interior architecture design studio

UNDERGRADUATEPROGRAM OFARCHITECTURE

UNIVERSITASINDONESIA

Copyright the editors, students, authors, photographers,and Department of Architecture Universitas Indonesia

Published by theDepartment of ArchitectureFaculty of EngineeringUniversitas IndonesiaKampus Baru UI Depok 16424

T : +6221 786 3512F : +6221 786 3514W: architecture.ui.ac.id

Editorial and Design TeamVerarisa Anastasia UjungM. Mirza Yusuf HarahapMikhael Johanes

2015

ISBN 978-602-72857-0-5

1

CONTENTSFOREWORD

HEAD OF INTERIOR ARCHITECTURE PROGRAM’S NOTE

INTERIOR ARCHITECTURE

PROGRAM SPECIFICATION

CURRICULUM STRUCTURE

STUDIO DESIGN LEARNING ROADMAP

INTERIOR ARCHITECTURE DESIGN STUDIO 1





FINAL PROJECT

CONTRIBUTORS

3

4

5

6

7 / 8

11 / 12

13 / 26

27 / 46

47 / 70

71 / 86

87 / 106

107/136

137

2

FOREWORDArchitecture discipline is a creative field with constant challenges for ‘creating’ and ‘making.’ Design learning becomes a core of architectural education, where challenges for creativity and innovation should be orchestrated with the demands for appropriate responses towards the contextual needs and issues of the society. This documentation is a snapshot of the design studio at Universitas Indonesia; it exposes a range of approaches throughout the design curriculum. Our attempt to document design studio learning approaches at Universitas Indonesia essentially becomes our reflection on how the design curriculum could respond appropriately to the academic challenge as well as the demands of the practice and society.

Yandi Andri YatmoHead of Department

3

4

Interior Architecture deals with designing from within. The field does not only deal with designing inside, but also designing inside-out. As the field’s name suggests, Interior Architecture is closely related with Architecture. Both fields share the same basic tasks: conceiving space, creating space, arranging space, and intervention of space. All these are done to achieve one thing: to turn space into a meaningful thing called place.

In order to be able to carry out such tasks, an interior architect needs to use both her/his mind and intuition. In addition, knowledge on how our bodies and perceptions interact with space, how cultural aspects shape our perception on things around us, how we relate ourselves with our surroundings, as well as materials and construction, the arts, to name a few, are necessary for an interior architect.

The scope of an interior architect’s tasks is not limited within a building shell. What makes Interior Architecture interior is its operational aspect, in which the interior architect starts with the interiority of the dwellers, the space, and materials.

As with Architecture, the field of Interior Architecture is not merely about technicalities, as much as it is not merely about aesthetics. It is not about life style. It is not a commodity. Aside from technicalities and aesthetics, it is about our being and presence, our realities, our memories, our desires, ethics, and morality. It assumes that we—human beings—are not merely homo faber, nor we are merely homo economicus.

Dalhar SusantoHead of Interior Architecture Program

5

DEPARTMENT OFARCHITECTURE

VISIONDelivering a Higher Education Institution of Architecture and Interior Architecture with a superior quality that has received national and international recognition, in order to nurture future leaders who think critically, act wisely, and are creative with global insights but still pay attention to local wisdom and environment sustainability.

MISSIONBuild the institutional system of Higher Education for Architecture and Interior Architecture and maintain its superior productivity in the implementation of Higher Education (Tri- darma).

AIMEducation: produce graduates that master a certain competence in accordance with their respective education levels (bachelor’s, master’s, doctoral, and professional) with superior quality.

Research: encouraging research works of excellence, capable of competing at international level.

Dedication to the community: encouraging the application of practical and applied knowledge to the public in the form of empowerment.

Interior Architecture was established in 2008 as one of the study programs within the Department of Architecture, Universitas Indonesia (UI). It was aimed at strengthening teaching and research quality in interior architectural study. emphasizing the design aspects of interiority in architecture. The opening of this Interior Architecture study program allows the opportunity for those who want to explore the field of interior architecture which is in unity with the science of architecture.

INTERIORARCHITECTURE

PROGRAM

PROGRAMSPECIFICATION

GRADUATESPROFILE

Type of Course Credits Percentage

General Course of University 18 12,5

General Course of Engineering Faculty 12 8,33

Skill Course 82 56,94

Optional Course 24 16,67

On The Job Training,Seminar, Final Project, Project 8 5,56

Type of Course 144 100 %

Total Credit Hours to Graduate 144 SKS

COURSECOMPOSITION

Awarding InstitutionTeaching Institution

Programme Title

Type of ClassDegree Given

Accreditation statusMedium Language

Study Scheme(Full time/ Part time)

Entry requirementand pass entrance exam

Duration of StudyType of Semester

RegularShort (optional)

Universitas IndonesiaUniversitas IndonesiaProgram SarjanaArsitektur InteriorRegulerSarjana Arsitektur (S.Ars)AIndonesian

