1. +
Agenda
 Warm-Up
 Unit 2: Planning the Space
 Homework: Program Worksheet
 Finish General Project Statement
 Finish Program Survey
 At least 5 images for Program Survey
 Due Today:
 Workbooks 2 and 3
 Please write Workbook 2 and save some space and Workbook 3 on
your bookmark; tuck into workbook where your work is located and
turn into me to be graded.

2. +
Warm Up #5
 This is the Coconut Chair designed by George Nelson. I’d like
you to design the Banana Chair, using the same approach to
design that George Nelson did for his coconut chair.

3. +
Unit 2: Planning the Space

4. + Program Worksheet #1: Answer these
questions to ‘design your clients’
 Answer the questions to Workbook #4 on the worksheet provided to you.
 1. What type of person/people will be living in this apartment?
 List the ages of people living in the apartment
 Describe their occupation(s)
 Each person's hobbies and interests
 How often are they using the apartment? (Do they travel often or have a
vacation home?
 Work long hours? Stay home often?)
 How often do they entertain others in the apartment?
 Do they have pets and if so what kind and how many?
 2. What geographic location would want the apartment you are
designing to be in? (Name a city and state or city and country)
 3. List 5 adjectives that would describe the mood you'd like to create in
the apartment.

5. +
Planning Process (for a new space)
 Create Program: General Project Statement and Survey
 Bubble Diagram
 Block Diagram
 Create Adjacency Study
 Circulation Diagram
 Room Requirements Survey
 Floor Plan Drawing
 Evaluate the Plan
 Orthographic Drawing
 Elevation Drawing

6. +
Planning Process (for an existing
space)
 Gather Information from Client
 Analyze and Evaluate the Space
 Create Program: : General Project Statement and Survey
 Block Diagram
 Circulation Diagram
 Room Requirements Survey
 Furniture and Fixtures Assessment
 Floor Plan Drawing
 Evaluate the Plan
 Orthographic Drawing
 Elevation Drawing

7. +
Project #1: Apartment
You must use your design
skills to plan a brand new
apartment for between 1 and
3 people. Must contain:
 A bedroom
 A kitchen
 Living room
 Dining room
 Bathroom
 A patio or balcony (depending
on what floor you live on )

8. + Please follow along in your notes and fill out
the information for your project.
 Step 1: Program
 Definition: a written document of objectives and
requirements about the project. Necessary to
ensure client and designer share a common point
of view about their goals for the space
 Program information includes:
 Kinds and numbers of rooms/spaces to be
designed
 Relationships between the different
rooms/spaces
 Specific needs for storage/special
furniture/equipment

9. +
Program Components
General Project Statement
 1 or 2 sentences outlining the extent of work to be
done and the purpose of the space
Survey
 A collection of specific details abut the client’s
requirements for the space. Collected through
discussion with the client and examination of the
space

10. +
Program Components – General
Project Statement
 General Project Statement
 1 or 2 sentences outlining the extent of work to be done and
the purpose of the space.
 Ex: Franklin Square is an apartment for an urban
married couple in a newly constructed building
Franklin Square – title of project
Apartment for an urban married couple – purpose of
the space
Newly constructed building – extent of work to be
done

11. +
Program Components – General
Project Statement
Locate the project title; purpose of the space
and extent of work to be done in the
statement below
Bay Park Drive is a re-design of the first floor
entryway and kitchen for a lawyer’s suburban
single–family home

12. +
Program Components – General
Project Statement
 Locate the project title; purpose of the space
and extent of work to be done in the statement
below
 Bay Park Drive is a re-design of the first floor
entryway and kitchen for a lawyer’s suburban
single–family home
Bay Park Drive – title of project
Suburban single-family home – purpose of space
Re-design of first floor entryway and kitchen – extent
of work to be done

13. +
Program Components – General
Project Statement
Locate the project title; purpose of the space
and extent of work to be done in the
statement below
Central Square is a re-design of the
clubhouse dining room of the Central Square
Country Club

14. +
Program Components – General
Project Statement
 Locate the project title; purpose of the space
and extent of work to be done in the statement
below
 Central Square is a re-design of the clubhouse
dining room of the Central Square Country Club
Central Square– title of project
Central Square Country Club dining room– purpose
of space
Re-design of clubhouse dining room– extent of work
to be done

