SUGGESTED STUDENT OUTCOMES FOR CORE COURSES

Interior Design II
Prepared by The Academic Affairs Sub-Committee, Texas Association of Schools of Art
January, 1999

A. INTERIOR DESIGN II (TCCN—1321)
TASA course description – Prerequisite: Interior Design I. Interior Design II is a further
investigation in interior design.

Texas higher Education Coordinating Board Information
CIB #50.0408.51 30 Interior Design 6:3:96

Studio course in interior design. Includes instruction in professional techniques of designing
the interiors of homes, offices, and industrial buildings.

ARTS 1302 (1 st semester) ARTS 1321 (2 nd semester)

B . FOCUS, PURPOSE, AND GOALS OF COURSE:

1. COURSE PURPOSE:

The purpose of Interior Design II is to continue the exploration of the language of three-dimensional
form and space as they are expressed in the design of living, working, and playing environments.

2. COURSE GOALS:

Interior Design II is structured and organized to develop each student's basis of visual knowledge,
critical thinking skills, and working disciplines so that by the end of the semester he or she will:
•  Possess a higher level of perceptual awareness
•  Have translated perceptual awareness into three-dimensional interior spaces.
•  Have demonstrated confidence in and strategies toward individual creativity in the field of interior design.
•  Have a higher understanding of the cultural relativity of contemporary styles by increasing knowledge of
the history of art and architecture.
•  Have demonstrated knowledge of contemporary and historic environmental models
•  Have demonstrated a higher level of knowledge of the language of two and three dimensional
form and space as it applies to this discipline.
•  Have performed exercises in visual and critical thinking
•  Have performed refined, higher level technical practices within this discipline.
•  Have demonstrated knowledge of and performed safe and effective studio practices.
•  Have demonstrated a high level of confidence in and strategies toward individual creativity within
the boundaries of the discipline.
•  Be able to critically reassess the environment of man-made objects and architecture.
•  Have performed higher level technical practices with two and three-dimensional mediums.
•  Possess a higher level of perceptual awareness
•  Have demonstrated knowledge of and performed safe and effective studio practices.

C. PERFORMANCE OBJECTIVES – Expected student outcomes by domain:

1. COGNITIVE: (Development of critical thinking skills, conceptual constructs, specialized vocabulary
and art history.)

a. The student will be able to identify the formal elements of the language of two- and three-
dimensional form as it applies to interior design.
b. The student will develop the special vocabulary of interior design, both in order to explicate such
works and to verbally discuss issues of quality.
c. The student will develop an understanding of the role of craftsmanship in articulating ideas.
d. The student will develop an understanding of the application potential of two- and three-dimensional
concepts.
e. The student will develop an understanding of concept vs. process in the design of interior
environmental form.
f. The student will develop confidence in the ability to assess quality in the design of residential,
commercial, and recreational interiors.
g. Each student will develop a thorough understanding of the building process.
h. Each student will be able to understand the principles of relative design studio technology and safety.
i. Each student will be able to research and identify characteristics of historical and contemporary interiors.
j. Each student will be able to write a fundamental, comprehensive analysis of a designed interior.
k. Each student will be able to offer a fundamental oral critique of interior design solutions.
l. Each student will be able to participate in group critiques.
m. The student will demonstrate interest in interior design by seeking design information from a
variety of sources such as books, periodicals, exhibitions, museums, etc.
n. The student will demonstrate a capacity for synthesis by creating designs which incorporate and
unify disparate elements, processes, motifs and concepts.
o. Each student will be able to use vocabulary specific to the interior design process.

2. PSYCHOMOTOR: (Development of manipulative, work-oriented skills; demonstration of specific process skills)

a. Each student is required to complete a range of projects that explore various approaches to controlling
the viewer's attention, merging medium and concept, and engaging the creative process.
b. Each student will demonstrate flexibility and adaptability by using a variety of technical and conceptual
strategies in resolving interior design problems.
c. The student will demonstrate fluency by producing several different solutions to the same problem.
d. The student will be able to understand studio technology and safety
e. Each student will be able to create installations for ideal contextual viewing.
f. The student will be able to create two and three-dimensional forms, which explore various design concepts.
g. The student will demonstrate respect for interior design by presenting neat, clean, well-crafted projects.
h. Each student will be able to effectively assemble various media for the construction of required projects.
i. Each student will be able to control form so that a finished presentation is accomplished.
j. Each student will be able to apply the unifying principles of design to function interior environments
(including repetition, variety, rhythm, balance, emphasis, and economy).
k. Each student will be able to orally critique interior design projects.

3. AFFECTIVE: (Development of behavioral skills which help the student acquire a positive attitude toward self,
other students, faculty, facilities and equipment, housekeeping in the work area, and the ability to carry out
directions, meet deadlines, meet attendance requirements, etc.)

a. The student will demonstrate interest in interior design by regular and punctual class attendance.
b. The student will demonstrate the ability to follow task instructions as well as intrinsic motivation by
persistence in staying on task and frequently exceeding the production requirements set by the instructor.
c. The student will demonstrate courage and tenacity by persistence in resolving interior design problems
and completing assignments in a timely manner – by repeated attempts to resolve or improve upon
solutions to these problems, especially in the face of risk taking and failure.
d. The student will demonstrate resistance to premature closure and openness to discovery by
allowing technical and conceptual processes to evolve and by permitting and even seeking a variety
of sources and processes to generate design ideas and products.
e. Each student will demonstrate the ability to self-initiate tasks.
f. The student will demonstrate awareness by producing interior designs in which nuance is evident
(nuance in form, nuance in content.)
g. The student will demonstrate independence of judgment (and resistance to peer sanctions) by
producing interior designs which are personally unique or unusual in character.
h. The student will demonstrate confidence by his or her willingness to attempt difficult or complex
design problems.
i. The student will demonstrate persistence in working on interior design problems in which neither
the problem nor the solution is clearly evident or defined.
j. The student will observe safe studio and shop practices.
k. The student will demonstrate an ability to analyze by verbally identifying and articulating the salient
elements in particular interior designs.
l. Each student will demonstrate the ability to focus on personal and group objectives.
m. Each student will participate in group critiques.
n. Each student will demonstrate the ability to dialogue effectively.
o. Each student will demonstrate that the disciplined focus of class objectives can be used as creative stimulus.
p. The student will demonstrate the ability to tolerate diverse views.
q. The student will demonstrate the ability to offer and receive constructive criticism.
r. The student will demonstrate the ability to participate in class discussion and demonstrate critical thinking
skills.
s. The student will demonstrate interest in interior design by asking relevant questions and by participating,
without prompting, in group and individual critiques.
t. The student will demonstrate the ability to contribute to the studio working environment.
u. The student will demonstrate the ability to prepare adequately for examinations.