Course Profile Technological Design (TDJ4E), Grade 12, Workplace Preparation, Combined
Unit 2: Interior Design
Time: 25 hours
Activity 2.1 | Activity 2.2 | Activity 2.3
Unit Description
Students
examine the concepts of designing commercial environments through the design of
a retail space for the product developed in Unit 1 – Commercial Product Design.
Students plan the layout, fixtures, traffic patterns, display patterns,
colours, and textures of the retail space, based on interior design and
marketing concepts. Students examine the ways that our physical environments
affect the way we feel and think. Students apply Catholic values and ethical
business practices to their design solutions.
Unit Synopsis Chart
|
Activity |
Time |
Learning Expectations |
Assessment Categories |
Tasks |
|
2.1 |
5 hours |
TFV.01,
TF1.02, TF1.03, TF3.01, TF3.02, SPV.01, SP1.01, SP1.02, SP3.01 |
Knowledge/
Understanding Thinking/Inquiry |
Students
complete a needs analysis for a retail space for the commercial product developed
in Unit 1, including layout, display designs, and display structures. |
|
2.2 |
15 hours |
TFV.04,
TF2.01, TF2.02, SPV.04, SP2.01, SP2.02, SP2.03 |
Knowledge/
Understanding Thinking/Inquiry Communication |
Students
design the interior commercial environment based on criteria derived from an
analysis of researched information. |
|
2.3 |
5 hours |
TFV.03,
TF2.01, TF2.02, TF3.01, SPV.03, SPV.05, SP1.04, SP2.04, SP3.01, ICV.03 |
Communication
Application |
Students
develop presentation materials for the retail environment. |
Activity 2.1:
Assessing the Needs of the Retailer
Time: 5 hours
Description
Students
develop a needs analysis and an interior design for a retail space to sell the
products developed in Unit 1 – Commercial Product Design. Based on results of
the survey and research into potential customer characteristics (gathered in
Unit 1), students determine the nature of the retail space, furnishings,
traffic patterns, and display signage. Design concepts generated in this
activity are used in the subsequent activities.
Strand(s) & Learning
Expectations
Theory and Foundation
Overall Expectations
TFV.01 -
demonstrate an understanding of how the design process is used to create
products or services for the marketplace.
Specific Expectations
TF1.03 - explain how to develop a needs
analysis based on research into consumer products or services;
TF3.01 -
explain project designs in terms of satisfying consumer needs and meeting
design criteria;
TF3.02 -
identify design constraints for specific projects.
Skills and Processes
Overall Expectations
SPV.01 -
produce effective design briefs outlining the design challenges they face and
the design criteria they will use to meet the challenges.
Specific Expectations
SP1.01 -
identify design problems, list relevant criteria, and propose solutions;
SP1.02 -
produce effective design briefs that include analyses of consumer needs, design
criteria, and considerations in meeting design challenges;
SP1.04 -
identify appropriate materials for models and finished products by analysing
material characteristics and properties;
SP3.01 -
evaluate the appropriateness of project solutions against design criteria.
Prior Knowledge &
Skills
Students
understand the concepts involved in writing a design brief and are able to use
word processing or desktop-publishing to produce an attractive document.
Planning Notes
Students
need to be aware of current layouts of stores and trends in commercial interior
design through observation of local shops, magazine illustrations, guest
speakers who specialize in interior design, or creating displays in stores.
Before initiating this activity (at least a week or weekend before), the
teacher distributes the observation questionnaire (see Appendix 2.1.1 – Retail
Space Observations) and asks students to record their observations of local
retail stores (ideally, stores selling similar merchandise to the products
developed in Unit 1 – Commercial Product Design). At the teacher’s discretion,
students may be encouraged to discuss the layout of the store and methods of
merchandising with the store manager and/or employees. A school field trip to a
retailer or mall, guided by someone with merchandising experience, should also
be considered.
