DESIGN AND SPACE RESEARCHES II PROGRAMME COURSE DESCRIPTION

Code	Name of the Course Unit	Semester	In-Class Hours (T+P)	Credit	ECTS Credit
IAE154	DESIGN AND SPACE RESEARCHES II	2	4	2	5

GENERAL INFORMATION
Language of Instruction :	English
Level of the Course Unit :	BACHELOR'S DEGREE, TYY: + 6.Level, EQF-LLL: 6.Level, QF-EHEA: First Cycle
Type of the Course :	Compulsory
Mode of Delivery of the Course Unit	-
Coordinator of the Course Unit	Assist.Prof. İBRAHİM EROL
Instructor(s) of the Course Unit	Lecturer CANSU SÖZER
Course Prerequisite	No

OBJECTIVES AND CONTENTS
Objectives of the Course Unit:	This course aims to provide the student with the competence of perceiving the relation between interior and exterior spaces by using principles and components of design.
Contents of the Course Unit:	The course content covers design principles and elements, developing two-dimensional design ideas within three-dimensional spatial representation, drawing and practical exercises, mass compositions, and fostering students’ ability to perceive and understand interior and exterior space.

KEY LEARNING OUTCOMES OF THE COURSE UNIT (On successful completion of this course unit, students/learners will or will be able to)
Defines the concept of space along with design principles and elements
Explains group work by applying design principles and presenting it in three dimensions.
Demonstrates interior–exterior spatial relationships through model-making.
Presents prepared works, drawings, and models related to interior and exterior spatial perception on presentation boards.

