Scope and Sequence
Architecture & Construction
Cluster:
Interior Design (One-Half to One Credit)
Course Name:
Course Description: Interior design is a technical course that addresses psychological, physiological, and sociological needs of
Course
Requirements:
Equipment:
individuals by enhancing the environments in which they live and work. Individuals use knowledge and skills related
to interior and exterior environments, construction, and furnishings to make wise consumer decisions, increase
productivity, and compete in industry.
This course is recommended for students in Grades 10-12. Recommended prerequisite: Algebra I, Principles of
Architecture and Construction, or Architectural Design.
Required:
Drafting Tools (1 per student): Drafting board, T-square, Architectural Scale, Drafting Brush, 45/90 degree
Triangle, 30/60 degree Triangle, 1/4" Furniture Template, 1/4" Circle Template, 1/4" Plumbing Template, 1/4" Door
Swings, Eraser Shield, Eraser - vinyl, Mechanical pencils, Lead refills for mechanical pencils, Tracing Paper (rolls
of canary & white), 1/4” Grid Paper, Vellum, Drafting Tape or dots, Colored Pencil – 24 colors (basic), Colored
Markers – 24 colors (basic), Chipboard – 2 ply, Mat Board, Foam Core Board, Scissors, Computers (check spec for
CAD program), Computer Aided Drafting Program, Microsoft Office, Scanner, USB Drives; Art Supplies (1 per
student): Water Based Paints, Paint Brushes, Paint Trays, Rubber Cement, Glue Sticks, White Glue; General
Supplies for classroom: Printer, Rubbing Alcohol, Digital Camera, Interior Finishes (i.e.-textile, floor, tile,
countertop, paint, wallpaper).
This material is © and available at no cost or at cost for use by Texas Public School Districts, TEA approved Charter Schools and Texas Regional ESCs. Others interested in use of
these materials, please contact: copyrights@tea.state.tx.us.
1
Recommended:
Required equipment and Color Printer, Paper Copier, and Drafting Tools (1 per student): Drafting Board w/ Parallel
Bar or Drafting Box w/ Parallel Bar, Architectural Drafting Board Vinyl Cover, Cutting Pad, Designer Pencil Set (24
each), Designer Markers (min. pkg.), Drafting Templates (1/8" & 1/4" plumbing, electrical, furniture, cabinetry, etc.),
Drafting Template (elliptical), French Curve, Black Fine Point permanent marker, X-acto Blades, Mat Board,
Computer Aided Drafting Program/AutoCAD.
State of the Art:
Recommended equipment and Plotter, Large Paper Copier, LanSchool, Digital Video Camera and Drafting Tools
(1 per student): Drafting Table w/ Parallel Bar for drafting w/ vinyl mat, Drafting Stool, Computer Desk/Table,
Designer Pencils (48 pkg.), Lead Pencil Holder w/ Drafting Lead, Lead Sharpener, Designer Markers (beyond the
min. pkg.), Software Programs (Chief Architect, 20/20 Cabinetry Design Program, Solid Works 3D).
Units of Study
Knowledge and Skills
Student Expectations
Resources
A. Professionalism
(8) The student uses effective
design practices to evaluate
residential and nonresidential
interiors.
(18) The student maintains a career
portfolio to document knowledge,
skills, and abilities.
(E) differentiate design practices to meet individual,
business, and special needs
GBPPID
PS
(19) The student applies the
concepts and skills of the
profession to simulated or actual
work situations.
(A) select educational and work history highlights to
WEB10
create a personal resume
WEB12
(B) develop a resume using word processing technology WEB13
WEB14
WEB17
(C) contact professional references to acquire
WEB22
recommendations
WEB25
(D) obtain appropriate letters of recommendation
WEB28
(E) maintain a record of work experiences, licenses,
WEB29
certifications, and education to build a portfolio
WEB30
(F) document work experience
(G) document receipt of licenses, certifications, and
credentialing
(H) document completion of education and training
(A) use problem-solving skills to analyze a situation to
identify a problem to be solved
(C) strive for accuracy and precision
(D) work independently
This material is © and available at no cost or at cost for use by Texas Public School Districts, TEA approved Charter Schools and Texas Regional ESCs. Others interested in use of these
materials, please contact: copyrights@tea.state.tx.us.
