id-361: interior design 1 – syllabus · 2019. 5. 18. · id-361 | syllabus – 2 mediums will be...

ID-361: Interior Design 1 – Syllabus

I. Course Information ID-361-005, Class number: 8012, Tuesday & Thursday 8:00 – 10:05AM, FPA 203 ID-361-006, Class number: 8027, Tuesday & Thursday and 11:10 – 1:15PM, FPA 203 Credit hours: (1 hr Lecture, 2 hr studio) 3, Fall 2018-19 Website: vcaranchini.com, password: domestic II. Instructor Vincent Caranchini, Assistant Professor FPA Room 206, Contact: [email protected] Office hours: by appointment.

III. Course Description Basic problem solving in the design of total interior spaces. Emphasizes determinants of space utilization and specifications, and preparation of design graphics. IV. Course Rationale The course objective is to provide the student with exposure to global and cultural design issues, develop communication skills through sketches, drawings and presentation of concepts and ideas as needed for the successful practice of interior design. Multiple small projects allow student to synthesize a beginning level of understanding of the volume of space for quality human environments and cultural and psychological awareness. The student will display their learned abilities through the design of small scale environments through application of the design process, discussion of sustainable environments and related design ethics and will become cognizant of the many aspects of design rationale and learn to implement criticism. Projects will be conducted on an individual basis, yet group interaction is essential for critiques and project development. For the practice of smaller spaces, this studio will focus mainly on residential design. Projects will investigate residential programming and schematic design in all phases. Students will be presented with various clients and locations and be challenged to develop appropriate schematic design responses that fully address the multi-cultural issues within the residential design problem. This will occur through a series of sequenced phases, where multiple design solutions will be explored that include ideation, universal design principals, programming, selection of furnishing, lighting, and finishes, as well as the documentation and presentation of all phases. V. Course Aims and Objectives 1. Aims This course is intended to assist students in their ability to understand and facilitate the overall development of residential design. The course will progress through the various stages of: developing client profiles, programming, conceptual ideation of space, diagramming concepts, residential design traditions, color schematic exercises, furniture, lighting, and materials selections, then conclude with the production of schematic diagrams and drawings within a complete client presentation. Various

ID-361 | Syllabus – 2

mediums will be employed with the intention of refining technological aptitudes and expanding hand drawing motor skills. 2. Specific Learning Objectives: By the end of this course, students will be able to: • Facilitate a rigorous process development – in distinct phases. • Explore multiple design solutions in service of a thorough and complete design execution. • Detail of all aspects of project – macro to micro • Better understand “Universal Design Principals” in residential planning. • More confidently employ the use of hand drawing skills in the service of planning, process &

presentation and to complement their proficiency in 3D computer rendering. VI. Format and Procedures Lectures, research, and supervised projects will assist in the development of creative skills, initial steps toward individualizing a design style, and identifying typical and special client needs. Class time includes lecture, preliminary development of projects and final evaluation of individual projects. VII. Competencies Will include human factors, space planning, critical paths, floor plans, furniture placement, conceptual sketches, section drawings, perspectives, elevations and graphic and oral presentations. VIII. Grading Procedures 1. Evaluation Criteria:

Exercises/Group Work/Team project 20% Problem 1 30% Problem 2 50%

2. Late Work: Late work is not accepted. Some projects and exercises may be considered for resubmission.

3. Grading Note: Any grade less than a “C” will require an interior design major to repeat the course.

A. Attendance: Students are expected to attend all class meetings and to be punctual. Any necessary absences need to be prearranged. More than two unexcused absences will affect your final grade. 4 unexcused absences guarantee failure from the course (for the definition of an “excused absence” see “Notification of Causes of Absence” at https://www5.nau.edu/policies/Client/Details/499?whoIsLooking=Students&pertainsTo=All ). Students are responsible for all material covered in class, even on days of absence. In the case of an absence, it is the student’s responsibility to contact other class members for notes. Lectures and presentations in their entirety will not be repeated. Absence does not excuse project deadlines or exams.

