00 introduction

THE HISTORY OF
FASHION
& DÉCOR 3
(click to advance to the next slide)
Note: The slide presentations in the course are NOT accompanied by sound or music.

Tim Dial
Associate Professor Costume Design
Florida Atlantic University
M.F.A. Costume Design, University of Tennessee
Tim Dial is a professional costume designer, and associate
professor of costume design in the department of Theatre &
Dance in the Dorothy F. Schmidt School of the Arts at FAU.
Occasionally in this course, you will be given the chance to view optional materials.
These optional items are not required for successful completion of the course, but they
can enrich your learning experience. One posted “optional item” that will NOT enhance
your understanding of period styles is Professor Dial’s biography.
The course is a survey course, meaning that it is designed to chronologically outline a
broad narrative of historical events and is NOT intended as a detailed study. One
objective of the course is that students will attain (or refresh) a broad understanding of
world history as the background context of each period. This includes major historical
events, important historical figures, cultural developments, language and literature,
societal structures, economics, religion, and secularism (among other factors).

The History of Fashion & Décor 3
In this survey course, students investigate, analyze, examine, compare, and research
the evolution of important styles in the clothing fashions, visual and performing arts,
architecture and styles of 20th and 21st century western culture in chronological order.
Course Description in the FAU Course Catalog: THE 4286 - 03 Credits
History of Fashion and Decor 3 Survey of American and European historical detail in
clothing, architecture and artifacts from the 20th through the 21st century as a
vocabulary used in theatrical design.
Course Super-Objective:
Students will actively investigate period style in Western Europe and the USA, and
will evaluate various sources of period styles information, art and artifact and report
findings in a summary as part of the assessment process at the end of each “book”
(unit) of course materials. The assessments are varied and include journals, quizzes
and written analyses for each major period covered in the course materials.

Upon successful completion of the course, students should be able to:
• Define key vocabulary related to period styles during the 20th and 21st centuries.
• Differentiate between the various styles of art, clothing, décor, and architecture from
the time periods covered in the course.
• Relate period style to history, culture, religion, politics, and various artistic forms.
• Better evaluate and use digital information sources as a means of investigating period
styles.
• Describe the major characteristics of important 20th and 21st century period styles (in
your own words).
• Appreciate what period styles “says” about the extremely important question:
“What does it means to be Human?”

“The History of Fashion and Décor 3” is an high upper-level course, and requires a
serious personal commitment from the student, with significant time devoted to studying.
This course presents historic evidence of the major stylistic trends in Western culture
(Europe and the United States) in a chronological format. History, in a simplified
narrative, is briefly presented as a critically important context for understanding historic
styles. The course is popular as an elective with students from various majors, although
it serves as required curriculum and serves as practical training in and detailed studies of
historic period styles for the Department of Theatre & Dance. For students in the
performing arts, this course is important preparation for a collaborative career as artists
(designers, playwrights, technicians, directors, choreographers, etc.). The understanding
of historic period styles is critical for artists who are interested in creating characters, sets,
lights, sound, costumes and properties and performances in historic contexts).
If you are NOT a theatre artist, DON’T WORRY—you do not need to have any design or
performing arts knowledge, or frankly, even any special interests or experiences in the arts
to successfully complete the course. No design or performance is required.
In the past, those students with a strong personal desire to delve into and explore the
history of the world, the arts, clothing styles, and architecture styles have enjoyed the
experiences this course offers. If you have poor study habits or bad time-management
issues, I suggest you should seriously reconsider and you should NOT take this course.

HOW TO GO
THROUGH THE
COURSE MATERIAL

Typical Outline Format of Chapters
A. Historic context: culture, religion, etc.
B. Science, technology, discoveries, etc.
C. Fashion
1. Women
2. Men
D. Art, Sculpture, Music, Performing Arts
E. Architecture
1. Secular
2. Religious
F. Décor
1. Furniture
2. Decorative art, utensils
Goals for the Semester
• Summarize the visual history of Western culture (20th through the 21st centuries).
• Contextualize period styles.
• Improve research methodologies for finding images of and information about period
style.
The course material presented
is generally structured
following the outline shown on
the right.
The first two sections tend to
contain more required reading
than the other sections which
tend to be more heavily dense
with images. Don’t let the
actual number of “slides” in
the slide shows overly concern
you—the slides are mostly big
pictures.

