Escondido Union High School District. Course of Study Outline. Introduction to Interior Design

Transcription

1 Escondido Union High School District Course of Study Outline Introduction to Interior Design Course Title: Introduction to Interior Design Transcript Abbreviation: Int. Design Course Numbers: 5566 Department: Consumer Homemaking (Fashion and Interior Design Industry Sector) Prerequisite Required: N/A Prerequisite Recommended: N/A Length of Course: Semester Semester Period of Credits: 5 Grade Levels: 9-12 Date Adopted Curriculum: 1987 Date Adopted Textbook: 1988 Date Revised: October 2008 Date Board Approved Revised Curriculum and New Textbook: 11/18/09 MEETS EUHSD Elective Credit or CTE Requirement Textbook: Homes and Interiors Publisher: Glencoe Publishing Copyright Date: 2007 Author: Ruth F. Sherwood ISBN: Course Description: Interior Design is a comprehensive lab-based course. Students learn how to design living environments reflecting the elements and principles of design. Students will become familiar with and understand space planning, housing and furniture styles. This course prepares students with the aptitude for assuming personal, family and community roles; strengthening employability skills; and transitioning to postsecondary training and education as well as entering and advancing in related career fields. The course focuses on entry level Career Technical Education Pathway Standards those that reflect the essential knowledge and skills students are expected to master to be successful in this field. The course also focuses on Consumer Economics Foundation Standards that includes the California content Standards in English-language Arts, mathematics, Science, and Social Science relevant to the CTE Pathway Standards. Updated 5/18/2012 1

2 Course Units/Suggested Topics And Suggested Pacing Guide Introduction to Interior Design A semester long course Units of Study Unit 1: Housing and Furnishing Selections Unit 2: Elements and Principles of Color and Design Unit 3: Housing and Furniture Styles Unit 4: Textiles and Materials Unit 5: Custom Interior Items and Accessories Unit 6: Housing Decisions Unit 7: Home Furnishings and Living Environments Unit 8: Space Planning Suggested Instructional Time 2 weeks 3 weeks 2 weeks 2 weeks 2 weeks 1 week 2 weeks 4 weeks Updated 5/18/2012 2

3 Foundation Standard/s: Unit I: Housing and Furniture Selections 1.0 Students understand how Homes and Interior meet social, physical and psychological needs of individuals and families. Foundation Benchmark/s: 1.1 Students will explain how selections in housing, furnishings, and accessories meet social, physical, and psychological needs. CTE Standard/s: B3.0 Students will understand and apply the elements and principles of design to various aspects of the Interior Design industry. B8.0 Students will understand and apply important aspects of residential and commercial interior design. CTE Benchmark/s: B3.1 Students will understand the elements and principles of design and their interrelationships. B3.2 Students will understand the concept of universal design and relate it to the industry. Standards Based Learning Goal Academic Vocabulary Students Performance Tasks Student Learning Activities Semester 1 Semester 1 Semester 1 Semester 1 Semester 1 Students will analyze how Quick Write: The need fads and fashion influence for housing varies from housing and furniture person to person selections and choice. because. Students will examine the universal needs for housing. Students will summarize universal design, barrierfree design, adaptive design, physical needs, psychological design, nuclear family, demographics, status, extended family, space, line, form, texture, color, lifestyle Students will create a matrix identifying and explaining how a specific room meets the social, physical, and psychological needs of the resident. Students will engage in a discussion on the need for personal space. Writing Activity - Students will write a paragraph on the topic: What makes a place a home? Instructional Resources Home & Interiors, Glencoe Textbook and Teacher ancillary resource packet. Housing Decision, Homes & Interiors focusing on consumer aspects of housing, workbook used throughout all units of Updated 5/18/2012 3

4 the elements of good design and explain why they re useful. Students will analyze the effects created by forms and shapes in particular designs. Critical Thinking Connection Have students analyze the way space is used in a room and how the space affects the residents. Critical Thinking Connection Have students suggest different ways that people who live in identical houses in a development can personalize their homes and create their own identity. Chapter 1 Activity 1: Housing That Ads Up Chapter 1 Activity 3: Ergonomic Aspects of Home Design View DVD Visual Guide to Interiors Students will watch the DVD and participate in a class discussion. study. Designing Interiors, Home & Interiors hands on activities booklet reproducible pages used throughout all units of study. Differentiated Activities, Home & Interiors reproducible booklet used throughout all units of study to deepen concepts. Careers in Housing & Interior Design, Home & Interiors reproducible pages used throughout all units of study. Floor Plans & Projects, Home & Interiors workbook used throughout all units of study. Visual Guide to Interiors CD-Rom, Home & Interiors used throughout all units of study. Updated 5/18/2012 4

