IIE Learn Guide DECU5111 DESIGN CULTURE 1A DECU5111 LEARN GUIDE 2017 (First Edition: 2017) This guide enjoys copyright under the Berne Convention. In terms of the Copyright Act, no 98 of 1978, no part of this manual may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording or by any other information storage and retrieval system without permission in writing from the proprietor. The Independent Institute of Education (Pty) Ltd is registered with the Department of Higher Education and Training as a private higher education institution under the Higher Education Act, 1997 (reg. no. 2007/HE07/002). Company registration number: 1987/004754/07. © The Independent Institute of Education (Pty) Ltd 2017 Page 1 of 72 IIE Learn Guide DECU5111 Table of Contents Introduction ............................................................................................................. 3 Using this Guide ...................................................................................................... 5 This Module on Learn ............................................................................................. 6 Module Resources .................................................................................................. 7 Module Purpose ...................................................................................................... 8 Module Outcomes ................................................................................................... 8 Module Pacer ........................................................................................................... 9 Assessments ......................................................................................................... 14 Glossary of Key Terms for this Module ............................................................... 16 Icons Used in Learn .............................................................................................. 18 Learning Unit 1: Introduction to Design Culture .................................. 19 Learning Unit 2: Introducing Modernity .................................................. 23 Learning Unit 3: The Impact of Technology ........................................... 29 Learning Unit 4: The Birth of Design as a Discipline and a Career . ........................................................................................... 35 Learning Unit 5: Design and Modernity in the ................................... 43 20th Century ....................................................................................................... 43 Learning Unit 6: Designing Identities ...................................................... 51 Learning Unit 7: Presenting Modernist Movements ............................ 64 Intellectual Property .............................................................................................. 69 © The Independent Institute of Education (Pty) Ltd 2017 Page 2 of 72 IIE Learn Guide DECU5111 Introduction Design Culture 1A introduces you to various factors that influenced the development of design. This module uses a combination of chronological and thematic approaches where we will look at the birth of design as a discipline, covering the exiting area that started with the industrial revolution roughly up to the 1950’s. Design Culture 2A in the second year’s first semester will continue the time line, looking at the development of design from the 1940’s up to now. The historical time line will be substituted in the second semester of both the first and second year, to explore visual communication and popular visual culture. This will enable you to better understand the contemporary world we design in. In your third year, contemporary themes such as the ecological aspects of design and the social responsibilities of designers will be investigated. Furthermore, some exiting research methods such as visual ethnography, will be explored that you can then apply in the studio. Figure 1: The domains of design culture (Adapted from: Julier, 2013) Figure 1, above, demonstrates that you, as a designer, are part of a connected system where “what” you design is connected not only to the people you design for (target audience or user), but also the broader society. Production also forms part of this system. During production you, as designer, utilise materials and processes that often involve many other disciplines, and this module will assist in a greater awareness of the context of design to improve the design outcome. The appearance of the design outcome and its properties, such as its function, is in the centre of this diagram. This integrated way of looking at design is called Design Culture, and will © The Independent Institute of Education (Pty) Ltd 2017 Page 3 of 72 IIE Learn Guide DECU5111 frame this subject to help you understand your discipline and ultimately to be a better and more responsible designer. Please note that academic skills such as essay writing, presentation skills and study skills are required for this module and although some of these skills have been workshopped elsewhere it will mostly be applied in this module. The following site proves to the point support: Academic Skills Know-How. 2015. Academic Skills. [Online] Available at: http://libguides.staffs.ac.uk/academicskills. Accessed 6 December 2016. © The Independent Institute of Education (Pty) Ltd 2017 Page 4 of 72 IIE Learn Guide DECU5111 Using this Guide This guide has been developed to support your learning. Please note that the content of this module is in Learn and in the prescribed work. You will not succeed in this module if you focus on this guide alone. This guide is not identical to the versions on Learn as it does not contain the images and URLs (links) to the online resources, nor the specific instructions for the group and individual activities. However, it will indicate where online resources are provided in Learn, what type of activities you will find in Learn, as well as the estimated time it will take you to complete each of the activities. Some of the graphics are interactive in the Learn version, providing additional information to support your learning. Your lecturer will decide when activities are available/ open for submission and when these submissions or contributions are due. Ensure that you take note of announcements made during lectures and/ or posted within Learn in this regard. © The Independent Institute of Education (Pty) Ltd 2017 Page 5 of 72 IIE Learn Guide DECU5111 This Module on Learn Learn is an online space, designed to support and maximise your learning in an active fashion. Its main purpose is to guide and pace you through the module. In addition to the information provided in this guide, you will find the following when you access Learn: A Module Pacer; An assessment brief; A variety of online resources (articles, videos, audio, interactive graphics, etc.) to explain theoretical concepts; Questions to guide you through the theory; Collaborative and individual activities (all of which are gradable) with time-ontask estimates to assist you in managing your time around these. Kindly note: Learn does not replace your contact time with your lecturers and/ or tutors. Your lecturer will communicate submission dates for specific activities in class and/ or in Learn. © The Independent Institute of Education (Pty) Ltd 2017 Page 6 of 72 IIE Learn Guide DECU5111 Module Resources Prescribed Book for this Module Recommended Additional Reading Sparke, P. 2013. An introduction to design and culture 1900 to the present. 3rd edition. Oxon: Routledge. Please note that this module guide is intended to support your learning – the content of this module should be sourced from the prescribed material. You will not succeed in this module if you focus on this module guide only. The following titles include information related to this module and may be consulted as additional resources and used in your assignments. These books are available in the library. Fashion Design: Breward, C. 2003. Fashion In: Oxford history of art. Oxford: OUP. eBook. Database: eBook Collection (EBSCOhost). Howell, G. ed. 2012. Wartime Fashion: from haute couture to homemade, 1939-1945. London: Bloomsbury Academic. eBook. Database: eBook Collection (EBSCOhost). Kennedy, A, Calderin, J and Stoehrer, EB. 2013. Fashion design, referenced: a visual guide to the history, language & practice of fashion. Beverly, (MA): Rockport. eBook. Database: eBook Collection (EBSCOhost). Interior Design: Brooker, G. 2013. Key interiors since 1900. London: Laurence King. eBook. Database: eBook Collection (EBSCOhost). Poulin, R. 2012. Graphic design and architecture, a 20th century history: a guide to type, image, symbol, and visual storytelling in the modern world Beverly, (MA): Rockport. eBook. Database: eBook Collection (EBSCOhost). Graphic Design: Gomez-Palacio, B; Vit, A. 2009. Graphic design, referenced: a visual guide to the language, applications, and history of graphic © The Independent Institute of Education (Pty) Ltd 2017 Page 7 of 72 IIE Learn Guide Digital and Web Resources DECU5111 design. Beverly, (MA): Rockport. eBook. Database: eBook Collection (EBSCOhost). Meggs, P and Purvis, AW. 2006. Megg’s History of graphic design. Hoboken, (NJ): Wiley. Additional digital resources are also available for this module. Please see resources listed in each learning unit. Module Purpose The purpose of this module is to introduce students to the development of design expression and enterprise up to the Modernist period. This includes the work of designers, design production and consumption, as well as the formal characteristics and function of design output. Module Outcomes MO1 MO2 MO3 Demonstrate knowledge and understanding of the development of design. Explore the implications of design development in specific contexts. Communicate using appropriate academic writing skills. © The Independent Institute of Education (Pty) Ltd 2017 Page 8 of 72 IIE Learn Guide DECU5111 Module Pacer Code DECU5111 Learning Unit 1 DECU5111 Sessions: 1–3 Related Outcomes: MO1 MO2 MO3 Learning Unit 2 DECU5111 Sessions: 4–7 Related Outcomes: MO1 MO2 Hour Sessions 31 Theme: Introduction to Design Culture Learning objectives: Theme1: Introduction to Design Culture LO1: Describe the concept of design; LO2: Explain what is meant by design culture as a field of study; LO3: Discuss the importance of understanding design culture and design theory. Theme: Introducing Modernity Learning objectives: Theme1: Conspicuous Consumption and the Expansion of Taste LO1: Define conspicuous consumption; LO2: Describe the culture of conspicuous consumption; LO3: Discuss the impact of modernity on societies as expressed through their consumption choices; LO4: Explain the shift from decorative arts to mass produced designs. © The Independent Institute of Education (Pty) Ltd 2017 Credits 10 Notes on this LU Notes on this LU Page 9 of 72 IIE Learn Guide Learning Unit 2 DECU5111 Sessions: 4–7 Related Outcomes: MO1 MO2 Learning Unit 3 DECU5111 Sessions: 8–12 Related Outcomes: MO1 MO2 DECU5111 Theme: Introducing Modernity (CONTINUED) Learning objectives: Theme 2: Consumer Culture and Modernity LO5: Discuss the impact of the industrial revolution on design; LO6: Explain the effects of changes in spending power on design; LO7: Discuss the ways in which changes in transport influenced design; LO8: Describe the ways in which the development of new needs in society influenced design; LO9: Discuss how the growth of cities impacted design. Theme: The Impact of Technology Notes on this LU Notes on this LU Learning objectives: Theme1: New Production Methods and Materials LO1: Explain the impact of technological development on society and design; LO2: Describe the modernist movement towards rationalisation of practices and production in factories, the office and the home; LO3: Discuss examples of the influence of industrialisation on modern design; LO4: Explain the role of division of labour in the development of design. © The Independent Institute of Education (Pty) Ltd 2017 Page 10 of 72 IIE Learn Guide Learning Unit 3 DECU5111 Sessions: 8–12 Related Outcomes: MO1 MO2 Learning Unit 4 DECU5111 Sessions: 13–15 Related Outcomes: MO1 MO2 DECU5111 Theme: The Impact of Technology (CONTINUED) Learning objectives: Theme 2: The Materials of Modernity LO5: Describe the influence of the discovery of new materials and innovations on the production of goods; LO6: Evaluate the implications of technological changes for Graphic, Fashion and Interior Design. Theme: The Birth of Design as a Discipline and a Career Learning objectives: Theme1: Art and Industry LO1: Describe the development of the role of the designer from artist or craft manufacturer to designer; LO2: Discuss the education of the designer; LO3: Describe the role and development of new emerging designers and areas of design; LO4: Analyse the role of architects in the development of modernist design. Notes on this LU Notes on this LU Theme 2: The consultant designer LO1: Identify key historical figures in design; LO2: Discuss the development and emergence of industrial design. © The Independent Institute of Education (Pty) Ltd 2017 Page 11 of 72 IIE Learn Guide Learning Unit 5 DECU5111 Sessions: 16–20 Related Outcomes: MO1 MO2 MO3 Learning Unit 6 DECU5111 Sessions: 21–22 Related Outcomes: MO1 MO2 MO3 DECU5111 Theme: Design and Modernity in the 20th Century Learning objectives: Theme1: Design and Modernity in the 20th Century LO1: Discuss the theories underpinning modernist design in the 20th Century; LO2: Describe the stylistic characteristics of the Art Nouveau movement. Theme 2: The Hegemony of Modernism LO3: Discuss the influence of the Bauhaus on design education; LO4: Describe the stylistic characteristics of the De Stijl movement; LO5: Discuss the theory of functionalism; LO6: Analyse the dominance of modernism in 20th Century design. Theme: Design and Modernity in the 20th Century Learning objectives: Theme1: Representing the Nation LO1: Investigate the development of design as part of the construction of visual identity. LO2: Demonstrate an understanding of the birth of national and corporate identity. LO3: Demonstrate an understanding of the arts and crafts movement as reaction against modernism and the machine. LO4: Identify and understand the stylistic characteristics of the arts and crafts movement. © The Independent Institute of Education (Pty) Ltd 2017 Notes on this LU Notes on this LU Page 12 of 72 IIE Learn Guide Learning Unit 6 DECU5111 Sessions: 21–22 Related Outcomes: MO1 MO2 MO3 Learning Unit 7 DECU5111 Sessions: 23–34 Related Outcomes: MO1 MO2 MO3 DECU5111 Theme: Design and Modernity in the 20th Century (CONTINUED) Theme 2: Corporate Culture and the State LO5: Discuss the rise of modern mass media and their role in the creation of national identities; LO6: Distinguish between style characteristics of visual design and the origins of styles and movements. Theme: Presenting Modernist Movements Learning objectives: Theme 1: Revision of the Modernist Movements LO1: Identify designs or designers influenced by the modernist movements; LO2: Analyse the stylistic characteristics of various modernist movements; LO3: Describe the ideals that underpin various modernist movements. © The Independent Institute of Education (Pty) Ltd 2017 Notes on this LU Notes on this LU Page 13 of 72 IIE Learn Guide DECU5111 Assessments Integrated Curriculum Engagement (ICE) Minimum number of ICE activities to complete Weighting towards the final module mark 4 10% Assignments/ Projects Weighting Duration Total marks Submit after Learning Units covered Resources required Project 30% 2 weeks 100 Week 11 LU4, LU5, LU7 Prescribed book, online and library resources. Tests/ Examination Weighting Duration Total marks Open/ closed book Resources required Test 25% 1 hour 60 Closed Prescribed Book Learning Units covered LU1–4 Assessment Preparation Guidelines Format of the Assessment (The Focus/ Approach/ Objectives) Project You will be required to do a class presentation about a design movement including a written component. Test You will be required to answer short, medium and long questions for this test. Examination The examination consists mainly of medium to long essay questions. © The Independent Institute of Education (Pty) Ltd 2017 Examination 35% 2 hours 120 Closed Prescribed book, online and library resources. LU1–7 Preparation Hints (How to Prepare, Resources to Use, etc.) Familiarise yourself with the various design movements covered in this module ensuring that you collect examples, and that you are able to describe the context and characteristics of a movement. Read the relevant sections in the prescribed book and make notes for each of the learning units. Make sure you do all the activities and watch the videos for better understanding. Work through tests from previous years to prepare as well. To answer the examination questions, you must review the relevant learning units in detail, Page 14 of 72 IIE Learn Guide DECU5111 read the relevant sections in the prescribed book and research additional sources. © The Independent Institute of Education (Pty) Ltd 2017 Page 15 of 72 IIE Learn Guide DECU5111 Glossary of Key Terms for this Module Please Note: There is a comprehensive glossary of terms at the back of your prescribed book. The list below supplements the list in the prescribed book. Term Definition My Notes Art deco A style of decorative art based on the expression of an opposition to disharmony; characterised by geometric motifs, rounded forms, well-defined outlines and the use of synthetic materials. Arts and crafts A movement against mass production, movement encouraging a revival of the art and the craft. Art nouveau An international style based on decoration and characterised by flowing lines and stylised natural forms. Bauhaus An art college founded in Germany, characterised by simplicity in the form of their designs, as a reaction to the arts and crafts movement. Biography A biography describes the course of a person's life. Conspicuous The purchase of goods or services for consumption the specific purpose of displaying one's wealth and social status. Decorative arts Objects with aesthetic appeal that can also be considered functional. Design culture Industrial revolution Mass production Design culture is the study of the interrelationships between design artefacts, in all their manifestations; the work of designers; design production (including marketing, advertising and distribution); and their consumption. The rapid development of industry that emerged in the late 18th century, brought about by the introduction of machinery. Characterised by the use of steam power, the growth of factories, and the mass production of manufactured goods. Utilising machines to manufacture goods in large quantities. © The Independent Institute of Education (Pty) Ltd 2017 Page 16 of 72 IIE Learn Guide Term Modernism, modern vs. contemporary Seminal designer Utopia DECU5111 Definition My Notes Modernism is the general term to describe the cultural phenomenon and design movement of the early years of the 20th century. The word modern is also used widely as descriptor for anything that is contemporary. To avoid confusion rather use the word modern for the Modernism time frame, and the word contemporary to indicate what is now. A designer who is seen as influential; a leader; a person who created new possibilities (origin of the word is “seed”). An imagined place or state of things in which everything is perfect. © The Independent Institute of Education (Pty) Ltd 2017 Page 17 of 72 IIE Learn Guide DECU5111 Icons Used in Learn The following icons are used in all your modules in Learn: Icon Description A list of what you should be able to do after working through the learning unit. Specific reference to sections in the prescribed textbook (if the module has one) or the printed manual (if the module has one). Questions to help you recognise or think about the application of the theory in the world around you or in the world of work. Sections where you get to grapple with the content/ theory. This is mainly presented in the form of questions which focus your attention and are aimed at helping you to understand the content better. You will be presented with online resources to work through (in addition to the textbook or manual references) and find some of the answers to the questions posed. Opportunities to make connections between different chunks of theory in the module or to real life. More real life or world of work information or examples of application of theory, using online resources for selfexploration. You have to log onto Learn to: Access online resources such as articles, (interactive graphics, explanations, video clips, etc. which will assist you in mastering the content; and View instructions and submit or post your contributions to individual or group activities which are managed and tracked on Learn. © The Independent Institute of Education (Pty) Ltd 2017 Page 18 of 72 IIE Learn Guide DECU5111 Learning Unit 1: Introduction to Design Culture In this learning unit, we explore the fundamental concepts of design and design culture. We look at design culture as a field of study as well as the importance of understanding this concept fully in order to become a good designer. No. of activities: 2 Time on task for activities: 3 hours Learning Unit Objectives On completion of this learning unit, you should be able to: Describe the concept of design; Explain what is meant by design culture as a field of study; Discuss the importance of understanding design culture and design theory. Theme 1: Introduction to Design Culture To what extent do you agree that design creates culture? Why? What other factors do you think influence design styles and trends? What is Design? What is your understanding of the concept of design? To what extent do you agree with Steve Jobs’ definition of design as per the alongside graphic? Why? Do you think Steve Jobs can be regarded as an expert in the design field? Why/ why not? What are the meanings of the terms “design” and “culture”? To what extent are design and culture related? Which disciplines are covered by the field of design? Which major events had the biggest impact on defining what design is? Find some of the answers in the following resources: © The Independent Institute of Education (Pty) Ltd 2017 How do you think the Mac Book was designed? Page 19 of 72 IIE Learn Guide DECU5111 - Design is… Is There A Scientific Definition Of "Design"? You may also find the video below useful: - Find out: https://www .youtube.co m/watch?v= tJMHpRcEN5 g https://www.youtube.com/watch?v=vFrG 0tj9RAQ Find the rest of the answers in the Introduction of the prescribed textbook. Activity 1.1.1: What is Design? In this activity, you will explore the meaning of design further using good and bad examples of design. Time on task: 1 hour © The Independent Institute of Education (Pty) Ltd 2017 Page 20 of 72 IIE Learn Guide DECU5111 Design Culture as a Field of Study Why do you think the design of the wheel has changed so much since it was first created? In your view, to what extent will the design of the wheel have