2
Units of Study
B. Safety
C. Housing
(19) The student applies the
concepts and skills of the
profession to simulated or actual
Knowledge
work
situations. and Skills
(17) The student expresses ideas
through original interior design
projects using a variety of media
with appropriate skill.
(1) The student demonstrates
effective decision-making skills
related to housing needs
throughout the life cycle.
Student Expectations
(E) work collaboratively
(F) research an interior design project
(C) demonstrate effective use of interior design media
and tools in design, drawing, painting, printmaking, and
sculpture such as model building
(A) determine housing characteristics common to various
cultures and regions
(B) describe factors affecting housing choices
(C) describe the relationship of housing and family
economics
(D) assess the impact of demographic trends and
psychological, physiological, and social needs on
housing decisions
(E) analyze the impact of housing decisions on family
relationships and the management of multiple family,
community, and wage-earner roles
(F) analyze aspects of community planning that impact
housing decisions
(G) compare the availability, desirability, and financial
feasibility of housing alternatives
(2) The student demonstrates
(A) explain consumer rights and responsibilities
effective management practices
associated with housing
related to the housing budget.
(B) contrast the impact of needs and wants on the costs
of housing
(C) analyze legal and financial aspects of purchasing and
leasing housing
(D) summarize laws and public policies that impact
housing decisions and costs
(3) The student recommends
(A) explain the effect of housing conditions on health and
practices that will create a safe,
safety
secure, and well-maintained home. (B) develop a plan for detecting safety hazards and
maintaining a safe home
Resources
WEB3
WEB23
CGFI
DPFP
EOC
HD
HTT
PS
RHAI
WEB1
WEB2
WEB4
WEB7
WEB9
WEB15
WEB18
WEB21
WEB24
This material is © and available at no cost or at cost for use by Texas Public School Districts, TEA approved Charter Schools and Texas Regional ESCs. Others interested in use of these
materials, please contact: copyrights@tea.state.tx.us.
3
(3) The student recommends
practices that will create a safe,
secure, and well-maintained home.
Units of Study
Knowledge and Skills
Student Expectations
Resources
(C) describe housing features for individuals with special
needs
(4) The student proposes methods (A) apply elements and principles of design to living
to create quality living
environments
environments.
(B) apply principles of space utilization, zoning, and
traffic patterns in planning and furnishing housing
(C) propose design and furnishings features to meet the
special needs of individuals and families
D. Intro to Architecture &
(5) The student considers factors
(A) identify architectural styles exemplified in housing
ADLC
Construction
affecting housing construction when (B) summarize considerations for housing site selection ARDD
making planning and consumer
BCI
decisions related to housing.
HD
(C) evaluate basic housing construction and finishing
considerations
(D) describe the effects of technology on current and
WEB6
future housing trends
WEB16
(6) The student evaluates factors
(A) describe the interrelationship of the housing industry WEB19
WEB26
influencing the housing industry.
and the economy
WEB31
(B) determine sources and availability of construction
WEB32
materials
WEB33
(7) The student assesses
(A) evaluate the effects of landscaping on housing and
environmental issues affecting
the larger environment
housing.
(B) determine techniques, materials, and technology
applications that can be used in housing to conserve
energy and other resources
E. ID Drafting
(8) The student uses effective
(C) determine drafting techniques, including scaled
ACADIDSP
Fundamentals
design practices to evaluate
drawings, that facilitate space planning
ADLC
1. Drawing Instruments
residential and nonresidential
ADUSACAD
(E) differentiate design practices to meet individual,
& Techniques
interiors.
AG
business, and special needs
AGS
(15) The student applies the
(C) create a freehand simple one-point perspective
ARDD
concepts and skills of the industry
BCI
to simulated work situations.
BPD
HTT
This material is © and available at no cost or at cost for use by Texas Public School Districts, TEA approved Charter Schools and Texas Regional ESCs. Others interested in use of these
IGADS
materials, please contact: copyrights@tea.state.tx.us.
RDUACAD
4
TTT
Units of Study
2. Intro to C.A.D.
3. Presentation
Techniques
Knowledge and Skills
Student Expectations
(17) The student expresses ideas
through original interior design
projects using a variety of media
with appropriate skill.
(8) The student uses effective
design practices to evaluate
residential and nonresidential
interiors.
(15) The student applies the
concepts and skills of the industry
to simulated work situations.
(C) demonstrate effective use of interior design media
and tools in design, drawing, painting, printmaking, and
sculpture such as model building
(4) The student proposes methods
to create quality living
environments.
