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INTERIOR _ ARCHITECTURAL DESIGN

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					INTERIOR & ARCHITECTURAL DESIGN



       COURSE OF STUDY




      Washoe County School District
      Career & Technical Education
          INTERIOR AND ARCHITECTURAL DESIGN



                                        TABLE OF CONTENTS



                                                                                                PAGE

   I.   GOAL STATEMENT ................................................................           1

  II.   INTRODUCTION ....................................................................         2

 III.   ACKNOWLEDGMENTS ...........................................................               3

 IV.    COURSE DESCRIPTION ..........................................................             4

  V.    COURSE OF STUDY INFORMATION ..........................................                    5

 VI.    UNIT ONE: Elements and Principles of Design...................................            6

 VII.   UNIT TWO: Color ...................................................................       7

VIII. UNIT THREE: Lighting Objectives ................................................            9

 IX.    UNIT FOUR: Space Planning ......................................................         10

  X.    UNIT FIVE: Textiles .................................................................    11

 XI.    UNIT SIX: Floors, Walls and Ceilings ............................................        12

 XII.   UNIT SEVEN: Windows, Doors, Stairways, and Fireplaces ..................                 13

XIII. UNIT EIGHT: Furniture Selection ..................................................         14

XIV. UNIT NINE: Furniture Styles .......................................................         15

 XV.    UNIT TEN: Furniture Arrangement and Wall Composition .....................               16

XVI. UNIT ELEVEN: Accessories ........................................................           17

XVII. UNIT TWELVE: Historic Heritage of Architecture and Design .................                18



                                                             i
XVIII. UNIT THIRTEEN: Modern Architecture and Design ............................     19

 XIX. UNIT FOURTEEN: Interior Design as a Career ..................................   20




                                                  ii
                                  GOAL STATEMENT

Where people live has the potential to support life in a meaningful way, to influence
development and behavior of individuals and families, and to shape the quality of life. Being
aware of physical and psychological needs is the first step toward creating homes that will
stimulate the growth of human potential.

The creative manipulation of environment through the application of elements and principles of
design to architecture and home interiors results in an effective setting for human activities.




                                               1
                                    INTRODUCTION

This course of study is designed to provide teachers and students with a common set of course
objectives for occupational education instruction. One Family and Consumer Science teacher
from each of the high schools in the Reno/Sparks area met to update the 1985 districtwide
Interior and Architectural Design course of study. The information contained within this course
of study is the result of their excellent efforts.

The primary benefits of this common course of study are as follows:

   1. Since this course is comparable in all of the District’s high schools, students will be
      able to transfer from one District high school to another and continue their studies in
      this course in an uninterrupted fashion.

   2. Housing careers vary widely, from builders to interior designers to housing managers.
      Many of the careers offer an outlet for artistic and creative talent, while others
      provide management opportunities for those who are highly organized. Students may
      be able to identify with some of the entry-level housing jobs, since they may already
      be working in them part-time while they are in school. Students need to realize that
      some jobs are primarily inside jobs, while others are mostly outside ones. They need
      to think about whether they would like to travel in a job or whether they would rather
      work in the same location every day.

   3. Interior and Architectural Design complements Drafting I and II and Architectural
      Drafting courses at high schools. The course provides a foundation for CADD,
      Drafting & Design core fundamentals; Marketing, Merchandising & Design; and
      Printing and Graphics programs at the Glenn Hare Occupational Center. Interior and
      Architectural Design also provides an introduction to collegiate interior design
      programs.




                                               2
                                ACKNOWLEDGEMENTS



Ms. Janet Hay served as facilitator for developing this course of study and the following teachers
participated in the content and updating:

                  Elizabeth Asteriadis      -       Glenn Hare Occupational Center
                  Wendie Balmer             -       Galena High School
                  Suella Brown              -       Sparks High School
                  Rene Crepaldi             -       Reed High School
                  Kathleen Dziurda          -       Reed High School
                  Vicky Green               -       Sparks High School

                         Connie Weldon                   - Reno High School
The following Family and Consumer Sciences teachers revised the course of study March, 1999:

                  Wendie Balmer             -       Galena High School
                  Suella Brown              -       Sparks High School
                  Mary Coffman              -       Wooster High School
                  Rene Crepaldi             -       Reed High School
                  Kathleen Dziurda          -       Reed High School
                  Vicky Green               -       Sparks High School

                         Connie Weldon                   - Reno High School




                                                3
                                COURSE DESCRIPTION



 Length of Course: One Year                                        Course Prerequisite:    None

 Credit: 1                                                         Grades:                 9-12




This course offering allows students hands-on experience in identifying and applying skills in the
areas of elements and principles of design, lighting, space planning, textiles, floors, walls,
ceilings, window and wall treatments, furniture styles and furnishings, architectural styles and
choices.

