PolyU Design: BA(Hons) in Environment and Interior Design Brochure (2019/20)

Environment + Interior Design BA (Hons) Environment + Interior Design Prospectus 2019-20

Environment + Interior Design

School of Design

The Hong Kong Polytechnic University Prospectus 2019-20

Environment + Interior Design The Programme

The BA in Environment and Interior Design, a 4-year full time studio oriented programme, is one of the key design disciplines in the School of Design. Innovative, explorative and inventive, the programme guides students’ creative development in the manipulation and mastery of spatial design as a structured progression throughout the four yearprogramme.

Core issues the Environment and Interior programme addresses include focus on the interior aspects of the city, how interiority has become the operative agent for setting trends, as social facilitators and a forms of speculative and spatial questions, especially in the dense environment of Hong Kong, and how interior architecture/design professions have acritical role to play in the definition of this emerging spatialcondition.

The Environment and Interior programme prepares students’ entry to the Interior architect / design and related professions and aims to develop students to become effective spatial designers and future innovators in their profession. Graduates gain knowledge of how interior design intersects with other spatial and environmental disciplines including architecture, landscape and urban design, and provides agateway to further educational opportunities in design fields.

Spatial Design Education The Environment and Interior programme links academic work with design as design thinking and design processes focusing on: Design praxis, thinking through doing, exploring, questioning and • the spatial and material embodiment of design.

Concept development and the incorporation of theories and research • as foundational thinking for design idea development.

Emphasizing critical design issues and concepts as well as design • research, processes, methods and professional skills in spatial problem-solving including: conceptual idea generation, site and context understanding, investigation of socio-cultural issues, exploration of needs and requirements, development of spatial and tectonic skills, and integration of technical and material knowledge needed for the material embodiment of design.

Studio culture The Environmental and Interior Design programme is astudio focused learning context for design explorations and spatialexperimentations: A context where thinking, design dialogue and doing fuses together.

• A place of shared intellectual resources.

• A places of shared capacities between students and instructors.

• A place of crafting, making, exploring involving hands-on spatial • manipulation and material manifestation on all scales.

Year 1

Year 1

The Body, Ergonomic Narrative, and Space The first year teaches students the basics of spatial design through an inquiry process investigating bodies, their constraints, and their relationships with objects and spatial narratives. Students’ initial work investigating their own bodies through the Body Extension, a para-assistive prosthesis, progresses outward into embodied spatial investigations of an urban site, Temple Street.

Students’ second major project, the Narrative Framing, uses spatial-activist prototyping methods to inquire into relationships between bodies, narratives, and the increasingly Smart and persistently Dark City environments of Hong Kong. The Narrative Framing forms students’ first full-scale spatial awareness and responsibility to contextual forces, with full-scale making, prototypeengineering, andurban environment testing skills gained along the way.

Finally students’ work returns closer to the center of interior design practice, stepping away from their expanded roles as researchers, activists, or environmental facilitators to develop conceptualization and spatial planning skills in an interior infill project, Estranged Bodies, Domestic Narratives.

Students must use spatial design to negotiate between the alien needs of an extended body, and the normative constraints of human activity: cooking, sleeping, and engaging in narratives as all “ordinary” human bodies do. This project teaches students to continue their intimate and personally-driven inquiry into bodies with individualized needs, charting courses for further work mediating between spatial design constraints, and the individualized needs of aging populations, disadvantaged persons, or other prospective user groups.

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Year 2

Year 2

Studio: Cultural and Typological Hybrids Spatial and behavioural inquiry into spaces specific to the production of future interior typologies.

Building on the first years focus, design problems addressed in the second year approach the Hong Kong spatial condition as interior typologies specific to the activities of cultural production, working andliving patterns.

