Interior Design, an individual or team event, recognizes participants who apply interior design skills learned in Family and Consumer Sciences courses to design interiors to meet the living space needs of clients. In advance, participants will create a floor plan, an elevation and a furniture/interior plan addressing the specifics of the design scenario. Participants must prepare a file folder, an oral presentation, and visuals.
COMMON CORE STATE STANDARDS ELA - Literacy
L.11-12.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.11-12.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
RI.11-12.7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
SL.11-12.4 Present information, findings, and supporting evidence, conveying a clear and distinct
perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
SL.11-12.6 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English
when indicated or appropriate.
COMMON CORE STATE STANDARDS Math - Content
HSG-MG.A.3 Apply geometric methods to solve design problems (e.g., designing an object or structure to satisfy physical constraints or minimize cost; working with typographic grid systems based on ratios). HSF-LE.A.1a Prove that linear functions grow by equal differences over equal intervals, and that exponential
functions grow by equal factors over equal intervals.
NEW JERSEY CORE CURRICULUM STANDARDS
1.3.8.D.1 Incorporate various art elements and the principles of balance, harmony, unity, emphasis,
proportion, and rhythm/movement in the creation of two- and three- dimensional artworks, using a broad array of art media and art mediums to enhance the expression of creative ideas (e.g., perspective, implied space, illusionary depth, value, and pattern).
8.1.12.A.2 Produce and edit a multi-page document for a commercial or professional audience using desktop
publishing and/or graphics software.
8.1.12.A.3 Participate in online courses, learning communities, social networks, or virtual worlds and
recognize them as resources for lifelong learning.
9.1.12.A.1 Apply critical thinking and problem solving strategies during structured learning experiences.
9.3.12.C.2 Characterize education and skills needed to achieve career goals, and take steps to prepare for
postsecondary options, including course selections, assessments, and extra-curricular activities.
9.3.12.C.3 Develop personal interests and activities that will support declared career goals and plans.
9.1.12.F2 Demonstrate a positive work ethic in various settings, including the classroom and during
structures learning experiences.
9.3.12.C.5 Identify transferable skills in career choices and design alternative career plans based upon those
skills.
9.3.12.C.6 Develop job readiness skills by participating in structures learning experiences and employment
seeking opportunities.
9.3.12.C.7 Pursue a variety of activities related to career preparation (e.g., Volunteer, seek employment,
9.3.12.C.11 Evaluate the responsibility of employers and employees for maintaining workplace safety and health rights related to a particular occupation/ career.
9.4.12.C(6).2 Analyze how elements and principles are applied in a broad range of specific works of art.
EVENT CATEGORIES Senior: grades 10-12 Occupational: grades 10-12 ELIGIBILITY
1. A chapter may register one (1) entry in each event category.
2. An entry is defined as one (1) participant or one (1) team comprised of a maximum of three (3) members. 3. An event category is determined by a member’s grade in school and affiliation status.
4. Participation is open to any affiliated FCCLA member in grades 10 through 12.
5. Participants in the Senior category must be or have been enrolled in an interior design/housing course or unit of study. Participants in the Occupational category must be or have been enrolled in an interior design course or program of study that concentrates on preparation for paid employment. Coursework which meets these requirements may be determined by the State Adviser.
Post-Secondary: Enrolled as a full time student in a post-secondary program with a major in interior design.
A post-secondary student must have membership dues paid and plan to compete at the 2015 NLC. This entry is an addition to the Senior/Occupational Category.
PROCEDURES & REGULATIONS
1. The Interior Design project must be developed and completed within a one-year span beginning July 1 and ending June 30 of the school year before the National Leadership Conference.
2. The Interior Design project must be planned and prepared by the participant(s) only. Supporting resources are acceptable as long as participants are coordinating their use and resources are cited appropriately verbally and/or in print during the presentation to avoid false credit for unoriginal or non-participant work.
3. Each entry will submit a file folder with required documents at the State Leadership Conference at the designated location and specific time.
4. Participant(s) will have five (5) minutes to set up for the event. Other persons may not assist. 5. The oral presentation may be up to ten (10) minutes (NLC allows 15 minutes) in length.
