Core and Optional Modules

Module 1: Design Fundamentals (Core)

It is recommended that students in the Interior Design 30 course create a design portfolio consisting of design projects and assignments given throughout the course.

Suggested Time: 10 - 20 hours

Foundational Objectives

To understand design fundamentals.
To develop an awareness of the factors that determine the appropriateness of successful design.
To apply design fundamentals to develop an aesthetic and functional living space.

Common Essential Learnings Foundational Objectives

To understand and use the vocabulary and expressions used in the field of interior design. (COM)
To apply the design fundamentals effectively in an interior design setting. (CCT, IL)
To discover the effects of applying the design fundamentals in various situations. (CCT)
To achieve aesthetic harmony through design. (PSVS)

It is suggested that students in the Interior Design 30 course create a design portfolio consisting of design plates (a visual and/or tactile application of the design fundamentals on paper using a variety of medium such as paint, pencil, collages, etc.), a collection of related resources, and other assignments given throughout the course.

Students may design a bulletin board on design topics throughout the course (e.g., furniture, accessories, design fundamentals). See Learning Objective 1.19 for details.

Learning Objectives

Notes

1.1 To identify the elements of design.

Explain the importance of design fundamentals (elements and principles of design).

Define the following elements of design:

Line

Form

Space

Texture

Colour

Pattern

1.2 To create an awareness of the dimensions of line and how various effects can be achieved by manipulating line. (COM, CCT)

Make a list of the various methods of changing line and demonstrate the effects of each:

horizontal

vertical

curved

diagonal

Methods of changing line include: changing position, width, direction, etc.

Learning Objective

Notes

1.3 To describe the functions of line in interior design and the feelings that line can convey.

Through the use of design plates (a visual and/or tactile application of the design fundamentals on paper using a variety of medium such as paint, pencil, collages, etc.), experiment with line to create optical illusions. Encourage students to vary the width of line to achieve different effects. Discuss the effects created in their design plates and how optical illusions might be applied in home decorating.

Students may also discover that lines can be used to create feelings or moods that can affect overall design meaning. Using design plates, students may use continuous line movement drawings to create a feeling or mood of a design. Use adjectives to describe the feelings elicited by each design.

Use picture illustrations and the surrounding room to identify the types of lines used. Identify the effect created by the varied size, direction, shape, illusion, or mood of the lines used in each illustration. Design wallpaper using the different types of lines.

1.4 To develop an understanding of the effect of form and how it can be used efficiently in interior design. (PSVS)

List the various forms used in interior design: cubes, rectangles pyramids, circles, and free form.

Use illustrations and examples in the classroom to identify various forms found in interiors today.

Describe the feeling and effects created by various forms used in interiors.

Discuss the psychological effects that forms used in interiors will create (e.g., happiness, energy, freedom, romance, relaxation,

stability, seriousness).

1.5 To explore space and its relationship to interior design. (CCT)

Define space as it applies to interior design.

Explain how design elements can be manipulated to create illusions of space or divide space.

Discuss the feelings that can be created with the use of space. How does the size of space serve to create a feeling or mood in a room? The use of space in churches with the high ceilings and vast open spaces is designed to make individuals seem small in the presence of a more powerful being. Consider the use of space in legislative buildings, banks, and court house buildings.

Think about the use of space as it relates to the mood created in a room or home. List some adjectives that convey feelings created by space (e.g., coziness, freedom, loneliness, security, luxury, etc.)

Learning Objective

Notes

1.6 To explore texture and the application to interior design. (IL)

Define texture and state the two kinds of texture; visual and tactile texture. Explain the differences between visual and tactile texture.

Display samples of visual and tactile textures. Determine how each illustration would affect one physically. How much light is reflected? How much maintenance is required?

Make pencil rubbings of an object with tactile texture. Students may create design plates of painted visual and tactile textures.

Compare textures for the effect on colour, light reflection, maintenance, and mood.

On a design plate, paint a smooth and a rough surface with the same paint. Notice the colour differences on the painted surfaces.

Explore the light reflection from various textures and how this affects the amount of light in an area. (optional)

Discuss the mood created in an interior by using various textures.

1.7 To explore pattern and its effects on designs.

1.8 To examine colour and its effects on design interiors. (COM, CCT)

Analyze how pattern is needed for the inclusion of all the elements.

