| Interior Architecture (Master) (with Thesis) | |||||
| Master | TR-NQF-HE: Level 7 | QF-EHEA: Second Cycle | EQF-LLL: Level 7 | ||
| Course Code: | ICM5004 | ||||
| Course Name: | Interior Design in Floating Architecture | ||||
| Semester: | Spring | ||||
| Course Credits: |
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| Language of instruction: | Turkish | ||||
| Course Condition: | |||||
| Does the Course Require Work Experience?: | No | ||||
| Type of course: | Departmental Elective | ||||
| Course Level: |
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| Mode of Delivery: | Face to face | ||||
| Course Coordinator: | Doç. Dr. BİLGE YARAREL DOĞAN | ||||
| Course Lecturer(s): | İnanç Işıl Yıldırım | ||||
| Course Assistants: |
| Course Objectives: | The aim of this course is; Human-sea interaction, integrated with the idea of interdisciplinary work, is to introduce the concept of interior design in floating spaces by providing the idea of introducing floating architecture used in the realization of such interior spaces. Also on the possible future direction; It is aimed to focus on sea-friendly and sustainable materials by discussing the effects of floating interior layouts and furniture arrangements on users' perception of space. |
| Course Content: | Course Content It includes general information about the following topics; floating interior design, human-floating space interaction, different functions in floating architecture, perception of space in the marine environment, sustainable materials, water-resistant materials. |
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The students who have succeeded in this course;
1) Understand the design concept of floating architecture 2) Analyzes the possibilities and constraints of floating interiors 3) Determines how different functions can change interior systems in floating architecture 4) Recognizes the structural elements of floating space and adapts materials according to marine design criteria |
| Week | Subject | Related Preparation |
| 1) | Introduction to the lesson: Sharing ideas for future interiors | |
| 2) | History of Human and Water Relationship | |
| 3) | Effects of Marine Environmental Factors on Human Life | |
| 4) | Concept of architectural space at sea | |
| 5) | Perception of people and space at sea | |
| 6) | Introducing floating architecture through different functions (Students' choice of topic) | |
| 7) | Yüzer yaşam alanları | |
| 8) | floating living spaces | |
| 9) | Floating Architectural Interior examples (Large scale structures) | |
| 10) | Examples of Floating Architectural Interiors (Small-scale structures) | |
| 10) | Examples of Floating Architectural Interiors (Small-scale structures) | |
| 11) | Spatial details at sea | |
| 12) | Material | |
| 13) | Sustainable design at sea | |
| 14) | Future expectations in Floating Interior Design |
| Course Notes / Textbooks: | Ders Notları, Yatlarda İç Mekân Tasarımı ve Algısı- İnanç Işıl Yıldırım |
| References: | Ders Notları, Yatlarda İç Mekân Tasarımı ve Algısı- İnanç Işıl Yıldırım |
| Course Learning Outcomes | 1 |
2 |
3 |
4 |
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| Program Outcomes | |||||||||||||
| 1) The Interior Architecture graduate program aims to gain intellectual depth and awareness in the formal, conceptual, and theoretical expansions of space creation by problematizing the concept of space at the intersection of theory and practice. In this sense, the program aims to gain competence in the production of conceptual projects and academic articles in the context of space, spatiality, spatiotemporality, atmosphere, spatial atmospheric becoming, materiality, urban interior space, shape grammars, the relationality of interior architectural tectonics, and speculative futuristic space research. | |||||||||||||
| 2) Based on the competencies gained at the undergraduate level, the student has advanced knowledge and understanding that provides the necessary basis for original studies in the basic fields of architecture, planning and design. | |||||||||||||
| 3) The student possesses a critical awareness of the nature of knowledge, its sources, knowledge production, and the issues related to the examination of knowledge at the interfaces between the field of architecture/planning/design and other related areas. | |||||||||||||
| 4) In professional postgraduate studies, the student acquires the necessary cognitive and practical skills for professional competence. | |||||||||||||
| 5) The acquired knowledge, comprehension, and problem-solving skills are applied in unconventional settings and within broader interdisciplinary and transdisciplinary contexts related to the field. | |||||||||||||