Teaching/Learning
Strategies
1. The teacher initiates discussions of retail
space design by reviewing student’s observations of local stores, through
prearranged guest speakers and/or images of shops from magazines (see Planning
Notes). Students list their favourite stores and discuss the reasons why.
During class discussions, students develop a draft needs analysis for the
retail space to promote the product developed in
Unit 1 – Commercial Product Design. Students are made aware of how this analysis
phase fits into a sequential design process. Topics to be discussed include:
· minimum required square footage for sales area;
· techniques used to lead customers through retail space, encourage browsing and purchasing;
· product display methods (e.g., racks, rails, shelves, mannequins, bins, etc.);
· methods of lighting;
· the mood that best promotes the product (e.g., industrial/high tech, English Country, Shabby Chic, Modern);
· paint, flooring, cabinetry, etc., used to evoke the mood;
· safety and security issues.
2. From
class discussions and personal observations, students individually appraise the
requirements for retailing the products developed in Unit 1 – Commercial
Product Design and write a design brief/needs analysis to outline their ideas
and plan for the retail space. See Sample Needs Analyses.
Assessment &
Evaluation of Student Achievement
|
Task/Product |
Tool |
Purpose |
Achievement Chart Categories |
|
Needs
Analysis |
Checklist
(Appendix 2.1.2) Conferencing |
Formative |
Knowledge/Understanding Thinking/Inquiry |
|
Design
Brief |
Checklist |
Formative |
Thinking/Inquiry Communication Application |
Acc ommodations
·
As
an enhancement, students further research and analyse current practices
(nationally or global).
Resources
Books
Abramson,
Susan and Marcie Stuchin. Shops &
Boutiques 2000: Designer Stores and Brand Imagery. PBC International, 2000.
ISBN 0866366873
Conran,
Terence. On Design.
Zelinsky,
Marilyn. New Workplaces for New Work
Styles.
ISBN 0-07-063324-X
Publications
Magazines, such as Style at Home, Canadian House and Home,
– http://www.canadianhouseandhome.com
–
http://www.styleathome.ca
Video
Packaging Design. Classroom Video, Unit C,
phone (604) 420-3066. Although this movie is about packaging, it does explain
the use of colour, line, shape, texture, etc.
Websites
American
Society of Interior Designers (ASID) – http://www.asid.org/
Contract
Magazine (commercial interior design and architecture) –
http://www.contractmagazine.com/
Design4Design:
The Architecture and Interior Design Directory – http://www.design4design.com/
Ideas,
Canadian design firm – http://www.id-eas.ca/
New Era
Design, specialists in retail design – http://www.neweradesign.com/
Appendix 2.1.1
Retail Space Observations
Upon
visiting a store, record the following observations:
Store
Name:
Type of
Merchandise:
Date:
1. How is merchandise displayed, e.g., kind of
display structures, materials used (chromed metal, wood, hangers, hooks,
shelves, etc.)?
2. How are the floor displays arranged for
traffic and customer flow?
3. How do customers collect purchases (basket –
plastic or wicker, shopping cart)?
4. Where is the sales area (cash
registers/checkouts) located?
5. Describe the sight lines of the sales area
(straight aisles, radiant, etc.).
6. What do you see upon entering the store?
7. What is it about the space that encourages
you to shop there?
8. What kind of lighting was used?
9. What are the main colours used (walls,
furnishings, signs)?
10. What materials and textures are used for
furnishings and walls?
11. How does the store address security and safety
for customers?
12. Are there general classifications of store
layouts that you can see?
13. How does the decoration of the store
support/promote the products?