been influenced by culture? Why? In what ways do you think knowing more about design culture will help you to become a better designer? To what extent do you think it is possible to use design with culture to create a new product? Find out: https://thefinanc ialbrand.com/61 789/usingculture-designbuild-disruptivebreakthroughbrand/ What factors most influence design? Why? In what ways did 19th Century industrialization and 20th Century cultural and mass consumption influence design? To what extent does the approach of a contemporary designer differ from a designer in those two eras? What are the key features of the current design landscape? How important is theoretical knowledge of design culture as a field of study? Why? Find some of the answers in the following resources: - What is Design Culture? Infographic: Design Find the rest of the answers in the Introduction section of the prescribed textbook. © The Independent Institute of Education (Pty) Ltd 2017 Page 21 of 72 IIE Learn Guide DECU5111 Activity 1.1.2: Design Culture as a field of study In this activity, you will conduct further research into Design Culture as a field of study. Time on task: 2 hours © The Independent Institute of Education (Pty) Ltd 2017 Page 22 of 72 IIE Learn Guide DECU5111 Learning Unit 2: Introducing Modernity In this learning unit, we explore the relationship between conspicuous consumption and design. We will look at the early signs of modernity as well as the effects of changes in spending power, the emergence of department stores, and the changes in visual appearance of goods. We also examine the impact of the culture of consumption on social status and the roles of different genders. Finally, we explore the major developments in the design landscape brought about by the Industrial Revolution and its many inventions and implications for technology and society at large. No. of activities: 2 Time on task for activities: 3 hours Learning Unit Objectives On completion of this learning unit, you should be able to: Define conspicuous consumption; Describe the culture of conspicuous consumption; Discuss the impact of modernity on societies as expressed through their consumption choices; Explain the shift from decorative arts to mass produced designs; Discuss the impact of the industrial revolution on design; Explain the effects of changes in spending power on design; Discuss the ways in which changes in transport influenced design; Describe the ways in which the development of new needs in society influenced design; Discuss how the growth of cities impacted design. Collection of images blog As you work through this learning unit, you should collect images of examples from your design discipline that represent Modernity. © The Independent Institute of Education (Pty) Ltd 2017 Page 23 of 72 IIE Learn Guide DECU5111 Theme 1: Conspicuous Consumption and the Expansion of Taste What do you think would motivate someone to buy a Reinast toothbrush made of solid titanium and costing around R60 000.00? To what extent do you think buying such a toothbrush would be an example of conspicuous consumption? Why? How crazy is conspicuous consumption? Read this article before you decide: http://www.nyti mes.com/2014/ 11/23/upshot/co nspicuousconsumptionyes-but-its-notcrazy.html Conspicuous Consumption What is your understanding of conspicuous consumption? o Why do you think it exists? What items have you purchased recently that were not essential? - What motivated you to buy those items? Did you know that it has been suggested that conspicuous consumption may drive down fertility? Read more: https://www.scien cedaily.com/releas es/2016/03/16032 8105753.htm © The Independent Institute of Education (Pty) Ltd 2017 Page 24 of 72 IIE Learn Guide DECU5111 What is conspicuous consumption? What factors lead to the development of conspicuous consumption? What changes in design resulted from conspicuous consumption? What shifts in material culture were brought on by the rise of the department store? In what ways is the visual appearance of consumer goods related to their contributions to social status? What roles did specific design elements like graphics, package design and shop interiors play in creating a consumer culture? Find some of the answers in this resource. You may also find the video below useful: https://www.youtube.com/watch?v=OqU2qQDaQxg Find the rest of the answers in Part One: Chapter 1 – Conspicuous consumption and the expansion of taste of the prescribed textbook. The Impact of Modernity on Societies Why do you think women became key consumers during the modernist era? What opportunities do you think this presented for design? What is meant by modernity? What led to the shift from decorative arts to mass produced designs consumed by the middle class? What was the impact of this shift on consumption? In what ways did the presence of modernity in the 19th Century differ between households and the public arena? What does this suggest about the impact of modernity on society? To what extent did consumer spending by different genders express social superiority? Find some of the answers in the following resources: © The Independent Institute of Education (Pty) Ltd 2017 Page 25 of 72 IIE Learn Guide DECU5111 - Definitions and Characteristics of Modernity Modernism: Searching for Utopia You may also find the video below useful: https://www.youtube.com/watch?v=vDCEtnXlA4Y Find the rest of the answers in Part One: Chapter 1 – Consumer culture and modernity of the prescribed textbook. Activity 2.1.1: The impact of modernity on societies Changes in design are usually connected to changes in technology, lifestyle or events, all of which impact society. In this activity, you will compare lifestyle changes in society and the opportunities such changes held for design in the Modernist age. Time on Task: 3 hours © The Independent Institute of Education (Pty) Ltd 2017 Page 26 of 72 IIE Learn Guide DECU5111 Theme 2: Consumer Culture and Modernity What do you think the predominant culture of today’s consumers is? What do you think has had the greatest impact on consumer culture over time? Why? In your view, to what extent has design been influenced by changes in consumer culture and vice versa? Why? The Impact of the Industrial Revolution on Design How easy would it have been for you to order/ buy products from overseas before the Industrial Revolution? Why? What changes after the Industrial Revolution have made this type of purchase possible for you? What happened during the Industrial Revolution? What changes to general society resulted from the industrial revolution? What opportunities did the industrial revolution present for the field of design? In what ways did the industrial revolution bring about changes in spending power? To what extent did changes in spending power impact design? Find some of the answers in the following resources: - The History of Visual Communication - Breaking the Grid Industrial Revolution American Consumerism and the Global Environment Find the rest of the answers in Part One: Chapter 1 – Consumer culture and modernity of the prescribed textbook. © The Independent Institute of Education (Pty) Ltd 2017 Page 27 of 72 IIE Learn Guide DECU5111 Other Influences in the Design Landscape In what ways do you think urbanisation has changed people’s needs? In your view, what role could design play in meeting those needs? Why? In what ways did effective transport engineering influence modernist architects and designers? What new needs did society develop? To what extent did these needs influence design? What changes in design did the growth of cities bring about? Find some of the answers in the following resources: - Importance of Transport to an Industrial Revolution SOCIAL IMPACT OF INDUSTRIAL REVOLUTION What is impact of the Industrial Revolution on nineteenth century architecture? The Workshop of the World Find the rest of the answers in Part One: Chapter 1 – Consumer culture and modernity of the prescribed textbook. Activity 2.2.1: Consumer culture and modernity In this activity, you will explore the major events that shaped the modern-day design landscape, especially those which most affected your own discipline. Time on task: 1 hour © The Independent Institute of Education (Pty) Ltd 2017 Page 28 of 72 IIE Learn Guide DECU5111 Learning Unit 3: The Impact of Technology In this learning unit, we will explore the impact of technological development on society and design. We will look at the modernist movement towards rationalisation of practices and production in factories, the office and the home, including examples of the influence of industrialisation on modern design. We will then examine the division of labour and what it meant for the development of design. We will end the unit with a look at the influence of the discovery of new materials and innovations on the production of goods. No. of activities: 3 Time on task for activities: 6 hours Learning Unit Objectives On completion of this learning unit, you should be able to: Explain the impact of technological development on society and design; Describe the modernist movement towards rationalisation of practices and production in factories, the office and the home; Discuss examples of the influence of industrialisation on modern design; Explain the role of division of labour in the development of design; Describe the influence of the discovery of new materials and innovations on the production of goods; Evaluate the implications of technological changes for Graphic, Fashion and Interior Design. As you work through this learning unit, you should collect visual examples of design during the Industrial revolution from your design discipline. Theme 1: New Production Methods and Materials Assuming the caption in the graphic is correct, do you think that means that design is no longer impacted by the materials of the past? Why? What design opportunities do you think resulted from the discovery of materials such as plastic, aluminium, rayon and nylon early in the 20th Century? © The Independent Institute of Education (Pty) Ltd 2017 What are the most recent new materials and production methods Page 29 of 72 IIE Learn Guide DECU5111 To what extent do you think technology will continue to impact design in the future? Why? available to designers? Find out: http://www.inter iordesign.net/art icles/12310super-smartsurfacematerials-toknow-about/ The Impact of Technological Development on Society and Design To what extent has technology affected your home life? Why? In your view, what major cultural changes have occurred as a result of new technologies? What new design trends can you think of that might have emerged due to new technology? To learn more about the impact of the Technological Revolution on society today, visit the link below: http://www.huffi ngtonpost.com/a ngellanazarian/thetechnologyrevolution_b_48 09786.html In what ways did design link the worlds of technology (mass production) and culture in the early 20th Century? What role did gas (steam) and electricity play in the transformation of both public and domestic environments? What new materials helped to transform the appearance of the modern environment? In what ways did architects and designers of the Art Nouveau movement employ new materials to create a new style? © The Independent Institute of Education (Pty) Ltd 2017 Page 30 of 72 IIE Learn Guide DECU5111 How complex was the transfer of productivity to the household? Why? Find some of the answers in the following resources: Innovation and Technology in the 19th Century Mass Marketing, Advertising, and