2016 Pecha Kucha Presentations
IDEC's Pecha Kucha Night celebrates the teaching of interior design and features presentations of creative project processes, innovative teaching ideas, and developed project outcomes in a fast paced visual format.
Find out what you can learn in 6 minutes and 40 seconds!
There is a $3.00 fee per download for members of IDEC and a $6.00 fee per download for nonmembers. To access the presentations below, click the link, login to the IDEC website, and follow the instructions.
Orthographic projection: words to strike fear into any new interior design student (or their instructor). As educators each teaching a freshman interior design studio we noted that every year students had difficulty understanding the concepts of plan, elevation, and section. Previous studio activities to help explain these concepts included drawing a shoebox (uninspiring and unsuccessful in showing section) and a cupcake (appetizing and appropriate for showing plan and section but less so elevation). To help students develop an understanding of orthographic projection a Lego® model of a house was constructed as a 3D teaching aid.
Relevance / Problem Teaching design history as an interdisciplinary topic that is linked to design process is a difficult problem. A student might ask: How does the past inform how we should solve this problem in the present? Microhistories can demonstrate the relationship of one designed object to broader and societal issues. (Microhistories are focused explorations of single events, places, or individuals for the purpose of representing how a part relates to a whole.) As a result, the questions a designer asks about a current problem are compared to the parallel questions that a previous designer asked about a past problem. The problem, solution, and outcomes can be brought together for use in the contemporary setting. One such microhistory tells about the carpet in the Portland International Airport (PDX) terminal. This pecha kucha will share the history of the PDX carpet and how we can use microhistories like this in our classrooms.
Pop-Up Retail shops have a tendency to pop up unannounced, invade public attention, and then disappear or morph aesthetically to a social phenomenon, shifting the retail experience towards a newer definition and surprise that galleries, theaters and Cirque du Soleil have been using for years. It's about surprising consumers, who are increasingly used to massclusivity and planned spontaneity with temporary 'performances', guaranteeing exclusivity because of the limited timespan. Fashion retailers also use this temporary building typology as a way to increase the brand awareness with consumers through the use of experimental architectural/ interior /graphic design in surprising locations.
Many university design programs are taught in silos of disciplines. Students participate in the Interior Design program or the Architecture program or Landscape Architecture, Graphic Design, Community Planning, etc. This makes it easy to standardize the requirements of the degree program and ensure that the graduates are qualified to become entry-level designers in their field. However this silo approach does not give students a real glimpse of what it is like to develop a project as part of a multi-disciplinary team. At one University this multi-disciplinary approach has been the core tenet of a much loved/hated course called Collaboration Studio. The goal of the Collaboration course is to introduce architecture, landscape architecture and interior design students to the process by which an interdisciplinary team accomplishes a design project.