Appendix 2.1.2
Needs Analysis Evaluation
Checklist
|
General Criteria |
Yes |
No |
|
Describes
how observations of current practices are used to create new designs in the
analysis phase of the design process. |
|
|
|
Explains
how their design will satisfy customer needs in shopping for the product in
question. |
|
|
|
Identifies
a list of design criteria. |
|
|
|
Explains
how the new design meets the design criteria. |
|
|
|
Identifies
design constraints (i.e., costs, location, retail space size, and
security/safety issues). |
|
|
|
Identifies
materials to be used in display installations and interior walls (material
properties and characteristics desired to enhance sales of product). |
|
|
|
Specifics |
|
|
|
Provide
general information about the space (description of product and related
products, size of space, location (e.g., strip mall, industrial mall, front
of manufacturing facility) |
|
|
|
· mood the space should evoke, and why |
|
|
|
· locations of displays, checkouts, signs, and why |
|
|
|
· display methods for the product and related products, and why |
|
|
|
· colours and textures used in displays and interior finishes, and why |
|
|
|
· how the space promotes the consumer interest and purchasing of the product |
|
|
|
· an analysis of lighting required |
|
|
|
· an analysis of display methods (racks, rails, bins, etc.) |
|
|
|
· an analysis of colour/texture of display structures, signs, and walls |
|
|
|
· an analysis of traffic patterns |
|
|
|
· an analysis of the display area layout, and sight lines |
|
|
|
· an analysis of the entrance view |
|
|
|
· an analysis of security requirements |
|
|
|
· an analysis of customer and employee safety (i.e., fire, theft, safe movement, and storage) |
|
|
|
·
an analysis of the sales counter (ease of
movement, number of employees it can a |
|
|
Appendix 2.1.3
Sample Needs Analyses
1. Dectonage
Background
Dectonage is a housewares and lifestyle store. The first
store was opened by Kathryn Brown in cottage country, north of
Mood of the Store
The mood of the store is classic but with a modern edge. A leather 1930s club chair is at home beside an English Country pie-safe. Majolica pottery sets a Swedish table. The emphasis is on natural fibres, textures, deep colours, favourite pieces, and continuity.
Analysis
Based on observation and
interviews with Ms. Brown, we have determined:
· the product is house-oriented;
· there will be small items and breakable items;
· clerks at cash register need to be able to see the back wall displays;
· small items which can be easily shoplifted should be located near the till;
· there should be room for two clerks behind the till for customer service;
· there should be room for large items of furniture, such as tables, dining chairs, arm chairs, lamps, and side tables;
· customer browsing is encouraged;
· to carry items, customers pick up wicker shopping baskets at the front of the store.
Recommendations
We therefore make the following recommendations:
As a housewares purveyor, Dectonage needs lots of shelf space no more than 12" deep. Shallow shelves limit the type of merchandise that can be displayed; too deep, and the consumer may break the product by reaching in. There will be a minimum height difference between shelves of 16". Products get maximum exposure when displayed at a height that falls between the waist and top of head of the shopper. Merchandise displayed below this area will need to be attractive to catch the eye of the browser. Shelves will be located along the walls, and freestanding units will be placed near the till.
Aisles between shelves should be a minimum of 4'. This will allow browsers with baskets to feel comfortable as they move through, without fear of breaking products.
The entry to the store should be narrow. The space will widen out as the customer enters. This gives a feeling of mystery and encourages the customer to explore.
The colours should be warm and inviting spice tones and natural materials, such as wood and stone.
Appendix 2.1.3 (Continued)
2.
Go
Fishing!
Background
Go Fishing! is a store aimed at the outdoors enthusiast. Its products are mainly hunting and fishing gear. The store is 49' by 15'. There is a storeroom in the back. It is located in a mall and there are two glass display cases at the front with the store entrance between them.
Analysis
· the products are to be used in the outdoors;
· there will be some clothing items;
· clothes can be bought by non-campers too;
· there will be some camping items;
· there are some expensive items that need to be kept locked up;
· the store will carry guns that will need to be locked up;
· lures are small items that can be difficult to display effectively;
· the owners want to offer fly-tying courses in the store.
Recommendations
Along one wall, there should be shelves to hold
the camping equipment, backpacks, fishing rods and reels and hunting equipment.
