Stephens and Tomlin Unit - Final

TURN YOUR DREAMS INTO REALITY DESIGN YOUR DREAM ROOM
http://stephenstomlinaigcamp2016.weebly.com/
Lesson #1 Becoming a Designer, Not a Decorator

Lesson #2 Finding Your Style
Lesson #3 Time to Design
Lesson #4 Welcome to the AIG Interior Design Convention
If you had a chance to design any room in your house, what would it look like? What
colors would you use? What pictures would you put on the wall? Take that chance now
and come with us as we explore the elements and principles of interior design. You will
have an opportunity to design and decorate a room to best reflect your own style. While
at camp, you will use technology to brainstorm what you want your room to look like
when the design is finished. Paint colors, fabrics, and other hands-on materials will be
used in creating your dream room. Broaden your HORIZONS and take this once in a
lifetime opportunity to design the room of your dreams!
How does one reflect themselves through a design style?
How can one use the design elements and principles to create a functioning room?
Kasey Stephens and Amanda Tomlin
SPED 6402 Spring 2016
East Carolina University

KASEY STEPHENS AND AMANDA TOMLIN
CONTENT RESEARCH PAPER

Interior Design
Dating back to the ancient Greeks, interior design has vastly changed and grown
from decorating theatres to designing residential and commercial spaces. Interior
design can be defined as a group of related projects that are involved in making any
interior space into an effective setting for whatever range of human activities are to take
place there (Pile, 1995, p. 13). An interior designer uses different elements and
principles when creating a space to best fit the interests of the client. One may confuse
designers and decorators; however, interior designers may decorate, but decorators do
not design (Differences Between Interior Design & Decorating, 2016). An interior
designer is someone who is qualified, creative, and able to easily collaborate with
clients. This paper explains the components of interior design and what it takes to be a
successful interior designer.
Design Elements and Principles
Have you ever walked into a room for the first time and been struck by how
pleasing it looks or how welcoming it feels? Chances are the look and feel of this room
the designdidnt just happen The person who designed the room used the
elements and principles of design to create the desired effect. The most basic elements
of design are space, line, form, texture, and color (Sherwood, 2007, p. 392). Space is
the area provided for a particular purpose and can be either two-dimensional or threedimensional (Kicklighter & Kicklighter, 2005, p. 89). Its important for designers to
consider the size of the space and its arrangement. The size of the space affects who
will use the space, how they will use it, and can communicate feelings to the viewer
(Lewis & Turner, 2012, p. 283). According to S. Edwards and A. Whicher, being able to
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appropriately use the space given is one of the most important components of designing
(personal communication, January 19, 2016). The most basic element of design is line,
which delineates space, outlines form, and conveys a sense of movement or direction.
All lines are either straight or curved, and are placed in a directionvertical, horizontal,
or diagonal (Sherwood, 2007, p. 395). When designers use lines, they focus on one
type of line but may use other lines for accents (Kicklighter et al., 2005, p. 91).
The physical shape of objects is referred to as form. Form outlines the edges of a
three-dimensional object and has volume, mass, height, width, and depth. There are
four types of form: realistic, abstract, geometric, and free form (Lewis et al., 2012, p.
282). An objects texture is the appearance or feel of its surface. There are two types
of texture: visual and tactile. Visual texture includes something that appears to have a
rough-textured surface but is actually a smooth surface. Tactile texture is the actual
feeling of roughness of smoothness of a surface (Sherwood, 2007, p. 399).
Color is widely known as the most important element. It is used to help create a
vast amount of sensations and emotions in homes (Lewis et al., 2012, p. 294). Different
colors can change the way people feel about a room, space, or object. People use the
color wheel to better understand color relationships. The color wheel is divided into
three different sections: primary colors, secondary colors, and tertiary colors. The color
wheel is used as a visual to better understand relationships between colors. The
primary colors are known as yellow, blue, and red. When people mix, darken, and
lighten the primary colors, they make all other colors. The secondary colors are orange,
green, and violet and are made by mixing an equal amount of two primary colors.
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Tertiary colors are made by mixing a primary color with a secondary color (Kicklighter et
al., 2005, p. 110-111).
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, balance,
emphasis, and rhythm. Proportion and scale both describe size, shape, and amount, but
proportion is the ratio of one part to another and scale is the relative size of an object in
relation to other objects (Lewis et al., 2012, p. 318). Balance creates equality and there
are two types of balance: formal and informal. The center of attention or interest is
related to the principle emphasis. Its important to note that the point of emphasis should
be dominant but not overpower the rest of the room (Kicklighter et al., 2005, p. 98). The
last principle of design is rhythm. This is the principle that connects movement between
the different parts of a design. Rhythm can be achieved in the following ways: repetition,
radiation, gradation, opposition, and transition (Sherwood, 2007, p. 434).
Designers use the design elements and principles to create the design style of a
room or house. There are many design styles, but a few of the most popular are
Seaside, Traditional with a Twist , Bohemian Cottage, Eclectic, and Steampunk
(Bedroom 101, 2016; Design Styles, 2016; Design Styles Defined, 2016). Great
designers appropriately use the design elements and principles to create a room that
the client wishes to see.
Difference in Designing and Decorating
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Interior design and interior decorate are terms that often times get mixed up.
People will interchangeably use these terms; however, they are different in significant
ways.
According to the Council for Interior Design Qualification, interior design is the art
and science of understanding peoples behavior to create functional spaces within a
building (Differences Between Interior Design & Decorating, 2016). Design is also
noted as a process that requires research, analysis, and integration of knowledge into
the creative process in order to satisfy the clients needs (Differences Between Interior
Design & Decorating, 2016). Pile (1995) noted that design puts more of an emphasis
on the basic planning and functional design of a space. Interior design is all about
human behavior and human interaction, (Piotrowski, 2008, p. 5). Interior design is a
process that begins with research, incorporates creativity and knowledge, and
concludes with a complete designed space.
On the other hand, interior decorating is the furnishing of a space with
fashionable items (Differences Between Interior Design & Decorating, 2016).
Decorating focuses on the decorative, ornamental, and movable aspects of interior
design (Pile, 1995, p. 16). Therefore, decorating deals with the physical items within a
space.
There is one main difference between interior design and interior decorating.
Little (2014) stated that there is a one-word difference in between design and decorating
and that is education. In the United States and Canada, there are laws that require
interior designers to be licensed or registered and to also be able to document their
education (Differences Between Interior Design & Decorating, 2016). Not only does
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interior design and interior decorating have different meanings, they can also be
distinguished by official documentation. Interior decorating deals with the furnishing of
the space, while interior decorating is a process that focuses on human interaction.
An Interior Designer and His or Her Roles
An interior designer is defined by Piotrowski (2008) as one who plans, designs,
and furnishes interiors of residential, commercial, or industrial buildings. It is known as a
multi-faceted profession in which technical and creative solutions are used in a structure
to achieve an interior environment (Definition of Interior Design, 2016). Obtaining an
education and completing an examination, classifies one as an interior designer. A
designer must do and have several things that will guide them into being successful.
As noted by Piotrowski (2008), a profession is defined as existing when a specific
set of characteristics can be associated with it, which including the following: the use of
skills based on theoretical knowledge, education and training in these skills, the
competence of professionals ensured by examination, a code of conduct to ensure
professional integrity, performance of a service that is for the public good, and a
professional association that organizes members (p. 7). The profession of interior
design can be guided by the above points and is an evolving profession that can be
dated back to the Ancient Greeks.
In order to become an interior designer, one must first have an accelerated
education with an Associates or Bachelors degree and then can get licensed. To obtain
a license, one must pass an examination that tests their knowledge of issues; however,
some licensing laws require that there be a combination of design education and
practical experience before the examination can take place (Pile, 1995). The National
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Council for Interior Design Qualification (NCIDQ) is the organization that creates the
examination. The exam consists of three parts that cover all aspects of interior design
practice that affect public health, life safety, and welfare (NCIDQ Examination: Basic
Facts, 2016). After education and the examination are complete, an individual can
practice as an official interior designer.
Having an education and a license to be an interior designer are not the only two
things that are needed in order to be successful. Little (2014) lists five other
requirements that one must have, which are: a knack for design, an education in the
history of design, structural integrity of building codes, ergonomics (the study of
peoples efficiency in their working environment), spatial concepts, ethics, psychology,
and computer drawing; must also be a people person, know the local laws and codes,
and be competitive in getting yourself noticed. S. Edwards and A. Whicher noted how
important it is to make sure their clients like their designs in a year. A client may want a
cool, new trendy piece of furniture or paint color, but it is their job to make sure they are
able to make a design that is timeless (personal communication, January 19, 2016).
Marshall-Baker (2005) states that one must be able to work within codes and laws in
order to protect public health, safety, and welfare. This point is also addressed in
Definition of Interior Design (2016), which discusses how an interior designer has roles
to protect the health, life safety, and welfare of the public. Another important task of an
interior designer is to be informed about the latest advances in their specialty, especially
since things are ever-evolving in their profession (Piotrowski, 2008).
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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. Definition of Interior Design (2016) lists
twelve services that an interior designer may or may not do throughout this process:
1. Research and analysis of the client's goals and requirements; and development
of documents, drawings and diagrams that outline those needs.
2. Formulation of preliminary space plans and two and three dimensional design
concept studies and sketches that integrate the client's program needs and are
based on knowledge of the principles of interior design and theories of human
behavior.
3. Confirmation that preliminary space plans and design concepts are safe,
functional, aesthetically appropriate, and meet all public health, safety and
welfare requirements, including code, accessibility, environmental, and
sustainability guidelines.
4. Selection of colors, materials and finishes to appropriately convey the design
concept and to meet socio-psychological, functional, maintenance, lifecycle
performance, environmental, and safety requirements.
5. Selection and specification of furniture, fixtures, equipment and millwork,
including layout drawings and detailed product description; and provision of
contract documentation to facilitate pricing, procurement and installation of
furniture.
6. Provision of project management services, including preparation of project
budgets and schedules.
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7. Preparation of construction documents, consisting of plans, elevations, details

