Industrial Arts Design.
by William H. Varnum.
PREFACE
_Place for the Book._ As a textbook, INDUSTRIAL ARTS DESIGN is a practical guide for designing in wood, clay, and base and precious metals. It is intended for individual student use in the High Schools, Normal Schools, and Colleges and as a reference book for elementary school teachers. Its more complex problems are intended as definite helps to the industrial arts designer or craftsman. The wood problems are treated with special reference to their adaptability to bench and cabinet work.
_Need of the Book._ It has been written to fill a decided demand for a textbook that shall, without loss of time, directly apply well-recognized principles of general design to specific materials and problems encountered in the Industrial Arts. A brief description of the decorative processes adapted to the materials under discussion with the design principles directly applying to these processes, insures designs that may be worked out in the studio or shop. It is hoped that this provision will eliminate the large number of impractical designs that are frequently entirely unfitted to the technic of the craft. This lack of mutual technical understanding between the teacher of design and the shop work instructor is the cause of friction that it is hoped will be removed by the methods advocated in these pages.
_The Author"s Motive._ It has been the intention to reduce unrelated and abstract theories to a minimum and reach directly rules and conclusions that shall be applicable to typical materials in common use in the schools and industries. The original conception materialized in the publication of a series of articles upon Design in the _Industrial Arts Magazine_, in 1915. These articles were favorably received and their results in the schools proved highly satisfactory. Through this encouragement, the articles have been reprinted in book form, enriched by the addition of ill.u.s.trations, review questions, and three chapters on color with its applications.
INDUSTRIAL ARTS DESIGN develops the principles of industrial design in a new and logical form which, it is believed, will simplify the teaching of craft design. Chapters I to V deal with the elementary problems confronting the designer as he begins the first steps on his working drawing; Chapters VI to VIII show the methods by which he may express his individuality through contour or outline enrichment, while Chapters IX to XVII explain the treatment of the most difficult form of decoration, that of surface enrichment.
_The Appendix._ The appendix is added to show the manner in which the rules may be directly applied to a course of study in either pottery or art metal. The present work is not intended to include the chemistry of glaze mixing or other technical requirements to which reference is made in the appendix; consequently the reader is referred to "The Potter"s Craft" by C.F. Binns and "Pottery" by George J. c.o.x for fuller explanations of the formulae and technicalities of the craft.
_Source of Principles._ The principles herein advocated are directly related to architectural design which is to be regarded as the standard authority for the industrial arts designer. It was necessary to state these principles in the form of sufficiently flexible rules which would allow the student to use his own judgment, but at the same time, restrict him to the essential principles of good design.
_Rules._ This presentation of the principles of design by means of flexible rules in concrete form, serves to vitalize design by virtue of their immediate application to the material. The rules likewise save time for both pupil and instructor. This is regarded as an important factor, inasmuch as the amount of time usually allotted to cla.s.sroom teaching of design is limited.
While these rules are applied to the specific materials, the designer may readily adjust them to other materials and find them equally applicable. Direct copying of designs from the ill.u.s.trations is a dangerous expedient and is to be discouraged as a form of plagiarism which will eventually destroy the student"s initiative, originality, and reputation for creative work.
_Results_. From the tests so far observed, it has been seen that under design guidance, the projects become more noticeably individual in character, lighter and better in construction, and more fully adjusted to their environment. The student"s interest and initiative in his work are strengthened, and he completes the truly valuable cycle of the educative process of evolving his own idea and crystallizing it in the completed work. It is hoped that this book will tend to develop higher standards of good design in schools, industrial establishments, and the home.
In conclusion, the author expresses his thanks to the following for their valuable suggestions and a.s.sistance in contributed ill.u.s.trations: Miss D.F. Wilson, Miss Edna Howard, Miss Elizabeth Upham, Miss A.M.
Anderson, Mr. J.M. Dorrans, Mr. J.B. Robinson, author of "Architectural Composition," and others to whom reference is made in the text.
WILLIAM HARRISON VARNUM.
_Madison, Wisconsin.
April, 1916._
CHAPTER I
DIVISIONS OF INDUSTRIAL ARTS DESIGN
[Sidenote: 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.
[Sidenote: Intelligent a.n.a.lysis]
The lack of understanding between the pupil and the teacher may be compared to the att.i.tude 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 _a.n.a.lyze 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.
[Sidenote: Results of Clear Criticism]
[Ill.u.s.tration: THE FIRST MAJOR DIVISION OF INDUSTRIAL ARTS DESIGN
PLATE 1]
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.
[Sidenote: 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 att.i.tude that should govern the union of beauty and service in all of the industrial arts.
[Sidenote: 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.
[Sidenote: First Major Division]
Plate 1, ill.u.s.trative 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 s.p.a.ce 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.
[Sidenote: Second Major Division]
[Ill.u.s.tration: THE SECOND MAJOR DIVISION IN INDUSTRIAL ARTS DESIGN
PLATE 2]
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.
[Sidenote: 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.
[Sidenote: Third Major Division]
Plate 3 ill.u.s.trates 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.
[Sidenote: 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.
[Sidenote: 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.