Over the years, there have been debates over the best approach of teaching design history as a practical course. Notably, a vast number of people wish to adopt the realistic approach of teaching. The approach concerned over looked the production and consumption of designs rather than focusing on the heroes of designs. Most of the critics are teachers that predominantly teach pure design history studies. The main criticism of the realistic approach is that it imposes anonymity on the designers, while the counter argument is that the users of the designs are more salient. Research has shown that contrary to critics, design history’s realistic approach is beneficial. In many learning institutions, courses, which are using the realistic approach in teaching attendance, rose dramatically, improving interest to the course. This compares to the low attendance and low results of practice, where students are using the slides as a model.
Creation of the history design aimed at developing skills with the purpose to tap the potential and create an industry of creativity. This developed through merging two different courses in the student’s syllabus. Though it has experienced many obstacles in its development process, the course has managed to have several sub courses developing within its syllabus. The most notable branches of the course include graphic design, visual art, typography, page layout and interface design (Fallan 138).
Graphic design refers to a process of creativity involving a designer and a client and usually finishes in accordance with producers specialty, for example, a programmer, sign maker or a printer. The process of design making has only one purpose: to communicate a message to an intended audience. Graphic design can also refer to several professional and artistic departments that pay attention to visual presentation and communication (Raizman 115 ).
On the other hand, visual arts’, being a part of graphic design, involves identifying any graphic elements used in a design. These elements have to be visually generated. Visual arts use a different way to come up with a design; it could be anything from computer generated art, traditional media or photography (Raizman 79).
It is on this note that the world should consider the growing demand to learn about the history of design. The developments can only be indications of how much the globe needs designer. This is a challenge to all the concerned institutions to capture and develop the immense talent in the world. Maintaining the study and funding it will ensure future growth of the design industry.