and specifications, to illustrate non-structural and/or non-seismic partition
layouts; power and communications locations; reflected ceiling plans and lighting
designs; materials and finishes; and furniture layouts.
8. Preparation of construction documents to adhere to regional building and fire
codes, municipal codes, and any other jurisdictional statutes, regulations and
guidelines applicable to the interior space.
9. Coordination and collaboration with other allied design professionals who may be
retained to provide consulting services, including but not limited to architects;
structural, mechanical and electrical engineers, and various specialty
consultants.
10. Confirmation that construction documents for non-structural and/or non-seismic
construction are signed and sealed by the responsible interior designer, as
applicable to jurisdictional requirements for filing with code enforcement officials.
11. Administration of contract documents, bids and negotiations as the client's agent.
12. Observation and reporting on the implementation of projects while in progress
and upon completion, as a representative of and on behalf of the client; and
conducting post-occupancy evaluation reports.
Being an interior designer one must be educated, licensed, and willing to evolve with
the changes within the design world.
Conclusion
There is much that goes into interior design, but some of the most important
things are understanding the different elements and principles, knowing the difference in
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designing and decorating, and having a designer who is able to match the needs of their
client by using their creativity. When designers understand the principles of design, they
are able to use the elements of design successfully. The process of interior design
requires time and effort, but the product reflects the needs and wants of the client
combined with the creativity of the designer.
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CONNECTION TO THE THEME

To us, horizons can be defined in many ways. For the purposes of our topic of
interior design, we are defining horizons in three different ways. Horizons can mean the
limit to which a person is interested in a certain topic or idea. Another meaning it can
have is foreseeing how a topic or idea can change in the future. The third meaning of
horizons is related to horizontal lines - a horizontal line is a straight, flat line that goes
from left to right.
It is often difficult for people to go outside of their comfort zones. When people go
beyond their comfort zones, they are broadening their horizons. This allows them to
look past what they are normally interested in and find other topics or ideas that grab
their attention.
Some people may think about the future a lot and others may not. When people
look past the horizon, they are able to see other options for their future and explore
things they may not have considered before.
Lines, specifically horizontal lines, are one of the most important elements of
design. Horizontal lines create a sense of direction and allow peoples eyes to move left
to right. There are also objects that are placed horizontally in a room to make the room
more functional.
In interior design, one of the main elements that we will be teaching is line. Line,
which delineates space, outlines form, and conveys a sense of movement or direction
can either be straight or curved, vertical, horizontal, or diagonal. Horizontal lines match
the concept of horizons by representing a more literal meaning. It focuses on the
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specific shape of a line. Students will be 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
about; therefore, they will be broadening their horizons when learning about the different
principles, elements, and styles of design. In this unit, students will have to push past
their comfort zone and expand their current knowledge of designing. Students will also
be applying their knowledge to create their own style board, which is also something
that they most likely have never done before. These students may never actually
become an interior designer, but 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 horizons that apply to our topic is seeing beyond what
might be perceived in the present, or looking ahead to what could occur in the future.
Students will be doing this by creating a style board that contains materials for a style
that is timeless and one that they, along with their clients, will enjoy in the future as well.
They will have to predict what might be of interest to themselves in the future and reflect
on what they are interested now too. This might be the one aspect of horizons that may
be the most challenging to explain or explore with the students.
Horizons can be defined in many ways. For our topic of interior design, we
believe that three definitions match quite well. The literal definition through the
identification of horizontal lines, since line is an important element of design, broadening
ones horizons or pushing past a comfort zone that may be set for an individual, and
looking beyond what one can see now or in the horizon. We feel that the overall concept
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of horizons is one that can be depicted often in regards to the topic of interior design.
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TECHNOLOGY INTEGRATION
Throughout our unit, we will be 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 be an interior designer. We will use
Chromebooks, Plickers, Smart Board lessons and activities, Weebly, and the PB Teen
Design Tool.
Chromebooks will be used by the students throughout the course of our unit to
explore our Weebly website and the PB Teen Design Tool. They will be able to access
the Internet on the Chromebooks to use both of these websites. It would be ideal for
each student to have his or her own Chromebook because the PB Teen Design Tool will
be done individually. This website could also be accessed on an iPad if those are
available, but we believe Chromebooks would be easier for students to navigate
through the tool.
Plickers is a powerfully simple tool that lets teachers collect real-time formative
assessment data without the need for student devices (Plickers, 2016). We will use this
tool as an exit ticket on the first day to assess students understanding of the elements
and principles of design they were presented with in that lesson. Since the first day will
be more content than the rest of the days, we feel this tool would be 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 questions that the majority of
students are unsure of.
We will use the Smart Board each day to give students content information and
to provide them with a more interactive learning experience. We will be using the
program the school provides with their Smart Boards. Once we know what this is, we
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will be able to create presentations and activities that adhere to that program. Our
thought process now is to have the students come up and participate in the lessons by
matching descriptions of the design elements, principles, and styles. We believe this
might change, but we definitely plan to take advantage of the access to the Smart Board
in the classroom.
We will have a Weebly site for our unit that describes each day and includes the
daily activities and any other resources that they could access at home. We want the
students parents to be informed of what their child will be 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 be listed within the Weebly site will be websites that contain
information on the different design styles, other sites that students can get ideas from
when creating their style board, and any other resources that we deemed appropriate
as we work through the planning of this unit.
The PB Teen Design Tool is one that will be 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 (we 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. Once the students have completed their floor plan on the
third day, we will print them off to display on their style boards.
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, but we believe that the integration of these specific technology resources are
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most aligning with what we want our students to accomplish and understand by the end
of the four days at camp.
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CONTENT OUTLINE
Interior Design Content Outline
I.
Interior Design (Pile, 1995)

a. A group of related projects that are involved in marking any interior space
into an effective setting for whatever range of human activities are to take
place there.
b. A process that requires research, analysis, and integration of knowledge
II.
into the creative process in order to satisfy the clients needs.

