College of Mount St. Joseph Course # & Section & credit hours Art 230 06

Department of Art______________ Sem. S2_____Year 12____

Course Name_____Art History: Design___________________________

LOCATION: Ziv Art and Design Building, Rm 104

Syllabus

Prerequisites: None

Instructor: Daniel E. Mader

T (office) 513 244 4317

E dan_mader@mail.msj.edu

F 513 244 4942

W http://inside.msj.edu/academics/faculty/maderd

Course Meets: Thursday evenings, 6:30p-9:20p

Office Hours T/R 9.30a-12.30p

Required Texts:

1. P. Meggs; A. Purvis, Meggs’ History of Graphic Design, 5th Ed., 2012

2. A. Forty, Objects of Desire: Design and Society, 1750-1980, 1986

Course Description:

A survey of visual communication/visual manufactured objects from pre-history through the present. Emphasis is placed on the contemporary period focusing on graphic, industrial and environmental design. (Lecture/Discussion)

MSJ Undergraduate Learning Outcomes and Performance Indicators (LO/PIs)

The purpose of the Liberal Arts and Science curriculum at the Mount is to provide you with a broader academic context for your learning in and outside of your major. It is to further provide you with a learning perspective for a lifetime of study in a diverse and complex world. By graduation with your Baccalaureate Degree, you will demonstrate your comprehension in the areas below—the areas of your e-portfolio, in which you will archive examples of work.

Baccalaureate LOPIs

(Approved by CCEP on 04-03-07 and by Faculty Assembly on 04/10/07)

Communication

Write and speak effectively

1. Speak using language appropriate to the audience
2. Write using language appropriate to the audience
3. Document sources properly
4. Construct a message that is relevant to its purpose

Critical Thinking

Develop an appropriate response to a problem or question

1. Describe the ambiguous nature of an issue
2. Distinguish between relevant and irrelevant information
3. Utilize data to evaluate a problem or question
4. Support a position with appropriate evidence

Sociocultural Relationships

Understand the nature of human cultures

1. Describe the influence of cultural diversity within a society
2. Identify bias within a culture
3. Explain how religious values influence a society
4. Describe causes of cultural change

Ethics

Understand ethical responsibility from the perspective of duty, consequences, or virtue

1. Define your personal ethical responsibilities
2. Describe your professional ethical responsibilities
3. Explain how Catholic teaching emphasizes social justice and social responsibility
4. Illustrate how values inform your ethical decisions

Interdisciplinarity

Solve a problem by integrating the perspectives of multiple disciplines

1. State the views of multiple disciplines on an issue
2. Compare views from multiple disciplines
3. Create a solution to a problem by integrating the perspectives of multiple disciplines

Citizenship

Recognize your responsibility to the community and the world

1. Define your responsibilities as a citizen of the local community
2. Define your responsibilities as a citizen of the global community
3. Describe the relationship between community and world issues
4. Evaluate your own involvement as a citizen

First draft distributed to Faculty on 01/30/2007

Revised draft submitted to Faculty on 03/21/07

Revised and approved by CCEP on 04/03/2007

Approved by Faculty Assembly 04/10/07

Course Objectives within the framework of MSJ Undergraduate LO/PI: (At the conclusion of this course, the student will be able to):

· Demonstrate the ability to think critically and creatively through accomplishing design research, and design project (Critical Thinking 1-4);

· Demonstrate the ability to communicate effectively through writing the design plans, research project and unit discussions (Communication 1-4);

· Demonstrate the ability to express or respond to aesthetic qualities through selection and execution of design project (Critical Thinking 1-4);

· Demonstrate knowledge of the central beliefs, practices, and heritage of cultures other than their own, and investigate knowledge gained from two or more disciplines through writing in unit reports and through discussion (Citizenship 2-4, Sociocultural Relationships 3, Communication 1-4);

· Demonstrate understanding of contemporary visual organization and applied design through focus on the historical process of graphic and industrial through student reports and discussions (Critical Thinking 1-4);

· Demonstrate the understanding of the cross-relationship between the Fine Arts, typography, illustration, photography, industrial and interior design through research of periodicals, books, and web sites on design, and the final design project (Citizenship 2,4, Interdisciplinarity 1 – 3, Sociocultural Relationships 3, Communication 1 and 2).

