stephens and tomlin unit - final

7/25/2019 Stephens and Tomlin Unit - Final

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TURN YOUR DREAMS INTO REALITY DESIGN YOUR DREAM ROOM

http://stephenstomlinaigcamp!"#$%ee&l'$com/

Lesson (" )ecoming a Designe*+ Not a Deco*ato*Lesson ( ,in-ing Yo.* St'le

Lesson ( Time to DesignLesson (0 1elcome to the AIG Inte*io* Design 2on3ention

If you had a chance to design any room in your house, what would it look like? Whatcolors would you use? What pictures would you put on the wall? Take that chance nowand come with us as we explore the elements and principles of interior design. You willhave an opportunity to design and decorate a room to est reflect your own style. While

at camp, you will use technology to rainstorm what you want your room to look likewhen the design is finished. !aint colors, farics, and other hands"on materials will eused in creating your dream room. #roaden your $%&I'%() and take this once in a

lifetime opportunity to design the room of your dreams*+

$ow does one reflect themselves through a design style?$ow can one use the design elements and principles to create a functioning room?

asey )tephens and -manda Tomlin)!/ 0123 )pring 3240ast 5arolina 6niversity
http://stephenstomlinaigcamp2016.weebly.com/http://stephenstomlinaigcamp2016.weebly.com/


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TURN YOUR DREAMS INTO REALITY DESIGN YOUR DREAM ROOMKASEY STEPHENS AND AMANDA TOMLIN

2ONTENT RESEAR24 5A5ERInterior /esign

/ating ack to the ancient 7reeks, interior design has vastly changed and grown

from decorating theatres to designing residential and commercial spaces. Interior

design can e defined as a group of related pro8ects that are involved in making any

interior space into an effective setting for whatever range of human activities are to take

place there+ 9!ile, 4::;, p. 4 however, interior designers may decorate, ut decorators do

not design+ 9/ifferences #etween Interior /esign /ecorating,+ 3240=. -n interior

designer is someone who is @ualified, creative, and ale to easily collaorate with

clients. This paper explains the components of interior design and what it takes to e a

successful interior designer.

Design Elements an- 5*inciples

$ave you ever walked into a room for the first time and een struck y how

pleasing it looks or how welcoming it feels? 5hances are the look and feel of this room

Athe designAdidnBt 8ust happen+ The person who designed the room used the

elements and principles of design to create the desired effect.+ The most asic elements

of design are space, line, form, texture, and color 9)herwood, 322C, p.


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appropriately use the space given is one of the most important components of designing

9personal communication, Ganuary 4:, 3240=. The most asic element of design is line,

which delineates space, outlines form, and conveys a sense of movement or direction.

-ll lines are either straight or curved, and are placed in a directionAvertical, horiEontal,

or diagonal+ 9)herwood, 322C, p.


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Tertiary colors are made y mixing a primary color with a secondary color 9icklighter et

al., 322;, p. 442"444=.

The principles of design are guidelines for working with the elements of design.

When you understand the principles of design, you can use the elements of design

successfully.+ The five main principles are known as proportion, scale, alance,

emphasis, and rhythm. !roportion and scale oth descrie siEe, shape, and amount, ut

proportion is the ratio of one part to another and scale is the relative siEe of an o8ect in

relation to other o8ects 9Fewis et al., 3243, p. /esign )tyles /efined, 3240=. 7reat

designers appropriately use the design elements and principles to create a room that

the client wishes to see.

Di66e*ence in Designing an- Deco*ating

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Interior design and interior decorate are terms that often times get mixed up.

!eople will interchangealy use these terms> however, they are different in significant

ways.

-ccording to the 5ouncil for Interior /esign Kualification, interior design is the art

and science of understanding peopleBs ehavior to create functional spaces within a

uilding 9/ifferences #etween Interior /esign /ecorating,+ 3240=. /esign is also

noted as a process that re@uires research, analysis, and integration of knowledge into

the creative process in order to satisfy the clientBs needs 9/ifferences #etween Interior

/esign /ecorating,+ 3240=. !ile 94::;= noted that design puts more of an emphasis

on the asic planning and functional design of a space. Interior design is all aout

human ehavior and human interaction,+ 9!iotrowski, 322D, p. ;=. Interior design is a

process that egins with research, incorporates creativity and knowledge, and

concludes with a complete designed space.

%n the other hand, interior decorating is the furnishing of a space with

fashionale items 9/ifferences #etween Interior /esign /ecorating+, 3240=.

/ecorating focuses on the decorative, ornamental, and movale aspects of interior

design+ 9!ile, 4::;, p. 40=. Therefore, decorating deals with the physical items within a

space.

