Interior designers execute projects related to workplaces where they are required to design ecosystems for working. These projects offer opportunities that can harmonise the needs originating from clients, work patterns, and environments. Organisations of today are demanding higher forms of flexibility and adaptability for innovation.
We will explore the emerging role of the ecosystems and how it challenges the traditional perception of the organisation as a closed system. The studio uses the four metaphors devised to describe organisational work patterns and their spatial consequences: the store, nest, chamber, and group.
We will learn how these concepts can be applied during the studio and see their consequences for office design and operations. We shall examine their impact from the perspective of the needs of office users and clients. We will learn how to understand client demands and translate them into a meaningful execution requirement for the Interior designers. We will understand the interrelationship between the shell, the services, the scenery, and the setting to generate design solutions that meet the clients' needs.
Studio Unit
Decoding, analysing by creating a set of diagrams and actual models that demonstrate the idea of a workspace at its most fundamental abstract level. The students learnt how linear, planar, and volumetric elements work efficiently and harmoniously to create order in the space.
Students practised relationship diagramming and adjacency matrix generation for a small design problem. They generated a simple and efficient layout based on the given constraints using simple design process that conveyed diagramming methods as practised in earlier exercises. They combined the idea of aggregated abstract models and the volume to create first spatial intervention. This led to realisation of their concepts.
Generation of design concept according to context and design language, philosophy, etc. Students generated a solution by studying the needs of the user and interpreting the client’s brief. The students used steps such as generating hierarchical structure, writing a programme, generating abstract diagrams, creating schematic layouts, applying the aesthetics through the concept statement. Students generated alternative layouts that convey their conceptual understanding.
Implemented zones, regions, alignments, focal points, openings, major and minor circulation, and articulation of vertical and horizontal elements to refine the design. Implemented Sequencing, Layering, Uniting, Dividing, Enclosures, Thresholds, Solids and voids and other qualitative aspects by creating and utilsing vertical and horizontal space making elements.
Students made diagrams that showed relationships between parts, perception, experience of space, traffic and circulation patterns efficiently. Applied appropriate rendering techniques. for effective communication and visualization.
Both using manual and digital methods.
