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Alternative Models of the Past: History/Theory/Criticism Courses
Author(s) -
Beecher Mary Anne
Publication year - 1999
Publication title -
journal of interior design
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.229
H-Index - 13
eISSN - 1939-1668
pISSN - 1071-7641
DOI - 10.1111/j.1939-1668.1999.tb00334.x
Subject(s) - merge (version control) , criticism , computer science , epistemology , interior design , design history , process (computing) , space (punctuation) , accreditation , engineering ethics , management science , mathematics education , engineering , architectural engineering , psychology , law , mechanical engineering , political science , programming language , philosophy , information retrieval , operating system
ISSUE: Recent literature on effective history teaching encourages reconsidering linear cause‐and‐effect presentations of course content. The importance of linking historical information with theoretical and critical perspectives can take several forms beyond chronology. GOAL: Present alternative options for organizing history of interiors courses around theoretical issues. APPLICATION: History content should be presented in an accessible, applicable, and analytical manner. Focusing the history of interiors on theoretical approaches to defining interior space helps connect history with design activity. Emphasizing the relationship between stylistic development and cultural influences encourages students to appreciate the expressiveness of details and materials and their relationship to the creative process. DESCRIPTION: In this article, an exploration is presented of how two sequential history courses can be developed to meet the requirements of an accredited interior design program using alternative theoretical frameworks. CONCLUSION: Acceptance of the concept that history can be configured in many different ways opens the door for alternative models that merge with the interior design program's specific goals and objectives. Focusing on themes rather than chronology can make the theoretical concepts illustrated by history less isolated from the present and more applicable to students' current studio work. Emphasizing a critical view of past designs encourages students to become more literate visual judges of the works of others, and by implication, their own work.