5 Exam View Pro Test Generator CD-ROM used throughout all units of study. Technology Links Assessment Tools Class Discussions Quizzes Quick Writes Chapter Tests Vocabulary Quizzes Homes & Interiors Ancillary Resources: Vocabulary Puzzlemaker used throughout all units of study. Foundation Standard/s: Unit II: Elements and Principles of Color and Design 2.0 Students understand the elements and principles of design and color theory as they apply to the selection of furnishings and housing. 2.1 Students will identify and apply the elements and principles of design to evaluate and plan aesthetic and pleasing living environments. CTE Standard/s: B.3.0 Students will understand and apply the elements and principles of design in various aspects of the fashion industry. Updated 5/18/2012 5

6 CTE Benchmark/s: B3.1 Students will understand the elements and principles of design and their interrelationships. B3.4 Students will understand the fundamentals of color theory and color forecasting. Standards Based Learning Goal Students will summarize the elements of good design and explain why they are useful. Students will explain why color is the most significant design element. Students will demonstrate ways to use color, line and form to create and demonstrate design elements. Academic Vocabulary symmetrical balance, asymmetrical balance, rhythm, radiation, tone, value, hue, tint, shade gradation, space, color scheme, analogous, primary colors, form, monochromatic, complimentary color scheme, secondary colors, line, triadic, split complimentary, tertiary colors, accented neutral, transition, emphasis, eclectic Students Performance Tasks Students will create a sample board that shows a proposed room redesign. They will demonstrate their understanding and expertise on color schemes, principles and elements of design. Completed projects will be added to their design portfolios. Student Learning Activities Complete chapter 18 reading guide The Role of color in Design Complete chapter 19 reading guide The Principles of Design Students will reproduce different color schemes. Students will label each color scheme and place the finished sheets in their design portfolio. Students will select photographs of room arrangements and write a brief summary of how at least three different principles of design were used in the design of the room they have chosen. Instructional Resources Construction Paper Glue Sticks Card stock for portfolio covers Teacher Textbook and Ancillary Resources. Updated 5/18/2012 6

7 Technology Links Assessment Tools Class Discussions Quizzes Tests Project Rubric Quick Writes Foundation Standard/s: Unit III: HOUSING AND FURNITURE STYLES 3.0 Students understand the historical and cultural influence on furnishings and housing. Foundation Benchmark/s: 3.1 Students will identify factors that influence trends and cycles in housing and furniture styles. 3.2 Students will identify and describe the characteristics of recognized architectural styles and determine cultural influences Students will identify major periods of furniture styles and determine cultural influences. CTE Standard/s: B10.0 Students understand the history and events that have influenced the design of furnishings. CTE Benchmark/s: B10.1 Students will know the basic furniture styles from historical periods. Updated 5/18/2012 7

8 B10.2 Students will know the characteristics of furnishings that typify various periods throughout history. B10.3 Students will analyze recurring historical designs in today s furnishings. Standards Based Learning Goal Academic Vocabulary Students Performance Tasks Students will describe how culture, reproduction, In a Quick Write, students housing reflects cultural distressing, Colonial will name as many social views and values. Period, Post-Colonial trends as they can that Students will point out Period, Victorian Period, have affected housing in ways in which cultures Modern Period, veneer, the way it is used in our influence each other. antique, Cape Cod house, culture. pueblo, bungalow Students will describe how housing was influenced by culture and environment throughout history, including the structural features of houses. Student will create a historical brochure that will include architectural style, furnishing style, and cultural influences of that time period. Student Learning Activities Students view and discuss the visual guide from chapter 2 Housing & Society Students view and discuss chapter 14 Early Home styles, Students will view and discuss chapter 15 Home styles from 1700, Chapter 25 Recognizing Furniture Styles Instructional Resources 3-D Home Kit (Design Works, Inc), Visual Guide to Interiors CD (Glencoe) Students will identify factors that influence changes in furniture design. Students will compare furniture styles. Students will describe the types of furniture styles available to buyers today. Students will take a virtual tour of furniture collections on websites such as the National Gallery of Art and the Metropolitan Museum of Art and discuss their findings. Writing Activity Have students select a piece of furniture pictured in Chapter 24 and write a paragraph explaining why people might find the features of that piece attractive or unattractive. Students will complete Activity 55 & 56 Colonial and Post-Colonial period furniture Students will view and discuss both Victorian and Modern period furniture Updated 5/18/2012 8

