Interior Design I

Harmony
Overview:
Students will create analogies to develop critical thinking and look at harmony from many different perspectives. Students will work in groups and individually to pinpoint what harmony means to them. Students will complete portfolio pages for harmony to add to their interior design portfolio.

Grades 9-12 90-minute lesson

Teaching Materials
Whiteboard markers Pictures of harmony Construction paper Scissors Glue Page protectors

Standards/Objectives:
Standard 5: Students will identify and explain the basic principles of design or the rules and guidelines of design: scale, proportion, balance, rhythm, emphasis/focal point, and harmony. (Cognitive, Level I: Knowledge, Level II: Comprehension) Objective 1: Identify and explain the basic principles of design. (Cognitive, Level I: Knowledge, Level II: Comprehension) g. Explain how harmony is achieved when unity and variety are effectively combined. Unity- created by repetition or similarity of objects. Variety- what is done outside of the theme to provide relief from sameness. (Cognitive, Level II: Comprehension)

Other Resources/Technology
Whiteboard Projector

Introduction/Set Induction (10 minutes):

Ask students to think about the word harmony. Have the students write on the whiteboard whatever characteristics, phrases, or words that come to mind when they think about harmony. When there is a good list on the board, show students pictures of harmony in interiors. Give the students another chance to write on the board. As a class, discuss the characteristics on the board.

Transition (3 minutes):
Divide students into groups of four. Direct students to take out a piece of paper.

Interior Design I: Harmony

Lesson Body (70 minutes): (Interior Design I: Synectics Teaching Strategy)

Analogy: An analogy is a comparison between two things. Direct the students, as a group, to come up with an analogy for harmony. Points to think about: Harmony is like _________________________________. What does harmony look like? What does harmony feel like?

After each group has come up with an analogy, direct them to combine with one other group and share analogies. Discuss and compare your analogies. Once the groups have shared analogies, the whole class will come back together. Each group will share their analogy with the class. After discussing the analogies with the class, return to the harmony list on the whiteboard. Give the students a final chance to add any more words to the list. Harmony Narrative: The students will individually write a narrative as if they were harmony, using the whiteboard list for reference. This narrative should be written in the first person. If students are struggling, encourage them to think of the list on the board and to answer the following statements. Have a few students, who feel comfortable, share their narrative with the class. Questions to answer in the narrative: If I were harmony, I would Harmony feels/looks like Harmony is NOT

Portfolio Assignment: Look through magazines to find an example of harmony. Mount the picture on a piece of construction paper and type up a reflection identifying where the harmony is found in the space and how it affects the feeling in the room. Mount the reflection beneath the picture or on the back of the page, if necessary. Place the picture in a page protector and add it to your portfolio. Finish as homework if needed.

Transition (5 minutes):
Direct the students to clean up all materials and get ready to go. Have students turn in harmony narrative. Students will sit quietly in their desks until the bell rings.

Summary/Closure (2 minutes):
When students finish cleaning up, sum up the main learning points of the day. Encourage students to look for harmony in the school, at their house, or wherever else they go throughout the rest of the day.

Assessment/Evaluation:
Students will turn in the portfolio assignment at the end of the unit for a grade. The harmony narrative for will be turned in for participation points.

Interior Design I: Harmony