The examination of interior types and exposure of their technological complexity allows students to extend their design praxis beyond a mere acceptance of existing spatial types. Design’s ability to de-sign and reassemble both types and material technologies become the driving force to access and understand cultural hybrids and their appropriation within both Hong Kong’s spatial and cultural environments. Studio focus is professionally based to instill adiscipline specific mode of production.

Year 3

Year 3

Critical Urban Topographies: the definition of the territory and the city, through its interiors.

Critical Urban Topographies, the theme for the 3rd year addresses aspects of complexity of the city and its processes of‘interiorization’. As framework, the studio operates on the premise that Hong Kong’s urban and territorial transformation occurs primarily through the interior. As design studio the focus is directed at urban extremes of harnessing spatial types, processes, actors and the possible lamination of these into anumber of spatial types.

Within the 4- year curricula, the 3rd is seen as acritical junction between the 2nd year’s Cultural Hybrid Studio and the Open Studio of the 4th year. The 3rd year curricula focuses on foundational knowledge within the realms of architectural tectonics, services, spatial design and the supportive technologies within the first semester, with the second semester dedicated to critical research that allows for explorative and thematic driven design and deep investigation of associated spatial problems.

Semester 1 focusses on aquiring basic technologies and design engineering skills sets. Semester 2 explores how design and technology merge as spatial propositions.

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Year 4

Year 4

Cooperative Studio Coop Studio is a semester one studio project working with real clients and multi-discipline teams onreal projects. Students learn to understand client briefs, real issues and client needs and work with tutors anc clients on the development of professional projects.

These are presented to clients and other stakeholders and can result in realised commissions by clients. Students also learn to work in ateam and how to deal with project constraints as well as design stages of concept / ideation, schematic development, detail development and i f necessary budgeting anf specification.

Year 4

Open Studio Year four is a year-long thesis based, explorative studio. Structured in three parts, in the fall semester, design research is used to identify and underpin critical and conceptual issues that are developed into final two stage design projects during the spring semester.

Year four students explore critical issues which have meaning for their own trajectory as a designer, engaging all aspects of research and design praxis in the articulation of their individual approaches in appropriate scales, contexts, spatial registers andmaterial manifestations.

The reflexive design processes engage discussion throughout development and through this process, individual students identify critical positions in their projects. Outcomes maybe speculative, pragmatic, detailed or narrative: 1:1, spatially innovative, experiential, or large scale, according to the constraints andpossibilities determined by the individuals.

Specific focus studies including technical, material and detail studies give in depth investigations of individual projects.

Color Wallpaper

Kwong Sai Kit Adrian Tutor: Gilles Vanderstocken

Color is an element which we reached every moment. However we do not have any real understanding on the importance of color in Hong Kong. This project’s focus is the Chinese based color culture, by linking those colors with the related story, to create the based perception of the Hong Kong people, and relink the Chinese culture into the space by interior elements.

Animated topography

Lo Tsz Yin Christy Tutor: Dr. Gerhard Bruyns

Animated topography is a narrative project, which depicts a new narrative onto the Qing Court Version (清院本)of “Along the River During the Qingming Festival 清明上河圖”(A.D. 1736). This project challenges the conventional use and understanding of historic elements, spaces and structures by reframing their narratives. Based on previous research of element found in HK shrines, temples, and churches, it became clear that meaning was site based. Usage in other sites and context altered the meaning of each element. The utopia of the Song Dynasty (AD 960-1279) is reframed by adding animated figures in specific narratives, 5 in total (Protest, Desire, Escape, Social compression and Old Hong Kong). They further animate both actions, individuals and use but also the social setting of how conventional and new scenarios are constructed.

Scenario 3 ORIGINAL SCENE | Rainbowbridge The wonderland of adults is definitely a place, where they can earn money and release stress. Gambling and prostitution are two popular activities for people to enjoy excitement. In gambling and prostitution, human exposes their inner side.

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Electives + other courses

Electives and othercourses The Environment and Interior programme structures a range of discipline specific courses including history and technology, with courses from other disciplines from the School of Design and PolyU General University courses.

