Lesson Plan
Course Title: Interior Design
Session Title: Elements of Design in Interior Design
Lesson Duration:
PPT & Lecture: 90 minutes
Student Portfolio: 180 minutes
Performance Objective:
Student will be able to identify and describe the elements of design in interior design
(photographs or real examples).
Specific Objectives:
 Student will be able to identify and define line, form, space, mass and texture in interior
design.
 Student will be able to explain how the elements of design affect the look of a room.
 Student will be able to explain the feelings each of the elements of design creates in a
room design.
Preparation
TEKS Correlations:
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the
activities may result in the elimination of any or all of the TEKS listed.
TEKS 130.43 (c) (4) The student proposes methods to create quality living environments. The
student is expected to:
(A) apply elements and principles of design to living environments;
TEKS 130.43 (c)(8) The student uses effective design practices to evaluate residential and
nonresidential interiors. The student is expected to:
(A) apply elements and principles of design to interiors;
TEKS 130.43(c)(16) The student develops and organizes ideas from the surroundings. The
student is expected to:
(A) illustrate ideas for interior design from direct observation, experiences, and
imagination; and
(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.
Interdisciplinary Correlations:
110.32 (b) 15(B) write procedural or work-related documents (e.g., instructions, e-mails,
correspondence, memos, project plans) that include:
(i) organized and accurately conveyed information; and
(ii) reader-friendly formatting techniques;
110.32 (b) (18) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation.
Students write legibly and use appropriate capitalization and punctuation conventions in their
compositions. Students are expected to:
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(A) use conventions of capitalization; and
(B) use correct punctuation marks including:
(i) quotation marks to indicate sarcasm or irony;
(ii) comma placement in nonrestrictive phrases, clauses, and contrasting expressions; and
(iii) dashes to emphasize parenthetical information.
110.32 (b) (19) Oral and Written Conventions/Spelling. Students spell correctly. Students are
expected to spell correctly, including using various resources to determine and check correct
spellings.
Occupational Correlations: (reference O-Net http://www.onetonline.org/)
27-1025 Interior Designers
Plan, design, and furnish interiors of residential, commercial, or industrial buildings. Formulate
design which is practical, aesthetic, and conducive to intended purposes, such as raising
productivity, selling merchandise, or improving life style. May specialize in a particular field,
style, or phase of interior design.
Tasks:
 Confer with client to determine factors affecting planning interior environments, such as
budget, architectural preferences, and purpose and function.
 Advise client on interior design factors such as space planning, layout and utilization of
furnishings or equipment, and color coordination.
 Coordinate with other professionals, such as contractors, architects, engineers, and
plumbers, to ensure job success.
 Review and detail shop drawings for construction plans.
 Estimate material requirements and costs, and present design to client for approval.
 Subcontract fabrication, installation, and arrangement of carpeting, fixtures, accessories,
draperies, paint and wall coverings, art work, furniture, and related items.
 Formulate environmental plan to be practical, esthetic, and conducive to intended
purposes, such as raising productivity or selling merchandise.
 Select or design, and purchase furnishings, art works, and accessories.
 Render design ideas in form of paste-ups or drawings.
 Use computer-aided drafting (CAD) and related software to produce construction
documents.
Sample of reported job titles: Interior Designer, Designer, Interior Design Coordinator, Interior
Design Consultant, Interior Design Director, Certified Kitchen Designer, Color and Materials
Designer, Commercial Interior Designer, Decorating Consultant, Director of Interiors
Knowledge:
Design, Customer and Personal Service, Building and Construction, English Language,
Administration and Management, Sales and Marketing, Public Safety and Security, Psychology
and Fine Arts.
Soft Skills:
Active Listening, Speaking, Reading Comprehension, Service Orientation, Social
Perceptiveness, Coordination, Critical Thinking, Persuasion, Writing, and Complex Problem
Solving.
25-9021.00 Farm and Home Management Advisors
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Advise, instruct, and assist individuals and families engaged in agriculture, agricultural-related
processes, or home economics activities. Demonstrate procedures and apply research
findings to solve problems; and instruct and train in product development, sales, and the use
of machinery and equipment to promote general welfare. Includes county agricultural agents,
feed and farm management advisors, home economists, and extension service advisors.
Sample of reported job titles: Extension Agent, Agricultural Extension Educator, Extension
Educator, Family and Consumer Sciences Extension Agent, 4-H Youth Development
Specialist, Family Development Extension Specialist, Family Life Field Specialist, Family
Resource Management Extension Specialist, Farm Business Management Agent, Farm
Management Specialist
Tasks:
 Collaborate with producers in order to diagnose and prevent management and
production problems.
