Bachelor of Interior Design (Commercial)

Design with a purpose...

"I knew I enjoyed utilising spaces for art, but found myself wanting to be able to create the spaces. When I heard about this course I knew I would learn to create and design unique spaces and interiors with purpose. "

Dan Simon | Graduate

Help brands connect with their customers by creating immersive and unique environments

The Bachelor of Interior Design (Commercial) gives you the skills and creativity to respond and adapt to the ever-changing drivers of commercial environments such as retail stores and exhibitions, hotels, bars, restaurants, night clubs, workspaces and even the design of online virtual commercial environments.

Throughout your study, you will engage with the theoretical and practical elements of commercial interiors – branding, lighting, sustainability and materiality. You will discover how strategies are developed and assessed and explore how commercial to engage an audience. You will make commercial environments a reality through documentation, contract management, professional design practice and cross-disciplinary interaction. You will also have the opportunity to apply theory to practice by creating a range of design solutions for real clients.

Digital technology is a strong focus of this course, as not only will you engage with contemporary theory, but you will also learn how to represent spatial environments, and communicate information relevant to designing, costing, evaluating, and constructing interiors using industry standard software. You can also apply for an internship with one of our industry partners giving you real-world experience, key contacts in the interior design industry and material for your professional portfolio.

This course is available as full-time or part-time study on our campuses in Sydney, Melbourne, and Brisbane.

CRICOS CODE
090301G

Key Study Outcomes:

  • Skills to work with the ever-changing drivers of commercial environments
  • Theoretical and practical elements of commercial interiors
  • Make commercial environments a reality
  • Understanding of spatial environments
  • Industry standard software skills
  • Industry standard software skills

About the School

Billy Blue College of Design courses are delivered by Torrens University Australia Ltd, ABN 99 154 937 005, RTO 41343, CRICOS 03389E.

Read more about Billy Blue College of Design

Billy Blue College of Design

Course Delivery

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Workload and Assessment

No. of timetabled hours per week:

Each subject involves 10 hours of study per week, comprising 3 timetabled study hours and 7 personal study hours (which may include a facilitated online component).

Typical assessment includes:

  • Practical assignments

  • Research projects

  • Presentations

Subject Information

This subject investigates the evolution of built environment design. It explores major art and architectural movements throughout history and the development of contemporary design by investigating significant turning points and historic milestones.

This subject will focus on developing the students’ understanding of the complexities of designing an area within a spatial environment whilst identifying and activating an urban site, with consideration of the longevity and adaptability of the final design solution. Students will integrate their research and knowledge of environments, identifying design related and environmental imperatives in the realisation of design briefs.

This subject examines the way design ideas are generated. Students will explore concepts of assimilation, synthesis and transformation and will develop an understanding of reflective design practice.

A foundation language of experimentation, risk-taking and problem solving is introduced, combined with theories of ideas generation and their transformation into a design outcome.

In addition, students will investigate a variety of methods and techniques to understand design innovation through individual and group exploration and analysis

Design Studio 2 offers an introduction to the building blocks of creating and developing brands and is designed to give students a broad understanding of the stages and methodologies adopted in the brand development process. The subject draws on the theory and practice that sits behind brand creation. It covers the broad spectrum of brand development, values, trends and branding techniques, as well as fundamentals such as brand positioning and brand architecture. The subject also explores the relationship between branding and audiences, cross-cultural influences and shifts in consumer behaviour. Students must first understand and apply the fundamentals of branding and then go on to use that knowledge as the basis for developing and progressing a brand. This theoretical and practical subject will equip students with the knowledge and insight with which to build their own branding expertise.

The subject introduces the student to various aspects of the elements of design, e.g. materiality, form and shape, colour, positive and negative space etc. utilised in creative problem solving. Initially students are introduced to a design development process, from the tangible to the digital; through paper model making with its inherent skills development and risk taking, then on to further digital development using newly introduced software. Concurrent, weekly, individual homework tasks focus on understanding and appreciation of materials, their many varied uses, properties and the manufacturing processes related to them. Students will make incremental progress towards choosing a material in which their individual design can be realised. The submission will include a material and colour folio. The final submission will be a model executed in an appropriate material with its function/usage contextualised with all relevant information gleaned throughout the trimester.