(8) The student uses effective
design practices to evaluate
residential and nonresidential
interiors.
(15) The student applies the
concepts and skills of the industry
to simulated work situations.
(D) determine the effect of technology on interior design
practices
(A) customize screen menus to fit specific problems or
needs
(B) construct points, lines, and other geometric forms
using accepted computer-aided design methods
(D) use technology to create a bill of materials
(E) use technology to create and modify architectural
interior drawings
(F) plot architectural interior drawings for presentation
(A) apply elements and principles of design to living
environments
ADUSACAD
AG
AGS
ARDD
BCI
Resources
BPD
HTT
IGADS
RDUACAD
TTT
WEB6
WEB8
WEB11
(A) apply elements and principles of design to interiors
(C) create a freehand simple one-point perspective
(E) use technology to create and modify architectural
interior drawings
(F) plot architectural interior drawings for presentation
(A) illustrate ideas for interior design from direct
observation, experiences, and imagination
(16) The student develops and
organizes ideas from the
surroundings.
(17) The student expresses ideas
(A) create visual solutions by elaborating on direct
through original interior design
observation, experiences, and imagination
projects using a variety of media
(B) create designs for practical applications
appropriate
This material is © and available at with
no cost
or at cost forskill.
use by Texas Public School Districts, TEA approved Charter Schools and Texas Regional ESCs. Others interested in use of these
materials, please contact: copyrights@tea.state.tx.us.
5
Units of Study
(17) The student expresses ideas
through original interior design
Knowledge
projects
using a and
varietySkills
of media
with appropriate skill.
(19) The student applies the
concepts and skills of the
profession to simulated or actual
work situations.
F. Design Elements &
Principles
G. Space Planning
(16) The student develops and
organizes ideas from the
surroundings.
(17) The student expresses ideas
through original interior design
projects using a variety of media
with appropriate skill.
(4) The student proposes methods
to create quality living
environments.
(8) The student uses effective
design practices to evaluate
residential and nonresidential
interiors.
Student Expectations
(C) demonstrate effective use of interior design media
and tools in design, drawing, painting, printmaking, and
sculpture such as model building
(A) use problem-solving skills to analyze a situation to
identify a problem to be solved
(B) break a complex problem into component parts that
can be analyzed and solved separately
(C) strive for accuracy and precision
(D) work independently
(E) work collaboratively
(G) design and present an effective interior design
product
(H) present a final interior design product for critique
(A) illustrate ideas for interior design from direct
observation, experiences, and imagination
(B) compare and contrast the use of interior design
elements (color, texture, form, line, space, and value)
and interior design principles (emphasis, pattern, rhythm,
balance, proportion, and unity) in personal interior design
artworks and those of others using vocabulary accurately
Resources
EOC
HD
HTT
RHAI
(B) create designs for practical applications
(B) apply principles of space utilization, zoning, and
traffic patterns in planning and furnishing housing
ARDD
PS
RHAI
(B) plan for effective use of space zones and placement
of furnishings
This material is © and available at no cost or at cost for use by Texas Public School Districts, TEA approved Charter Schools and Texas Regional ESCs. Others interested in use of these
materials, please contact: copyrights@tea.state.tx.us.
6
Units of Study
Knowledge and Skills
H. ID Decision Making
Principles
(3) The student recommends
(B) develop a plan for detecting safety hazards and
practices that will create a safe,
maintaining a safe home
secure, and well-maintained home.
(4) The student proposes methods
to create quality living
environments.
(11) The student demonstrates
effective decision-making skills in
applying principles of design and
space to residential and
nonresidential interior
environments.
I. Residential Interiors
1. General Principles
Student Expectations
Resources
HD
HTT
PS
RHAI
(C) propose design and furnishings features to meet the TTT
special needs of individuals and families
(A) describe the relationship of interior decisions to
individual and family needs and wants
(B) describe the influences of demographics, society,
and culture on interior design decisions
(C) explain the relationship of economics to interior
environments and propose strategies for controlling
costs and allocating resources
(D) budget for acquisition of products to enhance interior
environments
(4) The student proposes methods (A) apply elements and principles of design to living
to create quality living
environments
environments.
