Lesson Plan
Course Title: Interior Design
Session Title: Principles of Design in Interior Design
Lesson Duration:
PPT and Lecture: 90 minutes
Student Portfolio: 180 minutes
Performance Objective:
Student will be able to identify and describe the principles of design in interior design
(photographs or real examples).
Specific Objectives:
 Student will be able to identify and define proportion, scale, balance, emphasis, pattern
rhythm and unity in interior design.
 Student will be able to explain how the principles of design affect the look of a room.
 Student will be able to explain the feelings each of the principles 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
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
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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
materials and work, and advise client and construction personnel.
 Prepare graphic representations or drawings of proposed plans or designs.
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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.
Homes Today and Tomorrow by Ruth F Sherwood (Student Edition) ISBN 0-07-825144-3,
Glencoe McGraw Hill Publishing.
Instructional Aids:
1. Principles of Design in Interior Design PPT
2. Principles of Design Graphic Organizer Notes Worksheet (page 1)
3. Principles of Design in Interior Design Portfolio Rubric (page 2)
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:
 Computer
 Projector
 Screen
Learner Preparation:
Students should have learned about the elements of design. 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: We just learned about the elements of design. (from the PowerPoint? Ng) The principles
of design are guidelines to use when working with the elements of design. Understanding the
principles of design is important for you to be able to use the elements of design successfully to
create a pleasing and attractive interior.
ASK: As a review, can any of you list the elements of design?
SHOW: After students respond, show slide #2
SAY: We will be referring to some of the elements of design to better understand how the
principles of design enhance interior design.
ASK: Can any of you list the principles of design?
SHOW: After students respond show slide #3
ASK: Have you learned about the principles of design in any other classes?
SAY: Today we will be learning about the principles of design. The principles of design are
guidelines to follow with the elements of design. The principles of design will help ensure that
your design is pleasing and attractive. At first you may have a hard time identifying the
principles of design, but as you train your eye identifying the principles, they will become second
nature to you. Eventually, you will be able to use the principles to help you create interior
decorating that is pleasing and attractive to the eye.
ASK and SHOW: Do you all have a Principle of Design In Interior Design Graphic Organizer
for taking notes today? Show handout #1
SAY: As I present the PPT, you will take notes on your graphic organizer to help you remember
the details of each of the principles of design.
ASK and SHOW: On the back of your graphic organizer, write down the principles of design
that you believe are present in this interior. Show slide #4. At the end of the PPT, I will show the
slide again and we will see how well you did predicting the principles of design.
SAY: Now let’s begin with the principles of design.
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
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.
I. Deliver PPT Lecture
A. Note taking during PPT
B. Students should fill in the boxes on the
graphic organizer (page 2) with the
information from each of the PPT slides.
Students will be listing the principles of
design and defining each of the principles
of design.
C. Encourage student comment and
discussion on each slide before going on
to the next slide.
Be sure to review the
PPT before delivering
it to the students.
Review the notes for
each PPT slide in
order to understand
the photo example.
II. Identifying the principles of design in magazine
photographs. Distribute Principles 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 principle of design illustrated in
the photograph. The definition of the principle
of design may be incorporated into the
construction of the sentence used to describe
the photograph.
Ask students to begin
collecting magazines
that have pictures of
interiors ahead of
time.
III. Using the textbook, students can define the
Principles of Design
A. Proportion
B. Scale
C. Balance
D. Rhythm
E. Emphasis
F. Unity
G. Variety
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 Principles of
Design in Interior Design Rubric (page 2) for
writing comments.
D. Give students an 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.
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V. Formal Assessment
A. Using the Principles of Design in Interior
Design Rubric (page 2) grade the portfolio.
B. Write teacher comments on the rubric
where applicable.
Example teacher
comments:
Good Example; Good
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 Principles of Design
Graphic Organizer Notes hand-out.
 Teacher will describe and explain photograph examples in the PPT
 Encourage student comment on the examples in the PPT
Independent Practice (LSI Quadrant III):
 Student will create portfolio pages with examples for each of the principles of design
(refer to Principles of Design in Interior Design Portfolio Hand-Out).
 Student will explain/define each principle of design in relation to the portfolio page
created.
Summary
Review (LSI Quadrants I and IV):
Question: Show slide #30. What principles of design do you see in this room? Write them down
next to the list that you created at the beginning of the PPT.
Answer: Proportion – Wall divided into three parts; wood cabinets rectangular
Scale - Large furniture in a large room; wood adds visual density to make items appear even
larger in the large room
Balance – Asymmetrical balance on either side of the fireplace
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Rhythm –
• Repetition - the three wood decorative wall hangings, repetition of wall artwork, throw
pillows
• Gradation – vases on top shelf
• Opposition – right angles created by shelves on either side of the fireplace
Emphasis – Accent wall area, Wood decorative wall hangings
Unity – dark brown color or wood material
Variety – different colors of upholstery, and wall coverings
Question: Were you able to identify more principles of design at the end of the PPT?
Answer: Hopefully yes. As your eye becomes trained your will notice more of the principles at
work in interiors that are attractive and appealing. You will notice the principles that can be
applied in rooms that are not appealing and attractive that will transform the room. That is what
interior designers do on a daily basis. They are like doctors that are identifying the missing
principles of design and fixing them in the room.
Evaluation
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 principles 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
principles 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
principles of design. Students should print, and define each of the photographs.
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Student Name: __________________________________ Date: _________________________________Class:
_____________________________
Principles of Interior Design in Interior Design
Proportion
Scale
Balance
Rhythm
Emphasis
Unity
Variety
9
Copyright © Texas Education Agency, 2012. All rights reserved.
Interior Design Portfolio Rubric – Principles of Design
Directions:
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Using magazines, locate large, clear pictures that illustrate the following examples of the principles
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
principle 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
Principle 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; )
Proportion
Scale
Visual Weight
Symmetrical Balance
Asymmetrical Balance
Repetition
Rhythm
Radiation Rhythm
Gradation Rhythm
Opposition
Rhythm
Transition Rhythm
Emphasis
Unity
Variety
Comments:
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