Discuss how mood is created by pattern.

Combine two or more patterns, and tell what mood is created.

Collect and create a collage of two or more patterns. Explain the results of the mood created.

Use wall paper or fabric to illustrate various types of applied design.

Define colour as it is perceived by the chemist, physicist, and the psychologist. Explain the importance of colour and its many uses in interior design. Colour may be used to establish mood, to show relationships between things, to create illusions, etc.

1.9 To identify and use the vocabulary of colour.

Define the terms: hue, value, and intensity and give examples for each.

Using design plates, students will experiment with changing the hue, value, or intensity of colour. (optional)

Define the terms tint and shade. Look at samples of colour to determine if they are high or low in value and intensity.

Learning Objective

Notes

1.10 To develop an understanding of how a colour scheme is developed.

Define primary, secondary, and intermediate colours.

Paint the colours on the colour wheel beginning with primary colours and then mixing two of those to create the secondary combining a primary and a secondary colour to create intermediate colours.

Identify the basic colour schemes: monochromatic, analogous, complementary, split complementary, double complementary, triadic, and accented neutral as they relate to the colour wheel.

Examine illustrations of colour schemes.

1.11 List the factors that would affect the choice of a colour scheme. (CCT)

Discuss warm and cool colours and the effects created in a room. Consider how colour affects the apparent temperature of a room. Cite examples in a house or room to show how colour can affect the actual temperature. Consider how the amount of sunlight in a room affects the choice of colour.

Describe the effect colours can have on the apparent size of an area or object in a room.

Show how the use of colour, hue, value and intensity affect the proximity of objects used in design.

Consider the practical use of the above application to decorating. Display some illustrations.

Compare the effect of using contrasting and adjacent hues, values, and intensities of colour in a room.

1.12 To examine the types of applied design or pattern.

1.13 To identify the principles of design. (COM)

List and discuss types of applied designs:

naturalistic

organic

geometric

abstract

metamorphic

List the principles of design:

balance

proportion and scale

rhythm

emphasis and unity

The students should already be aware of the principles of design because they are studied in the Arts Education Curriculum at the

7-12 grade levels. Review may be in order.

Learning Objective

Notes

1.14 To identify the type of balance and the visual effect created by types of balance in the overall appearance of a room.

Define balance. Point out that balance gives a feeling of equilibrium. Outline the types of balance: symmetrical, asymmetrical, and radial balance. Display some illustrations of each and compare the effect achieved by each.

Discuss how the use of colour, texture, and size of the object may be used to establish visual weight in asymmetrical balance.

Show examples to illustrate this effect or have students find examples in magazines or in the classroom. Discuss the mood created by using each type of balance. (COM)

1.15 To examine scale and the effective use of scale in buildings today. (NUM)

Define proportion and scale and identify how they are used today in a design setting. Talk about the golden mean as a standard of proportion and cite examples to illustrate this principle.

Find examples or ask students to find examples and explain the use of proportion and scale in the overall design.

1.16 To clarify the meaning of rhythm and the way it can be used effectively in design. (CCT)

Define rhythm. Rhythm is used to create a feeling of movement in a design. Make a list of the ways of obtaining rhythm:

alternation

radiation

repetition

contrast/opposition

progression/gradation

transition

Find examples that illustrate rhythm and discuss the effect each has on the design. Compare the feeling created by each type of rhythm. Show how rhythm is used to guide focus in a room.

1.17 To define emphasis and how it can be established in a design setting.

Emphasis causes an object or area to stand out or become a focal point. List some of the ways to establish a focal point. Examine illustrations of rooms and have students determine the focal point and how it was used to guide the focus.

Learning Objective

Notes

1.18 To understand unity/harmony and how it may be achieved in interior design.

Unity/harmony occurs when all the parts of a room or home are related to a theme or one idea. Define unity as it applies to interior design. Look at some examples to determine how unity can be achieved by making reference to the design elements. Discuss personal preferences and how they may relate to unity. Explain how too much variety may interfere with the establishment of unity. Look at examples and consider the feeling or mood created by unity or a lack of unity.

1.19 To evaluate good design by using the laws of design. (CCT)

Students will brainstorm in groups to determine the criteria for judging good design when given an object to evaluate.

