Core and Optional Modules

Module 7: Developing and Designing a Floor Plan (Optional)

Note: This module is designed to be done alone or to supplement Module 6: Interpreting and Evaluating House Plans in the Housing 30 Curriculum Guidelines (Saskatchewan Education, 1999).

Suggested Time: 10 - 15 hours

Foundational Objectives

To understand and interpret floor plans by applying knowledge of number, scale, and their relationships.
To examine and evaluate materials used in interior design to meet human needs and provide for expression in a defined space.

Common Essential Learning Foundational Objectives

To create and interpret floor plans. (IL)
To apply design fundamentals while developing floor plans and decorating from them. (CCT, NUM)

Learning Objectives

Notes

7.1 To become aware of the factors to consider when developing a floor plan. (COM)

There are many factors to consider when developing a floor plan. Brainstorm factors that you should consider:

function of space (e.g., socializing, working, reading, private/sleeping, work)

cost

personal, family, or business needs

relationships between zones

traffic patterns

comfort features (e.g., absence of noise)

How about:

plumbing

wiring

sources of light

ventilation

heating and cooling systems

safety

care and maintenance

Learning Objectives

Notes

7.2 To recognize symbols used in floor plans. (COM, NUM)

Evaluate the importance of the above factors in developing a floor plan.

Provide floor plans of buildings. Have the students evaluate the plans based on the factors.

Discuss the symbols used in floor plans. Identify the symbols for plugins, switches, windows, stairs, doors, closets, fixtures, etc.

Focus on the details of floor plans that illustrate these symbols. Students need to recognize them and learn how to apply them in their course work.

Using print material and other references, study and analyze floor plans that use symbols to show flooring and furniture placement.

Play a game such as jeopardy to become familiar with floor plan symbols.

7.3 To examine the factors that unify an interior environment.

List the criteria used to unify the interior environment of a living space and discuss why these criteria are important. Include criteria such as:

traffic in each room and throughout the building/house

general theme or mood

floor coverings

scale and furnishings

backgrounds - structural/decorative

arrangement of furniture - both functional and aesthetic

lighting

personalizing the space

blending fixed features with movable features

7.4 To apply interior design knowledge in designing a defined space . (CCT, IL, TL)

Each decade exhibits many trends that, like fashion, tend to be repeated. Research the decorating trends in the last century.

Apply knowledge of interior design to a project using a decorative theme or trend that you have researched.

Select or draft a floor plan of a house, work space, or room using predetermined dimensions and scale. Students may choose to decorate a defined space such as a student's bedroom or community facility applying the design fundamentals. This could be incorporated as a work study project or volunteer project.

The floor plan may be developed manually or with the use of computer-assisted drafting (CAD), a computer home plan program, or a model.

On the floor plan show placement of furniture (built in and movable), doors, windows, and openings.

Learning Objectives

Notes

Using design fundamentals, criteria for unifying the interior environments, and knowledge of openings, windows, doors, flooring, walls, ceilings, furniture and accessories, students will decorate the room or building. The design plates should use samples and illustrations to assist the student in his or her presentation of the finished project.

The students should be able to give reasons for their choices.

Module 8: Applied Design (Optional)

Suggested Time: 15 - 20 hours

Foundational Objectives

To apply design elements and principles to constructing a craft or art as a project.

Common Essential Learning Foundational Objectives

To create an understanding of applied design. (CCT)
To develop space relationships with the use of design principles. (NUM)

Learning Objectives

Notes

8.1 To develop an understanding of applied design. (COM)

8.2 To created a craft or work of art.

(CCT, NUM, TL, IL)

Define the term "applied design."

Discuss the characteristics of applied design:

usually appears on the surface of fabric or an object

can usually be seen only on one side of an object

is added to an object after it is structurally complete

is decorative

is a personal statement

harmonizes or contrasts with an object's form and function.

Use illustrations to investigate where applied designs are used:

pattern on fabric

wall coverings

carved moldings on walls

designs etched on glass

floor cloths (acrylic paint on back and five coats of urethane)

Review design fundamentals. Have students design and complete a craft or art project incorporating the elements and principles of design. Students may research the historical development of their chosen project. All projects involve making or doing.

quilts cushion covers

silk screen design crafts

window treatments stenciled articles

pottery dream catchers

stained glass refinishing furniture

paper toile floral arrangements

lampshades cross stitch

upholstery beadwork

embroidery

A class presentation or demonstration of the project may be done if time permits.

Module 9: Visual Design Displays (Optional)

Suggested Time: 3 - 5 hours

Foundational Objectives

To examine and evaluate design fundamentals used in visual displays and expressions used in a defined space.
To develop an awareness of the factors that determine the appropriateness of successful visual design.