(B) apply principles of space utilization, zoning, and
traffic patterns in planning and furnishing housing
(C) propose design and furnishings features to meet the
special needs of individuals and families
(5) The student considers factors
(A) identify architectural styles exemplified in housing
affecting housing construction when (B) summarize considerations for housing site selection
making planning and consumer
(C) evaluate basic housing construction and finishing
decisions related to housing.
considerations
(D) describe the effects of technology on current and
future housing trends
(6) The student evaluates factors
(A) describe the interrelationship of the housing industry
influencing the housing industry.
and the economy
(B) determine sources and availability of construction
materials
ACADIDSP
ADLC
AG
AGS
ARDD
BCI
BPD
CGFI
GBPPLD
HD
HIDF
HTT
IDD
IGADS
PS
RHAI
TTT
This material is © and available at no cost or at cost for use by Texas Public School Districts, TEA approved Charter Schools and Texas Regional ESCs. Others interested in use of these
materials, please contact: copyrights@tea.state.tx.us.
7
Units of Study
Knowledge and Skills
Student Expectations
(7) The student assesses
environmental issues affecting
housing.
(A) evaluate the effects of landscaping on housing and
the larger environment
(B) determine techniques, materials, and technology
applications that can be used in housing to conserve
energy and other resources
(E) differentiate design practices to meet individual,
business, and special needs
(8) The student uses effective
design practices to evaluate
residential and nonresidential
interiors.
(11) The student demonstrates
effective decision-making skills in
applying principles of design and
space to residential and
nonresidential interior
environments.
(16) The student develops and
organizes ideas from the
surroundings.
(17) The student expresses ideas
through original interior design
projects using a variety of media
with appropriate skill.
HTT
IDD
IGADS
PS
RHAI
Resources
TTT
WEB5
WEB6
WEB8
WEB10
WEB11
WEB22
(A) describe the relationship of interior decisions to
individual and family needs and wants
(B) describe the influences of demographics, society,
and culture on interior design decisions
(C) explain the relationship of economics to interior
environments and propose strategies for controlling
costs and allocating resources
(D) budget for acquisition of products to enhance interior
environments
(A) illustrate ideas for interior design from direct
observation, experiences, and imagination
(B) compare and contrast the use of interior design
elements (color, texture, form, line, space, and value)
and interior design principles (emphasis, pattern, rhythm,
balance, proportion, and unity) in personal interior design
artworks and those of others using vocabulary accurately
(A) create visual solutions by elaborating on direct
observation, experiences, and imagination
(B) create designs for practical applications
This material is © and available at no cost or at cost for use by Texas Public School Districts, TEA approved Charter Schools and Texas Regional ESCs. Others interested in use of these
materials, please contact: copyrights@tea.state.tx.us.
8
Units of Study
2. Furniture
3. Interior Finishes
4. Appliances
(17) The student expresses ideas
through original interior design
projects
using a and
varietySkills
of media
Knowledge
with appropriate skill.
Student Expectations
Resources
(C) demonstrate effective use of interior design media
and tools in design, drawing, painting, printmaking, and
sculpture such as model building
(19) The student applies the
(A) use problem-solving skills to analyze a situation to
concepts and skills of the
identify a problem to be solved
profession to simulated or actual
(B) break a complex problem into component parts that
work situations.
can be analyzed and solved separately
(C) strive for accuracy and precision
(D) work independently
(E) work collaboratively
(F) research an interior design project
(G) design and present an effective interior design
product
(H) present a final interior design product for critique
(12) The student evaluates the role (A) describe characteristics of period styles
of furniture in interior design for
(B) determine the influence of period styles on interior
residential and nonresidential
design
settings.
(C) summarize selection and care of quality furniture
(D) assess aesthetic and functional aspects of furniture
(E) describe the impact of technology on furniture
(10) The student chooses
(A) compare criteria for selection, use, and care of floor
appropriate background materials coverings
to complement various residential (B) evaluate selection, use, and care of wall treatments
and nonresidential interior settings.
(C) explain selection and care of ceilings
(D) evaluate the selection, use, and care of window
treatments and their suitability for various window types
(13) The student determines the
role of appliances in interior design
for residential and nonresidential
settings.
(A) analyze the functional and aesthetic aspects of
appliances
(B) determine the process for selection of appliances
(C) explain the safe use and care of appliances
This material is © and available at no cost or at cost for use by Texas Public School Districts, TEA approved Charter Schools and Texas Regional ESCs. Others interested in use of these
materials, please contact: copyrights@tea.state.tx.us.
