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CTE/Architecture & Construction Curriculum Interior Design 2
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arrow icon Course Introduction


Core Standards of the Course

Strand 1
Students will discuss demonstrate understanding of the elements and principles of design.

Standard 1
Review elements of design. (STEM: math, science)

  1. Line
    • Vertical Lines - Lines that run up and down.
    • Horizontal Lines - Lines that run from left to right (across the horizon).
    • Curved Lines - a line that deviates from straightness in a smooth, continuous fashion.
    • Diagonal Lines - Straight line that is neither horizontal nor vertical.
  2. Shape - The 2-dimensional outline of an object. (eg. square, circle, triangle, rectangle)
  3. Form - A 3-dimensional object. (eg. cones, cylinders, spheres, cubes, prism etc.)
  4. Space - the area with which the designer works.
  5. Texture - the surface quality of objects. It can be both seen (visual) and felt (tactile).
  6. Pattern - The repetition of color, lines, shapes or design across a surface to create visual interest.
  7. Color - pigment in paint or the visible spectrum of light that enables us to see hues.
    • primary colors cannot be mixed from other pigments. (red, yellow, blue)
    • secondary colors are made by mixing equal amounts of two primary colors. (orange, green, violet)
    • tertiary colors are made by mixing an equal amount of a primary and a secondary color. (red-violet, red-orange, yellow-orange, yellow-green, blue-green, blue-violet)
    • hue - the name of a color on the color wheel.
    • value - the lightness or darkness of a hue created by adding black or white.
    • intensity - the brightness or dullness of a hue created by adding gray or the complement.
  8. schemes – a planned combinations of colors.
    • monochromatic -uses the tints, tones and shades of one color.
    • analogous -uses 3-5 colors directly next to each other on the color wheel.
    • neutral -uses browns or metallic(s) such as gold, silver, and bronze.
    • accented neutral -uses a neutral with only one accent of color
    • achromatic -uses black, white, and/orgray.
    • direct complement -uses colors directly across from each other on the color wheel.
    • split complement -uses a hue and the two colors directly next to itscomplement.
    • triad -uses 3 colors equidistant on the color wheel.
  9. Light - Makes things visible through illumination by nature or electrical devices.

Standard 2
Review principles of design. (STEM: math, science)

  1. Scale - the size of a design in relation to other items or the surrounding area in which it is placed.
  2. Proportion is a ratio/fraction - parts of an object in comparison to the whole object.
    • Golden Mean determines the effectiveness of a ratio - the division of a line or space between one-half and one-third of its total length. The most effective ratios: 2:3, 5:8 etc.
  3. Explain the types of balance - the placement of objects so that is creates visual equilibrium.
    • symmetrical/formal balance - mirror-image of parts on each side of a center point.
    • asymmetrical/informal balance - different objects on either side of a central point.
    • radial balance - balance created from a central point, radiating outward.
  4. Identify examples of rhythm - continuous movement, the path the eye follows:
    • repetition - shapes, forms, lines, or colors that are repeated in a design.
    • gradation - sizes of shapes go from large to small or color values go from light to dark.
    • radiation - objects radiate out in nearly every direction from a central point.
    • opposition - abrupt change in any of the elements.
    • transition - a subtle, visual flow often indicated by a curved line that leads the eye from one point or area to another.
  5. Explain emphasis/focal point - dominant item(s) in the room that draw your attention.
  6. Explain how harmony is achieved when unity and variety are effectively combined.
    • Unity - created by repetition or similarity of objects, style or theme.
    • Variety - what is done outside of the theme or style to provide relief from sameness.

Performance Skills
Student will complete a project based on the principles and elements of design.

Strand 2
Students will identify architectural features and styles.

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Standard 1
Explain basic terms and identify illustrations of architectural features and styles.

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  1. Identify illustrations of roofs (gable, gambrel, hip, flat, Mansard, salt box, shed)





    A roof with two sloping sides and a gable at each end.


