Viewing: ID 244 : History of Industrial Design

Last approved: Fri, 21 Sep 2018 08:01:21 GMT

Last edit: Tue, 18 Sep 2018 17:45:50 GMT

Changes proposed by: raflinch

Formerly Known As: ID 444

Catalog Pages referencing this course
Change Type
ID (Industrial Design)
Dual-Level Course
Cross-listed Course
History of Industrial Design
History of Industrial Design
College of Design
Graphic Design/Industrial Design (12GDID)
Industrial and Product Design.
Term Offering
Spring Only
Offered Every Year
Spring 2019
Previously taught as Special Topics?
Course Delivery
Face-to-Face (On Campus)

Grading Method
Graded with S/U option
Contact Hours
(Per Week)
Component TypeContact Hours
Course Attribute(s)
GEP (Gen Ed)

If your course includes any of the following competencies, check all that apply.
University Competencies

Course Is Repeatable for Credit
Russell A. Flinchum
Associate Professor

Open when course_delivery = campus OR course_delivery = blended OR course_delivery = flip
Enrollment ComponentPer SemesterPer SectionMultiple Sections?Comments
Lecture7070NoGuesstimate by initiator.
Open when course_delivery = distance OR course_delivery = online OR course_delivery = remote

Is the course required or an elective for a Curriculum?
SIS Program CodeProgram TitleRequired or Elective?
12IDBBachelor of Industrial DesignRequired
This survey class focuses on the history of modern design from the world of Art Nouveau in 1900 to Contemporary Design. The emphasis falls squarely on the development of mass production and its alignment with the Modern movement, with elements drawn from the history of architecture and the fine arts. The Bauhaus (1919-1933) is examined in detail as is the growth of the industrial design profession in the US between 1927 and 1944, when the Society of Industrial Designers was formed. Postwar styling and consumerism in the US are examined in conjunction with the development of human factors, its early investigations and influence on design since 1955. Material culture issues are examined through visits to the Gregg Museum of Art & Design and its growing collection of industrial design. Postmodernism, Universal Design, and User Experience Design are examined in the contexts of their emergence and relevance to design today.

Class has been rewritten for freshman & sophomore Industrial Design and Graphic Design students as well as undergraduates from other majors versus its previous orientation toward graduating Industrial Design seniors. This revision also reflects the addition of the Humanities GEP category.


Is this a GEP Course?
GEP Categories
Interdisciplinary Perspectives
Humanities Open when gep_category = HUM
Each course in the Humanities category of the General Education Program will provide instruction and guidance that help students to:
Recognize design as a fundamental cultural attribute of all human societies, and as a willed rather than evolutionary process.
Visits to the Gregg Museum of Art and Design (both to critique exhibitions featuring design objects and to examine works from the Study Collection in detail).
Build a terminology and distinguish important terms that allow students to "speak the language" of design to communicate its values to other disciplines in the humanities.
Differing cultural and historical perspectives will be assessed through directed readings and short responses in written form during class. Students will examine the industrial design archives of Sam Scherr (of Scherr and McDermott) housed in Special Collections at D.H. Hill Library to view a representative midcentury industrial designer's production.
Critique design visually and psychologically when engaged with mass produced objects (recognition of continuing formal, technical, and social themes, and elaborate on the interaction between product design and the human/cultural landscape.
A preparatory lecture and subsequent tour stressing the wide cultural variety that makes up the curated collection that is the furniture of the Hunt Library will precede a tour of the facility with the curator. Students will choose specific designs to examine both creation and reaction to these designs and their perceived cultural impact.
Mathematical Sciences Open when gep_category = MATH
Each course in the Mathematial Sciences category of the General Education Program will provide instruction and guidance that help students to:




Natural Sciences Open when gep_category = NATSCI
Each course in the Natural Sciences category of the General Education Program will provide instruction and guidance that help students to:




Social Sciences Open when gep_category = SOCSCI
Each course in the Social Sciences category of the General Education Program will provide instruction and guidance that help students to:






Interdisciplinary Perspectives Open when gep_category = INTERDISC
Each course in the Interdisciplinary Perspectives category of the General Education Program will provide instruction and guidance that help students to:
Identify major contextual factors--historical, social, political, economic, visual, and cultural--that created Modernism and the reaction that followed and resulted in Postmodernism.
Means of Assessment: Exam questions, individual papers on museum visits, and in-class quizzes.