In the presentation of the course material, there are lots of images, often presented as
slides. To keep the slides “clutter free” the source information, the “credits” for the
image(s) and/or text(s), are included as “optional reading.” You are NOT required to
look at any of the source information, but if you want to check out where the image is
from, click on the inconspicuous glowing square in the top right corner of the slide. The
source information will appear. Clicking the screen again will take you back to where
you were. Almost EVERYTHING in this course is quoted from some source.
When you encounter an image in the course material, be sure you thoroughly analyze
the image and really understand what it is in the image you are being asked to
understand. Sometimes, you may want to click backward in the course material to look
at something again.
Images convey style, and meaning, whether intentional or not,
so there is no extraneous artistic decoration included in the
course material itself. There are little images next to each
assignment posted in Blackboard to help you differentiate one
from the other. (The image here is posted next to the
document that instructs how to navigate the course menu in
Blackboard.)
How the Course Material is Designed and Presented

Course Content Color, and Style
Images that are used are presented in the course materials are the primary evidence explained
in the text. Occasionally images are used that do not directly relate to the text on that specific
slide, but these images are included to help expand the visual evidence and history of the
overall topic being discussed.
In the course material, the backgrounds are mostly black (to make the images easier to see).
Important text is usually white, and various colors of text are used throughout the course to
highlight certain words or to separate less import information (image sources for example).
You will notice that each period in the course has a specific text color that is used
consistently in that section of material—for example, this introduction section uses blue text
color accents to separate titles from text (see “Course Content Color, and Style” above).
Exploring the Course Material and Tips for Success
The course material (the virtual textbook for the class) presents a lot of information,
multimedia, text, and images. It is recommended that students should explore the material as
instructed for each section, and take notes. Your notes should be used as reference when
taking the quizzes in each section of course material—it will be almost impossible to take the
quizzes successfully without first successfully completing all the assigned course materials.
Additionally, study guides may be posted throughout the course material for self-assessment,
and when possible, it is recommended that you should take advantage of these non-graded
exercises, which are presented as games, flashcards, multiple choice, etc.

Note-Taking Skills
As you research period styles, and as you compile your notes, you may want to have a
section that is specifically set aside as a dictionary of terms. In your notes, you probably
should include diagrams, or drawings to illustrate your discoveries. Generally speaking,
vocabulary terms are assessed in this course through brief quizzes that include multiple
choice questions, matching questions, fill-in-the-blank questions, label-the-diagram
questions, etc.
When you read the assigned materials, you should be able to summarize what you have
read, and you should be prepared to express your conclusion in a short essay assessment.
Reading, thinking about, and then summarizing in your own words are all important “real
world” skills– it is important to practice this skill by summarizing what you discover in the
assigned work. Students will be assigned online journal entries that will be graded to assess
student understanding of historical and cultural context, and other important concepts.
Generally speaking, in this course, dates are NOT as important as CONCEPTS and
CONTEXT and TERMS, but many students find that following the timelines included in
the course materials is helpful.
Sometimes charts or drawings are included to help clarify or explain things—you may want
to print those out to use as study aids, or include your own version of the drawing or chart
in your notes.

MULTIMEDIA
Much of the course material is presented in a
multimedia format from online sources.
MUSIC: If a song or music is assigned, do
not be confused if the “YouTube” link reads
“watch video.” For music assignments, only
the sound accompanying the video is
assigned. There are instructions posted with
each assignment that may vary from unit to
unit. If a media file link no longer works
contact your instructor.
Most assignments should open in a new
window on your computer. For optional
ways to open the multimedia materials, click
on the icons at the bottom right of the
multimedia display (indicated by the red
arrow on the lower right). The exact length
of each multimedia assignment is shown, and
these can be paused, stopped, and it is easy
to click the slider and “rewind” to replay the
file.

