Abstract
In the U.A.E. (United Arab Emirates), interior design education is often misunderstood as interior decoration, wherein the former is a more comprehensive design approach to spaces formed by structural boundaries and curation of human interaction. The conducted case study addressed a small number of students enrolled in Interior Design Studio I at Zayed University, Abu Dhabi campus. In addition to traditional teaching methods compromised of individual desk critique sessions, group pin-ups and presentations, three innovative methods were implemented as a means of guiding students through the process: direct sequential instruction executed within an assigned time frame, reflection on the surfaced result and use of flat photography or panoramas as means of space communication. Throughout the three implemented stages of the project, and through utilizing the above-described generative methodology, students achieved complex representation and revealed higher spatial order related to human occupation and space inhabitation. This methodology allowed students to channel their work through complex sets of interconnected information and derived an outcome from an accumulative multi-layered resolution. The article presents the process and analyses the achieved outcomes.
Highlights
A linear-sequential pedagogical design approach has been for years implemented in interior design and architectural studios
The following case study presents an innovative pedagogical approach implemented in an introductory interior design studio, at Zayed University Abu Dhabi Campus in Spring 2015
Generative design process and implemented successive instructions allowed students to generate complex representations, wherein relationships surfaced from the juxtaposition of representation series, or from flattening the multilayered drawings
Summary
A linear-sequential pedagogical design approach has been for years implemented in interior design and architectural studios. An approach that follows a successive methodology of design processes is typically implemented in the form of a hypothetical scenario and imagined project parameters. This form of design process was described by John Pile in chapter five of his Interior Design book. It devised an alternate experimental means to introduce students to the realm of design, three-dimensional space visualization, spatial occupation and varied representation methods. The followed process challenged the traditional design learning methodologies, by utilizing manual-generative approach and prescribed-discursive means to introduce students to the realm of spatial representation through layered drawings and large-scale models’ production techniques. Photography via mobile technology devices was used as means of communication between the students and the course instructor
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