WEEKLY COURSE CONTENTS AND STUDY MATERIALS FOR PRELIMINARY & FURTHER STUDY
Week	Preparatory	Topics(Subjects)	Method
1	Papers: 35 × 50 cm sheets (20 pieces). and colored cardboard; Cutting tools: scissors and utility knife; Adhesives: tape and liquid glue; Rulers: 30 cm metal ruler, 45° and 60° set squares, and T-square; Pencils: 2H, H, B, and 2B pencils with eraser; Sketchbook: A4; Other materials: 3 mm foam board, hardboard, hot glue gun, flexible fabrics, wooden sticks, metal wire, and string	Lecture on the concepts of shape, form, geometric abstraction, and form transformation. Explanation of types of transformation through examples from nature, art, and architecture. Introduction to the additive method, followed by 2D (sketch) form studies using addition.	PowerPoint presentation, in-class activities
2	Papers: 35 × 50 cm sheets (20 pieces). and colored cardboard; Cutting tools: scissors and utility knife; Adhesives: tape and liquid glue; Rulers: 30 cm metal ruler, 45° and 60° set squares, and T-square; Pencils: 2H, H, B, and 2B pencils with eraser; Sketchbook: A4; Other materials: 3 mm foam board, hardboard, hot glue gun, flexible fabrics, wooden sticks, metal wire, and string	3D (model) form studies using the addition method will be carried out.	PowerPoint presentation, in-class activities
3	Papers: 35 × 50 cm sheets (20 pieces). and colored cardboard; Cutting tools: scissors and utility knife; Adhesives: tape and liquid glue; Rulers: 30 cm metal ruler, 45° and 60° set squares, and T-square; Pencils: 2H, H, B, and 2B pencils with eraser; Sketchbook: A4; Other materials: 3 mm foam board, hardboard, hot glue gun, flexible fabrics, wooden sticks, metal wire, and string	Lecture on form transformation through the subtraction method, followed by 2D (sketch) form studies using subtraction.	PowerPoint presentation, in-class activities
4	Papers: 35 × 50 cm sheets (20 pieces). and colored cardboard; Cutting tools: scissors and utility knife; Adhesives: tape and liquid glue; Rulers: 30 cm metal ruler, 45° and 60° set squares, and T-square; Pencils: 2H, H, B, and 2B pencils with eraser; Sketchbook: A4; Other materials: 3 mm foam board, hardboard, hot glue gun, flexible fabrics, wooden sticks, metal wire, and string	3D (model) form studies using the subtraction method will be carried out.	PowerPoint presentation, in-class activities
5	Papers: 35 × 50 cm sheets (20 pieces). and colored cardboard; Cutting tools: scissors and utility knife; Adhesives: tape and liquid glue; Rulers: 30 cm metal ruler, 45° and 60° set squares, and T-square; Pencils: 2H, H, B, and 2B pencils with eraser; Sketchbook: A4; Other materials: 3 mm foam board, hardboard, hot glue gun, flexible fabrics, wooden sticks, metal wire, and string	Lecture on Grid Systems, followed by 2D (sketch) applications.	PowerPoint presentation, in-class activities
6	Papers: 35 × 50 cm sheets (20 pieces). and colored cardboard; Cutting tools: scissors and utility knife; Adhesives: tape and liquid glue; Rulers: 30 cm metal ruler, 45° and 60° set squares, and T-square; Pencils: 2H, H, B, and 2B pencils with eraser; Sketchbook: A4; Other materials: 3 mm foam board, hardboard, hot glue gun, flexible fabrics, wooden sticks, metal wire, and string	3D (model) applications using Grid Systems will be carried out.	PowerPoint presentation, in-class activities
7	Papers: 35 × 50 cm sheets (20 pieces). and colored cardboard; Cutting tools: scissors and utility knife; Adhesives: tape and liquid glue; Rulers: 30 cm metal ruler, 45° and 60° set squares, and T-square; Pencils: 2H, H, B, and 2B pencils with eraser; Sketchbook: A4; Other materials: 3 mm foam board, hardboard, hot glue gun, flexible fabrics, wooden sticks, metal wire, and string	Lecture on structure and the relationships between form–structure and function–structure. Explanation of structural application examples, including folded structures, pneumatic/inflatable membrane structures, tensile structures, and joining (plug-in), interlocking, and tensioning methods, followed by 2D (sketch) applications related to structure.	PowerPoint presentation, in-class activities
8	Papers: 35 × 50 cm sheets (20 pieces). and colored cardboard; Cutting tools: scissors and utility knife; Adhesives: tape and liquid glue; Rulers: 30 cm metal ruler, 45° and 60° set squares, and T-square; Pencils: 2H, H, B, and 2B pencils with eraser; Sketchbook: A4; Other materials: 3 mm foam board, hardboard, hot glue gun, flexible fabrics, wooden sticks, metal wire, and string	Lecture on structure and the relationships between form–structure and function–structure. Explanation of structural application examples, including folded structures, pneumatic/inflatable membrane structures, tensile structures, and joining (plug-in), interlocking, and tensioning methods, followed by 3D (model) applications related to structure.	PowerPoint presentation, in-class activities
9	Papers: 35 × 50 cm sheets (20 pieces). and colored cardboard; Cutting tools: scissors and utility knife; Adhesives: tape and liquid glue; Rulers: 30 cm metal ruler, 45° and 60° set squares, and T-square; Pencils: 2H, H, B, and 2B pencils with eraser; Sketchbook: A4; Other materials: 3 mm foam board, hardboard, hot glue gun, flexible fabrics, wooden sticks, metal wire, and string	Lecture on Euclidean geometry, followed by 2D (sketch) applications.	PowerPoint presentation, in-class activities
10	-	MID-TERM EXAM	-
11	Papers: 35 × 50 cm sheets (20 pieces). and colored cardboard; Cutting tools: scissors and utility knife; Adhesives: tape and liquid glue; Rulers: 30 cm metal ruler, 45° and 60° set squares, and T-square; Pencils: 2H, H, B, and 2B pencils with eraser; Sketchbook: A4; Other materials: 3 mm foam board, hardboard, hot glue gun, flexible fabrics, wooden sticks, metal wire, and string	3D (model) applications using Euclidean geometry will be carried out.	PowerPoint presentation, in-class activities
12	Papers: 35 × 50 cm sheets (20 pieces). and colored cardboard; Cutting tools: scissors and utility knife; Adhesives: tape and liquid glue; Rulers: 30 cm metal ruler, 45° and 60° set squares, and T-square; Pencils: 2H, H, B, and 2B pencils with eraser; Sketchbook: A4; Other materials: 3 mm foam board, hardboard, hot glue gun, flexible fabrics, wooden sticks, metal wire, and string	Lecture on post-Euclidean (non-Euclidean) geometries, including elliptic, hyperbolic, and fractal geometries, followed by 2D (sketch) applications.	PowerPoint presentation, in-class activities
13	Papers: 35 × 50 cm sheets (20 pieces). and colored cardboard; Cutting tools: scissors and utility knife; Adhesives: tape and liquid glue; Rulers: 30 cm metal ruler, 45° and 60° set squares, and T-square; Pencils: 2H, H, B, and 2B pencils with eraser; Sketchbook: A4; Other materials: 3 mm foam board, hardboard, hot glue gun, flexible fabrics, wooden sticks, metal wire, and string	3D (model) applications using post-Euclidean geometry will be carried out.	PowerPoint presentation, in-class activities
14	Papers: 35 × 50 cm sheets (20 pieces). and colored cardboard; Cutting tools: scissors and utility knife; Adhesives: tape and liquid glue; Rulers: 30 cm metal ruler, 45° and 60° set squares, and T-square; Pencils: 2H, H, B, and 2B pencils with eraser; Sketchbook: A4; Other materials: 3 mm foam board, hardboard, hot glue gun, flexible fabrics, wooden sticks, metal wire, and string	Lecture on the design of a small-scale spatial structure with mixed uses, open or semi-open conditions, and a focus on human scale, movement, and spatial experience for the final project, followed by 2D (sketch) applications.	PowerPoint presentation, in-class activities
15	Papers: 35 × 50 cm sheets (20 pieces). and colored cardboard; Cutting tools: scissors and utility knife; Adhesives: tape and liquid glue; Rulers: 30 cm metal ruler, 45° and 60° set squares, and T-square; Pencils: 2H, H, B, and 2B pencils with eraser; Sketchbook: A4; Other materials: 3 mm foam board, hardboard, hot glue gun, flexible fabrics, wooden sticks, metal wire, and string	Lecture on the design of a small-scale spatial structure with mixed uses, open or semi-open conditions, and a focus on human scale, movement, and spatial experience for the final project, followed by the development of 2D (sketch) applications.	PowerPoint presentation, in-class activities
16	-	FINAL EXAM	-
17	-	FINAL EXAM	-