Design Elements and Principles (Kicklighter & Kicklighter, 2005; Sherwood,
2007; Lewis & Turner, 2012)
a. Basic Elements of Design: space, line, form, texture, and color.
i. Space: the area provided for a particular purpose and can be either
two-dimensional or three-dimensional.
1. Designers should consider the size of the space and its
arrangement when designing a room.
2. The size of the space affects who will use the space, how
they will use it, and can communicate feelings to the viewer.
ii. Line: delineates space, outlines form, and conveys a sense of
movement of direction.
1. Line is the most basic element of design.
2. All lines are either straight or curved, and are placed in a
direction vertical, horizontal, or diagonal (Sherwood, 2007,
p. 395).
3. Designers normally focus on one type of line, but other types
of lines may be used in the room for accents.
iii. Form: the physical shape of objects.
1. Form outlines the edges of three-dimensional objects and
has volume, mass, height, width, and depth.
2. Four types of form: realistic, abstract, geometric, and free.
iv. Texture: the appearance or feel of an object.
1. Visual texture: something that appears to have a roughtextured surface but is actually a smooth surface.
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2. Tactile texture: actual feeling of roughness or smoothness of

a surface.
v. Color: used to help create a vast amount of sensations and
emotions in homes.
1. Known as the most important element.
2. Difference colors can change the way people feel about a
room, space, or object.
3. Using the color wheel helps people to better understand the
relationship between colors.
4. Primary colors: yellow, blue, and blue. When people mix,
darken, and lighten the primary colors, they make all the
other colors.
5. Secondary colors: orange, green, and violet. These colors
are made by mixing an equal amount of primary colors.
6. Tertiary colors:
vi. Five Main Principles of Design: proportion, scale, balance,
emphasis, and rhythm.
1. The principles of design are guidelines for working with the
elements of design.
2. Proportion: the ratio of one part to another.
3. Scale: the relative size of an object in relation to other
objects.
4. Balance: creates equality in a room or space.
a. Formal balance: equal or symmetrical.
b. Informal balance: unequal or unsymmetrical.
5. Emphasis: the center of attention or interest of a room or
space.
a. The point of emphasis should be dominant but not
overpower the rest of the room.
6. Rhythm: connects movement between the different parts of
design.
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a. Rhythm can be achieved in the following ways:

III.
repetition, radiation, opposition, and transition.

Design Styles (Bedroom 101, 2016; Design Styles, 2016; Design Styles
Defined, 2016)
a. Seaside Style
i. This look is inspired by the ocean and beach.
ii. Colors: white, beige, clear blue, sea green, and coral.
iii. Accessories (nautical or beach-themed): seashells, sea creatures,
lighthouses, coral, and bamboo.
iv. Fabrics and furniture: light and sheer window treatments, stripes,
white fabric, wooden blinds, light-toned wood furniture, and wicker
furniture.
b. Traditional with a Twist Style
i. This look has clean, sleek lines and is marked by solid colors,
predominantly muted neutrals or bold punches of color in furniture
and accessories.
ii. Colors: neutral basics like white, gray, beige, chocolate, and black.
Others colors can be used, but only one or two vivid hues.
iii. Accessories: there are typically no decorate embellishments like
some of the other styles.
iv. Fabrics and furniture: many geometric shapes, lines follow a
horizontal-vertical axis, and a few curves and angles. Rectangular
sofas, square tables, and round ottomans are often used.
c. Bohemian Cottage Style
i. Rustic elegance is a main characteristic of this style.
ii. Colors: gentle hues that are not too bright but feel cozy and upbeat.
These colors include barn red, straw yellow, and sage green.
iii. Accessories: pottery, ironstone, graphic baskets, sea grass,
wildflowers in a pitcher, folk art on the wall, and antique mirrors.
iv. Fabrics and furniture: hand-woven and handmade textiles like quilts
and rag rugs, ladder-back chairs, and slipcovered loveseats.
d. Eclectic Style
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i. This catch-all style borrows from several other design styles and
evokes a sense of imagination and surprise with unexpected
contrasts.
ii. Colors: different varieties of color used all over the room in paint,
accessories, fabrics, and furniture.
iii. Accessories: quirky artwork from different periods, shaggy rugs,
smooth silk pillows, organic wood, and slick plastic.
iv. Fabrics and furniture: mismatched furniture like a mid-century
modern loveseat and an antique coffee table, mixture of patterns
like chevron, bold floral, and slim stripes, linen curtains, and velvet
pillows.
e. Steampunk Style
i. This style layers factory tools, industrial machinery, and other
workaday objects into a more romantic, feminine aesthetic.
ii. Colors: dark, moody, black and gray mostly, and metallic hues like
silver, gold, pewter, and copper.
iii. Accessories: industrial elements like cogs, chains, gears, spools,
and other machinery, and wallpaper.
iv. Fabrics and furniture: roughly textured and heavily embroidered
IV.
fabrics, distressed metals, polished surfaces, leather, and metal.

Design vs. Decorating (Differences Between Interior Design & Decorating,
2016; Piotrowski, 2008; Pile, 1995)
a. Interior Design
i. Defined as the art and science of understanding peoples behavior
to create functional spaces within a building.
ii. A process that requires research, analysis, and integration of
knowledge into the creative process in order to satisfy the clients
needs.
iii. Puts more of an emphasis on the basic planning and functional
design of a space.
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iv. Interior design is all about human behavior and human interaction
(Piotrowski, 2008, p. 5).
v. Design requires an education to practice.
b. Interior Decorating
i. The furnishing of a space with fashionable items.
ii. Decorating focuses on the decorative, ornamental, and movable
V.
aspects of interior design (Pile, 1995, p. 16).

An Interior Designers Roles (Piotrowski, 2008; Definition of Interior Design,
2016; Little, 2014; Marshall-Baker, 2005)
a. Interior Designer
i. An individual who plans, designs, and furnishes interiors of
residential, commercial, or industrial buildings.
ii. One must also have a knack for design, an education in the history
of design, structural integrity of building codes, ergonomics (the
study of peoples efficiency in their working environment), spatial
concepts, ethics, psychology, and computer drawing; must also be
a people person, know the local laws and codes, and be
competitive in getting yourself noticed.
iii. A profession in which technical and creative solutions are used in a
structure to achieve an interior environment.
b. How to Become an Interior Designer
i. First have either an Associates or Bachelors degree.
ii. Then, obtain a license by passing an examination that tests their
knowledge of issues.
1. The National Council for Interior Design Qualification
(NCIDQ) is the organization that creates the examination.
c. Roles of an Interior Designer
i. Work within codes and laws in order to protect public health, safety,
and welfare.
ii. Be informed about the latest advances in their specialty; especially
since things are ever-evolving in their profession.
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iii. Follow the following steps in the interior design process in order to
meet the needs of their clients.
1. Research and analyze the clients goals and requirements;
and develop documents, drawings, and diagrams that outline
those needs.
2. Formulate preliminary space plans and two and three
dimensional design concept studies and/or sketches that
integrate the clients program needs and are based on
knowledge of the principles of interior design and theories of
human behavior.
3. Select colors, materials and finishes to appropriately convey
the design concept and to meet socio-psychological,
functional, maintenance, lifecycle performance,
environmental, and safety requirements.
4. Select and specify furniture, fixtures, equipment, and
millwork, including layout drawings and detailed product
description.
5. Prepare construction documents, consisting of plans,
elevations, details and specifications, to illustrate nonstructural and/or non-seismic partition layouts; power and
communications locations; reflected ceiling plans and
lighting designs; materials and finishes; and furniture
layouts.
6. Prepare construction documents to adhere to regional
building and fire codes, municipal codes, and any other
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jurisdictional statutes, regulations and guidelines applicable

to the interior space.
7. Coordinate and collaborate with other allied design
professionals who may be retained to provide consulting
services.
8. Confirm that construction documents for non-structural
and/or non-seismic construction are signed and sealed by
the responsible interior designer.
9. Administer contract documents, bids, and negotiations as
the clients agent.
10. Observe and report on the implementation of projects while
in progress and upon completion.
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LESSON #1
BECOMING A DESIGNER
I. DEFINE OBJECTIVES AND CONTENT
LESSON
Students will create a personalized collage from magazines after
OBJECTIVE learning and applying the design elements and principles.
POINT TO
Interior designers may decorate, but decorators do not design.
PONDER
ESSENTIAL What does one need to know in order to become a successful interior
QUESTION
designer?
CONTENT
I. Interior Design (Pile, 1995)
Outline the
a. A group of related projects that are involved in marking any
content you
interior space into an effective setting for whatever range
will teach in
of human activities are to take place there.
this lesson.
b. A process that requires research, analysis, and integration
of knowledge into the creative process in order to satisfy
the clients needs.
II. Design Elements and Principles (Kicklighter & Kicklighter, 2005;
Sherwood, 2007; Lewis & Turner, 2012)
a. Basic Elements of Design: space, line, form, texture, and
color.
i. Space: the area provided for a particular purpose
and can be either two-dimensional or threedimensional.
1. Designers should consider the size of the
space and its arrangement when designing a
room.
2. The size of the space affects who will use the
space, how they will use it, and can
communicate feelings to the viewer.
ii. Line: delineates space, outlines form, and conveys
a sense of movement of direction.
2. All lines are either straight or curved, and
are placed in a direction vertical, horizontal,
or diagonal (Sherwood, 2007, p. 395).
3. Designers normally focus on one type of line,
but other types of lines may be used in the
room for accents.
iii. Form: the physical shape of objects.
1. Form outlines the edges of three-dimensional
objects and has volume, mass, height, width,
and depth.
2. Four types of form: realistic, abstract,
Page 24 of 57

geometric, and free.

