B.Arch CurriculumFree, forever
A tribute to Amogh N P
Psychology of Interiors
A room is not just built — it is perceived, felt and behaved in. This course is the psychological and behavioural dimension of interior design: how the brain constructs a scene from the Gestalt of what it sees; how people use distance, territory and privacy (proxemics and environmental psychology); what colour and light really do to mood — separating solid science from the large penumbra of folklore; how comfort, the senses and inclusive design shape wellbeing; and how people find their way, attach meaning to home, and behave in a designed setting. It is taught honestly — the strong findings (nature and restoration, daylight, wayfinding, proxemics) are held firmly, and the over-stated claims (hue-emotion charts, Baker-Miller pink, Maslow as a proven ladder) are flagged and corrected. You leave able to design for behaviour, not just for looks.
Course byAmogh N P· Architect & interior designer
The syllabus
5 units · 5 liveA behaviour-and-perception course opening the second year. All 5 units are live as full interactive lessons, each with original zoomable diagrams, a self-assessment quiz and a studio task — and an honest line drawn between strong evidence and folklore.
Unit 1 — Perception & Gestalt in Space
LiveHow the brain actively constructs a scene (bottom-up sensation plus top-down expectation), so the same room reads calm or chaotic by how its information is organised. Gestalt psychology and its grouping principles — figure–ground, proximity, similarity, continuity, closure, common fate and Prägnanz — applied to interior composition. Depth perception from monocular/pictorial and binocular cues; the perceptual constancies (size, shape, colour/lightness) and simultaneous contrast, which is why colour in a showroom differs from colour at home; and the legitimate perceptual illusions interiors deploy (light/cool recede, dark/warm advance; verticals heighten; mirrors) — with their limits.
Unit 2 — Environmental Psychology & Behaviour
LiveThe person–environment transaction. Proxemics (Edward Hall) and the four distance zones with their figures; personal space; sociopetal versus sociofugal seating (Osmond, Sommer). Territoriality (Altman's primary/secondary/public territories) and privacy as the selective control of access to the self — a boundary-regulation optimum, not simply 'more walls'. The crucial density (objective) versus crowding (subjective) distinction, with the caution against generalising Calhoun's rodent studies to humans. Stimulation, arousal and environmental load (the Yerkes–Dodson inverted-U, Milgram's overload); and prospect–refuge theory.
Unit 3 — Colour, Light & Mood
LiveTaught with a scalpel — colour psychology is the most over-hyped area in interior lore. Separate the perceptual facts (contrast, colour of light) from the modest arousal/valence effects (saturation drives arousal, hue drives pleasantness — Valdez & Mehrabian) from the folklore (fixed hue-emotion charts, Baker-Miller pink, red-and-appetite). Cultural colour meaning, including the Indian context. Lighting psychology — daylight's strong benefits, the circadian non-visual system (ipRGCs/melanopsin, ~480 nm), correlated colour temperature and alertness (with the low-quality-evidence caveat); and the field's best-evidenced area: biophilia and restoration (Ulrich's SRT, the Kaplans' Attention Restoration Theory).
Unit 4 — Comfort, the Senses & Wellbeing
LiveComfort as a psychological experience, adaptive and expectation-dependent, not just a measured setpoint — thermal (Fanger's PMV versus adaptive comfort and the power of perceived control), acoustic (noise, speech privacy, soundscape) and visual (glare) comfort. Multisensory design and the critique of ocularcentrism (Pallasmaa). Universal / inclusive design (the seven principles) and the psychology of accessibility — dignity and non-stigmatising use; affordances (Gibson, Norman). Designing for special populations — children, the elderly (who need far more light and contrast), neurodiversity and therapeutic/healthcare interiors — and Maslow's hierarchy as a framing device, taught with its critique.
Unit 5 — Behaviour, Meaning & Applied Design
LiveWayfinding and cognitive maps — Kevin Lynch's five elements (paths, edges, districts, nodes, landmarks) and legibility, and why good spatial structure beats more signage. Place attachment, place identity and the meaning of home as identity, security and continuity, not mere shelter. Behaviour settings (Barker) and the honest stance of probabilism — design makes behaviour more likely, it does not determine it. Post-occupancy evaluation and applying psychology in practice through programming and structured user research (behavioural mapping and traces). The Indian cultural context — joint-family living, the pooja room, and indoor–outdoor thresholds (verandah, courtyard, threshold rituals).
Course outcomes
What you will be able to doExplain how perception and the Gestalt principles construct the experience of a space.
Apply proxemics, privacy, territoriality and the density–crowding distinction to layout.
Judge colour and light claims against the evidence, separating science from folklore.
Analyse comfort, multisensory experience and inclusive design as psychological wellbeing.
Apply wayfinding, place-meaning and behaviour-setting thinking to a design.
Use structured user research to programme a space for behaviour and experience.
The author
Amogh N P
Architect, interior designer, and creative polymath. Studio Matrx began in his notebooks — his vision of design made honest, useful, and open to everyone. Its Academy is written and taught in his memory, and free, forever.
More about Amogh →Design for behaviour, not just for looks
How the Gestalt of a room reads, how distance and privacy shape behaviour, what colour and light really do, how comfort and inclusion make wellbeing, and how people find their way and make meaning of home. Read the five units, try the explorers, then test yourself.
The curriculum is free, forever