Consumer Culture http://www.vam.ac.uk/content/articles/t/the-machine/ Find the rest of the answers in Part One: Chapter 2 – The impact of technology of the prescribed textbook. Division of Labour What is your understanding of division of labour? What role do you think division of labour plays in design? Why? What is meant by division of labour in the context of design? To what extent can it be said that modern design stems from division of labour? Why? In what ways were designers able to express modernity in both production and consumption? What role did Taylorism play in the search for rationalism and increased efficiency typical of the late 19th Century? Find some of the answers in the following resources: - Mass production - What_is_taylorism_and_what_does_it_have_to_do_ with_manufacturing You may also find the video below useful: - https://www.youtube.com/watch?v=row3qYD7jL4 Find the rest of the answers in Part One: Chapter 2 – The impact of technology of the prescribed textbook. © The Independent Institute of Education (Pty) Ltd 2017 Page 31 of 72 IIE Learn Guide DECU5111 The Influence of Rationalisation on the Development of Design What do you think rationalisation entails in design? How important do you think it is to rationalise processes? Why? In your view, which is more likely to be effective when rationalising: using a new process or using a new material? Why? What are the latest innovations in materials? Find out: http://www.de signnews.com/ author.asp?sec tion_id=1392& doc_id=28153 6&itc=dn_anal ysis_element& What does the shift from tacit design to rational planning involve? What influence did the American System of Manufacture have on the rationalisation of practices and production in Britain? What is flexible mass production? - Why can this be considered a response to market demands? Why was pure standardization no longer feasible by the 1920’s? - What major turn did this present in the battle between technology and culture? - What major inventions most affected design during this time? In what ways did new practices, such as the use of moulds, influence design? Find some of the answers in the following resources: - The Second Industrial Revolution - Second Industrial Revolution - Industrialization and the beginnings of Modernism You may also find the video below useful: - https://www.youtube.com/watch?v=ceKmkvOLD3Q © The Independent Institute of Education (Pty) Ltd 2017 Page 32 of 72 IIE Learn Guide DECU5111 Find the rest of the answers in Part One: Chapter 2 – The impact of technology of the prescribed textbook. Activity 3.1.1: Changes in technology during modernism In this activity, you will discuss the changes impacting your particular design discipline that have taken place in technology during modernism. Time on task: 3 hours Theme 2: The Materials of Modernity Which materials do you think are most representative of modernity? Why? To what extent do you think materials have changed over the last century? In what ways do you think changes in materials have influenced design? Why? The Materials of Modernity What type of material are most items made of today? How many of the items you use every day are made of plastic? - What do you suppose similar items were made of before the invention of plastic? In what ways do you think the invention of plastic changed the design landscape in your particular discipline? Learn more about the history of plastics and its many different applications here: http://www.bpf. co.uk/plastipedi a/plastics_histor y/default.aspx © The Independent Institute of Education (Pty) Ltd 2017 Page 33 of 72 IIE Learn Guide DECU5111 What new developments influenced classic design the most in the years between World Wars I and II? How did streamlining originate? In what ways did streamlining affect design in the 1930s? Why did the development of aluminium and plastic have such a big impact on cultural change? For what reasons is the acceptance of plastics symbolic of the growth of modern consumerism? Why were consumers relatively slow to accept aluminium? What other new materials emerged in the 1930s? Find some of the answers in the following resources: Making the Modern World: New Science, New Materials, New Power (Note: This resource is a timeline of several pages – please view all pages in the series.) A brief history of plastics, natural and synthetic ALUMINIUM HISTORY Find the rest of the answers in Part One: Chapter 2 – The impact of technology of the prescribed textbook. Activity 3.2.1: Plastic as a new material Plastics became iconic and strongly associated with modernism, partly because the material was so readily available at the time. In this activity, you will create an interactive presentation describing the influence of the discovery of new materials, such as plastics, and innovations on the production of goods. Time on task: 1.5 hours Activity 3.2.2: Design in the cultural, practical and technological contexts In this activity, you will explore the factors you need to consider in order to be a successful designer in your specific discipline. Time on task: 2 hours © The Independent Institute of Education (Pty) Ltd 2017 Page 34 of 72 IIE Learn Guide DECU5111 Learning Unit 4: and a Career The Birth of Design as a Discipline In this learning unit, we will take a look at the informal manner in which the discipline of design has developed, from being not only functional, but also aesthetically pleasing. We will explore the role that architects and some of the key contributors to the design landscape have played in the development of various design disciplines. We will focus on disciplines such as packaging, store design and shop fitting, especially window artists and fashion design. We will also examine the birth and development of industrial design and gender wars in design, including the exclusion of women in many design industries. No. of activities: 3 Time on task for activities: 6 hours Learning Unit Objectives On completion of this learning unit, you should be able to: Describe the development of the role of the designer from artist or craft manufacturer to designer; Discuss the education of the designer; Describe the role and development of new emerging designers and areas of design; Analyse the role of architects in the development of modernist design; Identify key historical figures in design; Discuss the development and emergence of industrial design. As you work through this learning unit, you should collect images that reflect the development of design as a career from your design discipline. Instructions: 1. Once you have found an image, click the Blogs link under QUICK LINKS in the course menu to the left of the screen and then open the Collection of images blog. 2. In a new entry: a) Enter a suitable heading of your choice in the Title field; b) Attach the images you have found that are appropriate to your discipline; c) Enter the link (URL) to each image; d) Briefly describe each image that you attach; e) Explain why you selected each image. © The Independent Institute of Education (Pty) Ltd 2017 Page 35 of 72 IIE Learn Guide DECU5111 ! This blog can be updated as you work through the module as it will serve as a repository of images for future reference. Theme 1: Art and Industry To what extent, if any, do you think that art and industry are related? Why? In what ways do you think industry has made art more accessible? In your view, how beneficial has art been to industry, and vice versa? Why? From Artist or Craft Manufacturer to Designer To what extent do you think that both artists/ craft manufacturers and designers ‘desire to inspire’? Why? At what point do you think an artist/ craft manufacturer becomes a designer? In your view, what specific criteria should a person meet before s/he can be described as a designer? Why? When do you think your favourite appliances were first launched? Find out: http://www.g reatachievem ents.org/?id= 3768 To what extent do art and industry collaborate to create aesthetically pleasing products for consumers? What is the role of each of the following in the production of goods: Art workers? Designers? Fine artists? Engineers? How did the emergence of in-house designers and external consultant designers come about? In what ways did their approaches differ? © The Independent Institute of Education (Pty) Ltd 2017 Page 36 of 72 IIE Learn Guide DECU5111 Why were aesthetics so crucial to any machine that played a role in domestic display? What does the success of General Motors’ introduction of aesthetics to their vehicles signify about the role of design in the face of new consumer expectations? What role did principles such as Gesamtunswerk and Sloanism play in early design approaches? Find some of the answers in the following resources: Modernism Tough Guys and Pretty Boys: The Cultural Antagonisms of Engineering and Aesthetics in Automotive History Find the rest of the answers in Part One: Chapter 3 – The designer for industry of the prescribed textbook. The Role and Development of Emerging Designers and Areas of Design Which design specialties can you list? Where do you think each area of design specialty originated? Which specialty do you think had the biggest impact on the entire field of design? Why? What were the most important events in advertising between 17041999? Find out: http://adage.com/ article/specialreport-theadvertisingcentury/ad-ageadvertisingcenturytimeline/143661/ © The Independent Institute of Education (Pty) Ltd 2017 Page 37 of 72 IIE Learn Guide DECU5111 Why does adding art to industrial production improve the quality of goods? What role does design education play in the quality of goods? What are the milestones in the expansion of design education in the years before 1914? In what ways did the Victoria and Albert Museum and its Normal School contribute to the expansion of design education? What were the highlights in the development of the American advertising profession? What role did the rise of two-dimensional design play here? What is meant by the professionalisation of window display and packaging design? Which industries developed because of this? In what ways did fashion couture emerge before 1914? Find some of the answers in the following resources: History of Graphic Design History of Interior Design How Did We Get Here? A Short History of Retail The History of the American Advertisement: Revolutionary Years (1900-1950) The Find the rest of the answers in Part One: Chapter 3 – The designer for industry of the prescribed textbook. The Role of Architects in the Development of Modernist Design What do you think would happen if architects were to try their hand at fashion design? What other areas of design that are influenced by architecture can you think of? Did you know that architecture has an immense influence on other areas of design? Learn more: http://www.ci trinitas.com/h istory_of_visc om/modernist s.html © The Independent Institute of Education (Pty) Ltd 2017 Page 38 of 72 IIE Learn Guide DECU5111 Why did architects and decorative artists become involved in producing goods using new manufacturing techniques? Why was architecture the first model for design practice? In what ways were architectural ideals applied to furniture/ products created for interior spaces? To what extent did the dominance of architects suppress the emergence of a theory of modern design? To what extent did the driving forces of architecture differ from those of other disciplines of the time? In what ways did women take over the responsibility for interior design from architects? What hindered the professionalization of this process for