UCLA EXTENSION CALIFORNIA STATE POLYTECHNIC UNIVERSITY, POMONA Interior Architecture Studio IV X 471.19 Instructor Shuji Kurokawa Margaret Bach
Course #: X471.19 6 Units Syllabus Dates: Thursdays, 3:45 p.m. - 6:45 p.m. Instructors: Shuji Kurokawa IMPACT DESIGN, INC. Phone: 310-839-9405 shuji@impactdesigninc.com Margaret Bach MARGARET BACH DESIGN Phone: 310-395-7464 margaretbachdesign@gmail.com Course Goals: This course is designed to review and integrate all aspects of your study of design in a large-scale comprehensive project that includes: - Site analysis - Programming - Conceptual design - Problem solving - Human factors - Space planning - Selection of material and color - Selection and design of interior components - lighting - Building codes. You will be introduced to the problem of designing large, multi-level spaces with Supporting ancillary rooms in the context of site and existing architectural conditions. Students will be expected to come prepared to work or to present in class, as instructed. - To learn how to express concepts by designing space is one of the most important aspects of this class. - Taking risks during the design process will be rewarded. - The expectation is that you will see this class as an opportunity to explore ideas and to take chances that you may not have taken alone. Have fun!! Course Policy: Attendance is mandatory and weekly assignment will be given per the calendar. If you cannot attend a class or will be late, please notify the instructor by phone. All projects will be graded individually. The majority of the grade will be given based on the student s development of a strong personal design statement and program solution realized through an effective final presentation at the end of the quarter. 2
Course Outline Class 1 Jan. 6 Course description, class introduction, site analysis, and design charette exercises Assignment for class 2: Site analysis and demographic board Program and products board Design concept board Case Study board 2 sets of conceptual floor plans at 1/8 =1-0 Class 2 Jan. 13, mini lecture on programming of restaurant Assignment for class 3: Revised program and products board Revised design concept board Schematic floor plans and 2 sections at 1/8 =1-0 Class 3 Jan. 20, mini lecture on basic space planning of restaurant Assignment for class 4: Revised floor plans and 4 sections at 1/8 =1-0 Class 4 Jan. 27, mini lecture Assignment for class 5: Revised floor plans and 4 sections at 1/8 =1-0 3D study model Class 5 Feb. 3 Assignment for class 6: Revised floor plans and 4 sections at 1/8 =1-0 Revised 3D study model Reflected ceiling plans at 1/8 =1-0 showing ceiling height and lighting Class 6 Feb. 10 Assignment for class 7: Revised floor plans and 4 sections at 1/8 =1-0 Revised 3D study model Revised Reflected ceiling plans at 1/8 =1-0 Interior elevations of major spaces Major Materials and Colors Plus: remember to bring all other assignments for mid-term presentation Class 7 Feb. 17 Mid-Term Presentation Presentation of schematic design Mid-Term Deliverables: all work completed and in progress from all Assignments to date Assignment for class 8: Revised work in progress as per critiques Façade Design 3
Class 8 Feb. 24 Assignment for class 9: Revised work in progress Interior elevations of all essential spaces Material and Color Board Revised Façade Design Class 9 March3 Assignment for class 10: Revised work in progress showing entire space design Displays & Furnishings Details Start preparing final presentation Class 10 March 10 Assignment for class 11: Revised work in progress showing entire space design Prepare final presentation Class 11 March 17 Assignment for class 12: Revised work in progress showing entire space design Prepare final presentation Class 12 March 24 Final presentation Final Deliverables: all work as listed on page 6 4
Case Studies for Appropriate Building Types: Some Clarifications Looking critically at the work of outstanding designers and architects must be a core practice in all of our studios and a lifelong endeavor for every professional designer. This is more than just an image board. It demonstrates through loose sketches, measured plans, 3D representations and written notations that a student has achieved an understanding of a particular work and/or design typology. To create a Case Study board, students take one or more appropriate references and create a presentation with diagrams of plans, sections and elevations, and a 3D representation. Image references can help articulate the atmospheric goals of a project. However, they need to be seen in direct relation to spatial organization, i.e. plan, section & elevation. Site Analysis: To come up with a program, it is very important to analyze the location. analysis includes: a) Geographic Context b) Demographic (Human) Context c) Cultural Context d) Merchandise Range This first step of a site Once the program has been analyzed, the next step is to analyze the specific physical site. This stage typically includes: e) Overall dimensions ( As Built Plans or Architect s Drawings) and spatial characteristics. f) Entry/Exit Conditions g) Spatial Directions & Orientation h) Views i) Code Issues Production Requirements: Presentations must be consistent. If multiple boards are used, all the boards must be the same size and orientation. Labeling conventions should be followed including appropriate naming, north arrows, etc. Each board should include the student s name as part of its identifying information. Students must apply the laws, codes, regulations, standards, and practices that protect the health, safety, and welfare of the public. Student work must demonstrate understanding of the impact of fire and life safety principles on Space planning (for example, compartmentalization [fire separation], movement [stairwells, corridors, exit ways]). 5
Student work MUST demonstrate appropriate application of codes and regulations (for example, International Building Code [IBC]) and barrier-free design guidelines (for example, Americans with Disabilities Act). Student work must demonstrate programming skills, including: Problem identification Identification of client and user needs Information gathering research and analysis (functional requirements, sustainability issues, etc) Student work must demonstrate competent schematic design, concept development, and problem solving skills including: Concept statements. Visualize concepts through sketching. Space planning (adjacencies, circulation, and articulation and shaping of space) Student work must demonstrate competent design development skills in: Selection of interior finishes and materials Detailed and developed layout of furniture, fixtures, and equipment Detailed and developed furniture selection. Space plans, elevations, sketches, and study models (computer-generated or manual). Selection and application of lighting sources Design solutions relative to the goals and objectives of the project program. Selection and application of decorative elements (for example trim, hardware, paneling) and graphic identification, such as signage Students must demonstrate understanding that design solutions affect and are impacted by: Construction systems and methods (for example, columns and beams) Mechanical systems (HVAC, plumbing) Lighting systems Ceiling systems Flooring systems (for example, raised,). Building systems such as fenestration, convector units. Materials and products Sustainable building methods and materials 6
Final Presentation Deliverables All the layout and design of the presentation boards should be coordinated each other and be of a very high quality. Please include all other necessary materials that best describe your design intention. Site Analysis and Demographic Board Program and Product Board Your program and product board should provide information of all the programming issues. Concept Board Your concept board should provide an explanation of the underlying principals of your design, and demonstrate the overall intended spirit and character of the project. Your presented concept should not be too vague such as water, heaven, or city, but it should be clearly relevant to your design. Floor Plans Scale: 1/8 = 1-0 Each level should show a complete layout of space and furnishings. Select major areas to draw at a larger scale (1/4 = 1-0 or 1/2 = 1-0 ) Sections Scale: 1/8 = 1-0 Reflected Ceiling Plans Scale: 1/8 = 1-0 Each level should show the configuration of the ceiling and the lighting and mechanical systems. Interior Elevations Scale: 1/4 = 1-0 Select major areas to draw at a larger scale (1/2 = 1-0 ) Perspective Two perspectives showing the most important spaces. Minimum size 11 x 17 Interior Finishes & Furniture Board A board showing material and color of floors, walls, and ceilings, including furniture. Model (Scale: 1/8 = 1-0 ) or Computer 3D Model Images A model of the structure showing all walls, openings, floors, ceilings, and major furnishings, which may have removable parts. Façade Details 7