6. The oral presentation is a time for the participant(s), in the role of student designer(s), to present to the evaluators, in the role of clients, the interior design. The presentation is intended to be a two-way dialogue, as in a conversation or interview, rather than a one-way illustrated talk.
7. Following the presentation, evaluators and participant(s) will step out of character as designer(s) and clients for a follow-up interview as evaluators and participant(s).
8. Evaluators will use the rating sheet to score and write comments for each participant.
9. A table will be provided. Participant(s) must bring all other necessary supplies and/or equipment. Wall space will not be available. Electricity will not be provided.
10. The use of video recordings is not allowed in this event. 11. Spectators may not observe any portions of this event.
12. The design scenario which all participants must base their design on will be available online by September 1. 13. Two (2) individuals/teams from each event category may be chosen to represent New Jersey at the National
General Information Individual or Team Event Prepare Ahead of Time Participant Set Up/ Prep Time
Maximum Oral Presentation Time Equipment Provided Electrical Access Individual or Team
File Folder, Oral Presentation, Visuals
5 minutes 10 minutes (NLC is 15 minutes)
Table Not provided
Presentation Elements Allowed Audio Costumes/
Uniforms Easel(s) Folder File Chart(s) Flip Portfolio Pointers Props/ Skits Equipment Visual Visuals
n n n *
*Visuals are design and sample boards only.
INTERIOR DESIGN SPECIFICATIONS File Folder
Participant(s) will submit one (1) letter-size file folder containing three identical sets, with each set stapled separately, of the items listed below at Competitive Events registration at the State Leadership Conference. The file folder must be labeled in the top left corner with name of event, event category, participant’s name(s), and school.
Number and Size Submit one (1) letter-size file folder. Include in the folder 3 copies each of the
Project Identification page, Planning Process Summary Page, Evidence of on-line summary and the Project Budget.
Project Identification Page One 8½” x 11” page on plain paper, with no graphics or decorations; must
include participant’s name(s), school, city, state, FCCLA national region (North Atlantic Region) and title of project.
FCCLA Planning Process Summary Page
One 8½” x 11” page summarizing how each step of the Planning Process was used to develop the Interior Design project. Each step is fully explained. Evidence of
Online Project Summary Submission
Complete the online project summary form located on the STAR Events
Resources page of the FCCLA national website (www.fcclainc.org) and include
proof of submission in the file folder.
Client Invoice Create a client invoice, using the online template, to include costs for billable
hours, five (5) furnishings/fixture samples as specified in the design scenario, and floor treatment. Additional information may be included on the invoice but not required. The client invoice must be on a single, one-sided sheet of 8 ½” x 11” paper.
Board Specifications
Each individual or team will prepare two to three (2-3) single-sided presentation boards – one (1) to display the design overview (Design Board) and one to two (1-2) to display the interior design elements intended to meet the needs of the clients as stipulated in the Interior Design Scenario on the FCCLA national website (Samples Board). Easels may be used to present boards, but will not be provided.
Type of Board Boards may be foam board, mat board, or mat board mounted of foam core.
Color Board background must be either solid black or white.
Size Boards may not exceed 22” x 30”.
Business Card Each board must have attached a standard size business card for the individual
or team – to include participant’s name(s), chapter name, school, city, state, and FCCLA national region (North Atlantic Region).
Illustrations Use appropriate and effective illustrations to display design choices.
Overall Effectiveness Boards should be visually appealing and effectively convey the intended design
Design
Each individual or team will design a living space as indicated by the Interior Design Scenario, found in the STAR Events section of the FCCLA national website. Display design on two (2) boards which meet above specifications.
Floor Plan Develop a floor plan that is drawn to a consistent ¼”=1’ scale, all architectural
features indicated appropriately, and furniture arrangement displayed. Floor plans may be hand drawn or computer. Display on the Design Board.
Furniture Arrangement Design a furniture arrangement that is good for form and function. Show
appropriately on floor plan.
NKBA Planning Guidelines Follow NKBA Planning Guidelines as indicated in the Design Scenario.
Specified Elevation Create a 2-D, full color, elevation for the space specified in the Interior Design
Scenario with a ½”=1” scale. May be either hand drawn or computer generated. Display on the Design Board.