This introductory subject places design process and practice within the context of a chronological survey of major historical eras of influence. Students are encouraged to engage with the historical socio-political movements influencing design trends of each era through research and reflection. Academic skills (research, referencing, essay writing, and sentence structure) and design software skills are taught in weekly lessons. Students use the academic and software skills to document historical research and generate creative responses to the themes of historical eras.

Systems and Documentation 1 introduces students to the different construction systems applicable to the design of nominated interiors, and how design solutions are communicated to stakeholders (contract managers, consultants and contractors) through contract documentation. Students will develop a series of documentation drawings for a small scale nominated environment.

This subject examines perspectives on models of practice relevant to Interior Design. It examines design practice in response to changing needs and requirements of clients and design briefs. It also explores the strategies used for expressing ideas, and the design skills required to communicate them. The purpose of the subject is for students to gain knowledge in foundation level design practice relevant to Interior Design. The design process workflow from original idea to review of work in progress, revision, presentation and reflection is explored.

The study of the history of major design and art movements and their practices enables the students to identify important and significant turning points and milestones influencing Interior Design, in addition it informs and augments their own design practice and outcomes. In this subject students will study and critically analyse milestones in art and design that have significantly influenced applied design as a profession and as a discipline. This study will help them develop their understanding that ideas, events and visual techniques are interrelated in the context of history and current practice.

The aim of this subject is for students to develop and employ Major specific skills to discover and define a design problem followed by the development and delivery of an outcome whilst employing collaboration and negotiation skills. Every individual works towards prototypes, instigated and critiqued through group collaboration. The construct of this subject is “Problem Based Learning*” (PBL). Students work in groups towards an individual solution as a result of critique and research as a basis for PBL. In allocated groups, individual knowledge and skills are brought back to the groups for discussion and sharing. During these collaborations students benefit from the knowledge and skills and critique of the other group members. The PBL process is staged in 2 sets, students are assessed on their 1) collaboration skills; 2) individual research skills; and 3) individual project solution reached at the end of the subject. *Problem-based learning (PBL) is a method of learning and teaching which allows students to focus on how and what they will learn. An unfamiliar problem, situation or task is presented to the students (by the lecturer or tutor) and students are required to determine for themselves how they will go about solving the problem. This usually occurs through small group work and allows students to utilise their prior knowledge in the topic area and identify the gaps in their knowledge as they attempt to solve the problem. PBL is a studentcentred approach to learning that encourages students to be selfdirected, interdependent and independent as they attempt to solve the set problem.

The aim of this subject is for students to develop and employ their digital skills to answer to, and present a design outcome whilst developing collaboration skills. The project outcome focuses on the digital application of the design solution. This can be by means of 3D printing of the prototypes and/or digital augmentation of a physical 3D environment or 2D document. The construct of this subject is “Problem Based Learning*” (PBL). Students work in groups towards the digitised solution. In allocated groups students bring their individual knowledge and skills back to their groups for discussion and sharing. During these collaborations students benefit from the knowledge and skills of the other group members. The PBL process is staged in 3 sets of 8 steps and students are assessed on their 1) collaboration skills; 2) individual research skills; and 3) group project solution reached at the end of the subject. *Problem-based learning (PBL) is a method of learning and teaching which allows students to focus on how and what they will learn. An unfamiliar problem, situation or task is presented to the students (by the lecturer or tutor) and students are required to determine for themselves how they will go about solving the problem. This usually occurs through small group work and allows students to utilise their prior knowledge in the topic area and identify the gaps in their knowledge as they attempt to solve the problem. PBL is a studentcentred approach to learning that encourages students to be selfdirected, interdependent and independent as they attempt to solve the set problem.

Contemporary design practice has evolved a culture that applies a range of research methodologies to investigate design processes that are appropriate and relevant to creative problem solving. This subject explores the notion of designer as a generator of need and purpose and how research practice underpins these roles. The purpose of this subject is to expand the student’s knowledge of the research processes that inform emerging design practice and how this affects the designer/client/project relationship. Students will expand their skills in identifying research methods and the application of analysis to a design project. Students will also be introduced to legal and ethical issues in design research.