Full timeSMA Graduate/ equal

Scheduled for 4 yearsNumber of semester Number of weeks/ semester8 173 8

Bachelor of Interior Architecture who are able to design space

innovatively based on interiority aspects

Bachelor of Interior Architecture who have

multi-disciplines knowledge

Bachelor of Interior Architecture who are able to communicate

information, idea, and solution of design

6

general & basicengineering subject

interior architecturecore subject

enrichment

basic skill

8

7

6

5

4

3

2

1

14

16

18

18

19

20

19

20

144

cre

dit

s

Final Project/ Undergraduate Thesis (8)

Interior Architecture Design V (10)

Interior Architecture Design IV (9)

Interior Architecture Design III (9)

Interior Architecture Design II (7)

Elective (3)

Elective (3)

Elective (3)

Elective (3)

Elective (3)

Elective (3)

Elective (3)

Elective (3)

Interior Architecture Design I (7)

Communication Techniques in Interior Architecture (6)

Introduction to Architecture (3)

Visual Arts (4)

Calculus (4)

English (3)Integrated Character Building Science, Technology and Health (6)

Building Technology 3 (3)



Furniture Design (3)

Design Theories and Methods in Interior Architecture (3)

Ergonomy (3)

Art Appreciation (3)

Design Theories and Methods in Architecture (3)

History of Architecture 1 (3)

Linear Algebra (4)

Religion (2)

Integrated Character Building Social and Humaniora (6)

Sports/ Arts (1)

Basic Physics 1 (4)

Students have taken or is taking TOTAL CREDITS7

CURRICULUMSTRUCTURE

ARCHITECTURE

Architecture Design 3, 4, & 5

Introduction to Urban Context

Building Technology 3

History of Architecture 2

Design Theories and Methods in Built Environment

Fine Arts

Communication Techniques in Architecture & Interior Architecture

Introduction to Architecture

Design Theories and Methodsin Architecture

Design Studio 1 & 2

Building Technology 1,2, & 3

History of Architecture 1

Electives Thesis


Interior ArchitectureDesign 3, 4, & 5

Ergonomy

Furniture Design

Design Theories and Methodsin Interior Architecture

Art Appreciation

Final Project

40 % 40 %60 %

FOREWORD

HEAD OF INTERIOR ARCHITECTURE PROGRAM’S NOTE


PROGRAM SPECIFICATION

CURRICULUM STRUCTURE

STUDIO DESIGN LEARNING ROADMAP






FINAL PROJECT

CONTRIBUTORS

3

4

5

6

7 / 8

11 / 12

13 / 26

27 / 46

47 / 70

71 / 86

87 / 106

107/136

137

8

Often, “an interior architecture” is applied

to the inside of a building as design

elements are carried to the exterior,

distinguishing a “holistic creation.” (Kurtich

and Eakin, 1993)

Interiority: From body to space.

Accommodating the body into space

without losing their relatedness to body &

emotion.

Interiority underlines the connection

between bodies and interior space.

Interior architecture addresses the body

spatial needs that is developed from the

knowledge on interiority and well being

within the urban spatial context.

Strongly based on architectural corpus,

Interior Architecture at UI takes an

innovative approach to addressing design

issues of the interior space that enhance

the well being of its users.

Architecture discipline is a creative field with constant challenges for ‘creating’ and ‘making.’ Design learning becomes a core of architectural education, where challenges for creativity and innovation should be orchestrated with the demands for appropriate responses towards the contextual needs and issues of the society. This documentation is a snapshot of the design studio at Universitas Indonesia; it exposes a range of approaches throughout the design curriculum. Our attempt to document design studio learning approaches at Universitas Indonesia essentially becomes our reflection on how the design curriculum could respond appropriately to the academic challenge as well as the demands of the practice and society.

Yandi Andri YatmoHead of Department

9

10

Interior Architecture deals with designing from within. The field does not only deal with designing inside, but also designing inside-out. As the field’s name suggests, Interior Architecture is closely related with Architecture. Both fields share the same basic tasks: conceiving space, creating space, arranging space, and intervention of space. All these are done to achieve one thing: to turn space into a meaningful thing called place.

In order to be able to carry out such tasks, an interior architect needs to use both her/his mind and intuition. In addition, knowledge on how our bodies and perceptions interact with space, how cultural aspects shape our perception on things around us, how we relate ourselves with our surroundings, as well as materials and construction, the arts, to name a few, are necessary for an interior architect.

The scope of an interior architect’s tasks is not limited within a building shell. What makes Interior Architecture interior is its operational aspect, in which the interior architect starts with the interiority of the dwellers, the space, and materials.

As with Architecture, the field of Interior Architecture is not merely about technicalities, as much as it is not merely about aesthetics. It is not about life style. It is not a commodity. Aside from technicalities and aesthetics, it is about our being and presence, our realities, our memories, our desires, ethics, and morality. It assumes that we—human beings—are not merely homo faber, nor we are merely homo economicus.