E-Portfolio

During your senior LA&S capstone course(s) - thesis and senior seminar, you will be asked for an electronic file containing examples of your work throughout your college experience. Although the precise form of the e-portfolio is not clear yet, I suggest you keep a file for each class and/or term with examples of writing and visual pieces. The visual pieces may be jpeg images. This action now will save you last minute research in your senior year.

Teaching Methodology (Learning Strategies):

Lecture with CD-ROM images, Show and Tell, Blackboard Learn support, Student Design Unit Topic Reports, group discussion/Q and A, field trips, student sketches, Student Design Concept Project, Student Design Presentation.

Method of Evaluating Achievement of Outcomes:

The grade for the course is based on (3) Student Design Unit Topic Reports, (1) Student Design Concept project, (1) Student Design Presentation, and (2) sets of field trip sketches-- each representing about 1/7 of the final grade. Also factored in is active participation (discussions, questions, and sketches with notes from field trips).

Academic Integrity:

See: http://www.msj.edu/view/academics/catalogs--class-schedules/undergraduate-catalog/academic-policies/student-responsibility.aspx

When we use the information and language of others to enrich our reflection and research papers we must:

· tell the reader when we are quoting and indicate the source (person, book, article, etc.) of the quotation.

· tell the reader when we are paraphrasing and indicate the source (person, book, article, etc.) of that information.

Quoting or paraphrasing the information and/or language of a source without naming the source is plagiarism. Plagiarism is unacceptable in an academic institution and is subject to penalty. Please consult the College Catalog and the Student Handbook for additional information and policies regarding academic honesty.

Information about and/or link to drop dates for current semester :

Information about and/or a link to policy on incompletes:

Undergraduate: http://www.msj.edu/view/academics/catalogs--class-schedules/undergraduate-catalog/academic-policies/grades.aspx Graduate: http://www.msj.edu/view/academics/catalogs--class-schedules/graduate-catalog/academic-policies/grades.aspx

Disability policy:

Students with documented disabilities are encouraged to speak to course faculty at the beginning of the semester. In compliance with Section 504 of the Rehabilitation Act of 1973, the College of Mount St. Joseph provides academic adjustments and auxiliary aids for students with physical or mental impairments that substantially limit or restrict one or more of such major life activities as walking, seeing, hearing, or learning. Students with disabilities should contact Susan Brogden, the Director of Academic Support, to present documentation and develop individualized accommodation plans (244-4524/susan_brogden@mail.msj.edu, The Learning Center, Room 156 Seton). Additional information can be found at http://www.msj.edu/view/academics/disability-services.aspx

Blackboard Learn

If you log in to Blackboard Learn http://blackboard.msj.edu/ , you can download both the self-evaluation form for both the Student Design Unit Topic Reports, and for the Student Design Project/Presentation. Both of these forms are also part of the syllabus.

References

Print

Meggs/Purvis is the most comprehensive visual survey of Graphic Design to date. Forty discusses major issues in all design since the mid-nineteenth century.

Many resources are available in and through our MSJ Library. Explore FOCUS, but also consult Ohiolink for access to all major college library collections in Ohio. Explore the online resources of Academic Search Complete: http://inside.msj.edu/departments/library/articles/journal/art/index.asp