iv. Texture: the appearance or feel of an object.
1. Visual texture: something that appears to
have a rough-textured surface but is actually
a smooth surface.
2. Tactile texture: actual feeling of roughness or
smoothness of a surface.
v. Color: used to help create a vast amount of
sensations and emotions in homes.
2. Difference colors can change the way people
feel about a room, space, or object.
3. Using the color wheel helps people to better
understand the relationship between colors.
4. Primary colors: yellow, blue, and blue. When
people mix, darken, and lighten the primary
colors, they make all the other colors.
5. Secondary colors: orange, green, and violet.
These colors are made by mixing an equal
amount of primary colors.
6. Tertiary colors: an equal amount of a primary
color and a secondary color.
vi. Five Main Principles of Design: proportion, scale,
balance, emphasis, and rhythm.
1. The principles of design are guidelines for
working with the elements of design.
3. Scale: the relative size of an object in relation
to other objects.
b. Informal balance: unequal or
unsymmetrical.
5. Emphasis: the center of attention or interest
of a room or space.
a. The point of emphasis should be
dominant but not overpower the rest
of the room.
6. Rhythm: connects movement between the
different parts of design.
a. Rhythm can be achieved in the
following ways: repetition, radiation,
opposition, and transition.
Page 25 of 57

VI.
What will students

UNDERSTAND as
a result of this
lesson? How does
this connect to the
Essential
Question?
An Interior Designers Roles (Piotrowski, 2008; Definition of

Interior Design, 2016; Little, 2014; Marshall-Baker, 2005)
i. An individual who plans, designs, and furnishes
interiors of residential, commercial, or industrial
buildings.
ii. One must also have a knack for design, an
education in the history of design, structural integrity
of building codes, ergonomics (the study of peoples
efficiency in their working environment), spatial
concepts, ethics, psychology, and computer
drawing; must also be a people person, know the
local laws and codes, and be competitive in getting
yourself noticed.
iii. A profession in which technical and creative
solutions are used in a structure to achieve an
interior environment.
i. First have either an Associates or Bachelors
degree.
ii. Then, obtain a license by passing an examination
that tests their knowledge of issues.
1. The National Council for Interior Design
Qualification (NCIDQ) is the organization that
creates the examination.
i. Work within codes and laws in order to protect
public health, safety, and welfare.
ii. Be informed about the latest advances in their
specialty; especially since things are ever-evolving
in their profession.
II. PRE-PLANNING
Students will understand, define, and give examples of the five
elements (space, line, form, texture, and color) and five principles
(proportion, scale, balance, emphasis, and rhythm) of design.
They will also be able to explain the difference between the roles
of designers and decorators.
The content the students will learn during lesson one will guide
them into answering the essential question. After they learn the
elements and principles of design and the roles of interior
designers, they will know what it takes to become a designer. This
Page 26 of 57

What will students

be able to DO as a
result of this
lesson?
will lead them to obtaining their own certificate in interior design.

Throughout the lesson, students will demonstrate their
understanding of the elements and principles of design by
competing in a whole-class trivia game.
After learning each of the elements and principles of design,
students will be able to recognize them through the collages they
create using magazines. Their collages will be used to determine
their design styles in the second lesson.
Page 27 of 57

HOOK
Describe how you
will grab students
attention at the
beginning of the
lesson.
BE CREATIVE.
INSTRUCTION
Explain Step-bystep what you will
do in this lesson.
Be explicit about
ties to Points to
Ponder, Essential
Question, and
Horizons here.
Include ALL
support and
teaching materials
with your unit.
III. PLANNING
TIME: 7 minutes
While students are walking in the door, they will choose one paint
swatch from a variety of different colors. Once everyone has
retrieved a paint swatch, they will partner up and discuss why they
chose that color. They will also need to discuss how they color
makes them feel. If there is time, groups will share with the class.
This will be used as an icebreaker for students to get to know each
other, since they will be working together all week.
TIME: 30 minutes
Point to Ponder: In the beginning of the lesson, students will
understand the main difference between a designer and a
decorator is education. It is necessary for designers to be certified,
which is also what the students will be working toward throughout
this lesson. At the end of the lesson, students will obtain a
certificate in interior design.
Essential Question: Throughout the lesson, students will be
learning how to become a successful interior designer. The content
presented in this lesson focuses on the important steps in the
process of becoming a designer.
Horizons: Throughout the week, students will be required to
broaden their horizons by learning something they may know
nothing about. We will push them to go outside their comfort zones
and encourage them to represent their interests in different ways.
In this lesson specifically, we will do this by having students create
collages from magazines students will then need to identify and
describe the different elements and principles of design using their
collages. When discussing lines, we will make connections to
horizontal lines. Horizontal lines create a sense of direction and
allow people's eyes to move left to right. There are also objects that
are placed horizontally in a room to make the room more
functional.
Instruction: To start the lesson, we will explain to students that we
will be working together to broaden our horizons this week on the
topic of interior design. We will push past our comfort zones to
create a Style Board that represents our own personal style and
interest. We will show an example of a Style Board on the
PowerPoint and discuss that before one can create this, they have
to go through a process in order to become an interior designer.
Today, students will be working to become interior designers. They
will do this by understanding the differences between designers
Page 28 of 57

and decorators and the elements and principles of design. By the

end of the lesson, students will obtain a certificate in interior design.
We will start with defining interior designers and interior decorators.
Students will then learn that the main difference between an interior
designer and an interior decorator is education interior designers
must obtain a license by completing an exam. We will explain the
components of the exam and inform students they will complete
their own form of assessment to obtain their interior design
certificate. Students will understand that designers may
decorate, but decorators do not design designers partake in a
process of research and integration of knowledge to fulfill the
clients needs and wants. Students will then learn some of the
important roles of being an interior designer and understand they
will partake in some of these roles throughout the week.
We will then move on to the interactive part of the PowerPoint.
First, we will list and describe each of the five elements of design
(space, line, form, texture, color). Each of the elements will have
their own slide with descriptions and pictures (color will be
described in detail later in the lesson). The class will then be split
up into two teams for a trivia-style game. The game will consist of
one student from each team coming to the front of the classroom.
They will be presented with a question and the first person to press
the buzzer will get to answer the question. If the student answers
correctly, their team gets a point, but if the student answers
incorrectly, the other team gets a chance to steal the point. The
questions for the game will be on the PowerPoint. Sample
questions include: What are two types of lines? What is visual
texture? Find a secondary color in the room. Having an activity
between instruction breaks up the content a little more and gets
students moving around. We will let students know the game is
divided into two rounds and the points will be carried over into the
next round. The first team to five points will win two pieces of candy
to eat at the end of the lesson.
We will then continue the PowerPoint from earlier, but now we will
be introducing the principles of design. We will list and describe
each of the five main principles of design (proportion, scale,
balance, emphasis, and rhythm). Each of the principles will have
their own slide with descriptions and pictures. Students will then
participate in the second round of the trivia-style game. It will be in
the same format as the elements round. Sample questions include:
In this classroom, how would you explain the proportion? What is a
point of emphasis in this picture? Find an example of rhythm in this
classroom. We will then tally up the score. If no group has reached
Page 29 of 57