To the right of the sales area there should be a locked glass display case to
hold the expensive things, such as binoculars, and the dangerous things, such
as knives. Behind the sales area there should be a locked glass gun/ammunition
display case. Clothes will be on circular racks at the front of the store, to
attract the shopper who wants to “look outdoorsy”. Fishing lures will be
displayed on sliding bulletin boards. Behind the boards will be bins to hold
the different lures. The clerk matches the number of the lure to the number on the
bin to get the lure the customer wants. Small hunting a
In keeping with an outdoors store, the colours will be natural greens, browns, and beiges. The cash register will be made of wood and glass. The racks are chrome.
Activity 2.2:
Designing a Retail Space
Time: 15 hours
Description
Students
design and produce technical drawings of a layout of the retail space for the
sale of the product developed in Unit 1 – Commercial Product Design, and based
on the needs analysis performed in Activity 2.1 – Assessing the Needs of the
Retailer. Students plan the layout, traffic patterns, fixtures, colours, and
textures of the retail environment and develop orthographic drawings of floor
plans and elevations.
Strand(s) & Learning
Expectations
Theory
and Foundation
Overall Expectations
TFV.04 - consult
appropriate technical reference materials for specific projects and services.
Specific Expectations
TF2.01 -
use the principles of symmetrical and asymmetrical balance, rhythm, repetition,
and spatial proportions when creating models and illustrations;
TF2.02 -
use the fundamentals of line and direction, pattern, light and shadow, shape
and space, texture, and colour when creating models and illustrations.
Skills
and Processes
Overall Expectations
SPV.04 -
create appropriate drawings using either traditional or computer-based methods.
Specific Expectations
SP2.01 -
prepare effective technical drawings using standard scales, lettering
techniques, and symbols;
SP2.02 -
use computer-aided design methods effectively to produce illustrations (e.g.,
floor plans, perspectives and elevation views, details, auxiliaries, and
assembly drawings) as required;
SP2.03 -
illustrate design solutions effectively using orthographic and pictorial
techniques.
Prior Knowledge &
Skills
Students
are familiar with CAD software and basic architectural drawing conventions.
Students should be familiar with orthographic drawing principles and understand
how to create elevation and floor plan views, dimensioning, and scale. Students
should also be familiar with the principles of perspective drawing.
Planning Notes
·
The
teacher refers to Appendix 2.2.1 – Floor Plan Evaluation Checklist and conveys
any new information regarding items to be included on the drawing to students
if they were not covered in the design brief (Activity 2.1 – Assessing the
Needs of the Retailer). The teacher prepares to review the principles of
perspectives drawing.
·
It
may be helpful for some students to develop simple models to visualize their
ideas. The teacher gathers cardboard, foam core, putty, etc., and associated
tools.
Teaching/Learning
Strategies
1. The
teacher reviews the design criteria established in Activity 2.1. – Assessing
the Needs of the Retailer. The teacher also reviews design concepts of line,
shape, shadow, balance, rhythm, and scale. The teacher gives students a speed
sketch exercise (given a word like “balance,” sketch the meaning of the word in
a quick fashion) to illustrate the concepts.
2. Students develop sketches and/or simple
models of their ideas of the retail environment for the product from Unit 1 –
Commercial Product Design. Students seek approval from the teacher to continue
to the next stage of developing technical drawings of the space.
3. The teacher may establish design teams to
expedite drawing production, ensuring individual students are allocated various
tasks.
4. Upon approval, students develop technical
drawings of the retail environment. Students draw fully-dimensioned floor
plans, noting placement of openings, such as doors and windows, placement of
any electrical fixtures, and any fittings. Also included are door and window
schedules, and elevations of each wall, noting height of cabinetry, openings,
shelves, and rails. A sample floor plan is provided (see Appendix 2.2.3 –
Sample Floor Plan for a Car Dealership Showroom).