B. Participation: For students to be successful they must have a thorough understanding of all the assigned reading materials as well as of the lecture material, exercises, and class discussion; therefore, class participation and timely completion of assignments is mandatory. Students are responsible for presenting concepts both visually and orally.

IX. Cell Phone Policy In order to facilitate a learning environment for listening, discussion and group engagement cell phones are to be turned off or placed on vibrate during class time. Cell phones should be put away and out of view. They are not to be used for receiving calls or for texting. If you are found texting during class you will be asked to leave and will be considered absent. Emergency situation are an exception.


If you need to be on call for a family or related emergency, please notify me at the beginning of the period, leave your phone on vibrate, and step out of the room to take the emergency call or update. X. Materials & Books 1. Textbooks

A. Residential Interior Design: A Guide to Planning Spaces (3rd Ed) By: Maureen Mitton &Courtney Nystuen, Wiley, April 2016

ISBN: 978-1119013976 B. Interior Graphic Standards, Student Edition (2rd Edition)

Edited by: Corky Binggeli, ASID, Wiley, November 2011. ISBN: 978-0470889015

C. RECOMMENDED – NOT REQUIRED *Reference Book Perspective for Interior Designer By John Pile, Paperback Edition, Whitney Library of Design, 1985 ISBN: 0-8230-4008-9

2. Materials A. Drafting and drawing supplies necessary for completion of studio projects*

1). Scale, triangles, cutting matt, straight edge, exacto, etc…. 2). trace, graph paper (1/8” grid) at 11 x 17”, trace paper, watercolor paper as

necessary. 3). diagraming markers, pencils, colored pencils, watercolor set, etc….

B. Laptop with AutoCAD and Sketchup C. Portfolio size 11 x 17”

XI. Academic Integrity Integrity is expected of every member of the NAU community in all academic undertakings. Integrity entails a firm adherence to a set of values, and the values most essential to an academic community are grounded in honesty with respect to all intellectual efforts of oneself and others. Academic integrity is expected not only in formal coursework situations, but in all University relationships and interactions connected to the educational process, including the use of University resources. An NAU student’s submission of work is an implicit declaration that the work is the student’s own. All outside assistance should be acknowledged, and the student’s academic contribution truthfully reported at all times. In addition, NAU students have a right to expect academic integrity from each of their peers. Individual students and faculty members are responsible for identifying potential violations of the university’s academic integrity policy. Instances of potential violations are adjudicated using the process found in the university Academic Integrity Policy. The complete policy is in Appendix G of NAU’s Student Handbook http://www4.nau.edu/stulife/handbookdishonesty.htm

XII. Research Integrity The Responsible Conduct of Research policy is intended to insure that NAU personnel including NAU students engaged in research are adequately trained in the basic principles of ethics in research. Additionally, this policy assists NAU in meeting the RCR training and compliance requirements of the National Science Foundation (NSF)-The America COMPETES Act (Creating Opportunities to Meaningfully Promote Excellence in Technology, Education and Science); 42 U.S.C 18620-1, Section 7009, and the National Institutes of Health (NIH) policy on the instruction of the RCR (NOT-OD-10-019; “Update on the Requirement for Instruction in the Responsible Conduct of Research”). For more information on the policy and the training activities required for personnel and students conducting research, at NAU, visit: http://nau.edu/Research/Compliance/Research-Integrity/

XIII. Sensitive Course Materials University education aims to expand student understanding and awareness. Thus, it necessarily involves engagement with a wide range of information, ideas, and creative representations. In the course of college studies, students can expect to encounter—and critically appraise—materials that may differ from and perhaps challenge familiar understandings, ideas, and beliefs. Students are encouraged to discuss these matters with faculty.

