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Design and engineering 6

Mukin Takhir Dmitrievich

Description: A study of the fundamentals of developing interiors for educational institutions (using a kindergarten cell as an example) taking into account modern architectural planning, design, ergonomic, and energy-efficient trends.

Amount of credits: 6

Пререквизиты:

Structural systems of buildings and finishing materials

Course Workload:

Types of classes	hours
Lectures
Practical works	60
Laboratory works
SAWTG (Student Autonomous Work under Teacher Guidance)	30
SAW (Student autonomous work)	90
Course Project
Form of final control	Exam
Final assessment method	Course project

Component: University component

Cycle: Profiling disciplines

Goal

Develop a design concept for the interior of a room intended for teaching preschool children.

Objective

To become familiar with global practices in the design of preschool educational institutions and to identify key trends in architectural, artistic, and spatial planning solutions for these types of spaces.
Get acquainted with the current regulatory literature of the Republic of Kazakhstan (SN, SP, SanPiN), as well as with methodological and educational literature.
To become familiar with neural network, digital, claustrum-layout and sketch techniques for expressing the architectural and artistic idea of a designated space.
Develop a design concept for a solution for a specific social and functional program.
Develop educational spaces and equipment in accordance with the age and ergonomic parameters of children, as well as functional, structural, aesthetic and environmental feasibility.

Learning outcome: knowledge and understanding

The student must know the basic provisions of the regulatory framework and the general rules and methodological principles for the formation of interiors for training premises for a certain social group.
Students must master sketch, digital, AI, and clutter-based techniques for developing interior design solutions for public buildings.
The student must understand what social processes shape the requirements for the function of the above-mentioned spaces.
The student must understand the fundamental difference between the interiors of preschool educational institutions and the interiors of other public buildings and spaces.

Learning outcome: applying knowledge and understanding

Students must be able to navigate regulatory, educational, and methodological information, as well as internet information, to develop new solutions and understand trends in contemporary architectural design.
The student must be able to freely express conceptual sentences using various means, tools and techniques.
The student must freely formulate a social-functional program to formulate a design task.
The student must be able to identify the main features of spaces for the development of interiors of educational institutions.

Learning outcome: formation of judgments

The student must be able to clearly formulate for himself the conceptual task proposed by the hypothetical client, determine the necessary techniques and means, calculate the time required to complete this task, support the positive aspects of the proposed project and, if possible, reduce the negative ones.
The student is required to develop a professional vision for solving spatial problems focused on specific functions, keeping in mind the factors influencing the formation of trends in contemporary architectural design, as well as existing global experience.

Learning outcome: communicative abilities

As a result of the training, the student must develop a strategy for conducting negotiations with a potential customer to clarify the main technical characteristics of the object.
As a result of the training, the student must develop a strategy for conducting negotiations with a potential client to adjust the conceptual architectural-artistic and volumetric planning model(s).

Learning outcome: learning skills or learning abilities

As a result of the training, the student is required to master the methodological foundations of design and use them for further developments in academic activities.

Teaching methods

Using Internet resources to learn about the design experience of similar objects in global practice

Integration of knowledge and skills from various fields of science, engineering, technology, and creative fields, and their implementation into the design process

Using 3D technologies and digital models to visually demonstrate the work of finishing elements in the interior and zoning schemes

Using AI for planning combinatorics when working with space

Online tours of design workshops to share experiences in designing educational spaces

Assessment of the student's knowledge

Teacher oversees various tasks related to ongoing assessment and determines students' current performance twice during each academic period. Ratings 1 and 2 are formulated based on the outcomes of this ongoing assessment. The student's learning achievements are assessed using a 100-point scale, and the final grades P1 and P2 are calculated as the average of their ongoing performance evaluations. The teacher evaluates the student's work throughout the academic period in alignment with the assignment submission schedule for the discipline. The assessment system may incorporate a mix of written and oral, group and individual formats.