    A gable roof with two slopes on each side and the lower slope being steeper.


    A roof with sloping ends and sloping sides.


    A roof that is horizontal or nearly horizontal.


    A hipped roof with two pitches, the bottom pitch is very steep and the top pitch flatter, so it is usually not seen from the ground.

    Salt Box

    A gabled roof with one slope that is longer and lower than the other.


    A roof with a single slope.

  2. Explain the function of a window and identify illustrations of various windows (casement, double-hung sash, dormer, picture, bay, bow, Palladian, skylight, fan/half-round, sidelight, sliding)

    Type Picture Definition
    Casement A side-hinged window that swings in or out.
    Double-hung Sash window where both sections are operable.
    Dormer A window that projects from the attic.
    Picture A large window consisting of one pane of glass.
    Bay A window built to project outward from an outside wall in a square or rectangular configuration.
    Bow A curved projecting window.
    Palladian A fan/half rounded window centered above three rectangular windows.
    Skylight A window set into the roof and ceiling.
    Fan/half -round A half-circle shaped window usually placed above a door or in a pediment.
    Sidelight A vertical, narrow row of windows used on one or both sides of a door.
    Sliding Windows that slide horizontally.

  3. Identify illustrations and examples of doors (single, French, sliding, bi-fold, pocket)

    Type Picture Definition
    Single A hinged, single entrance into a building or room.
    French Double casement-type door that opens in or out with glass panes throughout its length.
    Sliding A door that opens by sliding instead of swinging on a hinge.
    Bi-fold A door with vertical double panels that folds back against itself; frequently used for closet doors.
    Pocket A door that slides into a compartment in the adjoining wall.

  4. Explain basic terms and identify illustrations of architectural features (arch, arcade, dentil trim, finial, gingerbread, half-timbering, pediments, pilaster, portico, quoins)

    Type Picture Definition
    Arch A curved symmetrical structure spanning an opening and supports a load.
    Arcade A row of arches and supporting columns.
    Dentil trim A decorative trim of projecting rectangular blocks.
    Finial A finishing ornament for a pediment, post, or spire.
    Gingerbread Lacy architectural detail, typical of Victorian architecture.
    Half-timbering Exposed wood framing, with the spaces filled with masonry or lath and plaster.
    Pediments A decorative design detail often used for furniture and architectural embellishment.
    Pilaster A flat, false, decorative column.
    Portico A porch formed by a triangle pediment roof with supporting columns.
    Quoins Projecting or contrasting brick or stone laid at the corner angle of a building.

  5. Identify illustrations/examples of column capitals - the topmost member of a column or pilaster. (Corinthian, Doric, and Ionic).

    Type Picture Definition
    Corinthian Very ornate decorative style, characterized by spirals, scroll-shaped ornaments and acanthus leaves.
    Doric A simple decorative style that is plain and saucer-shaped.
    Ionic A decorative style with a pair of scroll-shapes on two of the four faces of the column.

Standard 2
Identify the American adaptations of housing styles such as:

Type Picture Key Elements
Log cabin Overlapping logs at corners, came from Sweden
Tudor Revival of Old English Style using half-timbering roof
Spanish Arcade, bartile roof, stucco, black wrought iron
Salt box 2 stories in front, 1 story in back – long rear roofline
Cape Cod Symmetrical, one to one ½ stories, clapboard siding and central door and chimney
Georgian Symmetrical, 2 ½ stories, dentil trim, double hung windows with 9-10 panes, quoins, pilasters around paneled door, often has two chimneys.
Federal Symmetrical front, 3-4 stories, graduated windows where the windows get shorter with each floor or story, rectangular, belt-course between stories, front door with fanlights and sidelights, balustrade.
Greek Revival 2 story columns, large pediment towards street
Victorian Queen Anne Tower, wraparound porch, gingerbread, fish scale shingles
Prairie Horizontal lines, low-pitched roofs with overhanging eaves
Craftsman/Bungalow Deep front porch, exposed rafters, wide columns, shed dormers
Contemporary Clean simple lines, large windows, flat

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Performance Skills
Complete a project related to architectural styles and features

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Strand 3
Students will understand components of contract documents - a set of plans that a builder uses. (STEM: engineering)

Standard 1
The components of contract documents are the site plan, floor plan, exterior elevations and the electrical plans.