Dalhar SusantoHead of Interior Architecture Program

STUDIODESIGN

LEARNINGROADMAP

interior

architecture

design studio

1

nterior

architecture

design studio

2

communication

foundation

art

body-space-time

ecology of self

human sensory

human movement

inside/ out

site-specific space

daily life-cycle

spatial quality

program

tectonic

inhabitation

precedent

dwelling

ideas of growth

11

interior

architecture

design studio

3

interior

architecture

design studio

4

interior

architecture

design studio

5

basic design methods reality

type

typologies

top down

bottom up

issue

community

society/ public

urban context

social/ cultural

materiality

structure

construction

technology system

building utilities

building physics

sustainability

adaptive reuse

ethics

code compliances

synthesis

12

final

project

research by design

INTERIORARCHITECTUREDESIGNI

Learning ObjectivesDesigning personal space from understanding human and space linkage

SyllabusInterior Architecture Design 1 is an early stage and critical for introduce students to interior architecture dicipline through imaginative, creative, and innovative space design. Interior Architecture knowledge encompass basic comprehension about meaning and personal space experience, interaction between human body and space quality, then understanding site and environment context as experienced by human body. Design activity consist of series of activities from gathering information, defining problem, analizing, and making critical decision for formulating action strategy toward human space, ability to think in three-dimentional way through space design exploration, also communicating design idea.

PrerequisiteStudents have taken Communication Technique in Architecture courseStudents have taken or is taking Building Technology 1 course

13

Assignment 1: “Sensory Machine”

Project Brief:In this project you will exercise your understanding of human body as a living entity within the context of space and time. Your main task is to create a sensory machine with primary purpose of providing certain sensory experiences for that living body.

Understanding human sensory experience and human movement in space will become the beginning of your exploration. A series of exercise will guide you to deal with some questions to explore the relationship between your body, space and time. How do we interact with our surroundings? What senses do we use in each interaction? How do the elements in our surroundings affect our feeling and action? Why and how do we move? How does our body and our experience change from time to time? From place to place?

The next challenge would be to develop creative ideas of a sensory machine to contain a series of sensory and movement experience for your body. The idea of a machine requires you to think carefully about the interactions between elements and how all elements work together to form a rich spatial experience. It is important to define clearly the purpose of your machine and to explore the possible mechanisms to make it work in a comprehensive and creative way.

Careful attention and awareness of your own body-space-time becomes very essential in order to complete this task. Your exploration will not only include the inquiry of human body, senses and movement, but also involve the exploration of spatial qualities, the development of your creative ideas, and the study of physical and environmental materiality in the realisation of your sensory machine.

14

Assignment 2: “Creative Space for Creative Ideas”

Project Brief:For an artist, process of creating art is a part of life. Works are embodiment of self-expression and individual principle of the artist. Nature is one of inspiration source that will never die. Nature becomes a place to create art, the container for the whole process that will bring into being ideas - space of inspiration, space of perception and appreciation and of moral values, also a space to generate a works of art.

Students will develop an idea of self-space for temporary living to an artist in process of creating works of art that will last 3-4 days. Process of developing of ideas starts with the dialog between students and an artist as a “client” in order to dig deeper in exploring the quality of space that needed by the artist.

How does the creative process of an artist happen?How far can nature act as a source of inspiration in creating works of art?How do the process of appreciation of natural values and reflecting those values into making a works of art?How do the artist feel and the condition of physical as well as mental of the artist in the process of work?What are the needs that must be fulfilled to support the everyday needs within 3-4 days for an artist in the process of creating works of art?

Furthermore as a designer of space, students will continue to explore and devise the idea of temporary living for an artist. Exploration process involves translation of essential quality of space for the artist, which will be realized through elements in creating site-specific space, through various accurate and creative communication media.

15

Learning ObjectivesDesigning personal space from understanding human and space linkage

SyllabusInterior Architecture Design 1 is an early stage and critical for introduce students to interior architecture dicipline through imaginative, creative, and innovative space design. Interior Architecture knowledge encompass basic comprehension about meaning and personal space experience, interaction between human body and space quality, then understanding site and environment context as experienced by human body. Design activity consist of series of activities from gathering information, defining problem, analizing, and making critical decision for formulating action strategy toward human space, ability to think in three-dimentional way through space design exploration, also communicating design idea.

PrerequisiteStudents have taken Communication Technique in Architecture courseStudents have taken or is taking Building Technology 1 course

17

Assignment 1: “Sensory Machine”

Project Brief:In this project you will exercise your understanding of human body as a living entity within the context of space and time. Your main task is to create a sensory machine with primary purpose of providing certain sensory experiences for that living body.

Understanding human sensory experience and human movement in space will become the beginning of your exploration. A series of exercise will guide you to deal with some questions to explore the relationship between your body, space and time. How do we interact with our surroundings? What senses do we use in each interaction? How do the elements in our surroundings affect our feeling and action? Why and how do we move? How does our body and our experience change from time to time? From place to place?

The next challenge would be to develop creative ideas of a sensory machine to contain a series of sensory and movement experience for your body. The idea of a machine requires you to think carefully about the interactions between elements and how all elements work together to form a rich spatial experience. It is important to define clearly the purpose of your machine and to explore the possible mechanisms to make it work in a comprehensive and creative way.