5. Students create a rendered pictorial view of
the room (direction to be from the door facing into the sales area). This
drawing is mounted on a display board in Activity 2.3.
Assessment &
Evaluation of Student Achievement
|
Task/Product |
Tool |
Purpose |
Achievement Chart Categories |
|
Design
Drawings |
Checklist
(Appendix 2.2.1) Anecdotal
comments |
Formative |
Communication Application |
|
Final
Presentation of Design |
Rubric
(Appendix 2.2.2) |
Summative |
Knowledge/Understanding Thinking/Inquiry Communication |
Resources
Books
Ching,
Frank and Francis D. Ching. Architectural
Graphics, 3rd ed. John
Wiley & Sons, 1996.
ISBN 0471287539
Doyle,
Michael E. Color Drawing: Design Drawing
Skills and Techniques for Architects, Landscape Architects, and Interior
Designers, 2nd ed. John
Wiley & Sons, 1999. ISBN 0471292451
Jefferis,
Alan and David A. Madsen. Architectural
Drafting and Design, 4th ed.
Delmar Publishers, 2000. ISBN 0766815463
Video
Architecture and Interior Design. Classroom Video, Unit C,
Visual Design, Elements and Principles.
Websites
American
Society of Interior Designers (ASID) – http://www.asid.org/
Contract
Magazine (commercial interior design and architecture) –
http://www.contractmagazine.com/
Design4Design:
The Architecture and Interior Design Directory – http://www.design4design.com/
Ideas,
Canadian design firm – http://www.id-eas.ca/
New Era
Design, specialists in retail design – http://www.neweradesign.com/
Appendix 2.2.1
Floor Plan Evaluation
Checklist
|
Criteria |
Yes |
No |
|
floor
plans are drawn a |
|
|
|
title
block includes store name, “Main Floor,” scale, date, drafter’s name, and
drawing #. |
|
|
|
electrical
fittings and fixtures are noted |
|
|
|
size of
doors conforms to Fire Code |
|
|
|
countertops,
closets, and custom fittings are included and noted |
|
|
|
the
retail area may be secured from the manufacturing area or from the
administration area |
|
|
|
there
is space for - washrooms |
|
|
|
- breaks
for staff |
|
|
|
- storage
of stock |
|
|
|
the
cash register is visible from all point in the store |
|
|
|
merchandise
arranged for visibility |
|
|
|
a |
|
|
|
flexibility
for rearranging exists |
|
|
|
it is
easy to clean the retail area |
|
|
|
arrangement
encourages customer |
|
|
|
traffic
and visibility of product |
|
|
|
display
space is adequate |
|
|
|
Door and Window Schedules |
|
|
|
information
is arranged in chart form |
|
|
|
all
doors are noted |
|
|
|
all
doors have correct width and height |
|
|
|
all
doors have correct material listed |
|
|
|
all
windows are noted |
|
|
|
all
windows have correct width and height |
|
|
|
all
windows have the correct material listed |
|
|
|
individual
drawings of door elevations and window elevations are supplied (to scale) |
|
|
|
Elevation Drawings |
|
|
|
elevation
drawings show wall in normal view, noting height of cabinetry, openings,
shelves, rails, and any electrical fixtures |
|
|
|
sizes
are standard (i.e., counter height, door widths, door heights) |
|
|
|
all
dimensions are present |
|
|
|
all
dimensions are neatly placed a |
|
|
|
all
dimensions are read from left to right or from bottom to top |
|
|
|
all
individual dimensions total the overall dimensions |
|
|
|
an
elevation drawing exists for each wall |
|
|
|
Pictorial View |
|
|
|
is
taken from perspective of door, facing the sales counter |
|
|
|
shows
the “first impression” that a customer has of the space |
|
|
|
denotes
colours and materials |
|
|
|
follows
the rules of one-point perspective |
|
|
Appendix 2.2.2 – Technical Drawing Evaluation Rubric
|
Criteria |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Knowledge/ · building codes · window, door, lightning standards · standards for dimensions lettering symbols |
-
applies limited knowledge of the major rules of the Building and Electrical
Codes -
applies window, door, and lighting standards with limited a - uses
industry standards dimensions, scales, lettering, and symbols with limited
effectiveness |
-
applies some knowledge of the major rules of the Building and Electrical
Codes -
applies window, door, and lighting standards with some a - uses
industry standards dimensions, scales, lettering, and symbols with some
effectiveness |
-