  1. Identify and discuss the site plan – a drawing of the building location on the lot
  2. Identify and discuss the floor plan as a 2-D scaled drawing that shows the layout of the rooms with blueprint symbols.
  3. Identify and discuss elevations as a 2-D representation of a given side of a building.
  4. Identify and discuss the electrical plan which shows lighting, switches, outlets, TV, phone and computer outlets.

Performance Skills
Draw, draft or trace a portion of a floor plan. (STEM: math)

  1. Use a minimum of 3 attached rooms. (can be commercial, residential, or use the FCCLA scenario)
  2. Use good line quality in ¼ inch scale.
  3. Label each room, including room dimension and name.
  4. Furnish each room applying elements and principles and using correct clearances
  5. Plan is neat and clean with professional lettering and a legend

Strand 4
Students will identify and explain various interior surface treatments, backgrounds and lighting.

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Standard 1
Identify various textiles and factors that lead to the selection of specific textiles. (STEM: science, technology)

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  1. Identify natural textiles (cotton, linen, silk, wool) - come from plants or animals.
  2. Identify manufactured textiles
    • Synthetic - made with chemicals (acrylic, nylon, olefin, polyester)
    • Cellulosic - made from plant material chemically converted to a soluble compound (acetate, rayon)
  3. Identify basic weaves and finishes (plain, twill, satin, Jacquard, purpose of finishes).

    Weave Name Picture Description Characteristics
    Plain Formed by interlacing yarns one over, one under in regular sequence. Simple, basic weave that wears evenly.
    Twill Formed by “floating” one warp thread over two or three weft threads, then under one. This creates a diagonal wale Produces a firm, strong fabric with a visible diagonal line.
    Satin Formed by “floating” one warp thread over four or more weft yarns then under one thread. The order of interlacing is staggered so the result is a smooth face with no wales The floats give satin fabric its sheen.
    Jacquard An intricate, variegated weave made by lifting any number of warp threads and any number of weft threads to create a woven pattern in the fabric.

    The weaves are created on a Jacquard loom.

    Creates brocades, tapestries, and damask

    Used for draperies and upholstery.

  4. Identify basic fabric finishes and their purposes
    • Standard Finishes:
      1. Stain Resistant - Upholstery fabrics, and table linens and carpets are treated to resist stains
      2. Flame Retardant - Some fabrics are given a finish to make them flame resistant
      3. Wear & Tear finishes - help reduce wrinkling, shrinkage, and fading
      4. Anti-Static - Carpets can be given an antistatic finish
    • Decorative Finishes:

      1. Softening finishes - produce a softer hand or feel
      2. Stiffening finishes - apply starch and resin to add crispness to the surface
      3. Flocking - adheres tiny fibers to the surface in patterns
      4. Etch or burn-out - prints a fabric with acid that burns out one fiber, usually cotton in a blend, to produce a sheer pattern
  5. Identify the basic dye methods:
    • yarn dyed - add colors to yarns before they are woven into fabrics
    • piece dyed - add color to a fabric after it is woven
    • solution dyed - adding color to the fiber solution
    • printed – design is darker on one side

Standard 2
Identify floor treatments and factors that lead to their selection.

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  1. Discuss the characteristics of flooring types:
    • hard - durable, dent resistance, long lasting (wood - strip, plank, parquet; tile, ceramic tile, porcelain tile, and natural stone - marble, granite, slate, travertine)
    • resilient - durable, wears well, returns to original shape after stress, quieter to walk on (vinyl)
    • soft - hardest to clean, will wear out, made from woven fibers (carpet, rugs.)