Careful attention and awareness of your own body-space-time becomes very essential in order to complete this task. Your exploration will not only include the inquiry of human body, senses and movement, but also involve the exploration of spatial qualities, the development of your creative ideas, and the study of physical and environmental materiality in the realisation of your sensory machine.

18

Assignment 2: “Creative Space for Creative Ideas”

Project Brief:For an artist, process of creating art is a part of life. Works are embodiment of self-expression and individual principle of the artist. Nature is one of inspiration source that will never die. Nature becomes a place to create art, the container for the whole process that will bring into being ideas - space of inspiration, space of perception and appreciation and of moral values, also a space to generate a works of art.

Students will develop an idea of self-space for temporary living to an artist in process of creating works of art that will last 3-4 days. Process of developing of ideas starts with the dialog between students and an artist as a “client” in order to dig deeper in exploring the quality of space that needed by the artist.

How does the creative process of an artist happen?How far can nature act as a source of inspiration in creating works of art?How do the process of appreciation of natural values and reflecting those values into making a works of art?How do the artist feel and the condition of physical as well as mental of the artist in the process of work?What are the needs that must be fulfilled to support the everyday needs within 3-4 days for an artist in the process of creating works of art?

Furthermore as a designer of space, students will continue to explore and devise the idea of temporary living for an artist. Exploration process involves translation of essential quality of space for the artist, which will be realized through elements in creating site-specific space, through various accurate and creative communication media.

19

27

INTERIORARCHITECTUREDESIGNII

Learning objectivesDesign space for main social group (KSI) through dwelling idea approach with consideration in living cycle and everyday activity of core social group (KSI).

SyllabusInterior Architecture Design 2 propose critical problem about living space in urban community context, through dwelling design. Design knowledge include dwelling meaning comprehension, observation and analysis of main social group (KSI), comprehension in physical and social context in design, development idea of space quality creatively, formulation in organization and space program that be the base of integrated space development idea, that communicated professionally.

PrerequisiteStudents have taken Interior Architecture Design 1 courseStudents have taken or is taking Building Technology 2 course

28

Assignment 1: “Learning From Dwelling Precedent”

Project Brief:A key objective of this course is the students’ ability to demonstrate the understanding of programmatic, tectonic and atmospheric of the dwelling precedents. The clarity on understanding the design ideas and processes of each precedent is essential in this project. The students are expected to implement the design ideas into further creative exploration of remaking and recomposing the design ideas through such models and diagrams. They are highly encouraged to develop the unique and creative way of the recomposed design excellences.

29

Assignment 2: “Dwelling For A Family”

Project Brief:The task is to design a dwelling for a family. The students begin with defining a dwelling scenario based on the everyday living of a real family that consists of at least three members. Unique characteristics of the family might become an opportunity to develop a specific and rich scenario. The dwelling scenario should incorporate the ideas of growth as a part of everyday living of the family, with spatial implications not only for the present but also for further years. It also needs to include ideas of urban contemporary living aspects that are relevant to the family (lifestyle, technology etc.). The design should demonstrate an integration of programmatic, tectonic and atmospheric approaches into a whole design scheme. Design ideas will be developed based on thorough exploration of how these three approaches are interconnected and materialized into spatial elements, responding appropriately to the family dwelling scenario.

31

Learning objectivesDesign space for main social group (KSI) through dwelling idea approach with consideration in living cycle and everyday activity of core social group (KSI).

SyllabusInterior Architecture Design 2 propose critical problem about living space in urban community context, through dwelling design. Design knowledge include dwelling meaning comprehension, observation and analysis of main social group (KSI), comprehension in physical and social context in design, development idea of space quality creatively, formulation in organization and space program that be the base of integrated space development idea, that communicated professionally.


321

Assignment 1: “Learning From Dwelling Precedent”

Project Brief:A key objective of this course is the students’ ability to demonstrate the understanding of programmatic, tectonic and atmospheric of the dwelling precedents. The clarity on understanding the design ideas and processes of each precedent is essential in this project. The students are expected to implement the design ideas into further creative exploration of remaking and recomposing the design ideas through such models and diagrams. They are highly encouraged to develop the unique and creative way of the recomposed design excellences.

33

Assignment 2: “Dwelling For A Family”

Project Brief:The task is to design a dwelling for a family. The students begin with defining a dwelling scenario based on the everyday living of a real family that consists of at least three members. Unique characteristics of the family might become an opportunity to develop a specific and rich scenario. The dwelling scenario should incorporate the ideas of growth as a part of everyday living of the family, with spatial implications not only for the present but also for further years. It also needs to include ideas of urban contemporary living aspects that are relevant to the family (lifestyle, technology etc.). The design should demonstrate an integration of programmatic, tectonic and atmospheric approaches into a whole design scheme. Design ideas will be developed based on thorough exploration of how these three approaches are interconnected and materialized into spatial elements, responding appropriately to the family dwelling scenario.

47

INTERIORARCHITECTUREDESIGNIII

Learning objectivesDesign commercial public space that based on issue, and explore form idea and space quality creatively.