Samples Coordinate design choices for flooring, wall treatment, needed furniture,
window coverings, accessories, and others as needed. Display samples of all design choices on the Samples Board.
Principles of Design Demonstrate a thorough knowledge of interior design principles and correctly
apply knowledge.
Originality of Design Develop an original design for the Interior Design Scenario.
Thoughtfulness of Design Design a space that meets the needs of clients and their design style.
Responsible Design Design a space that is appropriate for the well-being of both the clients’
situation and health and state of the environment.
Overall Effectiveness Ensure the overall design is visually appealing and elements are functional and
effective.
Presentation to Clients
The presentation to clients may be up to ten (10) minutes (NLC is 15 minutes) in length and is delivered to evaluators. The presentation is a time for participant(s), in the role of student designer, to present to the evaluators, in the role of clients. The presentation is intended to be a two-way dialogue, as in a conversation or interview, rather than a one-way illustrated talk. No other visuals or audiovisual equipment will be permitted.
Organization/Delivery Deliver oral presentation in an organized, sequential manner; concisely and
thoroughly summarize research. Knowledge of Interior
Design
Demonstrate thorough knowledge of interior design. Rationale of Design
Explained
Demonstrate a thorough understanding of the clients’ living space needs and style and industry standards including knowledge of the NKBA Planning Guidelines where appropriate.
Use of Display Boards Use the design boards effectively during the presentation.
Voice Speak clearly with appropriate pitch, tempo and volume.
Body Language / Clothing Choice
Use appropriate body language including gestures, posture, mannerisms, eye contact, and appropriate handling of notes or note cards if used. Wear appropriate clothing for the nature of the presentation.
Grammar / Word Usage /
Pronunciation Use proper grammar, word usage, and pronunciation.
Responses to Evaluators’ Questions
Provide clear and concise answers to evaluators’ questions regarding project. Questions are asked after the presentation.
10.6.14 Updated with Floor Plan
2014-‐‑2015 Design Scenario
Interior Design STAR Event
“Living in a Pocket Neighborhood”
Developed with input by professional members of
The American Society of Interior Design (ASID) and Interior Design Education Council (IDEC)
Living in a Pocket Neighborhood
A new Pocket Neighborhood is being built in your community and will be made up of twelve
Craftsman-‐‑style cottages ranging from 800-‐‑2000 square feet.
Information from
www.pocket-‐‑neighborhoods.net/whatisaPN.html
“Pocket neighborhoods are clustered groups of neighboring houses or apartments gathered
around a shared open space — a garden courtyard, a pedestrian street, a series of joined
backyards, or a reclaimed alley — all of which have a clear sense of territory and shared
stewardship. They can be in urban, suburban or rural areas.”
“In a pocket neighborhood, neighbors have a shared stake in the common ground they live
next
to. Because of their watchfulness, strangers are taken note of. Therefore, children are free to
play
as supervision is always at hand. Neighbors are on a first-‐‑name basis …. These neighbors are
the
first ones to call on in an emergency, and the closest to join you for an impromptu order of
takeout pizza.”
“Why are Pocket Neighborhoods important now? …Many people lack networks of personal
and
social support. Family members can be spread across the country, friends live across town,
and
neighbors don’t know one another. A listening ear or helping hand is not available when it’s
most needed.”
“Pocket neighborhoods can help mend a web of belonging, care and support. Their protected
setting encourages informal interaction among neighbors and lays the ground for caring
relationships. An elderly neighbor may need assistance trimming a hedge. Another needs
help
looking after the kids while going for a short errand, or feeding a cat while away on vacation.
Nearby neighbors are the ones most available to respond to daily needs….All of these
encounters
strengthen webs of support and friendship, which are the basis for healthy, livable
neighborhoods.”
Your Client + Design Problem
Your clients are a married couple, both are 50-‐‑something, baby boomers. They have no
children.
They purchased early in the development of the neighborhood and received a preconstruction
bonus package which included free design services by the design team that created the
models.
Because you have worked on the models as a student designer intern the past nine months,
you
have been asked to work with the couple as they make decisions about their new home.