XIV. Intellectual Property The lectures, classroom activities, and all materials associated with this class and developed by the instructor are copyrighted in the name of Vincent Caranchini.


XV. Safe Environment Policy NAU’s Safe Working and Learning Environment Policy prohibits sexual harassment and assault, and discrimination and harassment on the basis of sex, race, color, age, national origin, religion, sexual orientation, gender identity, disability, or veteran status by anyone at this university. Retaliation of any kind as a result of making a complaint under the policy or participating in an investigation is also prohibited. The Director of the Office of Affirmative Action & Equal Opportunity (AA/EO) serves as the university’s compliance officer for affirmative action, civil rights, and Title IX, and is the ADA/504 Coordinator. AA/EO also assists with religious accommodations. You may obtain a copy of this policy from the college dean’s office or from the NAU’s Affirmative Action website nau.edu/diversity/. If you have questions or concerns about this policy, it is important that you contact the departmental chair, dean’s office, the Office of Student Life (928-523-5181), or NAU’s Office of Affirmative Action (928) 523- 3312 (voice), (928) 523-9977 (fax), (928) 523-1006 (TTD) or [email protected]. XVI. Students with Disabilities If you have a documented disability, you can arrange for accommodations by contacting Disability Resources (DR) at 523-8773 (voice) or 523-6906 (TTY), [email protected] (e-mail) or 928-523-8747 (fax). Students needing academic accommodations are required to register with DR and provide required disability related documentation. Although you may request an accommodation at any time, in order for DR to best meet your individual needs, you are urged to register and submit necessary documentation (www.nau.edu/dr) 8 weeks prior to the time you wish to receive accommodations. DR is strongly committed to the needs of student with disabilities and the promotion of Universal Design. Concerns or questions related to the accessibility of programs and facilities at NAU may be brought to the attention of DR or the Office of Affirmative Action and Equal Opportunity (523-3312). XVII. Academic Contact Hour Policy Based on the Arizona Board of Regents Academic Contact Hour Policy (ABOR Handbook, 2-224), for every unit of credit, a student should expect, on average, to do a minimum of three hours of work per week, including but not limited to class time, preparation, homework, studying. XVIII. Classroom Disruption Policy Membership in the academic community places a special obligation on all participants to preserve an atmosphere conducive to a safe and positive learning environment. Part of that obligation implies the responsibility of each member of the NAU community to maintain an environment in which the behavior of any individual is not disruptive. Instructors have the authority and the responsibility to manage their classes in accordance with University regulations. Instructors have the right and obligation to confront disruptive behavior thereby promoting and enforcing standards of behavior necessary for maintaining an atmosphere conducive to teaching and learning. Instructors are responsible for establishing, communicating, and enforcing reasonable expectations and rules of classroom behavior. These expectations are to be communicated to students in the syllabus and in class discussions and activities at the outset of the course. Each student is responsible for behaving in a manner that supports a positive learning environment and that does not interrupt nor disrupt the delivery of education by instructors or receipt of education by students, within or outside a class. The complete classroom disruption policy is in Appendices of NAU’s Student Handbook http://nau.edu/Student-Life/Student- Handbook/. XIX. Course Schedule (May change to accommodate instruction and student needs)

Week Date Class time

1

8.28

CLASS-TIME Course introduction. Student and faculty introductions. HOMEWORK

1. Purchase necessary supplies & textbooks. 2. Reveiw Design Magazines (see below). 3. In groups of 2, complete the measurement exercise - (see below). 4. Download, Read and begin Rengel - Chapter 1 (see below). 5. Begin a residential program based on paste experiences - (refer to

class discussion).

8.30

CLASS-TIME • Supply List discussion • Review homework assignments: Measurement exercise, Residential

Program, review of design magazines.


• Discussion of Rengel • Programming: Discussion & expansion of residential program. • Personal Logo - review of previous designs.

