Course Details

1. Recognize how various design processes lead to interior design problem, solve and identify the importance of thematic research.
2. Demonstrate and experiment with various materials, surfaces and forms and creatively employ them in time related problem solving.
3. Experiment with various design methods and examine their effectiveness and compare one to another.
4. Evaluate the physical, functional and aesthetic relationship between man and interior environments.
5. Create work, which visually translates and communicates ideas/concepts.
6. Display great attention to: model making techniques and final presentation.
7. Analyze, evaluate, interpret and criticise simple observation to thematic research.
8. Encourage students to develop verbal and non-verbal communication skills.
9. Assess and present a final visual product and gain skills in explaining, defending, and initiating discussions and/or debates.

Continuation of the course Interior Design 2: The course is designed to enhance and expand the understanding of design issues. It incorporates the acquired knowledge; skills and learning experience to prepare the students solve functional and aesthetic problems in living and working environments. Furthermore, the students are expected to develop their conceptual perception and analytical abilities of design through a variety of processes and acquire advanced technical skills for visually communicating interior design.

Research Methodology: The importance and usefulness of well-founded research, methodology and the application of theoretical knowledge into practice. Studentsidentify the importance of thematic research in art and design and in the design process. Additionally they analyse a research methodology with visual references and carry out a research that will inspire a concept/idea.

Experimentation with design elements in two-dimensional drawings: Students Analyse and experiment with visual material to create work, which is visually interesting and refers back to original object. They work and experiment with visual material to create a sketchbook, which in continuation they evaluate and analyse. Moreover they experiment with sketchbook material to create work, which visually translates and communicates ideas, develop a concept and evaluate of visual material. Additionally they identify the importance of having a concept in interior design projects and the need of visual intelligence and awareness in contemporary design.Furthermore students use methodologies of interior design problem solving 

Presentation Skills: A Development of presentation skills from interior design 2 allows students to orally communicate ideas and research findings. Participation in group discussions and debates surrounding various viewpoints.

Translating 2D ideas into 3D spaces through model making exercises: Giving great attention to model making techniques and materials and methods suitable for interior design model making. Attention is focused on photographic techniques to demonstrate, concept, scale and manipulation through model photography. The use of collage is employed to show scale and the addition of real life situations.

Acquire advanced technical skills for visually communicating interior design: Students search for references in existing buildings and building materials. Moreover they developthe technical part of the project and produce of floor plans, elevations, sections and models. Furthermore students discuss on suitability of materials and scale and analyze scale and the analogy of humans and space. 

Final Presentation: Students participate in final presentations where ideas are discussed from the initial research stage, through to concepts and final design outcomes. They present their final visuals and they are engaged in a group dialogue. In a continuation they receive feedback for assessments presentation and they get to identify the importance of a good presentation of an interior design project to the customer.

• Architecture Now! Volumes 1 – 6, Philip Jodidio, Tashen (2002-2009)
• 100 Contemporary Architects, Philip Jodidio, Tashen (2008)
• The empty space, Brook Peter, Macgibbon & Kee (1968)
• Architecture today, Rizzoli Publications, james steele, (1997)
• Building a new millennium, Philip Jodidio, Tashen (1999)
• Interior design of the 20th century, Thames and Hudson, Anne Massey (2001)
• Minus 40: the new generation of international architecture, Skira (2002)
• Bauhaus, Taschen, Magdalena Droste (1998)
• Architecture today, Rizzoli Publications, James Steele, (1997)
• Building a new millennium, Philip Jodidio, Tashen (1999)
• Dan Flavin The Architecture of Light, J.Fiona Ragheb, Deutsche Guggenheim Berlin
• Tadao Ando, The Colours of Light, Richard Pare, Phaidon
• Minimum – John Pawson, Phaidon
• Minimalism, James Meyer, Phaidon
• Architecture after Modernism, Diane Ghirardo, Thames and Hudson 2006
• Minimalism, a Historical Consideration, Feierabend 2003
• Donald Judd Architecture, Peter Noever, Hatje Cantz

• Visual contemporary references in the form of magazines are required: Domus, Wallpaper, Ottagono, Mark, Icon, Frame, Interni, Damn
• References should also include websites with suggestions of: www.worldarchitecturenews.com, www.designboom.com, www.arcspace.com
• Visual contemporary references in the form of online magazines www.dezeen.com, www.yatzer.com, www.dexigner.com, www.mocoloco.com

The taught part of the course is delivered by means of illustrated lectures conducted with the help of computer presentations.

Lectures are supplemented with extended project briefings, practical workshops, exercises, group critiques and individual tutorials.

During student centred practical work, students are encouraged to develop personal research, realization and manipulation in project work.