Title: Interior Design
Date: __________________
Grade: __________________
Lesson Duration: 5 classes
Day: 1
Objective(s): Students recognize that architects and interior designers use artistic
processes in their work to produce a product for their customers. (4.4) Students will
create a one-point perspective drawing showing an interior space. Students will use
perspective to show depth along with layering and raising objects on the picture plane.
(1.1, 2.1, 2.2, 2.3, 2.4, 6.2)
Project Description/Procedures:
Set- Ask students to raise their hands if they know what an interior designer does. Take
explanations and then pass color copies of the handout and show students fabrics that they will be
using after designing their rooms and furniture. Tell them that interior designers get paid to
choose what goes into all kinds of homes and businesses. Students will have a furnished 3D
room at the end of this class period.
Instruction- Explain that in order to get started right we need to know what the final outcome
should look like. Show finished examples and other professional interiors (handout). Students
will design a room it can be residential or commercial. Explain the difference. It may be a
bedroom, bathroom, den, kitchen, dining room, etc. Note things that are included in interior
design: Coordinating fabrics, furniture, windows, columns, plants, fireplace, etc.
Supervised Practice: To start, draw square with its top line even with the top of the paper, this is
the back wall. Find center of your square using an X. This is the Vanishing Point. Draw the wall
to the room by drawing 2 lines to connect the corners of the square to the VP. Erase the extra
lines. This is the basic room. Demonstrate to students how to furnish the room by drawing the
side of the object closest first then connecting it to the vanishing point. Remind students that
layering objects and moving them up on the picture frame makes them look farther away from the
viewer. Draw a window, rug, bed, and nightstand. Ask a student to come up and draw a table
with a television on it. Draw a lamp and some plants also. Explain that they do not go to the VP
because they do not have any long flat sides. Almost all the lines will be straight across,
sideways, or connecting to the vanishing point. Show how students will choose fabric designs and
colors to decorate the interior space. Pass out paper and rulers. Tell students you will students go
through the steps for creating the base room once more with the entire class. Go more slowly
than the first time. Give students a chance to catch up before you erase unnecessary lines. Draw
a window, table, sofa, and a chair.
Independent Practice: Students design and furnish the interiors of their rooms. Leave the
finished examples up students. The teacher walks around the room to informally assess student
knowledge. Students work on copy paper. This drawing is a rough draft. They will create a final
layout and pick color schemes during the next class meeting.
Materials- 1/2 sheets of Poster board, Pencil, Eraser, Color Pencils, Fabric Samples, Glue,
Scissors, Rulers
Alternative/ Supplemental Activity- All IEPs are followed. Students could draw a floor plan
showing the layout of the building that contains their room. Sketchbook assignments should be
ready for students who finish early.
Technology Enhancementhttp://www.sanford-artedventures.com/teach/lp1pointperspectcomplete.html
http://www.mpsaz.org/arts/elements/space/space.html
http://studiochalkboard.evansville.edu/draw.html
Assessment- Rubric
Title: Interior Design
Date: __________________
Grade: __________________
Lesson Duration: 5 classes
Day:
2
Objective(s): Students recognize that architects and interior designers use artistic
processes in their work to produce a product for their customers. (4.4) Students will
create a one-point perspective drawing showing an interior space. Students will use
perspective to show depth along with layering and raising objects on the picture plane.
(1.1, 2.1, 2.2, 2.3, 2.4)
Project Description/Procedures:
Set- Tell students that they will create their dream room today. They will receive the drawings
from the last class and a new blank sheet of paper. Students have a choice: they may trace the
room from last class, start a new room, or work on the same sheet they have started.
Before passing out papers go through a few simple room steps to refresh students. Place
examples on the board. Explain how students will design fabric before adding color to the room.
They will have at least 3 swatches of fabric, wallpaper, or paint. Independent Practice: Students
make a choose an area for students to come for help. Leave the finished examples up students
will pick fabric and color schemes during the next class meeting.
Independent Practice: Students design and furnish the interiors of their rooms. Choose an area
for students to come for help. Leave the finished examples up. Students will pick fabric and
color schemes during the next class meeting. Students must use at least 4 pieces of furniture and
3 different swatches of fabric, wallpaper or paint.
Materials- 1/2 sheets of Poster board, Pencil, Eraser, Color Pencils, Fabric Samples, Glue,
Scissors, Rulers
Alternative/ Supplemental Activity- All IEPs are followed.
Technology Enhancementhttp://www.sanford-artedventures.com/teach/lp1pointperspectcomplete.html
http://www.mpsaz.org/arts/elements/space/space.html
http://studiochalkboard.evansville.edu/draw.html
Assessment- Rubric
Title: Interior Design
Date: __________________
Grade: __________________
Lesson Duration: 5 classes
Day:
3
Objective(s): Design and furnish a two-dimensional room using one point perspective.
Create 3 fabric, wallpaper, or paint samples using color pencils.
