ISTINYE UNIVERSITY BİLGİ PAKETİ / DERS KATALOĞU
| Interior Architecture and Environmental Design | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
Course Introduction and Application Information
| Course Code: | ICM118 | ||||
| Course Name: | Introduction to Interior Architecture 2 | ||||
| Semester: | Spring | ||||
| Course Credits: |
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| Language of instruction: | Turkish | ||||
| Course Condition: | |||||
| Does the Course Require Work Experience?: | No | ||||
| Type of course: | Compulsory Courses | ||||
| Course Level: |
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| Mode of Delivery: | Face to face | ||||
| Course Coordinator: | Dr. Öğr. Üy. BANU ÖZKAZANÇ | ||||
| Course Lecturer(s): | Asst. Prof. Banu Özkazanç | ||||
| Course Assistants: |
Course Objective and Content
| Course Objectives: | This course aims to introduce a theoretical discussion ground for first-year interior architecture students as a first step for their education and to raise awareness about the intellectual and critical aspects of design education. |
| Course Content: | It is a course in which interior architecture students step into architecture and design theory. In addition to the discussions on the meaning and history of design concepts, this course will introduce the basics of the discipline of interior architecture. Throughout the semester, the concepts of perception, representation, space and body will be examined and discussed through the products and events of architecture, design and art. Additionally, the course aims to gain comprehensiveness in the practice of reading, understanding, interpreting and generating ideas about the basic concepts of modern architecture and the ability to express these ideas in writing. |
Learning Outcomes
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The students who have succeeded in this course;
1) Intermediate level understanding of interior architecture and design concepts 2) To grasp the basic ideas and knowledge in the fields of architecture, interior architecture, design and art 3) Analyzing the relationship between space, event, user and designer 4) Providing the ability to comprehend private-public spheres and relations 5) Thinking about the relationship between objects and space 6) To be able to distinguish the concepts about the relationship between space and consumption |
Course Flow Plan
| Week | Subject | Related Preparation |
| 1) | INTRODUCTION: information about the weekly topics and the general evaluation of the Introduction to Interior Architecture I course | - |
| 2) | THE FIRST INTERIOR: shelter/dwelling/housing | - |
| 3) | FUNCTION / USERSHIP / HABITS | - |
| 4) | WET AREAS: the invention of privacy | - |
| 5) | NUTRITION: the phenomenon which built the Anthropocene world | - |
| 6) | RESTING: sitting, laying, sleeping | - |
| 7) | PRIVATE / PUBLIC: a debate over the interior | - |
| 8) | MIDTERM EXAM | - |
| 9) | GUEST LECTURER: will be announced | - |
| 10) | PLACE / THRESHOLD: assigning borders to space | - |
| 11) | THE ‘THINGS’: interior as a space of agglomeration [of objects] | - |
| 12) | STANDARD / LUXURY / FASHION / TREND: the economy of space & consumption | - |
| 13) | TIME: the 4th dimension in interior design | - |
| 14) | OVERVIEW / Q&A / DISCUSSION | - |
| 15) | FINAL EXAM | - |
Sources
| Course Notes / Textbooks: | 1- Pallasmaa, J. (2011). Tenin Gözleri. İstanbul, YEM Yayın. 2- Merleau-Ponty, M. (1996) Göz ve Tin. İstanbul, Metis Yayınları. 3- Berger J. (1986) Görme Biçimleri. İstanbul, Metis Yayınları. 4- A Blind Perspective (2008) / Yön: Matthew Marsh [KISA FİLM] 5- An Extraordinary Place (2015) / Yön: Valentina D'Annunzio [KISA FİLM] 6- Perfect Sense (2011) / Yön: David Mackenzie [UZUN METRAJLI FİLM] |