Items to evaluate can include classroom furniture, lamps, clothing, etc.

Students will present the results of their group work to the rest of the class.

Analyze interiors, furniture, ornaments, table settings, etc.; have a discussion.

Design and prepare a bulletin board on module topics (e.g., furniture, accessories, etc.) It may be assigned early and continued throughout the course.

the use of the elements and principles of design

how design represents ideas and personalities of the individual

the function the object will serve (form follows function)

the materials used to make an object (how design makes efficient use of resources)

the technology or method of production

the appropriateness of the style or where it will be used

how good design may be dictated by price

how design accommodates special needs.

Module 2: Openings, Windows, Window Treatments, and Doors (Optional)

Suggested Time: 5 - 10 hours

Foundational Objectives

To be an aware of the elements and principles of design and how these may be manipulated to create design for interiors.
To apply design fundamentals effectively within an interior design setting.
To develop an awareness of the factors that determine the appropriateness of successful design.
To enable students to make informed consumer decisions when selecting materials and equipment for interior design.

Common Essential Learnings Foundational Objectives

To understand and use the vocabulary and expressions used in the field of interior design. (COM)

To develop the ability to access human resources in the home and community. (IL)

To understand space relationships within the context of interior design. (NUM)

Learning Objective

Notes

2.1 To identify and evaluate the function of windows in interiors. (COM, CCT)

Windows can provide ventilation, light, visual communication, and solar energy.

List the functions of windows:

ventilation

light admission

visual communication

solar energy

Relate each function to the design, size, and placement of windows.

Discuss: "Do you need a window in your life?" Discuss the pros and cons of windowless rooms.

Evaluate the design and placement of windows in home plans or homes you know in relation to the function the windows are to perform.

2.2 To examine various types of windows and determine the suitability for their selection.

Windows may be classified as fixed or moveable.

Describe types of windows and related elements:

double hung (vertical slide)

horizontal slide

fixed glass

casement

awning

Learning Objective

Notes

Investigate other types of windows:

jalousie

bay or bow

clerestory

skylight

arched

slanted

specialized windows (bubbled, block glass, geometric)

Note the types of windows in your own home and school or neighbourhood.

Sketch or collect pictures of the types of windows.

Investigate solarium openings and their treatment in relation to orientation, materials, and functions. (optional)

Go on a walk in your community to observe and identify types of windows. Have students note the addresses. You may take pictures of the windows and display them on a bulletin board. Have students answer specific questions on type, function, and suitable aesthetics.

Explain the advantages and disadvantages of each window type and window wall.

Given placement, and location, choose an appropriate window type and give reasons for your choice.

2.3 To identify the parts of windows and their functions. (CCT)

Name the parts of the window with the aid of a diagram.

Panes of glass are held in place by a window sash.

Create a list of materials that can be used for window sashes (e.g., metal, plastic, wood, etc.) Discuss the pros and cons of the various materials used for window sashes.

Compare the qualities of the materials used for window sashes.

Invite a guest speaker or visit a retail window store to discuss the new developments in windows and their application to homes. Discuss new developments in windows that relate to energy efficiency (tinted, glaze, etc.).

Talk about a career in building supply retail sales (optional).

Learning Objective

Notes

2.4 To increase awareness of window treatments and their functions. (IL )

Describe types of window treatments:

awnings

blinds and shades

curtains

draperies

other (valences, cornices, etc.)

Discuss: "Why use window treatments?"

Window treatments are functional and decorative.

List functions of window treatments:

to control light

to provide ventilation

to ensure or provide privacy

to supplement energy (e.g., for heat or coolness)

to decorate a room

Find illustrations to identify various window treatments.

Window treatment should be planned in relation to the size and shape of the room, the placement and size of windows, and the decorating theme/mood.

Consideration may also be given to the relationship between window treatments and energy conservation.

Learning Objectives

Notes

2.5 To examine window treatments and their characteristics. (COM, NUM)

List characteristics of fabric suitable for curtains and draperies:

durable

sunlight resistant

abrasion resistant

fire resistant

ease of maintenance

cost, etc.