Common Essential Learning Objectives

To acquire knowledge and an understanding of visual design and what it communicates. (COM)
To demonstrate the ability to organize and communicate using visual design techniques. (CCT)

Learning Objectives

Notes

9.1 To gain an understanding of visual design. (COM, CCT)

Discuss visual design.

Factors related to visual design are:

nonverbal

focused on seeing/sight

responsible for communicating a mood, personality, and theme

aesthetic by nature

often nonphysical

placement specific.

9.2 To investigate where visual design is used. (IL)

Discover, list, and discuss places where visual design techniques are used:

bulletin boards

display cases in stores, museums, galleries

displays for schools, trade shows, churches, community centres

catalogues

billboards

garage sales

advertisements

posters

murals

scrapbooks, photo albums, yearbooks

websites, home pages

visual effects in movies

sets for staging, plays, TV shows, movies, etc.

computer screen saver

functional and aesthetic articles (e.g., clothing, tools, bicycles, cars, dishes)

Learning Objectives

Notes

9.3 To develop techniques in setting up visual designs. (TL, CCT, NUM)

Analyze visual design illustrations; interpret the message presented by the visual design.

Analyze visual design illustrations using design fundamentals as criteria. See Module 1.

Visit stores, museums, malls, etc., to study visual designs. Review the message communicated and identify how it is communicated.

Plan, develop, and complete a visual design project using the design fundamentals.

Have students work in small groups to develop and set up a visual design display for a home-based business.

Projects should be relevant and may be required; for example, a display case at school; a bulletin board for another teacher; a set for an upcoming play; a school newsletter; a community or church project; a poster for a fundraiser; or a personal (school) website.

When students present their projects, they should comment on the design fundamentals applied.

9.4 To explore career options in visual design.

Invite a guest to discuss techniques for setting up visual displays. The guest may expand on career options in his/her occupation.

Brainstorm ideas for career options in visual design. Have students each choose one option and research that career.

Suggested careers may include:

display/visual merchandiser manager

display designer

freelance display artist

merchandise coordinator

trade show/show room designer

special events coordinator/designer

in-store marketing personnel

graphic artist

Research should include information about:

training, education

employment opportunities

job requirements

salary (income) range

opportunities for diversity and advancement

Module 10: Exploring Careers (Core)

Suggested Time: 1 - 2 hours

Foundational Objectives

To develop an awareness of career and employment opportunities in the field of interior design.
To increase awareness of the post-secondary programs available in Canada in the field of interior design.

Common Essential Learnings Foundational Objectives

To identify personal interests and aptitudes in order to initiate career exploration. (IL, PSVS)
To foster the ability to evaluate ideas related to career choices. (CCT)
To develop research abilities to access career information. (TL, IL)

Learning Objectives

Notes

10.1 To develop a list of career

opportunities related to the field

of interior design.

Students will create a list of the many different career opportunities in the professional, semi-professional, and skilled trade areas related to the field of interior design. They should begin by listing all the guest speakers who have made presentations throughout the course, then list workers within the field of interior design in the community. Students are encouraged to use a variety of sources of information such as guidance councilors, career software packages, personal interviews, and websites.

10.2 To identify personal skills and

interests that may lead to a

career exploration. (CCT, IL)

Ask each student to create an inventory of preferred activities and interests. Have students examine their lists to determine how these activities and interests might be job related. This task of creating an interest inventory may be done using a variety of computer program software packages. (TL)

Once students have determined an area of interest related to interior design, students should research the career using available resources in the library, the community, or on the Internet. Investigate the career choices including information about:

work duties

personal qualities required to succeed in the career

process to become certified within the career/trade

education and training

school locations

cost of education and upgrading

trends within the business or career

the best and worst parts of the job

beginning salary, and opportunities for advancement.

From the list created, students may select two choices of possible careers for further research. (PSVS)

If a work study is being done, the student may investigate career links within the community for a possible work study placement. The student may conduct and interview the professional or tradesperson within the community as part of the career research.

A class presentation may be done by students if time permits.

Module 11: Work Study Preparation and Follow-up Activities (Optional)

Note: If students have participated in a work study module in a previous Practical and Applied Arts course, a review of this module is still required but less time will be needed. Students may learn about labour standards.

Suggested Time: 5 - 10 hours

Foundational Objective

To develop workplace skills that may lead to successful employment.
To recognize how classroom work skills will be used to meet industry expectations.

Common Essential Learnings Foundational Objectives

To develop an awareness of partnership roles in the work study. (PSVS)
To use a wide range of language experiences -- listening, speaking, writing, and reading -- that are required in the workplace. (COM)

Learning Objectives

Notes

11.1 To create an awareness of the expectations of each of the partners in the work study component.

In order to establish a successful working relationship define the responsibilities for each of the partners involved in the work study.

