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Table of Contents

Non-technical Criticism

This book has been written with the view of presenting design from the standpoint of the industrial arts. An instructor generally experiences difficulty in finding the exact word to use when criticizing a student's drawing. The student has equal difficulty in understanding the criticism. There is little wonder that he is confused, when the rather ambiguous terms "good-looking," "ugly," "squatty," and "stiff" are used to express qualities that can be expressed only in terms of design.

Intelligent Analysis

The lack of understanding between the pupil and the teacher may be compared to the attitude of the average individual "who knows what he likes." He is on an equally insecure footing regarding industrial design. His reason for liking or disliking a certain thing may depend upon some whim or fancy, the popular fashion of the times, or a desire to possess a duplicate of something he has seen. As a consumer with purchasing power, he should have the ability to analyze intelligently the contents of catalogs and store windows with the thought of securing the best in industrial art—something that may be accepted as standard one hundred years from now.

It is, therefore, the intention to present design of industrial character in its simplest form, freed from technicalities or ambiguous statements. It is intended to give the average individual not particularly interested in drawing or design a knowledge of the subject, based upon principles that have survived for hundreds of years in architectural monuments and history.

Plate 1

Results of Clear Criticism

It is possible that the presentation of these principles may enable the instructor in the public schools to guide his pupil away from the heavy and expensive stereotyped designs, and by clear and simple criticism, lead him to better forms of construction. He may also be helped to lead the pupil to design problems in harmony with his home surroundings and thus avoid the introduction of an inharmonious element into what may possibly be a harmonious setting. The teacher, pupil, or layman should use his knowledge of the subject as a basis for criticism or appreciation of the field of the industrial arts.

Requirements of an Industrial Problem

In order to start successfully upon a design, it is necessary to know what qualities a good industrial article should possess. Whether one is designing a bird-house, a chocolate set, or a gold pendant, the article must meet three needs: (1) It must be of service to the community or to the individual; (2) It must be made of some durable material; (3) It must possess beauty of proportion, outline, and color.

Ruskin said that a line of beauty must also be a line of service. The "stream line body" in automobile construction is the result of the automobile maker's attempt to combine beauty with service. This is the attitude that should govern the union of beauty and service in all of the industrial arts.

Divisions in Design Evolution and Enrichment

There are three divisions or phases in the designing of a structure and its enrichment. These are: (1) Structural Design; (2) Contour Enrichment; (3) Surface Enrichment. Some objects are carried through only one of these divisions, while others are developed through all three of them.

First Major Division

Plate 1, illustrative of the first division, deals naturally enough with the planning of the constructive or utilitarian lines of an object and its parts. It may be termed Structural or Constructive Design. Questions of how high or how long an object should be, to harmonize with its width, the proper placing of rails, shelves, and brackets, the determination of the greatest and least diameter of vase forms have to be decided in this period of Proportions and Space Relations.

The knowledge of tools and materials, and of the manner in which they may be used for constructive purposes, influences the solution of these questions and others which we shall shortly discuss. Strictly utilitarian objects are seldom carried past this stage of development.

Second Major Division

Plate 2 indicates the next logical division—Contour Enrichment—or the period of the enrichment of the structural outline or contour. The bounding lines, or contours, of the structure may be enriched in many ways, as, for example, curving certain portions to soften the severity of the plain structure. The garden urn and small stool have contours treated in this manner. Chippendale, Sheraton, and Hepplewhite furniture, simplified to the accepted range of shop technic, vary the straight lines of mission furniture and come within the possible developments of this division.

Plate 2

Effects of Second Division

The cement fence post at C, Plate 2, is a strict utilitarian problem without interest. The post at D, enriched by a bevel, has equal utilitarian and increased aesthetic interest and value.

Third Major Division

Plate 3 illustrates the last division of evolution and concerns itself with the application of design to the surface of the otherwise complete structure. This division is commonly called applied surface design or decorative design. It is readily seen that this division should be considered after the structure has been carefully planned. To separate this division from the period of structural or contour enrichment we will call it Surface Enrichment.

Steps in Design Evolution

It may be seen from the foregoing discussion that a design may be carried through the following steps: (1) Blocking in the enclosing lines of the design, as at Figure B, Plate 2, adding to this whatever may be needed for structural purposes, keeping the lines as nearly vertical and horizontal as possible; (2) Enriching and varying the outline or contour. It is well for elementary wood workers to use this step with extreme caution, while less reserve is necessary in clay and metal; (3) After careful consideration in determining the need of additional decoration, the last step, surface enrichment, should be used. The following chapters will take up these steps in the order stated above.

Ideal Correlation

The ideal method of developing the principles set forth in this chapter includes correlated activity in the shop by working out the project in the required material. As the technic of the individual improves, the larger range of design principles will be found to accompany and parallel his increasing skill.