Period	Type of task	Total
1 rating	Working with analogs, normative and methodological literature	0-100
	Social and functional program, clause on the image
	Plans: measurement, dismantling, installation, equipment placement, masonry
2 rating	Layouts in axes by room, color schemes, nodes, heat engineering calculations	0-100
	Plans: lighting, electrical, flooring
	BIM model
	Visualization and volumetric schemes
	Final layout. Project readiness for evaluation
Total control	Exam, Course Project	0-100

The evaluating policy of learning outcomes by work type

Type of task	90-100	70-89	50-69	0-49
Type of task	Excellent	Good	Satisfactory	Unsatisfactory
Course project	The student has submitted the required coursework materials in full and on time. The work may contain a minimal number of minor errors. The coursework project demonstrates the student's comprehensive theoretical knowledge, mastered artistic and applied skills, and aesthetic presentation. The assignments accompanying the coursework were completed on time and were awarded points close to the maximum.	The student has submitted the required coursework material in full and on time. The work may contain a number of minor, non-systemic errors. Some theoretical sections may not have been adequately understood, and the artistic and graphic aspects of the project may contain non-critical errors. The assignments accompanying the coursework have been completed on time. None of the assignments are graded with a minimum number of points.	The student submitted an incomplete coursework assignment on time. The work contains errors, but these are not significant. Some theoretical sections have not been adequately grasped, the project's artistic and graphic design contains errors, and the aesthetic presentation is compromised. Most of the assignments accompanying the coursework were completed on time. Some assignments may be worth close to the minimum score.	The student has submitted the required coursework materials in full and on time. The work may contain a minimal number of minor errors. The coursework project demonstrates the student's comprehensive theoretical knowledge, mastered artistic and applied skills, and aesthetic presentation. The assignments accompanying the coursework were completed on time and were awarded points close to the maximum.
Practical work	The theoretical content of the course has been fully mastered, the necessary practical skills for working with the mastered material have been developed without gaps, all learning assignments provided by the training program have been completed, and the quality of their completion has been assessed with a number of points close to the maximum.	The theoretical content of the course has been fully mastered, without any gaps; some practical skills in working with the mastered material have not been sufficiently developed; all the learning tasks provided by the training program have been completed; the quality of completion of none of them was assessed with the minimum number of points; some types of tasks were completed with errors.	The theoretical content of the course has been partially mastered, but the gaps are not significant; the necessary practical skills for working with the mastered material have been basically formed; most of the learning assignments provided by the training program have been completed; some of the completed assignments may contain errors.	The theoretical content of the course has been fully mastered, the necessary practical skills for working with the mastered material have been developed without gaps, all learning assignments provided by the training program have been completed, and the quality of their completion has been assessed with a number of points close to the maximum.

Evaluation form

The student's final grade in the course is calculated on a 100 point grading scale, it includes:

40% of the examination result;
60% of current control result.

The final grade is calculated by the formula:

FG = 0,6	MT₁+MT₂	+0,4E
	2

Where Midterm 1, Midterm 2are digital equivalents of the grades of Midterm 1 and 2;

E is a digital equivalent of the exam grade.

Final alphabetical grade and its equivalent in points:

The letter grading system for students' academic achievements, corresponding to the numerical equivalent on a four-point scale:

Alphabetical grade	Numerical value	Points (%)	Traditional grade
A	4.0	95-100	Excellent
A-	3.67	90-94	Excellent
B+	3.33	85-89	Good
B	3.0	80-84
B-	2.67	75-79
C+	2.33	70-74
C	2.0	65-69	Satisfactory
C-	1.67	60-64
D+	1.33	55-59
D	1.0	50-54
FX	0.5	25-49	Unsatisfactory
F	0	0-24	Unsatisfactory

Topics of lectures

Key reading

Interior Design for Kindergartens for Children Aged 3 to 6. A Study Guide. Federal State Educational Standard for Preschool Education: Background, Book, Rufenakh
"The Elements of Design" by Riley Noel, 2004
"The Interior Designer's Handbook" by Jenny Gibbs, 2008
"Rhodec Int. Interior Design: A Brief Textbook and Handbook." International School of Design, 2014
Neufert E. Construction design: Translated from German. 39th edition, revised and supplemented. Moscow: Architecture-S, 2011. 576 p.: ill.
CODE OF RULES OF THE REPUBLIC OF KAZAKHSTAN SP RK 3.02-110-2012 Preschool Educational Facilities (as amended and supplemented as of May 29, 2025)
SN RK 3.02-10-2011 PRESCHOOL EDUCATIONAL FACILITIES (as amended and supplemented on November 15, 2018)
Sanitary and Epidemiological Requirements for Preschool Organizations and Orphanages

June 12, 2023 - National mourning day in the Republic of Kazakhstan