SyllabusInterior Architecture Design 3 propose critical problem about human living space with socio- culture complexity in commercial space setting with an approach in exploration form idea and issue-based. Design knowledge include public meaning comprehension, functional type breakdown, space program and organization, keyword development, commercial public building concept and its explanation in space design, formulation of initial statement that issue-based, program development and its explanation in space design.

PrerequisiteStudents have taken Interior Architecture Design 2 courseStudents have taken or is taking Furniture Design course

48

Assignment 1: “Top-down Exercise on Designing Public Place”

Project Brief:At the Millennium Summit in September 2000 the largest gathering of world leaders in history adopted the UN Millennium Declaration, committing their nations to a new global partnership to reduce extreme poverty and setting out a series of time-bound targets, with a deadline of 2015 that have become known as the Millennium Development Goals.

The Millennium Development Goals (MDGs) are the world's time-bound and quantified targets for addressing extreme poverty in its many dimensions-income poverty, hunger, disease, lack of adequate shelter, and exclusion-while promoting gender equality, education, and environmental sustainability. They are also basic human rights-the rights of each person on the planet to health, education, shelter, and security.

1/Eradicate Extreme Poverty and Hunger2/Achieve Universal Primary Education3/Promote Gender Equality and Empower Women4/Reduce Child Mortality5/Improve Maternal Health6/Combat HIV/ AIDS, Malaria and Other Diseases7/Ensure Environmental Sustainability8/Global Partnership for Development

Explore more: http://www.unmillenniumproject.org/goals/

This project will consider the role of The Millennium Development Goals (MDGs) in promoting the achievement of basic human rights. By addressing one of the goals you can generate what architectural types can be utilized to enrich the wellbeing in a community life.

This project begins with the creative exploration of one of the goals and how it may relate to the idea of architectural type. This creative exploration will be the basis of students’ proposal in relation to a public institution that reflect the depth understanding the idea.

In the process, the students need to study five precedents of built environments that are relevant with the exploration about the chosen goals. The vigorous study of these precedents is essential to uncover the goal and mix of actors, actions and relationships involved in the goal.

As the proposal of public institution is dedicated for community, it is important for the students to consider the issues of public and private embedded in the goal, in addition to shared setting, locale and existing knowledge that maybe present in the community.

We expect that the proposal will provide advancement of community wellbeing in their daily life through the creation of place making. Thorough reading and creative interpretation of the context will form an important basis in developing the ideas.

49

What is the role of poetic in the making of architecture? How could poetic qualities be recognized or experienced in certain moments? How does the moment of poetic intensity influence spatial context?

How do the multiple experiences of poetic respond to the influences of the city? Where do they take place?Can we understand our urban process in the same way as we understand the poetic process?

50

Assignment 2: “Poeticity”

Project Brief:By poetic “unconcealing”, the world (truth) is brought into presence (Norberg-Schulz, 1983).

The students are challenged to examine the idea of ‘poetic’ as a part of the process on examining the poetic operating system within the context of an urban environment. The students are challenged to imagine and reveal the poetic depths of making within the potential of the given environment. To help the students explore the trigger further, they may argue or explore several key questions below:

The understanding of ‘poetic’ may further direct students’ attempts to read and re-read the existing poetic lives of an urban environment, and to identify the relationships between poetic sensibilities in architecture to its environment. Then the students are required to make a proposal on how you can intervene in the built environment of the cities in responding to these issues. In working for this project the students are not restricted to certain building types. What is expected from the students is the ability to raise some fresh ideas on how the ideas of poetic may contribute to the reality of urban environment. Students are free to propose any ideas to tackle the issues of ‘poeticity’ and architecture in an urban context.

51

Learning objectivesDesign commercial public space that based on issue, and explore form idea and space quality creatively.

SyllabusInterior Architecture Design 3 propose critical problem about human living space with socio- culture complexity in commercial space setting with an approach in exploration form idea and issue-based. Design knowledge include public meaning comprehension, functional type breakdown, space program and organization, keyword development, commercial public building concept and its explanation in space design, formulation of initial statement that issue-based, program development and its explanation in space design.

PrerequisiteStudents have taken Interior Architecture Design 2 courseStudents have taken or is taking Furniture Design course

52

Assignment 1: “Top-down Exercise on Designing Public Place”

Project Brief:At the Millennium Summit in September 2000 the largest gathering of world leaders in history adopted the UN Millennium Declaration, committing their nations to a new global partnership to reduce extreme poverty and setting out a series of time-bound targets, with a deadline of 2015 that have become known as the Millennium Development Goals.

The Millennium Development Goals (MDGs) are the world's time-bound and quantified targets for addressing extreme poverty in its many dimensions-income poverty, hunger, disease, lack of adequate shelter, and exclusion-while promoting gender equality, education, and environmental sustainability. They are also basic human rights-the rights of each person on the planet to health, education, shelter, and security.