There is one main difference etween interior design and interior decorating.

Fittle 93241= stated that there is a one"word difference in etween design and decorating

and that is education. In the 6nited )tates and 5anada, there are laws that re@uire

interior designers to e licensed or registered and to also e ale to document their

education 9/ifferences #etween Interior /esign /ecorating,+ 3240=. (ot only does

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interior design and interior decorating have different meanings, they can also e

distinguished y official documentation. Interior decorating deals with the furnishing of

the space, while interior decorating is a process that focuses on human interaction.

An Inte*io* Designe* an- 4is o* 4e* Roles

-n interior designer is defined y !iotrowski 9322D= as one who plans, designs,

and furnishes interiors of residential, commercial, or industrial uildings. It is known as a

multi"faceted profession in which technical and creative solutions are used in a structure

to achieve an interior environment 9/efinition of Interior /esign,+ 3240=. %taining an

education and completing an examination, classifies one as an interior designer. -

designer must do and have several things that will guide them into eing successful.

-s noted y !iotrowski 9322D=, a profession is defined as existing when a specific

set of characteristics can e associated with it, which including the following the use of

skills ased on theoretical knowledge, education and training in these skills, the

competence of professionals ensured y examination, a code of conduct to ensure

professional integrity, performance of a service that is for the pulic good, and a

professional association that organiEes memers 9p. C=. The profession of interior

design can e guided y the aove points and is an evolving profession that can e

dated ack to the -ncient 7reeks.

In order to ecome an interior designer, one must first have an accelerated

education with an -ssociateBs or #achelorBs degree and then can get licensed. To otain

a license, one must pass an examination that tests their knowledge of issues> however,

some licensing laws re@uire that there e a comination of design education and

practical experience efore the examination can take place 9!ile, 4::;=. The (ational

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5ouncil for Interior /esign Kualification 9(5I/K= is the organiEation that creates the

examination. The exam consists of three parts that cover all aspects of interior design

practice that affect pulic health, life safety, and welfare 9(5I/K xamination #asic

Hacts,+ 3240=. -fter education and the examination are complete, an individual can

practice as an official interior designer.

$aving an education and a license to e an interior designer are not the only two

things that are needed in order to e successful. Fittle 93241= lists five other

re@uirements that one must have, which are a knack for design, an education in the

history of design, structural integrity of uilding codes, ergonomics 9the study of

peopleBs efficiency in their working environment=, spatial concepts, ethics, psychology,

and computer drawing> must also e a people person, know the local laws and codes,

and e competitive in getting yourself noticed. ). dwards and -. Whicher noted how

important it is to make sure their clients like their designs in a year. - client may want a

cool, new trendy piece of furniture or paint color, ut it is their 8o to make sure they are

ale to make a design that is timeless 9personal communication, Ganuary 4:, 3240=.

Larshall"#aker 9322;= states that one must e ale to work within codes and laws in

order to protect pulic health, safety, and welfare. This point is also addressed in

/efinition of Interior /esign+ 93240=, which discusses how an interior designer has roles

to protect the health, life safety, and welfare of the pulic. -nother important task of an

interior designer is to e informed aout the latest advances in their specialty, especially

since things are ever"evolving in their profession 9!iotrowski, 322D=.

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Interior design is a process> therefore, an interior designer must follow a process

in order to meet the needs of their client. /efinition of Interior /esign+ 93240= lists

twelve services that an interior designer may or may not do throughout this process

4. &esearch and analysis of the clientMs goals and re@uirements> and development

of documents, drawings and diagrams that outline those needs.

3. Hormulation of preliminary space plans and two and three dimensional design

concept studies and sketches that integrate the clientMs programneeds and are

ased on knowledge of the principles of interior design and theories of human

ehavior.


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C. !reparation of construction documents, consisting of plans, elevations, details

and specifications, to illustrate non"structural andNor non"seismicpartition

layouts> power and communications locations> reflected ceiling plansand lighting

designs> materials and finishes> and furniture layouts.

D. !reparation of construction documents to adhere to regional uilding and fire

codes, municipal codes, and any other 8urisdictional statutes, regulations and

guidelines applicale to the interior space.

:. 5oordination and collaoration with other allied design professionals who may e

retained to provide consulting services, including ut not limited to architects>

structural, mechanical and electrical engineers, and various specialty

consultants.

42.5onfirmation that construction documents for non"structural andNor non"seismic

construction are signed and sealed y the responsile interior designer, as

applicale to 8urisdictional re@uirements for filing with code enforcement officials.

