Strands & Standards

ADVANCED INTERIOR DESIGN

COURSE DESCRIPTION

This course provides students the opportunity to develop industry skills in applying
previous content acquired in Interior Design 1 and 2. Projects are integrated
throughout the course to provide students with hands on application as they explore
careers in interior design, programming and design development, design
technology, product specification, sustainability, and universal design. A
coordinated project that allows application of interior design skills in a residential,
commercial, or school setting may be a component of this course. The study and
application of textile and material sciences and technology in this course provide
students with laboratory-based experiences that will strengthen their
comprehension of concepts and standards outlined in Science, Technology,
Engineering and Math (STEM) education. Student leadership and competitive
events (FCCLA) may be an integral part of the course.

License Type Intended Grade Level: 11-12

CTE and/or Units of Credit: .50 to 1.00
Secondary Education 6-12
CIP Code: 20.501
Required Endorsement Core Code: 34.01.00.00.010
FACS General Composite or
CTE License – Interior Design CE Core Code: 00.00.00.00.000
Prerequisite:Interior Design I & II
Skill Certification: #335
Test Weight: 0.5

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Strands & Standards

STRAND 1 Students will analyze careers and explore the design industry.
Standard 1
Research employment/ entrepreneurial opportunities and preparation for interior
design careers. http://www.bls.gov, www.onetonline.org,
http://www.utahfutures.org
Standard 2
Interior Design Careers: Interior Designer/Entrepreneur, Lighting Designer,
Kitchen and Bath Designer, Hospitality Designer, Healthcare Designer, Aging-in-
Place Specialist, Staging Designer, Retail Designer, Institutional Designer, Set and
Stage Designer, Retail Sales/ Purchasing Agent.
a) Identify the difference between an Interior Designer and an Interior
Decorator.
• Interior design is the art and science of understanding people’s behavior
in order to create functional spaces within the structures that architects
design.
• Decoration is the furnishing or adorning of a space with fashionable or
beautiful things.
• http://www.plinthandchintz.com/reality/design-versus-decoration/

Standard 3
Identify educational requirements, knowledge, and skills for selected careers in the
interior design industry.

a) Identify professional organizations and why it’s important to be part of them.

• NCIDQ (National Council for Interior Design Qualifications). Offers exam
required to be a certified interior designer. It requires 6 years of
combined college-level interior design education and work experience in
the field to qualify for the exam.
• ASID (American Society of Interior Designers). ASID advances the
profession, and communicates the impact of interior design to enhance
the human experience.
• NKBA (National Kitchen and Bath Association). The mission of NKBA
is the enhance member success and excellence, promote
professionalism and ethical business practices, and provide leadership
and direction for the kitchen and bath industry worldwide.
• AAHID (American Academy of Healthcare Interior Designers). An
enhanced qualification specific to healthcare designers which requires a
minimum of five years’ experience in healthcare design and NCIDQ
certification.

STRAND 2 Students will apply the concepts of the programming and design
development phases through successful application of a client profile.
Standard 1
Review the meaning of “form follows function”- the form should reflect its intended
use and fulfill its intended purpose. The first priority in a design is its function, which
dictates the shape or form of a design. Example: a chair will be stripped of
embellishment or decorative design and will fulfill only the needs of its function.

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Standard 2
Students will identify the programming phase (research and decision making
process that identifies the scope of the work to be designed) of the design
process. “Programming is problem seeking, design is problem solving.”-
William Peña
a) Assess client’s needs through client interview/questionnaire and the
creation of an Interior Design Client Profile.
b) Research and identify the design constraints (budget, site and/or space
constraints).
Standard 3
Students will identify the design development phase (brainstorming, identifying
and researching possible solutions, color concepts, and space planning) of the
design process.
a) Design and develop possible solutions (appropriate material and textile
selection, style and finish selections, color selection and space plan)
• Textile selection: appearance and tactile quality (touch or hand-the
feel), performance, or functional properties, that affect wear-life and
durability, safety factors such as flammability, installation and
maintenance, quality, cost-initial and lifecycle, client budget
• Color Selection Factors: Light, Client preference, Space, Trends &
Style, Location in the World/Cultural associations
• Style and Finish Selection: Finishes include: Walls, ceilings, and
floors. Factors in selecting finish selections include visual
characteristics, performance characteristics, maintenance, life-cycle
evaluation, durability, sustainability, and acoustical properties.
b) Present Concept (presentation board, digital presentation, color board,
floor plan)

Performance Objective #1: Complete an Interior Design Client Profile.

