Dream Room Interior Design

Submitted by: Marsha G., The First Academy, Orlando, Florida
UNIT: Interior Design - Careers in Art
Grade Level: High School

Objectives: The student will:

• Compare and contrast the different periods of interior décor from the 20th Century to the present.

• Observe and compare two interior design programs on HGTV and take notes on the ways the clients were interviewed and how designers presented their ideas.

• Be the designer for an imaginary client who wants to spend a designated amount of money to design their personal bedroom.

• Create a floor plan for the room indicating furniture, built-ins, architectural features measured to scale of one ¼" = 1 foot (33 cm).

• Create a room elevation of one feature wall in color. See detail

• Make a presentation board in a collage of color samples, Fabric and flooring, mounted with the color elevation.

• Students will create a three-dimensional model of an architectural blueprint.

      
Click images for larger views Detail of room wall

Media:

Watercolor Pencils, Drawing Pencils, Crow Quill Pens and India ink, Watercolor Paint, Mat board / Illustration Board, X-acto Knives, metal Rulers, White Glue.

Resources

Books

Interior Design Course: Principles, Practices, and Techniques for the Aspiring Designer - A gallery of finished examples by professional designers and advanced students presents scores of beautiful and instructive color photos.

Becoming an Interior Designer: A Guide to Careers in Design - If you're embarking upon a career in interior design, here's a visual overview of the profession, with in-depth material on educational requirements, design specialties, finding a job, and the many directions a career in interior design can take.

Evaluation:

By rubric. Peer critique. Teacher evaluation for objectives met.

Instructional Plan

• Teacher will introduce the unit by presenting visuals of the evolution of decor in the 20th century. Begin a discussion of trends with colors and furniture styles and how they represented the current events of the time.

• Teacher demonstrates how to create a scaled floor plan of ¼" to a foot and illustrates standard architectural symbols that are used. Students are given a handout of these symbols as a reference.

• For homework, students will measure furniture in their home for depth and height and width of chairs, sofas, desks, beds to be used for reference.

• Students complete the handout "Interior Design" to indicate room size.

• Students begin their floor plan using ¼" graph paper and will show room divisions for bathroom and closet, windows and furniture placement on the floor plan.

• Students research color combinations by looking at design magazines and begin collecting samples of interesting fabrics, floor coverings and window coverings.

• Teacher demonstrates how a designer transposes a floor plan into a room elevation. Class discussion contrasts and compares a two point perspective corner illustration with an elevation of one wall. Clarify elevation.

• Students make several thumbnail sketches of their room elevation using a select area of their room and design a color scheme.

• Students transpose their design onto a 9x12" drawing paper and complete the elevation using pen and watercolor pencils.

• Students build a scaled 3-D floor plan from the blueprint they created by using illustration board cut and attached on edge. See example

• Students do a creative presentation board of their floor plan, room elevation, color samples, swatches and photos of the furniture to be presented to a "client".

• Students present their work as "designer to client" for peer critique with a small group of students. Students note any suggestions and revisions with teacher as facilitator.

Student Worksheet:

Name ____________________________ Period_______ Date___________

You will design your personal bedroom. You will be given a large budget of 50,000 dollars. You are the architect and designer. You will draw a floor plan to scale and do a color elevation of one wall. You will use your knowledge of color theory to create a color scheme for the room. You will make a presentation board with swatches of fabric, carpet or use photos of your selections and your floor plan and elevation drawings.

Size of room: ____x_____ feet. A graphic square will equal a foot. A graphic square will equal a foot.

Where are the architectural essentials to be placed?

a. Windows: how many? b. Doorways: How many? What type? Double? Sliding? French? What size? 30"? 36"?

c. Bathroom? d. Closet (s)? Type of doors? Size of closet. Built-ins?

Architectural extras: Fireplace, Jacuzzi, gym area, balcony, exits to outside (type of doors), window seat, Loft.

Floor coverings: Wood? Stone? Tile? What size tile? Carpet? Area rugs?

Furniture: Bed, dressers, night tables, TV built-in? A unit for stereo/DVD, etc. Computer /desk area, lounge chairs, coffee table,

Accessories: lamps, fan, decorative items on tables, wall décor, draperies, bedspread, accents.

Color scheme: Find color samples in magazines and use them for sample swatches. Use actual fabric for ideas; collect pictures of rugs and flooring as well as other accessories from home magazines. Sunday newspaper ads are a good source.

Outdoor area (opt.) Consider furniture, trees, potted plants, umbrella, type of patio or balcony- wood decking, stone, slate or pavers?

Assessment: Rubric adapted from Marianne Galyk

Student Comments:

Teacher Comments: