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Housing and Interior Design Foundations
updated September 2008

Grade Levels: Suggested for grade 10and up
CIP Code: 19.0601
Length of Course: One semester or two semesters
APC Funding Level: $250/student
Credits: One credit per semester
Prerequisites: None LINKS TO TEACHING RESOURCES

COURSE DESCRIPTION
HOUSING AND INTERIOR DESIGN FOUNDATIONS addresses selecting and planning living environments to meet the needs and wants of individuals and families throughout the family life cycle. Economic, social, cultural, technological, environmental, maintenance, and aesthetic factors are considered. The project-based approach in this course utilizes higher order thinking, communication, leadership, and management processes to integrate housing and interior design content.  Topics to be studied include: housing styles, locations, zones, restrictions, and ownership options; managing resources (including financing options and tax considerations) to provide shelter; contemporary housing issues, including homelessness; environmental and energy issues; impacts of technology; housing to meet special needs; elements and principles of design related to interiors, housing, and architecture; creating functional, safe, and aesthetic spaces; historical aspects and contemporary trends in housing, interiors, furniture, and appliances; exploration of housing-related careers. Applications through authentic settings such as work-based observations, internships, and service learning experiences (e.g., Habitat for Humanity) are appropriate. Direct, concrete applications of mathematics proficiencies in projects are encouraged.

 This course is recommended for any student for enrichment and as a foundation for students with interests in any career or profession related to housing, interiors, and furnishings.  It is recommended as a core component of the four-year career plans for the career clusters of agriculture, food & natural resources; art, A/V technology & communications; science, engineering & information technology; manufacturing & processing; business, management & finance; building & construction; education & training; health services; personal & commercial services; social & recreational services; law, public safety & security; and marketing, sales & promotion.
  • One credit per semester, one or two semesters
  • An elective (Career Acacemic Sequence) and directed elective course for Core 40, Core 40 with Academic Honors, and Core 40 with Technical Honors Diplomas
  • Counts toward the 8-10 Career-Technical credits required for Core 40 with Technical Honors Diplomas
  • Counts toward Career Academic Sequence and Flex Credit requirements for the General Diploma
  • Content standards and competencies are defined .
  • Indiana Academic Standards for English/Language Arts and Mathematics and National Standards for Family and Consumer Sciences have been integrated into this course.
  • A vocationally licensed (CTE) family and consumer sciences teacher must teach this course.
  • This course generates state vocational funding (APC) for schools with approved FACS programs
RATIONALE
With approximately one-third of the family's budget spent on housing, today's citizens need education to manage these dollars effectively. Since housing satisfies basic safety, security and aesthetic needs, students need to be aware of options in order to make wise consumer choices and investments. This course helps one to understand housing needs, how to satisfy these needs, and how to make practical, common-sense, realistic decisions concerning housing needs. Exploration of related jobs and careers enables students to determine whether housing, interiors and furnishings is a viable option. This course prepares students to make life's choices concerning needs, helps them to understand housing needs, and shows how to satisfy these needs.

LINKS TO TEACHING RESOURCES

ACADEMIC CONTENT STANDARDS
updated September 2005
The following measurable exit standards define what students should know and be able to do at the end of the course. Academic standards do not define a specific sequence for teaching and learning. While all content standards and competencies should be addressed in some way, teaching order and areas of emphasis will vary according to local needs. Content standard #1 and competencies 1.1 through 1.5 form the foundation for the project-based approach recommended for implementing the remaining standards.  This checklist format facilitates use by teachers and/or students for planning and reflecting on achievement of competencies.
Standard 1 - Students will integrate processes of thinking, communication, leadership, and management in order to apply housing and interior design knowledge and skills.
___  HIDF-1.1 Demonstrate components of critical thinking, creative thinking, and reasoning.
___  HIDF-1.2 Evaluate effective communication processes in school, family, career, and community settings.
___  HIDF-1.3 Demonstrate leadership that encourages participation and respect for the ideas, perspectives, and contributions of group members.
___  HIDF-1.4 Apply management, decision-making, and problem solving processes to accomplish tasks and fulfill responsibilities.
___  HIDF-1.5 Examine the interrelationships among thinking, communication, leadership, and management processes to address housing, interior design, and furnishings issues.
Standard 2 - Students will assess factors that influence design and development in housing and interiors.
___  HIDF-2.1 Compare variations in features of different styles of architecture, interiors, furniture, and furnishings.
___  HIDF-2.2 Describe how features of architecture, furniture, and furnishings have been influenced by technology and mass production through various historical periods.
___  HIDF-2.3 Identify historical and current aspects and future trends of housing and interiors.
___  HIDF-2.4 Analyze the impact of current and emerging trends and issues on housing needs of individuals, families, and communities.

Standard 3 - Students will evaluate housing decisions in relation to available resources and options.