9 Technology Links Assessment Tools Class Discussion Tests Quizzes Student Projects with Rubrics Foundation Standard/s: Unit IV: Textiles and Materials 4.0 Students understand the characteristics of different textile fibers, fabrics and finishes used for interior design. Foundation Benchmark/s: 4.1 Students will identify and compare the characteristics of textiles and materials used in living environments. CTE Standard/s: B9.0 Students understand the fabrication of treatments for window, walls, floors, and furnishings. B7.0 Students understand the selection of furniture, upholstery, slipcovers, and accessories for residential and commercial interiors. B11.0 Students understand the main design concepts that pertain to commercial and residential interior design. CTE Benchmark/s: B7.3 Students will know the primary types of fabrics, trims, and finishes for various furniture, coverings, and accessories. Updated 5/18/2012 9

10 B7.5 Students will select appropriate furnishings by evaluating the quality, source, function, and vendor s attributes. B9.1 Students will know the appropriate tool and supplies needed to produce window, wall, and floor treatments and coverings. B9.2 Students will understand the steps, procedures, and processes necessary for the production of window coverings, furnishings, and accessories. Standards Based Learning Goal Students will identify the steps in developing a design plan. Students will explain how to assess design characteristics. Students will describe factors to examine when taking inventory. Students will develop a preliminary design budget. Students will describe comparisons in the characteristics of different textiles fibers, fabrics, and finishes used for furnishings. Academic Vocabulary inventories, scale drawing, multipurpose room, clearance space, templates, contingency fee, prioritize natural fibers, synthetic fibers, plan weave, satin weave, twill weave, pile, latex, primers, alkyd Students Performance Tasks Students will create and design a room in a home using different textiles and materials for furniture, floors, walls, and windows. Students will place finished project in their design portfolio. Student Learning Activities Students bring in photos that they think show attractive use of textiles in interior decorating. Compare and discuss the qualities the textiles add to the design. Students will test carpet samples that claim to be stain-resistant by pouring on small amounts of cola, ketchup, fruit juices, grease, etc. Have students experiment with removing the stains using products and home remedies. Students will than rate carpets and products. Instructional Resources Carpet samples from old home projects or carpet stores Cleaning Supplies Students will identify the appropriate material for individual spaces. Updated 5/18/

11 Students will determine cost benefits to particular material used in commercial and domestic interiors. Technology Links Assessment Tools Class Discussion Unit Projects Tests Quizzes Quick Writes Foundation Standard/s: Unit V: Custom Interior Items and Accessories 9.0 Students will understand how to construct, alter, and repair interior items and accessories through the use of basic construction techniques and equipment. Foundation Benchmark/s: 5.1 Students will demonstrate ability to take accurate measurements. 5.2 Students will select appropriate fabric, materials, tools, and equipment for the construction of interior items and accessories. 5.3 Students will construct interior items and accessories through the use of appropriate custom construction techniques and equipment. Updated 5/18/

12 CTE Standard/s: B8.0 Students understand and apply important aspects of residential and commercial interior design. B7.0 Students understand selection of furniture, upholstery, slipcovers, and accessories for residential and commercial interiors. B9.0 Students understand the fabrication of treatments for windows, walls, floors, and furnishings. B12.0 Students understand the effective procedures used to clean and maintain residential and commercial environments. CTE Benchmark/s: B7.1 Students will understand procedures, processes, and labels used for the production of furniture, coverings, and accessories that meet industry standards and codes. B7.2 Students will know the primary types of woods, fillers material, finishes, and frames. B7.3 Students will know the primary types of fabrics, trims, and finishes for various furniture, coverings, and accessories. B7.5 Students will select appropriate furnishings by evaluating the quality, source, function, and vendors attributes. Standards Based Learning Goal Students will describe the steps in the design process. Students will identify factors to consider when arranging a space or designing a piece of furniture. Students will evaluate Academic Vocabulary clearance space, scale drawings, templates, contingency fee, inventory, pictorial drawing, rendering, overlay, sample board Students Performance Tasks Students will construct an interior design accessory item by using accurate measurements, appropriate materials, and appropriate tools. Pictures of accessory will be displayed in student portfolio. Student Learning Activities Students use graph paper to create two scale drawings of their bedrooms using a ¼ scale and a ½ scale. Students will consider dimensions of space, mathematical calculations, arrangements of items into Instructional Resources Art supplies, glue, rulers, tape measurers, trim, graph paper, furniture templates Updated 5/18/