 Conduct classes or deliver lectures on subjects such as nutrition, home management,
and farming techniques.
 Advise farmers and demonstrate techniques in areas such as feeding and health
maintenance of livestock, growing and harvesting practices, and financial planning.
 Research information requested by farmers.
 Prepare and distribute leaflets, pamphlets, and visual aids for educational and
informational purposes.
 Collect and evaluate data in order to determine community program needs.
 Maintain records of services provided and the effects of advice given.
 Schedule and make regular visits to farmers.
 Organize, advise, and participate in community activities and organizations such as
county and state fair events and 4-H Clubs.
 Collaborate with social service and health care professionals in order to advise
individuals and families on home management practices such as budget planning,
meal preparation, and time management.
Knowledge:
Education and Training, English Language, Administration and Management, Customer and
personal Service, Food Production, Communications and Media, Biology, Mathematics,
Psychology, Law and Government.
Skills:
Active Listening,, Speaking, Complex Problem Solving, Learning Strategies, Social
Perceptiveness, Coordination, Critical Thinking, Instructing, Judgment and Decision Making,
and Reading Comprehension
17-1012.00 Landscape Architects
Plan and design land areas for projects such as parks and other recreational facilities,
airports, highways, hospitals, schools, land subdivisions, and commercial, industrial, and
residential sites.
Sample of reported job titles: Landscape Architect, Project Manager, Golf Course Architect,
Land Planner, Designer, Landscape Designer, Planner
Tasks:
 Confer with clients, engineering personnel, and architects on overall program.
 Prepare site plans, specifications, and cost estimates for land development,
coordinating arrangement of existing and proposed land features and structures.
 Seek new work opportunities through marketing, writing proposals or giving
presentations.
 Inspect landscape work to ensure compliance with specifications, approve quality of
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materials and work, and advise client and construction personnel.
Prepare graphic representations or drawings of proposed plans or designs.
Compile and analyze data on conditions such as location, drainage, and location of
structures for environmental reports and landscaping plans.
Collaborate with architects or related professionals on whole building design to
maximize the aesthetic features of structures or surrounding land and to improve
energy efficiency.
Create landscapes that minimize water consumption such as by incorporating droughtresistant grasses or indigenous plants.
Design and integrate rainwater harvesting or gray and reclaimed water systems to
conserve water into building or land designs.

Identify and select appropriate sustainable materials for use in landscape designs,
such as using recycled wood or recycled concrete boards for structural elements or
recycled tires for playground bedding.
Knowledge:
Design, Building and Construction, English Language, Geography, Customer and Personal
Service, Engineering and Technology, Public Safety and Security, Administration and
Management, Biology, Computers and Electronics
Skills:
Active Listening, Speaking, Reading Comprehension, Complex Problem Solving,
Coordination, Critical Thinking, Judgment and Decision Making, Operations Analysis, Time
Management and Writing
Teacher Preparation:
Review PPT before instruction.
Add additional photo examples to PPT to further illustrate the elements of design.
Identify additional examples from magazines to show in class.
References:
Housing and Interior Design Textbook 10th Edition
Evelyn Lewis and Carolyn S. Turner
Instructional Aids:
1. Element of Design in Interior Design PPT
2. Elements of Design Graphic Organizer Notes Worksheet (page 1)
3. Elements of Design in Interior Design Portfolio Rubric (page 2)
4. Interior Design Catalogue Activity (page 3)
Materials Needed:
1. Interior Design Magazines
2. Magazines with photographs of interior designs
3. Cardstock
4. Rubber Cement or glue
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5. Scissors
6. Paper cutter
7. Computer Access
Equipment Needed:
1. Computer
2. Projector
3. Screen
Learner Preparation:
Students should have learned about the basic needs that housing satisfies and about needs
specific to each stage of the life span. Students should have a variety of interior design
magazines to cut pictures from. Students will need scissors, rubber cement, cardstock, and a
writing utensil.
Introduction
Introduction (LSI Quadrant I):
SAY: Some houses are decorated beautifully!
ASK: Have you ever wondered why one home looks more pleasing than another?
SHOW: Elements of Design PPT Slide #2
SAY: Today we will begin learning about the elements of design in interior design and how
utilizing the elements of design can affect the interior design of a home.
ASK: How many of you have ever heard of the Elements of Design?
