Design

To provide an experience of Interior Design as a profession and to develop skills required to grow into a better designer. To understand office functioning & office systems. Every student must work in an interior designer’s/Architects office as a full time trainee for a period of 16 calendar weeks (excluding viva) from the date of commencement of training. The principal Interior Designer in the firm should have a minimum of 8 years of professional practice. The student should be involved in various aspects of work in an office. Students are encouraged to understand professional practice methods of various interior designers, design process from client contacts to production documents, tender documents, production drawings for various works, site supervision etc. for various works. They should also be familiar the Coordination of various agencies – client, members of design team, consultants, contractors, craftsmen and construction supervisors. 

Cities are often termed as functioning as machines. However, the cities also act as a platform for socio-cultural milieu. The cities are concentrations of people and communities and is a result of migration for economic reasons. The cities are a multitude of diverse cultures, characteristics, built environments and people. Every city has a unique identity, owing to its geography, development and most important people. Each city consists of these formative layers which function independently as well as in interdependence. Cities and urban environments, spaces, settlements are created by users and communities. The terminology ‘society’ shall intend to discuss the community attributes that contribute in shaping Culture of cities. The course shall generate focus on sense of community and culture that give a tangible/ physical form to our cities. From culture to religion, to economic activities, to cultural beliefs, this course aims to sensitize the students towards the qualitative aspects of a city. The interdependence creates an impact of culture, people, traditions, climate etc. on the physical aspects of city formations. Each city therefore projects a unique identity. The physical environment is a reflection of these non-physical city formative layers. The course would detail out spatial narratives through understanding these community spaces and settlements in urban areas.

The course aims to empower the students with external and internal visualisation and representation skills and their eye-hand-mind-heart coordination. Through this course students will learn skills such as sketching, drawing, painting to comprehend natural and man made structure, space, mass, volumes. 

The course also aims to teach comparative study, copy work through exercises especially designed that aim the learning to use different materials, trans disciplinary expressions and imagination. 

This course will allow students to understand their immediate surrounding and world of imagination.

The course focuses on Empathy through indigenous life and living (home/shelter/family), we unpack this idea through our own homes and networks within.  

What is the relationship between planned development and unplanned growth in India? This course aims to help students understand the economic bases of urbanization. It will include topics such as Agglomeration Economies and Clusters, Structural Transformation and Migration, Public Economics and Local Public Finance, Urban Governance Institutions, Economics of Urban Land. Case studies of urban planning and development in cities such as Hyderabad, Navi Mumbai, Gurgaon, Jamshedpur, Bokaro and Chandigarh, among others, will inform the discussions. In this way, students will learn to draw connections between the correlates of growth and its ramifications.
Most importantly, the module will help students recognize the larger growth dynamics that may impact their design interventions in urban settings in India and the global South. In turn, it will also sensitize them to the unplanned impacts of the design plans.

LEARNING OBJECTIVES
Upon completing this course students should be able to:
1. Understand the unplanned effects of planned interventions.
2. Analyse and predict the spatial spread of economic activities around planned settlements.
3. Understand why and where slums and informal settlements emerge.
4. Appreciate how economic and market forces shape the outcomes of urban design.
5. Develop a vocabulary to understand urban policymaking in India, which is often highly
influenced by economists.
6. Understand the importance of public finances and governance in urban outcomes
7. Become sensitive to the larger urban growth dynamics that will affect design interventions.
8. Recognize why planned interventions fail.

In ever-changing development of cities, neighbourhood and communities, it has become evident to learn the process that triggers the changes. Today, it is not only about the planning and design but also how existing set of information allow us to reach the design stage. In this course, the students will explore a unique approach of understanding communities and help people who are involved in the process of urban design and development to improve the physical environment in relation to the public good it serves, including safety, wellbeing, sustainability and even beauty. The subject aims to take students on a journey to understand linkages between tangible and intangible aspects of the development process by exploring the intersection between people, space & activities. Students will explore ways of understanding, analysing and representing various sets of information that influences the planning and design process throughout by creating maps, graphs, infographics etc.

What is the need the design intervention will meet? What are the causes of the problem it solves? Can the intervention address the root causes of the problem or merely its symptoms? Can it be scaled up? Answers to all these questions, but especially the last one, need systematic investigation, i.e., research.

This course introduces the students to Ergonomic Studies for human-centric space design. Students carve out spaces based on the ergonomic studies from simple cave-like living spaces to a complex volumetric space. It emphasizes the importance of ergonomics in the design for user friendly interior and exterior spaces.   

Empathy is a key attribute needed by any designer to be able to design sensibly and sensitively.This can only develop with sustained engagement with a community or organization with a selfless motive, except to learn.This course introduces empathy as the first step in design; because it is a skill that allows a designer to understand and share the same feelings that the users feel. It is through empathy that one is able to put oneself in other people's shoes and connect with how they might be feeling about their circumstance or situation.

