DED202 Introducing Design History
To view more information for this unit, select Unit Outline from the list below. Please note the teaching period for which the Unit Outline is relevant.
| Unit code: | DED202 |
|---|---|
| Equivalent(s): | DEB102, DEB202, DYB114, DYB124 |
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
Unit Outline: College 1 2024, Kelvin Grove, Internal
| Unit code: | DED202 |
|---|---|
| Credit points: | 12 |
| Equivalent: | DEB102, DEB202, DYB114, DYB124 |
| Coordinator: | Julie Tomaszewski | julie.tomaszewski@qut.edu.au |
Overview
Designers within any discipline should possess the ability to appreciate the history of design, across all its disciplines or forms. This involves appreciation of developments in design history and theory from multiple perspectives. Learning from the past enriches and informs future design. A breadth of design history knowledge increases the creative opportunities and problem solutions that can be applied in design studios.
Learning Outcomes
On successful completion of this unit you will be able to:
- Describe and discuss the relevance and purpose of the study of history to the practice of design
- Demonstrate knowledge of the people, events, history and vocabulary of design
- Describe and discuss the linkages between selected theoretical, social and practical design concepts and their influences on design change through history
- Critically analyse sources and develop well-considered, logical, written responses and argument concerning design
Content
Topics covered in this unit include:
- What is history: historiography, different types of history and historians, varying viewpoints
- When is history: marking time with historical eras and periods, using chronologies and timelines, modern and contemporary
- Why change happens: Influences on design (ideas behind ideas) including cultural mores and customs, philosophy, spirituality/religions, politics, economics, science & technology
- How is history described: stylistic categories, movements, typologies, innovation, homage, copy
- Who in history: people matter - designers users, makers, keepers, etc.; acknowledging individuals and groups of influence
- Where is history: place matters - different geographical influences, nature, climates, materials, cultures, vernacular and craft design
- Revealing selected influential designers - and how design history is all interrelated.
Learning Approaches
This unit takes a blended approach to learning and teaching. You will be provided with both eContent and timetabled activities such as tutorials, workshops and practicals. eContent will be clearly identified on your Canvas site for you to engage with on a weekly basis before your classes. eContent could include videos, readings, self-reflection and/or peer activities designed to enhance your learning experience. During the timetabled activities, the unit coordinator and/or your tutor will further explain content and you will be provided with opportunities to explore this content in a collaborative learning environment. After your weekly classes, you should continue to engage with unit resources to ensure you consolidate your understanding of unit content. Teaching team members will also be available for one-on-one consultations to assist you with your learning journey.
Feedback on Learning and Assessment
Students will receive feedback in various forms throughout the semester which may include:
- Informal: worked examples, such as verbal feedback in class, personal consultation
- Formal: in writing, such as checklists, rubrics, written commentary
- Direct: to individual students, either in written form or in consultation
- Indirect: to the whole class
Assessment
Overview
The assessment in this unit is based on a poster of a family heirloom with support from academic sources, an essay that subjects a prescribed question to formal and contextual analysis, and a graphical timeline of design history for a select discipline.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Poster
You are required to create a poster based on a family heirloom. This poster must include both personal and academic sources and will be accompanied by a short presentation.
This is an assignment for the purposes of an extension.
Assessment: Essay
You are required to write a short academic essay. This essay is based on a prescribed question and on your chosen discipline area.
This is an assignment for the purposes of an extension.
Assessment: Presentation
You will prepare and present an oral presentation that provides considered examples of historical movements within design.
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Resources
Resource Materials http://Canvas.qut.edu.au/
(The comprehensive unit online resource, including unit notes)
Set Texts: There is no single set text for all students.
References (other recommended reading) on general/other design history:
Conway, H. (2006). Design history: A students' handbook. London, UK: Routledge
Hennessy, K. (Ed). (2012). Fashion: The definitive history of costume and style. London, UK: Dorling Kindersley.
Meggs, P.B., Purvis, A.W., & Meggs, P.B. (2012). Meggs' history of graphic design. Hokoben, NJ: John Wiley & Sons.