HOMEWORK 1. Review residential program homework. Critically consider the

program of the place where you lived: What worked? What didn't work? Rewrite the program to improve the space. Create a bubble diagram and adjacency matrix to illustrate the improved program.

2. Rengel - complete exercises - print out exercise pages, and work on tracing paper over the page.

3. Practice programming and bubble diagramming. See options: o Single female med student - studio apartment: NYC o Young professional couple - 1 bedroom apartment: SF o Couple with 2 children (both female) - 3 bedroom home:

Phoenix o Retired couple (with family who visit) - 3 bedroom high-rise

condo: Las Vegas

2

9.04

CLASS-TIME • Review: measurement activity, bubble diagrams & Rengel space

planning exercises in small groups. • Personal Logos - review and adapt for coursework • Introduce Problem 1

HOMEWORK 1. From the homework for last week, scan all Rengel exercises, all

Bubble Diagrams with corresponding adjacency matrices and combine into one PDF and upload to BB. Make sure to transcribe the feedback you received in small group critiques from today's class on your work before scanning.

2. Read: Rengel - Chapter 5.2: specifically, from bubbles to blocking & plan (see resources below).

3. Problem 1 (see resources below): o Client profile - develop: take the profile provided to you

today in class and which was developed in small groups. Do research on the type of client and identify specific needs. Research the location and identify significant factors about the location which would be important for your design development.

o For this client, create an adjacency matrix and Bubble diagram.

o Using the provided shell, and the 3 wall approach (discussed in class today: and idea derived from Mies van der Rohe) - translate your bubble diagram into 3 different block diagram options.

9.06

CLASS-TIME • Teamwork: review initial blocking diagrams • Review evolution of blocking to plan (see: Rengel 5.2) • Review & Expand Program

o Example: ASID Competition o Example: Schneider House o Trillium Architect's Questionnaire

§ 361-005 (8:00AM) Client Answers


§ 361-006 (11:10AM) Client Answers • Teamwork: Define Client's tastes (group exercise) • Inspiration/Mood Boards

o Morpholio Digital Apps/Tools o Present App o Adobe Spark o Mood Board App Reviews

• Material Palette HOMEWORK

1. Upload all exercises from Week 1 to BB-learn by Midnight. Scan all exercises and convert them into pages in a single PDF. The PDF must include: A) Measurement Excise, B) 4 Space Planning Exercises from Rengel, Chapter 1, C) Program, Matrix and Bubble Diagrams for a place where you lived, both as it was and as you would improve it, D) Program, Matrix, Bubble Diagrams for 4 clients (listed on Week 1: 8.30-Thurs) along with critique notes from 9.03-Tues). Scan and create one PDF, and title: "ID361_F18_E1_Lastname".

2. P2: Refine program document in lieu of today's in class discussion. 3. P2: Refine project matrix chart: assess potential sqf per function area

(based upon initial blocking), and identify other requirements: light, water, etc...

4. P2: Refine blocking diagrams: create two new variations - based on the strongest ideas from the initial 3.

5. P2: Translate two variations into initial floor plan ideas (consider placing a wall, built-in's (case goods), water areas....

6. P2: Inspiration/Mood board 7. P2: Initial palette - which responds to Inspiration board*

3

9.11

CLASS-TIME • Exercise 1: Discussion of work & presentation quality • Presentation: document standards - discussion/examples • Table critiques & meetings to review:

o Program: See example: Schneider House o Inspirational/Mood Board — initial palette idea o Blocking & Initial Floor-plans

• Meetings HOMEWORK

1. Draft apartment (shell) floor-plan to scale on graph paper with architectural details (doors, windows, wall thicknesses).

2. Finalize program. Correct and adjust matrix to match. Prepare final documents.

3. Finalize initial bubble diagram, and redraw it with graphic competency (use color, line weight).

4. Refine and develop 2 strong floor-plan options. 5. Develop materials board and begin furnishing selections.*

*Materials, palette, and illustrations will be the focus of Week 4

9.13

CLASS-TIME • Work session & individual meetings • Finalize 2 strong floor plan options. • Develop palette with material selections. • Furniture selections.