44. -dministration of contract documents, ids and negotiations as the clientMs agent.

43.%servation and reporting on the implementation of pro8ects while in progress

and upon completion, as a representative of and on ehalf of the client> and

conducting post"occupancy evaluation reports.

#eing an interior designer one must e educated, licensed, and willing to evolve with

the changes within the design world.

2oncl.sion

There is much that goes into interior design, ut some of the most important

things are understanding the different elements and principles, knowing the difference in

!age : of ;C
http://www.ncidqexam.org/about-interior-design/definition-of-interior-design/#ConstructionDocumentshttp://www.ncidqexam.org/about-interior-design/definition-of-interior-design/#Specificationshttp://www.ncidqexam.org/about-interior-design/definition-of-interior-design/#Nonstructuralhttp://www.ncidqexam.org/about-interior-design/definition-of-interior-design/#Partitionhttp://www.ncidqexam.org/about-interior-design/definition-of-interior-design/#RCPhttp://www.ncidqexam.org/about-interior-design/definition-of-interior-design/#SpacePlanninghttp://www.ncidqexam.org/about-interior-design/definition-of-interior-design/#SpacePlanninghttp://www.ncidqexam.org/about-interior-design/definition-of-interior-design/#ContractDocumentshttp://www.ncidqexam.org/about-interior-design/definition-of-interior-design/#ConstructionDocumentshttp://www.ncidqexam.org/about-interior-design/definition-of-interior-design/#Specificationshttp://www.ncidqexam.org/about-interior-design/definition-of-interior-design/#Nonstructuralhttp://www.ncidqexam.org/about-interior-design/definition-of-interior-design/#Partitionhttp://www.ncidqexam.org/about-interior-design/definition-of-interior-design/#RCPhttp://www.ncidqexam.org/about-interior-design/definition-of-interior-design/#SpacePlanninghttp://www.ncidqexam.org/about-interior-design/definition-of-interior-design/#ContractDocuments


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designing and decorating, and having a designer who is ale to match the needs of their

client y using their creativity. When designers understand the principles of design, they

are ale to use the elements of design successfully. The process of interior design

re@uires time and effort, ut the product reflects the needs and wants of the client

comined with the creativity of the designer.

!age 42 of ;C


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2ONNE2TION TO T4E T4EME

To us, horiEons can e defined in many ways. Hor the purposes of our topic of

interior design, we are defining horiEons in three different ways. $oriEons can mean the

limit to which a person is interested in a certain topic or idea. -nother meaning it can

have is foreseeing how a topic or idea can change in the future. The third meaning of

horiEons is related to horiEontal lines " a horiEontal line is a straight, flat line that goes

from left to right.

It is often difficult for people to go outside of their comfort Eones. When people go

eyond their comfort Eones, they are roadening their horiEons. This allows them to

look past what they are normally interested in and find other topics or ideas that gra

their attention.

)ome people may think aout the future a lot and others may not. When people

look past the horiEon, they are ale to see other options for their future and explore

things they may not have considered efore.

Fines, specifically horiEontal lines, are one of the most important elements of

design. $oriEontal lines create a sense of direction and allow peopleBs eyes to move left

to right. There are also o8ects that are placed horiEontally in a room to make the room

more functional.

In interior design, one of the main elements that we will e teaching is line. Fine,

which delineates space, outlines form, and conveys a sense of movement or direction

can either e straight or curved, vertical, horiEontal, or diagonal. $oriEontal lines match

the concept of horiEons y representing a more literal meaning. It focuses on the

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specific shape of a line. )tudents will e choosing a type of line that most matches their

style within this unit.

The overall topic of interior design is one that many people may not know much

aout> therefore, they will e roadening their horiEons when learning aout the different

principles, elements, and styles of design. In this unit, students will have to push past

their comfort Eone and expand their current knowledge of designing. )tudents will also

e applying their knowledge to create their own style oard, which is also something

that they most likely have never done efore. These students may never actually

ecome an interior designer, ut with this unit they can experience new ideas that may

or may not interest them for when they have to make career choices in the future.

The third definition of horiEons that apply to our topic is seeing eyond what

might e perceived in the present, or looking ahead to what could occur in the future.

)tudents will e doing this y creating a style oard that contains materials for a style

that is timeless and one that they, along with their clients, will en8oy in the future as well.

They will have to predict what might e of interest to themselves in the future and reflect

on what they are interested now too. This might e the one aspect of horiEons that may

e the most challenging to explain or explore with the students.

