Tama Art University

The Department of Environmental Design is concerned with all aspects of design which relate to the use of space in everyday life.

The Department of Environmental Design regards any space which people occupy as ‘environment'. It may range from a relatively small-scale area such as a domestic interior or store display to a large-scale architectural project or urban neighborhood. Thus the field of contemporary environmental design includes furniture design, lighting design, interior design, architecture, town planning, and landscape design.

In order to acquire the broad-minded attitude required for this field, students must respond holistically to their environment. They need to deepen their understanding of art, technology and ecology in order to reflect on natural, social and cultural environments and find solutions to problems. In the process, students should combine an aesthetic understanding of color, shape, balance, proportion, space and structure with an awareness of social concerns such as environmental issues, LOHAS (Lifestyles of Health and Sustainability), ecology, sustainable development, and universal design.

A balance of thorough site-based studies and extensive use of CAD/CG software for simulation work helps students to gain a comprehensive approach to design. The curriculum also includes PBL (project based learning) courses, which involve joint research projects with industry, and demonstrate our belief that learning is not simply the accumulation of information. Lectures and practical training encourage students to form their own ideas which they can utilize in assignments. Skill-based design training forms the core of the curriculum of this department and is intimately linked to lecture courses. Throughout the four-year program, students choose to specialize in one of three areas: interior design, architectural design, or landscape design. They can also supplement their studies with selected PBL courses. In the first and second years, students learn a wide range of fundamentals concerning environmental design and select their special field. In the third and fourth years, they acquire a deep understanding of their specialty and pursue their own themes to complete their graduation projects.

The Department of Environmental Design seeks to cultivate students who possess not only self-confidence, organizational skills, and problem-solving ability, but are sensitive to such essential qualities of the natural world as sunlight and wind.

Educational field

Furniture, interior, architecture, city planning and landscape design

Introductory education (learning the basis of environmental design)

• Students consider the essential characteristics of space and environmental design.
• Course projects focus on human scale and the characteristics of various raw materials.
• Students learn various techniques in each design field.
• Students make life-size objects to specifications and give presentations.

Basic curriculum (acquiring the techniques of environmental design in a selected course)

• Students learn the processes of various design including collaborations.
• Course assignments require students to analyze conditions and research human physical movement and functions.
• Through the study of materials and structure, and analysis of life and cities, students investigate the needs of contemporary society.
• Students have opportunities to give oral presentations using plans, models and real objects as visual aids.

Special curriculum (deepening the knowledge of environmental design)

• Students acquire a wide range of knowledge and applied abilities.
• Students develop their design abilities by attempting more complex tasks requiring organizational and analytical skills.
• Students investigate questions of context and space, and consider programs for design.
• The curriculum offers opportunities for students to give presentations off-campus.

Graduate school (acquiring special knowledge and advanced techniques)

• Students continue their practical design work, deepening their theoretical research and developing new concepts.
• Students carry out their research under the guidance of assigned faculty members.
• Students are encouraged to pursue research which makes best use of the originality of TAU.
• Students present their thesis and completed projects as the results of their research.