15. +
Program Components – General
Project Statement
Fill out the General
Project Statement
information and write
the statement on your
worksheet. Include:
 title of the project
 purpose of the space
 extent of work to be
done

16. +
Program Components – Survey
 Survey
 A collection of specific details abut the client’s requirements for the
space
 Collected through discussion with the client and examination of the
space
 Survey Information:
 Data on activities and processes taking place in the space
 Specific needs of the people using the space
 Space and furniture requirements
 Privacy requirements
 Noise requirements
 Visual requirements

17. +
Let’s brainstorm questions to ask your client for
your program’s survey component
Think about:
 Specific needs of the people living in the space
 Data on activities and processes taking place in the
space
 Space and Furniture Requirements
 Privacy Requirements
 Noise Requirements
 Visual Requirements
Program Components – Survey

18. +
Program Components – Survey
Questions for Clients
 Entertaining?
 Bed Time?
 Cooking and Dining?
 Play Time?
 Exercise Time?
 Storage Needs?
 Growth of the Family – as everyone grows/leaves
home/becomes elderly

19. +
Program Survey Questionnaire
 For homework, due next class:
 Part 1:fill out the program survey questionnaire as though you are the
client of your apartment project
 DO NOT answer it as yourself. Remember – you’ve designed your clients
on your worksheet, imagine you are them. Think about their
likes/dislikes/interests.
 The information you provide will be used to start designing your client’s
apartment
 Part 2: Imagine you are the client (the apartment owner) and you’ve
been asked by the designer to find images from the Internet;
photographs and magazines that show the style you like.
 Find at least 5 images that your client would choose to communicate the
style/feel they would like the designer to use as inspiration in the apartment
design. Make sure to remember all of the answers the client created in the
Program Survey Questionnaire when looking for images.
 Ex: Don’t find an image of a huge kitchen with lots of working areas if the
client said they eat out at restaurants most nights of the week.

20. +
Warm Up #6 (this
will be a 2 day
warm-up)
Sketchbooks are on my
cart
Design a child’s bed –
inspired by a fairytale;
fable or myth. Please
write down what the
fairytale; fable or myth
is next to your drawing

21. +
Agenda
Room List
Adjacency Study
Furniture Inventory
Homework: Furniture Inventory due
Wednesday

22. +
Room List
 Title an area in your Sketchbook as Unit 2: Planning
 Sub-Title the page ‘Room List’
 Get out your Program Survey
 Make a list of all of the spaces you will need in your apartment,
according to the Program Survey
 Living Room
 Dining Room
 Master Bedroom
 Bathroom
 Kitchen
 Patio or Balcony
 Closets and Storage
 Whatever else you need – additional bedrooms; bathrooms; closets;
workrooms; etc.

23. +

24. +
Adjacency Study Matrix
 Adjacency Study: an evaluation of
the closeness of spaces from close
to far apart
 After knowing the number and type
of rooms you have we must
determine the relationship of rooms
within the space to one another
 What rooms should be next to one
another
 What are the client’s needs for
proximity of space
 Ex: Kitchen next to Dining Room
 Ex: Bathroom next to Master Bedroom
 To do this we need to create a
matrix to value the nearness
between spaces

25. +
Adjacency Study
 Sub-title this section in your
Sketchbook as: Adjacency Study:
Project Title; Date
 Construct a matrix like the one to
the right – use a ruler to help you -
with all of your rooms for the
apartment project listed along
both the side and the top of the
chart. Keep them in the same
order on both sides
 Note: your rooms are different
from the ones shown! Refer to
your room list you just created!
 Color code your adjacency study
using the colored pencils

26. +
Adjacency Study
 Copy down the legend/key to the
matrix shown in the upper left hand
corner of the drawing
 Keeping in mind the client’s
program; evaluate the relationship
between spaces, moving your way
from box to box across the matrix
 Fill in the answer to the box with the
key you’ve created
 No relationship: there is no reason for
the spaces to be near one another
 Some relationship: there is a bit of
reason for spaces to be near one
another but don’t need to be right next
to each other
 Critical relationship: extremely
important for spaces to be right next
to one another
 For spaces that are the same (living
room to living room) leave blank

27. +

28. +
Furniture Inventory
 Furniture Inventory: A list of all the necessary furniture; storage and built-in
objects needed in a space. Secondary information such as size; shape;
color and style is also provided.
 Purpose: Necessary for ensuring new-designed spaces are sized
appropriately to accommodate furniture and storage necessities listed in
the Program.
 MUST refer to the Program survey to ensure designer is covering
everything the client wants/needs
 Storage
 Entertaining
 Sleeping
 Relaxing
 Display of Objects
 Seating Areas
 Built-Ins

29. +
Warm Up #6 continued
Continue with your previous warm up –
creating a child’s bed inspired by a famous
story; fairytale; fable or myth. Add color if
you time.