$oriEons can e defined in many ways. Hor our topic of interior design, we

elieve that three definitions match @uite well. The literal definition through the

identification of horiEontal lines, since line is an important element of design, roadening

oneBs horiEons or pushing past a comfort Eone that may e set for an individual, and

looking eyond what one can see now or in the horiEon. We feel that the overall concept

!age 43 of ;C


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of horiEons is one that can e depicted often in regards to the topic of interior design.

!age 4< of ;C


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TE24NOLOGY INTEGRATIONThroughout our unit, we will e using technology to provide our students with

ways to express their understanding of interior design and to create a more authentic

experience of learning what it takes to e an interior designer. We will use

5hromeooks, !lickers, )mart #oard lessons and activities, Weely, and the !# Teen

/esign Tool.

5hromeooks will e used y the students throughout the course of our unit to

explore our Weely wesite and the !# Teen /esign Tool. They will e ale to access

the Internet on the 5hromeooks to use oth of these wesites. It would e ideal for

each student to have his or her own 5hromeook ecause the !# Teen /esign Tool will

e done individually. This wesite could also e accessed on an i!ad if those are

availale, ut we elieve 5hromeooks would e easier for students to navigate

through the tool.

!lickers is a powerfully simple tool that lets teachers collect real"time formative

assessment data without the need for student devices+ 9!lickers, 3240=. We will use this

tool as an exit ticket on the first day to assess studentsB understanding of the elements

and principles of design they were presented with in that lesson. )ince the first day will

e more content than the rest of the days, we feel this tool would e a more interactive

way to assess their understanding than a standard paper exit ticket. We will use one of

our phones to capture the answers and review any @uestions that the ma8ority of

students are unsure of.

We will use the )mart #oard each day to give students content information and

to provide them with a more interactive learning experience. We will e using the

program the school provides with their )mart #oards. %nce we know what this is, we

!age 41 of ;C


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will e ale to create presentations and activities that adhere to that program. %ur

thought process now is to have the students come up and participate in the lessons y

matching descriptions of the design elements, principles, and styles. We elieve this

might change, ut we definitely plan to take advantage of the access to the )mart #oard

in the classroom.

We will have a Weely site for our unit that descries each day and includes the

daily activities and any other resources that they could access at home. We want the

studentsB parents to e informed of what their child will e doing at camp with us, and for

the students to have easy access to the design tool to practice with at home. The

resources that will e listed within the Weely site will e wesites that contain

information on the different design styles, other sites that students can get ideas from

when creating their style oard, and any other resources that we deemed appropriate

as we work through the planning of this unit.

The !# Teen /esign Tool is one that will e used on the second and third day to

create an example floor plan of what their dream room would look like. The tool allows

students to either pick from an already"made room or to create their own room 9we will

encourage students to create their own room from scratch=. They first choose the

dimensions and shape of their room and then move into finding furniture and

accessories for their room. %nce the students have completed their floor plan on the

third day, we will print them off to display on their style oards.

The use of technology within a classroom is a great way to provide students with

a more interactive and authentic learning experience. The activities in our unit are more

hands"on, ut we elieve that the integration of these specific technology resources are

!age 4; of ;C


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most aligning with what we want our students to accomplish and understand y the end

of the four days at camp.

!age 40 of ;C


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3. Tactile texture actual feeling of roughness or smoothness of

a surface.v. 5olor used to help create a vast amount of sensations and

emotions in homes.4. nown as the most important element.3. /ifference colors can change the way people feel aout a

room, space, or o8ect.


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a. &hythm can e achieved in the following ways

repetition, radiation, opposition, and transition.III. /esign )tyles 9#edroom 424, 3240> /esign )tyles, 3240> /esign )tyles

/efined, 3240=a. )easide )tylei. This look is inspired y the ocean and each.ii. 5olors white, eige, clear lue, sea green, and coral.iii. -ccessories 9nautical or each"themed= seashells, sea creatures,

lighthouses, coral, and amoo.iv. Harics and furniture light and sheer window treatments, stripes,

white faric, wooden linds, light"toned wood furniture, and wicker

furniture.. Traditional with a Twist )tylei. This look has clean, sleek lines and is marked y solid colors,

predominantly muted neutrals or old punches of color in furniture

and accessories.ii. 5olors neutral asics like white, gray, eige, chocolate, and lack.

%thers colors can e used, ut only one or two vivid hues.iii. -ccessories there are typically no decorate emellishments like

some of the other styles.iv. Harics and furniture many geometric shapes, lines follow a

horiEontal"vertical axis, and a few curves and angles. &ectangular

sofas, s@uare tales, and round ottomans are often used.c. #ohemian 5ottage )tyle

i. &ustic elegance is a main characteristic of this style.ii. 5olors gentle hues that are not too right ut feel coEy and upeat.