women? Find some of the answers in the following resources: The Rise and Fall of Modernist Architecture 20th-Century Architecture: History - Characteristics Movements - Architects Constructing Modernism Find the rest of the answers in Part One: Chapter 3 – The designer for industry of the prescribed textbook. Activity 4.1.1: Design education In this activity, you will discuss the development of design education from an artisan type, learnership model (master/ apprentice model) to a design and art school model. Time on task: 2 hours Activity 4.1.2: The emerging role of design In this activity, you will discuss the role of design as a bridging agent between art, industry and culture. Time on task: 1 hour © The Independent Institute of Education (Pty) Ltd 2017 Page 39 of 72 IIE Learn Guide DECU5111 Theme 2: The Consultant Designer What is your understanding of what an industrial engineer does? In what ways do you think industrial engineers differ from early consultant designers? Which early consultant designers do you think paved the way for industrial design? Key Historical Figures in Design The perfume, Chanel No. 5, was first introduced in 1921 by Coco Chanel, one of the key historical figures in design during the Modernist era. What do you think is so unique about her design style? Why do you think she is considered a key historical figure in design? To what extent do you think connecting her name to the perfume contributed to its longevity? Who do you think the other key designers were in the Modernist era? How likely do you think it is that you could afford to spend a night in a twentyfive million rand house? Read this article before you decide: http://pilotonli ne.com/busine ss/realestate/wantto-stay-in-amillion-franklloyd-wrighthouse/article_1 f2f9da7-62095ce4-812fb153678e5e5f. html Which contributions to architecture can be accredited to: William Morris (England)? Henry van de Velde (Belgium)? Frank Lloyd Wright (USA)? What impact did Peter Behrens have on the emergence of consultant designers? What role did J. Walter Thomson play in the development of the advertising profession? © The Independent Institute of Education (Pty) Ltd 2017 Page 40 of 72 IIE Learn Guide DECU5111 What are the biggest contributions to fashion design made by Elsie de Wolf and Charles Frederick Worth? In what ways did the following individuals contribute to the birth and development of industrial design: Norman Bel Gedde? Raymond Loewy? Walter Dorwin Teague? Henry Dreyfuss? Find some of the answers in the following resources: 10 Influential Fashion Designers You’ve Probably Never Heard Of The 30 Most Influential Designers of All Time Masters of Modernism You may also find the videos below useful: - https://www.youtube.com/watch?v=FbKYgUebNdI https://www.youtube.com/watch?v=Yl8-ISHuCx8 https://www.youtube.com/watch?v=d3O3zvtwG24 Find the rest of the answers in Part One: Chapter 3 – The designer for industry of the prescribed textbook. The Development and Emergence of Industrial Design How often do you buy items based on the brand/ designer name of the product? In your view, to what extent does the name of the brand/ designer add value to the product? Why? What is meant by culture capital? How was culture capital added to goods? What role did well-known designers play in creating culture capital? In what ways did consultant designers elevate the status of their artistic contributions? What effect did this have on the social status of such designers? To what extent did this impact the goods they were associated with? © The Independent Institute of Education (Pty) Ltd 2017 What is the future of industrial design? Find out: https://ww w.fastcodesi Page 41 of 72 IIE Learn Guide DECU5111 In what ways did industrial design emerge from a cultural perspective? How was the USA model for consultant design deployed in the rest of the world? What major styles continued to influence decorative arts between World Wars I and II? gn.com/306 3318/5design-jobsthat-wontexist-in-thefuture Find some of the answers in the following resources: Art Deco: History, Characteristics of a Style of Architecture, Decorative Arts The Interwar Era 1920-1940 Visual History of Industrial Design Find the rest of the answers in Part One: Chapter 3 – The designer for industry of the prescribed textbook. Activity 4.2.1: The consultant designer In this activity, you will create an infographic of a particular modernist designer who contributed to industrial design by connecting his/her name to a specific product or service. Time on task: 3 hours © The Independent Institute of Education (Pty) Ltd 2017 Page 42 of 72 IIE Learn Guide DECU5111 Learning Unit 5: Design and Modernity in the 20th Century In this learning unit, we will focus on 20th Century design, and the hegemony of modernism. We will begin with a look at Bauhaus, one of the first institutions in which students were taught how to design, rather than to become fine artists or craftsmen. We will then consider the Art Nouveau and De Stijl movements. No. of activities: 4 Time on task for activities: 7.5 hours Learning Unit Objectives On completion of this learning unit, you should be able to: Discuss the theories underpinning modernist design in the 20th Century; Describe the stylistic characteristics of the Art Nouveau movement; Discuss the influence of the Bauhaus on design education; Describe the stylistic characteristics of the De Stijl movement; Discuss the theory of functionalism; Analyse the dominance of modernism in 20th Century design. As you work through this learning unit, you should collect visual examples of each of the movements for your design discipline. Instructions: 3. Once you have found an image, click the Blogs link under QUICK LINKS in the course menu to the left of the screen and then open the Collection of images blog. 4. In a new entry: f) Enter a suitable heading of your choice in the Title field; g) Attach the images you have found that are appropriate to your discipline; h) Enter the link (URL) to each image; i) Briefly describe each image that you attach; j) Explain why you selected each image. ! This blog can be updated as you work through the module as it will serve as a repository of images for future reference. © The Independent Institute of Education (Pty) Ltd 2017 Page 43 of 72 IIE Learn Guide DECU5111 Theme 1: Design and Modernity in the 20th Century To what extent do you think modernist design theories influenced the design of the Moses Mahbida Stadium? What other iconic 20th Century buildings are you aware of? o Which of them do you think were inspired by modernist design theories? Why? o What does this suggest about the influence of the Modernist th movement in the 20 century? South Africa has its own treasure of campus buildings, designed and built in different eras. Which of these show influences of modernity? Find out: http://www.thes outhafrican.com /the-ten-mostspectacularuniversitycampuses-insouth-africa/ Theories of Modernist Design How relevant do you think the theories of Modernism are in today’s world? Why? What influences of modernism can you identify in today’s designs in your design discipline? What would a modernist house look like today? Find out: http://www.nyti mes.com/interac tive/2016/09/19/ tmagazine/pamel a-shamshiridesignerschindlerhouse.html?_r=0 © The Independent Institute of Education (Pty) Ltd 2017 Page 44 of 72 IIE Learn Guide DECU5111 In what ways can the two phases of modernism (1914–1929 and the 1930s) be distinguished from each other? What did moving away from historicism and decoration in design during the modernism era entail? What key ideas influenced the transformation from historicism to modernism in architecture? Which key figures influenced this transformation? Which other theories had a major impact on design in the 20th Century? For what reasons was modernist theory integrated so liberally into visual, material and spatial culture? In what ways did this lead to the use of design as a tool for social and political transformation? To what extent did this increase the influence of Modernist theory throughout the 20th Century? Find some of the answers in the following resources: Philosophy of Modernism THEORY – MODERNISM Find the rest of the answers in Part One: Chapter 4 – Modernism and design of the prescribed textbook. Activity 5.1.1: The impact of modernism in the 20th Century In this activity, you will further explore the impact of Modernism on Design as a field of study. Time on task: 2 hours © The Independent Institute of Education (Pty) Ltd 2017 Page 45 of 72 IIE Learn Guide DECU5111 The Art Nouveau Movement What is the English meaning of the term: art nouveau? What do you suppose were the main characteristics of the Art Nouveau Movement? What do you think was new about it? Which social issues do you think this movement tried to address? Did you know that The Casa Batlló, built in 1877, was remodelled during the Art Nouveau movement during 1904– 1906? Learn more: https://www. boundless.co m/arthistory/textbo oks/boundles s-art-historytextbook/euro pean-andamerican-artin-the-18thand-19thcenturies34/the-riseofmodernism219/artnouveau-78011040/) Why is the Art Nouveau Movement considered a predecessor of Modernism? What led to the advent of the Art Nouveau Movement? On what ideals was the Art Nouveau Movement based? What are the most common characteristics of the Art Nouveau style? What role did the Vienna Secession play in the promotion of the Art Nouveau style? Why was the popularity of the Art Nouveau movement so short-lived? Find some of the answers in the following resources: © The Independent Institute of Education (Pty) Ltd 2017 Page 46 of 72 IIE Learn Guide DECU5111 Art Nouveau BBC Homes: Art nouveau (c.1880 to 1910) You may also find this video useful: https://www.youtube.com/watch?v=P4luPnObQYo Find the rest of the answers in Part One: Chapter 4 – Modernism and design of the prescribed textbook. Activity 5.1.2: The stylistic characteristics of the Art Nouveau Movement In this activity, you will create a presentation, describing the stylistic characteristics of the Art Nouveau Movement. Time on Task: 2 hours Theme 2: The Hegemony of Modernism What do you think hegemony is? To what extent do you think hegemony and modernism are linked? In your view, which modernist movement was the most dominant? Why? Bauhaus In your view, what do the products in the above images provided have in common? Which design movement do you think influenced each of these products? What do you think the word Bauhaus means in English? What is the Bauhaus? How did the Bauhaus originate? On what principles was the Bauhaus founded? What major changes in philospohy did the Bauhaus undergo? In what ways is teaching of design approached at the Bauhaus? Who were the major contributors to the Bauhaus’ success? Why was the Bauhaus so significant in shaping design education? © The Independent Institute of Education (Pty) Ltd 2017 Page 47 of 72 IIE Learn Guide DECU5111 What major contributions to design came from the Bauhaus? Find some of the answers in the following resources: Bauhaus Design Movement Bauhaus: Ninety Years of Inspiration Quick History: The Bauhaus & Its Influence Infographic: The Bauhaus Movement You may also find the video below useful: https://www.youtube.com/watch?v=ZQa0BajKB4Q Find the rest of the answers in Part One: Chapter 4 – Modernism and design of the prescribed textbook. Activity 5.2.1: Principles and structure of Bauhaus’ design education In this activity, you will discuss the influence of the Bauhaus on design education. Time on task: 2 hours The De Stijl Movement How