      Type of wood floor Description Picture
      Strip Less than 3” wide, fastened to the subfloor with nails.
      Plank More than 3” wide, fastened to the subfloor with nails or screws. Screws are covered with wood plugs, giving the floor an Early American look.
      Parquet Small pieces of wood arranged in different patterns such as herringbone or basketweave
      Type of Tile Floor Description Image
      Ceramic Tile Fine clays that are fired with a glaze on the surface
      Porcelain Tile Composed of fine porcelain clays and fired at much higher temperatures than ceramic tiles. This process makes porcelain tile more dense, less porous, much harder and less prone to moisture and stain absorption than ceramic tiles. For these reasons, most porcelain tiles are suitable for both indoor and outdoor installations.
      Natural Stone Quarried from the earth and cut into slabs or tiles.  
      Marble Metamorphic rock. Usually highly varied in color and veins in marble of the same type. Surface can be etched (gloss removed) by acidic substances (vinegar, soda pop, citrus, some household cleaners).
      Granite Igneous rock. Hardest of the natural stones. Large minerals in crystal or grain form visible.
      Slate Metamorphic fine grained rock that is formed by ancient clay beds. Naturally splits or flakes into layers.
      Travertine Rock that was formed by a mineral spring. Light in color usually, one of the softest of the natural stones. Travertine has natural holes that are filled with cement.

  2. Discuss characteristics of carpet fibers (STEM: science, technology)
    • nylon - most widely used, strong & durable, resists crushing and matting, good color retention
    • olefin - inexpensive, lacks resiliency, easy to clean
    • polyester - durable, soft, lacks resiliency, not crush resistant
    • wool - long life, great resilience, resists crushing, soil resistant
  3. Discuss carpet textures and advantages and disadvantages of each - cut (e.g. plush, frieze), loop (e.g. Berber), and different combinations (sculptured).

    Plush Upright fibers under 1”, More resilient in shorter piles, susceptible to matting
    Frieze An informal cut, curly texture because fibers are highly twisted, shows minimal foot marks, resistant, sturdy, durable.
    Loop Uncut, wears extremely well, uses thick relatively untwisted yarns,
    Sculptured Combine various heights of cut pile and/or level loops, too much variety can cause poor resiliency, most effective when design is subtle.

  4. Discuss carpet terms and how they affect quality and selection--
    • pile - length of the yarns
    • density - closeness of yarns
    • fiber - a natural or synthetic substance processed into a thread or yarn of continuous length

Standard 3
Identify ceiling and wall treatments and factors that lead to their selection.

  1. Discuss paint types
    • latex/water based - quick drying, easy to apply, easy cleanup with water;
    • oil based - durable, must use a solvent to clean up
  2. Discuss paint finishes
    • flat - reflects very little light, least washable;
    • eggshell - small amount of shine, more washable than flat;
    • satin - smooth, velvety look with a bit more gloss, easy to keep clean;
    • semi-gloss - used most in residences, subtle shine, very washable;
    • High gloss - shiniest, most durable and easiest to clean but shows more imperfections on the wall
  3. Paint is darker when dry. Choose a paint color that is slightly lighter than the one desired.
  4. Discuss the wallpaper types
    • Fabric - fabric laminated to paper;
    • Vinyl - backing with a vinyl layer, and a finish layer;
    • vinyl-coated - ordinary wallpaper with a coating of vinyl plastic to make it washable
    • paper - paper printed with a design
  5. Discuss appropriate wallpaper terminology
    • pre-pasted - paper with a dry coating of paste that only needs to be moistened;
    • strippable - a paper that can be stripped off the wall without scraping or steaming;
    • scrubbable - can withstand repeated wet cleaning;
    • single roll - contains about 36 sq. ft., double roll - the equivalent of two single rolls
    • pattern repeats - how often the pattern will repeat, can be measured vertically and/or horizontally;
    • run/dye lot number - a single run of colors or single production. Dye lots shades may vary;
    • border - narrow and can be pasted over coordinating wallpaper or a painted surface.
  6. Discuss the various types of molding - strips of shaped wood used for trim or ornamentation in a room.
    • chair-rail - trim running horizontally about 3’ from the floor
    • crown - a wide trim used on walls next to the ceiling
    • base - a trim used on walls next to the floor
    • wainscot - area of decorative wooden paneling on a wall

Standard 4
Identify window treatments and factors that lead to their selection.