Your clients are educators at the local college. Over their fifteen year marriage they have
taught
six semesters in four countries as participants in the education exchange program. They are
returning home from a year-‐‑abroad. In many communities overseas, they walked to local
shops
for groceries; visited with neighbors at the local corner bakery; and often gathered for the
train at
the subway stop on the corner. They knew the names of their neighbors and local business
owners and formed many relationships. The location of the Pocket Neighborhood is
appealing
as they hope to own one vehicle and walk or bike to work. They are seeking a neighborhood
where people know each other and can easily interact daily.
They like the welcoming casual Craftsman-‐‑style of the neighborhood; the feeling of
hospitality
and friendliness of the front porches and sidewalks; and the beauty of the gardens throughout
the neighborhood. They want to create a social environment in the living room, dining room,
and porch area that can be used year-‐‑round for guests and neighbors.
The couple frequently works at home and want a home office space upstairs. They have
laptops
and share a printer/fax machine. They prefer traditional built in desk areas and want to close
the
office door at the end of the day. They also want an upstairs work space with a large table.
They prefer natural light and a view from the office. They want a library upstairs for books
and
collectibles. They want the upstairs terrace to be inviting for morning coffee and reading and
as
a place in the evening to meet and discuss the day.
Scope of Design Project
The student designer will:
1. Develop a floor plan and furniture plan to include the spaces indicated by the client.
a. First floor spaces to include:
i. A year-‐‑round front porch room, enclosed with windows and/or screens
ii. kitchen/living/dining area
iii. bedroom
iv. bathroom with a full bath -‐‑ shower and tub
v. back door access to a fenced backyard and detached garage
b. Second floor spaces to include:
i. an outdoor terrace
ii. office area
iii. library
iv. master bedroom and bathroom – no tub
v. a laundry area
vi. walk-‐‑in closet
c. other considerations
i. excellent storage
The clients want:
• a porch, dining, living room that is welcoming to others with seating for ten
• a floor plan that specifically defines interior social, personal and private spaces
• a design flow between exterior porch and interior spaces
• a transitional-‐‑style throughout the porch, interior spaces and furnishings
• use of current color trends that will endure time. They prefer minimal amounts of
white, cream, or beige on the walls. Color throughout the house will create a
background for the eclectic collection of items acquired while traveling i.e., accessories,
area rugs, tapestries and framed art.
• want privacy for an overnight guest using the first floor bathroom while at the same
time available for guests who have dropped by. The clients do not want a bathroom
door opening directly into a social area or the guests to see directly into the bathroom.
It should include a shower and tub.
• a general layout for the kitchen that allows for interaction with guests while
minimizing the number of individuals in the prep area of the kitchen
• a master suite with a king-‐‑size bed and the guest room with a queen or king-‐‑size bed
• a master bath with double sinks, a walk-‐‑in shower with a bench seat. No tub.
• a laundry area with a stackable washer/dryer near the master closet
• walk-‐‑in master closet
Note:
• the plumbing walls cannot be moved but can be extended
• window location has been determined by the architect and cannot be moved
• the couple has opted not to have a fireplace
• columns cannot be moved but walls and doors can be added or moved except for the
plumbing wall
Design Deliverables:
1. Homebuyer Profile -‐‑ describe the characteristics of the 50-‐‑something baby boomers
2. Interior color palette – that should create an atmosphere of relaxation and “sense of
home”.
3. Floor plan and furniture arrangement (1/4” scale) for the interior spaces and front
porch room which will appear on the design board.
4. Furnishings, accessories and lighting for porch room, dining room and living room.
5. Finishes -‐‑ The client is interested in high quality finishes and has requested to see
samples for the porch room and adjoining dining and living rooms. Samples should
represent the actual products, materials, and furnishings selected and are to appear on
the sample boards. It is optional to include kitchen finishes.
6. Elevation -‐‑ The 2D elevation (1/2” scale) -‐‑ the student designer will provide the client
with an elevation of a focal point wall in the porch room, living room or dining room.
It is to include the full width and height of the wall, architectural details, furnishings,
fixtures and colors.