would you describe the style represented in the above graphic? In your view, what similarities are there between this style and the Bauhaus movement? What other stylistic characteristics can you identify in this graphic? De Stijl is still making headlines today. Find out why: http://www.n ytimes.com/2 016/09/16/ar ts/design/a101-year-oldartist-finallygets-her-dueat-the- © The Independent Institute of Education (Pty) Ltd 2017 Page 48 of 72 IIE Learn Guide DECU5111 whitney.html? _r=0 What were the stylistic characteristics of the De Stijl movement? What underlying principles governed the De Stijl movement? What important events shaped the views of the De Stijl protagonists? What are the major differences between De Stijl and Bauhaus? Why is there still evidence of De Stijl influence in contemporary work of the Bauhaus? Find some of the answers in the following resources: De Stijl 'De Stijl’ movement: squares, lines... and barking like dogs You may also find the video below useful: https://www.youtube.com/watch?v=O4eFB-VCIyI Find the rest of the answers in Part One: Chapter 4 – Modernism and design of the prescribed textbook. Activity 5.2.2: Stylistic characteristics of the De Stijl Movement In this activity, you will find examples of designs with stylistic characteristics of the De Stijl Movement. Time on task: 1.5 hours © The Independent Institute of Education (Pty) Ltd 2017 Page 49 of 72 IIE Learn Guide DECU5111 The Theory of Functionalism What is your understanding of functionalism? What do you think the phrase “Form follows function” means? How relevant in today’s world is the idiom: Form follows function? Learn more before you decide: http://www.nyti mes.com/2009/0 6/01/arts/01ihtDESIGN1.html What is the Theory of Functionalism? In what areas of design was this theory successfully applied? In what ways did the Bauhaus encourage the theory of functionalism? Why was the theory of functionalism so difficult to apply to the world of industrial design? Why did modernist designers readily accept functionalist theory? To what extent does functionalism continue to influence modernist design? Why? Find some of the answers in the following resources: Dieter Rams and the Relevance of Functionalism Form Follows WHAT ?: The modernist notion of function as a carte blanche Find the rest of the answers in Part One: Chapter 4 – Modernism and design of the prescribed textbook. © The Independent Institute of Education (Pty) Ltd 2017 Page 50 of 72 IIE Learn Guide DECU5111 Learning Unit 6: Designing Identities In this learning unit, we will examine the role of design in the creation of identities for individuals, groups, institutions and countries, including the promotion of countries through universal fairs in which products and innovations made in a particular country, are showcased. We will focus on the identities of Germany, USA, France, Britain and the Nordic region. No. of activities: 2 Time on task for activities: 4.5 hours Learning Unit Objectives On completion of this learning unit, you should be able to: Describe the development of design as part of the construction of visual identity; Discuss the birth of national and corporate identity; Describe the rise of the arts and crafts movement in response to modernism and mechanisation; Identify the stylistic characteristics of the arts and crafts movement; Discuss the rise of modern mass media and their role in the creation of national identities; Distinguish between style characteristics of visual design and the origins of styles and movements. As you work through this learning unit, you should collect visual examples of how your design discipline contributes to national identity. Instructions: 5. Once you have found an image, click the Blogs link under QUICK LINKS in the course menu to the left of the screen and then open the Collection of images blog. 6. In a new entry: k) Enter a suitable heading of your choice in the Title field; l) Attach the images you have found that are appropriate to your discipline; m) Enter the link (URL) to each image; n) Briefly describe each image that you attach; o) Explain why you selected each image. ! This blog can be updated as you work through the module as it will serve as a repository of images for future reference. © The Independent Institute of Education (Pty) Ltd 2017 Page 51 of 72 IIE Learn Guide DECU5111 Theme 1: Art and Industry What do you think the main difference is between art and industry? How co-dependent do you think art and industry are in modern day design? Why? In your view, to what extent does the relationship between art and industry shape identity? Why? Which specific arts and industries do you believe shape the national identity of South Africa? Why? Development of Design in the Construction of National and Corporate Identity What do you think visual identity refers to? How effectively do you think visual identity is used to convey a message in the cartoon provided? What examples of visual identity can you name in your specific field of specialisation i.e. fashion, interior or graphic design? How important is identity in business? Find out: http://davidam erland.com/seo -tips/1020reputationtourismsemanticsearch-andbranding.html What were the first signs of design being used in industry? What was the purpose of the use of design in industry? What strategies were employed to link design to national and corporate identity? To what extent can these strategies be described as twofold? Find some of the answers in this article on national branding. In what ways did cultures in the early 20th Century reflect the desire to establish their dominance? To what extent were these cultures shaped by visual, material and spatial cultures? © The Independent Institute of Education (Pty) Ltd 2017 Page 52 of 72 IIE Learn Guide DECU5111 What role did international design exhibitions play in this development? What was the significance of the 1851 Great Exhibition held in London? What agendas did different countries aim to fulfil at this fair? In what ways did other countries respond to the precedent set by this fair? - Find some of the answers in the following resources: - World's fair How the Paris World's Fair brought Art Nouveau to the Masses in 1900 How World’s Fairs Have Shaped The History Of Architecture Find the rest of the answers in Part One: Chapter 5 – Designing Identities of the prescribed textbook. The Birth of National and Corporate Identity in Germany How familiar are you with Germany’s Audi brand? To what extent do you think Audi reflects Germany’s national reputation? Why? What do you think this suggests about the impact of the goods a country produces on its national identity? Why do many Germans believe they are the “world’s best tinkerers and inventors” and can “make something out of anything”? Find out: http://www.v oxeurop.eu/e n/content/arti cle/757wheregermans-dare © The Independent Institute of Education (Pty) Ltd 2017 Page 53 of 72 IIE Learn Guide DECU5111 What did Germany’s strategic programme of design reform, involve? - What types of schools formed part of this strategy? - What was the role of the Standing German Exhibition Commission for German Industry within the Ministry of Interior? What was the main message in Germany’s presence at the Paris Universal Exhibition of 1900? - In what ways did the work of Bruno Paul and Bernhard Pankok specifically promote this message? Why was Germany so effective in its efforts to define national identity by applying art to industry? Find some of the answers in the following resources: - German Nationalism German Art Movements of the Early 20th Century What role did the German Werkbund play in the birth of modern design? To what extent did the Werkbund restore unity to national identity and establish Germany in the international marketplace through improved industrial manufacture? What were the main focus areas of German design? - In what ways did this impact on its national identity? To what extent did the Werkbund’s design model, impact design education and reform from the middle of the 20th Century? Find more of the answers in the following resources: - Deutscher Werkbund (1907-33) German Modern standardization: Deutscher Werkbund Find the rest of the answers in Part One: Chapter 5 – Designing Identities of the prescribed textbook. The Birth of National and Corporate Identity in Britain When you think of Britain, what is the first image you that comes to mind? Why? How would you describe Britain’s national and corporate identity? In your view, which design is most representative of that identity? Why? © The Independent Institute of Education (Pty) Ltd 2017 Page 54 of 72 IIE Learn Guide DECU5111 What major precedent did Britain set in 1851 in terms of design? In what ways did the birth of Britain’s national and corporate identity come about? What specific initiatives were used to create and promote that identity? Why did Britain fail to achieve a modern design movement to promote itself as a nation? Find some of the answers in the following resources: - Modernism: a concrete utopia Internationalism and the Search for a National Identity: Britain and the Great Exhibition of 1851 Find the rest of the answers in Part One: Chapter 5 – Designing Identities of the prescribed textbook. The Birth of National and Corporate Identity in France Explore at the selection of images that illustrate various French advertisements from the 1920s on this page. What do you notice about the gender dominance in these advertisements? What does this suggest to you about French marketing? What do you notice about the products that are being advertised? - Which items are household necessities and which are luxury items? What does this suggest to you about the French nation? Why did France focus on traditional luxury trades instead of modern democracy? - In what ways did this influence the formation of its national and corporate identity? Why did France have a greater impact on popular taste than Germany’s democratic mechanical ethos? Why were the exhibitions of 1889 and 1900 such crucial opportunities for France to showcase its wares to the rest of the world? - To what extent was it successful? © The Independent Institute of Education (Pty) Ltd 2017 Page 55 of 72 IIE Learn Guide DECU5111 For what reason were female consumers targeted directly in these exhibitions? - Which was the first country to target female consumers? - What was the effect of this on the consumer market? Find some of the answers in the following resources: - The Expositions Universelles in Nineteenth Century Paris REVOLUTION: THE PARIS EXPOSITION UNIVERSELLE, 1889 Innovation and the Exotic – Pictures from the Paris Exhibition of 1889 American Experience: The Paris Exposition You may also find the video below useful: - https://www.youtube.com/watch?v=A9BsHPqasak Find the rest of the answers in Part One: Chapter 5 – Designing Identities of the prescribed textbook. The Birth of National and Corporate Identity in the USA What phrases or ideas do you associate with the USA? Why? - What iconic designs do you think could have contributed to these associations? In your view, to what extent have those designs impacted the USA’s national and corporate identity? Why? What is meant by the USA’s eclectic national identity? What was the significance of the 1853 New York Exhibition? - What iconic American items were first introduced at that exhibition? What was the main focus of the 1876 Centennial Exhibition? - To what extent did this event contribute to the “American way”? In what ways did the Columbian Exhibition in 1893 mark the birth of “Colonial Revival” as the