These colors include arn red, straw yellow, and sage green.iii. -ccessories pottery, ironstone, graphic askets, sea grass,

wildflowers in a pitcher, folk art on the wall, and anti@ue mirrors.iv. Harics and furniture hand"woven and handmade textiles like @uilts

and rag rugs, ladder"ack chairs, and slipcovered loveseats.d. clectic )tyle

!age 4: of ;C


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i. This catch"all style orrows from several other design styles and

evokes a sense of imagination and surprise with unexpected

contrasts.

ii. 5olors different varieties of color used all over the room in paint,

accessories, farics, and furniture.iii. -ccessories @uirky artwork from different periods, shaggy rugs,

smooth silk pillows, organic wood, and slick plastic.iv. Harics and furniture mismatched furniture like a mid"century

modern loveseat and an anti@ue coffee tale, mixture of patterns

like chevron, old floral, and slim stripes, linen curtains, and velvet

pillows.e. )teampunk )tyle

i. This style layers factory tools, industrial machinery, and other

workaday o8ects into a more romantic, feminine aesthetic.ii. 5olors dark, moody, lack and gray mostly, and metallic hues like

silver, gold, pewter, and copper.iii. -ccessories industrial elements like cogs, chains, gears, spools,

and other machinery, and wallpaper.iv. Harics and furniture roughly textured and heavily emroidered

farics, distressed metals, polished surfaces, leather, and metal.IJ. /esign vs. /ecorating 9/ifferences #etween Interior /esign /ecorating,+

3240> !iotrowski, 322D> !ile, 4::;=a. Interior /esign

i. /efined as the art and science of understanding peopleBs ehavior

to create functional spaces within a uilding.ii. - process that re@uires research, analysis, and integration of

knowledge into the creative process in order to satisfy the clientBs

needs.iii. !uts more of an emphasis on the asic planning and functional

design of a space.

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iv. Interior design is all aout human ehavior and human interaction+

9!iotrowski, 322D, p. ;=.v. /esign re@uires an education to practice.

. Interior /ecorating

i. The furnishing of a space with fashionale items.ii. /ecorating focuses on the decorative, ornamental, and movale

aspects of interior design+ 9!ile, 4::;, p. 40=.J. -n Interior /esignerBs &oles 9!iotrowski, 322D> /efinition of Interior /esign,+

3240> Fittle, 3241> Larshall"#aker, 322;=a. Interior /esigner

i. -n individual who plans, designs, and furnishes interiors of

residential, commercial, or industrial uildings.

ii. %ne must also have a knack for design, an education in the history

of design, structural integrity of uilding codes, ergonomics 9the

study of peopleBs efficiency in their working environment=, spatial

concepts, ethics, psychology, and computer drawing> must also e

a people person, know the local laws and codes, and e

competitive in getting yourself noticed.

iii. - profession in which technical and creative solutions are used in a

structure to achieve an interior environment.. $ow to #ecome an Interior /esigner

i. Hirst have either an -ssociateBs or #achelorBs degree.ii. Then, otain a license y passing an examination that tests their

knowledge of issues.4. The (ational 5ouncil for Interior /esign Kualification

9(5I/K= is the organiEation that creates the examination.c. &oles of an Interior /esigner

i. Work within codes and laws in order to protect pulic health, safety,

and welfare.ii. #e informed aout the latest advances in their specialty> especially

since things are ever"evolving in their profession.

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iii. Hollow the following steps in the interior design process in order to

meet the needs of their clients.4. &esearch and analyEe the clientBs goals and re@uirements>

and develop documents, drawings, and diagrams that outline

those needs.3. Hormulate preliminary space plans and two and three

dimensional design concept studies andNor sketches that

integrate the clientBs program needs and are ased on

knowledge of the principles of interior design and theories of

human ehavior.


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8urisdictional statutes, regulations and guidelines applicale

to the interior space.C. 5oordinate and collaorate with other allied design

professionals who may e retained to provide consulting

services.D. 5onfirm that construction documents for non"structural

andNor non"seismic construction are signed and sealed y

the responsile interior designer.:. -dminister contract documents, ids, and negotiations as

the clientBs agent.

42. %serve and report on the implementation of pro8ects while

in progress and upon completion.

!age 3< of ;C


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LESSON ("BECOMING A DESIGNER

I. /HI( %#G5TIJ) -(/ 5%(T(T

F))%(%#G5TIJ

)tudents will create a personaliEed collage from magaEines afterlearning and applying the design elements and principles.

