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Interior Design+K-12: An Expanded ModelTeaching children about the importance of design.By Stephanie Clemons, Ph.D., FIDECTelevision programming is generating a new, unprecedented interest in interior design as a career! Popular television shows such as "Trading Spaces," "Designer Finals" and "Changing Rooms" reveal a new phenomenon concerning young adults' interest in decorating personal spaces. "Although the show [Trading Spaces] was originally intended for adults, according to a Wall Street Journal article [October 18, 2002] titled 'The Teen-Room Makeover,' the audience has more than 125,000 viewers aged 12 to 17," states the ASID 2003 Strategic Environmental Report.That statistic indicates a new significant interest in interior design.A dilemma exists, however. Research indicates that youth in elementary and secondary (K-12) grade levels are rarely exposed to accurate information concerning interior design as a possible career (Clemons, 2002; Portillo & Rey-Barreau, 1995). While our interior design professional organizations have spent millions of dollars to market and educate the adult public about the career, few resources have been spent to educate the youth—our future clients, design students and practitioners. In part, that has been due to a lack of information concerning how to address this complex issue and audience. Although the body of knowledge has been developed for entry level interior designers (FIDER Standards 2000 Adopted) and beyond (National Council for Interior Design Qualification-NCIDQ), a gap exists in the interior design continuum ranging from "kindergarten to career." We need a national plan identifying how to infuse interior design content into K-12.A National Plan: Proposed Expanded ModelIn 2002, findings of a study funded by the IIDA Foundation proposed a national plan and a model (see chart below) for introducing and disseminating information to youth in K-12 (Clemons, 2002). The purpose of the study was to assess how interior design content areas could be integrated into K-12 in support of national academic education standards (Clemons, 2002). By nature, the model's features are somewhat complex to reflect the educational system of the nation.Features of the proposed model are as follows (not listed in order of priority):
- addresses all grade levels in elementary and secondary education;
- directly supports national academic standards; including visual arts (part of fine arts) standard;
- integrates the philosophy of career preparation (formerly school-to-career) throughout all levels (Clemons, 2000);
- uses Foundation of Interior Design Education and Research (FIDER) Standards to guide development of categories for interior design content;
- incorporates the need for interior design to be linked with project-based learning;
- identifies technology education, literacy and critical thinking skills as goals for integration;
- suggests use of existing channels, such as family and consumer sciences (FCS) and the Full Science Option System (FOSS);
- offers suggestions for format of delivery of materials to K-12 students/teachers;
- offers a variety of existing distribution channels for dissemination of curriculum materials.
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