiques * Seminar on Basic Construction Systems (Didem Özdel) | Research and First individual proposals |
5 | * Individual Critiques * Seminar on Bubble Diagram (Zeynep Edes)/ * Schematic plans * Research and Poster Submission | * Preparation for common critiqes. * Construction systems homework / Individual Bubble Diagrams * SUBMISSION: Model with the ceiling including all 1/50 design decisions (color is optional). |
6 | HOLIDAY (after 13:00) / * First Individual Critiques * Perspective classwork * Seminar on Technical Drawing (Plans, Sections, Reflected Ceiling Plans) (Selin Özertuğrul) | Preparation for the next class / * Individual Schematic Plans * 1/50 Plan, Sections and Model * Moodboard * Revision on plan, section and models |
7 | * Individual Critiques: 1/50 Plan, Sections, Elevations) (out of 5). / * Seminar: Color (Haluk Tatari) * Individual Critiques (1/50 Plan, 2 sections, 4 elevations with the indication of material, color, and texture) (out of 5) * Color Classwork | * Assessment (1/50 Plan, Sections, Elevations and Model) * Color Preparatory Homework / Assessment (1/50 Plan, Sections, Elevations and Model) |
8 | * Seminar: Exterior-Interior Relationship (İpek Kaştaş) * Individual Critiques (1/50 Plan, 2 sections, 4 elevations with the indication of material, color, and texture) (out of 5) * Only technical requirements will be checked * Site Plan Classwork * Individual Critiques (1/50 Plan, 2 sections, 4 elevations with the indication of material, color, and texture) (out of 5) * Only technical requirements will be checked * Lighting Classwork – Perspective Sketch Problem | Color Homework * Research on site-plan. Bring examples. * SUBMISSION: 1/10 top view and the elevations of one of the major furniture units with material, color, and texture indications * Individual Critique *Initial Material Proposals / * Exterior-Interior Relationship Homework *SUBMISSION: Free-hand rendered perspective view showing the color principle idea |
9 | * PRE-JURY (WITH COLOR REQUIREMENTS) | |
10 | * Individual Critiques | SUBMISSION: Free-hand rendered perspective view showing the color principle idea / SUBMISSION: concept sheet Critique: rendered plan 1/50, min. 2 sections, min. 4 elevations. |
11 | * Individual Critiques | Revision Concept Sheet / SUBMISSION: 2 connection detail drawings (1/5 & 1/2) Critique: rendered plan 1/50, min. 2 sections, min. 4 elevations. |
12 | * Individual Cresitiques | *SUBMISSION: 2 sections & interior elevation showing the window treatment idea (rendered) Critique: rendered plan 1/50, min. 2 sections, min. 4 elevations. / * SUBMISSION: 5 connection detail drawings (1/5 & 1/2) Critique: rendered plan 1/50, min. 2 sections, min. 4 elevations. |
13 | * Individual Critiques / Final Model in Studio | *SUBMISSION: 2 sections & interior elevation showing the window treatment idea (rendered) Critique: rendered plan 1/50, min. 2 sections, min. 4 elevations / * SUBMISSION: Free-hand rendered perspective view showing the color principle idea & Individual Critiques (Portfolio and Logo Design) |
14 | * Final Model in Studio | Jury drawings |
15 | * Final Model in Studio | Jury drawings |
16 | * Final |
Course Notes/Textbooks | http://www.icmimarlarodasi.org.tr/http://www.icmimarlarodasi.com/http://www.ifiworld.org/http://www.dynamicarchitecture.net/http://www.sustainableabc.com/http://www.arch.hku.hk/research/BEER/sustain.htmhttp://www.architecture.com/go/Architecture/Debate/Sustainability2919.htmlhttp://www.design.ncsu.edu/cud/http://www.designcouncil.org.uk/en/AboutDesign/DesignTechniques/Inclusivedesign/http://www.designforall.org/http://www.aarp.org/families/homedesign/http://www.einteriors.netEXT |