5 points, the team with the highest amount of points will win. In the
instance of a tie, we will have the students participate in a bonus
question.
ASSESSMENT
(Performance
Task) What will
the students DO
to demonstrate
that they have
mastered the
content? Be
specific and
include actual
assessment with
unit materials.
After students have demonstrated understanding of the elements

and principles of design, we will focus on the main element of
design color. We will have a large physical model of a color wheel
(the picture does not include the finalized product). The color wheel
will be divided into three separate sections primary colors,
secondary colors, and tertiary colors. The wheel will show the
relationship between each of the levels of colors. We will explain
how secondary and tertiary colors are made. To assess students
understanding of the relationship of colors, we will have them get
out their paint swatches again. Students will be instructed to
designate if they have a primary, secondary, or tertiary color. Once
that is determined, they will need to find someone who has a
different level of color. Depending on time, we will have them to find
someone who they could make a secondary or tertiary color with.
TIME: 33 minutes
We will now introduce students to creating collages. A collage can
be defined as a form of art where people use a variety of pictures
and/or fabrics to create an image. Students will then create a
collage using magazines. They will need to select at least five
pictures that appeal to them. Within these pictures, they will have to
find different elements and principles. They will be given a checklist
of the ten elements and principles they will need to find and
describe all ten. (The checklist is attached.) We will use their
completed checklists to determine their understanding of the
elements and principles of design.
After completing the collage, the class will have a discussion about
the elements and principles of design and what makes an interior
designer. After discussion, students will be told they have
completed the interior design exam and they are free to practice
interior design. We will then give them their certificates of interior
design!
DOES THE ASSESSMENT ALLOW YOU TO DETERMINE WHETHER OR NOT THE

STUDENTS HAVE MET YOUR STATED LESSON OBJECTIVE? YES OR NO
ASSESSMENT AND INSTRUCTIONAL MATERIALS
Insert ALL materials here including Assessments and Instructional Materials.
Explicitly LIST any additional files for this lesson. Be sure that ALL materials have been
submitted for this lesson.
PowerPoint Presentation submitted separately
Page 30 of 57

Interior Design Certificate
Color Wheel
Page 31 of 57

Page 32 of 57

Page 33 of 57

LESSON #2
FINDING YOUR STYLE
Students will create a personal floor plan of their dream room after
LESSON
determining their own design style.
OBJECTIVE
POINT TO
PONDER
ESSENTIAL
QUESTION
CONTENT
Outline the content
you will teach in
this lesson.
Designers need to see out to the horizons to determine their style.

How do designers use elements and principles to create design
styles?
III. Design Styles (Bedroom 101, 2016; Design Styles, 2016;
Design Styles Defined, 2016)
A. Seaside Style
1. This look is inspired by the ocean and beach.
2. Colors: white, beige, clear blue, sea green, and
coral.
3. Accessories (nautical or beach-themed): seashells,
sea creatures, lighthouses, coral, and bamboo.
4. Fabrics and furniture: light and sheer window
treatments, stripes, white fabric, wooden blinds,
light-toned wood furniture, and wicker furniture.
B. Traditional with a Twist Style
1. This look has clean, sleek lines and is marked
by solid colors, predominantly muted neutrals
or bold punches of color in furniture and
accessories.
2. Colors: neutral basics like white, gray, beige,
chocolate, and black. Others colors can be
used, but only one or two vivid hues.
3. Accessories: there are typically no decorate
embellishments like some of the other styles.
4. Fabrics and furniture: many geometric
shapes, lines follow a horizontal-vertical axis,
and a few curves and angles. Rectangular
sofas, square tables, and round ottomans are
often used.
C. Bohemian Cottage Style
1. Rustic elegance is a main characteristic of this
style.
2. Colors: gentle hues that are not too bright but
feel cozy and upbeat. These colors include
barn red, straw yellow, and sage green.
3. Accessories: pottery, ironstone, graphic
baskets, sea grass, wildflowers in a pitcher,
folk art on the wall, and antique mirrors.
4. Fabrics and furniture: hand-woven and
Page 34 of 57

handmade textiles like quilts and rag rugs,

ladder-back chairs, and slipcovered loveseats.
D. Eclectic Style
1. This catch-all style borrows from several other
design styles and evokes a sense of
imagination and surprise with unexpected
contrasts.
2. Colors: different varieties of color used all
over the room in paint, accessories, fabrics,
and furniture.
3. Accessories: quirky artwork from different
periods, shaggy rugs, smooth silk pillows,
organic wood, and slick plastic.
4. Fabrics and furniture: mismatched furniture
like a mid-century modern loveseat and an
antique coffee table, mixture of patterns like
chevron, bold floral, and slim stripes, linen
curtains, and velvet pillows.
E. Steampunk Style
1. This style layers factory tools, industrial
machinery, and other workaday objects into a
more romantic, feminine aesthetic.
2. Colors: dark, moody, black and gray mostly,
and metallic hues like silver, gold, pewter, and
copper.
3. Accessories: industrial elements like cogs,
chains, gears, spools, and other machinery,
and wallpaper.
4. Fabrics and furniture: roughly textured and
heavily embroidered fabrics, distressed
metals, polished surfaces, leather, and metal.
II. PRE-PLANNING
After this lesson, students will understand and identify each of the
different design styles and the design elements and principles that
are included within each. They will also show understanding for
designing a floor plan using the online PB Teen design tool.
What will
students
UNDERSTAND as
a result of this
lesson? How
does this connect This connects to the essential question because in the lesson
to the Essential
students will identify the design principles and elements that are
Question?
seen within the design styles.
Students will use their collage from Day One to find what design
What will
style reflects them the most. They will take into consideration the
students be able
different design elements and principles that appeal to them.
to DO as a result
Students will also be creating their own room floor plan through
of this lesson?
the use of the PB Teen design tool.
Page 35 of 57

HOOK
Describe how you
will grab students
attention at the
beginning of the
lesson.
BE CREATIVE.
INSTRUCTION
do in this lesson.
Be explicit about
ties to Points to
Ponder,
Essential
Question, and
Horizons here.
Include ALL
support and
teaching materials
with your unit.
III. PLANNING
TIME: 5 minutes
The classroom will be set up into groups of two to four students,
depending on how many students we have in our session, each
group will have a tray with objects (including: wire, sand paper, tape
measurer, and paint swatch). They will have to determine which
design element is represented by the object. This will be a
competition amongst the groups, and whichever group completes
the task first will get to select which design style they would like to
learn about first during INSTRUCTION.
TIME: 25 minutes
Point to Ponder: In this lesson, students will use their collage from
day one to match their interests with a specific design style. They
will have to determine which style best reflects them.
Essential Question: During this lesson, our students, who are now
designers, will be activating their knowledge on design elements
and principles to learn about the different design styles. Students
will become familiar with five design styles (Traditional with a Twist,
Seaside, Bohemian Cottage, Eclectic, and Steampunk). Once they
are familiar with the design styles, they will identify a style that best
fits them. They will also create a floor plan to model what they
would want their dream room to be.
Horizons: "Designers need to see out to the horizons to determine
their style." In this lesson, students will be challenged to discover
which design style relates to them and their interests. Since most of
this content is brand new to the students, they will have to connect
quickly to specify one or more design styles. They will also use
technology to grow as a designer. Any design tool like the PB Teen
Design tool is important for designers to know how to use for
planning a room.
Instruction: We will explain to students that today they will be
discovering what design style most aligns with their interests that
they displayed on their collages created in day one. They will learn
about five different design styles (Traditional with a Twist, Seaside,
Bohemian Cottage, Eclectic, and Steampunk). The classroom will
be set up to have five stations, one for each style. After being
introduced to each style, we will reveal the five different stations
they will get to visit. We will have sheets over these at the
Page 36 of 57

beginning and then pull the sheet off one at a time. At each station,
there will be a tri-fold board that lists the design style name, colors,
accessories, fabrics, and furniture that match the style; there will
also be other materials relating to the style. For example, we will
have seashells for the Seaside station.
In five different groups, students will travel around visiting each
station. They will spend time at each one for 3 minutes. We will set
a countdown timer on the Smart Board for students to see how
much time they have left and to note when they will be rotating to
the next station. At the station, students will become familiar with
the design style and will record notes using a teacher-made chart.
(A copy of this is attached). The chart will have each of the styles
listed and questions for them to consider as they learn about each
style. The questions include: What do you like about this style?
What do you not like about this style? What stands out to you the
most about this style? Which elements and principles do you see in
this style?
After students finish the stations, we will regroup to discuss and
share their thoughts. We will have students share which design
style they liked best, and ask why. Some questions we may pose
are: What colors do you see the most? Why do you think that style
best fits your interests? We will have students choose one style
that most represents them. If students would like to combine styles
together, they can as long as they can justify their reasoning. Once
they have determined their style, we will give them a blank
cardstock for them to write the name of their style.
We will then introduce students to the PB Teen Design tool by
opening the site on the Smart Board. We will explain to them they
will be using Chromebooks to access a website in order to design a
floor plan of their dream room. We will model how to navigate
through the site and the steps to follow when creating a floor plan.
Some of the important things we will mention include:
They can look at the pre-made plans for ideas, but they must
create their own.
They can choose the layout of their room.
They should choose from either girls' bedrooms or guys'
bedrooms.
They can explore through the dropdown boxes to find
objects to place in their room.
We will also encourage them to be creative and detailed
within their plans being sure to include rugs, lights, and/or
wall dcor.
We will tell them this floor plan will be displayed on their Style
Page 37 of 57

