While this step-by-step procedural approach has yielded fine, logical and functional products of design from students, the design products are at the same time barely novel, with fixed and defined components rather than coming out of a „black box‟ that Chris Jones (1992: 46) described as expressions of high creativity and imagination that are produced beyond a designer‟s control. Methodologies in design taught in the studio have over the years employed the common steps in design as detailed by Pile (1988: 467-471), starting from field and literature survey, programming (analysis and design plan), synthesis of problems, formulation of design concept, preliminary design consisting of schematic drawings of alternative designs, design development, and then the final design. The core subject, Interior Design (level 1-5), that is taken from the second year till the fourth year, is different each semester only in terms of the quality of space and complexity of projects to be designed by students starting from small private spaces, residences, retails, work spaces and then moving on to larger scale and complex projects such as cultural spaces. The department provides a 4-year training programme for a Bachelor degree where the teaching of theory and practice in interior design are accommodated mainly through studio teaching.
This paper discusses the design methodology used in the interior design studio at a private university in Surabaya, Indonesia, which was established in 1998 with most of its pioneer lecturers originating from the Architecture Department.
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