STRAND 3 Students will apply the design and function of interior space
through the use of space planning while utilizing the elements and principles of
design.
Standard 1
Implement design ideation (the creative process of generating, developing,
and communicating new ideas) for space planning using, adjacency matrices,
bubble diagrams and block diagrams.

Adjacency A matrix shows a visual summary

Matrices that organizes the program
requirements.
An adjacency matrix is a diagram
or table that lists each room or
space. They help interior
designers see the connection
between the spaces to develop the
needs of the clients.

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Bubble There are two types of bubble

Diagrams diagrams: relational and general.
Relational bubble diagrams show
the layout of a two-dimensional
illustration showing the priority
relationships of spaces to each
other as identified in the adjacency
matrix.
A general bubble diagram shows
the free-flow of design and uses
oval and circles to represent
rooms and their relationships. Both
bubble diagrams communicate the
organization of space and
functions within the design
framework.

Block Block diagrams refine the shapes

Diagrams of the bubble diagrams and show
more of a placement of room sizes
and locations.

Standard 2
Use block diagrams to demonstrate interior zones and correct circulation
patterns.

Standard 3
Use proxemics (the amount of space that people feel comfortable between
themselves and others) and anthropometrics (the scientific study of
measurements and proportions of the human body) for proper furniture
arrangement.
a) Identify the Four Zones of Interpersonal Space for use in furniture
arrangement.
• Intimate Zone: from skin contact to 18 inches away from us.
• Personal Zone: begins at 18 inches to 4’ feet.
• Social Zone: this zone is 4’ - 12’.
• Public Zone: this zone is 12’ and beyond.
b) Identify standard clearances and furniture dimensions. Go to Furniture
Arranging Guidelines by Diane Kinateder. Under Interior Design
section for Conference Proceedings 2011 in FACS File Cabinet.
http://www.uen.org/cte/facs_cabinet/facs_cabinet16d.shtml

c) Apply the elements and principles of design as guidelines to create

optimal space planning.

Performance Objective #2: Create a space plan for client profile or FCCLA Interior
Design STAR Event.

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STRAND 4 Students will identify technology and other industry skills used in
interior design documentation and presentations.
Standard 1
Become acquainted with basic interior design software.
a) Revit, Auto CAD, Google SketchUp, Adobe Creative Suite, Blubeam Revu
Standard 2
Explore and analyze a current design software App or program related to the
interior design industry (Google SketchUp, Homestyler, Revit, Auto CAD 360,
Moodboard, Measures, Home Design, and Olioboard).
● www.sketchup.com
● www.homestyler.com
● http://www.autodesk.com/education/free-software/revit
● www.autocad360.com
● www.gomoodboard.com
● www.olioboard.com
● Measures & Home design are apps that can be downloaded
Standard 3
Apply various types of presentation methods to convey design concepts (color
board, oral presentation, and digital presentation).
Standard 4
Use one or more of the following visual presentation techniques: floor plan,
furniture plan, rendering, elevation, drafting or sketching.
a) Floor Plan: A drawing, or plan that communicates wall locations, door and
window locations, and spatial relationships in scale from a bird’s-eye view.
Most commonly drawn in ¼” = 1’ scale.
b) Furniture Plan: A plan that uses templates or furniture symbols to show the
locations of furnishings and equipment once the spaces are identified in the
building footprint and roughly draw in proportion to actual size.
c) Rendering: The process of adding color, values, textures, and patterns to a
representative interior or exterior space using a variety of manual or digital
tools.
d) Elevation: A sketch that shows the vertical representation of a wall or space;
a two-dimensional scale drawing that shows a vertical slice through a plan
that shows window placement, wall details, and architectural details.
e) Drafting: The development of technical drawings to systematically and
visually communicate information about architectural structures, both
interior and exterior.
f) Sketching: The use of fluid, loose lines to communicate an idea, concept,
object or space. These quick drawings use approximate measurements to
capture the main features of a space or interior.

Performance Objective #3: Using the client profile and space plan or FCCLA
Interior Design STAR Event Scenario, demonstrate one or more of the following
visual presentation techniques: floor plan, furniture plan, rendering, elevation,
drafting or sketching.