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  1. Identify the types of window treatments

    Treatment Image Definition
    1. curtains A piece of material suspended at the top to form a covering or screen, typically one of a pair at a window sheared or gathered onto a rod
    2. draperies Cloth coverings hanging in loose folds. Pleated panels hung on a rod. Formal, heavier fabric.
    3. shades A single piece of material that is hung at the top of a window and that can be pulled down to cover the window
    4. blinds A series of evenly spaced slats that may be opened or closed by cords
    5. shutters Vertical sections of wood hinged together, much like a folding door. The sections have crosswise slats called louvers, which vary in width
    6. cornices Straight or shaped wood top treatments that may or may not be upholstered
    7. valances A short length of fabric placed across the top of a window
    8. swags Fabric draped gracefully across the top of a window, attached to both sides of window at the top

  2. Discuss window treatment considerations -
    • direction of window: north - insulation, little light control; east - light control in a.m. south - a lot of light control, west - hot piercing light in p.m.
    • light control: consider use of room (theatre, bedroom, etc.)
    • shape of window: tall, narrow, arched, wide, short
    • purpose of window: view, light, ventilation
    • style of room: theme, décor, formality
    • cost: wide range of prices
    • maintenance: cleaning and care
    • energy efficiency: keep heat/cold in or out
    • privacy/security

Standard 5
Discuss natural light (light provided by sun, moon, and fire) and artificial light (light from incandescent, halogen, fluorescent, and LED).

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  1. Discuss natural light.
    • Direction of light impacts color – north or east, cool blueish cast; south or west, warm orange tones
    • Use of natural light improves health and sense of well-being.
  2. Discuss types of artificial light.
    • incandescent - gives a yellow glow to rooms, uses more energy than other lighting types
    • fluorescent - gives a blue glow and diffused, shadow less light
    • halogen - expensive but long-lasting, bright, white light, most like sunlight, very hot bulbs
    • LED-light emitting diode – More expensive bulb but can last up to 25 years, no heat, consumes less energy, more cost effective.
  3. Discuss the uses of artificial light.
    • general - provides enough light so you can see everything in the room,
    • task - focus light on the area where it is most needed, used for close-up activities,
    • accent/decorative - provides a concentrated beam of light that focuses on a decorative object or area
  4. Identify the following lighting fixtures and how/where they are used.
    • ceiling - lights mounted on the ceiling including surface mounted, semi-surface mounted, pendants, and chandeliers
    • cove - a light placed just below the ceiling with a board or deflector beneath it
    • portable - lights that can me moved such as lamps or clip on lights
    • recessed - light fixtures hidden in the ceiling such as can lights or eyeball lights
    • strip - a series of bulbs mounted together in a line
    • track - lighting mounted on a metal strip that allows fixtures to be placed anywhere along the strip
    • wall - lights mounted on the wall such as sconces

Strand 5
Students will distinguish features of selected furniture styles and characteristics of quality furniture.

Standard 1
Identify selected furniture styles and common characteristics of each

Type Picture Definition
Early American Turned legs, square, blocky with plank seat or cane seat.
Queen Anne Cabriole leg, pad foot, shell motif, wing chair.
Chippendale Ball and claw foot, ears, Chinese influence-black lacquer Japanning, camel back couch.
Hepplewhite Shield back, tapered legs
Sheraton Square back, tapered legs
Duncan Phyfe Lyre back, splayed legs, laurel leaves.
Shaker Ladder back, simple, structural lines
Victorian Very ornate, tufting, elaborate carvings on wood parts.
Modern/contemporary May use one or more materials in construction—glass, wood, metal and plastics, textiles.