9
Units of Study
5. Accessories
6. Lighting
(13) The student determines the
role of appliances in interior design
for residential and nonresidential
Knowledge and Skills
settings.
(14) The student evaluates the role
of accessories in interior design for
residential and nonresidential
settings.
(9) The student determines
appropriate lighting for residential
and nonresidential interiors.
J. Commercial Interiors
(4) The student proposes methods
1. General non-residential to create quality living
principles
environments.
(8) The student uses effective
design practices to evaluate
residential and nonresidential
interiors.
(11) The student demonstrates
effective decision-making skills in
applying principles of design and
space to residential and
nonresidential interior
environments.
(16) The student develops and
organizes ideas from the
surroundings.
Student Expectations
Resources
(D) describe the impact of technology on appliances
(A) identify types of accessories
(B) describe criteria for selection of accessories
(C) analyze care of accessories
(D) practice guidelines for arranging accessories
(A) analyze the functions and principles of lighting
(B) compare lighting types and methods of control
(C) recommend lighting applications for specific interior
needs
(C) propose design and furnishings features to meet the ACADIDSP
special needs of individuals and families
ADPSACAD
ADLC
AG
(E) differentiate design practices to meet individual,
AGS
business, and special needs
BCI
BPD
CDUACAD
(A) describe the relationship of interior decisions to
CGFI
individual and family needs and wants
DCI
(B) describe the influences of demographics, society,
GBPPID
and culture on interior design decisions
IGADS
(C) explain the relationship of economics to interior
PS
environments and propose strategies for controlling
SFCI
costs and allocating resources
TTT
(D) budget for acquisition of products to enhance interior
environments
(A) illustrate ideas for interior design from direct
WEB6
observation, experiences, and imagination
WEB8
WEB10
(B) compare and contrast the use of interior design
WEB11
elements (color, texture, form, line, space, and value)
and interior design principles (emphasis, pattern, rhythm, WEB22
balance, proportion, and unity) in personal interior design WEB30
artworks and those of others using vocabulary accurately
This material is © and available at no cost or at cost for use by Texas Public School Districts, TEA approved Charter Schools and Texas Regional ESCs. Others interested in use of these
materials, please contact: copyrights@tea.state.tx.us.
10
WEB11
WEB22
WEB30
Units of Study
Knowledge and Skills
Student Expectations
Resources
(17) The student expresses ideas
through original interior design
projects using a variety of media
with appropriate skill.
2. Furniture
3. Interior Finishes
(A) create visual solutions by elaborating on direct
observation, experiences, and imagination
(B) create designs for practical applications
(C) demonstrate effective use of interior design media
and tools in design, drawing, painting, printmaking, and
sculpture such as model building
(19) The student applies the
(A) use problem-solving skills to analyze a situation to
concepts and skills of the
identify a problem to be solved
profession to simulated or actual
(B) break a complex problem into component parts that
work situations.
can be analyzed and solved separately
(C) strive for accuracy and precision
(D) work independently
(E) work collaboratively
(F) research an interior design project
(G) design and present an effective interior design
product
(H) present a final interior design product for critique
(12) The student evaluates the role (A) describe characteristics of period styles
of furniture in interior design for
(B) determine the influence of period styles on interior
residential and nonresidential
design
settings.
(C) summarize selection and care of quality furniture
(D) assess aesthetic and functional aspects of furniture
(6) The student evaluates factors
influencing the housing industry.
(7) The student assesses
environmental issues affecting
housing.
(E) describe the impact of technology on furniture
(A) describe the interrelationship of the housing industry
and the economy
(B) determine sources and availability of construction
materials
(B) determine techniques, materials, and technology
applications that can be used in housing to conserve
energy and other resources
This material is © and available at no cost or at cost for use by Texas Public School Districts, TEA approved Charter Schools and Texas Regional ESCs. Others interested in use of these
materials, please contact: copyrights@tea.state.tx.us.
11
Units of Study
Knowledge and Skills
Student Expectations
(8) The student uses effective
design practices to evaluate
residential and nonresidential
interiors.
(10) The student chooses
appropriate background materials
to complement various residential
and nonresidential interior settings.
(F) describe energy conservation practices that affect
interior design and summarize laws, public policies, and
regulations impacting interior environments
Resources
(A) compare criteria for selection, use, and care of floor
coverings
(B) evaluate selection, use, and care of wall treatments
(C) explain selection and care of ceilings
(D) evaluate the selection, use, and care of window
treatments and their suitability for various window types
4. Accessories
5. Lighting
K. Energy Conservation
(11) The student demonstrates
effective decision-making skills in
applying principles of design and
space to residential and
nonresidential interior
environments.