applies considerable knowledge and applicable rules of the Building and
Electrical Codes -
applies window, door, and lighting standards with considerable a - uses
industry standards dimensions, scales, lettering, and symbols with
considerable effectiveness |
-
applies all or almost all of the rules of the Building and Electrical Codes -
applies all or almost all of window, door, and lighting standards - uses
industry standards dimensions, scales, lettering, and symbols with high level
of effectiveness |
|
Thinking/ Inquiry Uses
suitable materials Identifies
design criteria |
- uses
suitable materials in design with limited effectiveness -
identifies design criteria with limited applications -
identifies few design problems -
identifies few associated solutions |
- uses
suitable materials in design with some effectiveness -
identifies design criteria with some applications -
identifies some design problems - identifies
some associated solutions |
- uses
suitable materials in design with considerable effectiveness -
identifies design criteria with considerable applications -
identifies many design problems -
identifies many associated solutions |
- uses
suitable materials in design with high degree of effectiveness -
identifies design criteria that are highly applicable -
identifies most or all design problems -
identifies most or all creative associated solutions |
|
Communication Use principles and fundamentals of design
illustration Prepares
effective drawings |
-
applies few of the fundamentals of illustration -
pictorial view has limited effectiveness in showing the customer’s first
impression of the space |
-
applies some of the fundamentals of illustration -
pictorial view has some effectiveness in showing the customer’s first
impression of the space |
-
applies many fundamentals of illustration -
pictorial view is considerably effective showing the customer’s first
impression of the space |
applies
most or all fundamentals of illustration -
pictorial view is highly effective
showing the customer’s first impression of the space |
Note: A student whose achievement is below Level 1
(50%) has not met the expectations for this assignment or activity.
Appendix
2.2.3
Sample
Floor Plan for a Car Dealership Showroom
Activity 2.3: Presenting the Design
Time: 5 hours
Description
In this
activity, students create display boards to illustrate their design ideas for
the retail space developed in previous activities. Students use principles of
design and their previous research to complete presentation materials. Students
use the display boards to present the solutions to their classmates.
Strand(s)
& Learning Expectations
Theory
and Foundation
Overall Expectations
TFV.03 -
explain the principles and fundamentals of design.
Specific Expectations
TF2.01 -
use the principles of symmetrical and asymmetrical balance, rhythm, repetition,
and spatial proportions when creating models and illustrations;
TF2.02 -
use the fundamentals of line and direction, pattern, light and shadow, shape
and space, texture, and colour when creating models and illustrations;
TF3.01 -
explain project designs in terms of satisfying consumer needs and meeting
design criteria.
Skills
and Processes
Overall Expectations
SPV.03 -
prepare effective models, prototypes, and finished products;
SPV.05 -
prepare appropriate promotional materials and write effective technical reports
for the products they create.
Specific Expectations
SP1.04 -
identify appropriate materials for models and finished products by analysing
material characteristics and properties;
SP2.04 -
build effective displays and product prototypes;
SP3.01 -
evaluate the appropriateness of project solutions against design criteria.
Impact
and Consequences
Overall Expectations
ICV.03 -
handle the tools and equipment used in technological design safely.
Prior Knowledge &
Skills
Students
are familiar with word processors, graphic applications, and/or
desktop-publishing applications. Students should also be familiar with basic
drawing and sketching techniques.
Planning Notes
·
This
activity could involve utility and/or x-acto knives as well as glues, paints
and solvents. Ensure that all students are properly safety trained and observe
safety throughout the activity.