!%I(T T%!%(/&

Interior designers may decorate, ut decorators do not design.+

))(TI-FK6)TI%(

What does one need to know in order to ecome a successful interiordesigner?

5%(T(T%utline thecontent youwill teach inthis lesson.

I. Interior /esign 9!ile, 4::;=a. - group of related pro8ects that are involved in marking any

interior space into an effective setting for whatever range

of human activities are to take place there.. - process that re@uires research, analysis, and integration

of knowledge into the creative process in order to satisfy

the clientBs needs.II. /esign lements and !rinciples 9icklighter icklighter, 322;>

)herwood, 322C> Fewis Turner, 3243=a. #asic lements of /esign space, line, form, texture, and

color.i. )pace the area provided for a particular purpose

and can e either two"dimensional or three"

dimensional.4. /esigners should consider the siEe of the

space and its arrangement when designing a

room.

3. The siEe of the space affects who will use thespace, how they will use it, and can

communicate feelings to the viewer.ii. Fine delineates space, outlines form, and conveys

a sense of movement of direction.4. Fine is the most asic element of design.3. -ll lines are either straight or curved, and

are placed in a direction O vertical, horiEontal,

or diagonal+ 9)herwood, 322C, p.


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geometric, and free.iv. Texture the appearance or feel of an o8ect.

4. Jisual texture something that appears to

have a rough"textured surface ut is actually

a smooth surface.

3. Tactile texture actual feeling of roughness orsmoothness of a surface.

v. 5olor used to help create a vast amount of

sensations and emotions in homes.4. nown as the most important element.3. /ifference colors can change the way people

feel aout a room, space, or o8ect.


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JI. -n Interior /esignerBs &oles 9!iotrowski, 322D> /efinition of

Interior /esign,+ 3240> Fittle, 3241> Larshall"#aker, 322;=a. Interior /esigner

i. -n individual who plans, designs, and furnishes

interiors of residential, commercial, or industrial

uildings.ii. %ne must also have a knack for design, an

education in the history of design, structural integrity

of uilding codes, ergonomics 9the study of peopleBs

efficiency in their working environment=, spatial

concepts, ethics, psychology, and computer

drawing> must also e a people person, know the

local laws and codes, and e competitive in getting

yourself noticed.iii. - profession in which technical and creative

solutions are used in a structure to achieve an

interior environment.. $ow to #ecome an Interior /esigner

i. Hirst have either an -ssociateBs or #achelorBs

degree.ii. Then, otain a license y passing an examination

that tests their knowledge of issues.4. The (ational 5ouncil for Interior /esign

Kualification 9(5I/K= is the organiEation that

creates the examination.

c. &oles of an Interior /esigneri. Work within codes and laws in order to protect

pulic health, safety, and welfare.ii. #e informed aout the latest advances in their

specialty> especially since things are ever"evolving

in their profession.

II. !&"!F-((I(7

What will students6(/&)T-(/ asa result of thislesson? $ow doesthis connect to thessentialKuestion?

)tudents will understand, define, and give examples of the fiveelements 9space, line, form, texture, and color= and five principles9proportion, scale, alance, emphasis, and rhythm= of design.They will also e ale to explain the difference etween the rolesof designers and decorators.

The content the students will learn during lesson one will guidethem into answering the essential @uestion. -fter they learn theelements and principles of design and the roles of interiordesigners, they will know what it takes to ecome a designer. This

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will lead them to otaining their own certificate in interior design.

What will studentse ale to /% as a

result of thislesson?

Throughout the lesson, students will demonstrate theirunderstanding of the elements and principles of design ycompeting in a whole"class trivia game.

-fter learning each of the elements and principles of design,students will e ale to recogniEe them through the collages theycreate using magaEines. Their collages will e used to determinetheir design styles in the second lesson.

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III. !F-((I(7

$%%/escrie how youwill gra studentsBattention at the

eginning of thelesson.# 5&-TIJ.

TIL C minutes

While students are walking in the door, they will choose one paintswatch from a variety of different colors. %nce everyone has

retrieved a paint swatch, they will partner up and discuss why theychose that color. They will also need to discuss how they colormakes them feel. If there is time, groups will share with the class.This will e used as an icereaker for students to get to know eachother, since they will e working together all week.

I()T&65TI%(xplain )tep"y"step what you willdo in this lesson.#e explicit aoutties to !oints to

!onder, ssentialKuestion, and$oriEons here.Include -FFsupport andteaching materialswith your unit.

TIL


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and decorators and the elements and principles of design. #y theend of the lesson, students will otain a certificate in interior design.