HOMEWORK


P1.1: Eight page PDF document at 11 x 17” • (Due: 9.17-MON at 11:59PM on BB-Learn) • Booklet Cover • Table of Contents • Client Summary & Design Proposal Statement • Mood/Inspiration Board • Program • Matrix and Bubble Diagram • Blocking Diagram & Floor plan option 1 • Blocking Diagram & Floor plan option 2

4

9.18

CLASS-TIME • Overview of Problem • Selection of finishes and furnishings - discussion • Color studies (color media application) - overview/demonstration • Elevations and floor plan format - overview • Work time:

o Select materials, finishes, built-ins, fixtures, etc for apartment.

o Find specifications for selected items o Practice color matching of materials with color media o Practice elevation drawing - select 1 wall of existing

apartment plan and draw a section/elevation in 1/4” scale (this is practice, but must be completed by next class).

• Meetings (1/2 of class today….1/2 on Thursday). HOMEWORK

1. Complete the tasks assigned today in class under the “work” description - see above.

2. Read: Residential Interior Design (as an intro the course reader, look through the various chapters, and pay close attention to measurements and dimensions of furniture, cabinetry, kitchen and bath layout. Check your floor plans in light of the measurements provided. Use the textbook as a resource to correct your floor plans, and inform your elevations. (This textbook will be read in a more structured format for the next project).

3. Prepare all supplies for next class. 4. Work towards completion of P1 -see Homework: 9.20 (Below)

9.20

CLASS-TIME • Individual Meetings

HOMEWORK 1. Complete the tasks assigned today in class under the “work”

description - see above. 2. Read: Residential Interior Design (as an intro the course reader, look

through the various chapters, and pay close attention to measurements and dimensions of furniture, cabinetry, kitchen and bath layout. Check your floor plans in light of the measurements provided. Use the textbook as a resource to correct your floor plans, and inform your elevations. (This textbook will be read in a more structured format for the next project).

3. Prepare all supplies for next class. 4. Work towards completion of P1 -see Rubric


5

9.25

CLASS-TIME • Discussion of P1 - Booklet - Q/A • Desk critiques - feedback on selections/furnishings/floor plans • Work time:

o Finalize materials, finishes, built-ins, fixtures, etc for apartment.

o Work on color floor plan, elevations, perspective • Individual Meetings (1/2 of class today….1/2 on Thursday).

HOMEWORK 1. Complete the tasks assigned today in class under the “work”

description - see above. 2. Read: Residential Interior Design (as an intro the course reader, look

through the various chapters, and pay close attention to measurements and dimensions of furniture, cabinetry, kitchen and bath layout. Check your floor plans in light of the measurements provided. Use the textbook as a resource to correct your floor plans, and inform your elevations. (This textbook will be read in a more structured format for the next project).

3. Prepare all supplies for next class. 4. Work towards completion of P1

9.27

CLASS-TIME • One Note - Class Notebooks

o ID-361-005 (8:00AM) o ID-361-006 (11:10AM)

• Work time o Finalize materials, finishes, built-ins, fixtures, etc for

apartment. o Work on color floor plan, elevations, perspective

• Individual Meetings HOMEWORK

1. Open ONE NOTE - See HOMEWORK tab, complete: SUBMISSION TEST 2. Complete the tasks assigned today in class under the “work”

description - see above. 3. Work towards the completion of P1: Recommended time line:

complete floor plan, elevations, and selections pages by next class. Next week focus on completing the schedules and perspective view. There will be perspective reviews next week.

