The development of an interior design project requires research and critical analysis of reference works of proven quality, made throughout history, which can guide and enrich the professional work. Despite the fundamental importance of the history of interior design as a project tool and an inexhaustible source of good solutions, the subject is often perceived by students as something stagnant and difficult to apply in their designs. On the contrary, students usually resort to the search for project references through digital platforms, such as "Pinterest", guided merely by fashion or the visual impact from images. All this has resulted in a lack of cultural and disciplinary reflection in the projects. To allow students to experience, directly and from the first year, the usefulness of the cultural and artistic knowledge acquired in the creation of their projects, under the title "In the manner of", a collaborative and transversal learning experience has been conducted between the History of Interior Design subject of the Department of Architectural Composition and the Interior Design II subject of the Department of Architectural Projects, the objectives, methodology, results and conclusions of which are presented in this article.

The teaching experience is developed by teams in two consecutive phases. The first one takes place in the history subject and consists of the analysis of a paradigmatic work of interior design and its author. The second is carried out on the subject of Design and involves the development of a project "in the manner of" the work and the author studied. The latter involves putting the knowledge acquired in the previous stage into practice to solve a new design problem. Students must assimilate and reinterpret the values, strategies and essential elements of the analyzed project in order to propose, critically and creatively, a solution that transcends the established programmatic requirements. Both phases include the preparation of graphic and written documentation and the construction of a model. While the first phase consists of a learning tool that allows students to improve their understanding of the work, in the second phase, the model is revealed as an effective working tool for making design decisions. The results obtained and the feedback provided by the students allow us to conclude that the students have well received the experience, since they show a high degree of satisfaction with regard to the learning process and the acquisition of both specific and transversal competencies, such as innovation and creativity, teamwork and leadership, or effective communication.

Keywords: Collaborative learning, creativity, projects, history, architectural interior design, scale model.