1/Eradicate Extreme Poverty and Hunger2/Achieve Universal Primary Education3/Promote Gender Equality and Empower Women4/Reduce Child Mortality5/Improve Maternal Health6/Combat HIV/ AIDS, Malaria and Other Diseases7/Ensure Environmental Sustainability8/Global Partnership for Development

Explore more: http://www.unmillenniumproject.org/goals/

This project will consider the role of The Millennium Development Goals (MDGs) in promoting the achievement of basic human rights. By addressing one of the goals you can generate what architectural types can be utilized to enrich the wellbeing in a community life.

54

Assignment 2: “Poeticity”

Project Brief:By poetic “unconcealing”, the world (truth) is brought into presence (Norberg-Schulz, 1983).

The students are challenged to examine the idea of ‘poetic’ as a part of the process on examining the poetic operating system within the context of an urban environment. The students are challenged to imagine and reveal the poetic depths of making within the potential of the given environment. To help the students explore the trigger further, they may argue or explore several key questions below:

The understanding of ‘poetic’ may further direct students’ attempts to read and re-read the existing poetic lives of an urban environment, and to identify the relationships between poetic sensibilities in architecture to its environment. Then the students are required to make a proposal on how you can intervene in the built environment of the cities in responding to these issues. In working for this project the students are not restricted to certain building types. What is expected from the students is the ability to raise some fresh ideas on how the ideas of poetic may contribute to the reality of urban environment. Students are free to propose any ideas to tackle the issues of ‘poeticity’ and architecture in an urban context.

71

INTERIORARCHITECTUREDESIGNIV

Learning objectivesStudents can develop their ability in designing public space interior in broader scale, can solve interior space design problem through ergonomic aspect application in furniture design and related with technology efficiency in its interior construction.

SyllabusInterior Architecture Design 4 propose critical problem about human working space that focused in programing and designing interior space in existed building with structure complexity and the latest technology (iconic building) in urban context.


72

Assignment 1: “Urban Interiority”

73

Assignment 2: “Re-Imagining Learning Environment”

Project Brief:The Curriculum for Excellence places new demands on all of our learning spaces, yet most of our pupils will receive their education in our existing school estate - a collage of buildings and spaces from several eras.

But we start with what we have. And what we have is a diversity of building types spanning over a century of development. So, how might we use design to make a more significant impact on all our school buildings? And how can we have meaningful conversations with those who use them to help us re-imagine the places they live and learn?

The brief is to design formal learning environment that needs to adapt to current situation, in relation with changes in educational curriculum and pedagogy.

Through this project, students are challenged to rethink about how spatial condition will affect learning process and more importantly, the well-being of its users. This project will also highlight how existing school building typology needs to be evaluated and to explore possibilities on how the existing can later be transformed to fulfill future education needs

75

Learning objectivesStudents can develop their ability in designing public space interior in broader scale, can solve interior space design problem through ergonomic aspect application in furniture design and related with technology efficiency in its interior construction.

SyllabusInterior Architecture Design 4 propose critical problem about human working space that focused in programing and designing interior space in existed building with structure complexity and the latest technology (iconic building) in urban context.


76

Assignment 1: “Urban Interiority”

77

Assignment 2: “Re-Imagining Learning Environment”

Project Brief:The Curriculum for Excellence places new demands on all of our learning spaces, yet most of our pupils will receive their education in our existing school estate - a collage of buildings and spaces from several eras.

But we start with what we have. And what we have is a diversity of building types spanning over a century of development. So, how might we use design to make a more significant impact on all our school buildings? And how can we have meaningful conversations with those who use them to help us re-imagine the places they live and learn?

The brief is to design formal learning environment that needs to adapt to current situation, in relation with changes in educational curriculum and pedagogy.

Through this project, students are challenged to rethink about how spatial condition will affect learning process and more importantly, the well-being of its users. This project will also highlight how existing school building typology needs to be evaluated and to explore possibilities on how the existing can later be transformed to fulfill future education needs

87

INTERIORARCHITECTUREDESIGNV

Learning objectivesStudent can integrate knowledge to solve interior design problem that have high complexity and broader scale by applying principle of adaptable space as a context.

SyllabusStudent will analyze requirement in a certain community and give a solution for the problem that happen through architecture interior design by applying principle of adaptable space. Space exploration consider various factor such as economy, social, urban culture, complexity of existed building that have to adapted, material and building utility, so students are expected will produce space programing that can coordinate space requirement and all the elements inside. And also can revitalize existed building or the environment around. Consider regulation and building code that occur.

PrerequisiteStudents have taken Interior Architecture Design 4 course

88

Assignment 1: “Space In-Between”

Assignment 2: “Adaptive Reuse”

Project Brief:The key theme of this studio, “Adaptive Reuse” is based upon an understanding of the adaptation or alteration to the existing building. In the process, the adaptation is dependent upon the comprehensive values in various aspects such historical, context and site, architectural, structure, construction, and socio-cultural. Adaptive reuse poses mechanism of how to re-address the meaning and the value of the existing building throughout those various aspects.

Such interventions to the existing building can expose the dialogue between the new and the old that is related to the context, site, and issue even as in the scope of urban interiority. To activate the potentiality of the original building and reveal it to the future without ruin the past.. Architecture as palimpsest.