The focus of this class is to make living and working areas useful, comfortable, and attractive.
This class will expose students to related careers.




                                                4
                        COURSE OF STUDY INFORMATION


It is estimated that the weekly time periods required for each of the units of instruction will be as
follows:

                                                                              Number
       Unit No.                       Title                                  of Weeks

          1            Elements and Principles of Design                         4.0

          2            Color                                                     5.0

          3            Lighting Objectives                                       1.0

          4            Space Planning                                            8.0

          5            Textiles                                                  2.0

          6            Floors, Walls, and Ceilings                               3.0

          7            Windows, Doors, Stairways, and Fireplaces                 1.0

          8            Furniture Selection                                       1.0

          9            Furniture Styles                                          3.0

         10            Furniture Arrangement and Wall Composition                3.0

         11            Accessories                                               1.0

         12            Historic Heritage of Architecture and Design              2.0

         13            Modern Architecture and Design                            1.0

         14            Interior Design as a Career                               1.0


                       Total:                                                  36.0


Any period not assigned to the units of instruction, if any, primarily will be used for enrichment
activities. Consideration is also given to time needed for final exams, proficiency testing and
other classroom requirements.



                                                  5
           UNIT ONE: ELEMENTS AND PRINCIPLES OF DESIGN


Competencies

After completion of this unit the student will be proficient in the following areas:

1. Describe guidelines for developing style.

2. Define “interior design”.

3. Discuss the goals of interior design.

4. Compare and contrast structural design and applied ornamentation.

5. Identify the following elements of design.
   a. texture
   b. pattern
   c. line
   d. form and shape
   e. space
   f. color
   g. light

6. Describe and explain how elements can be used effectively in interior design.

7. Identify the following principles of design.
   a. proportion
   b. scale
   c. balance
   d. rhythm
   e. emphasis
   f. harmony

8. Describe and explain how design principles can be used effectively in interior design.




                                                  6
                                   UNIT TWO: COLOR


Competencies

After completion of this unit the student will be proficient in the following areas:

 1.   The students can associate colors with various periods in history.

 2.   Describe common color associations and colors effect on mood.

 3.   Explain how color is produced.

 4.   Match terms associated with color to the correct definitions.

 5.   Classify primary, secondary, and intermediate (tertiary) colors.

 6.   Distinguish between cool, warm, and neutral colors.

 7.   Match the dimensions of colors to their definitions.

 8.   Match basic color schemes to the correct descriptions.

 9.   Name guidelines for using color.

10. Plan color schemes.

11. Utilize the color wheel to explain various color schemes.

12. Change intensity of color.

13. Change value of color.

14. Recognize factors that influence color choices.

15. Identify starting points to use as guidelines for selecting color schemes.

16. Apply the principles of design to the use of color.

17. Discuss the following color systems.
      a. Brewster
      b. Ostwald
      c. Munsell




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18. Analyze factors that influence color perception.

19. Predict color trends for the twenty-first century.




                                                8
                      UNIT THREE: LIGHTING OBJECTIVES


Competencies

After completion of this unit the student will be proficient in the following areas:

1. Define natural and artificial lighting.

2. Distinguish between and explain uses for the following types of lighting.
   a. incandescent
   b. tungsten-halogen
   c. fluorescent
   d. cold cathode (neon)

3. Compare and contrast types of lighting and their uses.

4. Describe the effect of lighting on mood.

5. Extend your knowledge of lighting by planning lighting throughout a home, including
   various situational needs.

6. Explain the functions of lighting and discuss guidelines for choosing appropriate lighting
   fixtures.




                                                  9
                           UNIT FOUR: SPACE PLANNING


Competencies

After completion of this unit the student will be proficient in the following areas:

 1.   Explain the importance of considering residents’ needs and wants during the creation of the
      design plan.

       2.      Identify and describe the three principal space zones.

 3.   Explain how space in a home can be used efficiently.

 4.   Discuss how a theme affects the creation of a unified, effective design plan.

 5.   Interpret architectural symbols.

 6.   Explain and practice scale measurement and drawing.

 7.   Explain and illustrate the principles of floor plan design.

 8.   Evaluate floor plans and traffic patterns.

 9.   Suggest ways to improve floor plans.

10. List basic requirements for all houses.

11. Learn basic drafting techniques.

12. Design a floor plan following set guidelines.




                                                   10
                                 UNIT FIVE: TEXTILES


Competencies

After completion of this unit the student will be proficient in the following areas:

1. Describe and identify the differences between the following:
   a. natural fibers.
   b. man-made fibers.

2. Identify and describe the differences between the following:
   a. woven textiles.
   b. nonwoven textiles.

3. Explain the importance of and procedures of dye lots.

4. Identify the following finishes:
   a. prefinishes.
   b. functional finishes.
   c. decorative finishes.

5. Evaluate decorative textiles for:
   a. window treatments.
   b. furniture treatments.
   c. wall treatments.

6. Identify and judge the effects of combining fabrics of pattern, texture, and color.

7. Demonstrate solving design problems with textiles.




                                                 11
                  UNIT SIX: FLOORS, WALLS AND CEILINGS


Competencies

After completion of this unit the student will be proficient in the following areas:

1. Identify the appropriate uses of:
   a. nonresilient flooring-masonry
   b. wood flooring
   c. resilient flooring-vinyl

2. Discuss the history of rugs and carpets.

3. Explain the differences between the following:
   a. machine-made carpets
   b. handmade rugs

4. Compare different types of walls and wall coverings in terms of durability and cost.

5. Discuss the aesthetic and practical aspects of the following wall structures:
   a. plaster
   b. wallboard
   c. wood
   d. masonry
   e. other

6. Interpret the aesthetic and practical aspects of the following wall treatments:
   a. types of paint and paint texture
   b. wallpaper
   c. vinyl-coated coverings
   d. fabric wall coverings
   e. other resilient wall coverings
   f. decorative and functional values of wall coverings

7. Identify and compare ceiling types and illusions.




                                                 12
         UNIT SEVEN: WINDOWS, DOORS, STAIRWAYS, AND FIREPLACES



Competencies

After completion of this unit the student will be proficient in the following areas:

1. Identify window types.

2. Describe the following window treatments:
   a. soft window treatments
   b. window top treatments
   c. window hardware
   d. drapery and curtain headings
   e. hard window treatments

3. Identify and compare windows and window treatments that conserve energy.

4. Identify door types.

5. Evaluate door placements.

6. Understand treatment of doors.

7. Discuss building and use codes for windows, doors, stairways, and fireplaces.

8. Explore different types and structures of stairways and fireplaces.




                                                 13
                     UNIT EIGHT: FURNITURE SELECTION


Competencies

After completion of this unit the student will be proficient in the following areas:

1. Describe the types of furniture choices available to today’s consumer.

2. Evaluate basic furniture construction.

3. Identify and describe the materials most commonly used in furniture construction.

4. Identify and describe fabrics used in upholstered furniture.

5. Describe methods of shopping for and caring for furniture.




                                                 14
                          UNIT NINE: FURNITURE STYLES


Competencies

After completion of this unit the student will be proficient in the following areas:

1. Explain why furniture designs have changed throughout history.

2. Identify and describe the major styles of American furniture from 1600 to the present.

3. Describe how furniture styles are categorized by design periods.

4. Identify formal and informal furniture styles.




                                                 15
                UNIT TEN: FURNITURE ARRANGEMENT AND
                             WALL COMPOSITION


Competencies

After completion of this unit the student will be proficient in the following areas:

1. Describe how to use a floor plan and templates to plan furniture arrangements.

2. Demonstrate ability to create an efficient furniture arrangement using guidelines provided.




                                                 16
                            UNIT ELEVEN: ACCESSORIES


Competencies

After completion of this unit the student will be proficient in the following areas:

1. Compare and contrast functional and decorative accessories.

2. Identify ways to enhance a design with accessories.

3. Identify ways to choose and place wall decorations and accessories that will enhance a design.




                                                 17
UNIT TWELVE: HISTORIC HERITAGE OF ARCHITECTURE
                       AND DESIGN


Competencies

After completion of this unit the student will be proficient in the following areas:

1. Explain how events in the 18th century affected housing design.

2. Describe the origin, characteristics, and duration of the Georgian Period.

3. Explain how the Industrial Revolution affected housing.

4. Describe the origin, characteristics, and duration of the Federal Period.

5. Name and describe housing styles that were part of the Romantic Revival.

6. Name and describe the two Victorian house styles.

7. Identify and describe the characteristics of the following home styles:
   a. Early English
   b. German
   c. Dutch
   d. Swedish
   e. Spanish
   f. French

8. Identify and describe the characteristics of the New England Saltbox, Garrison, Gambrel, and
   Cape Cod homes.




                                                 18
       UNIT THIRTEEN: MODERN ARCHITECTURE AND DESIGN



Competencies

After completion of this unit the student will be proficient in the following areas:

1. Name and describe three modern house styles.

2. Discuss the changes in housing styles and design since 1900.

3. Describe modern adaptations of colonial styles of housing.

4. Identify and describe the features of modern and contemporary styles.

5. Describe four recent developments in housing design and explain their usefulness.

6. Identify three major challenges facing housing today and in the future.




                                                 19
            UNIT FOURTEEN: INTERIOR DESIGN AS A CAREER


Competencies

After completion of this unit the student will be proficient in the following areas:

1. Discuss the history of the interior design profession.

2. Identify and understand careers in interior design.

3. Describe the training or experience necessary to obtain a job in housing and interior design.

4. Locate and use resources of career information determining personal interests and skills.

5. Demonstrate computer applications for interior design.




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