Systems and Documentation 2: Commercial extends the student’s learning and communication of different construction systems for a nominated commercial design proposal. In the case of physical environments, the students are required to complete a full documentation package for their nominated design proposal. In the case of digital environment proposal students are required to extend the communication of their design proposals through additional digital representation techniques: e.g. fly-through, animation, interactive components.

The theoretical base of this subject will focus on developing the students’ understanding of the complexities of designing a retail environment whilst appreciating the growing demand for the application of sustainable design practices – not only in materials and technologies but also in the longevity and adaptability of the final design solution. Students will integrate their knowledge of a retail space, identity design and environmental imperatives into the creative realisation of a project brief. Students will further develop their research skills and apply these to the design of an ‘eco- friendly’ retail project.

The theoretical base of this subject will focus on developing the students’ ability to work with 2D and 3D spatial organisation. It introduces students to the processes of interpreting functionality and planning within a 3D space. The subject is designed and delivered from an interior designer’s perspective and draws on the students’ experience of such spaces and their understanding of visual communication in spatial environments.

Students will be offered the opportunity to work within a professional design studio experience for an extended period of time. It encourages students to build long-term relationships with the design industry and exposes them to the rigour of applied design practice while building their confidence in adapting to new environments. It also provides a context in which to enhance their communication skills and work collaboratively in a professional arena. Students will be matched to an appropriate mentor at the placement site and monitored by an academic in the discipline of study.

Here for good. We believe society is best served when our students, faculty, and our entire organisation use our collective skills and experience to create positive and lasting change. Our students and graduates are improving lives and making our world better. Our institutions are providing the critical skills, knowledge and support to help make this happen. Social Enterprise is an exciting theoretical based subject driven by the desire to create positive change through entrepreneurial activities. By providing students with a framework to understand business model generation and the skills to source, evaluate, and measure opportunities, Social Enterprise empowers students to conceptualise, develop, and propose new ventures that focus primarily on social change for good. In addition, this subject helps students understand and analyse different entrepreneurial business strategies, as well as incorporate theoretical discussions on major trends and issues in the social economy.

This subject aims to cultivate a broader understanding of portfolios and presentations for the design industry within a professional context. It explores contemporary styles and methods of presentation.
The identification and analysis of employment target markets is introduced to students. This is enhanced through self-directed research that aims to help students gain an understanding of the specific needs and preferences of the Interior Design industry. Students build relationships with Interior Design industry through possible internship or design studio project or on campus live brief. This industry engagement exposes students to rigors of the real world design practice whilst adding valuable experience to student CV.

Systems and Documentation 3 -Nominated extends the student’s learning and communication of different construction systems for environments into larger more complex commercial environments. Students develop their understanding of building systems to include those appropriate for nominated commercial spaces. Students are expected to use their understanding of the documentation process to communicate t heir design solution to builders, contract managers, consultants and contractors.

Scheduling Interiors 2: Commercial introduces the student to the practical knowledge required to construct nominated commercial environments. It recognises the importance of nominating appropriate and sustainable finishes, furniture and fit tings for nominated commercial environments. Students learn the following: types, styles and suitability of materiality and finishes; application of lighting types and styles; fixtures and fittings and selection of joinery items. This subject will also educates students in specification writing, preparation of schedules and what role they play in contract administration, as well as the principles of quality assurance in the design and documentation process. The principles of Building Management Systems are also introduced.

The theoretical base of this subject will focus on developing the students’ understanding of the complexities of designing nominated commercial environments whilst appreciating the growing demand for the application of sustainable design practices- not only in materials and technologies but also in the longevity and adaptability of the final design solution. Students will integrate their knowledge of identity design and environmental imperatives into the creative realisation of a nominated commercial project brief. Students will be required to work with real sites for their environment, carry out complete site analyses, develop concept proposals and carry this through to completed design proposals. Students will also be required to understand Australian standards, liquor licensing laws, building code requirements/regulations, and approval process for nominated commercial environments.

This subject provides students with the opportunity to develop their understanding of relevant design history and theories and their application to change and innovation within contemporary practice.
Central to this subject will be the application of contemporary design thinking in the critical reflection of their own, and their peers, creative output. Students will also gain insight into evaluating design outcomes in response to user feedback. The subject is designed and delivered from an interior designer perspective and draws on the student’s knowledge of design history and innovation.
This subject also draws on the student’s own experience as a design consumer.

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