We will start with defining interior designers and interior decorators.)tudents will then learn that the main difference etween an interior

designer and an interior decorator is education O interior designersmust otain a license y completing an exam. We will explain thecomponents of the exam and inform students they will completetheir own form of assessment to otain their interior designcertificate.+ St.-ents %ill .n-e*stan- that -esigne*s ma'-eco*ate+ &.t -eco*ato*s -o not -esignO designers partake in aprocess of research and integration of knowledge to fulfill theclientBs needs and wants. )tudents will then learn some of theimportant roles of eing an interior designer and understand theywill partake in some of these roles throughout the week.

We will then move on to the interactive part of the !ower!oint.Hirst, we will list and descrie each of the five elements of design9space, line, form, texture, color=. ach of the elements will havetheir own slide with descriptions and pictures 9color will edescried in detail later in the lesson=. The class will then e splitup into two teams for a trivia"style game. The game will consist ofone student from each team coming to the front of the classroom.They will e presented with a @uestion and the first person to pressthe uEEer will get to answer the @uestion. If the student answerscorrectly, their team gets a point, ut if the student answersincorrectly, the other team gets a chance to steal the point. The

@uestions for the game will e on the !ower!oint. )ample@uestions include What are two types of lines? What is visualtexture? Hind a secondary color in the room. $aving an activityetween instruction reaks up the content a little more and getsstudents moving around. We will let students know the game isdivided into two rounds and the points will e carried over into thenext round. The first team to five points will win two pieces of candyto eat at the end of the lesson.

We will then continue the !ower!oint from earlier, ut now we wille introducing the principles of design. We will list and descrieeach of the five main principles of design 9proportion, scale,alance, emphasis, and rhythm=. ach of the principles will havetheir own slide with descriptions and pictures. )tudents will thenparticipate in the second round of the trivia"style game. It will e inthe same format as the elements round. )ample @uestions includeIn this classroom, how would you explain the proportion? What is apoint of emphasis in this picture? Hind an example of rhythm in thisclassroom. We will then tally up the score. If no group has reached

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; points, the team with the highest amount of points will win. In theinstance of a tie, we will have the students participate in a onus@uestion.

-fter students have demonstrated understanding of the elements

and principles of design, we will focus on the main element ofdesign O color. We will have a large physical model of a color wheel9the picture does not include the finaliEed product=. The color wheelwill e divided into three separate sections O primary colors,secondary colors, and tertiary colors. The wheel will show therelationship etween each of the levels of colors. We will explainhow secondary and tertiary colors are made. To assess studentsBunderstanding of the relationship of colors, we will have them getout their paint swatches again. )tudents will e instructed todesignate if they have a primary, secondary, or tertiary color. %ncethat is determined, they will need to find someone who has a

different level of color. /epending on time, we will have them to findsomeone who they could make a secondary or tertiary color with.

-))))L(T9!erformanceTask= What willthe students /%to demonstratethat they havemastered thecontent? #especific and

include actualassessment withunit materials.

TIL


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Inte*io* Design 2e*ti6icate

2olo* 1heel

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!age


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LESSON (,INDING YOUR STYLE

I. /HI( %#G5TIJ) -(/ 5%(T(T

F))%(%#G5TIJ

)tudents will create a personal floor plan of their dream room afterdetermining their own design style.

!%I(T T%!%(/&

/esigners need to see out to the horiEons to determine their style.

))(TI-FK6)TI%(

$ow do designers use elements and principles to create designstyles?

5%(T(T%utline the contentyou will teach inthis lesson.

III. /esign )tyles 9#edroom 424, 3240> /esign )tyles, 3240>/esign )tyles /efined, 3240=

-. )easide )tyle4. This look is inspired y the ocean and each.3. 5olors white, eige, clear lue, sea green, and

coral.


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handmade textiles like @uilts and rag rugs,ladder"ack chairs, and slipcovered loveseats.

/. clectic )tyle4. This catch"all style orrows from several other

design styles and evokes a sense of

imagination and surprise with unexpectedcontrasts.3. 5olors different varieties of color used all

over the room in paint, accessories, farics,and furniture.


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III. !F-((I(7

$%%/escrie how you

will gra studentsBattention at theeginning of thelesson.# 5&-TIJ.

TIL ; minutes

The classroom will e set up into groups of two to four students,depending on how many students we have in our session, eachgroup will have a tray with o8ects 9including wire, sand paper, tapemeasurer, and paint swatch=. They will have to determine whichdesign element is represented y the o8ect. This will e acompetition amongst the groups, and whichever group completesthe task first will get to select which design style they would like tolearn aout first during I()T&65TI%(.

