Interior Design

Clients in the Kitchen

Overview:
Students are given the chance to be designers for the day and help their clients find a kitchen layout and design that would work best for their needs. Students will address functionality as well as the clients preferences and desires to create a floor plan and board that will be presented to their client.

9-12th grade

90 minutes

Teaching Materials
! ! ! ! ! Client Packet with scenarios Colored Pencils Paint Swatches Wood Samples Any other samples available

Standard 6/Objective3: (Identify domain & level)

Evaluate basic kitchen design and function. (Cognitive Domain, Level 6- Evaluation) ! Illustrate and compile examples of the basic kitchen shapes: (corridor/galley, L-shape, one wall (most economical), U-shape (most efficient), island, and peninsula). (Cognitive Domain, Level 2- comprehension and Level 5- Synthesis) Design a kitchen that includes the elements of a well-designed kitchen (adequate storage, lighting, counter space and work triangle). (Cognitive Domain, Level 5- Synthesis)

Other Resources/Technology
! Document Camera

Introduction/Set Induction (10 minutes review):

During the previous class we discussed the types of kitchens that are commonly used in todays housing market. Ask students if they can remember the names and either describe the shape or have them come draw it on the board. Students might not remember all of the kitchen shapes. Place a copy of Kitchen Layouts on the doc cam and review the names of each type of kitchen and talk about the benefits of each. Point out the triangle on each picture and ask students if they know what it refers to

Transition (10 minutes directions):

Recently weve had 3 clients come to our design firm asking for us to design a kitchen layout for them. Each of our clients is very unique and at a different spot in their lives. With your design partner, the one that shares your same table, you will work to best meet the individual needs of the client. I have provided you with a packet that tells about each of our clients, this is only a brief introduction and will not tell you all you need to know.

Clients in the Kitchen

On the lined piece of paper I would like you to write everything you know about your client, or think you might know based on the short description provided. After you have written all you know I want you to come up with questions you might have for the client that will allow you to better design a kitchen to fit their needs. Once you have come up with a list of things you would like to know about the client there is another small piece of paper that will give you more of the clients wishes and preferences. After reading the small slip of paper that gives more information about the clients review your lists and see if any of your questions were answered of if any of your assumptions were correct. There might be some questions that you wrote down that are still unanswered, and thats okay! Now is your time as a designer to help your clients by creating the kitchen of their dreams. Use your creativity to fill in the blanks and provide different alternatives for your clients. As partners you should come up with two different kitchen layouts. You will then each choose to develop one of the layouts, sketch the floor plan and provide a sample board.

Lesson Body (50 minutes): (Content/Teaching Methods)

Problem-Based Learning: PHASE 1: Identify Problem (5 minutes): How are you going to engage students in the identification of the issue/problem related to course content? Students as a pair have been asked to create a kitchen layout for one of three clients; they have been given a packet that provides some information about their client. Students have already identified that one of the problems is that the client needs a new kitchen. As they read the information provided by the client they will find that the client has certain needs and preferences, each of these becoming an added problem or issue that needs to be addressed as they are working on their layouts and designs. PHASE 2: Identify KND Information (10 minutes): How are you going to engage students in the process of identifying KND information? While the client has provided the designers with a short bio there are many things that are left unknown. Students will have read the first client description and then on a provided KND chart they will write down all the things they know about the client. They can even include things that they think they might know based on the information provided. This short bio doesnt provided enough information regarding the client so designers will need to develop a list of questions they wish to be answered. After students have developed their list of questions they can remove the additional bio from the back of the packet that provides more information about the clients preferences and lifestyle. They can then look back of

Clients in the Kitchen

over their list of questions to see if they have been answered. It is likely that not all of the designers questions regarding the client have been answered by the bios provided, this gives each designer pair to create two different looks to present to their clients. PHASE 3: Generate Possible Solutions (20 minutes): How are you going to engage students in the process of generating solutions? As a design pair students have assessed the needs of the client and should have talked about design possibilities. In the packet there has been blank paper for sketching or writing down possible solutions and a few pieces of graph paper to draw the kitchen layout. Students are welcome to look through magazines, fabric swatches, paint samples, or on a computer of smart phone to help them start the creative process. Students should be made aware that two simple solutions need to be devised by the end of class that they will then take home and continue to develop (each member of the pair will choose one design to develop). PHASE 4: Choose Most Viable Solution (5 minutes): How are you going to challenge/facilitate students in the process of choosing the most viable solution? In choosing two different layouts to present to the clients the process of choosing the most viable solution has already begun. There may not be a solution that seems to solve the problem better than another because the personal opinion of the client may prefer one of the two best designs instead of the other. PHASE 5: Report Solution (10 minutes): How will students report the solution/findings? Before class is over a few of the groups will be given the chance to share their client information as well as the kitchen layouts and their justification for using each layout.

Transition (10 minutes):

To transition to the closure of class the instructor should share the specific scenario that she developed as well as give the reasoning behind her decisions. A sample board as well as floor plan should be displayed for the class so the students know the standards that their personal designs should meet.

Summary/Closure (10 minutes):

To close the class the instructor should ask if the students have any questions regarding the assignment and what is necessary to receive full credit. The instructor may want to remind students what, if anything is due next class period.

Assessment/Evaluation:
Students will turn in their designs, which will be posted around the classroom for other students to look at. As a class we will talk about how well we feel the designs matches the needs of the clients. Students will receive points based on level of professionalism and completion.

Clients in the Kitchen