Fashion and Interior Design II Curriculum Map
Family & Consumer Science
Teacher: Susan Dews
Unit
Unit 1: Careers
Duration
4 weeks
Primary Standards
POS 13: Students will describe job market changes that have resulted from
scientific advancements and the increased use of technology in a global
economy.
Essential Question(s)
Is it easier to be a
supervisor or an
employee?
POS 14: Students will access the career training and preparation
requirements on textiles/fashion and housing/interiors option.
How can people show
a strong work ethic?
POS 27: Students will demonstrate employability and social skills relevant to
the career cluster.
How can a mentor
help you in your
career?
National Standards
11.1.1 Explain the roles and functions of individuals engaged in housing and
interior design careers.
1.1.2 Analyze the effects of social, economic, and technological change on
work and family dynamics.
1.2.1 Analyze potential career choices to determine the knowledge, skills,
and attitudes associated with each career.
1.2.2 Demonstrate job seeking and job keeping skills.
1.2.3 Apply communication skills in school, community and workplace
settings.
1.2.4 Demonstrate teamwork skills in school, community and workplace
settings.
1.2.6 Demonstrate leadership skills and abilities in school, workplace and
community settings.
1.2.8 Demonstrate work ethics and professionalism.
11.1.1 Explain the roles and functions of individuals engaged in housing and
interior design careers.
Why do I need a
career plan?
How do I decide what
I want to be?
11.1.3 Summarize education, training, and credentialing requirements and
opportunities for career paths in housing and interior design.
11.1.5 Create an employment portfolio for use with applying for internships
and work-based learning opportunities in housing and interior design
careers.
11.1.6 Analyze the role of professional organizations in housing and interior
design professions.
11.1.7 Analyze the attitudes, traits, and values of professional responsibility,
accountability and effectiveness required for careers in housing and interior
design.
16.1.1 Explain the roles and functions of individuals engaged in textiles and
apparel careers.
16.1.4 Analyze the effects of textiles and apparel occupations on local, state,
national, and global economies.
16.1.5 Create an employment portfolio for use with applying for internships,
work-based learning opportunities and employment in textiles, fashion, and
apparel.
16.1.6 Analyze the role of professional organizations in textiles, fashion, and
apparel industries.
16.6.2 Analyze the influences of cultural diversity as a factor in customer
relations.
16.6.3 Demonstrate the skills necessary for quality customer service.
Unit 2:
Fashion/Interior
Design Concept
Review
3 weeks
POS 11: Students will investigate the history and cultures of various design
styles including architecture, interiors, furnishings and fashion styles.
National Standards
11.3.1 Analyze product information, including but not limited to floor
coverings, wall coverings, textiles, window treatments, furniture, lighting
fixtures, kitchen and bath fixtures and equipment.
How do unique
designs break
architectural rules?
How does fashion
shape, as well as,
reflect a culture?
11.3.2 Evaluate manufacturers, products, and materials considering
environmental protection, care and maintenance, and safety issues.
11.5.1 Describe features of furnishings that are characteristic of various
historical periods.
11.5.2 Explain societal and technological trends on periods of architecture
and interior design through the ages.
11.5.3 Illustrate the development of architectural styles throughout history.
11.5.4 Compare and contrast historical architectural details to current
housing and interior design trends.
11.5.5 Analyze future design and development trends in architecture,
interiors, and furnishings.
16.3.4 Demonstrate design concepts with fabric or technology/computer,
using draping and/or flat pattern making technique.
16.3.5 Generate design that takes into consideration ecological,
environmental, sociological, psychological, technical, and economic trends
and issues.
16.3.7 Demonstrate ability to use technology for fashion, apparel, and textile
design.
16.4.1 Demonstrate professional skills in using a variety of equipment, tools,
and supplies for fashion, apparel, and textile construction, alteration, and
repair.
16.4.3 Use appropriate industry products and materials for cleaning,
pressing, and finishing textile, apparel, and fashion products.
16.4.4 Analyze current technology and trends that facilitate design and
production of textile, apparel, and fashion products.
16.4.5 Demonstrate basic skills for producing and altering textile products
and apparel.
What can fashion tell
us about history or
society?
To what extent do
designers have a
responsibility to their
audiences?
Do audiences have
any responsibility to
designers?
How can I explore
and describe cultures
without stereotyping
them?
What is the
relationship between
fads and classics in
fashion?
Unit 3: Elements
& Principles of
Design
5 weeks
POS 25: Students will Illustrate advanced use of elements and principles of
design in various projects.
What influences
creative expression?
National Standards
11.2.1 Evaluate the use of elements and principles of design in housing and
commercial and residential interiors.
How are structure
and decoration
related in fashion
and/or interior
design?
11.2.2 Analyze the psychological impact that the principles and elements of
design have on the individual.
11.2.3 Analyze the effects that the principles and elements of design have on
aesthetics and function.
How are “form” and
“function” related in
design?
16.3.2 Apply basic and complex color schemes and color theory to develop
and enhance visual effects.
16.3.3 Utilize elements and principles of design in designing, constructing,
and/or altering textile, apparel, and fashion products.
Unit 4: Textiles
3 weeks
POS 9: Students will evaluate product information and care of textiles,
furnishings, technology, and equipment.
POS 17: Identify and compare performance standards of materials and
textiles for fashion and interiors.
National Standards
16.2.1 Apply appropriate terminology for identifying, comparing, and
analyzing the most common generic textile fibers.
What is the value of
the Flammable
Fabrics Act and the
Federal Hazardous
Substance Act?
16.2.2 Evaluate performance characteristics of textile fiber and fabrics.
Why should you
consider care needs
before buying a
garment?
16.2.3 Summarize textile legislation, standards, and labeling in the global
economy.
How are construction
and quality related?
16.2.4 Analyze effects of textile characteristics on design, construction, care,
use, and maintenance of products.
How would you
decide what
laundering methods
to use if a garment’s
care label is missing?
16.2.5 Apply appropriate procedures for care of textile products.
16.3.1 Explain the ways in which fiber, fabric, texture, pattern, and finish can
affect visual appearance.
16.4.2 Explain production processes for creating fibers, yarn, woven, and knit Why is it useful to
fabrics, and non-woven textile products.
know the type of
finishes applied to a
16.4.3 Use appropriate industry products and materials for cleaning,
garment?
pressing, and finishing textile, apparel, and fashion products.
What relationships
16.4.4 Analyze current technology and trends that facilitate design and
can you see between
production of textile, apparel, and fashion products.
certain finishes and
the care needs of the
16.7.1 Analyze legislation, regulations, and public policy affecting the
fabric?
textiles, apparel, and fashion industries.
Unit 5: Floor
Plans & Designs
3 weeks
POS 3: Students will practice estimating, ordering, and pricing skills for client
needs or individual projects.
When and why
should we estimate?
POS 5: Students will prepare and modify a budget based upon client needs.
Does the designer see
more clearly or look
elsewhere?
POS 12: Students will interpret terminology for reading blueprints, floor
plans, and patterns.
POS 15: Students will create, present, and critique design plans that address
client needs.
POS 23: Students will design floor plans and visual presentations using
technological resources.
POS 24: Students will practice computer aided drafting design and space
planning skills as required for industry standards.
National Standards
11.2.4 Apply principles of human behavior such as ergonomics and
anthropometrics to design of housing, interiors, and furnishings.
11.3.4 Appraise various interior furnishings, fixtures, appliances, and
equipment to provide cost and quality choices for clients.
11.3.6 Demonstrate design processes such as determining the scope of the
project, programming, research, concept development, proposal, schematic
design, design drawing, and design presentation development.
11.3.3 Demonstrate measuring, estimating, ordering, purchasing, pricing,
and repurposing skills.
What’s the difference
between a thoughtful
and a thoughtless
critique?
11.4.1 Interpret information provided on construction documents.
11.4.2 Evaluate floor plans for efficiency and safety in areas including but not
limited to zones, traffic patterns, storage, and electrical, and mechanical
systems.
11.4.3 Draft an interior space to scale using architecture symbols.
11.4.4 Arrange furniture placement with reference to principles of design,
traffic flow, activity, and existing architectural features.
11.4.5 Apply building codes, universal guidelines, and regulations in space
planning and furniture arrangement.
11.4.6 Demonstrate graphic communication skills (CAD, PowerPoint,
sketching).
11.6.1 Assess financial resources needed to improve interior space.
11.6.2 Assess client's community, family, and financial resources needed to
achieve housing and interior design goals.
11.6.3 Assess a variety of available resources for housing and interior design,
including ergonomic and anthropometric data.
11.6.4 Critique design plans to address client's needs, goals and resources.
11.6.5 Justify design solutions relative to client needs, including diversity and
cultural needs, and the design process.
11.7.1 Select appropriate studio tools.
11.7.2 Prepare sketches, elevations, and renderings using appropriate
media.
11.7.3 Prepare visual presentations including legends, keys, and schedules.
11.7.4 Utilize a variety of presentation media such as photography, video,
computer, and software for client presentations.
11.7.5 Utilize applicable building codes, universal guidelines, and regulations
in space planning.
11.7.6 Create floor plans using architectural drafting skills and computer
aided design software.
11.9 Develop a global view to weigh design decisions with the parameters of
ecological, socioeconomic, and cultural contexts within the housing, interior
design, and furnishings industries.
18 weeks
Unit 6:
Advanced
Sewing/Construc
tion
POS 4: Students will Employ safety procedures for operating and caring for
household equipment.
POS 8: Students will identify and perform construction techniques for a
variety of projects.
POS 10: Students will select, design and construct items for others, including
special populations.
POS 19: Students will demonstrate advance sewing machine procedures.
POS 20: Students will execute skills related to specialty equipment
procedures (e.g., sergers, embroidery machines, etc.)
POS 21: Students will apply knowledge of advanced pattern layouts and
cutting for textile items.
POS 22: Students will construct advanced clothing projects.
National Standards
11.3.3 Demonstrate measuring, estimating, ordering, purchasing, pricing,
and repurposing skills.
16.3.7 Demonstrate ability to use technology for fashion, apparel, and textile
design.
16.4.1 Demonstrate professional skills in using a variety of equipment, tools,
and supplies for fashion, apparel, and textile construction, alteration, and
repair.
16.4.4 Analyze current technology and trends that facilitate design and
production of textile, apparel, and fashion products.
16.4.5 Demonstrate basic skills for producing and altering textile products
and apparel.
If practice makes
perfect, what makes
perfect practice?
What is the role of
math in project
construction?
Why read pattern
instructions?
What can you learn
from your mistakes?