References (other recommended reading) on architecture:
Ching, F., Jarmzombek, M., & Prakash, V. (2011). A global history of architecture (2nd ed). Hoboken, NJ: John Wiley.
Kostof, S. (1995). A history of architecture. London, UK: Thames and Hudson.
Roth, L. (2006). Understanding architecture: Its elements, history and meaning (2nd ed.). Boulder, CO: Westview Press.
References (other recommended reading) on landscape architecture:
Jellicoe, G., & Jellicoe, S. (1995). The landscape of man: Shaping the environment from prehistory to the present day (3rd ed.). London, UK: Thames & Hudson.
Barlow Rogers, E. (2001). Landscape design: A cultural and architectural history. New York, NY: Harry N. Abrams.
References (other recommended reading) on interior design:
Massey, A. (2008). Interior design since 1900 (3rd ed.).. London, UK: Thames and Hudson
Miller, J. (2005). Furniture: World styles from classical to contemporary. London, UK: Dorling Kindersley.
Pile, J. (2009). A history of interior design (3rd ed.). Hoboken, NJ: John Wiley
References (other recommended reading) on industrial design/graphics:
Raizman, D. (2010). History of modern design: Graphics and products since the Industrial Revolution (2nd ed.). London, UK: Lawrence King.
Sparke, P. (2013). An introduction to design and culture: 1900 to the present (3rd ed.). London, UK: Routledge.
Wallace, A., Schirato, T., & Bright, P. (1999). Beginning university: Thinking, researching and writing for success. St Leonards, NSW: Allen & Unwin.
Risk Assessment Statement
Unit Outline: College 2 2024, Kelvin Grove, Internal
| Unit code: | DED202 |
|---|---|
| Credit points: | 12 |
| Equivalent: | DEB102, DEB202, DYB114, DYB124 |
| Coordinator: | Julie Tomaszewski | julie.tomaszewski@qut.edu.au |
Overview
Designers within any discipline should possess the ability to appreciate the history of design, across all its disciplines or forms. This involves appreciation of developments in design history and theory from multiple perspectives. Learning from the past enriches and informs future design. A breadth of design history knowledge increases the creative opportunities and problem solutions that can be applied in design studios.
Learning Outcomes
On successful completion of this unit you will be able to:
- Describe and discuss the relevance and purpose of the study of history to the practice of design
- Demonstrate knowledge of the people, events, history and vocabulary of design
- Describe and discuss the linkages between selected theoretical, social and practical design concepts and their influences on design change through history
- Critically analyse sources and develop well-considered, logical, written responses and argument concerning design
Content
Topics covered in this unit include:
- What is history: historiography, different types of history and historians, varying viewpoints
- When is history: marking time with historical eras and periods, using chronologies and timelines, modern and contemporary
- Why change happens: Influences on design (ideas behind ideas) including cultural mores and customs, philosophy, spirituality/religions, politics, economics, science & technology
- How is history described: stylistic categories, movements, typologies, innovation, homage, copy
- Who in history: people matter - designers users, makers, keepers, etc.; acknowledging individuals and groups of influence
- Where is history: place matters - different geographical influences, nature, climates, materials, cultures, vernacular and craft design
- Revealing selected influential designers - and how design history is all interrelated.
Learning Approaches
This unit takes a blended approach to learning and teaching. You will be provided with both eContent and timetabled activities such as tutorials, workshops and practicals. eContent will be clearly identified on your Canvas site for you to engage with on a weekly basis before your classes. eContent could include videos, readings, self-reflection and/or peer activities designed to enhance your learning experience. During the timetabled activities, the unit coordinator and/or your tutor will further explain content and you will be provided with opportunities to explore this content in a collaborative learning environment. After your weekly classes, you should continue to engage with unit resources to ensure you consolidate your understanding of unit content. Teaching team members will also be available for one-on-one consultations to assist you with your learning journey.