Some students may say that they learned about the elements of design in an art class.
SAY: We will be learning how the elements of design relate to home interiors. Your knowledge
from art class will make the elements of design in interior design easier to comprehend. You will
have a head start.
SHOW: Elements of Design Graphic Organizer hand-out (page 2).
SAY: You will be taking notes from the PPT with this graphic organizer. You can list each
element in one of the column and take notes on each element in its respective column.
ASK: Can any of you identify the elements of design from this graphic organizer?
SAY: Today you will see examples of each of these elements of design in home interiors and
exteriors. You will begin to develop an eye for identifying the elements of design in interior
design.
SHOW: PPT (read and elaborate on notes that are available on each of the PPT slide notes
section).
Outline
Outline (LSI Quadrant II):
Instructors can use the PowerPoint presentation, slides, handouts, and note pages in
conjunction with the following outline.
MI
Outline
Notes to Instructor
I. Deliver PPT Lecture
Be sure to review the
A. Note taking during PPT
PPT before delivering
B. Students should fill in the boxes on the
it to the students.
graphic organizer (page 2) with the
Review the notes for
information from each of the PPT slides.
each PPT slide in
Students will be listing the elements of
order to understand
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.
design and defining each of the elements
of design.
C. Encourage student comment and
discussion on each slide before going on
to the next slide.
II. Identifying the elements of design in magazine
photographs. Distribute Elements of Interior Design
Portfolio Assignment Rubric (page 2).
A. Remind the students to follow all directions
and that the portfolio submission should be
neat and professional in appearance.
B. Portfolios should not have any free hand
writing.
C. Suggest to students that they should use
their notes in constructing the sentences to
describe the element of design illustrated in
the photograph. The definition of the element
of design may be incorporated into the
construction of the sentence used to describe
the photograph.
D. Example (refer to slide #3): This picture
shows an excellent example of horizontal line
with the outline of the barn doors around the
room. The line created is parallel to the ground
(floor). The horizontal line creates a feeling of
calmness and restfulness in the bedroom.
the photo example.
III. Using the textbook students can define the
Elements of Design
A. Line
B. Form
C. Space
D. Mass
E. Texture
F. Color
IV. Informal Assessment
A. Ask students to share their portfolios with
their student partner.
B. Student partners should critique each of the
pictures in the portfolio for accuracy.
C. Student partners may utilize Elements of
Design in Interior Design Rubric (page 2) for
writing comments.
D. Give students and opportunity to redo any
pages in the portfolio that may be
questionable.
If further
reinforcement is
necessary, ask
students to define the
elements of design on
their own paper.
Students may use the
textbook in class.
Ask student partners
to apply their
signature to the rubric
so that you are able to
identify the partner
when grading the
portfolio for accuracy.
You can ensure that
both students are
notified if a picture in
the portfolio is not
accurate.
Example teacher
comments:
Good Example; Good
V. Formal Assessment
A. Using the Elements of Design in Interior
Design Rubric (page 2) grade the portfolio.
Ask students to begin
collecting magazines
that have pictures of
interiors ahead of
time.
You can assign the
Interior Design
Catalogue Activity
(page 3) about three
to four weeks in
advance so that
students have the
necessary
magazines.
Directions are 2 per
page so that you
may cut the page in
half to conserve
paper.
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B. Write teacher comments on the rubric
where applicable.
definition; Attractive
lay-out; Incorrect
definition; Neatness
needed: straight
edges please.
VI. Arrange for students to visit model homes, a
friend’s home or their own home. .
A. Visit a model home and have students
photograph an example of each of the
elements of design.
B. Students should print, and define each of
the photographs.
Verbal
Linguistic
Logical
Mathematica
l
Visual
Spatial
Musical
Rhythmi
c
Bodily
Kinestheti
c
Intrapersonal
Interpersona
l
Naturalis
t
Existentialis
t
Application
Guided Practice (LSI Quadrant III):
 Student will take notes during PPT presentation and lecture on Elements of Design
Graphic Organizer Notes hand-out.
 Teacher will describe and explain photograph examples in the PPT
Independent Practice (LSI Quadrant III):
 Student will create portfolio pages with examples for each of the elements of design
(refer to Elements of Design in Interior Design Portfolio Hand-Out).
 Student will explain/define each element of design in relation to the portfolio page
created.
Summary
Review (LSI Quadrants I and IV):
Question: Do you think that you will be able to identify the elements of design in home interior
photographs?