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Standard 2
Identify illustrations of furniture parts and features.

  1. Identify examples of legs (cabriole, turned, tapered and splayed)

    Type Picture Definition
    Cabriole A furniture leg that curves out at the middle and then tapers inward just above an ornamental foot.
    Turned Legs that have been shaped using various tools while a block of wood is spun on a lathe.
    Tapered A leg that becomes smaller and thinner towards the bottom.
    Splayed Legs that spread at an angle from the center of the piece.

  2. Identify examples of feet (pad, bun, claw-and-ball, and bracket)

    Pad Rounded flat pads or disks at the end of furniture legs
    Bun Rounded or balled feet.
    Ball and Claw Furniture foot fashioned to represent a bird’s claw gripping a ball; often carved entirely of wood.
    Bracket A simple corner foot that can have an s-shaped curve or an l-shaped curve

  3. Identify chair backs (lyre, ladder, splat, and shield)

    Lyre A chair back that resembles a lyre (harp)
    Ladder A chair back with a number of horizontal slats like a ladder.
    Splat A chair back having a vertical wood panel in the center. Can resemble a vase of a fiddle.
    Shield A chair back having a form resembling that of a somewhat heart-shaped medieval shield.

  4. Identify decorative features (finial, pediment, reeding, fluting, turning)

    Finial A finishing ornament for a pediment, post, or spire.
    Pediment A decorative design detail adapted from architecture and applied to furniture.
    Reeding Rows of parallel convex beads used to embellish a leg.
    Fluting Rows of parallel concave beads used to embellish a leg.
    Turning Decorative spindles formed by turning a piece of wood on a lathe and cutting designs into the wood with a sharp knife as the piece spins.

Standard 3
Identify illustrations of furniture types.

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  1. Identify examples of chairs (Windsor, wing, side, arm, ladderback and splatback)

    Wing A high-backed armchair with side pieces projecting from the back, originally in order to protect the sitter from drafts.
    Arm A chair with side supports for the arms or elbows. There may or may not be fabric or structure between the support and the seat portion.
    Side A straight-back chair without arms.
    Splatback A chair with a slat of wood in the middle of the back. The splat is an important element of furniture identification since they can be so varied.
    Windsor A wooden dining chair with a semicircular back supported by upright rods.
    Ladderback A chair whose back consists of two upright posts connected by horizontal slats.

  2. Identify examples of tables (gate-leg and pedestal)

    Gate-leg A table with one or two drop leaves that are supported when in use by a hinged leg swung out from the frame.
    Pedestal A table supported by a single central column.

  3. Identify upholstered pieces (camelback, Lawson, tuxedo sofas and ottoman)

    Camelback A sofa with a curved back, typically seen in more traditional styles like Queen Anne, Chippendale, or Federal.
    Lawson A sofa with a short, squared, overstuffed back and seat cushions; and rolled or squared arms that are lower than the back.
    Tuxedo A streamlined type of couch with arms the same height as its back.
    Ottoman A low upholstered seat or footstool without a back or arms; the seat can be hinged to form a lid.

  4. Identify case goods (buffet, high boy, secretary, wardrobe/armoire)

    Type Picture Definition
    Wardrobe/armoire A tall, freestanding cabinet with doors that hide shelves and drawers. There is also space for hanging clothes.
    Secretary A wood desk with a foldout top, drawers and a hutch with shelves for books. The hutch can have wood or glass doors.
    Buffet A piece of furniture that has shelves and drawers, typically for storing dishes. Food can also be placed on the top for serving.
    Highboy A tall chest of drawers. Generally made in two separate pieces but not meant to come apart. The piece is supported by four legs.

Standard 4
Discuss construction techniques used in upholstered furniture.

