Table of Contents

1. Title page
2. Copyright page
3. Notes on Contributors
4. Preface
5. Introduction: The Shaping of Interior Design
   1. References
6. Section I: Explorations of the History Of Interior Design
   1. 1: An Overview of Phenomenology for the Design Disciplines
      1. Introduction
      2. Phenomenology: A Brief History
      3. A Map of Phenomenology for the Design Disciplines
      4. Conclusion: Connections between Phenomenology and Current Trends in Design
      5. Acknowledgments
      6. Notes
      7. References
   2. 2: Dorothy Draper and the American Housewife: A Study of Class Values and Success
      1. Introduction
      2. Literature Review
      3. Theoretical Framework
      4. Draper and the Middle Class
      5. Conclusion
      6. Notes
      7. References
   3. 3: The Political Interior
      1. Politicized Roots
      2. Interiors at the Grass Roots
      3. Significant Constituencies
      4. References
   4. 4: Taylorizing the Modern Interior: Counter-Origins
      1. Introduction
      2. Scientific (Office) Management
      3. Counter-Origins
      4. “Negotiations with Modern Life”
      5. Acknowledgments
      6. Notes
      7. References
   5. 5: Bringing the Past In: Narrative Inquiry and the Preservation of Historic Interiors
      1. Introduction
      2. Narrative Research: Why Do Stories Matter?
      3. This Inquiry's Methodological Approach
      4. Critical Juncture: Hull House Preservation
      5. Conclusion
      6. Notes
      7. References
7. Section II: Perspectives on the Practice of Interior Design
   1. 6: Aesthetic Coding in Interior Design
      1. Theoretical Outline: Ambience and Understanding
      2. Aspects of Interior Design
      3. Conclusion
      4. Note
      5. References
   2. 7: Toward a Creative Ecology of Workplace Design
      1. Introduction
      2. The Evolving Workplace
      3. Adaptability: The Push and Pull of the Creative Individual
      4. Diversity: Maximizing the Interpersonal Side of Creativity
      5. Interrelated: Framing Creativity from an Ecological Perspective
      6. Lessons for a Creative Ecology
      7. References
   3. 8: Designing Emotional Connection into the Workplace: A Story of Authentic Leadership
      1. Introduction
      2. Emotion, Meaning, and Motivation at Work
      3. The Emotional Organization: Linking Emotion and Values to Positive Engagement
      4. Artifacts, Aesthetics, and Symbolism: Linking Workplace Design to Emotions and Meaning-Making
      5. Authentic Leadership: Linking Individual Values to Organizational Values
      6. Methodology
      7. Discussion
      8. Conclusion: Beyond Aesthetics and Artifacts to Authenticity and Meaning-Making
      9. Acknowledgments
      10. Note
      11. References
   4. 9: Exploring the Schism: Toward an Empathetic Language
      1. Introduction
      2. Theoretical Overview
      3. Meaning in the Built Environment
      4. Society's Edge
      5. Perception and Culture
      6. Methodology
      7. Tools and Techniques of Data Collection
      8. Cognitive Map Analysis
      9. Symbolic Element Analysis
      10. Emergent Themes: Identification and Discussion
      11. Discussion
      12. Bridging the Schism
      13. Future Research and Limitations of the Study
      14. References
   5. 10: Ways of Knowing in Design: A Position on the Culture of Interior Design Practice