6

10.02

CLASS-TIME • Perspective Review • Work time:


o Work on color floor plan, elevations, perspective • Individual Meetings

HOMEWORK 1. Work towards completion of P1

10.04

CLASS-TIME • Work time


o Work on color floor plan, elevations, perspective • Individual Meetings


HOMEWORK • Work towards the completion of P1

7

10.09

CLASS-TIME • Problem One: Group Critique Assignment

o P1: Peer Evaluation Form o P1: Designer Assessment Form

HOMEWORK • Complete class-time work: See P1: Designer Assessment Form. Upload

to BB-learn and One-Note by 10.10-Wed at 11:59pm. For One-Note, create another page under homework titled: P1-Evaluation Forms.

10.11

CLASS-TIME Introduction to Problem 2 ASID Competition: Residence/Health Spa — Program

• Floorplan • Group Assignments

o Read ASID Program — Decide location based on ASID criteria o Each group member has individual tasks that will be shared

with their group next class: § Find 2 scholarly articles on M.S. § Write a 250-500 word summary of each article § Compose an initial mood/inspiration board based on

ASID program & location (as determined by the group)

§ Write and initial adjacency matrix and corresponding bubble diagram in response to the program.

• See example of current call for entry: Steelcase NEXT Actual Competition: Office of the future

HOMEWORK Everyone was assigned to a group in class. Please see the Group Assignment list above. During class-time, step 1 was accomplished, and steps 2 – 4 are homework. 1. Review the ASID Student Competition document on the website (which is

the program and summary of Problem 2). Then as a Group – interpret the location by selecting a US city that corresponds to the geographic description in the program. The location was determined by the end of class time. I did not record these locations for 361-005 (8:00am) before everyone left. If you were absent, please email someone from your group to find out what location was determined by the group.

2. Problem Two (P2) focuses on a health-spa for clients with M.S. (Multiple Sclerosis), therefore, each group member is response to help the group/team build a body of knowledge on this topic. To achieve this, everyone individually will find two articles about M.S. Review health, medical sciences and healthcare design journals to find significant articles about the needs of people with M.S. and design of space to accommodate this population. Save both articles and write 250-500 summaries of each article. Have both the articles and your summaries ready to share with the group next week. The articles and summaries will be digitally uploaded to a site for your group to share.

3. Review the location and program. Based on the location and program, create a mood/inspiration board for the project. Each member of the group will create a board. These will be shared in class next week, and will aid the group in creating a final mood/inspiration concept.


4. Review the program. Each group member will individually create an adjacency matrix and corresponding bubble diagram for the program. The individual matrices and diagrams will be presented to the group next week, and will assist the group in the formation of a collective adjacency hierarchy.

5. For our next class, be sure to have computers, pencils/diagramming markers, 11 x 17” graph paper and/or tracing paper to work on more bubble diagrams in class.

8

10.16

CLASS-TIME • Problem Two - Group Work

o Log into One-Note (see link on BB-learn or website under: 361-Info page) - Open the “Collaboration Space” tab - open your Group tab. Once there you will find 3 folders. Upload the work that was due today to the tab. BE SURE TO INSERT AS PRINTOUT. Upload: M.S. Research Articles and Summary, Mood-Boards, and Matrix/Bubble Diagrams.

o As a group discuss the articles you found, and come up with 5 significant points about MS that will be helpful to consider when developing a health center for clients with MS.

o Present the 5 points on the board during the class presentation, and designate someone from your group to add the 5 points to the “Master Notes” page under the collaboration space on One-Note.

HOMEWORK 1. Review the group mood boards, and make notes on them for the

group. What images are most helpful for the ideas of the health spa? Using the group images, reconfigure a proposal for the group. Each group member needs to propose a new board base on the images that are there.

2. Review Bubble Diagrams. Each group member need to compose 2 new bubble diagrams in color, with good graphic communication that re-works the ideas of adjacency. These will potentially be used in individual projects.

3. Write an individual draft for a design statement. This needs to reflect MS research and the original program as found in ASID.