TENTATIVE SCHEDULE

Date	Session #	Topic	Reading	Activity	Show and Tell
Jan 19	1	Introduction to class content and pedagogy		Professor Show: video Joseph Campbell’s Power of Myth, Episode 3	Show: Rosetta Stone cloth; flat iron; corkscrew; oil lamp; syringe pens; Egyptian sistrum; Hatshepsut mirror; blue sphinx; nesting sarcophagus; silicone baking pan; animal paper plates; plastic kitchen utensil critters; Philippe Starke scissors; NY Times Style Magazine etc.
Jan 26	2	Pre-Industrial Revolution Design Part 1	Meggs pp. 6-63	Professor Lecture/film; Show: CD Introduction to Nautical Archaeology	Demo: pictograph and cuneiform; Show: Large papyrus; cold metal type; wood type; Sanskrit, Arabic; Hangul characters; Chinese dictionaries; woodblock; Francesco Colonna Hypnerotomachia Poliphili, ed. J. Godwin, New York: Thames and Hudson, 1999. The Rule of Four, 2004; Durer Grid; Durer Praying Hands
Feb 2	3	Pre-Industrial Revolution Design Part 2 STUDENT REPORTS DUE	Meggs pp. 68-175	#1 Student Design Unit Topic Reports; Discussion; Show DVD Lost Worlds: Ramses’ Egyptian Empire	Demo: hieroglyphic writing etc.
Feb 9	4	Industrial Revolution Design Part 1	Meggs pp. 176 - 251 Forty pp. 6 - 181	Professor Lecture/film; Show video Jacob Bronowski’s Ascent of Man, Episode 8	Demo: Chinese Writing; Show: lye soap; Spode “Greek” plate ca. 1806; Sears catalogue; official seal with Japanning; rock with Japanning; pressed glass bottles; Greek Geometric Period vessels Oinochoi; Underwood typewriter Japanning; Crystal Palace cigarette card; plan of Crystal Palace; Crystal palace book; Coalbrookdale Bridge Coin, 1779; NY Times article on Thonet; daguerreotypes; Kodak Brownie box camera; zoetrope; litho stone, 1960 Agricultural Almanac; hotel poster; Wood type style play poster; Victorian Scrap Book;
Feb 16	5	Industrial Revolution Design Part 2 STUDENT DESIGN PROJECT PLANS DUE STUDENT REPORTS DUE	Meggs pp. 256 - 349 Forty pp. 182 - 245	#2 Student Design Unit Topic Reports; Discussion; Show Past Student Design Projects
Feb 23	6	NO CLASS – Field trip on own to: Cathedral Basilica in Covington, or to Cincinnati Art Museum. To gather sketches
Mar 1	7	Arts/Crafts through Bauhaus Design Pt 1	Meggs pp. 350 - 389	Professor Lecture/Film; Show DVD Bauhaus: The Face of the 20^th Century;	Show: whiplash, glass, Art Nouveau posters; L’Oreal bottle; London Underground “Russell Square” enamel plate; London Transport maps; Bauhaus lamp; Rodchenko coaster; Sweets catalogue; African mask; F.L. Wright Pop-up book; Rodmarton Manor catalogue; Jugendstijl design samples; etc.
Mar 3 (Sat)	SPECIAL	Field Trip to American Sign Museum Essex Studios 2515 Essex, Walnut Hills	W.: www.signmuseum.com	Meet there - 10a
Mar 8	8	Arts/Crafts through Bauhaus Design Pt 2 Mid-term Teacher/Course Ratings STUDENT REPORTS DUE SKETCHES DUE		#3 Student Design Unit Topic Reports; Discussion; Show DVD The London Transport Map
Mar 15	9	NO CLASS – SPRING BREAK
Mar 22	10	NO CLASS – Field trip on own to: Union Terminal (Cincinnati Museum Center), or Omni Netherland Plaza Hotel, or Carew Tower arcade. To gather sketches
Mar 29	11	Streamlining through Computer Design Part 1	Meggs pp. 390 – 459	Professor Lecture Film; Show video/YouTube: Metropolis 1927; Show video of 1939 World’s Fair—The world of Tomorrow; Show DVD The Volkswagen Beetle	Show: ashtray; CAM 1975 catalogue in ITS style (green); Norman Bel Geddes’ Horizons 1932; 1964 World’s Fair photos; Show “Parker 51”; Design this Day; Portobello Rd toy “streamlined” car (Bel Geddes); Show nylons video; Show 20^th Century Train model; Art Deco post cards; Show red plastic pitcher; Show ice breaker; Show fridge handle; show ink well (Metamora); Show Gugelot slide projector; 1982 World’s Fair belt buckle and squeeze purse
Apr 5	12	Streamlining through Computer Design Part 2 SKETCHES DUE STUDENT REPORTS DUE	Meggs pp. 460-573	#4 Student Design Unit Topic Reports; Discussion; show video: Tupperware; show video Twinkies; Show DVD: Bass’ Man with the Golden Arm titles	Show: Milicron Corporate ID guidelines; Anthem Design Standards Guide; Cincinnati Bicentennial Design Standards Guide, 1988; copy of U&Lc; Show ergonomics notebook; Michael Kroeger’s Paul Rand book; Show Industrial Design Accoutrements notebook;
Apr 12	13	Recent Design Part 1		Professor Lecture/Film; Show DVD Jetsons; Show video Supermarket Persuasion; Show DVD Packaging: The Science of Temptation	Show: lamp in can; Scarpe (Sicily); Rocket Radio; Concorde model; Leonardo book; plastic knife (Metamora); gutta percha from dentist; Show “rain hats”; Show Cope’s Plastic Book; Show Pop Art Zippo lighter; big calculator; cardboard box of Prilosec point of purchase POP display; Quistgaard ice bucket and salad bowl etc
Apr 19	14	Recent Design Part 2 STUDENT DESIGN CONCEPT PROJECT DUE STUDENT REPORTS DUE		#5 Student Design Unit Topic Reports; Discussion
Apr 26	15	FIELD TRIP: CLASS MEETS at IKEA ON-SITE Lecture with guest lecturer Marianne Doll		- Meet at Site at 7p
May 3	16	Student Design Project Presentations, group I due Course/Teacher Evaluations
May 10	17	Student Design Project Presentations, group II due