Feedback on Learning and Assessment
Students will receive feedback in various forms throughout the semester which may include:
- Informal: worked examples, such as verbal feedback in class, personal consultation
- Formal: in writing, such as checklists, rubrics, written commentary
- Direct: to individual students, either in written form or in consultation
- Indirect: to the whole class
Assessment
Overview
The assessment in this unit is based on a poster of a family heirloom with support from academic sources, an essay that subjects a prescribed question to formal and contextual analysis, and a graphical timeline of design history for a select discipline.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Poster
You are required to create a poster based on a family heirloom. This poster must include both personal and academic sources and will be accompanied by a short presentation.
This is an assignment for the purposes of an extension.
Assessment: Essay
You are required to write a short academic essay. This essay is based on a prescribed question and on your chosen discipline area.
This is an assignment for the purposes of an extension.
Assessment: Presentation
You will prepare and present an oral presentation that provides considered examples of historical movements within design.
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Resources
Resource Materials http://Canvas.qut.edu.au/
(The comprehensive unit online resource, including unit notes)
Set Texts: There is no single set text for all students.
References (other recommended reading) on general/other design history:
Conway, H. (2006). Design history: A students' handbook. London, UK: Routledge
Hennessy, K. (Ed). (2012). Fashion: The definitive history of costume and style. London, UK: Dorling Kindersley.
Meggs, P.B., Purvis, A.W., & Meggs, P.B. (2012). Meggs' history of graphic design. Hokoben, NJ: John Wiley & Sons.
References (other recommended reading) on architecture:
Ching, F., Jarmzombek, M., & Prakash, V. (2011). A global history of architecture (2nd ed). Hoboken, NJ: John Wiley.
Kostof, S. (1995). A history of architecture. London, UK: Thames and Hudson.
Roth, L. (2006). Understanding architecture: Its elements, history and meaning (2nd ed.). Boulder, CO: Westview Press.
References (other recommended reading) on landscape architecture:
Jellicoe, G., & Jellicoe, S. (1995). The landscape of man: Shaping the environment from prehistory to the present day (3rd ed.). London, UK: Thames & Hudson.
Barlow Rogers, E. (2001). Landscape design: A cultural and architectural history. New York, NY: Harry N. Abrams.
References (other recommended reading) on interior design:
Massey, A. (2008). Interior design since 1900 (3rd ed.).. London, UK: Thames and Hudson
Miller, J. (2005). Furniture: World styles from classical to contemporary. London, UK: Dorling Kindersley.
Pile, J. (2009). A history of interior design (3rd ed.). Hoboken, NJ: John Wiley
References (other recommended reading) on industrial design/graphics:
Raizman, D. (2010). History of modern design: Graphics and products since the Industrial Revolution (2nd ed.). London, UK: Lawrence King.
Sparke, P. (2013). An introduction to design and culture: 1900 to the present (3rd ed.). London, UK: Routledge.
Wallace, A., Schirato, T., & Bright, P. (1999). Beginning university: Thinking, researching and writing for success. St Leonards, NSW: Allen & Unwin.
Risk Assessment Statement
Unit Outline: College Summer 2024, Kelvin Grove, Internal
| Unit code: | DED202 |
|---|---|
| Credit points: | 12 |
| Equivalent: | DEB102, DEB202, DYB114, DYB124 |
Overview
Designers within any discipline should possess the ability to appreciate the history of design, across all its disciplines or forms. This involves appreciation of developments in design history and theory from multiple perspectives. Learning from the past enriches and informs future design. A breadth of design history knowledge increases the creative opportunities and problem solutions that can be applied in design studios.
Learning Outcomes
On successful completion of this unit you will be able to:
- Describe and discuss the relevance and purpose of the study of history to the practice of design
- Demonstrate knowledge of the people, events, history and vocabulary of design
- Describe and discuss the linkages between selected theoretical, social and practical design concepts and their influences on design change through history
- Critically analyse sources and develop well-considered, logical, written responses and argument concerning design
Content
Topics covered in this unit include:
- What is history: historiography, different types of history and historians, varying viewpoints
- When is history: marking time with historical eras and periods, using chronologies and timelines, modern and contemporary
- Why change happens: Influences on design (ideas behind ideas) including cultural mores and customs, philosophy, spirituality/religions, politics, economics, science & technology
- How is history described: stylistic categories, movements, typologies, innovation, homage, copy
- Who in history: people matter - designers users, makers, keepers, etc.; acknowledging individuals and groups of influence
- Where is history: place matters - different geographical influences, nature, climates, materials, cultures, vernacular and craft design
- Revealing selected influential designers - and how design history is all interrelated.
