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INTERIOR DESIGN
VISUAL PRESENTATION
A Guide to Graphics, Models, and
Presenta5on Techniques

01
INTRODUCTION

hailane salam

INTERIOR DESIGN PROGRAMMES

Students will show within clear
and logical interior design and
academic porGolio:
The awareness of the inuences
on the contemporary built
environment.
The knowledge of the histories
and theories of architecture
and design (History of Art and
Architecture, Interiors, Furniture),
the history of ideas, and the
related disciplines of art and
cultural studies.

Ability to form considered

judgements about the
spaVal, aestheVc, technical
and social qualiVes of a
design within the scope
and scale of a wider
environment.
Human ergonometric,
anthropometric studies,
people in space and design
evaluaVon.
Ability to reect upon, and
relate their ideas to, a
design and to the work of
others.

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The design of interior

environments requires
specialized methods of
presentaVon, which
are oZen omi[ed in
standard architecture
texts.

This lecture idenVes

methods used in the
visual presentaVon of
interior spaces and
arVculates them in
visual language.

Teaching Methods & Assessments

Students are taught through a program of focused projects or
exercises and are supplemented by a series of lecture and site
visits that are related to the ongoing projects.

To idenVfy the appropriate selecVon, applicaVon, and installaVon

of materials and nishes used in the interior environment.

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Studio tutorials and a series

of criVques sessions are
conducted to familiarize
students with the design
process and to develop the
students skill in presentaVon
techniques and verbal
communicaVon.
ConVnuous assessment 100%

Analyzing projects into various aspects of interior design.

Methods of instrucVon include lecture, site visits, speakers from

industry and the profession, as well as studio work.

ConVnuous appraisal
through a series of criVques
sessions.
Final submission comprises
of drawings, models and
design journal.

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Final semester evaluaVon based upon comprehensive design works.

Various phases of the design process will be discussed in order to

reveal the connecVon between process and presentaVon.

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The Interior Design program

assesses student outcomes in the
following ways:

Faculty interacVon with students
Internal assessment of student
entry skills
Internal/external assessment of
student skills
Pre-Professional Experience:
Internships
Post-GraduaVon Assessment

Internal/external assessment of student skills

In the nal semester of design coursework, student skills are assessed
both internally and by external reviewers.

The following competencies are assessed:

Ability to demonstrate the relaVonships between research in
design, program development and the design development of a
project.
Ability to understand the relaVonship between health/welfare/
safety, funcVon and creaVve soluVons to design problems.
Ability to express ones design soluVons verbally and graphically in
a clear and professional manner using manual and digital media.
Ability to demonstrate technical skills.
Ability to accurately develop contract documents and
specicaVons.
Understanding of basic business concepts: markeVng,
management, and nancial as they apply to the day-to-day
operaVon of a design rm.

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many of the examples included here were executed by under-

graduate design students.

Some oZen overlooked basic principles of graphic design and

porGolio design are also discussed

The review process consists of a professional assessment of student

performance skills. Each porGolio includes a sampling of the
students work from a variety of projects that relate to the career
goals of the student.

The evaluaVon judges whether the projects demonstrated the

appropriate level of awareness, understanding or competency as
adapted from the Council for Interior Design AccreditaVon criteria.
The reviewers rank students in the following ve categories -
conceptual thinking, graphic representaVon, space planning,
nishes, materials and furniture on a ve point scale.

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3048

2986

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23972

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The Malaysian Society of

Interior Designers or has
obtained a qualicaVon which
the Board considers to be
equivalent thereto shall be
enVtled on applicaVon to be
registered as an Interior
Designer.

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AccreditaVon of educaVonal programmes in interior design

seeks primarily to ensure that the standards a[ained by
successful graduates of the programmes are adequate with
regard to the design, technical and professional skills required
for competent and profesional interior design pracVce.
An interior design programme which has been accredited by
the Board shall be deemed to have saVsed the requirements
of the Boards examinaVon in interior design.
Towards this objecVve, the Board assesses the programmes of
study leading to the awards of qualicaVons in interior design
and accredits programmes which are in line with the
requirements of the Board.

The goal is to provide students with informaVon on visual presentaVon

techniques and a variety of methods and materials.