SOURCE MATERIALS & RECOMMENDED READING
Ching, D., K. (2016), Ic Mekan Tasarimi (Belgin Elçioglu, Trns.), Istanbul: Yapı Enstitu Merkezi Publications
Neufert, E. (2000), Yapi Tasarimi , Istanbul: Beta Publications
Pile, J. (1997), Color in Interior Design, New York: Mc Graw-Hill
Palmer, J. & Dodson, M. (1996), Design and Aesthetics, Amsterdam: Routledge
Ching, D., K. (2004), Mimarlik Bicim, Mekan ve Duzen (Sevgi Lokce, Trns.), Istanbul: Yapı Enstitu Merkezi Publications
Periodicals on interior architecture and design
Gungor, H., I. (2005), Gorsel Sanatlar ve Mimarlik icin Temel Tasarim, Istanbul: Esen Ofset
Gurer, L. & Gurer, G. (2004) Temel Tasarim, Istanbul: Birsen Publications
Hodgson, G. (1995), A New Grand Tour, Viking.
Smithies, K.W. (1981), Principles of Design in Architecture, New York: VNR
Baker, G. H., Le Corbusier (1989), An Analysis of Form, Van Nostrand Reinhold
Sen, Z.I. & Ozcilingir, N. (2011), Teknik Resim, Istanbul: Deha Publications
Sahinler, O. & Kizil, F. (2008), Mimarlikta Teknik Resim, Istanbul: Yapı Endustri Merkezi Publications.
Spankie, R. (2012), Ic Mimarlikta Ic Mekan Cizimi ve Sunumu (Zeynep Vaizoglu, Trns.), Istanbul: Literatur Publications.
House, N. & Coles, J. (2012), Ic Mimarligin Temelleri, Istanbul: Literatur Publications
Dodsworth, S. & Anderson, S. (2015), Ic Mekan Tasariminin Temel Ilkeleri (Neslihan Sik, Trns.), Istanbul: Literatur Publications.
Kuban, D. (1998), Mimarlık kavramlari: tarihsel perspektif icinde mimarligin kuramsal sozlugune giris, Istanbul: Yem Publications 1998
Bielefeld, B. & El Khouli, S. (2016), Tasarim Fikirleri, Istanbul: Yapi Endustri Merkezi Publications.
Ramsey, S. (2000), Architectural Graphic Standarts, John Wiley&Sons Ltd.