Suggested Readings/Materials | Abercrombie, S. Philosophy of Interior Design. Oxford: Westview, 1990.Ching, F. D. K. Interior Design Illustrated. NY: John Wiley & Sons, 2005.De Chiara, J. Panero, J., Zelnik, M., TimeSaver Standards for Interior Design and Space Planning. New York: McGrawHill, 2001.Kilmer, W. O. Kilmer, R., Hanessian, S. Construction Drawings and Details for Interiors: Basic Skills. NJ: John Wiley & Sons, 2001.Laseau, P. Graphic Thinking For Architects and Designers. New York: John Wiley & Sons, 2001.McGowan, M. Kruse, K. 2004. Interior Graphic Standards. Hoboken, N.J.: J. Wiley.Mitton, M., Interior Design Visual Presentation: A Guide to Graphics, Models and Presentation Techniques. NY: John Wiley, 2004.Pile, J. F. Color in Interior Design. New York: McGrawHill, 1997.Pile, J. F. Interior Design. NJ: Prentice Hall, 2003.Pile, J. F. Perspective for Interior Designers. NY: WatsonGuptill, 1989.Riggs, J. R. Materials and Components of Interior Architecture. NJ: Prentice Hall, 2007.Abitare, AD, Architectural digest, Architectural Lighting, Architectural Record, Architecture d'Aujourd'hui, Arredamento Mimarlık, Best of Best İçmimarlık (BOB), Detail: Zeitschrift für Architektur & Baudetail & Einrichtung XXI, Display & Design Ideas, Domus: Architecture/design/art/communication, Interior Design, Interiors, IntraInteriors for Designers and Architects, Natura, Newdesign Tasarım: Mimarlık İçmimarlık ve Peyzaj Mimarlığı Dergisi/Review of Architecture, Design, Landscape, The Architectural Review, Yapı: Mimarlık, Kültür ve Sanat Dergisi |
Semester Activities | Number | Weigthing |
Participation | ||
Laboratory / Application | ||
Field Work | ||
Quizzes / Studio Critiques | ||
Portfolio | ||
Homework / Assignments | ||
Presentation / Jury | ||
Project | 1 | 100 |
Seminar / Workshop | ||
Oral Exam | ||
Midterm | ||
Final Exam | ||
Total |
Weighting of Semester Activities on the Final Grade | ||
Weighting of End-of-Semester Activities on the Final Grade | 100 | |
Total |
Semester Activities | Number | Duration (Hours) | Workload |
---|---|---|---|
Course Hours (Including exam week: 16 x total hours) | 16 | 8 | 128 |
Laboratory / Application Hours (Including exam week: 16 x total hours) | 16 | ||
Study Hours Out of Class | 32 | 1 | |
Field Work | |||
Quizzes / Studio Critiques | |||
Portfolio | |||
Homework / Assignments | |||
Presentation / Jury | |||
Project | 1 | 80 | |
Seminar / Workshop | |||
Oral Exam | |||
Midterms | |||
Final Exams | |||
Total | 240 |
# | Program Competencies/Outcomes | * Contribution Level | ||||
1 | 2 | 3 | 4 | 5 | ||
1 | To be able to perform, execute and manage the various responsibilities and duties of an interior architect and environmental design professional; | X | ||||
2 | To be able to communicate and collaborate with other individuals and groups on a national and international level within their profession; | X | ||||
3 | To develop the abilities to communicate and present design ideas within visual, oral and text formats; | X | ||||
4 | To recognize, analyze and integrate within their practice the particular local and regional needs and developments of their profession; | X | ||||
5 | To identify, assess and utilize the most up to date research, innovations, trends and technologies; | X | ||||
6 | To be able to consider the national and international standards and regulations of their chosen field of interest; | X | ||||
7 | To develop, integrate and promote independent critical approaches for their professional practice; | X | ||||
8 | To understand the social and environmental issues and responsibilities of their profession; | X | ||||
9 | To be able to recognize their own strengths, and to develop them within a positive and enthusiastic environment; | X | ||||
10 | To recognize the importance of critical thinking and particular research approaches within their field; | X | ||||
11 | To develop an ongoing analytical and professional approach to academic and design research; | X | ||||
12 | To be able to recognize the need and importance of a personal lifelong learning attitude towards their chosen area of interest; | X |
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest