1/30/15
INTERIOR
DESIGN
VISUAL
PRESENTATION
A
Guide
to
Graphics,
Models,
and
Presenta5on
Techniques
01
INTRODUCTION
hailane
salam
INTERIOR
DESIGN
PROGRAMMES
Students
will
show
within
clear
and
logical
interior
design
and
academic
porGolio:
The
awareness
of
the
inuences
on
the
contemporary
built
environment.
The
knowledge
of
the
histories
and
theories
of
architecture
and
design
(History
of
Art
and
Architecture,
Interiors,
Furniture),
the
history
of
ideas,
and
the
related
disciplines
of
art
and
cultural
studies.
Ability
to
form
considered
judgements
about
the
spaVal,
aestheVc,
technical
and
social
qualiVes
of
a
design
within
the
scope
and
scale
of
a
wider
environment.
Human
ergonometric,
anthropometric
studies,
people
in
space
and
design
evaluaVon.
Ability
to
reect
upon,
and
relate
their
ideas
to,
a
design
and
to
the
work
of
others.
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The
design
of
interior
environments
requires
specialized
methods
of
presentaVon,
which
are
oZen
omi[ed
in
standard
architecture
texts.
This
lecture
idenVes
methods
used
in
the
visual
presentaVon
of
interior
spaces
and
arVculates
them
in
visual
language.
Teaching
Methods
&
Assessments
Students
are
taught
through
a
program
of
focused
projects
or
exercises
and
are
supplemented
by
a
series
of
lecture
and
site
visits
that
are
related
to
the
ongoing
projects.
To
idenVfy
the
appropriate
selecVon,
applicaVon,
and
installaVon
of
materials
and
nishes
used
in
the
interior
environment.
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Studio
tutorials
and
a
series
of
criVques
sessions
are
conducted
to
familiarize
students
with
the
design
process
and
to
develop
the
students
skill
in
presentaVon
techniques
and
verbal
communicaVon.
ConVnuous
assessment
100%
Analyzing
projects
into
various
aspects
of
interior
design.
Methods
of
instrucVon
include
lecture,
site
visits,
speakers
from
industry
and
the
profession,
as
well
as
studio
work.
ConVnuous
appraisal
through
a
series
of
criVques
sessions.
Final
submission
comprises
of
drawings,
models
and
design
journal.
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Final
semester
evaluaVon
based
upon
comprehensive
design
works.
Various
phases
of
the
design
process
will
be
discussed
in
order
to
reveal
the
connecVon
between
process
and
presentaVon.
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The
Interior
Design
program
assesses
student
outcomes
in
the
following
ways:
Faculty
interacVon
with
students
Internal
assessment
of
student
entry
skills
Internal/external
assessment
of
student
skills
Pre-Professional
Experience:
Internships
Post-GraduaVon
Assessment
Internal/external
assessment
of
student
skills
In
the
nal
semester
of
design
coursework,
student
skills
are
assessed
both
internally
and
by
external
reviewers.
The
following
competencies
are
assessed:
Ability
to
demonstrate
the
relaVonships
between
research
in
design,
program
development
and
the
design
development
of
a
project.
Ability
to
understand
the
relaVonship
between
health/welfare/
safety,
funcVon
and
creaVve
soluVons
to
design
problems.
Ability
to
express
ones
design
soluVons
verbally
and
graphically
in
a
clear
and
professional
manner
using
manual
and
digital
media.
Ability
to
demonstrate
technical
skills.
Ability
to
accurately
develop
contract
documents
and
specicaVons.
Understanding
of
basic
business
concepts:
markeVng,
management,
and
nancial
as
they
apply
to
the
day-to-day
operaVon
of
a
design
rm.
1/30/15
many
of
the
examples
included
here
were
executed
by
under-
graduate
design
students.
Some
oZen
overlooked
basic
principles
of
graphic
design
and
porGolio
design
are
also
discussed
The
review
process
consists
of
a
professional
assessment
of
student
performance
skills.
Each
porGolio
includes
a
sampling
of
the
students
work
from
a
variety
of
projects
that
relate
to
the
career
goals
of
the
student.
The
evaluaVon
judges
whether
the
projects
demonstrated
the
appropriate
level
of
awareness,
understanding
or
competency
as
adapted
from
the
Council
for
Interior
Design
AccreditaVon
criteria.
The
reviewers
rank
students
in
the
following
ve
categories
-
conceptual
thinking,
graphic
representaVon,
space
planning,
nishes,
materials
and
furniture
on
a
ve
point
scale.
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30096
24000
6000
3000
6000
3000
3000
6000
3000
3000
6000
3000
3000
3000
3048
2986
3048
3000
400
23972
3000
6000
3000
6000
2986
18000
3000
6000
3000
The
Malaysian
Society
of
Interior
Designers
or
has
obtained
a
qualicaVon
which
the
Board
considers
to
be
equivalent
thereto
shall
be
enVtled
on
applicaVon
to
be
registered
as
an
Interior
Designer.
1/30/15
AccreditaVon
of
educaVonal
programmes
in
interior
design
seeks
primarily
to
ensure
that
the
standards
a[ained
by
successful
graduates
of
the
programmes
are
adequate
with
regard
to
the
design,
technical
and
professional
skills
required
for
competent
and
profesional
interior
design
pracVce.
An
interior
design
programme
which
has
been
accredited
by
the
Board
shall
be
deemed
to
have
saVsed
the
requirements
of
the
Boards
examinaVon
in
interior
design.
Towards
this
objecVve,
the
Board
assesses
the
programmes
of
study
leading
to
the
awards
of
qualicaVons
in
interior
design
and
accredits
programmes
which
are
in
line
with
the
requirements
of
the
Board.
The
goal
is
to
provide
students
with
informaVon
on
visual
presentaVon
techniques
and
a
variety
of
methods
and
materials.