      1. Introduction
      2. Ways of Knowing: Empiricism or Intuition?
      3. Shifting Practices: Little Reflection
      4. Research Framework
      5. Findings
      6. Implications
      7. Conclusion
      8. Note
      9. References
   6. 11: Sustainable Life-Span Design: A New Model
      1. Background
      2. Introduction
      3. Models of Contexts
      4. Values Model: Modal Patterns for the Treatment of the Aged
      5. Person–Environment Interaction Models
      6. Findings/Discussion
      7. Conclusion
      8. Acknowledgments
      9. Notes
      10. References
   7. 12: Frameworks for Decision-Making in Design for the Aging
      1. Introduction
      2. A Framework for the Acquisition and Generation of Knowledge in the Conceptual Phase of Design Problem-Solving
      3. Linking Methods and Knowledge within Cognitive Strategies
      4. A Discussion of the Conceptual Phase of Designing for Maturing Populations
      5. The Knowledge Domain of Abilities in Maturing Populations
      6. The Knowledge Domain of the Built Environment: Physical and Social Environments
      7. The Prioritization of Requirements
      8. The Application of Priority-Setting Techniques in Research
      9. Conclusion
      10. References
   8. 13: Designing More Successful Social Spaces: Lessons Learned from a Continuing Care Retirement Community Study
      1. Introduction
      2. Designing and Building to Suit People throughout Life
      3. The Importance of Social Interaction at Any Age
      4. The Challenge of Affordable Social Space Square Footage
      5. Why Interaction with Friends Is Particularly Valuable
      6. The Role of Place in Social Relationships
      7. Types of Engagement that Occur in Retirement Community Social Spaces
      8. Defining Social Space Success
      9. The Social Lives of Retirement Community Residents
      10. How Well Spaces are “Liked” and “Used”
      11. Case Study: Oakwood Village Retirement Community
      12. Discussion and Lessons Learned
      13. Practice Implications from This Study
      14. Conclusion
      15. References
   9. 14: Developing a Person-Centric Design Philosophy
      1. Introduction
      2. Developing a Person-Centric Philosophy
      3. Framing the Question: The Needs of the Disadvantaged
      4. A Case for the Intentional Person-Centric Philosophical Framework
      5. The Personal Nature of a Person-Centric Framework
      6. What is Humanistic Psychology?
      7. The Person-Centric Framework: Two Examples of Its Application in Design Research
      8. Conclusions and Recommendations
      9. References
   10. 15: In Support of Contemporary Identity: The Modern Palestinian Home
       1. Introduction
       2. The Cultural Context
       3. The Historical Context
       4. Home and Identity
       5. Revisiting the Palestinian Home
       6. Towards the Future: A Model for a Contemporary Palestinian Home
       7. Conclusion
       8. References
   11. 16: Creativity in Interior Design: Cross-Cultural Practitioners' Reviews of Entry-Level Portfolios
       1. Global Attention to Creativity
       2. Creativity in Design
       3. Problem Statement
       4. Relevant Studies on Creative Design Products
       5. Introduction to the Study
       6. Methodology
       7. Research Findings
       8. Interpretation of Results
       9. Conclusions
       10. References
   12. 17: Human Responses to Water Elements in Interior Environments: A Culture and Gender Comparison