REQUIREMENTS: Students need to successfully complete the following:

I. "C" or better average for totaled grades if an art or design major

II. Student Design Unit Topic Reports

Description

Students are randomly assigned three topics over 5 design units: (1) Pre-Industrial, (2)Industrial, (3) Arts/Crafts through Bauhaus, (4) Streamlining through Computer, and (5) Recent. Students will come to class prepared to present and discuss their topic on the assigned day.

Presenting students are expected to demonstrate understanding of their assigned report topic and the larger period being examined. They demonstrate understanding through their visual overview, topic research, documentation, preparation for the Q/A, and discussion of the period being examined. They respond to all questions from the class.

Beyond the presenter, all students, through study in advance of the Student Topic Report presentations, are expected to have a familiarity with the larger period being examined, generate questions and participate in discussions.

1. Students orally and visually present to the class audience. They should use electronic means, such as PowerPoint, or appropriate methods for a large group to present your topic.

2. At the end of class, students turn in a stapled four-page unit topic report as follows:

Page one: Coversheet with topic, your name and date centered.

Page two: One well edited single spaced discussion of the topic—no more, no less.

Page three: One well-chosen illustration

Page four: bibliography in MLA style of (5) sources—no Wikipedia, no encyclopedia, and no more than one web site. See

Duke University Library help site: http://www.lib.duke.edu/libguide/cite/works_cited.htm

3. Also at the end of class students turn in a one page self evaluation of the four-page unit topic report. The form is

provided at the end of this syllabus and at the Blackboard Learn course site

Research for the presentation and paper should be beyond the Internet. Students should examine design periodicals such as Print, Communication Arts, Graphis, Journal of Design History, Architectural Digest, Architectural Record, Interior Design, Design, Design Quarterly, The Journal of Decorative and Propaganda Arts, Design Issues, I. D. Magazine of International Design, and HOW.

III. Student Design Project/Presentation: End of term object design

Description

Select a well-known designer or historical period or design movement. Next, select a contemporary manufactured object, a business, an institution, a service, or a timely concept that needs visual communication, styling, or redesign. In the "style" of another time or by revising or using the approach of another well known designer, define your project problem and solve it with a web site, a poster, an architectural rendering, a model, a corporate ID program, a small appliance design, a cabinet redesign, etc. (Many options exist -- see me for alternatives!)