| 6) They critically conduct academic research and engage in academic discourse for categorical conclusions. | |||||||||||||
| 7) They possess specialized problem-solving skills necessary for developing new knowledge and methods in the relevant research field and integrating knowledge from diverse areas. | |||||||||||||
| 8) They independently manage a study that requires expertise in their field. | |||||||||||||
| 9) They contribute to the professional knowledge and practice of teams working in academic or applied environments in their field and/or take on responsibilities for reviewing strategic achievements. | |||||||||||||
| 10) They possess learning skills that enable them to largely self-direct or independently pursue their education. | |||||||||||||
| 11) They systematically and openly share the findings and results obtained in a study, along with the underlying knowledge and rationale, with both expert and non-expert groups. | |||||||||||||
| 12) They systematically and critically conduct an academic research, engage in academic discourse critically, and present papers and publish in national and international settings. | |||||||||||||
| 13) They generate comprehensive projects related to their field: they produce comprehensive projects that demonstrate their capacity to make design/planning decisions at different scales [with an interdisciplinary, multidisciplinary, and transdisciplinary approach] using the knowledge, comprehension, and skills they have acquired. | |||||||||||||
| No Effect | 1 Lowest | 2 Average | 3 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | The Interior Architecture graduate program aims to gain intellectual depth and awareness in the formal, conceptual, and theoretical expansions of space creation by problematizing the concept of space at the intersection of theory and practice. In this sense, the program aims to gain competence in the production of conceptual projects and academic articles in the context of space, spatiality, spatiotemporality, atmosphere, spatial atmospheric becoming, materiality, urban interior space, shape grammars, the relationality of interior architectural tectonics, and speculative futuristic space research. | |
| 2) | Based on the competencies gained at the undergraduate level, the student has advanced knowledge and understanding that provides the necessary basis for original studies in the basic fields of architecture, planning and design. | 2 |
| 3) | The student possesses a critical awareness of the nature of knowledge, its sources, knowledge production, and the issues related to the examination of knowledge at the interfaces between the field of architecture/planning/design and other related areas. | 1 |
| 4) | In professional postgraduate studies, the student acquires the necessary cognitive and practical skills for professional competence. | 1 |
| 5) | The acquired knowledge, comprehension, and problem-solving skills are applied in unconventional settings and within broader interdisciplinary and transdisciplinary contexts related to the field. | |
| 6) | They critically conduct academic research and engage in academic discourse for categorical conclusions. | |
| 7) | They possess specialized problem-solving skills necessary for developing new knowledge and methods in the relevant research field and integrating knowledge from diverse areas. | 1 |
| 8) | They independently manage a study that requires expertise in their field. | |
| 9) | They contribute to the professional knowledge and practice of teams working in academic or applied environments in their field and/or take on responsibilities for reviewing strategic achievements. | |
| 10) | They possess learning skills that enable them to largely self-direct or independently pursue their education. | |
| 11) | They systematically and openly share the findings and results obtained in a study, along with the underlying knowledge and rationale, with both expert and non-expert groups. | |
| 12) | They systematically and critically conduct an academic research, engage in academic discourse critically, and present papers and publish in national and international settings. | 1 |
| 13) | They generate comprehensive projects related to their field: they produce comprehensive projects that demonstrate their capacity to make design/planning decisions at different scales [with an interdisciplinary, multidisciplinary, and transdisciplinary approach] using the knowledge, comprehension, and skills they have acquired. |
| Semester Requirements | Number of Activities | Level of Contribution |
| Homework Assignments | 2 | % 100 |
| total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 100 | |
| PERCENTAGE OF FINAL WORK | % | |
| total | % 100 | |
| Activities | Number of Activities | Workload |
| Course Hours | 14 | 42 |
| Total Workload | 42 | |