ASSESSMENT
Assessment & Grading of In-Term Activities	Number of Activities	Degree of Contribution (%)	Description	Examination Method

Level of Contribution
0	1	2	3	4	5

KNOWLEDGE
Theoretical
	Programme Learning Outcomes	Level of Contribution
		0	1	2	3	4	5
1	Students will be able to define the basic concepts of design principles in interior architecture and environmental design.						5

KNOWLEDGE
Factual
	Programme Learning Outcomes	Level of Contribution
		0	1	2	3	4	5
1	Students will be able to use the knowledge about subjects like art, environment and cultural history in their professional life and daily life.					4

SKILLS
Cognitive
	Programme Learning Outcomes	Level of Contribution
		0	1	2	3	4	5
1	Students will be able to analyze by leading national and international project and cost management and processes in interdisciplinary work with internal and external labor market (public private sector and voluntary organizations)			2
2	Students will be able to organize interior architecture and exterior design application and technical equipment projects in interdisciplinary cooperation with different professional fields.			2

SKILLS
Practical
	Programme Learning Outcomes	Level of Contribution
		0	1	2	3	4	5
1	Students will be able to use drawing methods and techniques (CAD, 3D max and visual expression programs and freehand drawing) in their design work.						5

OCCUPATIONAL
Autonomy & Responsibility
	Programme Learning Outcomes	Level of Contribution
		0	1	2	3	4	5
1	By taking responsibility within individual or group, students will be able to apply interior design principles and skills learned in the interior and surroundings		1

OCCUPATIONAL
Learning to Learn
	Programme Learning Outcomes	Level of Contribution
		0	1	2	3	4	5
1	Students will be able to analyze possible problems and different regulations in interior and nearby environmental planning areas, by adopting the principle of lifelong learning, with social, cultural, innovative, sustainable and open to be develop ideas and solutions.					4

OCCUPATIONAL
Communication & Social
	Programme Learning Outcomes	Level of Contribution
		0	1	2	3	4	5
1	The Interior Architecture and Environmental design program graduates will be able to organize enviromental , sustainable projects and activities in the social dimension within the scope of their social responsibilities in their field studies.				3
2	Students will be able to explain himself/herself in writing and speaking in Turkish and at least one foreign language in order to cooperate with related persons and institutions.			2

OCCUPATIONAL
Occupational and/or Vocational
	Programme Learning Outcomes	Level of Contribution
		0	1	2	3	4	5
1	The graduates of Interior Architecture and Environmental Design program will be able to design, application oriented sustainable, interchangeable and innovative interior architecture and environmental design projects in their professional lives by considering the life of the community			2
2	Interior Architecture and Environmental Design graduates will be able to develop recommendations on the design-application projects of interiors social and nearby environments and project-cost management by using professional code of conduct, criteria and standards in accordance with legal frameworks.			2
3	Students will be able to organize interior architecture and environmental design projects with local, regional, national and cultural sensitivity and ethical values interdisciplinary studies in cooperation.				3

WORKLOAD & ECTS CREDITS OF THE COURSE UNIT
Workload for Learning & Teaching Activities
Type of the Learning Activites	Learning Activities (# of week)	Duration (hours, h)	Workload (h)
Lecture & In-Class Activities	14	4	56
Preliminary & Further Study	13	4	52
Land Surveying	0	0	0
Group Work	2	1	2
Laboratory	0	0	0
Reading	0	0	0
Assignment (Homework)	1	1	1
Project Work	0	0	0
Seminar	0	0	0
Internship	0	0	0
Technical Visit	0	0	0
Web Based Learning	0	0	0
Implementation/Application/Practice	2	1	2
Practice at a workplace	0	0	0
Occupational Activity	0	0	0
Social Activity	0	0	0
Thesis Work	0	0	0
Field Study	0	0	0
Report Writing	0	0	0
Final Exam	1	4	4
Preparation for the Final Exam	1	6	6
Mid-Term Exam	1	4	4
Preparation for the Mid-Term Exam	1	6	6
Short Exam	0	0	0
Preparation for the Short Exam	0	0	0
TOTAL	36	0	133