Examples

- A kiosk design in the style of Darius Wells, promoting Cincinnati’s National Underground Railroad Freedom Center

- A web site promoting design for senior daycare in de-constructive style of Paula Scher

- Bauhaus "style" bus billboard to promote the upcoming 2012 Olympics in London

- Tableware in a "style" of the 1951 Festival of Britain

- A "streamlined" version of an mp3 player, cellular telephone, or handbag

- A contemporary ibook cover in the "style" of William Morris

- A web site in Michael Grave’s style to promote “Taste of Cincinnati”

- Magazine illustration of Riverfest U.S.A. after Stefan Sagmeister "style"

- "Hip Hop" "style" image of peace for the Catholic Relief for aid to children

- A "Scandinavian" style chair

- An industrial style re-design of the iPhone

Details

1. You may use standard graphics (drafting) material and/or full-scale "mock-up" and/or scale model, and/or computer, and/or video presentation.

2. On Design Project Plan due date, submit a single typed page containing:

a. A brief statement of the design problem you will solve;

b. Your planned approach: target audience or clientele, materials,

method of presentation, scale, etc.

The completed project should represent at least 30 hours of work and have professional finish. The project should reflect your understanding of the person, or culture upon which you based the “style”. It should not be the work of another class project. After submitting the Student Design Project Plan, a project direction may not be switched.

You will present your piece to the class on one of the two dates set aside for this purpose. You will have about 5 minutes to orally and visually describe what you did, and answer questions. At the end of the presentation, you turn in a self-evaluation form of your project. This form is available at the end of the syllabus or at the course site within Blackboard Learn.

IV. Student Design Concept (napkin) Project: Spontaneous “great idea” with notes

Based on the visual experience of 20^th century design lectures, on one side of one sheet of 8 1/2 x 11 inch paper, draw in pencil, or by any technical/electronic/virtual means, an original design concept for next year. Give a caption below the image that explains its raison d’être. This is only a sketch with a great idea - bit more than the idea on a “paper napkin”. It is NOT the far more extensive Design Project/Presentation.

Examples

- A new toaster

- A better automobile tire

- A new cell phone design

- A new form to replace the tin can

- A new form for the HD TV/computer screen

- A better stadium seat

- A better bicycle design

- A new sustainable architectural form

- A “green” packaging for meat products

- A replacement web site for Facebook

V. Field Trips These are inserted to make the most of local resources that enhance the course content studied. Evidence of participation includes discussion, questions, sketches, and notes.

a. To Cathedral Basilica of the Assumption in Covington to gather sketches that capture the Gothic line as a source for Art Nouveau; OR to the Cincinnati Art Museum to gather sketches that capture sources of Art Nouveau, as found in: Celtic manuscript illumination, Rococo, Arts and Crafts (American Mission), Japanese woodcuts, Pre-Raphaelite painting, Paul Gauguin, Vincent Van Gogh, and/or Nabis styles.

Web sites:

Cathedral Basilica of the Assumption

http://www.covcathedral.com/frame1.htm

Cincinnati Art Museum

http://www.cincinnatiartmuseum.org/

b. To Union Terminal (Cincinnati Museum Center), Omni Netherland Plaza Hotel, OR to the Carew Tower arcade to gather sketches that capture the essence of Streamlining. Some sources include but are not limited to art from Egypt, Greece, Japan, Africa, Meso-America, Neo-Classic, Biedermeier, Art Nouveau, Werkbund, deStijl, exotic art, and various national folk traditions.

Cincinnati Museum Center at Union Terminal

http://www.cincymuseum.org/

Carew Tower

http://www.cincinnatiusa.com/Attractions/detail.asp?AttractionID=83

c. To Cincinnati commercial location to examine retail design. Possible locations include IKEA, Kroger, Target, etc. A guest speaker (Marianne Doll) will discuss retail design.

IKEA

http://www.ikea.com/

Kroger

http://www.kroger.com/Pages/default.aspx

Target

http://www.target.com/

d. To the American Sign Museum to see the communication symbols that inform and surround our lives. These visual business icons “track the macrocosm of the history of technology through the microcosm of signs” (Tod Swormstedt)

Web site:

American Sign Museum

http://www.signmuseum.com/

VI. Class Attendance: Official attendance is at the start of class. Class starts promptly at 6:30 p.m. Visual material is presented only during scheduled class time; it will not be projected at any other time. Review of art is through text and library references. Students are expected to attend all classes, and stay for entire class. Tardy students must notify instructor of late arrival and make up any missed work. Two absences, excessive tardiness, or “early departures” may result in drop of letter grade or failure of course. This decision is solely at the instructor’s discretion.

