Fremont County School District #1 Lander, Wyoming 82520

INTERIOR DESIGN Instructor Classroo m Mrs. Holly Burns W101 Phone 307-332-3640, EXT 2267 E-mail hspriggs@landerschools.org

TEXT: Homes &Interiors, McGraw Hill 2007 DESCRIPTION: This course will focus on the introduction of interior design as it relates to residential and commercial housing needs. Students will explore the concepts and psychology of housing and its application to society. Students will understand concepts of art such as elements and principles of design and color theory. Students will understand architecture and construction techniques along with identifying furniture styles. Historical and culture significance of architecture will be studied. Students will study housing decisions, evaluation of floor plans, concepts of universal design, and understand safety, security and maintenance of homes. Students will also explore careers in the housing industry. This course will prepare students to create interior environments that are pleasing and functional using the principles and elements of design. Students enrolled in this class will have the opportunity to learn about the many areas of design including: scale, proportion, balance, rhythm, emphasis, harmony, space, shape, mass, line, texture, pattern, light, and color and how they relate to personal choices in their surroundings. WYOMING STANDARDS / DISTRICT BENCHMARKS: 1 - Resources: Students effectively manage time, money, materials, workspaces, and human resources. 1.2.1 Students will create projects using community and classroom resources 1.2.2 Students will use community and Internet resources to enhance their understanding of interior design terms and techniques 2 - Interpersonal Skills: Students acquire and demonstrate interpersonal skills necessary to be individuals/groups of diverse abilities and backgrounds in a workplace setting. 2.1.1 Students will demonstrate positive communication and teamwork and complete class lab activities. 2.1.2 Students will recognize and appreciate individual diversity. 2.2.1 Students will communicate orally with team members. 2.2.2 Students will demonstrate the ability to give and follow written and verbal directions.
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2.2.3 Students will assume leadership roles in a group setting to accomplish group goals. 3 - Information: Students acquire and use workplace information. 3.1.1 Students will discuss community resources and services available to design implementation. 3.1.2 Students will determine a variety of assessment methods to analyze interiors and available resources. 3.1.3 Students will analyze options available for them to further their education in interior design. 3.1.4 Students will visit a variety of workplaces to broaden their knowledge of possible jobs related to interior design. 4 - Systems: Students demonstrate an understanding of how social, organizational, and technological systems work. 4.1.1 Students will demonstrate the various jobs of completing an overall design. 4.1.2 Students will select a variety of samples to complete large design idea boards. 5 - Technology: Students demonstrate the ability to use a variety of workplace technologies. 5.1.1 Students will utilize a variety of presentation media such as photography, video, computer, or software for design presentations. 5.1.2 Students will demonstrate basic skills for producing and presenting classrooms projects. 5.1.3 Students will create, modify and store personal documents. 5.1.4 Students will demonstrate proper use and care of lab supplies and equipment. 6 - Careers: Students develop skills in career planning for the workplace. 6.2.1 Students will explore the ways family and consumer science career assist the works of Interior Designers. 6.2.2 Students will apply professional ethical standards while working in Interior Designs. 6.2.3 Students will demonstrate enthusiasm, initiative and commitment to program goals. REQUIREMENTS: Textbook and independent/supplemental reading activities. Study guides, class discussions, response / reaction papers. Independent and small to large group activities, projects, presentations, and research papers. Students compile a professional portfolio of learning activities and written work

GRADING PRACTICES:

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Students receive group and independent grades for laboratory projects, completed projects, reports, presentations and written work. Quizzes and tests for each unit of study. Students compile a professional portfolio of learning activities and written work

WYOMING PERFORMANCE STANDARDS: ADVANCED PERFORMANCE - 11th grade students at the advanced level independently and accurately acquire and consistently and effectively use the information skills listed in the benchmarks. PROFICIENT PERFORMANCE -11th grade students at the proficient level accurately acquire and use the information skills listed in the benchmarks. BASIC PERFORMANCE - 11th grade students at the basic level acquire and use, with consistent guidance, the information skills listed in the benchmark. BELOW BASIC PERFORMANCE - 11th grade students at the below basic level require extensive support or provide little or no evidence in meeting the standard. INTERIOR DESIGN - UNITS OF STUDY 1-House VS Home 2-Elements of Design 3-The Role of Color in Design 4-The Principles of Design 5-Developing a Design Plan 6-Completing and Presenting a Design Plan 7-Designing Kitchens, Laundry Areas and Baths 8-Choosing Backgrounds 9-Recognizing and Selecting Furniture 10-Careers in Housing and Interiors ASSESSMENTS: Textbook and independent/supplemental reading activities. Study guides, class discussions, response / reaction papers. Quizzes and tests for each unit of study. Independent and small to large group activities, projects, presentations, and research papers.

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PARENT AND STUDENT SIGNATURE I have read and understand the requirements and content of Interior Design 1

PARENT____________________________________ STUDENT___________________________________ DATE______________________________________

FCSD1 agrees to ensure equitable access and equitable participation in all District courses/classes. All district schools will effectively manage and creatively utilize resources necessary to support student learning. The Districts Board of Trustees is committed to a policy of nondiscrimination in relation to race, gender, age, national origin, color or disability in admission to, or access to, or treatment in its educational programs or activities.

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