I()T&65TI%(xplain )tep"y"

step what you willdo in this lesson.)e e;plicit a&o.tties to 5oints to5on-e*+Essential7.estion+ an-4o*i8ons he*e$Include -FFsupport andteaching materials

with your unit.

TIL 3; minutes

5oint to 5on-e*: In this lesson, students will use their collage fromday one to match their interests with a specific design style. Theywill have to determine which style est reflects them.

Essential 7.estion: /uring this lesson, our students, who are nowdesigners, will e activating their knowledge on design elementsand principles to learn aout the different design styles. )tudentswill ecome familiar with five design styles 9Traditional with a Twist,)easide, #ohemian 5ottage, clectic, and )teampunk=. %nce theyare familiar with the design styles, they will identify a style that estfits them. They will also create a floorplan to model what they

would want their dream room to e.4o*i8ons: P/esigners need to see out to the horiEons to determinetheir style.P In this lesson, students will e challenged to discoverwhich design style relates to them and their interests. )ince most ofthis content is rand new to the students, they will have to connect@uickly to specify one or more design styles. They will also usetechnology to grow as a designer. -ny design tool like the !# Teen/esign tool is important for designers to know how to use forplanning a room.

Inst*.ction: We will explain to students that today they will ediscovering what design style most aligns with their interests thatthey displayed on their collages created in day one. They will learnaout five different design styles 9Traditional with a Twist, )easide,#ohemian 5ottage, clectic, and )teampunk=. The classroom wille set up to have five stations, one for each style.-fter eingintroduced to each style, we will reveal the five different stationsthey will get to visit. We will have sheets over these at the

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eginning and then pull the sheet off one at a time.-t each station,there will e a tri"fold oard that lists the design style name, colors,accessories, farics, and furniture that match the style> there willalso e other materials relating to the style. Hor example, we willhave seashells for the )easide station.

In five different groups, students will travel around visiting eachstation. They will spend time at each one for < minutes. We will seta countdown timer on the )mart #oard for students to see howmuch time they have left and to note when they will e rotating tothe next station. -t the station, students will ecome familiar withthe design style and will record notes using a teacher"made chart.9- copy of this is attached=. The chart will have each of the styleslisted and @uestions for them to consider as they learn aout eachstyle. The @uestions include What do you like aout this style?What do you not like aout this style? What stands out to you the

most aout this style? Which elements and principles do you see inthis style?

-fter students finish the stations, we will regroup to discuss andshare their thoughts. We will have students share which designstyle they liked est, and ask why. )ome @uestions we may poseare What colors do you see the most? Why do you think that styleest fits your interests? We will have students choose one stylethat most represents them. If students would like to comine stylestogether, they can as long as they can 8ustify their reasoning. %ncethey have determined their style, we will give them a lank

cardstock for them to write the name of their style.

We will then introduce students to the !# Teen /esign tool yopening the site on the )mart #oard. We will explain to them theywill e using 5hromeooks to access a wesite in order to design afloor plan of their dream room. We will model how to navigatethrough the site and the steps to follow when creating a floor plan.)ome of the important things we will mention include

They can look at the pre"made plans for ideas, ut they must

create their own.

They can choose the layout of their room.

They should choose from either girlsM edrooms or guysMedrooms.

They can explore through the dropdown oxes to find

o8ects to place in their room.

We will also encourage them to e creative and detailed

within their plans eing sure to include rugs, lights, andNorwall dQcor.

We will tell them this floor plan will e displayed on their )tyle

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#oard.

-))))L(T9!erformanceTask= What will

the students /%to demonstratethat they havemastered thecontent? #especific andinclude actualassessment withunit materials.

TIL 12 minutes

-fter we explain how to use the !# Teen /esign tool, students will

create their floorplanfloor planto reflect what their dream roomwould look like. We will have a list of suggested items displayed onthe )mart #oard that we would like them to include in their floorplans. )ome items include a ed, place for storage, rug, lamp, walldQcor, chairs, and any other decorative items that they may want.This will demonstrate their knowledge of using the online designtool.

-dding onto their style written on cardstock, students will nowdecorate it according to the style they chose. This will demonstratetheir understanding of the elements and principles included within

their style. We will encourage them to use their chart from earlierand will allow them to visit the stations if needed. -long with theirfloorplan they created, this will also e included on their )tyle#oard.

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ASSESSMENT AND INSTRU2TIONAL MATERIALSInsert ALL materials here inl!"in# Assessments an" Instr!ti$nal Materials%

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