Dates for Student Report topics, plus Dates for Design Project Presentations are assigned by second class.

Late projects are not accepted. There are not extra projects for raising grades. Missed exams may not be made up. No post facto excuses (after the fact) are accepted.

Both projects and classroom performance must comply with guidelines of Academic Honesty as described in the College catalogue and student handbook.

THE INSTRUCTOR RESERVES THE RIGHT to make changes to any item(s) in this syllabus.

1. Random Assignment of a total of 3 Unit Topics: 2 from 1-4 + 5; See listing below of topic corresponding to number;

2. Random Assignment of Student Design Project Presentation Dates

Random Assignment of Three Unit Topics: 2 from 1-4 + 5; Random Assignment of Student Design Project Presentation Dates

Name	#1 Pre-Industrial Revolution	#2 Industrial Revolution	#3 Arts/Crafts through Bauhaus	#4 Streamlining through Computer	#5 Recent Design	Date for Project Presentation: #1 = April __; #2 = May __
1 Michael Beckman	1	1			1	2
2 Matthew Blackwell	2	2			2	1
3 Casey Michael Burke	3	3			3	2
4 Kristen Lynn Dwyer	4	4			4	1
5 Mary M Frede	5	5			5	2
6 Bethany L Gerber	6	6			6	1
7 Lisa A Gerold	7	7			7	2
8 James Hice	8	8			8	1
9 Bradley William Hudgins	9	9			9	2
10 Christopher M Jolevski	10	10			10	1
11 Nolan M Karwoski			11	11	11	2
12 Lauren Rose McDonald			12	12	12	1
13 Amanda Jane Morehart			13	13	13	2
14 Katherine A Mushaben			14	14	14	1
15 Bradley James Niehaus			15	15	15	2
Name	#1 Pre-Industrial Revolution	#2 Industrial Revolution	#3 Arts/Crafts through Bauhaus	#4 Streamlining through Computer	#5 Recent Design	Date for Project Presentation: #1 = April __; #2 = May __
16 Paul M Orleck			16	16	16	1
17 Alain Brooke Pummell			17	17	17	2
18 Cvetanka Ricks			18	18	18	1
19 Abbie E Roedersheimer			19	19	19	2
20 Jessica L Staubach			20	20	20	1
21 Maria M Taske	21	21			21	2
22 Anthony P Telgkamp	22	22			22	1
23 Matthew Tout	23	23			23	2
24 Jennifer Vogel	24	24			24	1
25 Edward Sarge	25	25			25	2
26 Elizabeth Sams	26	26			26	1
27	27	27			27	2
28	28	28			28	1
29	29	29			29	2
30	30	30			30	1
31			1	1	1	2
32			2	2	2	1
33			3	3	3	2
34			4	4	4	1
35			5	5	5	2
Name	#1 Pre-Industrial Revolution	#2 Industrial Revolution	#3 Arts/Crafts through Bauhaus	#4 Streamlining through Computer	#5 Recent Design	Date for Project Presentation: #1 = April __; #2 = May __
36			6	6	6	1
37			7	7	7	2
38			8	8	8	1
39			9	9	9	2
40			10	10	10	1

History of Design Topics: Assign three: Pick two from #1- #4 + one from #5 = three topics total

#1 Presentation

Number	Pre-Industrial Revolution
1	Cave Markings
2	Alphabets
3	Illustrated Manuscripts
4	Paper
5	Cathedral Construction
6	Ship Construction
7	Mosaics
8	Furniture Design
9	Fashion Design
10	Weapon Design
11.	Frescoes
12.	Ceramics
13.	Aqueduct Design
14.	Armor
15.	Book of Kells
16.	Calligraphy
17.	Making cold type
18.	Parchment
19.	Papyrus
20.	Stone Building Construction
21.	Wood Stone Construction
22.	Vellum
23.	Chinese Language
24.	Hebrew Language
25.	Phoenician Language
26.	Hindi Language
27.	Arabic Language
28.	Jewelry Design
29.	Funerary Design
30.	Fust and Schoeffer