       1. Background and Contextual Information
       2. Overview of the Relationship between Water and Humans
       3. Gender Considerations
       4. Culture Considerations
       5. Methodology
       6. Sample
       7. Findings and Analysis
       8. Conclusions
       9. Implications for Future Study
       10. References
   13. 18: Concerns with Daylight and Health Outcomes
       1. Introduction
       2. Why Daylight?
       3. Daylight and Visual Performance
       4. Daylight and View
       5. The Human Circadian System, Seasonal Affective Disorder (SAD), and Mood
       6. Daylight and Biological Functions
       7. Daylight and Performance
       8. Conclusions
       9. References
   14. 19: Healthy Interiors for the Visually Impaired
       1. Introduction
       2. Understanding the Problem
       3. Understanding the Condition
       4. Understanding the Client
       5. Understanding the Environment
       6. The Environment
       7. Understanding Environmental Design
       8. Discussion
       9. Key Terms
       10. References
   15. 20: Interior People Places: The Impact of the Built Environment on the Third Place Experience
       1. Introduction
       2. Overview
       3. Literature Review
       4. Research Overview
       5. The Studies
       6. References
   16. 21: Places in the Virtual and Physical Continuum: Examining the Impact of Virtual Behaviors on Place Attributes of Wireless Coffee Shops
       1. Introduction
       2. Virtuality and Physicality
       3. Critique of Physical Rootedness
       4. The Virtual–Physical Continuum
       5. Emerging Place-Types in the Virtual–Physical Continuum
       6. Place Attributes and Their Measurement
       7. Methodology
       8. Analysis and Findings
       9. Conclusion
       10. Notes
       11. Acknowledgments
       12. References
   17. 22: The Relationship between Historic Preservation and Sustainability in Interior Design
       1. Introduction
       2. The Palimpsest Approach
       3. The Intersection of Sustainability and Historic Preservation Work for the Interior: A New Framework
       4. Action Outline for a New Palimpsest Framework
       5. Sustainability: What Historic Buildings Can Teach Us
       6. Learning from History: Net Zero Housing
       7. Conclusion
       8. References
   18. 23: Forging Empathetic Connections to Create Compatible Designs in Historic Buildings
       1. Introduction
       2. New Designers in Old Buildings
       3. Compatibility
       4. Sense of Connectedness
       5. Compatibility through Connectedness Framework: Unifying the Literature
       6. Key Terms
       7. References
8. Section III: Considerations of Education in Interior Design
   1. 24: The Phenomenological Contribution to Interior Design Education and Research: Place, Environmental Embodiment, and Architectural Sustenance
      1. Origins of Phenomenology
      2. Phenomenological Assumptions
      3. A Phenomenology of Place
      4. A Phenomenology of Environmental Embodiment
      5. Architectural Sustenance
      6. Shaping Worlds
      7. Notes
      8. References
   2. 25: Testing a Culture-Based Design Pedagogy: A Case Study
      1. Introduction
      2. A Cultural Framework of Five Constructs
      3. Abstract Construct 1: Social Dynamics
      4. Abstract Construct 2: Juxtaposition of Traditional and Contemporary Culture
      5. Concrete Construct 1: Visual and Performance Arts
      6. Concrete Construct 2: Elements and Principles of Design
      7. Concrete Construct 3: Sustainability
      8. Case Study 1: Nigerian and South African Design Project
      9. Case Study 2: Native American Community College Library Project
      10. Conclusion
      11. References
   3. 26: Connecting the Scholarship of Teaching and Learning to the Discipline of Interior Design
      1. Introduction
      2. A Perspective on Interior Design Pedagogy
      3. A Common Ground: Scholarship of Teaching and Learning
      4. Two Courses, Two Pedagogical Pathways
      5. Case Study 1: Interior Design Studio
      6. Case Study 2: Portfolio Design Class
      7. Relationship to Interior Design Pedagogy and Profession
      8. Final Words
      9. Acknowledgements
      10. Note
      11. References
   4. 27: Engaging Voices within a Dynamic Problem-Based Learning Context
      1. Introduction
      2. Rehabilitation Living Lab: Creating Inclusive Environments for Persons with Disabilities
      3. Understanding Voice
      4. The Research Approach
      5. The Phenomenological Walkabouts in the Living Lab
      6. The Social Construction of Space and Subsequent Experiences
      7. Problem-Based and Project-Based Learning in Design
      8. The Design Project
      9. Discussion of the Pedagogy
      10. Discussion
      11. Conclusion
      12. Notes
      13. References
   5. 28: Aesthetic Theory and Interior Design Pedagogy