Sample Project: At the beginning of the semester, students will be asked to pick an object that defines "Americanness" for them. They will be asked to analyze their object, explain why it seems American to them in its appearance will be asked to reflect on the historical, social, political, economic, visual and cultural forces that shaped it. (Some excellent choices from past semesters were the Slinky, Wonder Bread, the Flatiron Building by D.H. Burnham, and the IBM Selectric typewriter.)
Students will differentiate between the perspectives of Industrial Design, visual arts, and History as they explain key developments in 20th century Modernism.
Means of Assessment: Readings, class discussions addressing visual analysis of objects, exam questions.

Sample examination question: William Van Alen’s Chrysler Building and Paul Frankl’s “Skyscraper bookcase” are both excellent examples of what has been termed “American Art Deco.” What are some of the historical problems brought to light by the use of this common label for such different works? How does the term “Art Deco” elucidate (or obscure) what this label signifies, which did not exist prior to 1968?
Students will make connections the confirm the relationship between Industrial Design and, visual arts, and History.
Means of Assessment: Readings, class discussions, visual analysis of objects and exam questions.

Sample class discussion: After selected readings, students will be asked to examine the 1939-40 New York World’s Fair in light of the prominent role played by industrial designers in the architectural field and the architects they worked in collaboration with (Teague was a member of the Board of Design for the Fair from its founding in 1936; his firm created nine different buildings for major sponsors and displays for them as well. Dreyfuss was responsible for the “Theme Exhibit” contained inside the Perisphere, which displayed the physical layout of the imaginary city of “Centerton” and its surrounding greenswards and parkways and smaller residential communities. Geddes had the biggest hit of all with his “Futurama” for General Motors in conjunction with architect Albert Kahn, where visitors were ushered from the “World of Tomorrow” exhibit to a full-scale intersection of the city of 1960, populated by 1940 model Ford automobiles).
History from 1919 to the contemporary world. Industrial design's development is traced from beginning of the profession to the present day. Visual arts (illustration, graphic design, architecture, as well as the visual arts dominant in each era (e.g. Cubism).
Through discussion of theoretical discourse, guest lecturers, and field trips to study current offerings in the visual arts.
Visual & Performing Arts Open when gep_category = VPA
Each course in the Visual and Performing Arts category of the General Education Program will provide instruction and guidance that help students to:






Health and Exercise Studies Open when gep_category = HES
Each course in the Health and Exercise Studies category of the General Education Program will provide instruction and guidance that help students to:








Global Knowledge Open when gep_category = GLOBAL
Each course in the Global Knowledge category of the General Education Program will provide instruction and guidance that help students to achieve objective #1 plus at least one of objectives 2, 3, and 4:


Please complete at least 1 of the following student objectives.






US Diversity Open when gep_category = USDIV
Each course in the US Diversity category of the General Education Program will provide instruction and guidance that help students to achieve at least 2 of the following objectives:
Please complete at least 2 of the following student objectives.