13 different ways of designing effective plans. Students will explain how to implement a design. Students will summarize factors to consider when selecting interior design elements. a space, and other essential design elements when planning their design construction. Discuss the differences in the scales. Presentation on how to make accessories for the home Developing a Design Plan: Measuring project Chapter 24 Technology Links Assessment Tools Class Discussion Quizzes Quick Writes Projects with Rubrics Updated 5/18/

14 Foundation Standard/s: Unit VI: HOUSING DECISIONS 6.0 Students understand the factors that influence housing decisions. Foundation Benchmark/s: 6.1 Students will identify and evaluate housing alternatives and the factors that influence housing decisions. 6.2 Students will identify and compare housing requirements for individuals and families to ensure universal access. CTE Standard/s: B1.0 Students understand important aspects of the industry and the role of the industry in local, state, and global economies. B2.0 Students understand key operational procedures and laws in the industry. B3.0 Students understand the main principles of sales and marketing in the interior design and furnishings industry. B11.0 Students understand the main design concepts that pertain to commercial and residential interior design. CTE Benchmark/s: B11.3 Students will know the compliance requirements of the Americans with Disabilities Act (e.g., barrier-free elements and safety features) in the planning of residential commercial design. Standards Based Learning Goal Students will compare and contrast the advantages and disadvantages of renting or buying a home. Academic Vocabulary human-resources, low-rise, fixed expenses, flexible expenses, material resources, single-family housing, high-rise, Students Performance Tasks Students will find a new home for someone who uses a wheelchair. They will research and report on the types of housing Student Learning Activities Choosing a Place to Live Chapter 5 Test - Research factors that affect this market, such as local population growth or Instructional Resources Union Tribune WWW Teacher Textbook and Updated 5/18/

15 Students will analyze costs involved in renting and buying. Students will describe how to determine a realistic housing budget. Students will analyze ways to reduce housing costs. townhouse, triplex, duplex, garden apartments, high efficiency apartment, renter s insurance, mortgage, principal, tenant, landlord, interest, down payment, closing costs available in their area and what benefits they would offer that homebuyer. Students will work out a cost projection for renting and/or buying a home for someone and present their proposal. Students will bring in ads from homes for sale, select the cost of a home at a 20% down payment and calculate how much they will need to save in order to reach down payment goal. Extending Content Students will learn elements of credit check and how credit reporting companies influence ability to purchase a home, interest rates, rental agreements, etc. decline, and industry. Discuss any trends that might have similar variables in their own community and discuss their findings. Making Wise Housing Decisions Activity 10 Decisions, Decisions Activity 9 Students will develop a checklist to evaluate websites that offer images and descriptions of homes for sale. Each student will evaluate at least one website. Technology Links ancillary resources Buyer s Guides Guest Speaker Real Estate Agent Updated 5/18/

16 Assessment Tools Class Discussions Quizzes Quick Writes Project Unit Tests Foundation Standard/s: Unit VII: HOME FURNISHINGS AND LIVING ENVIRONMENTS 7.0 Students understand factors influencing the selection and care of home furnishings, accessories, and equipment. Foundation Benchmark/s: 7.1 Students will describe factors that influence the selection of home furnishings, accessories, and equipment. 7.2 Students will describe reasons for having a safe, clean, and orderly living environment. 7.3 Students will describe potential health and safety hazards and emergencies that occur in the home and identify practices that can prevent accidents and illnesses. CTE Standard/s: B12.0. Students will understand the effective procedures used to clean and maintain residential and commercial environments. CTE Benchmark/s: B12.1 Students will know various jobs and tasks required to clean and maintain residential and commercial buildings. B12.2 Students will know the appropriate cleaning supplies, equipment, and procedures needed to perform a variety of cleaning tasks. B12.3 Students will know procedures that prevent damage when cleaning and maintaining residential and commercial areas. Updated 5/18/