      1. Introduction
      2. Background
      3. Aesthetic Theory and the Design Disciplines
      4. Shifting Norms of Aesthetic Judgment
      5. A Research Study on the Pedagogy of Aesthetics in the Design Studio
      6. The Nature of Aesthetics: Subjective vs. Objective and Visual vs. Experiential
      7. Aesthetic Education in the Design Studio: A Place Open to New Aesthetics
      8. Lessons: Implications for Design Educators
      9. Last Words
      10. References
   6. 29: Interior Design Teaching and Learning in Elementary and Secondary Education (K-12)
      1. Introduction
      2. National Education Acts
      3. Interior Design Presence in K-12: National to Local
      4. Interior Design-Related Content and Courses in Secondary Education
      5. Secondary Education Teachers of Interior Design
      6. National Interior Design Competition in High Schools
      7. National Examination: High-School Interior Design
      8. Education Standards Impacting K-12 Interior Design: National, State, and Local
      9. Educational Learning Theories
      10. Summary of K-12 Interior Design Research
      11. Suggestions for K-12 Interior Design Research
      12. Where to Go from Here
      13. References
   7. 30: Community-Building through Interior Design Education
      1. Introduction
      2. Literature Review
      3. Case-Study Examples of Community Engagement Projects
      4. Conclusion
      5. References
   8. 31: A Reflective Journey in Teaching Interior Design: The Virtual Studio
      1. Introduction
      2. Instruction
      3. Research
      4. Conclusion
      5. References
9. Index
10. End User License Agreement

List of Tables

1. Table 6.1    Aspects of aesthetic coding in interior design
2. Table 9.1    Windley and Scheidt's taxonomy of environmental attributes
3. Table 9.2    Cognitive map matrix
4. Table 11.1    Hierarchy of Purpose/Human Ecology: comparison of ranges
5. Table 11.2    Modal patterns for the treatment of the aged (adapted)
6. Table 11.3    Modal Patterns for the treatment of the aged (adapted)
7. Table 11.4    Person–environment fit dynamics in SPOT
8. Table 11.5    Comparison of terms from person–environment models with the context and values models
9. Table 13.1    Description of the six social spaces in the study
10. Table 13.2    Predictor variables
11. Table 13.3    Third place characteristics
12. Table 16.1    Inter-judge reliabilities of assessment criteria
13. Table 16.2    Multiple regression analysis of overall creativity
14. Table 16.3    Multiple regression analysis of hiring potential
15. Table 16.4    Means and standard deviations of assessment criteria by culture
16. Table 17.1    The overall experiment design
17. Table 17.2    Mean preference score and standard deviation
18. Table 17.3    t-test of overall mean = 2 (null hypothesis of indifference)
19. Table 17.4    Tests of between-subjects effects
20. Table 20.1    Results of Study 1
21. Table 20.2    Results of Study 2
22. Table 20.3    Results of Study 2 comparison
23. Table 20.4    Results of final analysis
24. Table 25.1    A synopsis illustrating the abstract constructs
25. Table 25.2    A synopsis illustrating the concrete constructs (Groups A and B)
26. Table 25.3    A synopsis illustrating the concrete constructs (Groups C, D and E)
27. Table 25.4    A synopsis illustrating the abstract constructs
28. Table 25.5    A synopsis illustrating the concrete constructs
29. Table 26.1    Overview of cases
30. Table 29.1    Three United States national education acts

List of Illustrations

1. Figure 1.1    A map of phenomenology for the design disciplines. © 2007 David Wang and Sarah Wagner.
2. Figure 2.1    Diagram of Reynolds and Olson's Means-End Theory. Graphic by Jeremy Bolton.
3. Figure 2.2    Table set from the five-and-ten-cent store (Draper 1939: 190). Reproduced by permission of Dorothy Draper & Company, Inc.
4. Figure 2.3    Bedroom (Draper 1939: 166). Reproduced by permission of Dorothy Draper & Company, Inc.
5. Figure 2.4    The Mirror Room at Kerr's department store in Oklahoma City, Oklahoma (1941). Reproduced by permission of Dorothy Draper & Company, Inc.
6. Figure 5.1    Southeast parlor before and after restoration. Images by author.
7. Figure 5.2    Southwest parlor before and after restoration. Images by author.
8. Figure 5.3    Reception room before and after restoration. Images by author.
9. Figure 5.4    Octagon Room before and after restoration. Images by author.
10. Figure 6.1    Visiona II, exhibition project, 1970. Design: Verner Panton. Photo: Panton Design.
11. Figure 6.2    Antechamber to the minister's office, Danish Ministry of Culture (2006). Design: Louise Campbell. Photo: Simon Ladefoged.
12. Figure 6.3    The Tietgen Dormitory in Copenhagen (2008). Interior design: Julie Henriksen and Mathilde Aggebo. Architects: Lundgaard & Tranberg. Photo: Ole Akhøj.
