Throughout the year, the Interior Design Program will be featuring various courses and student work associated with our core curriculum. This week, we will take a deeper look into second year studio, IDES 210-Interior Design Studio I: Fundamentals of Designing Interior Environments. This course, is the first studio interior design students take that begins to shift and position the design process towards specific disciplinary systems and interior strategies of place and space-making.
Primary topics explored in the course include:  elements of composition and their formal and spatial application,  space-making strategies for architectural design,  methods for identifying, analyzing, integrating and designing core interior systems and elements into cohesive spatial solutions and  comprehensive visual representation of interior spaces and places.
The studio is structured with three primary projects. First project: Imagined Interiors; where students re-acquaint themselves with compositional strategies, design principles and spatial potentials by abstracting two-dimensional imagery into an occupiable interior experience. Second project: Interrogating Interiors; is a precedent study that asks students to “see,” reveal and learn about how to synthesize compositional and interior spatial systems into comprehensive interior environments with a “point of view.” After these two projects, students are better equipped to identify and understand the intentional use of fundamental compositional, formal, theoretical and system knowledge in interior environments. With this understanding they will begin their third and final project: Designing Interiors. This project prompts students to apply their knowledge and skills to design comprehensive interior spaces.
This semester, IDES 210 is taught by Lindsey Bahe and Mark Hinchman. The sections have just recently completed Interrogating Interiors. This precedent based study examined the design of modern and historical dwellings. The project is designed for students to develop skills and various methods of visual communication by way of orthographic and diagrammatic representational practices. In addition, students are exposed to the relationship between design intention/concept and compositional strategies, and the influence they have on designing, situating and integrating interior elements and systems into comprehensive and expressive spatial solutions. We asked students to use diagramming, exploded axonometric drawing and standard orthographic drawings to demonstrate their understanding of topics like compositional unity, compositional emphasis, program, circulation, aperture/view and materiality. Here are a few examples.
Project three: Designing Interiors is set to kick off this week. The six-week project will prompt students to use their analysis from project two to speculate new residential spatial solutions. Each section will provide unique contextual settings that students will need to address and negotiate as they design space for dwelling – from the inside – out.