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Research-Based Programming for Interior Design [Pehme köide]

(San Diego Mesa College, USA)
  • Formaat: Paperback / softback, 216 pages, kõrgus x laius: 280x215 mm, kaal: 625 g, 120 bw illus
  • Ilmumisaeg: 02-Apr-2020
  • Kirjastus: Fairchild Books
  • ISBN-10: 1501327747
  • ISBN-13: 9781501327742
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Research-Based Programming for Interior DesignSuurem pilt
  • Formaat: Paperback / softback, 216 pages, kõrgus x laius: 280x215 mm, kaal: 625 g, 120 bw illus
  • Ilmumisaeg: 02-Apr-2020
  • Kirjastus: Fairchild Books
  • ISBN-10: 1501327747
  • ISBN-13: 9781501327742
Teised raamatud teemal:
Püsilink: https://www.kriso.ee/db/9781501327742.html
Märksõnad:

Research-Based Programming for Interior Designers prepares students to practice interior design as a knowledge-based activity. Students will learn how to use quality information from previously published sources as well as original research data to develop strategies for design solutions and client communication. Representing an evolution of author Lily Robinson's previous book Research-Inspired Design: A Step-by-Step Guide for Interior Designers (co-authored with Alexandra Parman Pitts in 2009), this new iteration focuses on the written program document as a project deliverable which connects research to the design process. In keeping with the broad scope of the previous version, this text explores student-led data-gathering techniques such as interviews, surveys, and observation and clearly illustrates how interior designers consult and coordinate with design-related fields from pre-design/programming through design development and beyond.



Features


· Art program includes student process work examples and clear graphic explanations of complex concepts.
· Activities help students brainstorm research topics, formulate research questions, conduct field studies, seek out experts and create design concepts
· Appendices provide a project program template and a student example to help students visualize their own project program.

Arvustused

I like the emphasis on research as a creative process and integrated into the design process. This would fill a need in upper level undergraduate studio courses. -- Dana E Vaux, University of Nebraska Kearney I have required Research-Inspired Design by Lily B. Robinson and Alexandra T. Parman for the Senior Thesis course for the last 3 years but found I was only using specific chapters that fit the learning objectives for the undergraduate students. The proposed book is a better fit for the needs of our courses. I would be very likely to adopt this text. -- Jessica Etheredge, University of Tennessee, Chattanooga Clearly there is a need for a textbook that is geared toward undergrads who tend to require access to information in a different way from graduate students. I also like the idea of a simpler text as a building block for students who choose to go on to more advanced degrees. I agree with the analysis of the authors that the competing texts are not as comprehensive and support the need for a comprehensive text. -- Susan Hergenrather, Marymount University