Board.
ASSESSMENT
(Performance
Task) What will
the students DO
to demonstrate
that they have
mastered the
content? Be
specific and
include actual
assessment with
unit materials.
TIME: 40 minutes
After we explain how to use the PB Teen Design tool, students will
create their floorplanfloor plan to reflect what their dream room
would look like. We will have a list of suggested items displayed on
the Smart Board that we would like them to include in their floor
plans. Some items include: a bed, place for storage, rug, lamp, wall
dcor, chairs, and any other decorative items that they may want.
This will demonstrate their knowledge of using the online design
tool.
Adding onto their style written on cardstock, students will now
decorate it according to the style they chose. This will demonstrate
their understanding of the elements and principles included within
their style. We will encourage them to use their chart from earlier
and will allow them to visit the stations if needed. Along with their
floor plan they created, this will also be included on their Style
Board.

PowerPoint Presentation submitted separately
PB Teen Design Tool - http://pbteen.icovia.com/icovia.aspx
Rubric for Assessing Cardstock
Design Styles Chart
Fair
Includes design
No design styles
styles
included
Includes design
elements
Includes design
principles
Demonstrates
creativity
Good
At least one design
style included
Excellent
More than one
design style
included
0-1 design elements 2-3 design elements 4-5 design elements
included
included
included
0-1 design
2-3 design
4-5 design elements
principles included
principles included
included
No color or
Some color and
Over the top color
originality
clear originality
and extraordinary
demonstrated
demonstrated
originality
demonstrated
Page 38 of 57

Design Styles Chart
Design S t y les
S easide
T r adit ional wit h a T wist
B ohemian C ot t age
Ec lec t ic
S t eampunk
Page 39 of 57

LESSON #3
TIME TO DESIGN
LESSON
OBJECTIVE
POINT TO
PONDER
ESSENTIAL
QUESTION
CONTENT
Outline the
content you
will teach in
this lesson.

Students will gather all materials for their Style Boards while at the
market. Students will create a pencil sketch of their Style Board.
A Style Board may appear to represent fit one style, but canmay have
characteristics of several others styles.
How many different stores should one shop in to retrieve all necessary
materials to create their Style Board?Where does one go to retrieve all
of their materials for a Style Board?
IV. Interior Design (Pile, 1995)
c. A group of related projects that are involved in marking any
d. A process that requires research, analysis, and integration
the clients needs.
V. Design Styles (Bedroom 101, 2016; Design Styles, 2016; Design
Styles Defined, 2016)
A. Seaside Style
ii. Colors: white, beige, clear blue, sea green, and
coral.
iii. Accessories (nautical or beach-themed): seashells,
iv. Fabrics and furniture: light and sheer window
i. This look has clean, sleek lines and is marked by
solid colors, predominantly muted neutrals or bold
punches of color in furniture and accessories.
ii. Colors: neutral basics like white, gray, beige,
chocolate, and black. Others colors can be used,
but only one or two vivid hues.
iii. Accessories: there are typically no decorate
iv. Fabrics and furniture: many geometric shapes, lines
follow a horizontal-vertical axis, and a few curves
and angles. Rectangular sofas, square tables, and
round ottomans are often used.
i. Rustic elegance is a main characteristic of this
style.
ii. Colors: gentle hues that are not too bright but feel
cozy and upbeat. These colors include barn red,
Page 40 of 57

straw yellow, and sage green.

iii. Accessories: pottery, ironstone, graphic baskets,
sea grass, wildflowers in a pitcher, folk art on the
wall, and antique mirrors.
iv. Fabrics and furniture: hand-woven and handmade
textiles like quilts and rag rugs, ladder-back chairs,
and slipcovered loveseats.
D. Eclectic Style
i. This catch-all style borrows from several other
design styles and evokes a sense of imagination
and surprise with unexpected contrasts.
ii. Colors: different varieties of color used all over the
room in paint, accessories, fabrics, and furniture.
iii. Accessories: quirky artwork from different periods,
shaggy rugs, smooth silk pillows, organic wood, and
slick plastic.
iv. Fabrics and furniture: mismatched furniture like a
mid-century modern loveseat and an antique coffee
table, mixture of patterns like chevron, bold floral,
and slim stripes, linen curtains, and velvet pillows.
E. Steampunk Style
i. This style layers factory tools, industrial machinery,
and other workaday objects into a more romantic,
feminine aesthetic.
ii. Colors: dark, moody, black and gray mostly, and
metallic hues like silver, gold, pewter, and copper.
iii. Accessories: industrial elements like cogs, chains,
gears, spools, and other machinery, and wallpaper.
iv. Fabrics and furniture: roughly textured and heavily
embroidered fabrics, distressed metals, polished
surfaces, leather, and metal.
VI. Design Elements and Principles (Kicklighter & Kicklighter, 2005;
color.
room.
ii. Line: delineates space, outlines form, and conveys
Page 41 of 57

iii.
iv.
v.
vi.

room for accents.
Form: the physical shape of objects.
and depth.
Texture: the appearance or feel of an object.
a smooth surface.
Color: used to help create a vast amount of
Five Main Principles of Design: proportion, scale,
to other objects.
Page 42 of 57

VII.

unsymmetrical.
of a room or space.
of the room.
buildings.
yourself noticed.
degree.
Page 43 of 57

II. PRE-PLANNING
Students will understand what a market is and how it works. They
will understand what should be included on a style board. They will
also get to real-world experience from an individual in the design
world.
What will
students
UNDERSTAND as
a result of this
lesson? How
Our essential question focuses on retrieving materials for a style
does this connect
board; therefore, listening to someone on their experiences with
to the Essential
market and getting to participate in their own market will expand
Question?
their horizons on what it is like to be a designer.
Students will use their knowledge of the design styles learned in
What will
Day Two to decide which materials are appropriate to be included
students be able
on their personal Style Board. After retrieving their materials,
to DO as a result
students will also create a pencil sketch of what they want their
of this lesson?
Style Board to look like.
Page 44 of 57

HOOK
Describe how you
will grab students
attention at the
beginning of the
lesson.
BE CREATIVE.
III. PLANNING
TIME: 5 minutes
To begin today's lesson on taking students to market, we will use a
virtual road trip simulator. The market that interior designers go to
in North Carolina is in High Point, but we will tell them we will be
creating our own market today.
http://www.autoblog.com/2013/05/25/take-a-virtual-road-trip-withgoogle-street-view-hyperlapse-vid/ (We found this link but we are
hoping Dr. H will have a better option for us to use!)
INSTRUCTION
do in this lesson.
Be explicit about
ties to Points to
Ponder,
Essential
Question, and
Horizons here.
Include ALL
support and
teaching materials
with your unit.
We are going to show the video above and then show a video clip
of Avis (our expert) at the actual market in High Point that she
attends every spring. This will give students a look into what the
real market is actually like before they embark on our own journey
into our classroom market.
TIME: 30 minutes
Point to Ponder: In this lesson, we will explain to students that
even though they have already chosen one style they will be able
to choose materials based on what they like that might not be
specific to their style. We will discuss how styles may overlap with
one another.
Essential Question: The main part of this lesson is going to the
market to get all of their materials they will need for their Style
Board. As an interior designer, one would attend the market to get
all supplies needed for their clients. The classroom "market" is a
replication of this.
Horizons: While attending the market, students will have to view
themselves as interior designer when selecting the items that they
deem appropriate for their Style Board. This allows for them to
imagine what it would be like if they were to become interior
designers in the future. They are also having to picture what they
want their Style Boards to look like and how it will all come together
as a final product.
Instruction:
Today is the day that our "expert" will be visiting the class and
going to the market with us. After the hook, we will introduce Avis
Whicher, as an experienced interior designer in Greenville. Avis will
have her own presentation discussing her experiences in the
profession of interior design and at the market. She will explain how
one should dress like a designer. She will also share some of her
Page 45 of 57