List factors that influence choice of window treatment:

cost

moveability

insulative qualities

maintenance

colour and texture

Discuss why the above factors need to be considered.
Discuss how drapery liners aid window treatments to perform their function.
Investigate types of other window treatments available:

shelves

valances and cornices

shutters

beads

grills and screens

plants at various levels

stained glass

glass block

Consider methods of unifying the exterior appearance of a house (building) with the window treatments.

Consider a problem window in your home and what might be done to improve it.

Discuss the type of window, type of room, and decor best suited for various window treatments.

Photograph different window treatments and discuss how they are used.

2.6 To examine the function of doors.

Although similar in function to windows, doors have distinctive qualities. List the functions of doors:

control flow of traffic

influence arrangement of furniture

are an essential part of a room's architecture

allow passage from one room to another

provide privacy or a two-way view

allow ventilation

provide safety and security

control temperature

Learning Objectives

Notes

2.7 To identify types of doors, their characteristics, and the hardware used. (COM)

Arrange a field trip to a mall to examine the commercial use of doors.

In chart form, compare the different types of doors for their function, size, choice of materials, and general characteristics.

Types of doors for commercial and home use:

swinging - single or double hinged

French
Dutch
folding - accordion, bifold
sliding - bypass, pocket doors, patio
revolving
screen doors

Discuss the use of doors; note how the elements and principles of design are used to enhance a room.

Consider different types of door hardware.

knobs, handles

locks

frames

screens

slides

Relate hardware to the design and function of the door.

Given a specific room, discuss appropriate types of doors you would choose and justify your choice.