(14) The student evaluates the role
of accessories in interior design for
residential and nonresidential
settings.
(9) The student determines
appropriate lighting for residential
and nonresidential interiors.
(C) explain the relationship of economics to interior
environments and propose strategies for controlling
costs and allocating resources
(D) budget for acquisition of products to enhance interior
environments
(A) identify types of accessories
(B) describe criteria for selection of accessories
(C) analyze care of accessories
(D) practice guidelines for arranging accessories
(A) analyze the functions and principles of lighting
(B) compare lighting types and methods of control
(C) recommend lighting applications for specific interior
needs
(5) The student considers factors
(A) identify architectural styles exemplified in housing
affecting housing construction when (B) summarize considerations for housing site selection
making planning and consumer
decisions related to housing.
(C) evaluate basic housing construction and finishing
considerations
(D) describe the effects of technology on current and
future housing trends
ARDD
SCI
WEB16
WEB20
WEB26
This material is © and available at no cost or at cost for use by Texas Public School Districts, TEA approved Charter Schools and Texas Regional ESCs.
Others interested in use of these
WEB27
12
materials, please contact: copyrights@tea.state.tx.us.
WEB32
WEB33
Units of Study
Knowledge and Skills
(6) The student evaluates factors
influencing the housing industry.
(7) The student assesses
environmental issues affecting
housing.
(8) The student uses effective
design practices to evaluate
residential and nonresidential
interiors.
(11) The student demonstrates
effective decision-making skills in
applying principles of design and
space to residential and
nonresidential interior
environments.
WEB16
WEB20
Resources
WEB26
(A) describe the interrelationship of the housing industry
WEB27
and the economy
WEB32
(B) determine sources and availability of construction
WEB33
materials
Student Expectations
(A) evaluate the effects of landscaping on housing and
the larger environment
(B) determine techniques, materials, and technology
applications that can be used in housing to conserve
energy and other resources
(F) describe energy conservation practices that affect
interior design and summarize laws, public policies, and
regulations impacting interior environments
(C) explain the relationship of economics to interior
environments and propose strategies for controlling
costs and allocating resources
(D) budget for acquisition of products to enhance interior
environments
(16) The student develops and
organizes ideas from the
surroundings.
(A) illustrate ideas for interior design from direct
observation, experiences, and imagination
(B) compare and contrast the use of interior design
elements (color, texture, form, line, space, and value)
and interior design principles (emphasis, pattern, rhythm,
balance, proportion, and unity) in personal interior design
artworks and those of others using vocabulary accurately
(17) The student expresses ideas
through original interior design
projects using a variety of media
with appropriate skill.
(A) create visual solutions by elaborating on direct
observation, experiences, and imagination
(B) create designs for practical applications
(C) demonstrate effective use of interior design media
and tools in design, drawing, painting, printmaking, and
sculpture such as model building
This material is © and available at no cost or at cost for use by Texas Public School Districts, TEA approved Charter Schools and Texas Regional ESCs. Others interested in use of these
13
materials, please contact: copyrights@tea.state.tx.us.
Units of Study
Resources:
ACADIDSP
ADLC
ADUSACAD
AG
AGS
ARDD
BCI
BPD
CDUACAD
CGFI
DCI
DPFP
EOC
GBPPID
HD
HIDF
HTT
IDD
IGADS
PERSP
Knowledge and Skills
Student Expectations
(19) The student applies the
concepts and skills of the
profession to simulated or actual
work situations.