Refer to Guidelines for Work Study, a component of the Practical and Applied Arts Handbook (Draft Saskatchewan Education, 1999) for expectations of business, student, teacher-monitor, and the school.

11.2 To determine factors that may affect student contribution in the workplace. (CCT)

The students may formulate a list of what they can bring to the workplace and how each may impact on their job. Consider skills, abilities, and personal attributes in the following areas:

school subjects

past experiences

self-concept and personality

needs, values, and interests

knowledge, skills, and attitudes

career goals and plan

communication skills.

Ask students to do a self-assessment of skills using the above list as a guide. They may explain how these skills would be valuable in jobs related to interior design. Try to incorporate the value of communication and teamwork in the discussion.

Learning Objective

Notes

11.3 To appreciate the importance of good communication in the workplace. (COM, PSVS)

Discuss verbal and non-verbal communication. List some ways in which positive and negative non-verbal communication may be displayed. Encourage students to role play effective techniques of verbal and non-verbal communication on the job when giving or receiving instructions. With the use of case studies, divide the students into groups and role play the effective use of communication to resolve conflict on the job.

11.4 To develop a résumé and cover letter that can be forwarded to a potential employer. (CCT, COM)

The student will develop a résumé and cover letter using a standard format. The résumé and cover letter may be used as an introduction to the employer at a workplace site prior to an interview with the student.

PAA teachers are encouraged to work with other staff members to ensure résumé and cover letter preparation is taught. Writing a résumé and cover letter is currently covered in Saskatchewan Education's curriculum guidelines in English Language Arts 20 and 30A, Information Processing, and Work Experience Education 20.

Students should develop the résumé on a computer disk and update it periodically. Names with addresses and telephone numbers should be included in a list of references.

If students have already completed résumés and cover letters in another course, the teacher may do a review and encourage students to update their résumés. Students should submit résumés for teacher approval prior to going to the workplace.

11.5 To prepare for an interview by reviewing guidelines and role playing various situations. (COM, PSVS, CCT)

Through a classroom discussion or in groups, students may generate a list of guidelines for an interview. After the students formulate their list, the instructor may add missing items to the list. Discuss.

Outline and describe the three stages of an interview. Point out to the students in what stage each of the guidelines previously discussed will be used.

The greeting involves an introduction between the student and employer. Discuss or demonstrate how this may be done.

The exchange is where the employer asks a series of questions and engages in a conversation with the student about information on his/her résumé and other matters related to the job placement.

The parting brings the interview to a close. It can be just as important as the greeting. Demonstrate how this can be done.

Provide the students with a list of questions frequently asked by employers or ask students to formulate a list in a group and role play the stages of the interview. Use various employment situations.

Learning Objective

Notes

11.6 To develop procedural guidelines for the work study experience:

a) Transportation
b) Absence and tardiness
c) Problems on the work site
d) Teacher-student-supervisor relationships
e) Evaluation criteria
f) Expected hours of work.

Discuss with the student the issues in 11.5 prior to student placement.

After the student has had an interivew with his/her employer, discuss the following in with the students. This may be done by asking students to respond to the points listed below (an assignment or during an interview):
a) expected hours of work
b) dress code
c) job description
d) school expectations
e) employer expectations
f) role of monitor
g) goal definition

Using case studies, have students role play problems that might arise in a workplace setting. Discuss possible solutions.

Note: look for opportunities to introduce and reinforce ideas about Labour Standards, Occupational Health and Safety, and Workplace Hazardous Materials Information System (WHMIS). Use the Work Experience Education Guidelines (Saskatchewan Education 1989) the Saskatchewan Labour website, and other recommended resources.

11.7 To relate feedback from the work placement. (CCT)

Students provide feedback about work placement including: where they were placed, type of business, duties, most rewarding experience, most difficult situation and how you handled it. It is recommended that each student send a thank you note or card to the employer upon the completion of each work placement.

Module 12: Work Study (Optional)

Suggested Time: 25 - 50 hours

Foundational Objectives

To be aware of the careers and opportunities in the field of interior design that exist in Saskatchewan and other provinces.
To integrate classroom learning with work-related learning.
To increase awareness of employability skills as they relate to the work environment.

Common Essential Learnings Foundational Objectives

To engage in a work study experience and develop entry level workplace skills that may lead to sustainable employment. (PSVS)
To expand career research beyond the classroom setting. (IL)

For more information about implementing work study in schools see the Work Study Guidelines for the Practical and Applied Arts included in the Practical and Applied Arts Handbook. Teachers need to use or design appropriate learning objectives for this module; for instance, to demonstrate ability to follow a "Training Plan". The training plan for the student should be designed to relate to the objectives of the course modules in cooperation with the workplace mentor/supervisor.