30. +
Agenda
 Review Adjacency Study and Furniture Inventory
 Bubble Diagrams
 Measuring
 Homework: Final Bubble Diagram

31. +
Next Steps: Bubble Diagram
 Bubble Diagram – A sketch of
different rooms within a space,
represented by circles.
 Purpose: encourages designer
to explore various design
solutions
 Size of the circle indicates the
hierarchy of importance of the
room – the bigger the circle the
larger the room
 Acts as an outline for your plans
to be developed later– almost like
an outline for an essay
 Used to experiment with design
possibilities– don’t worry about
specifics but rather the overall
design concept

32. +
Bubble Diagrams can be technical

33. +
Or artistic

34. +
Bubble Diagram
 What is the most
important space
according to this
bubble diagram?
 What do you
think the different
colors are used
for?

35. +
Bubble-Diagram: Getting Started
 Have your program (general project statement and survey) as well
as your furniture inventory next to you to review before you draw
 Sub-title an area in your sketchbook as Bubble Diagram; Project
Title; Date
 ON THE SEPARATE PAPER Begin sketching and labeling various
size bubbles for each space in your apartment – the size of bubble
coordinating with the size of the room.
 Don’t worry yet about where the bubbles are located in relationship
to one another – make sure to spread them out so that there is
space between each one
 Color the spaces according to their use, assigning a color to each of
the different categories below. Make sure to write what the key is to
the colors.
 Public Space
 Private Space
 Workspace
 Storage

36. +

37. +
Bubble Diagram – Link Lines
 Link lines help show the relationships between spaces after you
have an idea of where
 When creating link lines on your diagram, refer to your adjacency
study
 = critical relationship
 = some relationship
 = no relationship
 Goal is to make the heaviest lines as short as possible so people do
not need to travel very far between critical relationship spaces – this
means you may need to re-arrange the bubble diagram a bit

38. +
Bubble Diagram – Link Lines
 Cut out or-re-draw your bubbles from your bubble diagram
 Arrange them according to your adjacency study in the area you sub-titled in
your sketchbook
 When you figured out where you think they need to be indicate the levels of
adjacency of the different spaces by using link lines in pencil
 = critical relationship
 = some relationship
 = no relationship
 Goal is to make the heaviest lines as short as possible so people do not need
to travel very far between critical relationship spaces – this means you may
need to re-arrange the bubble diagram a bit
 When you’ve arrived at the best solution, glue into place in your sketchbook
 Remember – this isn’t a floor plan yet – it’s a visual outline for you to
understand how rooms will relate to one another

39. +
Sample Link Lines

40. +
Sample Link Lines

41. +

42. +
Bubble Diagram Do’s and Don’ts
 DO experiment with overall shapes and decide whether you want
the design to be formal or informal
 DO be willing to do several different bubble diagrams to arrive at
the best solution
 DO make it a clean; attractive drawing – it is meant as a visual aid
for the design process so make it something you and your client
will understand
 DON’T forget the program when developing the different ‘bubbles’
for your clients. Refer to the general project statement and survey
before drawing
 DON’T get too specific while drawing the “bubble” diagrams.
Getting too specific too soon makes you forget that there are other
design possibilities available for the design

43. + Final Copy Bubble Diagram - Homework
 Create an artistic quality final copy of
your bubble diagram
 Re-draw a final copy on the drawing
paper and title with:
 Bubble Diagram for YOUR
PROJECT TITLE
 Your first and last name;
 Date
 Draw in pencil; then ink over with a
Sharpie pen
 Make sure to label the rooms neatly in
capitol letters
 Draw arrows to show the connection
links between rooms like you previously
did – thicker the arrow stronger the
connection
 Color with colored pencils, creating a
color for each of the categories below.
Make sure to include a key for it
 Public Space
 Private Space
 Workspace
 Storage