USA’s national style? - Did that style align more with that of Germany or France? Why? What impact did the Werkbund’s travelling exhibition in 1912, have on the USA? © The Independent Institute of Education (Pty) Ltd 2017 Learn more about the Centennial fairs: http://www.p hillymag.com /news/2016/0 5/10/centenni al-exhibitionhistory/ Page 56 of 72 IIE Learn Guide DECU5111 What USA issue did the exhibition address? What USA movements in material culture emerged, based on a modern, technologically enabled lifestyle free of European traditions? - Find some of the answers in the following resources: - - The Crystal Palace, America’s first World’s Fair and bizarre treasury of the 19th century Then & Now: The 1876 Centennial Exposition The Legacy of the Fair Colonial Revival Style — 1880 to 1960 You may also find the video below useful: - https://www.youtube.com/watch?v=DE7E TCuE5aM NOTE: This video is 10 minutes long. Find the rest of the answers in Part One: Chapter 5 – Designing Identities of the prescribed textbook. The Birth of National and Corporate Identity in the Nordic Countries What characteristics are most common to the designs in the graphics on this web page? Which national identity do you think inspired these designs? What do the designs suggest to you about the national identity of the country in which they were produced? What official intervention led to the formation of national identities for the Nordic countries? In what ways did knowledge of German design reform, reach and impact Sweden’s design movement? What role did the Swedish Society play in bringing fine artists and manufacturers together? - What important relationships were formed as a direct result of this scheme? © The Independent Institute of Education (Pty) Ltd 2017 Page 57 of 72 IIE Learn Guide DECU5111 - What was the symbolic importance of these relationships for Swedish design? Find some of the answers in this article on the story of Scandinavian design. In what ways did the Swedish and Finnish approaches to design differ from that of the Germans? What influences inspired Finland’s national identity at the time? In what ways did Gesellius, Lindgren and Saarinen use the Paris 1900 Universal Exhibition to demonstrate their national identity? To what extent did Denmark’s approach differ from Sweden and Finland? In what ways was the Nordic Industrial Exhibition an attempt to rival events in Paris and London? Find some of the answers in this resource describing Scandinavian modernism in greater detail. Find the rest of the answers in Part One: Chapter 5 – Designing Identities of the prescribed textbook. The Arts and Crafts Movement What do you think the Arts and Crafts Movement involved? Why do you think the Art and Crafts Movement came about? In your view, to what extent did developments in design, impact this movement – and vice versa? Why? What are the predominant stylistic characteristics of the Arts and Crafts Movement? Why is the Arts and Crafts movement considered to be a response to modernism and mechanisation? Why did Britain become known as the home of the Arts and Crafts Movement by the end of 19th Century? Why did the Arts and Crafts Movement not last for long in Britain despite the association of the movement with “Britishness”? What role did the Arts and Crafts Movement play in the formation of the Werkbund? Find some of the answers in the following resources: - Style Guide: Arts & Crafts The Arts and Crafts Movement © The Independent Institute of Education (Pty) Ltd 2017 Page 58 of 72 IIE Learn Guide DECU5111 You may also find the videos below useful: - https://www.youtube.com/watch?v=CBq73yxha0o&index =2&list=PLhQpDGfX5e7CJ87BDeuTdXTpxl0YM2Tdb https://www.youtube.com/watch?v=tYjNO2Y4m6c Find the rest of the answers in Part One: Chapter 5 – Designing Identities of the prescribed textbook. Activity 6.1.1: The role of design in shaping national identities The identities of countries are often linked to the goods and/ or services they provide, e.g. cars, foods, clothes, beauty products, etc. In this activity, you will create an infographic describing the products that define South Africa’s national identity. Time on task: 2 hours Theme 2: Corporate Culture and the State What is your understanding of corporate culture? o What do you think the predominant corporate culture is in South Africa? What role do you think design plays in developing a corporate culture in South Africa? In what ways do you think corporate culture contributes to South Africa’s national identity? In your view, to what extent does the state impact corporate culture in South Africa? Why? © The Independent Institute of Education (Pty) Ltd 2017 Watch the video for examples of advertising campaigns. https://www. youtube.com/ watch?v=ICa FMkt1Jk4 Page 59 of 72 IIE Learn Guide DECU5111 The Rise of Modern Mass Media How big a role do you think mass media played in the Holocaust? In what ways do you think Adolf Hitler used mass media to shape national identity? What does Hitler’s success suggest to you about the power of mass media in shaping national identities? How big an impact can mass media have? Find out: https://www. cliffsnotes.co m/studyguides/sociolo gy/contempor ary-massmedia/therole-andinfluence-ofmass-media Which two factors influenced nationalism between World Wars I and II? In what ways did modern mass media arise? To what extent did new technologies enable nations to create identities? What contributions did commercial design make to the establishment of cultural and trading national identities? In what ways is design related to the everyday commercial aspect of industries and consumers? What demeanours did these two faces of design take on? What is the difference between the two design styles: Modernist and Modernistic? How did these styles develop? What role did national exhibitions play in showcasing design? Find some of the answers in this article on mass media and in the video below: https://www.youtube.com/watch?v=W_IjG_jidcU NOTE: This video is 7 minutes long. Find the rest of the answers in Part One: Chapter 5 – Designing Identities of the prescribed textbook. © The Independent Institute of Education (Pty) Ltd 2017 Page 60 of 72 IIE Learn Guide DECU5111 Reactions Against Modernism To what extent did the Paris International Exhibition of Decorative Arts in 1925 portray France’s image as dependent on its luxury manufacturers and strong retail culture? In what ways did the leading designers, showcase France’s interest in exoticism? Why was the term “industriels” not really appropriate for this event? How did this fair serve as a reaction against modernism? Why was Paris characterised as a centre for women’s luxury shopping – the home of haute couture - at this event? To what extent did this promote Paris as a centre for modernity and as being “in advance of other nations”? In what ways did Art Deco emerge as a softer modern idiom to pure modernism in the 1930s? Where was the popularity of this movement most visible? Why was the USA’s design movement described as a negotiation with the marketplace rather than a presentation of a set of philosophies? Why could Britain be considered ambivalent to Modernism? Find some of the answers in this article on the history of Art Deco. To what extent did the expansion of Modernism through exhibitions threaten the distinctive characteristics of nations? In what ways did different nations approach this balancing act? How did this lead to the emergence of Devestil in Czechoslovakia? What were the key characteristics of the Devestil? Why was Devetsil so potent despite never entering the world of mass production? Find some of the answers in the following resources: Devětsil - Prague’s forgotten movement Design, 1925–50 You may also find the video below useful: https://www.youtube.com/watch?v=amVvYPU4Gw8 © The Independent Institute of Education (Pty) Ltd 2017 Page 61 of 72 IIE Learn Guide DECU5111 Find the rest of the answers in Part One: Chapter 5 – Designing Identities of the prescribed textbook. The Rise of Corporate Design To what extent do you think corporate and national identities are interconnected? Which corporate organisations /consumer goods can you associate with South Africa’s national identity? In what ways do you think design enabled this association? What contributed most to the USA’s growing relationship with marketing? - Which individuals played a key role in this? - In what ways were the marketing practices aimed at women? To what extent were the USA’s future and national identity linked to the fortunes of manufacturing industries and large corporations of the 1930s? - What made this development most apparent at the 1939 New York World Fair? What products became representative of the USA as a result? What idiom was used on all the USA’s exhibits to create a futuristic tone in line with the title of the fair? How did this fair and its theme help to create “the American way of life”? In what aspect did Britain fall short of the Americans at this fair? o What major difference characterised their exhibitions? o What did this indicate about the identity of the representative nation? o What traditions and themes did Britain call on when it participated in exhibitions? Which two nations successfully used design in their exhibitions to represent their nationality? - In each case, what specific ethos and products were represented? What contributed to the USA’s advances in integrating design into its private corporations by 1939? - Where else in the world was corporate design becoming visible at the time? What examples illustrate this? Find the answers in Part One: Chapter 5 – Designing Identities of the prescribed textbook. © The Independent Institute of Education (Pty) Ltd 2017 Page 62 of 72 IIE Learn Guide DECU5111 Activity 6.2.1: The consultant designer In this activity, you will create a presentation on “Shaping National and Corporate Identities through Design”. Time on task: 2.5 hours © The Independent Institute of Education (Pty) Ltd 2017 Page 63 of 72 IIE Learn Guide DECU5111 Learning Unit 7: Presenting Modernist Movements In this learning unit, we will review key aspects of the previous learning units to form a global overview of 20th Century Design and the Modernism Movement. This should serve as sound preparation for your final project for this module. No. of activities: 1 Time on task for activities: 4 hours Learning Unit Objectives On completion of this learning unit, you should be able to: Identify designs or designers influenced by the modernist movements; Analyse the stylistic characteristics of various modernist movements; Describe the ideals that underpin various modernist movements. Review Part One: Chapters 1-5 to refresh your memory on important details pertaining to the Modernist Movement. Read Part Two: Chapter 6 – Consuming Postmodernity of the prescribed textbook. As you work through this learning unit, you should collect images of examples from your design discipline. Instructions: 7. Once you have found an image, click the Blogs link under QUICK LINKS in the course menu to the left of the screen and then open the Collection of images blog. 8. In a new entry: p) Enter a suitable heading of your choice in the Title field; q) Attach the images you have found that are appropriate to your discipline; r) Enter the link (URL) to each image; s) Briefly describe each image that you attach; t) Explain why you selected each image. ! This blog can be updated as you work through the module as it will serve as a repository of images for future reference. © The Independent Institute of Education (Pty) Ltd 2017 Page 