As part of our discipline specific courses the programme offers a series of electives that provide learning choices for students. These electives include: Eastern Study Trip; Western Study Trip; Furniture Design; Landscape Design; Urban Design; Re-used Spaces; Interactive Spaces; 1 to 1 prototyping; Advanced Model Making andAdvanced Drawing.

Extra-Curricular Activities andEvents The Environment and Interior organizes a range of different activities ranging from: a Lecture series; to Advanced Colloquia on critical and relevant topics; to discipline specific exhibitions of student work. This is complemented by other events, exhibitions andactivities in the School ofDesign.

Facilities andsupport Within the school students have access to studio spaces; computer laboratories; material and making workshops; and; photographic and video studios that are beneficial for design education and nurturing of crafting and design skills. Students are actively encouraged to use research resources within the School and within the Universityâ&#x20AC;&#x2122;s academic and material resources as an integral part of their design education.

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Course Structure

Programme Scheme: Four year programme

Digital Literacy 2019-2020

Programme Scheme: Senior year programme.

School of Design Links School of Design http://www.sd.polyu.edu.hk/en/home Programme Introduction and Application Process http://www.sd.polyu.edu.hk/en/study-detail/environmentand- interior-design Portfolio guidelines http://www.sd.polyu.edu.hk/en/education/portfolioguidelines-ba School of Design Prospectus http://www.sd.polyu.edu.hk/en/education/downloads

Programme Information Programme Code Stream

3569 (73416) BA.(Hons) Scheme in Design EID

Code Mode of Study

Full Time 124 (senior year place:62-63) 4 Years (senior year place: 2 years)

Number of Credits Normal Period of Study

Environment and Interior Design Links E+I Facebook E+I Behance

https://www.behance.net/ eidpolyu

Environment and Interior Design Links E+I Instagram

Faculty Discipline Leader Deputy Discipline Leader

Peter Hasdell Gerhard Bruyns

Year 1 Coordinator Year 2 Coordinator Year 3 Coordinator

Daniel Elkin Michael Chan Gerhard Bruyns

Year 4 Coordinator

Peter Hasdell

Cooperative Project

Michael Chan

Technology subjects Admissions processes Professional / External / WIE Exchange students liaison Archive, 10th Floor Exhibitions

Anneli Giencke Michael Chan Horace Pan Michael Chan Daniel Elkin

[Charles Lai] [Kuo Jze Yi] [Anneli Giencke, Gilles Vanderstocken Jonathan Stehl, Ricky] [Gerhard Bruyns, Gilles Vanderstocken, Anneli Giencke, Daniel Elkin] [Horace Pan, Sjoerd Hoekstra]

Aims

INTERIOR DESIGN INTERIOR DESIGN

1. Changing nature of ID profession in HK / China / Asia 2. Higher profile role, interior architecture, interior urbanism 3. No longer vocational profession but impacting spatial and built environment on wider levels; Social, Educational, territorial

E+I

E+I

1. Always the first institution of ID training 2. Not a Vocational Training Program – Scientific, Independent, Critical 3. But now can have even stronger influential role on future of ID practice and committed to lead and determine future issues 3. E+I’s curriculum strengthens skills in; Design Makers, Design Thinkers, Design-Research 4. Relevant, exploratory, dynamic and ‘fearless’ 5. Position E+I relevance to other SD disciplines; making & thinking

Focus

INTERIOR INTERIOR++INTERIORITY INTERIORITY

CORE SKILLS: 1. A complex spatial condition spanning intimate to city scales 2. As Urban Interiority, a unique HK condition 3. SD research alignment: Interiority as ‘design making’, ‘design society’ and ‘design economy’

SPATIAL + ENVIRONMENT SPATIAL + ENVIRONMENT

Exploration and in-depth investigation of: 1. How Interiority is embedded in other environmental practices and related to other spatial disciplines: furniture, interior, architecture, landscape and urban design.