10.18

CLASS-TIME • Group work: Review Mood Boards and Bubble Diagrams. • After the group meetings, this becomes an individual project. After

the group meeting, revise your mood board based on the group consensus. Revise your bubble diagram in light of group critique. Finalize your individual bubble diagram. Use the bubble diagram to create a blocking diagram and test fit/loose-plan for next class.

HOMEWORK 1. Revise/finalize mood board for your project based on group

consensus. 2. Revise your bubble diagrams based on group critique. 3. REVIEW: ASID Program - specifically CODE and PROGRAM

Requirements. REVIEW: Building Code Requirements (below). Keep these requirements in mind, as well as what you have been learning in ID326W regarding EGRESS as you move to the next step.


4. Using the floor plan and bubble diagram, complete 1 blocking diagram and corresponding test-fit/loose-plan. This can be done digitally or by hand.

5. Save all docs into 1 PDF (Mood Board, Matrix, Bubble Diagram, Blocking diagram and Test-fit/loose floor plan) and upload to One-Note and BB-learn by 10.22.18 at 11:59pm. In One-Note, open your personal tab. Create a new page titled: P2-Intro, and insert the PDF as a printout there.

9

10.23

CLASS-TIME 1. FF&E Selections: Digital Resource Binder: You will be assigned Master

Format CSI Division and Number. Find 10 Products, and create specification pages for each product using the correct CSI (Construction Specification Institute) number. SEE: handout. Save your pages as a single PDF and upload to ONE-NOTE. Under the collaboration page, you will find a tab called Digital Resource Binder. Upload your pages as a printout under the correct CSI number. Specification Page Examples:

o Pages from a Digital Resource Binder o Specification Pages for Final Project

See FF&E Resources at the bottom of this webpage. 2. Code Requirements — discussion/group-work. In groups review Code

requirements. Highlight important aspects of code in relationship to space planning. Each group add a new page to your group on One-Note, and highlight significant code requirements to be aware for general space-planning. Share conclusions with class.

3. Open Problem 2, Part 1 on One Note. Using the drawing tool, analyze your work. Identify 5 positive aspects of your test-fits/loose-plan, and 5 concerns. Document both the positive and negative on the document in One-note.

4. Based on the strengths and concerns, complete a second blocking diagram and test-fit for the project.

5. Read: Residential Interior Design, Chapters 1-3. 6. Begin Individual meetings.

HOMEWORK 1. Digital Resource Binder upload to both One-Note and BB-learn. (DUE:

10.29— Monday, 11:59PM). 2. Identify 5 positive aspects of your test-fits/loose-plan, and 5 concerns.

Document both the positive and negative on the document in One-note. Based on the strengths and concerns, complete a second blocking diagram and test-fit for the project. Upload to both One-Note and BB-learn. (DUE: 10.29— Monday, 11:59PM).

3. Read: Residential Interior Design, Chapters 1-3.

10.25

CLASS-TIME 1. FF&E Selections - references. 2. Based on the strengths and concerns, complete a second blocking

diagram and test-fit for the project. 3. Read: Residential Interior Design, Chapters 4-7. 4. Finish Individual meetings.

HOMEWORK 1. Digital Resource Binder upload to both One-Note and BB-learn. (DUE:

10.29— Monday, 11:59PM).


2. Identify 5 positive aspects of your test-fits/loose-plan, and 5 concerns. Document both the positive and negative on the document in One-note. Based on the strengths and concerns, complete a second blocking diagram and test-fit for the project. Upload to both One-Note and BB-learn. (DUE: 10.29— Monday, 11:59PM).

3. Read: Residential Interior Design, Chapters 4-7.

10

10.30

CLASS-TIME 1. Review and finalize floor-plans. Final floor plan due by next week. 2. Check floor plans for Code compliance: exits, hallway widths,

distances, etc… 3. FF&E: Begin selecting. Use the Digital Resource Binder as a starting

point for your selections. As you develop the Residence and Spa, you will need to make all selections compliant to the program (SEE ASID Program). Begin a digital folder/file to store information and links that will be used in project.