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  1. Identify construction considerations used in upholstered furniture -
    • Padding – for shaping, soften cushions, prolongs fabric life (batting, down)
    • Springs -
      1. flat (used for less expensive furniture, not as durable)
      2. coil springs (used for higher quality furniture).
    • Cushions (seams, welts and cording should be smooth, patterns should match, zippers should be sewn straight, sufficient padding, tightly woven fabric)

Standard 5
Discuss the construction techniques used in case goods (wood furniture used for storage).

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  1. Identify types of joints (butt, corner block, dove-tail, dowel, mortis and tenon, tongue and groove)

    Butt Corner
    Mortis and tenon
    Tongue and groove

  2. Discuss the characteristics and uses of hardwoods (deciduous trees that lose their leaves: birch, cherry, mahogany, maple, oak, walnut.) - more durable and dent resistant, preferred for fine furniture.
  3. Discuss the characteristics and uses of soft woods (coniferous cone-bearing trees: cedar, pine, redwood, spruce, cypress, fir) - can develop cracks and dents, less expensive.
  4. Discuss and identify the various finishes - the process of embellishing and/or protecting the surface of a wooden material used on case goods
    • Stain - a finish that penetrates wood pores to enhance the natural color or give a different color to wood
    • Varnish - a transparent coating used on wood
  5. Discuss the use of manufactured lumber
    • particleboard - made by combining chips of wood with resin and compressing the mixture to form a larger piece of wood
    • plywood - made by laminating thin layers of inexpensive wood together, with the grain of each layer turned 90 degrees
    • veneers - thin sheets layer of finished wood used as a top surface over other less expensive material in case goods

Performance Skills
Complete a project related to furniture styles and features.

Strand 6
Students will understand the elements of an appropriate visual presentation.

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Standard 1
Students identify the function of the presentation board
A presentation board is a visual representation used to sell the designer’s ideas to a potential client. It will show the following:

  1. Colors scheme
  2. Design ideas
  3. Textures
  4. Accessories
  5. Fabric choices
  6. Furniture choices & layout

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Standard 2
Students will practice established techniques to create a neat and well developed presentation board.

  1. Use a white or black board
  2. Determine materials finishes and color schemes
  3. Maintain good balance of positive and negative space
  4. All graphics must be squared or rectangular, with straight edges.
  5. Label with neat, architectural lettering and/or use an accurate and neat key/legend
  6. Professional boards should have major titles and samples backmounted with 1/8-1/4” contrasting borders.
  7. All pictures (2-D) and sample (3-D) edges must be clean and secured well
  8. Use the same background for all mounting.
  9. Apply the principles and elements of design effectively in your choices.

Performance Skills
Students will design a presentation board and description for one or more rooms. (It is suggested students do the FCCLA STAR event scenario for Interior Design Board preparation)

  1. Board preparation
    • Students will apply their knowledge of visual presentation
    • Include a variety of actual 3-D samples that illustrate the completed design. (i.e. wall coverings, floor treatments, window treatments, furniture, etc.)
    • Include 2-D pictures, photos, or visuals of the design (i.e., furniture, lighting, accessories, etc.)
    • Arrange an effective overall design of the visuals and samples.
  2. Prepare and present an accurate oral or written description of the presentation board.
    • Describe the style, the color scheme and the feeling/mood created.
    • Describe the focal point and the way it was emphasized.
    • Describe the balance (symmetrical, asymmetrical, and radial) and rhythm (transition, repetition, gradation, radiation, opposition) and the way they were created.
    • Describe how harmony was developed in the design.

UEN logo - in partnership with Utah State Board of Education (USBE) and Utah System of Higher Education (USHE).  Send questions or comments to USBE Specialist - Lola  Shipp and see the CTE/Architecture & Construction website. For general questions about Utah's Core Standards contact the Director - THALEA  LONGHURST.

These materials have been produced by and for the teachers of the State of Utah. Copies of these materials may be freely reproduced for teacher and classroom use. When distributing these materials, credit should be given to Utah State Board of Education. These materials may not be published, in whole or part, or in any other format, without the written permission of the Utah State Board of Education, 250 East 500 South, PO Box 144200, Salt Lake City, Utah 84114-4200.