17 Standards Based Learning Goal Students will summarize the components of a safety plan. Students will identify common home health hazards. Students will describe ways to prevent home accidents. Students will describe ways to make a home safe for all residents. Students will explain safe and affective use of smoke alarms and fire extinguishers. Students will identify ways to improve home security. Students will suggest strategies for improving home safety for people with special needs. Students will describe how to select a contractor. Academic Vocabulary carbon monoxide, asbestos, asphyxiation, flammable, radon, thermo burn, child proofing, direct lighting, indirect lighting, task, general lighting, accent lighting, caulking, warranty, defect, damage, service contract Students Performance Tasks Students will analyze fireescape routes from different points in their homes, including each bedroom. They will draw a simple floor plan of their home, indicating the escape route in a prominent color. Present safety plan to student group. Students will design a room by drawing it to scale and select home furnishings, accessories, and equipment. In their design plans they must explain the advantage and the factors that influenced their decisions. This should also include the care for each said item. Research Activity Students will research pollutants, looking not only at the hazards they pose, but at the steps that can be taken to minimize those hazards review their findings. Student Learning Activities Home Safety & Security Chapter 28: reading guide Accidents Waiting to Happen: Activity 61 Student survey their homes and make suggestions for a safer escape route, explain it to family, and write up any family discussion summary. Students will examine their home from a childproofing perspective, identifying factors that may be at risk for young children and how to prevent these factors from contributing to accidents. Students will create a plan for some type of house maintenance agreement gardener, house keeper, etc. and will present monthly budget costs for services in comparison with conducting/completing the work yourself. Instructional Resources Art supplies: poster board, marking pens, graph paper, furniture templates Computer Lab Computer Aided Design Home & Gardening Home Décor Magazine subscription Home and Gardens Magazine subscription Better Homes Magazine subscription Architectural Digest subscription Home Quick Planner, Design Works, Inc. Digital Camera Updated 5/18/

18 Students will compare professional services to do-it-yourself remodeling. Technology Links Assessment Tools Projects Class discussion Quizzes Tests Quick Writes Foundation Standard/s: Unit VIII: Space Planning 8.0 Students will understand the principles and factors that influence space planning and interior design, including universal access. Foundation Benchmark/s: 8.1 Students will describe factors to consider in planning indoor and outdoor areas for living, working, and storage. 8.2 Students will evaluate and design a living environment to meet individual, family, and group needs to ensure universal access through the life cycle. 8.3 Students will create a plan for remodeling or redecorating a living environment to meet the needs of an individual or a family. CTE Standard/s: B5.0 Students will understand and apply important aspects of space planning and know the characteristics of interior systems. CTE Benchmark/s: B5.1 Students will understand the measurement of interior spaces, including unusually shaped and rounded areas and how to determine their square footage. Updated 5/18/

19 B5.2 Students will interpret blueprints for accuracy and traffic flow and evaluate space for furniture placement and activities. B5.3 Students will understand the function and symbols unique to interior systems, such as plumbing, lighting, electrical, ventilation, and heating/air conditioning. B5.4 Students will use the correct scale and architectural symbols to draw interior spaces, including placement of doors, windows, and outlets. B5.5 Students will analyze space needs on the basis of clients specifications. Standards Based Learning Goal Students will identify the necessary steps in developing a design plan. Students will express their ideas as to how to assess client design characteristics. Students will describe factors to examine when taking an environment inventory. Academic Vocabulary inventories, scale drawing, multipurpose rooms, clearance space, prioritize, templates, contingency fee, overlay rendering, sample board, pictorial drawing Students Performance Tasks Students will conduct a survey with a partner and analyze the needs for a redesign of a room in their own house. They will draw a simple floor plan of the home; indicate modifications and the need necessary to suit the purpose of the tenets. Students will present completed design to class/partner for evaluation. The design/place must be presented on a sample board complete with pictorial renderings, fabric/s, color and carpet samples, and scale drawings of the room. Student Learning Activities Research Activity Students will use the internet to learn more about virtual environments, particularly Vision Dome and write a summary of their findings. Demonstration Activity Students will bring a sample board to class, along with photographs showing a finished room and students will describe what the sample board reveals about the design elements. Reading Activity Students will gather pictures as they take notes on the different kinds of Instructional Resources Art Supplies (poster board, marking pens, graph paper furniture templates) Computer Lab Computer Aided Design Home and Gardening Magazine Subscriptions Digital Camera Home Quick Planner & Design Works software Updated 5/18/

20 drawings evidenced in the chapter readings. Design Activity Students will use colored pencils to make pictorial drawings from magazines based on design elements discussed in the unit of study. Technology Links Critical Thinking Activity Students will brainstorm the issues to consider when choosing design treatments for floors, walls, ceilings, and windows Assessment Tools Rubrics for student sample boards Quizzes Chapter Tests Summary Writings Unit Tests Updated 5/18/