#2 Presentation

Number	Industrial Revolution
1	The Power Loom
2	How Steam Engines Work
3	How Electricity Usage Developed
4	Development of Photography
5	Development of Steam Locomotive
6	Development of the Automobile
7	Development of Food Containers
8	Development of Indoor Plumbing
9	Development of the Subway
10	Development of Gas Lights
11	Development of Refrigeration
12	Development of Steel
13	Development of Plastic
14	Development of Glass Containers
15	Development of City Infrastructure
16	Development of Medical Equipment
17	Development of Office Machines
18	Development of Wall Paper
19	Development of Rubber Tires
20	Development of Aluminum Products
21	Development of Clothing
22	Development of Street Furniture
23	Development of Shoes
24	Development of farm machinery
25	Development of Bicycles
26	Development of Motor Cycles
27	Development of Hats
28	Development of Trains
29	Development of Buses
30	Development of Industrial Design

#3 Presentation

Number	Arts/Crafts through Bauhaus
1	Who are the Pre-Raphaelites?
2	Who are the Rosicrucians?
3	The Vienna Secessionists
4	The Beggarstaffs
5	Aubrey Beardsley
6	Advertising Agency Development
7	Paul Klee and the Bauhaus
8	Wassily Kandinsky and the Bauhaus
9	Universe type
10	Futura type
11	Helvetica type
12	John Ruskin
13	Prince Albert
14	William Morris
15	Dante Gabriel Rossetti
16	Opium Den/Cabaret Culture
17	Absinthe and Design
18	Japonisme
19	Nazi Design
20	History of Cincinnati Music Hall
21	Walter Gropius
22	Gustave Eiffel
23	Le Corbusier
24	AEG vs. GE
25	Johannes Itten
26	Ludwig Mies Van Der Rohe
27	New Bauhaus
28	Ulm and Design
29	Max Bill
30	Jan Tschichold

#4 Presentation

Number	Streamlining to Computer
1	Art Deco Design Development
2	The New Bauhaus at Ulm
3	Norman Bel Geddes
4	Biomorphic Design of the late 1950’s
5	Good Design Exhibits at MoMa
6	William Golden and CBS
7	Robert Venturi
8	Olympic Corporate Design
9	Polish Posters
10	1939 World’s Fair
11	Development of Air Conditioning
12	Nylon and Artificial Fibers Design
13	Development of Radio Design
14	Development of Television Design
15	Development of the Transistor
16	Development of Computer Design
17	Office Design after the Computer
18	Software Design
19	Development of the Internet
20	Development of the CD and DVD
21	Apple Design
22	Microsoft Design
23	Kitchen Product Design
24	Packaging Design
25	Communication Design
26	CIBA and Design
27	Wolfgang Weingart
28	Swiss Design
29	MIT and Design
30	Peter Max

#5 Presentation

Number	Recent Design
1	Tadanori Yokoo and Japanese Design
2	Michael Graves and Target
3	Charles S. Anderson
4	Biospheres
5	Hybrid Automobiles
6	The Design Museum London
7	The Cooper-Hewitt Museum New York
8	Chaz Maviyane-Davies
9	Luis Almeida Herrera
10	Green Household Product Design
11	Wal-Mart Design
12	Sports Equipment Design
13	Medical Hospital Equipment Design
14	Retro Food Container/Packaging Design
15	Mexican Design
16	Scandinavian Design
17	Cruise Ship Design
18	Aircraft Design
19	Menu Design
20	Pentagram
21	Virtual Office Design
22	Restaurant Design
23	Travel Objects Design
24	Contemporary Food Container Design
25	Personal Product Design
26	Medical Disposable Design
27	Green Skyscraper Design
28	Cell Phone Design
29	Passive Solar Design
30	Sustainable Architectural Design