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STRAND 5 Students will analyze the specification of surface treatments,

including sustainability and appropriate selection for use in interior design.
Standard 1
Evaluate the appropriateness of materials and construction methods for various
surface treatments of floors, walls, windows and millwork.
a) Environmental Concerns such as air quality and recycle/reuse
b) Floors: carpet, wood, tile, vinyl/linoleum, concrete
c) Walls: paint, wallpaper, fabric, wood, tile, brick, concrete, cork, mirror
d) Windows: wood, aluminum, vinyl
● Single- double- or triple-paned: air between panes provides insulation and
can also be filled with argon gas for even better insulation
● Low-e (low-emissivity) glass in newer thermal windows have a clear
coating that keeps heat inside or out depending on season and blocks out
ultraviolet rays to reduce fading of interior materials
e) Millwork:
● Moldings: window and door casings, cornices, chair rails, baseboards,
crown, coffered ceilings, medallions
● Doors:
o made of wood, metal, fiberglass, or combination of these materials
o flush, paneled, Dutch, louvered, pocket, bi-fold
o interior hollow core; exterior solid and/or insulated
o fire rated doors between living space and attached garage
Standard 2
Discuss the relevance of energy efficiency, sustainability and care when
specifying products.
a) Energy Efficiency: the goal to reduce the amount of energy required to provide
products and services.
• EPA (Environmental Protection Agency) Energy Star program awards
companies who have minimized the amount of power or water savings in
their dishwashers and refrigerators. All Energy Star appliances have
internal water heaters that raise the water temperature within the
appliance itself and keeping the home water heater at a lower temperature
which will save energy.
b) Sustainability: A way of using resources that does not deplete them; involves
a method or practice or way of using materials that has minimal long-
term effect on the environment.
Standard 3
Identify how LEED (Leadership in Energy and Environmental Design) helps
designers fulfill their role in protecting the health safety and welfare of the public.
a) The three R’s of design are the criteria of sustainable design. Reduce,
Reuse and Recycle.
Standard 4
Identify the commercial and residential textile standards (UFAC Upholstered
Furniture Action Council, ACT Association for Contract Textiles). Include
terminology: colorfastness to light, flammability, physical properties, wet and dry
crocking and abrasion
a) Colorfastness: Having color that retains its original hue without fading or
running

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b) Flammability Resistance: The ability of a fabric or fiber to reduce fire spread

or extinguish a fire.
c) Physical Properties: The ability of fabrics to retain their shape, flexibility, and
original fiber characteristics is also important to durability.
d) Wet and Dry Crocking: Transfer of dye from the surface of a dyed or printed
fabric onto another surface by rubbing.
e) Abrasion Resistance: This describes the ability of fabric or textile product
to resist wear caused by people or objects rubbing against it.

Performance Objective #4: Prepare a materials board to support visual presentation

for client profile or FCCLA Interior Design STAR Event.

STRAND 6 Students will classify lighting types to meet various lighting

functions and needs.
Standard 1
Identify and review lighting terminology (lumens, foot candle, kelvin, (CRI) color
rendering index, luminaire, lamp, (LED) Light Emitting Diode, halogen,
fluorescent, incandescent, (HID) High Intensity Discharge)
a) Lumens: The measurement of the flow of light produced by one lamp.
b) Foot Candle: The illumination at a one foot distance from the light of one
candle falling onto a one foot square surface. The intensity of light is
calculated in foot candles.
c) Kelvin Temperature: A measurement scale used to determine the warmth
or coolness of a light source. The lower the Kelvin temperature, the warmer
the light; the higher the Kelvin temperature, the cooler or bluer the light
appears.
d) Color Rendering Index (CRI): The measurement of the quality of light color,
the higher the number (0-100) the clearer the light. The closer a lamps color
spectrum is to natural light the higher the quality of light it produces.
e) Luminaire: A lighting fixture
f) Lamp: The technical name for a lightbulb
g) Light Emitting Diode (LED): A semiconductor material imbedded in a plastic
chip produces light when electrical current energizes the chip causing an
interaction between the electrical field and phosphor inside the plastic
capsule. LEDs are durable, strong, and long-lasting.
h) Halogen Lamp: A type of incandescent lamp that provides crisp, white light;
comes in both line voltage and low voltage and has a longer life than
traditional incandescent.
i) Fluorescent Lamp: An electric-discharge light that requires a ballast to start
the lamp and control the electric current; electric current passes from one
end of the lamp to the other through a cathode, but does not produce heat.
The phosphorous coating inside the glass tube allows you to see light.
j) Incandescent Lamp: The oldest form of electrical light; provides a warm
glow and flexibility of use; highly inefficient. Produces light by heating a
filament inside a glass envelope to such a high temperature that it emits
light.
k) High Intensity Discharge (HID): Constructed with an inner arc tube inside a
large, pressurized glass envelop; light occurs when an electrical arc passes