own Style Boards and other pictures of her final projects.
ASSESSMENT
(Performance
Task) What will
the students DO
to demonstrate
that they have
mastered the
content? Be
specific and
include actual
assessment with
unit materials.
After her presentation, we will revisit the idea that their final product
will be the creation of their own Style Board. We will explain that
today, they will get to visit the market to gather everything that they
would like to include on their board. We will describe the different
stores that they can visit to retrieve all of their materials. Stores
include: accessories, paint, fabric, flooring, wallpaper, plant/flower,
ribbon, and magazines.
TIME: 35 minutes
Students will now attend the market to retrieve the items for their
Style Board. They will be required to have at least one item from
each store. We will provide them with a checklist so that they can
keep track of which stores they have gotten materials from.
Students will be given 20 minutes to attend the market and gather
all of their materials.
After attending the market, students will create a pencil sketch of
the layout of their style board on a piece of cardstock. The pencil
sketch should include all of the materials they obtained at the
market, their floor plan, and their color wheel.
Before students leave for the day, we will explain to them about
how day four is going to work. We will tell them they will be putting
together their final style board and we will host an "AIG Interior
Design Convention" where they will get to sell their style board. We
will suggest that they dress like a designer or bring a change of
clothes for the convention.
In the final five minutes, we will give students an exit ticket to have
them reflect on their experience at market. The question on the exit
ticket will be:

Page 46 of 57

Checklist for Market:
Exit Ticket:
Page 47 of 57

LESSON #4
WELCOME TO THE AIG INTERIOR DESIGN CONVENTION
Students will finalize their Style Board and will participate in an AIG
LESSON
Interior Design Convention to sell their complete style board.
OBJECTIVE
POINT TO
PONDER
ESSENTIAL
QUESTION
CONTENT
Outline the
content you
will teach in
this lesson.
The colors and design displayed on a Style Board should be a reflection

of the designer and prospective client(s).The details are not the details.
They make the design. Charles Eames
How do interior designers sell their ideas to prospective clients?
VII.
Interior Design (Pile, 1995)

e. A group of related projects that are involved in marking any
f. A process that requires research, analysis, and integration
the clients needs.
VIII.
Design Styles (Bedroom 101, 2016; Design Styles, 2016;
Design Styles Defined, 2016)
A. Seaside Style
ii. Colors: white, beige, clear blue, sea green, and
coral.
iii. Accessories (nautical or beach-themed): seashells,
iv. Fabrics and furniture: light and sheer window
i. This look has clean, sleek lines and is marked by
solid colors, predominantly muted neutrals or bold
punches of color in furniture and accessories.
ii. Colors: neutral basics like white, gray, beige,
chocolate, and black. Others colors can be used,
but only one or two vivid hues.
iii. Accessories: there are typically no decorate
iv. Fabrics and furniture: many geometric shapes, lines
follow a horizontal-vertical axis, and a few curves
and angles. Rectangular sofas, square tables, and
round ottomans are often used.
i. Rustic elegance is a main characteristic of this
style.
Page 48 of 57

ii. Colors: gentle hues that are not too bright but feel
cozy and upbeat. These colors include barn red,
straw yellow, and sage green.
iii. Accessories: pottery, ironstone, graphic baskets,
sea grass, wildflowers in a pitcher, folk art on the
wall, and antique mirrors.
iv. Fabrics and furniture: hand-woven and handmade
textiles like quilts and rag rugs, ladder-back chairs,
and slipcovered loveseats.
D. Eclectic Style
i. This catch-all style borrows from several other
design styles and evokes a sense of imagination
and surprise with unexpected contrasts.
ii. Colors: different varieties of color used all over the
room in paint, accessories, fabrics, and furniture.
iii. Accessories: quirky artwork from different periods,
shaggy rugs, smooth silk pillows, organic wood, and
slick plastic.
iv. Fabrics and furniture: mismatched furniture like a
mid-century modern loveseat and an antique coffee
table, mixture of patterns like chevron, bold floral,
and slim stripes, linen curtains, and velvet pillows.
E. Steampunk Style
i. This style layers factory tools, industrial machinery,
and other workaday objects into a more romantic,
feminine aesthetic.
ii. Colors: dark, moody, black and gray mostly, and
metallic hues like silver, gold, pewter, and copper.
iii. Accessories: industrial elements like cogs, chains,
gears, spools, and other machinery, and wallpaper.
iv. Fabrics and furniture: roughly textured and heavily
embroidered fabrics, distressed metals, polished
surfaces, leather, and metal.
IX. Design Elements and Principles (Kicklighter & Kicklighter, 2005;
color.
room.
Page 49 of 57

ii.
iii.
iv.
v.
vi.

Line: delineates space, outlines form, and conveys
room for accents.
Form: the physical shape of objects.
and depth.
Texture: the appearance or feel of an object.
a smooth surface.
Color: used to help create a vast amount of
Five Main Principles of Design: proportion, scale,
Page 50 of 57

VIII.
to other objects.
unsymmetrical.
of a room or space.
of the room.
buildings.
yourself noticed.
degree.
Page 51 of 57


What will students

UNDERSTAND as
a result of this
lesson? How does
this connect to the
Essential
Question?
What will students

be able to DO as a
result of this
lesson?
II. PRE-PLANNING
Students will understand how to create and finalize their own Style
Board. They will understand how to successfully sell and promote
their boards. They will also be able to express all of their
knowledge that they have gained on interior design over the past
few days.
Our essential question asks how an interior designer sells their
ideas to potential clients. In this lesson, students will get
experience selling their style boards by attending the convention.
They will get to practice on the teachers and other students, and
then get to sell their boards to their parents.
Students will put together all of their materials to create their
finalized Style Board. Once their boards are created, they will
attend a convention to sell their style boards. First, they will
practice on the teachers and other students; then they will sell
their boards to their parents. Students will have the opportunity to
dress like a designer to help in the promotion of their boards as
well.
Page 52 of 57

HOOK
Describe how you
will grab students
attention at the
beginning of the
lesson.
BE CREATIVE.
INSTRUCTION
do in this lesson.
Be explicit about
ties to Points to
Ponder,
Essential
Question, and
Horizons here.
Include ALL
support and
teaching materials
with your unit.
III. PLANNING
TIME: 5 minutes
We will have students think for 2 minutes about ONE word they
would use to describe interior design. After thinking, students will
have the chance to share with the class. Students will be required
to provide a detailed explanation of why they chose this word and
how it expresses interior design. This will provide students with a
challenge to sum up what they have learned throughout the week
and get the final day started.
Students will be put into small groups and each group will receive a
bag. The bags will include different colors, pictures, objects, and
patterns that are considered one of the five design styles. The
groups will have to identify which style is in their bag. Once each
group has finished identifying their style, we will quickly review
each of the styles. Students will share how they knew the objects in
their bag represented that style.
TIME: 20 minutes
Point to Ponder: In this lesson, students will be completing their
personal Style Boards based off of their selected design style or
styles. Students will include all of their materials from the market,
as well as their floor plan and a color wheel. The Style Board will be
a direct reflection of themselves and they will then be able to sell it
to prospective clients.
Essential Question: At the conclusion of this lesson, students will
have the opportunity to present and sell their Style Boards to
teachers, classmates, and their parents. They will first practice
doing this with teachers and classmates and then have the chance
to persuade their parents and families to hire them.
Horizons: Today, students will be portraying themselves as interior
designers as they sell and promote their Style Boards to teachers,
classmates, and families. This gives them the opportunity to look
out into the world of interior design and how life would be as an
interior designer. Also, students will have to predict how to best
persuade their families to buy their Style Board. With the creation of
their Style Board, students are havinghave to foresee what a
prospective client may like.
Instruction:
To review the content of this unit, we will revisit the design element,
color, by getting the students to create their own color wheel using
the colors they chose in the paint store at the market on day three.
Page 53 of 57