Communication through the visual medium, be it sketching, technical drawing or diagramming; have historically been the primary tool used by designers to communicate their ideas to the world. This course focuses on equipping students with tools and techniques to visualize spaces. It will enable students to recognize the elements of space and articulate these elements in design in order to develop a perception towards elements of space. The students will explore 2D and 3D models with hand skills. This course attempts to increase visual perception skills, broaden visual vocabulary and develop sensitivities to form-space relationships. It also introduces students to representations of ideas through various media and sets standards for composition, content, and craftsmanship

Design is about perception and reality. This course concentrates on the practical aspects of design, through material studies, construction technologies and will equip students to make informed choices of how to build in order to achieve a desired design language.

This course focuses on two areas with a very practical and industry oriented approach. 1) Materials used in the making spaces and furniture. 2) Techniques and methods of construction using the aforementioned materials.

User Experience Design (UXD or UX) is the process of enhancing user satisfaction by improving the usability, accessibility, and “delight" provided in the interaction between a user and product. If we design a product that people interact with, then we are designing a user experience. If we want our product to be easy to use, engaging, what people expect, and meet the goals of the organization, then we want to make sure we design an optimal user experience.

In this course students will learn the basic principles and processes for designing user experiences. Grounded in empathy and a hands-on, iterative approach to problem-solving, students will learn to use UX Design Framework to create effective user experiences. Sections of the course will introduce students to the core stages of design thinking, user research, prototyping, etc. Students will also learn about UX design roles and the skills every designer needs to be successful.

Whether a company is attempting product design on their own, or using the services of by outsourcing to a design firm, it’s critical to create a mutual understanding of the product design among all involved parties, especially during the concept ideation phase of a project, which can save significant time and expense by avoiding misunderstandings regarding the product’s design, functionality or purpose. Designers increasingly use rendering tools to create photo realistic visualizations of products as they evolve throughout development to speed concept approvals, identify problems, and sell products. The old-school method of building scale models are time consuming and are no match for the rapid contemporary product cycles. Creative Visualizations saves you a lot of prototyping time and is one of the essential skills for Product Designers.

This course imparts advanced design communication and visualization techniques to the students. It helps the students to combine traditional and digital tools to create compelling design communication artifacts.

This course explores issues in contemporary design practice at the intersection of digital technologies, ethics, and society. How are futures imagined, performed, and made durable over time? Where and how are futures being made? What is the role, agency and responsibility of design in making futures by creating the conditions for emergent behaviors, interactions, subjectivities, and societies?

Introduction to Furniture and the thinking and processes involved in furniture design; going beyond the conventional and exploring the entire gamut of furniture elements and systems. This course explores the intrinsic relationship between the function/use of the furniture and its form.

This practical Introduction to User-Centred Design will encourage students of Interaction Design to self-discover and hone their empathic abilities through repeated iterations of the UCD process to several real-world & imaginative projects, while indirectly, also revealing the relationship to and between the other courses in the IxD major.

This course traces the development of the major theoretical frameworks, from classical Greek theories of mimesis to the present day concerns of ecocriticism and post-colonialism, which are used to analyse texts within the discipline of English literary studies. Apart from giving a comprehensive overview of the salient features that inform each school of literary theory, the course also connects these theoretical frameworks to the social, political, and cultural contexts that underline them. It is hoped that this course will enable the students to have a firm understanding of the various eclectic concepts that inform the field of literary theory and to engage with literature more critically.

COURSE DESCRIPTION

Communication through the visual medium, be it sketching, technical drawing or diagramming; have historically been the primary tool used by designers to communicate their ideas to the world. This course focuses on equipping students with tools and techniques to visualize spaces. It will enable students to recognize the elements of space and articulate these elements in design in order to develop a perception towards elements of space. The students will explore 2D and 3D models with hand skills. This course attempts to increase visual perception skills, broaden visual vocabulary and develop sensitivities to form-space relationships. It also introduces students to representations of ideas through various media and sets standards for composition, content, and craftsmanship.

CURRICULUM CONTENT

Model making

Free hand Drawing

Technical Representation in Drawing 2D Plan, Section and Elevation

One point and two point perspectives

LEARNING OBJECTIVES

To develop technical representation skills in drawing in order to communicate designs accurately

To develop hand skills to aid visual communication of design projects

Understand the selection of appropriate type of representation

Impact of paper size, paper type, paper orientation, frame, scale, tool, technique, and type on the communication of an idea

TEACHING METHODS

Combined lecture and workshop mode

Presentations of various representations and discussion of techniques and efficacy of communication

All exercises would be framed based on the content that needs to be communicated instead of being framed based on tools and techniques

Students would be asked to represent the same content using different media in order to understand the relation between message and medium

Content to include all scales of objects and spaces

Exercises on representing designs using various types and discussion on appropriateness of representation