| References: | 1-Havenhand, L. K., 2004. A View from the Margin: Interior Design, Design Issues , Autumn, 2004, Vol. 20, No. 4, pp. 32-42. 2-White, Allison C., 2009. What’s in a Name? Interior Design and/or Interior Architecture: The Discussion Continues, Journal of Interior Design, 35 (1) 3-Waxman, L. K., & Clemons, S. (2007). Student Perceptions: Debunking Television’s Portrayal of Interior Design, Journal of Interior Design, 32(2), v–xi. 4-https://www.timesofisrael.com/accusations-fly-amid-big-brother-medications-scandal/ 5-Pallasmaa, J. (2011). Tenin Gözleri. İstanbul, YEM Yayın. Sontag, S. (1973). On Photography. New York, RosettaBooks LLC. 6-Merleau-Ponty, M. (1996) Göz ve Tin. İstanbul, Metis Yayınları. 7-Berger J. (1986) Görme Biçimleri. İstanbul, Metis Yayınları. 8-Şahin, S. (2015). Mimari Tasarım Stüdyosunda Mimari Temsilde “Kişiselleşme”. İstanbul Teknik Üniversitesi Fen Bilimleri Enstitüsü, Yüksek Lisans Tezi, İstanbul, (Danışman: Prof. Dr. Ayşe Şentürer) 9-https://www.archisoup.com/studio-guide/architectural-diagrams 10-https://archinect.com/news/article/54767042/drawing-architecture-conversation-with-perry-kulper 11-http://www.larissafassler.com/schlosszoom_3.html 12-Ed. Gray M., Limon H., Ewer D. & Shilland H. (2011). The Art of Mapping. London, ArtQuarters Press. 13-Wigglesworth S. & Till J. (1998). The Everyday and Architecture. In: Wigglesworth, Sarah and Till, Jeremy, (eds.) The everyday and architecture. London, U.K. : Architectural Design. pp. 6-9. 14-Davids R. (1999). Serial Vision: Storyboards in the Design Studio. 87th ACSA Annual Meeting Proceedings. p. 239-245. 15-Wahid A. R. & Atmodiwirjo P. (2018). Storyboard as a Representation of Urban Architectural Settings. SHS Web of Conferences 41. 16-Panofsky E. (2013/1927). Perspektif, Simgesel bir Biçim. Metis Yayınları, İstanbul. 17-Şentürk L. ( 2012). Bedenin Tarihi İçin bir Giriş. Mesele Dergisi. Aralık, 72, s.32-35. 18-Daniel R. (2021). Introduction (in Thinking the Body-Inside). Journal of Interior Design, 46 (1), p.3-9. 19-Corbin A., Courtine J.J., Vigarello G. (2021). Bedenin Tarihi I. çev. Özen S., Alfa Yayınları, İstanbul. 20-Ceylan E. (2019). Bau(dy)haus: Bauhaus’un İdealleri Bağlamında Beden ve Mekan İlişkisi. Mimarist, sayı: 2, s. 31-41. 21-https://socks-studio.com/2017/07/19/when-body-draws-the-abstract-space-slat-dance-by-oskar-schlemmer/ 22-Body and Space Research Lab, The Swedish School of Textiles. https://www.bodyandspace.com/ 23-http://www.numen.eu/installations/tape/des-moines/ 24-https://www.tate.org.uk/art/art-terms/i/installation-art 25-http://portico.space/journal//drawing-for-architects-basics-scale 26.https://web.archive.org/web/20150405133558/http://loop1.aiga.org/content.cfm?ContentID=30 27-Saev D. (2017). Demystifying Abstraction: In the Context of Architectural Education. 28-Ghom P. V. (2017). Use of Abstraction in Architectural Design Process (in First Year Design Studio). International Journal of Engineering Research and Technology, Volume 10, Number 1, p: 118-122. |
Course - Program Learning Outcome Relationship
| Course Learning Outcomes | 1 |
2 |
3 |
4 |
5 |
6 |
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|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Program Outcomes | ||||||||||||||
| 1) Continuously following up-to-date publications and developments related to the profession of Interior Architecture and shaping the design process in line with the theoretical and practical knowledge in the field of architecture and art. | 3 | 3 | 3 | 3 | 3 | 3 | ||||||||
| 2) Acquiring universal knowledge in the fields within the discipline of interior architecture. | 3 | 3 | 3 | 3 | 3 | 3 | ||||||||
| 3) To have the right professional communication skills in professional life by using all the inputs and conditions related to Interior Architecture profession and to have mastered the methods of interior architecture representation and professional terminology. | 3 | 3 | 3 | 3 | 3 | 3 | ||||||||
| 4) Focusing on the various functions within the whole interior design design and handling the pieces of space as a whole. | 3 | 3 | 3 | 3 | 3 | 3 | ||||||||
| 5) Evaluating the concept of space design through different disciplines. | 3 | 3 | 3 | 3 | 3 | 3 | ||||||||
| 6) To be able to make contemporary designs suitable for the person by relating the relationship between human-space-scale concepts with the needs of the people. | 3 | 3 | 3 | 3 | 3 | 3 | ||||||||
| 7) Ability to use all presentation and expression techniques with the necessary knowledge of fine arts in order to express the design process correctly. | 1 | 1 | 1 | 1 | 1 | 1 | ||||||||
