As academic subject matter, interiors permeate the curricula of multiple interrelated disciplines that together provide the educational foundation for an expanded range of creative and professional practices. Such interiors-oriented academic programs cut across fields like architecture, design, and art and are as diverse as the types of practices that shape contemporary interiors spatially and discursively. Any overall view of interiors education as such resists singularity, simplification, or standardization, benefiting instead from frameworks that embrace diversity, multivalence, and heterogeneity. The most innovative, influential, and effective pedagogies have the capacity not only to mirror practice, but also shape its future trajectories. This theme issue of Interiors: Design/Architecture/Culture seeks to bring together a wide variety of exemplary pedagogical approaches that represent the latest innovations of interiors education.
What constitutes an entry into interiors education, and how does one define its intellectual and technical foundations? How does the space of the studio impact learning? What methods of instruction advance students’ spatial thinking? Which models of experiential learning are particularly impactful and effective? What constitutes interiors-based design research and how is it taught? How do emerging technologies impact design education? Which design methodologies effectively merge technique with theory? What are the latest innovations in teaching design history? How do new models of collaboration affect instruction? In what ways is interiors education able to anticipate future societal and environmental conditions, and what tools may be available for projecting into and speculating about possible futures? How may teaching serve as a productive critique of practice? Can interiors education serve as a form of activism?
Contributors are invited to consider these and other relevant questions that examine different aspects of interiors education from the point of view of instructors/faculty. While there is no shortage of publications that highlight cutting-edge research and practice in the realm of interiors, academic work by students under the guidance of their instructors and mentors rarely has the same visibility. This issue seeks to bring transparency to the pedagogies that shape interiors education, bringing to light both the process and its tangible outcomes. As such, contributors are invited to share samples of course descriptions, specific assignment briefs, as well as a selection of resulting student projects that support the overall thesis of each submission. Submissions may range in scope – from considering a single assignment within a course or a series of iterations of the same course over a period of time, to conceptualizing an entire curriculum or an overall program of study. As a scholarly journal, Interiors: Design/Architecture/Culture seeks to advance the critical research and creative work produced by academics and practitioners. This theme issue seeks to illuminate the role of education – and educators as its primary agents – in the shaping of interiors from the ground up.
How to Submit
This journal accepts submissions sent directly to the Editorial Office. Please submit your article to Lois Weinthal, Editor-in-Chief.
Format for submissions:
The traditional format for journal manuscripts are relaxed for this theme issue in order to allow for pedagogies in interiors education to be expressed in formats inherent to course work that includes critical and creative practice.
Should you have any additional queries, please contact us at firstname.lastname@example.org.
*Due date: March 30, 2018
- Edited by : Lois Weinthal