This project must be based on the form of original building with in-depth understanding of the site analysis. Each student is urged to work autonomously during the development the design idea. Throughout the sequence of the interior architecture design project V, students are expected to have an evolving commitment towards design, to explore design concepts, develop creative and critical thinking and design skills, demonstrate effective and expressive representation and communication skills and active participation in studio.

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Learning objectivesStudent can integrate knowledge to solve interior design problem that have high complexity and broader scale by applying principle of adaptable space as a context.

SyllabusStudent will analyze requirement in a certain community and give a solution for the problem that happen through architecture interior design by applying principle of adaptable space. Space exploration consider various factor such as economy, social, urban culture, complexity of existed building that have to adapted, material and building utility, so students are expected will produce space programing that can coordinate space requirement and all the elements inside. And also can revitalize existed building or the environment around. Consider regulation and building code that occur.

PrerequisiteStudents have taken Interior Architecture Design 4 course

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Assignment 1: “Space In-Between”

Assignment 2: “Adaptive Reuse”

Project Brief:The key theme of this studio, “Adaptive Reuse” is based upon an understanding of the adaptation or alteration to the existing building. In the process, the adaptation is dependent upon the comprehensive values in various aspects such historical, context and site, architectural, structure, construction, and socio-cultural. Adaptive reuse poses mechanism of how to re-address the meaning and the value of the existing building throughout those various aspects.

Such interventions to the existing building can expose the dialogue between the new and the old that is related to the context, site, and issue even as in the scope of urban interiority. To activate the potentiality of the original building and reveal it to the future without ruin the past.. Architecture as palimpsest.

This project must be based on the form of original building with in-depth understanding of the site analysis. Each student is urged to work autonomously during the development the design idea. Throughout the sequence of the interior architecture design project V, students are expected to have an evolving commitment towards design, to explore design concepts, develop creative and critical thinking and design skills, demonstrate effective and expressive representation and communication skills and active participation in studio.

107

FINALPROJECT

Learning ObjectivesThis course is taken simultaneously with Independent study (3 credit hours) course. Student is expected can response an issue in local context, community, up to city. Issue that been chose will be solve through architecture interior design in institutional public scale with interiority as a reference when start the design. Student demonstrated the chosen method to solve interior design problem. Final project emphasize professionalism in designing as a summit of architecture interior design learning that prepared as portfolio for professional project.

SyllabusFinal project is a summit of architecture interior design learning that prepared as portfolio for professional project. Final project design is a comprehensive combination of knowledge that obtained by student in interior design form. Student can point out design presenta- tion technique, construction, and portfolio. Outputs that expected from the student are portfolio, design report, technology report, and mock-up.

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“solid-liquid, fixed-unfixed interiority”

Project Brief:We live in a time when corporeity intertwins with virtuality. The intertwining drives people to execute movements through time because body and space are completely dependent to each other. There will be the multiplicity of possibilities of the intertwining that open up here. The intertwining between solid-liquid, fixed-unfixed space would be the spotlights of this project.

Through research by design, the students will be encouraged either to cross the bridge between solid and liquid, fixed and unfixed in a more conscious manner and experiment or conjoining them with other possibilities of expression. Within the idea of solid-liquid and fixed-unfixed, students may develop their own design strategies and developments while at the same time refine their abilities in research and experimentation. This project can also be used to re-evaluate how design can define/ re-define the interiority, with the intention to contributes to the improved way of life.

This course is intended as a preparation for the professional work in the entire scope of interior architecture. Reconsidering the role of interior architect, this projects investigate the reconnection between the past, present and future and promotes the ecological awareness. Understanding the mechanism of past (historical significance), present (current essence) and future (projected needs) becomes important in the process. This understanding then informs a transformation of the space through time within a throbbing context.

“In terms of philosophy and practice interior architecture is a discipline that is heavily (although not exclusively) involved with the remodelling and repurposing of existing buildings and so has an important role to play in the sustainable reuse of the built environment.” “The Fundamentals of Interior Architecture”

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“injecting new narrative: tracking the original representation”

Project Brief:Interior architecture as a manner of doing, thinking and sensing is examined within this studio. Through the notions of conceptual, perceptual and lived space, this studio unit explores the piece of narrative architecture in which interiority is being enhanced and embodied in the design and the experience of the life of buildings. This studio unit emphasizes the idea of spatial narratives in which the students are encouraged and expected to injecting new narrative by tracking the original representation.

The exploration of the act of original story through the original representation is essentially important as an attempt to build such architectural interpretations that in particular endure from the earliest entirety. The infancy is leaning over the present and the future keeps coming into view as the projected needs from the architectural interpretations. Tracking the original narrative is the idea that one’s line of origin can bestow the dignity and impose responsibility. Through this way, the students are encouraged to having root at the expanded awareness of interiority.