Answer: You will be more likely to spot the elements of design in interiors now that you have
seen examples. Select a partner that you can work with to discuss your picture selections in
case you are unsure of the element of design in the picture. If after you have discussed the
picture with your partner, you are still unsure, please be sure to ask the teacher for confirmation.
Evaluation
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Informal Assessment (LSI Quadrant III):
Partner discussion as students are selecting pictures from magazines.
Formal Assessment (LSI Quadrant III, IV):
Students will turn in a completed portfolio according to the portfolio rubric. Teacher will grade
portfolio to assess student comprehension of the elements of design in interior design.
Extension
Extension/Enrichment (LSI Quadrant IV):
Extension/Enrichment (LSI Quadrant IV):
Field Trip: Visit a model home and have students photograph an example of each of the
elements of design. Students should print, and define each of the photographs.
Homework: Ask students to visit a model home to photograph an example of each of the
elements of design. Students should print, and define each of the photographs.
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Student Name: __________________________________ Date: _________________________________Class:
_____________________________
Elements of Design in Interior Design
Line
Form
Space
Mass
Texture
Color
In your own words, describe why using the
elements of design in interior design is important to
good design.
9
Copyright © Texas Education Agency, 2011. All rights reserved
Interior Design Catalogue Lab Activity
Please go to the following websites and sign up for the mail catalogues that are
available to be delivered free of charge to your home. Please be sure that you
enter your address correctly. You will be using these catalogues for your
portfolio throughout the year.
1.
2.
3.
4.
5.
6.
7.
8.
9.
Serena & Lily http://www.serenaandlily.com/
Pottery Barn http://www.potterybarn.com/
Crow’s Nest Trading Company http://www.crowsnesttrading.com/
Ballard Design
http://www.ballarddesigns.com/
Restoration Hardware
http://www.restorationhardware.com/
IKEA http://www.ikea.com/
Crate & Barrel
http://www.crateandbarrel.com/
West Elm
http://www.westelm.com/
Grandin Road (Frontgate, Outdoor Furniture, & Frontgate Flash)
http://www.grandinroad.com/
10. Lowes Lowes.com/subscribe
If you have suggestions on other publications that are free of charge and beneficial for Interior design,
please let me know so that I can add them to this listing.
Copyright (c) Texas Education Agency, 2011. All rights
reserved.
3
Interior Design Catalogue Lab Activity
Please go to the following websites and sign up for the mail catalogues that are
available to be delivered free of charge to your home. Please be sure that you
enter your address correctly. You will be using these catalogues for your
portfolio throughout the year.
1. Serena & Lily
http://www.serenaandlily.com/
2. Pottery Barn
http://www.potterybarn.com/
3. Crow’s Nest Trading Company
http://www.crowsnesttrading.com/
4. Ballard Design http://www.ballarddesigns.com/
5. Restoration Hardware http://www.restorationhardware.com/
6. IKEA
http://www.ikea.com/
7. Crate & Barrel http://www.crateandbarrel.com/
8. West Elm http://www.westelm.com/
9. Grandin Road (Frontgate, Outdoor Furniture, & Frontgate Flash)
http://www.grandinroad.com/
10. Lowes
Lowes.com/subscribe
If you have suggestions on other publications that are free of charge and beneficial for Interior design,
please let me know so that I can add them to this listing.
3
Copyright © Texas Education Agency, 2011. All rights reserved
_____________________
Directions:
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Using magazines, locate large, clear pictures that illustrate the following examples of the elements of
design. The pictures must be of room designs not items for sale (catalogues).
Mount each picture on a sheet of cardstock—one picture per page.
Using professional lettering and presentation methods as discussed in class, label each picture with
the appropriate title (front of page).
Using professional lettering techniques, write a complete sentence describing where you see the
element of design in that picture. Spelling and sentence structure will be evaluated.
Place these pictures in the correct order, as listed below.
Attach this sheet to the front of your assignment.
REMEMBER NEATNESS AND PRESENTATION ARE IMPORTANT!
Each Box is worth 1.92 points.
Total Points _________________/100 possible
Element of Design
(Each box on rubric is worth
1.92 points).
Picture (Correct and
Accurate)
Explanation (Typed,
Accurate and Correct)
Neatness (straight
edges, neat: overall
clean appearance)
Creativity (Attractive;
Use of color; )
Horizontal Line
Vertical Line
Diagonal Line
Curved Line
Realistic Form
Abstract Form
Geometric From
Free Form
Space
High Mass
Low Mass
Tactile Texture
Visual Texture
Comments:
3
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