Muu info

A step-by-step guide teaching interior design students how quality information can be gathered, analyzed, and applied throughout every phase of the design process.
Preface ix
Chapter 1 The Research-Based Design Process
1(15)
Research as an Everyday Experience
2(1)
Human-Centered Design Terminology and Resources
3(1)
Evidence-Based Design
3(1)
Using Research to Develop Your Design Project
4(1)
Developing a Research Question
5(3)
Activity 1.1 Creating a Concept Map
6(2)
Defining a Problem to Solve
8(4)
Activity 1.2 Crafting Your Research Question(s)
9(3)
Art-Based versus Research-Based Design Concepts
12(1)
Examples of Research-Based Designs
12(3)
Conclusion
15(1)
References
15(1)
Chapter 2 Information-Gathering Tools And Techniques
16(30)
Triangulating Your Data
16(1)
Using Previously Published Information
17(4)
Evaluating Internet, Database, Peer-Reviewed Information Sources
17(1)
What Is a Case Study?
18(1)
Activity 2.1 Beginning a Literature Review
18(1)
Where Do You Find a Case Study?
19(1)
Learning from a Case Study
20(1)
Collecting Original Data
21(5)
Activity 2.2 Documenting a Case Study
22(1)
Observing
23(3)
Looking at Project Context
26(16)
Activity 2.3 Creating Field Survey of an Existing Building
28(2)
Conducting Interviews
30(7)
Conducting Surveys
37(4)
Activity 2.4 Writing Questions for Your Interview or Survey
41(1)
Representing the Data
42(2)
Statistics
43(1)
Summary Statements
44(1)
Tips and Advice
44(1)
Conclusion
44(1)
References
44(2)
Chapter 3 Information Analysis And Programmatic Concepts
46(18)
What Is Programming?
46(4)
Programming: The Five Step Process
48(1)
The Four Considerations: Form, Function, Economy, Time
49(1)
Exploring Programmatic Concepts
50(3)
Diagrams Used for Analysis
53(10)
Activity 3.1 Analyzing Your Site with a Site Analysis Composite Diagram
58(1)
Activity 3.2 Describing What You Have Learned in a Site Analysis Summary
59(1)
Activity 3.3 Identifying Programmatic Concepts
60(3)
Conclusion
63(1)
References
63(1)
Chapter 4 The Project Program
64(16)
What Is a Program?
64(11)
Activity 4.1 Exploring and Identifying Your Program's Activities
66(1)
Programmatic Concepts versus Design Concepts: The "What" versus the "How"
67(1)
Program Content
68(1)
Activity 4.2 Creating a Project Identity
69(3)
Space Allocation
72(3)
Establishing Relationships: Adjacency Matrix and Diagrams
75(3)
Activity 4.3 The Art of "Guesstimating"
76(1)
Tips and Advice
77(1)
Conclusion
78(1)
References
79(1)
Chapter 5 Research-Based Schematics
80(22)
Generating Research-Based Design Concepts
81(1)
Translating Concepts to Form
82(3)
Activity 5.1 In Search of a Research-Based Design Concept
84(1)
Activity 5.2 Generating a Design Concept Statement from Imagery
85(1)
Diagrams
85(11)
Diagrams Used for Ideation
86(7)
Activity 5.3 Developing a Functional Diagram of Flooring Materials
93(2)
Activity 5.4 Testing Your Written Program through Peer Review
95(1)
Activity 5.5 Exploring Multiple Diagram Types for Your Project
96(1)
Space Planning and the Schematic Floor Plan
96(4)
Student Examples: Diagrams to Floor Plan
96(3)
Presenting Your Schematics
99(1)
Preliminary Material Palette
99(1)
Conclusion
100(1)
References
100(2)
Chapter 6 Research-Based Design Development
102(25)
Activity 6.1 Seeking Out the Experts
105(1)
Articulating Human-Centered Design Solutions
106(8)
Linking Human Factors and Neuroscience to Your Project
106(7)
Activity 6.2 Applying Human Factors Theories to Your Project
113(1)
Activity 6.3 Incorporating Universal Design Principles
114(1)
Ensuring Code Compliance, Safety, and Accessibility
114(7)
Codes Research
114(2)
Occupancy Classifications
116(1)
Mixed Occupancy
117(1)
Special Use
117(1)
Calculating Occupant Load
117(1)
Means of Egress
118(1)
Accessibility
118(3)
Integrating Building Systems
121(4)
What Are Building Systems?
121(1)
Incorporating Sustainability: Passive Measures and Active Systems
122(1)
Selecting Interior Features
122(3)
Conclusion
125(1)
References
126(1)
Chapter 7 Research-Based Presentations
127(30)
Understanding Your Audience
127(5)
Activity 7.1 Selecting Your Ideal Design Jury or "Dream Team"
130(2)
Design Development Presentation Components
132(10)
Conventional Drawings
133(1)
Time-Saving Tip for Site Plans
134(2)
Time-Saving Tip for Rendering Floor Plans
136(2)
Time-Saving Tip for Creating Exterior Elevations
138(4)
Putting It All Together
142(1)
Storyboarding Your Presentation
142(6)
Juxtaposition of Drawings
142(1)
Activity 7.2 Determining Key Points and Central Message
143(1)
Start with a Thumbnail
144(3)
Activity 7.3 Telling Your Story Graphically
147(1)
Time Management Tools
148(1)
Project Management: A Way to Organize Your Tasks
148(1)
Student Presentation Examples
149(4)
Feedback Tools and Tips
153(3)
Activity 7.4 Garnering Peer Review
153(1)
Activity 7.5 Cultivating Gallery-Style Review Feedback
154(1)
Activity 7.6 Getting the Most from Your Design Jury
155(1)
Conclusion
156(1)
References
156(1)
Chapter 8 Design As A Circular Process
157(16)
Evaluating Your Design Solution
157(6)
Heuristic Evaluations
158(2)
Usability Testing
160(1)
Activity 8.1 Creating an Assessment Checklist
161(2)
Applying Research to Contract Documents Phase
163(1)
Using Research during Contract Administration Phase
164(4)
Post-Occupancy Evaluations
165(3)
Documenting and Archiving Your Work
168(3)
Sharing Your Work with a Wider Audience
168(2)
What Kind of Researcher Are You?
170(1)
Design as a Circular Process
171(1)
Conclusion
171(1)
References
171(2)
Appendix A Program Example 173(13)
Appendix B Program Template 186(7)
Glossary 193(6)
Credits 199(1)
Index 200
Lily Robinson, NCIDQ, is an architect, interior designer and design educator living and working in San Diego. As a full-time instructor at Design Institute of San Diego, Lilys classes focus on the research-­inspired design process which fosters human-­centered, inquiry-­based studio projects and helps students solve real-­world design problems in the schools community. She is a licensed architect in New York and California, NCIDQ certified, an active member of IDEC, and since 2005, she has been architectural docent at the Salk Institute for Biological Studies in La Jolla by Louis Kahn.