05/11 - 05/14 (HYBRID): "Great Room" Design Project

Students will demonstrate their understanding of the basics of design by designing their own "great room," using appropriate color schemes.  Students will develop a basic understanding  of interior design principles. They will design a room of their own using one of the design tools listed below.

Check out this cool site:  

https://kitchenplanner.ikea.com/us/UI/Pages/VPUI.htm

https://www.livingspaces.com/inspiration/3d-room-designer

https://www.oneroomchallenge.com/

https://www.livingspaces.com/inspiration/3d-room-designer/builder

https://roomstyler.com/3dplanner

https://planner.roomsketcher.com/

https://freshome.com/10-best-free-online-virtual-room-programs-and-tools/

ADVANCED TOOLS

https://home.by.me/en/

https://planner5d.com/app-chrome/

Students will:

• 1. learn about art as a profession as well as an a vocation.
• 2. practice measuring to scale.
• 3. convert actual to scale sizes.
• 4. learn to draw given lengths accurately.
• 5. integrate with a geometry unit in mathematics.
• 6. integrate with writing and computer technology by developing a precise description of their dream room.

1. Each student will select furniture for their "great room." They are to plan a pleasing layout and consider the traffic pattern.

2. A focal point should be identified.

3. Students are to color their room. They should include as many samples and pictures as possible to give a reasonable feel of the room.

Items should be downloaded/scanned to produce your final product.

Project Overview:  You could choose a room in your own home to redesign.  This redesign will include the following details:

Flooring:  Carpeting, wood, panel, pre-fabricated, or tile?

Wall Covering/Paint:  How many gallons of paint, and what colors?  Do you need primer?  1-2 coats?  Per Gallon Square Footage will tell you how much to buy!  Wallpaper, or something else entirely?  Wainscot, paneling?

Window Treatments:  Curtains, blinds, etc.

Furniture:  Any furniture you might need for your new room.

Electronics:  Television, Cable versus Network/Internet Only, computer or laptop, how many remotes, audio components, lighting (built in vs. lamps, etc.).  Heating/Cooling (vents vs. window/floor based units).

Additional Items as necessary:  These could include ceiling fans, refrigerators/snack areas, or other specialty items.  Think about how you could best use space, and what you would want to be doing in this room.

New Windows/Doors if necessary.

GOAL:  You are the designer/salesperson and you need to create a space that you might want to buy / or create in the future. This will mean that you can design the space and price all of the items in it so you know the cost breakdown if you ever decide to buy these items..  You do not need to estimate labor costs for this project.  We will assume, for sake of argument, that you are going to do all the work, with no major changes to electrical, structural, or plumbing.

BASIC PROJECT

Utilizing the design tools on one of the websites (applications) above, students will create a "Great Room" of their choice.  They must add floors, walls, doors, windows, furniture and any other items to make their room "Great".  They must submit, by GMail or Google Drive at least one 2D (overhead design) and two 3D renderings of the design for credit.  Additional learning activities are listed below if students choose to use this project as a year-end design project.

ADDITIONAL LEARNING ACTIVITIES:

Activity 1:  Pick a room or imagine a room you would like to re-design.  Sketch out the dimensions of the room and begin to think about all of the items you would like to include.

Activity 2:  Choose one of the design tools listed above.  Begin by drawing the room dimensions and adding windows, doors, and other construction items that might be in the room such as closets, plumbing, or lights / outlets/

Activity 3:  Add furniture and other items as you can.  If you cannot place them in the room, use pictures of those items found on different shopping websites or google images to display the items you are choosing for this project

Activity 4:  GO SHOPPING ONLINE:  When shopping you must find each item you are putting in your new room.  Try to record dimensions for each item so you can enter them on your design program if possible.. Obviously the items on floor planner will not be exactly like the items you find shopping, so you will need to add pictures to your presentation (see below).  Make sure to save images of all items chosen to include on your presentation.  You will also need quantity, item descriptions, and sources, in addition to pricing and delivery information.

Activity 5:  Create a Google Slides (Click for Template) presentation that outlines your designs, includes images of your room (prior to the changes), and screen shots of the design from FloorPlanner.com with images of the items you chose.  You must also include a breakdown of all your costs, and a final price for the items.

Get suggestions from friends, family, and other people you trust.  Create a room that is just for you!  Share the final presentation with Mr. S (harvey.scribner@techfreire.org) by making a copy of the Google Slides Template and sharing it on Google Drive.  Good Luck!

Standards

Common Core State Standards for Mathematics

CCSS.MATH.CONTENT.3.MD.C.5

Recognize area as an attribute of plane figures and understand concepts of area measurement.

CCSS.MATH.CONTENT.3.MD.C.7.A

Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths.

CCSS.MATH.CONTENT.3.MD.C.7.B

Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning.

CCSS.MATH.CONTENT.7.G.A.1

Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.

CCSS.MATH.CONTENT.7.RP.A.2

Recognize and represent proportional relationships between quantities.

Common Core Anchor Standards for English Language Arts - Grade 3-6

Speaking and Listening Standards

Presentation of Knowledge and Ideas

4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

ISTE NETS for Students 2016:

4. Innovative Designer
Students use a variety of technologies within a design process to identify and solve problems by creating new, useful or imaginative solutions. Students:

d. exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended problems.

6. Creative Communicator
Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals. Students:

a. choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.

b. create original works or responsibly repurpose or remix digital resources into new creations.

d. publish or present content that customizes the message and medium for their intended audiences.