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AR 296 Textiles for Interior Design
Merrill, Alisha


Mission Statement: The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

Vision Statement: Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.

Course

AR 296 Textiles for Interior Design

Semester

SP 2010 HO

Faculty

Merrill, Alisha

Title

Adjunct Faculty

Degrees/Certificates

B.S. Merchandising of Textiles, Apparel and Furnishings
Masters of Business Administration

Daytime Phone

816-678-1721

E-Mail

akalar@park.edu

lbugasa@yahoo.com

Semester Dates

January 11, 2010- May 9, 2010

Class Days

--T----

Class Time

5:30 - 8:10 PM

Credit Hours

3


Textbook:

 Required:
 
Yeager, Jan I. and Laura K. Teter-Justice, Textiles for Residential and Commercial Interiors, third edition.  New York:  Fairchild Publications, Inc., 2010.
 
Textiles Swatch Kit.

Recommended:
 
William R. Hall, Contract Interior Finishes:  A Handbook of Materials, Products and Applications,
 
Whitney Library of Design, 1993

 Marypaul Yates, Textiles, A Handbook for Designers, W.W. Norton and Company, 1998

 Phyllis G. Tortoria and Billie J. Collier, Understanding Textiles, Prentice-Hall, Inc., 2001

 Sara J.  Kadolph and Anna L. Langford, Textiles, Prentice –Hall, Inc., 2002

 John F. Pile, Interior Design, Harry Abrams, Inc., 1995 (Chapter Eleven:  “Textiles”)

 Jack Lenor Larsen/Jeanne Weeks, Fabrics for Interiors, Van Nostrand Reinhold, 1975

 

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.


Course Description:
Students will learn to identify by fiber content, yarn construction, weave and finish, and will understand the affect of these components on the performance of textile products. Student will apply knowledge of textile component properties to the various end uses to which textile products are applied with emphasis on textiles used for finishes, furnishings and soft goods. Students will understand life safety ratings for textile products in various application. Prerequisite: AR290 3:0:3

Educational Philosophy:
 

FACULTY’S EDUCATIONAL PHILOSOPHY

 

·         Design:  Design is a process that involves generating ideas, editing and refining those ideas and producing the final result.  It is both individual and collaborative.  It is both creative and meticulous.  It involves critical thinking and effective communication through writing, drawing, describing, modeling and drafting. I believe in the universality and importance of the Design Process. Learning the process of design will enable one to apply that process to any problem, whether it be a written document, the design of a space or the design of a product. Every project and assignment shall be approached as a design problem.

·         Teaching:  As a teacher I collect a body of knowledge and share it with other people. This shared information becomes a springboard to a variety of activities that reinforce the course concepts.  Students observe, read, write, discuss, evaluate, collaborate and create. Cross disciplinary projects are encouraged and forays into the design community help make the boundary between the professional world and the academic world fluid.

Learning Outcomes:
  Core Learning Outcomes

  1. Identify textiles by fiber content, yarn, construction, weave and finish.
  2. Explain the effect of fiber content, yarn, construction, weave and finish on the performance of textile products.
  3. Explain life safety codes, universal design and sustainability issues and apply these factors to the selection of textile products.
  4. Describe installation methods and maintenance issues and apply these factors to the selection of textile products.
  5. Select appropriate products for the various end uses to which textile products are applied, including finishes, furnishings and soft goods.


Core Assessment:

  • Tests covering information in lectures,  text and related readings, discussions and speakers (outcomes 1 - 4)
  • Completion of a textile sample notebook project and oral presentation (outcomes 1 - 4)
  • Completion core assessment project, applying textile product selections to specific interior space design projects (outcomes 1-5)



Link to Class Rubric

Grading:
  Grading Plan

Test 1    100
Test 2 100
Trend Report #1 30
Trend Report #1 30
Solubility Lab 30
Burn Lab 60
Assignments 5@30 150
Sample Notebook  

100

Final Project       100
Final Presentation    100
 

    Grading points required:            A: 720 and above            D:  480-559

                                                       B: 640-719                      F: Below 479

                                                      C: 560-639

Late Submission of Course Materials:
Many assignments will have an oral presentation component.  There will be no make up dates for missed presentations, but work may be turned at the next class meeting for partial credit.  A written excuse must be attached. 

Classroom Rules of Conduct:
 

An attendance sheet will be passed around at the beginning of each class while announcements are being made. Students who miss the attendance sheet are considered late. Three late arrivals will equal one absence.

The value of this class is diminished for all when students are absent.  Attendance at all classes is required, but since “things happen,” each student may be absent three times without penalty.  The fourth absence, whether excused or not, will result in the lowering of the final grade by ten points.  Each subsequent absence will result in an additional ten points being taken from the final grade.

