Designing a concept store: an interdisciplinary design process

Yıl 2021, Cilt: 4 Sayı: 2, 101 - 145, 29.07.2021

Silvia Rolla Deniz Hasırcı Yucel Selin Anal Zeynep Edes

https://doi.org/10.37246/grid.889515

Öz

The aim of this study is to introduce a design method for interior architecture education that would lead the students through the stages of the development of their projects. The design process is structured into five stages: concept development; spatial development; technical drawings and physical model; detailing and three-dimensional representation; finalization. The second goal is to adopt an interdisciplinary approach to stimulate creative thinking. Therefore, in this project interior architecture was related to several aspects of retailing and branding during the design process of a concept store. The proposed method has encouraged the formation of conceptual ideas in response to a defined design problem. By integrating interior architectural problems with retailing concepts, students have learned to analyze, research, devise design ideas, and transfer ideas into spatial compositions. This led to creative design solutions and diverse design approaches. The organization of the semester into stages has guided the students to approach the design problem gradually and to explore design solutions parallel to their conceptual ideas. By the end of the semester, the students were able to comprehend their progress along the design stages and to benefit from the interdisciplinary approach. Findings may be beneficial for students, design educators and designers interested in design process, interdisciplinarity processes, and designing retailing concept stores. The developed method may be used to provide students with structured design process skills.

Anahtar Kelimeler

interior architecture education, interior design education, design studio, design process, interdisciplinary education

Bir konsept mağaza tasarlamak: disiplinler arası tasarım süreci

Öz

Bu çalışmanın amacı, iç mimarlık eğitiminde kullanılmak üzere öğrencilere, aşama aşama ilerlemelerini sağlayacak olan bir yöntem sunmaktır. Tasarım süreci, beş aşama olarak kurgulanmıştır. İkinci amaç, süreçte yaratıcılığı desteklemeye yardımcı olabilecek disiplinler arası bir yaklaşım izlemektir. Bu araştırmada içmimarlık, bir konsept mağazanın tasarımı sürecinde, perakende satış ve markalaşma ile ilişkilendirilmiştir. Önerilen yöntem, tanımlanmış tasarım problemine yanıt amaçlı kavramsal düşüncelerin gelişmesini teşvik etmiştir. Öğrenciler, iç mimari problemleri, perakende satış kavramlarıyla ilişkilendirerek, analiz etmeyi, araştırmayı, tasarım fikri üretmeyi ve bunları mekansal kompozisyonlar haline getirmeyi öğrenmişlerdir. Bu, yaratıcı tasarım çözümlerine ve farklı tasarım yaklaşımlarına ulaşmayı mümkün hale getirmiştir. Dönemin aşamalara ayrılmış olması, öğrencileri tasarım problemine kademeli olarak yaklaşmaya ve kavramsal fikirlerine paralel tasarım çözümleri bulmalarına yönlendirmiştir. Dönem sonunda, öğrenciler, aşamalardaki gelişmelerini kavrayabilmiş ve projenin disiplinler arası yaklaşımından yararlanmışlardır. Bulgular öğrenciler, tasarım eğitimcileri ve tasarım süreciyle, disiplinlerarasılık süreciyle ya da perakende satış mağazası tasarımıyla ilgilenen tasarımcılar için yararlı olabilir. Bu çalışmada geliştirilen yöntem, öğrencilere yapılandırılmış tasarım süreci becerileri sağlamak üzere içmimarlık eğitiminde kullanılabilir.

Anahtar Kelimeler

İçmimarlık eğitimi, iç mekan tasarımı eğitimi, tasarım stüdyosu, tasarım süreci, disiplinler arası eğitim

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