Visual Communication: A Context For Developing Design Concepts

College Student Journal, Sept, 2000 by Kenneth R. Jr. Tremblay, Susan A. Kreul-Froseth, Lawrence Von Bamford, Brian H. Dunbar

Interior design programs utilize different strategies to teach design theories related to the ordering of space and composition with the objective of presenting ideas with clarity and simplicity (Schwartz, 1997). Whatever the method selected to communicate design, students exposed to various graphic techniques often respond positively to a systematic process of design development. Simultaneously, the introduction of design concept development can be discussed and incorporated from the initiation of the process.

Methodology

A teaching unit implemented in the interior design program at Colorado State University assigned sophomore-level interior design students the task of manually generating six three inch by three inch squares, in part to become familiar with line weight and the use of design tools. Additionally, basic notions of geometric form were addressed and design elements and principles were reviewed via lecture and demonstration formats. This focus reinforced several objectives relating to design concept development previously discussed in general terms during the introductory interior design studio course. Effective teaching techniques as identified by Phillips (1998) such as setting clear project goals, using concrete examples and encouraging student questions were utilized.

Students were then asked to choose one or more of their images to develop into a two-dimensional expression of space using free-hand sketching. This task forced students to carefully consider a variety of design concepts. As is true of most college students, design students typically struggle to generate ideas and often proceed with the first solutions that come to mind, rather than carefully exploring the myriad of existing possibilities. Self-conferencing combined with the task of generating a variety of sketches helped students to select the design concept that best resolved a design problem.

Scaled, plan view drawings (i.e., views looking down into the interior space after a horizontal cut has been made) were then required as part of the project. Students were encouraged to think about "carving out" space to generate the desired forms and to "feel" the effect of such forms within the given plans. The plans generated from the initial geometric squares could be modified at any time during the process to communicate an overall design concept. Self-conferencing continued during this project phase resulting in a productive period of conceptualizing and introspective thought. Selection of the developed design concept and resulting space plan occurred at this point.

The next phase of the project included the introduction of conceptual volume of the space, accomplished through the drawing of elevations and top or roof views. This technique of orthographic protection consisting of vertical and horizontal cuts to show walls and views looking downward into a space was utilized as a means for expanded expression of the created space. Students were now able to express specific spatial characteristics of their designs by thinking in terms of three-dimensional form. Graphic representation and written information pertaining to each design were individually evaluated by student and instructor, and then discussed in a group setting.