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between the cathodes in the pressurized tube, causing the metallic additives
to vaporize; longer lamp life, much illumination per watt of energy, and can
operate in a variety of indoor and outdoor temperatures.
Standard 2
Determine the basic amount and location of light needed for various spaces based
on aesthetics, economics, and safety.
(https://www.americanlightingassoc.com/Lighting-Fundamentals/3-Types-of-
Lighting.aspx)
a) Ambient Lighting: Provides an area with overall illumination. Also known as
general lighting, it radiates a comfortable level of brightness without glare
and allows you to see and walk about safely. In some spaces such as
laundry rooms, the ambient lighting also serves as the primary source of
task lighting. It can be accomplished with chandeliers, ceiling or wall-
mounted fixtures, recessed or track lights and with lanterns mounted on the
outside of the home. Having a central source of ambient light in all rooms
is fundamental to a good lighting plan.
b) Task Lighting: Helps you perform specific tasks, such as reading, grooming,
preparing and cooking food, doing homework, working on hobbies and
playing games. It can be provided by recessed and track lighting, pendant
lighting, and undercabinet lighting, as well as by portable floor and desk
lamps. Task lighting should be free of distracting glare and shadows and
should be bright enough to prevent eye strain.
c) Accent Lighting: Adds drama to a room by creating visual interest. As part
of an interior design scheme, it is used to draw the eye to houseplants,
paintings, sculptures and other prized possessions. It can also be used to
highlight the texture of a brick or stone wall, window treatments or outdoor
landscaping. To be effective, accent lighting requires at least three times as
much light on the focal point as the general lighting surrounding it. Accent
lighting is usually provided by recessed and track lighting or wall-mounted
picture lights.
Standard 3
Analyze the context of different lighting applications in residential and commercial
spaces.
a) Fluorescent lights are particularly efficient for commercial uses, especially
in hospitals, schools, offices, stores, factories, and other large public spaces
because they can create broader areas of light. Although fluorescent bulbs
show off the natural colors of flowers and food, food safety and quality can
suffer from the added heat and ultraviolet radiation. Full spectrum bulbs will
therefore create equal but less damaging light in supermarkets. Lighting is
also used to invite shoppers in to retail spaces by using brightly colored
neon signs. Outdoor retail lighting creates a sense of security at night for
shoppers.
b) LED lamps are used in residential spaces because they are available in
many sizes and shapes and produce a good spotlight and can be used for
general lighting. Lighting affects emotions, and if used successfully, it will
provide a psychological sense of well-being by creating a sense of security,
warmth, and comfort.
Standard 4

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Identify lighting needs as people age (elderly needs: as vision diminishes they’ll
need a brighter light, reduced glare, and reduce dramatic changes of lighting from
space to space).

STRAND 7 Students will identify and explore the use of universal design in
residential and/or commercial applications.
Standard 1
Define Universal Design (Developed by Ron Mace, “Design of products and
environments to be usable by all people to the greatest extent possible without
adaptation or specialized design”.
Standard 2
Identify the Seven Principles of Universal Design: Equitable Use, Flexibility in Use,
Simple and Intuitive, Perceptible Information, Tolerance for Error, Low Physical
Effort, Size and Space for Approach and Use.
a) Principle 1 – Equitable Use: The design is useful and marketable to people
with diverse abilities.
● 1a. Provide the same means of use for all users: identical whenever
possible; equivalent when not.
● 1b. Avoid segregating or stigmatizing any user.
● 1c. Provisions for privacy, security, and safety should be equally
available to all user.
b) Principle 2 – Flexibility in Use: The design accommodates a wide range of
individual preferences and abilities
● 2a. Provide choice in methods of use.
● 2b. Accommodate right- or left-handed access and use
● 2c. Facilitate the user’s accuracy and precision
● 2d. Provide adaptability to the user’s pace.
c) Principle 3 – Simple and Intuitive Use: Use of the design is easy to
understand, regardless of the user’s experience, knowledge, language
skills, or current concentration level.
● 3a. Eliminate unnecessary complexity.
● 3b. Be consistent with user expectations and intuition.
● 3c. Accommodate a wide range of literacy and language skills.
● 3d. Arrange information consistent with its importance.
● 3e. Provide effective prompting and feedback during and after task
completion.
d) Principle 4 – Perceptible Information: The design communicates
necessary information effectively to the user, regardless of ambient
conditions or the user’s sensory abilities.
● 4a. Use different modes (pictorial, verbal, tactile) for redundant
presentation of essential information.
● 4b. Provide adequate contrast between essential information and its
surroundings.
● 4c. Maximize “legibility” of essential information
● 4d. Differentiate elements in ways that can be described (i.e., make it
easy to give instruction or directions).
● 4e. Provide compatibility with a variety of techniques or devices used
by people with sensory limitations.
e) Principle 5 – Tolerance for Error: The design minimizes hazards and the