MATERIALISATION + TECHNICAL

2. Increasing issue of sustainability Emphasis on CAPABILITY to: 1. Make physical ideas, MATERIAL and PHYSICAL not just make images (this is not an image base programme) 2. Increase technical skill and capability emphasis on material / physical / technical / lighting / ambience.

Key Points E+I Key Points CONCEPTS + RESEARCH BASE

1. Critical questioning, research foundation and conceptual investigation, not simply problem solving.

2. Design leadership, not training for job market.

PROCESS PROCESS PROCESS

1. Continual development and rigor rewarded over last minute effort 2. E+I design is hard work not genius inspiration

STUDIO CULTURE

1. Core skills and concepts in semester 1 2. Open exploration in semester 2.

TEACHING + LEARNING

1. We teach those who want to learn (not high school) 2. Take initiative, be very active in the learning processes

PROFESSIONAL LINK

1. HKIDA: Professional Body 2. Future accreditation and leadership in profession

Operation E+I Ethos 1. Studio Culture

1. Studio based learning critically important to E+I 2. Essential for ALL to develop good practices, work habits and studio culture from day one. Do not only work at home.

3. Consistent process, exploration and development.

4. SAFETY FIRST, AT ALL TIMES AND ALL INSTANCES.

2. Critique/review sessions

1. Studio process requires deep levels of critique 2. Express and communicate all levels verbally and visually 3. NO work will be discussed unless drawn, build, mapped or shown in visual or physical format 4. Ideas expressed verbally only donâ&#x20AC;&#x2122;t count towards design

3. Studio times 4. Workshops

Monday and Thursdays 09:30 â&#x20AC;&#x201C; 12:30 pm (except year 4)

1. E+I is a materially focused course, workshop use is essential for making things, models, spatial objects 2. Use and become familiar with the workshops and facilities

E+I Ethos 5. Language

All communication, correspondence and teaching will be done in ENGLISH according to University Policy.

6. Reading and referencing

1. Students are encouraged to spend time in the library and do further reading on design and design trends.

2. All tutors stress the importance of using accredited sources.

3. Internet sources will not be tolerated or accepted unless referenced properly.

E+I Ethos 7. Attendance

1. ATTENDENCE IS COMPULSORY you are required to attend ALL classes and studios.

2. Lack of attendance can result in missing important course or studio content and may lead to failure.

3. This is not a part-time programme, Only a doctorâ&#x20AC;&#x2122;s certificate will exempt students from class or with prior arrangement.

4. EID uphold a discipline specific attendance requirement in order to ensure curriculum and education outcomes.

8. Submissions and deadlines

1. Submission requirements and deadlines will be enforced by tutors and coordinators.

9. Academic Performance

1. Students need to maintain a GPA above 2.0, to avoid probation. If it falls below 2.0 for

2. Late submissions may lose grades, non-submission is a failure.

two semesters you me be deregistered.

2. Poor semester or studio performance leads to an official letter of warning will be issued by the Discipline Leader

E+I Ethos 10. Academic Integrity

1.

All design work has to be ORIGINAL and produced by students.

(Linked to attendance requirements).

2.

Under no circumstances will work that has not been seen in its process or development be allowed for submission.

3.

Internet copied or downloaded work is unaccepted.

4.

Only referenced material is to be used [Harvard reference methods â&#x20AC;&#x201C; even precedents studies].

5.

Plagiarism is not tolerated, if found students may be failed or kicked out of the program or subject to the lowering of award classification.

11. Copyright + Authorship

6.

11. Advising + Mentorship

7.

NO work is to be published without E+I approval by the coordinator and discipline leader. Note that Poly U has authorship rights / joint IP. You will be assigned and academic advisor, any course or E+I related issues please discuss with them

8.

Student Reps for each year are a channel for issues such as academic, scheduling, facilities and so on

Welcome!!