| (a) General requirements. This course is recommended
for students in Grades 10-12. Prerequisites: Algebra I and English
I. Recommended prerequisites: Principles of Architecture and Principles
of Construction or Architectural Design I. Students shall be awarded
one credit for successful completion of this course.
(b) Introduction.
(1) Career and technical education instruction provides
content aligned with challenging academic standards and relevant technical
knowledge and skills for students to further their education and succeed
in current or emerging professions.
(2) The Architecture and Construction Career Cluster
focuses on designing, planning, managing, building, and maintaining
the built environment.
(3) Interior Design I is a technical course that addresses
psychological, physiological, and sociological needs of individuals
by enhancing the environments in which they live and work. Students
will use knowledge and skills related to interior and exterior environments,
construction, and furnishings to make wise consumer decisions, increase
productivity, promote sustainability, and compete in industry.
(4) Students are encouraged to participate in extended
learning experiences such as career and technical student organizations
and other leadership or extracurricular organizations.
(5) Statements that contain the word "including" reference
content that must be mastered, while those containing the phrase "such
as" are intended as possible illustrative examples.
(c) Knowledge and skills.
(1) The student demonstrates professional standards/employability
skills as required by business and industry. The student is expected
to:
(A) apply oral and written communication skills clearly,
concisely, convincingly, and effectively to explain and justify actions
in a socially acceptable manner that is easily understood by others;
(B) solve problems using job-appropriate mathematical
skills;
(C) demonstrate an understanding of leadership skills;
(D) cooperate, contribute, and collaborate as a member
of a group;
(E) exhibit professionalism through dress, speech,
and manners that are appropriate to the profession and worksite;
(F) review accurately both quantitative and qualitative
work processes and end products;
(G) follow written and oral instructions and adhere
to established practices, policies, and procedures, including health
and safety rules; and
(H) use and apply task- and job-appropriate computer
applications such as printing and plotting elevations, floor plans,
and additional presentation documents or illustrations.
(2) The student demonstrates effective decision-making
skills related to housing needs throughout the life cycle. The student
is expected to:
(A) determine housing characteristics common to various
world cultures and regions such as roof styles and materials, foundation
types, and construction materials;
(B) describe factors affecting housing choices;
(C) describe the relationship between family housing
and economics;
(D) assess the impact of demographic trends on psychological,
physiological, and social needs when making 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; and
(G) compare the availability, desirability, and financial
feasibility of housing alternatives.
(3) The student demonstrates effective management practices
related to the housing budget. The student is expected to:
(A) research consumer rights and responsibilities associated
with housing;
(B) contrast the impact of needs and wants on the costs
of housing;
(C) analyze legal and financial aspects of purchasing,
leasing, and renting housing; and
(D) summarize laws and public policies that impact
housing decisions and costs.
(4) The student recommends practices that will create
a safe, secure, and well-maintained home. The student is expected
to:
(A) research the effect of housing conditions on health,
safety, and the environment;
(B) develop a plan for detecting safety hazards and
maintaining a safe home; and
(C) research and describe housing features for individuals
with special needs.
(5) The student proposes methods to create quality
living environments. The student is expected to:
(A) apply elements and principles of design to living
environments;
(B) apply principles of space utilization, zoning,
and traffic patterns in planning and furnishing housing; and
(C) propose design and furnishings features to meet
the special needs of individuals and families.
(6) The student considers factors affecting housing
construction when making plans and consumer decisions related to housing.
The student is expected to:
(A) identify architectural styles and architectural
features exemplified in housing;
(B) summarize considerations for housing site selection;
(C) evaluate basic housing construction and finishing
considerations; and
(D) research and describe the effects of technology
on current and future housing trends.
(7) The student evaluates factors influencing the housing
industry. The student is expected to:
(A) research and describe the interrelationship of
the housing industry with the economy; and
(B) determine sources and availability of construction
materials.
(8) The student assesses environmental issues affecting
housing. The student is expected to:
(A) evaluate the effects of landscaping on housing
and the environment; and
(B) determine techniques, materials, and technological
applications that can be used in housing to conserve energy and other
resources and promote sustainability.
(9) 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;
(B) plan for effective use of space zones and placement
of furnishings;
(C) apply drafting techniques, including scaled drawings
that facilitate space planning and technological applications;
(D) determine the effect of technological applications
on interior design practices;
(E) differentiate design practices to meet individual,
business, and special needs;
(F) research energy conservation and sustainability
practices that affect interior design; and
(G) summarize laws, public policies, and regulations
impacting interior environments.
(10) The student determines appropriate lighting for
residential and nonresidential interiors. The student is expected
to:
(A) analyze the functions and principles of lighting;
(B) compare lighting types and methods of control;
and
(C) recommend lighting applications for specific interior
needs, including safety, conservation, and sustainability.
(11) The student chooses appropriate background materials
to complement various residential and nonresidential interior settings.
The student is expected to:
(A) compare criteria for selection, use, and care of
floor coverings;
(B) evaluate selection, use, and care of wall treatments;
(C) evaluate selection and care of ceilings; and
(D) evaluate selection, use, and care of window treatments
and their suitability for various window types.
(12) The student demonstrates effective decision-making
skills in applying principles of design and space to residential and
nonresidential interior environments. The student is expected to:
(A) examine the relationship of interior decisions
to individual and family needs and wants;
(B) examine the influences of demographics, society,
and culture on interior design decisions;
(C) explain the relationship of local and global economics
to interior environments;
(D) propose strategies for controlling costs and allocating
resources; and
(E) budget for acquisition of products to enhance interior
environments.
(13) The student evaluates the role of furniture in
interior design for residential and nonresidential settings. The student
is expected to:
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