4. Read: Residential Interior Design, Chapter 8 and review Appendices. 5. Individual meetings.

HOMEWORK 1. Work towards final floor plan - have complete for next week. Make

certain plan is Code compliant, particularly in egress. 2. FF&E: Begin selecting. Use the Digital Resource Binder as a starting

point for your selections. As you develop the Residence and Spa, you will need to make all selections compliant to the program (SEE: ASID Program). Begin a digital folder/file to store information and links that will be used in project. Have several rooms selected and/or options.

3. Read: Residential Interior Design, Chapter 8 and review Appendices.

11.01

CLASS-TIME • Working session & individual meetings.

HOMEWORK • Continue progress on P2

11 11.06

CLASS-TIME 1. Group Critiques: Review and finalize floor-plans. Final floor plan due

by next class (Further refinements may be required in the next few weeks to accommodate forthcoming design, code and sustainability decisions).

2. Check floor plans for Code compliance: exits, hallway widths, distances, etc…

o CODE RESOURCE: Building Code Sketchbook 3. FF&E: Begin selecting. Use the Digital Resource Binder as a starting

point for your selections. As you develop the Residence and Spa, you will need to make all selections compliant to the program (SEE ASID Program). Begin a digital folder/file to store information and links that will be used in project.

4. Read: Residential Interior Design, Chapter 8 and review Appendices. 5. Individual meetings.

HOMEWORK 1. Continue refinement of final floor plan based upon in class critique

and private meetings. Make certain plan is Code compliant, particularly in terms of egress.

2. Continue FF&E selections. Use the Digital Resource Binder as a starting point for your selections. As you develop the Residence and Spa, you will need to make all selections compliant to the program


(SEE: ASID Program). Begin a digital folder/file to store information and links that will be used in project. Have several rooms selected and/or options.

3. Review: Codes Reader from ID-326.

11.08

CLASS-TIME 1. Presentation of Final Project Requirements — See: Weeks 12-FIN 2. Group Work: Break into original groups. Take Problem 2 Guidelines

and Rubrics and identity collective areas of information that everyone needs clarity on. As a group, use your collective folder on One-Note to share information that you could all use in your solutions in Problem 2

3. Individual Meetings and work time HOMEWORK

• Work toward project deadlines

12 11.13

1. DUE: On BB-Learn by 11:59pm o Individual Schedule Goals: Create a calendar for yourself for

the next 5 weeks. In the calendar, block out each of the days and your goals to meet the deadlines for Problem 2.

o Storyboard of final presentation: Create a story board for your Construction Document set. This means to layout the pages of your construction document set, showing where you want to place the required pieces. It also means creating a consistent tile block, table graphic, etc…. — SEE: Construction Drawings and Details for Interiors, Chapter 6: Guidelines for preparing Construction Drawings (pp. 101-102, 3rd Edition).

2. EGRESS: NCIDQ Resource 3. Studio work day - work towards project deadlines 4. Individual meetings

11.15 1. Studio work day - work towards project deadlines 2. Individual meetings

13 11.20 1. Studio work day - work towards project deadlines

2. Individual meetings

11.22 Thanksgiving Holiday – No Classes

14 11.27

1. Professional Presentation Schedule & Guidelines. 2. Studio work day - work towards project deadlines 3. Individual meetings

11.29 1. Studio work day - work towards project deadlines 2. Individual meetings

15

12.04 • Presentations (first 1/2 of class in Alphabetical Order)

12.06 • Presentations (Second 1/2 of class in Alphabetical Order)

Final 12.13 • Final Due: BB-Learn & One Note @ 11:59pm • Personal Reflection Due: BB-Learn @11:59pm

o Personal Reflection Form

id-361: interior design 1 – syllabus · 2019. 5. 18. · id-361 | syllabus – 2 mediums will be...

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