Boat Interior Design
Interior Architecture
Faculty of Architecture and Design
First Cycle (Bachelor's Degree)
| Course Unit Title | Course Unit Code | Type of Course Unit | Level of Course Unit | Year of Study | Semester | ECTS Credits |
|---|---|---|---|---|---|---|
| Boat Interior Design | ICM318 | Elective | Bachelor's degree | 3 | Spring | 5 |
Name of Lecturer(s)
Prof. Dr. Deniz DEMİRARSLAN
Learning Outcomes of the Course Unit
1) Recognize the properties of restricted spaces.
1) Recognize the properties of restricted spaces.
1) Recognize the properties of restricted spaces.
1) Recognize the properties of restricted spaces.
1) Recognize the properties of restricted spaces.
2) Specifiy the criteria for designing the restricted spaces.
2) Specifiy the criteria for designing the restricted spaces.
2) Specifiy the criteria for designing the restricted spaces.
2) Specifiy the criteria for designing the restricted spaces.
2) Specifiy the criteria for designing the restricted spaces.
3) Classify the restricted areas.
3) Classify the restricted areas.
3) Classify the restricted areas.
3) Classify the restricted areas.
3) Classify the restricted areas.
4) Classify the tour boats and private yachts structures.
4) Classify the tour boats and private yachts structures.
4) Classify the tour boats and private yachts structures.
4) Classify the tour boats and private yachts structures.
4) Classify the tour boats and private yachts structures.
5) Discuss the impact of the shells of structures on the interior design of tour boats and private yachts.
5) Discuss the impact of the shells of structures on the interior design of tour boats and private yachts.
5) Discuss the impact of the shells of structures on the interior design of tour boats and private yachts.
5) Discuss the impact of the shells of structures on the interior design of tour boats and private yachts.
5) Discuss the impact of the shells of structures on the interior design of tour boats and private yachts.
6) Design the restricted areas.
6) Design the restricted areas.
6) Design the restricted areas.
6) Design the restricted areas.
6) Design the restricted areas.
Program Competencies-Learning Outcomes Relation
| Program Competencies | ||||||||||||
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | ||
| Learning Outcomes | ||||||||||||
| 1 | No relation | Middle | Middle | No relation | No relation | Middle | Low | High | Middle | Middle | High | |
| 1 | Middle | Middle | Middle | No relation | No relation | Middle | Low | High | Middle | Middle | High | |
| 1 | Middle | Middle | Middle | No relation | No relation | Middle | Low | No relation | Middle | Middle | High | |
| 1 | Middle | Middle | Middle | No relation | No relation | Middle | Low | No relation | Middle | Middle | High | |
| 1 | Middle | Middle | No relation | No relation | No relation | Middle | Low | No relation | Middle | Middle | High | |
| 2 | No relation | No relation | No relation | No relation | No relation | No relation | No relation | No relation | No relation | No relation | No relation | |
| 2 | Middle | Middle | Middle | No relation | No relation | No relation | No relation | No relation | No relation | No relation | High | |
| 2 | Middle | Middle | Middle | No relation | No relation | No relation | No relation | No relation | No relation | No relation | High | |
| 2 | No relation | No relation | No relation | No relation | No relation | No relation | No relation | No relation | No relation | No relation | No relation | |
| 2 | Middle | Middle | Middle | No relation | No relation | High | No relation | High | No relation | No relation | High | |
| 3 | Middle | Middle | Middle | No relation | No relation | No relation | No relation | No relation | No relation | No relation | High | |
| 3 | Middle | Middle | Middle | No relation | No relation | No relation | No relation | High | No relation | No relation | High | |
| 3 | Middle | Middle | Middle | No relation | No relation | No relation | No relation | No relation | No relation | No relation | High | |
| 3 | Middle | Middle | Middle | No relation | No relation | No relation | No relation | No relation | No relation | No relation | High | |
| 3 | Middle | Middle | Middle | No relation | No relation | No relation | No relation | No relation | No relation | No relation | High | |
| 4 | Middle | Middle | Middle | No relation | No relation | No relation | No relation | High | No relation | No relation | High | |
| 4 | Middle | Middle | Middle | No relation | No relation | High | No relation | No relation | No relation | No relation | High | |
| 4 | Middle | Middle | Middle | No relation | No relation | No relation | No relation | No relation | No relation | No relation | High | |
| 4 | Middle | Middle | Middle | No relation | No relation | No relation | No relation | No relation | No relation | No relation | High | |
| 4 | Middle | Middle | Middle | No relation | No relation | No relation | No relation | No relation | No relation | No relation | High | |
| 5 | No relation | No relation | No relation | No relation | No relation | No relation | No relation | No relation | No relation | No relation | High | |
| 5 | Middle | Middle | Middle | No relation | No relation | No relation | No relation | High | No relation | No relation | High | |
| 5 | Middle | Middle | Middle | No relation | No relation | No relation | No relation | No relation | No relation | No relation | High | |
| 5 | Middle | Middle | Middle | No relation | No relation | No relation | No relation | No relation | No relation | No relation | High | |
| 5 | Middle | Middle | Middle | No relation | No relation | High | No relation | No relation | No relation | No relation | High | |
| 6 | Middle | Middle | Middle | No relation | No relation | No relation | No relation | High | No relation | No relation | High | |
| 6 | Middle | Middle | Middle | No relation | No relation | High | No relation | No relation | No relation | No relation | High | |
| 6 | Middle | Middle | Middle | No relation | No relation | No relation | No relation | No relation | No relation | No relation | High | |
| 6 | Middle | Middle | Middle | No relation | No relation | No relation | No relation | No relation | No relation | No relation | High | |
| 6 | Middle | Middle | Middle | No relation | No relation | No relation | No relation | No relation | No relation | No relation | High | |
Mode of Delivery
Face to Face
Prerequisites and Co-Requisites
None
Recommended Optional Programme Components
There is no recommended supporting course.
Course Contents
Acording to boat shell, classifing the yatch interiors, to determine special features of interior space, to put forward principles of design are forming the course contain.
Weekly Schedule
1) Recognize the properties of restricted spaces2) Recognize the properties of restricted spaces
3) Recognize the properties of restricted spaces
4) Recognize the properties of restricted spaces
5) Recognize the properties of restricted spaces
6) Recognize the properties of restricted spaces
7) Recognize the properties of restricted spaces
8) Recognize the properties of restricted spaces
9) Recognize the properties of restricted spaces
10) Recognize the properties of restricted spaces
11) Recognize the properties of restricted spaces
12) Recognize the properties of restricted spaces
13) Recognize the properties of restricted spaces
14) Recognize the properties of restricted spaces
15) Recognize the properties of restricted spaces
16) Recognize the properties of restricted spaces
Recommended or Required Reading
Planned Learning Activities and Teaching Methods
1) Project Based Learning
Assessment Methods and Criteria
Contribution of Midterm Examination to Course Grade |
30% |
|---|---|
Contribution of Final Examination to Course Grade |
70% |
Total |
100% |
Language of Instruction
Turkish
Work Placement(s)
Not Required