Injecting the future narrative to the existing building as the resources is essential points of departure for the new radical regeneration. The process of injecting the future narrative is developed through the research-by-design stages: clarification, methodologies, application and evaluation. Everyone participates in every stage, simply by being part of the interactions of doing and thinking from which a series of clues are being developed. The method of working a very personal architectural vocabulary enriches the process of injecting the future interior architectural propositions. Through the experimental process from remaking and reinterpreting the original representation to the speculating sectional drawings and studies, the students are expected to apply the meaningful architectural vocabulary that attempt to enrich the makings and workings of the interiority both in the spatial poetics way and the physically constructed forms.

111

Learning ObjectivesThis course is taken simultaneously with Independent study (3 credit hours) course. Student is expected can response an issue in local context, community, up to city. Issue that been chose will be solve through architecture interior design in institutional public scale with interiority as a reference when start the design. Student demonstrated the chosen method to solve interior design problem. Final project emphasize professionalism in designing as a summit of architecture interior design learning that prepared as portfolio for professional project.

SyllabusFinal project is a summit of architecture interior design learning that prepared as portfolio for professional project. Final project design is a comprehensive combination of knowledge that obtained by student in interior design form. Student can point out design presenta- tion technique, construction, and portfolio. Outputs that expected from the student are portfolio, design report, technology report, and mock-up.

112

“solid-liquid, fixed-unfixed interiority”

Project Brief:We live in a time when corporeity intertwins with virtuality. The intertwining drives people to execute movements through time because body and space are completely dependent to each other. There will be the multiplicity of possibilities of the intertwining that open up here. The intertwining between solid-liquid, fixed-unfixed space would be the spotlights of this project.

Through research by design, the students will be encouraged either to cross the bridge between solid and liquid, fixed and unfixed in a more conscious manner and experiment or conjoining them with other possibilities of expression. Within the idea of solid-liquid and fixed-unfixed, students may develop their own design strategies and developments while at the same time refine their abilities in research and experimentation. This project can also be used to re-evaluate how design can define/ re-define the interiority, with the intention to contributes to the improved way of life.

This course is intended as a preparation for the professional work in the entire scope of interior architecture. Reconsidering the role of interior architect, this projects investigate the reconnection between the past, present and future and promotes the ecological awareness. Understanding the mechanism of past (historical significance), present (current essence) and future (projected needs) becomes important in the process. This understanding then informs a transformation of the space through time within a throbbing context.

“In terms of philosophy and practice interior architecture is a discipline that is heavily (although not exclusively) involved with the remodelling and repurposing of existing buildings and so has an important role to play in the sustainable reuse of the built environment.” “The Fundamentals of Interior Architecture”

113

“injecting new narrative: tracking the original representation”

Project Brief:Interior architecture as a manner of doing, thinking and sensing is examined within this studio. Through the notions of conceptual, perceptual and lived space, this studio unit explores the piece of narrative architecture in which interiority is being enhanced and embodied in the design and the experience of the life of buildings. This studio unit emphasizes the idea of spatial narratives in which the students are encouraged and expected to injecting new narrative by tracking the original representation.

The exploration of the act of original story through the original representation is essentially important as an attempt to build such architectural interpretations that in particular endure from the earliest entirety. The infancy is leaning over the present and the future keeps coming into view as the projected needs from the architectural interpretations. Tracking the original narrative is the idea that one’s line of origin can bestow the dignity and impose responsibility. Through this way, the students are encouraged to having root at the expanded awareness of interiority.

Injecting the future narrative to the existing building as the resources is essential points of departure for the new radical regeneration. The process of injecting the future narrative is developed through the research-by-design stages: clarification, methodologies, application and evaluation. Everyone participates in every stage, simply by being part of the interactions of doing and thinking from which a series of clues are being developed. The method of working a very personal architectural vocabulary enriches the process of injecting the future interior architectural propositions. Through the experimental process from remaking and reinterpreting the original representation to the speculating sectional drawings and studies, the students are expected to apply the meaningful architectural vocabulary that attempt to enrich the makings and workings of the interiority both in the spatial poetics way and the physically constructed forms.

CONTRIBUTORS A. A. Ayu Suci WarakanyakaAde AmeliaAisha ArdiniAlvin LorenzaArie ArdiningrumArvan GibranAstari Dwina Pramesti BasukiAstidira AptiAsysyifa AzzahraAzizahChristiana Farida ElsaDebilaDestiana RitangingsihDeynanti PrimalailaDrasthya Ayhodha NEdo SeptianEfriliana Dwi Riwu PEliza Stephanie S.Fadiah TamimiFara ShabrinaFaris de IndonesiaFirda ArifiyaturrohmahGita Manohara SamsuJaila dkk (proj 1)Jaila MuhardilaKamilah AisyiLutfina Fadliya SurjaatmadjaM. Mirza Y. HarahapMarita FitriyantiMarsellaNadita AmaliaNoor Fajrina Farah I.Quena RosantiRahmania AlaydrusRay Gusty Ramia JasinRieny Zhafira RynandaRezqi Vebra YouzaRuth AngeliqShilta FinellaShintya Wahyu AprilirianaSiti Bararah N.Stella Ajeng WidiarniThaza GeorlyTheresia Valentina LianawatiYayi Pratitha Nur

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interior architecture design studio

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