64 of 72 IIE Learn Guide DECU5111 Theme 1: The Modernist Movements in Detail Which one of the design movements you have studied so far would you most like to learn more about? Why? In your view, which design movement had the biggest impact on the Modernist Movement? Why? Art Nouveau To what extent would you agree that the movie poster shown alongside, is typical of the Art Nouveau era? Why? What other elements would you suggest also belong to this movement? What ideals do you think were the foundation of Art Nouveau design? Which specific ideals underpin the Art Nouveau movement? Which designs/designers were most influenced by the ideals of Art Nouveau movement? Why was the popularity of the Art Nouveau movement so short-lived? What was the importance of the Art Nouveau movement, despite its relatively brief lifespan? Why is the Art Nouveau movement considered a predecessor of Modernism? Find some of the answers in the video below: - https://www.youtube.com/watch?v=eaIwdAErlKc Art Deco Which elements in the images on this web page would you suggest are most representative of Art Deco? - How many of them do you think still occur in modern-day design? - On which ideals do you think those elements were based? In your view, what is the main difference between Art Deco and Art Nouveau? © The Independent Institute of Education (Pty) Ltd 2017 Page 65 of 72 IIE Learn Guide DECU5111 What are the key stylistic characteristics of the Art Deco movement? - Which specific ideals underpin those characteristics? Which designs/designers were influenced most by the Art Deco movement? What are the main differences between the Art Deco and the Art Nouveau movements? Watch the video below for an overview of the Art Deco movement: https://www.youtube.com/watch?v=amVvYPU4Gw8 Bauhaus • • • What would you suggest most distinguishes Bauhaus from Art Deco? Which ideals do you think contributed most to the Bauhaus movement? Why? What are the predominant stylistic characteristics of the Bauhaus movement? Which other designs / designers were influenced most by the Bauhaus movement? Which ideals underpin the Bauhaus movement? Why is a strong De Stijl influence visible in the work of the Bauhaus? Find some of the answers in the following video: - https://www.youtube.com/watch?v=ZQa0BajKB4Q © The Independent Institute of Education (Pty) Ltd 2017 Page 66 of 72 IIE Learn Guide DECU5111 De Stijl What similarities between the Bauhaus and the De Stijl movements can you recall? In your view, where is the influence of the De Stijl movement most prevalent today? Why? To what extent do you think the ideals of the time impacted the emergence of the De Stijl movement? Why? Which stylistic characteristics most distinguish the De Stijl movement from the Bauhaus movement? What other designs/designers were most influenced by the De Stijl movement? Which ideals underpinned the De Stijl movement? Find some of the answers in the video below highlighting aspects of the De Stijl movement: - https://www.youtube.com/watch?v=O4eFB-VCIyI Arts and Crafts • • • • To what extent do you think arts and crafts are prominent today? Why? In what ways do you think the Arts and Crafts Movement contributed to modern day design? Which stylistic characteristics distinguish the Arts and Crafts Movement from other design movements? What designs/designers were most influenced by the Arts and Crafts Movement? Which principles underpin the Arts and Crafts Movement? To what extent can it be said that the Arts and Crafts Movement was a reaction against modernism and mechanisation? Why? What role did the Arts and Crafts Movement play in the formation of the Werkbund? Find some of the answers in the following video: - https://www.youtube.com/watch?v=CBq73yxha0o&index=2& list=PLhQpDGfX5e7CJ87BDeuTdXTpxl0YM2Tdb © The Independent Institute of Education (Pty) Ltd 2017 Page 67 of 72 IIE Learn Guide DECU5111 Activity 7.1.1: The development of the Modernist Movement during the 20th Century In this activity, you will create a timeline summarising the development of the Modernist Movement during the 20th Century. Time on task: 2 hours © The Independent Institute of Education (Pty) Ltd 2017 Page 68 of 72 IIE Learn Guide DECU5111 Intellectual Property Plagiarism is any use of the words, ideas or images of another person without acknowledging the source using the required conventions. Below is a description of plagiarism and referencing. Please make sure that you are familiar with this information before attempting your assignment. Introduction to Referencing and Plagiarism What is ‘Plagiarism’? ‘Plagiarism’ is the act of taking someone’s words or ideas and presenting them as your own. What is ‘Referencing’? ‘Referencing’ is the act of referring to or consulting. A ‘reference’ is a publication or passage from a publication that is referred to. Referencing is the acknowledgment of any work that is not your own, but is used by you in an academic document. It is simply a way of giving credit to and acknowledging the ideas and words of others. When writing assignments, students are required to acknowledge the work, words or ideas of others, through the technique of referencing. Referencing occurs in the text at the place where the work of others is being cited, and at the end of the document, in the bibliography. Cumming (2007) describes the bibliography as a list of all the work (published and unpublished) that a writer has read in the course of preparing a piece of writing. This includes items that are not directly cited in the work. A reference is required when you: Quote directly: when you use the exact words as they appear in the source; Copy directly: when you copy data, figures, tables, images, music, videos or frameworks; Summarise: when you write a short account of what is in the source; Paraphrase: when you state the work, words and ideas of someone else in your own words. © The Independent Institute of Education (Pty) Ltd 2017 Page 69 of 72 IIE Learn Guide DECU5111 It is standard practice in the academic world to recognise and respect the ownership of ideas through good referencing techniques. However, there are other reasons why referencing is useful. Good Reasons for Referencing It is good academic practice to reference because: It enhances the quality of your writing; It demonstrates the scope, depth and breadth of your research; It gives structure and strength to the aims of your article or paper; It endorses your arguments; It allows readers to access source documents relating to your work, quickly and easily (Neville, 2007, p.7). Sources The following would count as ‘sources’: Books, Chapters from books, Encyclopaedia, Articles, Journals, Magazines, Periodicals, Newspaper articles, Items from the Internet (images, videos, etc.), Pictures, Unpublished notes, articles, papers, books, manuscripts, dissertations, theses, etc., Diagrams, Videos, Films, Music, Works of fiction (novels, short stories or poetry). What You Need to Document from the Hard Copy Source You are Using (Not every detail will be applicable in every case. However, the following lists provide a guide to what information is needed.) © The Independent Institute of Education (Pty) Ltd 2017 Page 70 of 72 IIE Learn Guide DECU5111 You need to acknowledge: The words or work of the author(s), The author(s)’s or editor(s)’s full names, If your source is a group/ organisation/ body, you need all the details, Name of the journal, periodical, magazine, book, etc., Edition, Publisher’s name, Place of publication (i.e. the city of publication), Year of publication, Volume number, Issue number, Page numbers. What You Need to Document if you are Citing Electronic Sources Author(s)’s/ editor(s)’s name, Title of the page, Title of the site, Copyright date, or the date that the page was last updated, Full Internet address of page(s), Date you accessed/ viewed the source, Any other relevant information pertaining to the web page or website. Referencing Systems There are a number of referencing systems in use and each has its own consistent rules. While these may differ from system-to-system, the referencing system followed needs to be used consistently, throughout the text. Different referencing systems cannot be mixed in the same piece of work. A detailed guide to referencing, entitled Referencing and Plagiarism Guide is available from your library. Please refer to it if you require further assistance. When is Referencing Not Necessary? This is a difficult question to answer – usually when something is ‘common knowledge’. However, it is not always clear what ‘common knowledge’ is. Examples of ‘common knowledge’ are: Nelson Mandela was released from prison in 1990; The world’s largest diamond was found in South Africa; South Africa is divided into nine (9) provinces; The lion is also known as ‘The King of the Jungle’. 𝐸 = 𝑚𝑐 2 Jan Van Riebeeck was the first person to settle in the Southern Cape. © The Independent Institute of Education (Pty) Ltd 2017 Page 71 of 72 IIE Learn Guide DECU5111 Usually, all of the above examples would not be referenced. The equation 𝐸 = 𝑚𝑐 2 is Einstein’s famous equation for calculations of total energy and has become so familiar that it is not referenced to Einstein. Sometimes what we think is ‘common knowledge’, is not. E.g. the above statement about Van Riebeeck is only partly true – he was the first European to settle in the Cape. It was, however, not an ‘uninhabited’ area when he got there. The Khoisan, the original inhabitants of the Cape, had been living in the area for some time. It is not entirely accurate then to claim that Van Riebeeck was the first inhabitant. (Crampton, 2004, p.57) It is thus generally safer to always check your facts and try to find a reputable source for your claim. Important Plagiarism Reminders The IIE respects the intellectual property of other people and requires its students to be familiar with the necessary referencing conventions. Please ensure that you seek assistance in this regard before submitting work if you are uncertain. If you fail to acknowledge the work or ideas of others or do so inadequately this will be handled in terms of the Plagiarism Policy (available in the library) and/ or the Student Code of Conduct – dependent on whether or not plagiarism and/ or cheating (passing off the work of other people as your own by copying the work of other students or copying off the Internet or from another source) is suspected. This campus offers individual and group training on referencing conventions – please speak to your librarian or ADC/ Campus Co-Navigator in this regard. Reiteration of the Declaration you have signed: 1. 2. 3. 4. 5. 6. 7. I have been informed about the seriousness of acts of plagiarism. I understand what plagiarism is. I am aware that The Independent Institute of Education (IIE) has a policy regarding plagiarism and that it does not accept acts of plagiarism. I am aware that the Plagiarism Policy and the Student Code of Conduct prescribe the consequences of plagiarism. I am aware that referencing guides are available in my student handbook or equivalent and in the library and that following them is a requirement for successful completion of my programme. I am aware that should I require support or assistance in using referencing guides to avoid plagiarism I may speak to the lecturers, the librarian or the campus ADC/ Campus Co-Navigator. I am aware of the consequences of plagiarism. Please ask for assistance prior to submitting work if you are at all unsure. © The Independent Institute of Education (Pty) Ltd 2017 Page 72 of 72
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