Learning Objectives	Notes
1.1 To identify the elements of design.	Explain the importance of design fundamentals (elements and principles of design). Define the following elements of design: Line Form Space Texture Colour Pattern
1.2 To create an awareness of the dimensions of line and how various effects can be achieved by manipulating line. (COM, CCT)	Make a list of the various methods of changing line and demonstrate the effects of each: horizontal vertical curved diagonal Methods of changing line include: changing position, width, direction, etc.
Learning Objective	Notes
1.3 To describe the functions of line in interior design and the feelings that line can convey.	Through the use of design plates (a visual and/or tactile application of the design fundamentals on paper using a variety of medium such as paint, pencil, collages, etc.), experiment with line to create optical illusions. Encourage students to vary the width of line to achieve different effects. Discuss the effects created in their design plates and how optical illusions might be applied in home decorating. Students may also discover that lines can be used to create feelings or moods that can affect overall design meaning. Using design plates, students may use continuous line movement drawings to create a feeling or mood of a design. Use adjectives to describe the feelings elicited by each design. Use picture illustrations and the surrounding room to identify the types of lines used. Identify the effect created by the varied size, direction, shape, illusion, or mood of the lines used in each illustration. Design wallpaper using the different types of lines.
1.4 To develop an understanding of the effect of form and how it can be used efficiently in interior design. (PSVS)	List the various forms used in interior design: cubes, rectangles pyramids, circles, and free form. Use illustrations and examples in the classroom to identify various forms found in interiors today. Describe the feeling and effects created by various forms used in interiors. Discuss the psychological effects that forms used in interiors will create (e.g., happiness, energy, freedom, romance, relaxation, stability, seriousness).
1.5 To explore space and its relationship to interior design. (CCT)	Define space as it applies to interior design. Explain how design elements can be manipulated to create illusions of space or divide space. Discuss the feelings that can be created with the use of space. How does the size of space serve to create a feeling or mood in a room? The use of space in churches with the high ceilings and vast open spaces is designed to make individuals seem small in the presence of a more powerful being. Consider the use of space in legislative buildings, banks, and court house buildings. Think about the use of space as it relates to the mood created in a room or home. List some adjectives that convey feelings created by space (e.g., coziness, freedom, loneliness, security, luxury, etc.)
Learning Objective	Notes
1.6 To explore texture and the application to interior design. (IL)	Define texture and state the two kinds of texture; visual and tactile texture. Explain the differences between visual and tactile texture. Display samples of visual and tactile textures. Determine how each illustration would affect one physically. How much light is reflected? How much maintenance is required? Make pencil rubbings of an object with tactile texture. Students may create design plates of painted visual and tactile textures. Compare textures for the effect on colour, light reflection, maintenance, and mood. On a design plate, paint a smooth and a rough surface with the same paint. Notice the colour differences on the painted surfaces. Explore the light reflection from various textures and how this affects the amount of light in an area. (optional) Discuss the mood created in an interior by using various textures.
1.7 To explore pattern and its effects on designs. 1.8 To examine colour and its effects on design interiors. (COM, CCT)	Analyze how pattern is needed for the inclusion of all the elements. Discuss how mood is created by pattern. Combine two or more patterns, and tell what mood is created. Collect and create a collage of two or more patterns. Explain the results of the mood created. Use wall paper or fabric to illustrate various types of applied design. Define colour as it is perceived by the chemist, physicist, and the psychologist. Explain the importance of colour and its many uses in interior design. Colour may be used to establish mood, to show relationships between things, to create illusions, etc.
1.9 To identify and use the vocabulary of colour.	Define the terms: hue, value, and intensity and give examples for each. Using design plates, students will experiment with changing the hue, value, or intensity of colour. (optional) Define the terms tint and shade. Look at samples of colour to determine if they are high or low in value and intensity.
Learning Objective	Notes
1.10 To develop an understanding of how a colour scheme is developed.	Define primary, secondary, and intermediate colours. Paint the colours on the colour wheel beginning with primary colours and then mixing two of those to create the secondary combining a primary and a secondary colour to create intermediate colours. Identify the basic colour schemes: monochromatic, analogous, complementary, split complementary, double complementary, triadic, and accented neutral as they relate to the colour wheel. Examine illustrations of colour schemes.
1.11 List the factors that would affect the choice of a colour scheme. (CCT)	Discuss warm and cool colours and the effects created in a room. Consider how colour affects the apparent temperature of a room. Cite examples in a house or room to show how colour can affect the actual temperature. Consider how the amount of sunlight in a room affects the choice of colour. Describe the effect colours can have on the apparent size of an area or object in a room. Show how the use of colour, hue, value and intensity affect the proximity of objects used in design. Consider the practical use of the above application to decorating. Display some illustrations. Compare the effect of using contrasting and adjacent hues, values, and intensities of colour in a room.
1.12 To examine the types of applied design or pattern. 1.13 To identify the principles of design. (COM)	List and discuss types of applied designs: naturalistic organic geometric abstract metamorphic List the principles of design: balance proportion and scale rhythm emphasis and unity The students should already be aware of the principles of design because they are studied in the Arts Education Curriculum at the 7-12 grade levels. Review may be in order.
Learning Objective	Notes
1.14 To identify the type of balance and the visual effect created by types of balance in the overall appearance of a room.	Define balance. Point out that balance gives a feeling of equilibrium. Outline the types of balance: symmetrical, asymmetrical, and radial balance. Display some illustrations of each and compare the effect achieved by each. Discuss how the use of colour, texture, and size of the object may be used to establish visual weight in asymmetrical balance. Show examples to illustrate this effect or have students find examples in magazines or in the classroom. Discuss the mood created by using each type of balance. (COM)
1.15 To examine scale and the effective use of scale in buildings today. (NUM)	Define proportion and scale and identify how they are used today in a design setting. Talk about the golden mean as a standard of proportion and cite examples to illustrate this principle. Find examples or ask students to find examples and explain the use of proportion and scale in the overall design.
1.16 To clarify the meaning of rhythm and the way it can be used effectively in design. (CCT)	Define rhythm. Rhythm is used to create a feeling of movement in a design. Make a list of the ways of obtaining rhythm: alternation radiation repetition contrast/opposition progression/gradation transition Find examples that illustrate rhythm and discuss the effect each has on the design. Compare the feeling created by each type of rhythm. Show how rhythm is used to guide focus in a room.
1.17 To define emphasis and how it can be established in a design setting.	Emphasis causes an object or area to stand out or become a focal point. List some of the ways to establish a focal point. Examine illustrations of rooms and have students determine the focal point and how it was used to guide the focus.
Learning Objective	Notes
1.18 To understand unity/harmony and how it may be achieved in interior design.	Unity/harmony occurs when all the parts of a room or home are related to a theme or one idea. Define unity as it applies to interior design. Look at some examples to determine how unity can be achieved by making reference to the design elements. Discuss personal preferences and how they may relate to unity. Explain how too much variety may interfere with the establishment of unity. Look at examples and consider the feeling or mood created by unity or a lack of unity.
1.19 To evaluate good design by using the laws of design. (CCT)	Students will brainstorm in groups to determine the criteria for judging good design when given an object to evaluate. Items to evaluate can include classroom furniture, lamps, clothing, etc. Students will present the results of their group work to the rest of the class. Analyze interiors, furniture, ornaments, table settings, etc.; have a discussion. Design and prepare a bulletin board on module topics (e.g., furniture, accessories, etc.) It may be assigned early and continued throughout the course. the use of the elements and principles of design how design represents ideas and personalities of the individual the function the object will serve (form follows function) the materials used to make an object (how design makes efficient use of resources) the technology or method of production the appropriateness of the style or where it will be used how good design may be dictated by price how design accommodates special needs.