Course Topic/Dates/Assignments:

 

Date

Topic

Activity

Reading

Assignment

January 12

Introduction: Textile Industry

Sample Binder and Scavenger Hunt

Chapters 1&2

Put together Swatch Kit

January 19

Fiber Properties and Natural Fibers

 

 Movie

 Chapter 3& 4

January 26

Manufactured Fibers: Man-Made and Synthetic
 

 Solubility Lab

Chapter 3

 

February 2

Yarns

Review for Test #1

Chapter 5

February 9

***Test #1***

February 16

Fabrication: Weaving and Other Methods

Weaving Activity

Movie

Chapters 6&7

February 23

 Group Scavenger Hunt

 

March 2

Coloring and Finishing      

Assign Trend Report   

Chapters 8-9

 

March 9

Spring Break

March 16

Labeling, ACT and Testing; Life Safety and Green Design

Review for test

Present Trend Report

Chapters 10-11

March 23

 

Test #2

March 30

Burn Lab

Review Test #2

Review Sample Notebook

April 6

Upholstery Guest Speaker

Chapters 12-14

April 13

Window Treatments Window Measurement Activity Chapter 15-18

April 20

Wallcovering and Accessories and Accents Chapet 19. 28-30

April 27

Flooring

Work on Final Projects

 Chapter 20-27

May 4

 

Present Final Projects and Turn in Reports

Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life.   Park University 2009-2010 Undergraduate Catalog Page 92

Plagiarism:
Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2009-2010 Undergraduate Catalog Page 92

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "F".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

Park University 2009-2010 Undergraduate Catalog Page 95

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .



Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Analysis                                                                                                                                                                                                                                                   
Outcomes
1, 2, 3, 4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                           
For each of two scenarios, each of the five required textile material selections is individually analyzed, considering all the required information:

A.  Fiber and Textile Properties:
• Fiber content
• Yarn type and characteristics
• Type of construction or weave
• Dye methods
• Special finishes or treatment
B. Life Safety Code ratings
C. Sustainability of the product
D.  ADA issues
E.  Installation methods
F.  Maintenance requirements
G.  General Specification information, including Manufacturer's name, name and number of product, color name and number, and pertinent information needed to order the product.
H.  Relative cost

The summary includes a rationale for the choice of each of the five textile materials chosen for each of the two scenarios as well as a rationale for the whole concept.  The following criteria are discussed:
Function, Quality and Aesthetics.
 
For each of two scenarios, each of the five required textile material selections is individually analyzed, considering most of the  required information:

A.  Fiber and Textile Properties:
• Fiber content
• Yarn type and characteristics
• Type of construction or weave
• Dye methods
• Special finishes or treatment
B. Life Safety Code ratings
C. Sustainability of the product
D.  ADA issues
E.  Installation methods
F.  Maintenance requirements
G.  General Specification information, including Manufacturer's name, name and number of product, color name and number, and pertinent information needed to order the product.
H.  Relative cost

The summary includes a rationale for the choice of some of the five textile materials chosen for each of the two scenarios but not a rationale for the whole concept. The following criteria are discussed:

Function, Quality and Aesthetics.

 
For each of two scenarios, each of the five required textile material selections is individually analyzed, considering the some of the  required information:

A.  Fiber and Textile Properties:
• Fiber content
• Yarn type and characteristics
• Type of construction or weave
• Dye methods
• Special finishes or treatment
B. Life Safety Code ratings
C. Sustainability of the product
D.  ADA issues
E.  Installation methods
F.  Maintenance requirements
G.  General Specification information, including Manufacturer's name, name and number of product, color name and number, and pertinent information needed to order the product.
H.  Relative cost

The rationale for the choice of some of the five textile materials chosen for each of the two scenarios is described using the following criteria:

Function, Quality and Aesthetics.

 
One or both of the scenarios has very little or none of the required criteria used to individually analyze each of the materials.

A.  Fiber and Textile Properties:
• Fiber content
• Yarn type and characteristics
• Type of construction or weave
• Dye methods
• Special finishes or treatment
B. Life Safety Code ratings
C. Sustainability of the product
D.  ADA issues
E.  Installation methods
F.  Maintenance requirements
G.  General Specification information, including Manufacturer's name, name and number of product, color name and number, and pertinent information needed to order the product.
H.  Relative cost

There is no rationale for the selection of the five materials chosen for each of the two scenarios


 
Synthesis                                                                                                                                                                                                                                                  
Outcomes
5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
The five separate materials selected for the space are combined to create a functional, visually pleasing whole design that meets the quality requirements of the scenario.

The written portion of the project summarizes and justifies the whole design.

The oral presentation summarizes and justifies the whole design.