Learning Approaches
This unit takes a blended approach to learning and teaching. You will be provided with both eContent and timetabled activities such as tutorials, workshops and practicals. eContent will be clearly identified on your Blackboard site for you to engage with on a weekly basis before your classes. eContent could include videos, readings, self-reflection and/or peer activities designed to enhance your learning experience. During the timetabled activities, the unit coordinator and/or your tutor will further explain content and you will be provided with opportunities to explore this content in a collaborative learning environment. After your weekly classes, you should continue to engage with unit resources to ensure you consolidate your understanding of unit content. Teaching team members will also be available for one-on-one consultations to assist you with your learning journey.
Feedback on Learning and Assessment
Students will receive feedback in various forms throughout the semester which may include:
- Informal: worked examples, such as verbal feedback in class, personal consultation
- Formal: in writing, such as checklists, rubrics, written commentary
- Direct: to individual students, either in written form or in consultation
- Indirect: to the whole class
Assessment
Overview
The assessment in this unit is based on a poster of a family heirloom with support from academic sources, an essay that subjects a prescribed question to formal and contextual analysis, and a graphical timeline of design history for a select discipline.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Poster
You are required to create a poster based on a family heirloom. This poster must include both personal and academic sources and will be accompanied by a short presentation.
This is an assignment for the purposes of an extension.
Assessment: Essay
You are required to write a short academic essay. This essay is based on a prescribed question and on your chosen discipline area.
This is an assignment for the purposes of an extension.
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Resources
Resource Materials http://blackboard.qut.edu.au/
(The comprehensive unit online resource, including unit notes)
Set Texts: There is no single set text for all students.
References (other recommended reading) on general/other design history:
Conway, H. (2006). Design history: A students' handbook. London, UK: Routledge
Hennessy, K. (Ed). (2012). Fashion: The definitive history of costume and style. London, UK: Dorling Kindersley.
Meggs, P.B., Purvis, A.W., & Meggs, P.B. (2012). Meggs' history of graphic design. Hokoben, NJ: John Wiley & Sons.
References (other recommended reading) on architecture:
Ching, F., Jarmzombek, M., & Prakash, V. (2011). A global history of architecture (2nd ed). Hoboken, NJ: John Wiley.
Kostof, S. (1995). A history of architecture. London, UK: Thames and Hudson.
Roth, L. (2006). Understanding architecture: Its elements, history and meaning (2nd ed.). Boulder, CO: Westview Press.
References (other recommended reading) on landscape architecture:
Jellicoe, G., & Jellicoe, S. (1995). The landscape of man: Shaping the environment from prehistory to the present day (3rd ed.). London, UK: Thames & Hudson.
Barlow Rogers, E. (2001). Landscape design: A cultural and architectural history. New York, NY: Harry N. Abrams.
References (other recommended reading) on interior design:
Massey, A. (2008). Interior design since 1900 (3rd ed.).. London, UK: Thames and Hudson
Miller, J. (2005). Furniture: World styles from classical to contemporary. London, UK: Dorling Kindersley.
Pile, J. (2009). A history of interior design (3rd ed.). Hoboken, NJ: John Wiley
References (other recommended reading) on industrial design/graphics:
Raizman, D. (2010). History of modern design: Graphics and products since the Industrial Revolution (2nd ed.). London, UK: Lawrence King.
Sparke, P. (2013). An introduction to design and culture: 1900 to the present (3rd ed.). London, UK: Routledge.
Wallace, A., Schirato, T., & Bright, P. (1999). Beginning university: Thinking, researching and writing for success. St Leonards, NSW: Allen & Unwin.