Learning Objective	Notes
	Investigate other types of windows: jalousie bay or bow clerestory skylight arched slanted specialized windows (bubbled, block glass, geometric) Note the types of windows in your own home and school or neighbourhood. Sketch or collect pictures of the types of windows. Investigate solarium openings and their treatment in relation to orientation, materials, and functions. (optional) Go on a walk in your community to observe and identify types of windows. Have students note the addresses. You may take pictures of the windows and display them on a bulletin board. Have students answer specific questions on type, function, and suitable aesthetics. Explain the advantages and disadvantages of each window type and window wall. Given placement, and location, choose an appropriate window type and give reasons for your choice.
2.3 To identify the parts of windows and their functions. (CCT)	Name the parts of the window with the aid of a diagram. Panes of glass are held in place by a window sash.
	Create a list of materials that can be used for window sashes (e.g., metal, plastic, wood, etc.) Discuss the pros and cons of the various materials used for window sashes. Compare the qualities of the materials used for window sashes. Invite a guest speaker or visit a retail window store to discuss the new developments in windows and their application to homes. Discuss new developments in windows that relate to energy efficiency (tinted, glaze, etc.). Talk about a career in building supply retail sales (optional).

Learning Objective	Notes
2.4 To increase awareness of window treatments and their functions. (IL )	Describe types of window treatments: awnings blinds and shades curtains draperies other (valences, cornices, etc.) Discuss: "Why use window treatments?" Window treatments are functional and decorative. List functions of window treatments: to control light to provide ventilation to ensure or provide privacy to supplement energy (e.g., for heat or coolness) to decorate a room Find illustrations to identify various window treatments. Window treatment should be planned in relation to the size and shape of the room, the placement and size of windows, and the decorating theme/mood. Consideration may also be given to the relationship between window treatments and energy conservation.
Learning Objectives	Notes
2.5 To examine window treatments and their characteristics. (COM, NUM)	List characteristics of fabric suitable for curtains and draperies: durable sunlight resistant abrasion resistant fire resistant ease of maintenance cost, etc. List factors that influence choice of window treatment: cost moveability insulative qualities maintenance colour and texture Discuss why the above factors need to be considered. Discuss how drapery liners aid window treatments to perform their function. Investigate types of other window treatments available: shelves valances and cornices shutters beads grills and screens plants at various levels stained glass glass block Consider methods of unifying the exterior appearance of a house (building) with the window treatments.
	Consider a problem window in your home and what might be done to improve it. Discuss the type of window, type of room, and decor best suited for various window treatments. Photograph different window treatments and discuss how they are used.
2.6 To examine the function of doors.	Although similar in function to windows, doors have distinctive qualities. List the functions of doors: control flow of traffic influence arrangement of furniture are an essential part of a room's architecture allow passage from one room to another provide privacy or a two-way view allow ventilation provide safety and security control temperature
Learning Objectives	Notes
2.7 To identify types of doors, their characteristics, and the hardware used. (COM)	Arrange a field trip to a mall to examine the commercial use of doors. In chart form, compare the different types of doors for their function, size, choice of materials, and general characteristics. Types of doors for commercial and home use: swinging - single or double hinged French Dutch folding - accordion, bifold sliding - bypass, pocket doors, patio revolving screen doors Discuss the use of doors; note how the elements and principles of design are used to enhance a room. Consider different types of door hardware. knobs, handles locks frames screens slides Relate hardware to the design and function of the door. Given a specific room, discuss appropriate types of doors you would choose and justify your choice.