1.1 Demonstrate the use of knowledge in select media, techniques and processes.
2.1 Develop an awareness of the elements of design and the principles of composition through their
application.
2.2 Create and evaluate art works that exhibit various sensory and expressive qualities.
2.3 Develop an awareness of the function or intrinsic purposes of works of art.
2.4 Apply problem-solving skills that lead to solutions to specific visual art tasks.
4.4 Recognize the role of artists in our community and society.
5.4 Investigate and design works of art that communicate sensitivity to the natural and manmade
environment.
Project Description/Procedures: Question: What makes some works of art better than others?
How can you tell good art from bad art? Is there really such a thing?
Place examples on the board. Explain how students will design fabric before adding color to the
room. Show examples of fabric designs and explain how they are used.
Independent Practice: Students will pick fabric and color schemes. They use 3”x3” squares to
design fabric swatches. Students must use at least 4 pieces of furniture and 3 different swatches
of fabric, wallpaper or paint. Students design and furnish the interiors of their rooms. Choose an
area for students to come for help.
Materials- 1/2 sheets of Poster board, Pencil, Eraser, Color Pencils, Fabric Samples, Glue,
Scissors, Rulers
Alternative/ Supplemental Activity- All IEPs are followed. Students could draw a floor plan
showing the layout of the building that contains their room. Sketchbook assignments should be
ready for students who finish early.
Technology Enhancementhttp://www.sanford-artedventures.com/teach/lp1pointperspectcomplete.html
http://www.mpsaz.org/arts/elements/space/space.html
http://studiochalkboard.evansville.edu/draw.html
Assessment- Rubric
Title: Interior Design
Date: __________________
Grade: __________________
Lesson Duration: 5 classes
Day:
4
Objective(s): Design and furnish a two-dimensional room using one point perspective.
Students use color pencils to complete their artwork.
1.1 Demonstrate the use of knowledge in select media, techniques and processes.
2.1 Develop an awareness of the elements of design and the principles of composition through
their application.
2.2 Create and evaluate art works that exhibit various sensory and expressive qualities.
2.3 Develop an awareness of the function or intrinsic purposes of works of art.
2.4 Apply problem-solving skills that lead to solutions to specific visual art tasks.
4.4 Recognize the role of artists in our community and society.
5.4 Investigate and design works of art that communicate sensitivity to the natural and manmade
environment.
Project Description/Procedures: Question: Should artists imitate what they see? In what
ways does art represent the world?
Place examples on the board. Students must use at least 4 pieces of furniture and 3
different swatches of fabric, wallpaper or paint. Students add color to rooms as if the
furniture were actually made using the fabrics they have designed. Finally students will
mount their drawings to half sheets of poster board to display the sketch and the fabric
together.
Materials- 1/2 sheets of Poster board, Pencil, Eraser, Color Pencils, Fabric Samples,
Glue, Scissors, Rulers
Alternative/ Supplemental Activity- All IEPs are followed. Students could draw a floor
plan showing the layout of the building that contains their room. Sketchbook
assignments should be ready for students who finish early.
Technology Enhancementhttp://www.sanford-artedventures.com/teach/lp1pointperspectcomplete.html
http://www.mpsaz.org/arts/elements/space/space.html
http://studiochalkboard.evansville.edu/draw.html
Assessment- Rubric
Title: Interior Design
Date: __________________
Grade: __________________
Lesson Duration: 5 classes
Day:
5
Objective(s): Design and furnish a two-dimensional room using one point perspective.
Students use color pencils to complete their artwork.
1.1 Demonstrate the use of knowledge in select media, techniques and processes.
2.1 Develop an awareness of the elements of design and the principles of composition through
their application.
2.2 Create and evaluate art works that exhibit various sensory and expressive qualities.
2.3 Develop an awareness of the function or intrinsic purposes of works of art.
2.4 Apply problem-solving skills that lead to solutions to specific visual art tasks.
4.4 Recognize the role of artists in our community and society.
5.4 Investigate and design works of art that communicate sensitivity to the natural and manmade
environment.
Project Description/Procedures: Question:
Place examples on the board. Students must use at least 4 pieces of furniture and 3
different swatches of fabric, wallpaper or paint. Students add color to rooms as if the
furniture were actually made using the fabrics they have designed. Finally students will
mount their drawings to half sheets of poster board to display the sketch and the fabric
together.
Materials- 1/2 sheets of Poster board, Pencil, Eraser, Color Pencils, Fabric Samples,
Glue, Scissors, Rulers
Alternative/ Supplemental Activity- All IEPs are followed. Students could draw a floor
plan showing the layout of the building that contains their room. Sketchbook
assignments should be ready for students who finish early.
Technology Enhancementhttp://www.sanford-artedventures.com/teach/lp1pointperspectcomplete.html
http://www.mpsaz.org/arts/elements/space/space.html
http://studiochalkboard.evansville.edu/draw.html
Assessment- Rubric