| Design has had a presence in education since the late 1800s. Though design instruction has changed in scope and purpose at varying times in history, the prevailing concepts of the different eras have become building blocks for the ways we think about and make decisions for current art educational practices.;This study defines the subject matter of design: the history, the thinking processes, purposes and goals as established in writings by design historians and practitioners in the field. Within that context, the history of design education is examined, with an analysis of how design practices and philosophies influenced what was and is currently being taught in art education programs in public K--12 schools. In the 21st century, designers are faced with issues that involve the flow of information, management of finite resources, and flexible, lasting design. Art educators could play an important role in teaching these concepts as a study on the design process, societal and personal relevance, and aesthetic content. |