·
The
teacher should have tri-fold display boards, foam-core boards, or Bristol board
available, along with glue sticks, scissors, etc.
·
The
teacher should consider contacting suppliers or local merchants beforehand.
Before initiating the activity, the teacher collects samples from hardware
stores, building supply stores, paint and wallpaper stores, and manufacturers.
The teacher may give students the responsibility of collecting material
samples. Student displays should include samples of materials to be used in the
designs.
·
It
would be helpful to have sample display boards to show students examples of
professional work (see Resources or collect display boards from local interior
designers).
Teaching/Learning
Strategies
1. The teacher discusses the concept of
presentation boards and shows examples to initiate the activity. The teacher
discusses the elements of the boards and describes the uses of boards in
presenting ideas to clients. The teacher distributes a handout of the
presentation criteria to students (see
Appendix 2.3.1 – Presentation Board Checklist).
2. The teacher may assign design teams (or use
the same arrangements from the previous activity). The teacher ensures that
each student contributes to the production for assessment and evaluation
purposes. The use of individual daily logs of activities is recommended.
3. Students sketch a layout for their own boards
and seek approval from the teacher before continuing.
4. Students collect samples of paint, wallpaper,
tile, carpet, laminate, etc. Many retailers will supply these pamphlets or will
donate outdated catalogues. Note: Students should not be asked to pay
for these materials. (Alternatively, the teacher may collect samples
beforehand). Samples of cabinets and lighting fixtures are not necessary – a
photo or sketch of the fixture style is adequate.
5. Students create a schedule of materials to be
posted on the board and utilize pertinent drawings and sketches from the
previous activity.
6. Students mount all drawings, schedules,
samples, and rendered views on tri-fold display board. When completed, students
present their display board to the class, describing their design choices and
explaining how their design meets the client and customer needs.
7. Students develop a short technical report of
their design rationalizations.
Assessment
& Evaluation of Student Achievement
|
Task/Product |
Tool |
Purpose |
Achievement Chart Categories |
|
Sketch
Layout |
Anecdotal
Comments Conferencing |
Formative |
Thinking/Inquiry Communication Application |
|
Presentation |
Rubric |
Summative |
Knowledge/Understanding Thinking/Inquiry Communication Application |
Acc ommodations
·
One
example of an enhancement to this activity is the construction of a scale model
of the store layout to a
Resources
Non-print
Hardware stores, building suppliers, paint and
wallpaper vendors, carpet stores, and manufacturers are sources for samples of
wall, floor, shelving, and counter samples. See your local yellow pages.
Print
and Web
Drpic,
Ivo. Sketching and Rendering Interior
Spaces. Whitney Library of Design, 1988.
ISBN 0823048535
Ivillage
– http://www.ivillage.com/home/decorate/
Portal for several interior design magazines, such as Style at Home,
Mitton,
Maureen. Interior Design Visual
Presentation: A Guide to Graphics, Models, and Presentation Techniques.
John Wiley & Sons, 1999. ISBN 0471292591
Catalogues
from shops such as Laura Ashley Home Furnishings, Spiegel, or Ikea (see also
local merchants) – http://www.ikea.ca, http://www.spiegel.com,
http://www.goodhome.com
Appendix 2.3.1
Presentation Board
Checklist
Your
boards require the following elements:
|
the
rendered pictorial view (Activity 2.2) |
|
|
the
elevation views (Activity 2.2) |
|
|
the
floor plan (Activity 2.2) |
|
|
clearly
labelled samples of paint, trim, counter laminate, and flooring |
|
|
vendor
photographs or drawings of light fixtures |
|
|
vendor
photographs or drawings of cabinetry/display furnishings |
|
|
samples
neatly-mounted on a tri-fold display board |
|
|
clearly-labelled
samples |
|
|
technical
report describing design decisions and rationalizations |
|