The materials board visually communicates the whole design.

The design of the scenarios includes additional information that may be textile products, other products, or drawings illustrating design concepts.
 
The five separate materials selected for the space are combined to create a functional, visually pleasing whole design that meets the quality requirements of the scenario.

One of the following components may be incomplete:

The written portion of the project summarizes and justifies the whole design.

The oral presentation summarizes and justifies the whole design.

The materials board visually communicates the whole design.
 
The five separate materials selected for the space are combined to create a functional, visually pleasing whole design that meets the quality requirements of the scenario.

One of the following components are missing or incomplete:

The written portion of the project summarizes and justifies the whole design.

The oral presentation summarizes and justifies the whole design.

The materials board visually communicates the whole design.
 
The five separate materials selected for the space do not create a functional, visually pleasing whole design that meets the quality requirements of the scenario.

Two or more of the following components are missing:

The written portion of the project summarizes and justifies the whole design.

The oral presentation summarizes and justifies the whole design.

The materials board visually communicates the whole design.
 
Application                                                                                                                                                                                                                                                
Outcomes
5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
The ability to learn a new skill or knowledge in new situation:

The student's research of products and materials leads to knowledge that is new to the student about textile products.  This information is described in the body of the written portion of the project.

The student shares discoveries with the class.

 
The ability to learn a new skill or knowledge in new situation:

The student's research of products and materials leads to knowledge that is new to the student about textile products.  This information is described in the body of the written portion of the project.



 
The ability to learn a new skill or knowledge in new situation:

The student does minimal research and thus does not communicate either in the written document or the oral presentation that his/her research has resulted in new knowledge about textile products.
 
The ability to learn a new skill or knowledge in new situation:

The student does not find the topic interesting and does not communicate that he/she has gained new knowledge about textile products.
 
Evaluation                                                                                                                                                                                                                                                 
Outcomes
5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
The ability to make a judgment about the value of something by using a standard:

Student evaluates the products selected for each scenario based on their properties and the three criteria for good design: function, quality and aesthetics.

Student shares evaluation with class in oral presentation.
 
The ability to make a judgment about the value of something by using a standard:

Student evaluates the products selected for each scenario based on their properties and the three criteria for good design: function, quality and aesthetics.





 
The ability to make a judgment about the value of something by using a standard:

Student does not evaluate all the products selected for each scenario based on their properties and the three criteria for good design: function, quality and aesthetics.
 
The ability to make a judgment about the value of something by using a standard:


The student does not attempt to evaluate the products selected for each scenario based on their properties or the three criteria for good design: function, quality and aesthetics.
 
Content of Communication                                                                                                                                                                                                                                   
Outcomes
1, 2, 3, 4, 5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                        
Students communicate their project visually with two materials boards and orally in the final presentation.  The written report provides detail and technical information that rationalizes the design choices.
An excellent project considers all three methods of communication as part of the design.  There is a graphic cohesion between the written and the visual methods.
The oral presentation is well planned and articulate.
 
Students communicate their project visually with two materials boards and orally in the final presentation.  The written report provides detail and technical information that rationalizes the design choices. The student may not communicate well on one of the three levels:  written, oral or visual.  The other two levels may be of such good quality that they overcome the deficiencies in the third. The student does not communicate the design concepts well in at least two of the three modes of communication, oral, written or visual. 
Whole Artifact: Presentation                                                                                                                                                                                                                               
Outcomes
1, 2, 3, 4, 5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                        
Final presentation consists of two materials boards, each with all appropriate materials securely adhered to the board.

• The board has a title block and each material is labeled.

The overall board layout is graphically pleasing.

Additional materials and/or drawings enhance the overall presentation.

The written report is complete, with no grammatical errors.
The material is well organized and the required information is well organized and graphically presented.

The student's name, name of class and date is on the cover page of the written report.  The student's name is on every page.
 
Final presentation consists of two materials boards, each with most appropriate materials securely adhered to the board.

• The board has a title block and each material is labeled.

The overall board layout is graphically pleasing.  

The written report is complete, with few grammatical errors.
The material is well organized and the required information is clear and easy to find.  

The student's name is on the work, as well as the name of the class and the date.
 
Final presentation consists of two materials boards, each with some appropriate materials securely adhered to the board.

• The board has a title block but materials are not labeled.

Board layout is not graphically coherent.

The written report is complete, but there several grammatical errors.
The material is not well organized and the required information is not easy to find in the body of the writing.  

The student's name is not on the report.
 
The final presentation consists of poorly crafted boards, with some material samples missing and samples falling off the board.

Title block is missing.

Material samples are not labeled.

Board layout is not graphically coherent.

There is no written report.
 

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Last Updated:1/20/2010 7:11:10 PM