Requisites and Scheduling
a. If seats are restricted, describe the restrictions being applied.
Freshman and sophomore Graphic Design and Industrial Design majors must be accommodated first. Art + Design and Design Studies majors should be accommodated next up to 70% of the seats available, with the remainder available to all undergraduates.
b. Is this restriction listed in the course catalog description for the course?
Not at present.
List all course pre-requisites, co-requisites, and restrictive statements (ex: Jr standing; Chemistry majors only). If none, state none.
None with the exception of (a).
List any discipline specific background or skills that a student is expected to have prior to taking this course. If none, state none. (ex: ability to analyze historical text; prepare a lesson plan)
Additional Information
Complete the following 3 questions or attach a syllabus that includes this information. If a 400-level or dual level course, a syllabus is required.
Title and author of any required text or publications.
Carma Gorman, The Industrial Design Reader (New York: Allworth Press, 2003). This is now available as an e-book for $9.99.
Major topics to be covered and required readings including laboratory and studio topics.
The definition of Modernism in architecture & design: Andrew Saint, Engineer & Architect: A Sibling Rivalry, Pommer & Otto, Weissenhof 1927 and the Modern Movement in Architecture
Defining industrial design: Adrian Forty, Objects of Desire, Roland Marchand, Advertising & the American Dream, Flinchum, American Design, Flinchum, Henry Dreyfuss, Industrial Designer, Meikle, 20th Century Limited: Industrial Design in America, 1927-1939.
Post-War Modernism: Lutz, Knoll, Schoenberger et al., Raymond Loewy, Pioneer of American Design, Harwood, The Interface: IBM and the Transformation of Corporate Design; Allen, The Romance of Commerce and Culture
Postmodernism: Jencks, Postmodernism, Venturi, Complexity and Contradiction in Architecture
List any required field trips, out of class activities, and/or guest speakers.
Trips to the Gregg Museum of Art & Design will be arranged when these can be coordinated with Museum staff. Students will be asked to visit the Gregg Museum on their own for at least one quiz assignment.

Appropriate guest speakers will be included when scheduled for visits to the College of Design given availability.
College(s)Contact NameStatement Summary
College of DesignTim Buie

This course is primarily lecture-based, focused on the 20th Century, and culminates with contemporary design. An initial overview during the first week of classes will provide students with both the scope of content and the instructor’s approach to the material, which does not follow a strict chronological “march” but seeks to benefit students by exposure to later historical developments early in the course. Reiteration of important material in this fashion is meant to clarify the relative importance of designers and their creations, as well as building thematic structures that will assist students in their own future research.

Student Learning Outcomes

• identify the origins and development of industrial design

•  describe an understanding of the history of technology and mass production through written assignments 

• highlight designs (and designers) that embody the nature of industrial design

• identify the industrial designer and the designer’s creations in an historical context

• provide an overview of the development of the industrial design profession through quizzes and presentations

• students will be able to distinguish important texts in the history of industrial design

Evaluation MethodWeighting/Points for EachDetails
Quizzes510 quizzes = 50 points
Midterm251 midterm
Final Exam301 final
TopicTime Devoted to Each TopicActivity
see syllabus
resubmitted by initiator at 3:22 pm on 4/19/2018
aeherget (Thu, 08 Feb 2018 21:42:39 GMT): Rollback: AECHH: Rollback at Tameka Whitaker and department head request 2/8/2018.
aeherget (Thu, 08 Feb 2018 21:45:18 GMT): Rollback: AECHH: Rollback at Tameka Whitaker and Department Head request 2/8/2018.
lamarcus (Thu, 15 Mar 2018 16:17:31 GMT): Rollback: Rolling back per Dr. Liu's request -- adding information for HUM GEP addition and possible change of number, etc. (LAMARCUS)
lamarcus (Thu, 19 Apr 2018 14:44:28 GMT): Rollback: Rollback for initiator edits
aeherget (Thu, 19 Apr 2018 17:47:56 GMT): Rollback: AECHH: Rolling back to initiator at department's request via email 4/19/2018.
aeherget (Fri, 20 Apr 2018 12:46:51 GMT): Rollback: AECHH: Rollback to give initiator editing access at eamail request 4/20/2018.
aeherget (Wed, 29 Aug 2018 12:57:12 GMT): AECHH: Uploading updated syllabus at instructor's request via email 8/27/2018.
aeherget (Tue, 11 Sep 2018 15:41:04 GMT): AECHH: Updating student learning outcomes in CIM field to match desired general course SLOs in syllabus at instructor's request via email 9/10/2018.
aeherget (Wed, 12 Sep 2018 21:09:22 GMT): Approved pending at Sept. 12, 2018 UCCC: -Adjustments to the general course student learning outcomes to make them measurable. -Clarification on the restrictive statement. -Clarification in the grading component, making the syllabus and CIM consistent. -Clarification if the required materials are either a sketchbook or notebook, if both are required, or if both are optional. -Clarification and consistent formatting of the grading components in the syllabus and CIM. Friendly suggestions were also made to clear up a few things in the syllabus for consistency such as "none" after the academic integrity statement.
Key: 6866
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