7. Client Invoice – The client has not established a budget at this time but has requested
reasonably priced new furnishings be selected for the porch room, dining room and
living room. The living room floor treatment and furniture have been ordered. Create
an invoice billing the client for these items. Note: the design service is complimentary
with the preconstruction bonus package and billable hours. Labor costs, installation, or
shipping and handling fees will not be billed. The construction, HVAC and electrical
work will be outsourced and should not be billed to the client. Calculate invoice tax
based on the state’s current tax percentage. Taxes will be
calculated on furnishings and flooring. Billable hours are a service and are not taxed. A
sample invoice template can be found in the FCCLA resources.
Note: the client has provided a floor plan (1/8” scale) for the student designer. This
plan
may have readability issues when printed on 8 ½” x 11” paper. Please use your
computer’s view/zoom feature if needed to obtain the correct floor plan dimensions.
Student designers should indicate a general layout of the kitchen and bath areas as part of the
function and efficiency of the home, but it should not be the emphasis of the design project. A
reliable source for clearances is the NKBA Planning Guide (Kitchen 8 & 9). NKBA provides
appropriate seating and traffic clearances for all eating areas. The NKBA Planning Guidelines
are
available on the STAR Events Resources page on the National FCCLA Website. To order the
complete set of NKBA Kitchen & Bath Planning Guidelines call NKBA Customer Service at
1.800.The NKBA (800.843.6522).
RESOURCES
Ross Chapin Architects
http://www.rosschapin.com/index.htmlLeading developers of new pocket neighborhoods
Sarah Susanka
http://www.notsobighouse.com/Architect and author ….. Sarah Susanka focuses on houses arranged in a pleasant and organic
way, with common space and footpaths that encourage people to walk rather than to drive
everywhere.
Susanka is the originator of the "ʺNot So Big"ʺ philosophy of residential architecture,which
aims to ‘build better, not bigger.’
Susanka has written nine books, one of the best known is
The NotSo Big House (Taunton, 1998)
Industry resources available to designers may provide the opportunity to obtain materials not
available to the average consumer. Below are a few resources; there are many more to be
discovered online.
kohler.com
annsacks.com
ballarddesigns.com
deringhall.com
designermillworks.com
efaucets.com
onekingslane.com
restorationhardware.com
signaturehardware.com
smithandnoble.com
benjaminmoore.com
sherwinwilliams.com
calicocorners.com
Interior Design Rating Sheet
Name(s) of Participant(s) _______________________________________ School________________________
Category: _____ Senior _____ Occupational _____ Post-Secondary
INSTRUCTIONS: Write the appropriate rating in the “Score” columns. Make comments to help participants
identify their strengths and areas for improvement. Use the back of the sheet if necessary. Total points.
Evaluation Criteria
Very
Poor Fair Good Good Excellent Score Comments
FILE FOLDER
FCCLA Planning Process Summary 0-1 2 3 4 5
Cleint Invoice 0-1 2 3 4 5
BOARD SPECIFICATIONS Type of Board, Color, Size and Business Card 0-1 2 3 4 5
Illustrations 0-1 2 3 4 5
Overall Effectiveness 0-1 2 3 4 5
DESIGN Scaled Room Floor Plan 0 1 2 3
Room Dimensions 0 1 2 3
Architectural Features 0 1 2 3
Furniture Arrangement 0 1 2 3
NKBA Planning Guidelines 0 1 2 3
Specific Elevation 0 1 2 3 Samples 0 1 2 3 Principles of Design 0-1 2 3 4 5 Originality of Design 0 1 2 3 Thoughtfulness of Design 0 1 2 3 Responsible Design 0 1 2 3 Overall Effectiveness 0-1 2 3 4 5 ORAL PRESENTATION Organization/Delivery 0-2 3-4 5-6 7-8 9-10 Knowledge of Subject Matter 0-1 2 3 4 5
Rationale of Design Decisions Explained 0-1 2 3 4 5
Use of Display Boards During Presentation 0-1 2 3 4 5
Voice, Body Language, Grammar and Pronunciation 0-1 2 3 4 5
Responses to Evaluators’ Questions 0-1 2 3 4 5
Total Score ______
Verification of Total Score (please initial)
Evaluator __________
Room Consultant __________