13. Figure 7.1
14. Figure 7.2
15. Figure 11.1    The Daly Triangle: Hierarchy of Purpose (Daly 1973 in Meadows 1998: 41). http://www.iisd.org/pdf/s_ind_2.pdf. Accessed October 17, 2008.
16. Figure 11.2    The Human Ecology Model (Bubloz, Eicher, and Sontag 1979: 28). Reproduced by permission of the American Association of Family and Consumer Sciences.
17. Figure 11.3    Comparison of Human Ecology Model with Hierarchy of Purpose (adapted from Bubloz, Eicher, and Sontag 1979: 29). Adapted with permission of the American Association of Family and Consumer Sciences.
18. Figure 11.4    Interior Ecosystem Model (Guerin 1992: 257). Reproduced with permission of John Wiley & Sons, Inc.
19. Figure 11.5    The general ecological model or Competence-Press Model as originally suggested by Lawton and Nahemow (1973); reproduced after Lawton 2000: 191. Reprinted with permission of the American Psychological Association.
20. Figure 11.6    Overarching conceptual framework on person–environment relationships in later life. (Wahl and Oswald 2010: figure 8.1). Reproduced by permission of SAGE Publications Ltd.
21. Figure 11.7    Social-Physical Places Over Time Model (SPOT): Implications for Future QoL in Old Age. Wahl and Lang (2006: 889). Reproduced by permission of Elsevier Academic Press.
22. Figure 13.1    The Successful Social Space Attribute Model (SSSAM).
23. Figure 14.1
24. Figure 14.2
25. Figure 14.3
26. Figure 14.4
27. Figure 14.5
28. Figure 15.1
29. Figure 15.2
30. Figure 15.3
31. Figure 16.1
32. Figure 16.2
33. Figure 16.3
34. Figure 16.4
35. Figure 17.1    Effect of gender on the preference score by culture (with real water flowing in the test room).
36. Figure 17.2    Effect of gender on the preference score by culture (without real water flowing in the test room).
37. Figure 18.1    Top lighting in the Academic Bookshop, Helsinki. Designer: Alvar Aalto. Photo: M. Kroelinger.
38. Figure 18.2    Skylighting in the Apple Retail Store, Chicago. Designer: Bohlin Cywinski Jackson. Photo: M. Kroelinger.
39. Figure 18.3    End wall daylight detail in the Kimbell Museum, Fort Worth, Texas. Designer: Louis I. Kahn. Photo: M. Kroelinger.
40. Figure 19.1    Example of a room assessment tool.
41. Figure 20.1
42. Figure 20.2
43. Figure 20.3
44. Figure 20.4
45. Figure 20.5    Plazas 1 and 2.
46. Figure 20.6    Plaza 3.
47. Figure 22.1    Interiors checklist
48. Figure 23.1    Conceptual framework illustrating how designers may create relatively more compatible design outcomes.
49. Figure 23.2    Conceptual framework illustrating how the study's compatibility and sense of connectedness theory combine to support relatively strong compatible design outcomes.
50. Figure 23.3    Conceptual framework illustrating how the study's compatibility, learning theory, and sense of connectedness combine to support more compatible design outcomes.
51. Figure 26.1    Design process images demonstrating ideation, re-representation, recycling, and development commonly observed within the design process of Studio A and Studio B. Images adapted from Studio A design process images, 2009. Original images by C. Brewe, A. Congdon, and H. Usui.
52. Figure 26.2    An example from the data-collection instrument created to collect insights from peer reviewers. Source: Isil Oygur.
53. Figure 28.1    Two natures of aesthetics and the realms of aesthetics of architecture (modified from Cho 2011).
54. Figure 28.2    The conflict between students' emotional attachment to their projects and the instructor's aesthetic preferences (Cho 2011: 206).

Guide

1. Cover
2. Table of Contents
3. Start Reading
4. Preface
5. CHAPTER 1
6. Index