Learning Objectives	Notes
7.2 To recognize symbols used in floor plans. (COM, NUM)	Evaluate the importance of the above factors in developing a floor plan. Provide floor plans of buildings. Have the students evaluate the plans based on the factors. Discuss the symbols used in floor plans. Identify the symbols for plugins, switches, windows, stairs, doors, closets, fixtures, etc. Focus on the details of floor plans that illustrate these symbols. Students need to recognize them and learn how to apply them in their course work. Using print material and other references, study and analyze floor plans that use symbols to show flooring and furniture placement. Play a game such as jeopardy to become familiar with floor plan symbols.
7.3 To examine the factors that unify an interior environment.	List the criteria used to unify the interior environment of a living space and discuss why these criteria are important. Include criteria such as: traffic in each room and throughout the building/house general theme or mood floor coverings scale and furnishings backgrounds - structural/decorative arrangement of furniture - both functional and aesthetic lighting personalizing the space blending fixed features with movable features
7.4 To apply interior design knowledge in designing a defined space . (CCT, IL, TL)	Each decade exhibits many trends that, like fashion, tend to be repeated. Research the decorating trends in the last century. Apply knowledge of interior design to a project using a decorative theme or trend that you have researched. Select or draft a floor plan of a house, work space, or room using predetermined dimensions and scale. Students may choose to decorate a defined space such as a student's bedroom or community facility applying the design fundamentals. This could be incorporated as a work study project or volunteer project. The floor plan may be developed manually or with the use of computer-assisted drafting (CAD), a computer home plan program, or a model. On the floor plan show placement of furniture (built in and movable), doors, windows, and openings.

Learning Objectives	Notes
10.1 To develop a list of career opportunities related to the field of interior design.	Students will create a list of the many different career opportunities in the professional, semi-professional, and skilled trade areas related to the field of interior design. They should begin by listing all the guest speakers who have made presentations throughout the course, then list workers within the field of interior design in the community. Students are encouraged to use a variety of sources of information such as guidance councilors, career software packages, personal interviews, and websites.
10.2 To identify personal skills and interests that may lead to a career exploration. (CCT, IL)	Ask each student to create an inventory of preferred activities and interests. Have students examine their lists to determine how these activities and interests might be job related. This task of creating an interest inventory may be done using a variety of computer program software packages. (TL) Once students have determined an area of interest related to interior design, students should research the career using available resources in the library, the community, or on the Internet. Investigate the career choices including information about: work duties personal qualities required to succeed in the career process to become certified within the career/trade education and training school locations cost of education and upgrading trends within the business or career the best and worst parts of the job beginning salary, and opportunities for advancement.
	From the list created, students may select two choices of possible careers for further research. (PSVS) If a work study is being done, the student may investigate career links within the community for a possible work study placement. The student may conduct and interview the professional or tradesperson within the community as part of the career research. A class presentation may be done by students if time permits.

Learning Objective	Notes
11.3 To appreciate the importance of good communication in the workplace. (COM, PSVS)	Discuss verbal and non-verbal communication. List some ways in which positive and negative non-verbal communication may be displayed. Encourage students to role play effective techniques of verbal and non-verbal communication on the job when giving or receiving instructions. With the use of case studies, divide the students into groups and role play the effective use of communication to resolve conflict on the job.
11.4 To develop a résumé and cover letter that can be forwarded to a potential employer. (CCT, COM)	The student will develop a résumé and cover letter using a standard format. The résumé and cover letter may be used as an introduction to the employer at a workplace site prior to an interview with the student. PAA teachers are encouraged to work with other staff members to ensure résumé and cover letter preparation is taught. Writing a résumé and cover letter is currently covered in Saskatchewan Education's curriculum guidelines in English Language Arts 20 and 30A, Information Processing, and Work Experience Education 20. Students should develop the résumé on a computer disk and update it periodically. Names with addresses and telephone numbers should be included in a list of references. If students have already completed résumés and cover letters in another course, the teacher may do a review and encourage students to update their résumés. Students should submit résumés for teacher approval prior to going to the workplace.
11.5 To prepare for an interview by reviewing guidelines and role playing various situations. (COM, PSVS, CCT)	Through a classroom discussion or in groups, students may generate a list of guidelines for an interview. After the students formulate their list, the instructor may add missing items to the list. Discuss. Outline and describe the three stages of an interview. Point out to the students in what stage each of the guidelines previously discussed will be used. The greeting involves an introduction between the student and employer. Discuss or demonstrate how this may be done. The exchange is where the employer asks a series of questions and engages in a conversation with the student about information on his/her résumé and other matters related to the job placement. The parting brings the interview to a close. It can be just as important as the greeting. Demonstrate how this can be done. Provide the students with a list of questions frequently asked by employers or ask students to formulate a list in a group and role play the stages of the interview. Use various employment situations.