(A) use problem-solving skills to analyze a situation to
identify a problem to be solved
(B) break a complex problem into component parts that
can be analyzed and solved separately
(C) strive for accuracy and precision
(D) work independently
(E) work collaboratively
(F) research an interior design project
(G) design and present an effective interior design
product
(H) present a final interior design product for critique
Resources
0135000998, Prentice Hall Inc., AutoCAD for Interior Design and Space Planning 2009
0131836943, Prentice Hall Inc., Architectural Drawing and Light Construction
0615214231, Kirkpatrick Holdings LLC, Architectural and Mechanical Drawing Using Pencil Sketches and
AutoCAD
0471209066, Wiley, Architectural Graphics
0471700916, Wiley & Sons, Inc., Architectural Graphic Standards , 11E
159070195X, The Goodheart-Willcox Company, Architecture: Residential Drafting and Design
0470087811, Wiley, Building Construction Illustrated
0471472743, Wiley, Basic Perspective Drawing: A Visual Guide , 4E
1585035033, Schroff Development Corporation, Commercial Design Using AutoCAD 2010
0470149418, Wiley, The Codes Guidebook for Interiors , 4E
0470225971, Wiley, Designing Commercial Interiors , Set, 2E
0823013332, Watson-Guptill, Designing Places for People
0471289299, Wiley, The Elements of Color
0823072525, Watson-Guptill, A Guide to Business Principles and Practices for Interior Designers , REV
1590705335, The Goodheart-Willcox Company, Housing Decisions
0471464333, Wiley, History of Interior Design and Furniture
0078251443, Glencoe/McGraw-Hill Division, Homes: Today and Tomorrow
0132241420, Prentice Hall Art, Interior Design and Decoration
0823072983, Watson-Guptill, Interior Graphic and Design Standards
0954723961, Bosko Books, Personal Space , Updated Edition
This material is © and available at no cost or at cost for use by Texas Public School Districts, TEA approved Charter Schools and Texas Regional ESCs. Others interested in use of these
materials, please contact: copyrights@tea.state.tx.us.
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Units of Study
Knowledge and Skills
PS
RDUACAD
RHAI
SCI
SFCI
TTT
0471126209, Wiley, Problem Seeking , 4E
1585035041, Schroff Development Corporation, Residential Design Using AutoCAD 2010
1566374294, Goodheart-Wilcox, Residential Housing & Interiors
0471749176, Wiley, Sustainable Commercial Interiors
0823048934, Watson-Guptill, Specifications for Commercial Interiors , REV
0078308291, Glencoe/McGraw-Hill Division, Technology Today and Tomorrow
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Student Expectations
Resources
char.txa.cornell.edu/language/elem Introduction to the Elements of Design
ent/element.htm
design.ncsu.edu/cud/about_ud/udpr The Center for Universal Design - Universal Design
inciples.htm
Principles
www.acteonline.org
Association for Career and Technical Education
www.ada.gov
Americans with Disabilities Act
www.afma4u.org
American Furniture Manufacturers Association
www.aia.org
American Institute of Architects
www.alifetimeofcolor.com/
A Lifetime of Color
www.ansi.org
American National Standards Institute
www.armstrongfloors.com
Armstrong Floors
www.asid.org
American Society of Interior Designers
www.autodesk.com
Autodesk
www.bls.gov
Occupational Outlook Handbook
www.bridges.com
Bridges
www.careercruising.com
Career Cruising
www.colormatters.com
Color Matters
www.epa.gov
Environmental Protection Agency
www.fof.com
Facts on File
www.homestore.com/decorage
Home Store
www.hud.gov
U.S. Department of Housing and Urban Development
www.lowimpactliving.com
Low Impact Living
www.mcs.surrey.ac.uk/Personal/R.Knott/Fibonacci/fibInAArt.html
Fibonacci Numbers and The Golden Section in Art, Architecture and Music
www.ncidq.org
National Council for Interior Design Qualification
www.osha.gov
Occupational Safety and Health Administration
www.roomreview.com/elementspages/elementslev1.htm
Room Review
This material is © and available at no cost or at cost for use by Texas Public School Districts, TEA approved Charter Schools and Texas Regional ESCs. Others interested in use of these
materials, please contact: copyrights@tea.state.tx.us.
15
Units of Study
Knowledge and Skills
Student Expectations
WEB25:
WEB26:
WEB27:
www.skillsusa.org
www.southface.org
www.sustainablestyle.org/osb/interi
or design
www.tbae.state.tx.us
www.texasfccla.org
www.texastsa.org
www.usa.gov
www.usgbc.org
www.usgbc.org/LEED
Skills USA
Southface
Sustainable Style
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Resources
Texas Board of Architectural Examiners (TBAE)
Texas Association, Family, Career and Community Leaders of America
Texas Technology Students Association
U.S. Government
U.S. Green Building Council
Leadership in Energy and Environmental Design (LEED)
This material is © and available at no cost or at cost for use by Texas Public School Districts, TEA approved Charter Schools and Texas Regional ESCs. Others interested in use of
these materials, please contact: copyrights@tea.state.tx.us.
16