44. +
Block Diagram – for new spaces
only!
 A drawing where each room of the project
is drawn to scale and in the shape the
room will be
 Before we create our block diagram we
have to learn how to measure and gain a
rough idea of what different sizes look like

45. +
Size
 In America we measure using English
units
 Feet
 Inches
 MEMORIZE!
 There are 12 inches in 1 foot
 Inches can be broken down into
 1/2 inch
 1/4 inch
 1/8 inch
 1/16 inch
 1/32 inch
 ‘ symbolizes feet, “ symbolizes inches
 In Interior Design
 we measure spaces in combinations
of feet and inches
 Ex: 5’ 10’’
 Ex: 5’ 12” – what is wrong with this
measurement?

46. +
Understanding Measuring
 Normally 2 sides to a ruler or tape measure
 1/8 inch ruler
 1/16 inch ruler
 On your ruler locate the 1/8 inch side and measure and draw 1
inch in your notes. Label as 1 inch.

47. +
Understanding Measuring
 Measure and draw a second inch in your notes and label as ½
inch
 Label off the ½ inch mark

48. +
Understanding Measuring
 Measure and draw a third inch in your notes and label as ¼
inch
 Label off the 1/4 inches in your notes

49. +
Understanding Measuring
 Measure and draw a fourth inch in your notes and label as 1/8
inch
 Label off the 1/8th inches in your notes

50. +
Understanding Measuring
 Now switch to the 1/16ths side of the ruler. Measure and draw
a fifth inch in your notes and label as 1/16 inch
 Label off the 1/16th inches in your notes

51. +
Practice
 When marking down a distance from a ruler, mark the whole
inch, followed by a space, then the fraction of an inch. Reduce
your fractions down to the least common denominator. Make
sure to mark with the appropriate units!
 Ex: 1 ½”, or 2 3/8 ”
 Ex: 1 4/8” converts to 1 ½”
 Practice measuring the grey lines on the top part of your
Measuring Worksheet.
 Let’s do the first two together

52. +
Practice
 1. Measure in 1/16ths
 2. Measure in 1/8ths

53. +
Practice
 1.
 2.

54. +
Measuring Squares and Rectangles
To measure a square or rectangle (most
common room shapes) you need to take two
measurements
 Length and Width
 Represented as L and W
 Typically this is expressed with the length first
 Ex: A rectangle that is 24” wide by 30” long is
expressed as 30”L x 24”W

55. +
Practice Measuring Squares and
Rectangles
 Use the rulers to measure the squares and rectangles on your
practice worksheet numbered 21 to 25
 Measure to the nearest 1/16 inch
 Let’s do number 1 together

56. +
Area
 Area is the extent of a 2-dimensional surface
enclosed within a boundary
 Calculated for a square or rectangle by length multiplied by
width
 Represented by square of a length unit (ex: square feet;
square inches)
 Ex: The dining room has an area of 50 square feet
 Area is represented on a drawing through the use of
scale

57. +
 Scale: the ratio between the size of something and a
representation of it
 There are a variety of scales to use:
 1”: 1’ (1 inch on a drawing represents 1 foot of physical space)
 ½” :1’
 ¼”: 1’
 Most interior designers use a ¼” :1’ scale. Conveniently, our graph
paper has ¼” square blocks on it – therefore 1 square represents 1
foot of physical space
 When making a drawing that is to scale, it is of utmost importance
to write the scale on the drawing so that the viewer understands
what size it represents
 On your graph paper, use a ruler to draw a room with the
dimensions below in ¼” : 1’ scale. Don’t forget to write the scale!
 8 feet by 9 feet
 15 feet by 17.5 feet
 96 inches by 120 inches
Scale

58. +
Block Diagram
 Block Diagram:
 To scale
 Rooms do not connect to one another yet
 There is no information beyond the shape and size of the room, in
an accurate measurement of what they will be in the finished space

59. +
Understanding Size
 The more you become familiar with the size of objects, the
better designer you will be
 Ex:
 Average height of ceilings in a home is between 8 and 9 feet
 Average height of a dining room table is about 30”
 We’ll practice using a tape measure to start to gain a better
understanding of sizes
 Get together with a partner. You’ll have 15 minutes to travel
through the school and write down the measurements for the
different spaces.