We will assist the students in the creation of these.
ASSESSMENT
(Performance
Task) What will
the students DO
to demonstrate
that they have
mastered the
content? Be
specific and
include actual
assessment with
unit materials.
We will then model our own Style Boards and explain why we
created it like we did. We will then explain how this final day is
going to work. They will be completing their own Style Board and
then attending an interior design convention. We will explain that in
order to create their Style Board, they will need to retrieve glue,
scissors, and other materials to help them put their materials on
their board. We will also have hot glue guns for us to use if they
have heavier materials to put on their boards. We will have
students lay out their materials on the board the way they would
like them to be glued and then paste them. We will encourage them
to use their originality to design a unique Style Board we do not
want all students boards to look the same. We will then explain
how the AIG Interior Design Convention would work. Students will
set up their Style Boards in their own area of the classroom and will
promote their board. We will explain that they will get to practice on
us and other classmates before actually selling their boards to their
families.
TIME: 45 minutes
Students will create their Style Board. They will paste all of their
chosen materials from the market onto a third of a tri-fold board
piece of a tri-board with either a glue stick or a hot glue gun. We
will be sure to assist them while using the hot glue gun. On the
Style Board, students will have one item from each store at the
market, their color wheel, their floor plan, and the name of the
design style. With the creation of the Style Board, students will
demonstrate their understanding of how to use the elements and
principles of design to match a design style and then express it
through objects on a Style Board.
Once everyone has finished their boards, we will set up the room to
prepare for the convention. Each student will set up their board in
different places around the room (similar to a Career Fair). They
will also display their Interior Design Certificate near their board.
Students will first sell their boards to us and other classmates. They
will be given the opportunity to dress like a designer today. The
students will then participate in the real convention when their
families come to visit, and they will sell their boards to them.

Page 54 of 57

Page 55 of 57

REFERENCES
Bedroom 101: Top 10 Design Styles. (2016). Retrieved from
http://www.hgtv.com/design/rooms/bedrooms/top-10-bedroom-design-styles-pict
res
Design Styles. (2016). Retrieved from http://www.homeportfolio.com/design-styles
Design Styles Defined. (2016). Retrieved from
http://www.hgtv.com/design/decorating/design-101/design-styles-defined-pictures
Lewis, E. L., & Turner, C. S. (2012). Housing and interior design (10th ed.). Tinley Park,
IL: The Goodheart-Willcox Company, Inc.
Kicklighter, C. E. & Kicklighter, J. C. (2005). Residential housing & interiors. Tinley Park,
IL: The Goodheart-Willcox Company, Inc.
Little, S. (2014, October 13). 10 things you should know about becoming an interior
designer. Retrieved from http://freshome.com/2014/10/13/10-things-you-shouldknow-about-becoming-an-interior-designer/
Marshall-Baker, A. (2005). Knowledge in interior design. Journal of Interior Design,
31(1), xiii-xxi.
NCIDQ Examination by the Council for Interior Design Qualification. (2016). Definition
of
interior design. Retrieved from http://www.ncidqexam.org/about-interiordesign/definition-of-interior-design/
NCIDQ Examination by the Council for Interior Design Qualification. (2016). Differences
Page 56 of 57

between interior design & decorating. Retrieved from

http://www.ncidqexam.org/about-interior-design/differences-between-interiordesign-decorating/
NCIDQ Examination by the Council for Interior Design Qualification. (2016). NCIDQ
examination: Basic facts. Retrieved from http://www.ncidqexam.org/exam/
PB Teen Design Tool (2016). Retrieved from http://pbteen.icovia.com/icovia.aspx
Pile, J. (1995). Interior design (2nd ed.). New York: Harry N. Abrams, Inc. Publishers.
Plickers (2016). Retrieved from https://plickers.com/
Piotrowski, C. (2008). Professional practice for interior designers (4th ed.). Hoboken,
New Jersey: John Wiley & Sons, Inc.
Sherwood, R. F. (2007). Homes & interiors (7th ed.). Peoria, IL: The McGraw-Hill
Companies, Inc.
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Stephens and Tomlin Unit - Final

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Stephens and Tomlin Unit - Final

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TURN YOUR DREAMS INTO REALITY DESIGN YOUR DREAM ROOM

Lesson #1 Becoming a Designer, Not a Decorator

TURN YOUR DREAMS INTO REALITY DESIGN YOUR DREAM ROOM

CONTENT RESEARCH PAPER

TURN YOUR DREAMS INTO REALITY DESIGN YOUR DREAM ROOM

TURN YOUR DREAMS INTO REALITY DESIGN YOUR DREAM ROOM

TURN YOUR DREAMS INTO REALITY DESIGN YOUR DREAM ROOM

TURN YOUR DREAMS INTO REALITY DESIGN YOUR DREAM ROOM

TURN YOUR DREAMS INTO REALITY DESIGN YOUR DREAM ROOM

TURN YOUR DREAMS INTO REALITY DESIGN YOUR DREAM ROOM

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

TURN YOUR DREAMS INTO REALITY DESIGN YOUR DREAM ROOM

7. Preparation of construction documents, consisting of plans, elevations, details

TURN YOUR DREAMS INTO REALITY DESIGN YOUR DREAM ROOM

TURN YOUR DREAMS INTO REALITY DESIGN YOUR DREAM ROOM

CONNECTION TO THE THEME

TURN YOUR DREAMS INTO REALITY DESIGN YOUR DREAM ROOM

TURN YOUR DREAMS INTO REALITY DESIGN YOUR DREAM ROOM

TURN YOUR DREAMS INTO REALITY DESIGN YOUR DREAM ROOM

TURN YOUR DREAMS INTO REALITY DESIGN YOUR DREAM ROOM

TURN YOUR DREAMS INTO REALITY DESIGN YOUR DREAM ROOM

TURN YOUR DREAMS INTO REALITY DESIGN YOUR DREAM ROOM

Interior Design (Pile, 1995)

into the creative process in order to satisfy the clients needs.

TURN YOUR DREAMS INTO REALITY DESIGN YOUR DREAM ROOM

2. Tactile texture: actual feeling of roughness or smoothness of

TURN YOUR DREAMS INTO REALITY DESIGN YOUR DREAM ROOM

a. Rhythm can be achieved in the following ways:

repetition, radiation, opposition, and transition.

TURN YOUR DREAMS INTO REALITY DESIGN YOUR DREAM ROOM

fabrics, distressed metals, polished surfaces, leather, and metal.

TURN YOUR DREAMS INTO REALITY DESIGN YOUR DREAM ROOM

aspects of interior design (Pile, 1995, p. 16).

TURN YOUR DREAMS INTO REALITY DESIGN YOUR DREAM ROOM

TURN YOUR DREAMS INTO REALITY DESIGN YOUR DREAM ROOM

jurisdictional statutes, regulations and guidelines applicable

TURN YOUR DREAMS INTO REALITY DESIGN YOUR DREAM ROOM

TURN YOUR DREAMS INTO REALITY DESIGN YOUR DREAM ROOM

geometric, and free.

TURN YOUR DREAMS INTO REALITY DESIGN YOUR DREAM ROOM

What will students

An Interior Designers Roles (Piotrowski, 2008; Definition of

TURN YOUR DREAMS INTO REALITY DESIGN YOUR DREAM ROOM

What will students

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

TURN YOUR DREAMS INTO REALITY DESIGN YOUR DREAM ROOM

TURN YOUR DREAMS INTO REALITY DESIGN YOUR DREAM ROOM

and decorators and the elements and principles of design. By the

TURN YOUR DREAMS INTO REALITY DESIGN YOUR DREAM ROOM

After students have demonstrated understanding of the elements

DOES THE ASSESSMENT ALLOW YOU TO DETERMINE WHETHER OR NOT THE

TURN YOUR DREAMS INTO REALITY DESIGN YOUR DREAM ROOM

Interior Design Certificate

TURN YOUR DREAMS INTO REALITY DESIGN YOUR DREAM ROOM

TURN YOUR DREAMS INTO REALITY DESIGN YOUR DREAM ROOM

TURN YOUR DREAMS INTO REALITY DESIGN YOUR DREAM ROOM

Designers need to see out to the horizons to determine their style.

TURN YOUR DREAMS INTO REALITY DESIGN YOUR DREAM ROOM

handmade textiles like quilts and rag rugs,

TURN YOUR DREAMS INTO REALITY DESIGN YOUR DREAM ROOM

TURN YOUR DREAMS INTO REALITY DESIGN YOUR DREAM ROOM

TURN YOUR DREAMS INTO REALITY DESIGN YOUR DREAM ROOM

DOES THE ASSESSMENT ALLOW YOU TO DETERMINE WHETHER OR NOT THE

TURN YOUR DREAMS INTO REALITY DESIGN YOUR DREAM ROOM