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adverse consequences of accidental or unintended actions.

● 5a. Arrange elements to minimize hazards and errors: most used
elements, most accessible; hazardous elements eliminated, isolated, or
shielded.
● 5b. Provide warning of hazards and errors.
● 5c. Provide fail-safe features
● 5d. Discourage unconscious action in tasks that require vigilance
f) Principle 6 – Low Physical Effort: The design can be used efficiently and
comfortable and with a minimum of fatigue.
● 6a. Allow user to maintain a neutral body position
● 6b. Use reasonable operating forces
● 6c. Minimize repetitive actions
● 6d. Minimize sustained physical effort.
g) Principle 7 – Size and Space for Approach and Use: Appropriate size and
space is provided for approach, reach, manipulation, and use regardless
of user’s body size, posture, or mobility.
● 7a. Provide a clear line of sight to important elements for any seated or
standing user.
● 7b. Make reach to all components comfortable for any seated or
standing user.
● 7c. Accommodate variations in hand and grip size
● 7d. Provide adequate space for the use of assistive devices or personal
assistance.
Standard 3
Apply Universal Design principles for transgenerational, aging in place, and (ADA)
American Disabilities Act scenarios.

a) Transgenerational: The design of products, workplaces, health care

institutions, and residences so as to allow people to use them functionally
regardless of the physical or sensory restrictions that they may develop as
they age.
http://www.transgenerational.org/viewpoint/transgenerational.htm
b) Aging in Place: A term describing the goal of older adults choosing to live
longer and independent in their homes rather than moving to retirement
facilities; design of such facilities. (If an older adult chooses to remain living
in a home of their choice as long as possible, an interior designer will work
with them to help maintain or improve their quality of life by making home
modifications. Modifications can include increased lighting, additional
railings, and accessible switches, grab bars, non-skid flooring, walk-in
bathtubs, and flexible shower heads.)
c) American Disabilities Act (ADA): The ADA ensures equality for people with
disabilities and allows them the same access that others enjoy, including
employment, building access, and communication options. (Bathroom
fixtures conveniently and safely located with ample room for manipulating a
wheelchair. Front loading dishwasher and washer/dryer, revolving shelves,
hard/smooth and slip-resistant floor coverings, lever handles wheelchair
ramps for easy access into buildings, braille on signs)

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Books and Resources:

Interior Design, ISBN 978-1-61960-242-7, Stephanie Clements, Goodheart-Wilcox Publisher
Beginnings of Interior Environments 11th Edition, ISBN 978-0-13-278600-3, Lynn M. Jones, Pearson
Publisher

Skill Certificate Test Points by Strand

Number of Test Points by Strand Total Total
Test #
Points Questions
Test Name 1 2 3 4 5 6 7 8 9 10

Advanced Interior Design 335 2 7 9 4 6 3 10 41 31

Performance Document link can be found at:
TBA

FCCLA Integration into Advanced Interior Design:

STAR Events: Career Investigation, Entrepreneurship, Illustrated Talk, Interpersonal
Communications, Job Interview, Life Event Planning, Recycle and Redesign, Chapter
Service Project Display, Chapter Service Project Portfolio, National Programs in Action,
Interior Design, Leadership
Skill Demonstration Events: Interior Design Sketch, Technology in Teaching, Science in
FACS.
National Programs: Career Connection, Financial Fitness, Power of One, Leadership
Service in Action.

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