___  HIDF-3.1 Assess individual and family needs, goals, and resources(financial resources, human resources, community resources) in planning for housing, interiors, and furnishings.
___  HIDF-3.2 Analyze geographic locations, safety and security, energy-efficiency, aesthetic preferences, and required maintenance in order to make housing choices that meet needs of individuals, families, and communities.
___  HIDF-3.3 Evaluate the impact of zoning regulations, restrictions, and ownership options on housing choices.
___  HIDF-3.4 Examine processes and costs (including financing and tax considerations) for acquiring and maintaining a place of residence or business.
___  HIDF-3.5 Analyze construction specifications and quality to meet determined needs.

___  HIDF-3.6 Assess options for locating or relocating one's residence or business at home or abroad.
Standard 4 - Students will evaluate the use of furnishings and products in meeting specific housing and interiors needs.
___  HIDF-4.1 Describe criteria for housing and interiors products (for example: building materials, floor coverings, wall coverings, window treatments, furniture, lighting fixtures, accessories, and kitchen and bath fixtures and equipment).
___  HIDF-4.2 Apply color theory and design principles in selection and use of design elements (for example: fabric, texture, line, pattern, and color) for living environments.
___  HIDF-4.3 Analyze arrangement of furniture and furnishings taking into consideration principles of desgin and design elements.
Standard 5 - Students will analyze design and space planning skills used in housing, interiors, and furnishings careers.
___  HIDF-5.1 Examine potential career paths in the housing, interiors, and furnishings industry to determine roles and functions, knowledge, skills, attitudes, educational preparation, and employment opportunities associated with each.
___  HIDF-5.2 Analyze floor plans for efficiency and safety in areas such as activity zones, traffic patterns and storage systems.
___  HIDF-5.3 Apply principles of design to create floor/space plans that meet the needs of individuals and families.
___  HIDF-5.4 Apply universal guidelines and regulations to floor/space planning, including kitche/bath areas.
___  HIDF-5.5 Prepare interior floor/space plans using standard scales and symbols.
___  HIDF-5.6 Describe industry standards for measuring, estimating, ordering, purchasing, and pricing.
___  HIDF-5.7 Examine aesthetics, function, and psychological impacts of design plans that address individual's, family's, or client's needs, goals, and resources.

 

Teaching Resources

HIDF Introduction
Denise Musick, Southport High School
Indianapolis

HIDF Introduction - Power Point
Correlations to Indiana Academic Standards
Denise Musick, Southport High School
Indianapolis IN 		Part 1 - Space Planning - Correlation to Indiana Academic Standards
Part 2 - Design and Color - Correlation to Indiana Academic Standards
Part 3 - Materials - Correlation to Indiana Academic Standards
Part 4 - Furniture - Correlation to Indiana Academic Standards
Part 5 - Structural Systems - Correlation to Indiana Academic Standards
Part 6 - Systems - Correlation to Indiana Academic Standards
Part 7 - Exteriors and Remodeling - Correlation to Indiana Academic Standards
Part 8 - Presentations - Correlation to Indiana Academic Standards
Part 9 - Careers in Housing and Interior Design - Correlation to Indiana Academic Standards
American Housing Styles
Sharon Mang and Aaron Mang, Greensburg High School, Greensburg IN 		American Housing Styles Presentation, Part One
American Housing Styles Presentation, Part Two
Architectural Styles Script
American Housing Styles Quiz, Part One
American Housing Styles Quiz, Part Two
American Housing Styles Quiz, Part Three
Native American Homes

American Housing Styles
Helen Gormley, Totino Grace High School, Minnesota

 American Housing Styles PowerPoint
Housing PowerPoints
Earlene Britton, Morgan County RII Schools, Versailles, MO
Ceiling Tile Project
Morris Butler House  - contact Shannon Borbely at mbhouse@historiclandmarks.org or 317-636-5409. Passion, Profusion, & Polish: An Exploration of 19th-century Decorative Arts, a program perfect for classes interested in interior design and decorative arts, this program allows students to explore 19th-century architectural styles, furniture arrangements, gadgets, inventions, and floor plans. Students also learn about preservation and restoration practices. Students discuss the social influences that shaped Victorian households, while comparing these ideas to our homes today. During our hands-on activities, they also get the opportunity to design the color scheme for their own Victorian room, and to design, make, and take home calling cards! (90 minute program; Available year-round; Minimum of 8 students) [Meets Indiana Department of Education Academic Family and Consumer Science Standards HIDF 1.1, 1.2, 1.3, 1.5, 2.1, 2.2, 2.3, 4.1, 4.2, 4.3, 5.2, 5.7 and HIDC 5.1, 5.3, 5.4, 5.5, 5.6, 6.2, 6.7]
Room Grids and Furniture Templates One source for some ¼ inch templates:
  http://www.simplerpleasures.com/todogrid.ccml
  Best Buy's New Kitchen and Bath Design Center
  Furnitureland South On-line Showroom
Interesting advice (especially bullets at end of article) on furniture placement: http://www.dwconline.com/DWC/Jan'96/DesignLines.html
   

 

 

   
 

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Updated Thursday, September 4, 2008 6:57 PM

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