| 8) To be able to manage the process that goes from design to application by showing the details related to the application after the interior architecture has matured in the design stage. | ||||||||||||||
| 9) Project and construction site management and applications, employee health, environmental and occupational safety awareness, professional standards and business law. | ||||||||||||||
| 10) To be able to choose the right materials and application methods with sufficient and up-to-date information about building materials and their applications. | ||||||||||||||
| 11) To be able to understand problems related to construction, design, application and engineering. | ||||||||||||||
| 12) To be able to make original interior design by combining aesthetic, technical and functional conditions, and to continuously develop the professional knowledge and skills. | ||||||||||||||
| 13) According to a foreign language education level, in terms of European Language Portfolio criteria; at least B1; use at general level. | ||||||||||||||
| 14) Use computer software and information and communication technologies at the advanced level of European Computer Driving License required by the field. | ||||||||||||||
Course - Learning Outcome Relationship
| No Effect | 1 Lowest | 2 Average | 3 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | Continuously following up-to-date publications and developments related to the profession of Interior Architecture and shaping the design process in line with the theoretical and practical knowledge in the field of architecture and art. | 3 |
| 2) | Acquiring universal knowledge in the fields within the discipline of interior architecture. | 3 |
| 3) | To have the right professional communication skills in professional life by using all the inputs and conditions related to Interior Architecture profession and to have mastered the methods of interior architecture representation and professional terminology. | 3 |
| 4) | Focusing on the various functions within the whole interior design design and handling the pieces of space as a whole. | 3 |
| 5) | Evaluating the concept of space design through different disciplines. | 3 |
| 6) | To be able to make contemporary designs suitable for the person by relating the relationship between human-space-scale concepts with the needs of the people. | 2 |
| 7) | Ability to use all presentation and expression techniques with the necessary knowledge of fine arts in order to express the design process correctly. | 1 |
| 8) | To be able to manage the process that goes from design to application by showing the details related to the application after the interior architecture has matured in the design stage. | |
| 9) | Project and construction site management and applications, employee health, environmental and occupational safety awareness, professional standards and business law. | |
| 10) | To be able to choose the right materials and application methods with sufficient and up-to-date information about building materials and their applications. | |
| 11) | To be able to understand problems related to construction, design, application and engineering. | |
| 12) | To be able to make original interior design by combining aesthetic, technical and functional conditions, and to continuously develop the professional knowledge and skills. | |
| 13) | According to a foreign language education level, in terms of European Language Portfolio criteria; at least B1; use at general level. | |
| 14) | Use computer software and information and communication technologies at the advanced level of European Computer Driving License required by the field. |
Assessment & Grading
| Semester Requirements | Number of Activities | Level of Contribution |
| Homework Assignments | 10 | % 20 |
| Midterms | 1 | % 30 |
| Final | 1 | % 50 |
| total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 50 | |
| PERCENTAGE OF FINAL WORK | % 50 | |
| total | % 100 | |
Workload and ECTS Credit Calculation
| Activities | Number of Activities | Preparation for the Activity | Spent for the Activity Itself | Completing the Activity Requirements | Workload | ||
| Course Hours | 14 | 0 | 2 | 28 | |||
| Homework Assignments | 10 | 2 | 2 | 40 | |||
| Midterms | 1 | 5 | 1 | 6 | |||
| Final | 1 | 5 | 1 | 6 | |||
| Total Workload | 80 | ||||||