“IS ALL OF THIS GOING TO BE ON THE QUIZ?”
Not all slides contain images—but be sure you read everything. Part of the design of
the course is that students will develop their skill at gathering new information , and
putting that together with the material presented in the course– putting together all
those pieces to discern what is “important.” It is typical for someone in this class to ask
“How are we supposed to know what’s important?” or “what’s going to be on the test?”
It is unfortunate that many students are not used to being asked to evaluate information
on their own, and some find it difficult to formulate a personal opinion about the
information they read. And this semester you will be asked to DESCRIBE the things
you encounter. So in a real sense, YES, all of the course material WILL be assessed in
one way or another. Most of the work this semester will be assigned journal entries
that you will write after you finish your research on a given topic.
The ability to take in a lot of information, sift through it, and reach a conclusion is a
critical “life skill” that is very important for every intelligent person to develop. This
course presents some “pre-gathered” information, but it is up to each student to explore
the internet to gather more materials to formulate an “informed conclusion.” Students
will be guided, and will have each other as support through this active-learning process,
but should be prepared to read, work and think. This is not an “easy” course, but the
material itself is not that difficult—there is just a lot to do!

SLIDE SHOWS
Shown here is a typical slide from the course material. You will note that the image is
large so that as much detail as possible can be seen and studied.
Beside the image is the title of
the work (or an explanation of
what is shown) in white at the
top. Below the title text is the
date, the period, and the source
or location of the work (in
color).
The important assigned reading
is included in white—take notes
on this information.
Click the iSpring controls at the bottom of the screen to navigate the slides. The iSpring
slides can be viewed in “full screen” by clicking the icon in the lower right corner. The
current slide number and total number of slides is shown at the bottom.

Silver Teapot (belonged to
Abigail Robinson of Newport,
RI)
c. 1750
Made by Samuel Casey,
silversmith
Smithsonian Museum
http://americanhistory.si.edu/collections/search/object/nmah_1050425
This is a typical slide from the
course. Important terms and
concepts are NOT highlighted.
“Teapots were among the fashionable items that fit many colonists' taste for stylish
possessions in 18th-century British North America. Among the prosperous classes,
growing numbers adopted the genteel practice of drinking afternoon tea in imitation of the
English gentry. Some Americans imported ceramic tea services, while others patronized
local silversmiths. Silver was intrinsically expensive, and it allowed engraved decoration
and personalized initials, as on this teapot.” 1 It is up to each student to explore and look
for defined terms and explanations that should be included in student notes. Could you
describe this teapot AND explain why such an elegant thing was in the American colonies
in the middle of the 18th century?

THE WEST
“The Western world, also known as the West … is a term referring to different nations
depending on the context. …The concept of the Western part of the earth has its roots in
Greco-Roman civilization in Europe, and the advent of Christianity.
“…In the modern era, Western culture has been heavily influenced by the traditions of the
Renaissance, Protestant Reformation, Age of Enlightenment—and shaped by the expansive
colonialism of the 15th - 20th centuries. Before the Cold War era, the traditional Western
viewpoint identified Western Civilization with the Western Christian (Catholic-Protestant)
countries and culture.
“…The term originally had a literal geographic meaning. It contrasted Europe with the
linked cultures and civilizations of the Middle East and North Africa, South Asia, Southeast
Asia and remote Far East, which early-modern Europeans saw as the East. Today, this has
little geographic relevance, since the concept of the West expanded to include the former
European colonies in the Americas, Russian Northern Asia, Australia, and New Zealand.
“In the contemporary cultural meaning, the phrase "Western world" includes Europe, as
well as many countries of European colonial origin….” This of course, includes the United
States of America.

Circa Explained
There is a shoe company, apps and a band all named “Circa” but the word “circa” has a
much older history when used with a date or time.
If an exact date is not known for a thing or an event, an educated guess or estimate of the
time is usually given. This is written as “circa” which means “around,” “approximately,” or
“about.” I like to think of “around” and “circle” and that helps me remember to think
“around” when I see the word “circa.” A circus has three rings—do you see the root word
from Latin?
CIRCLE
CIRCUS
CIRCA
Circa is abbreviated with a lower-case letter c followed with a period. The circa symbol
comes before the date. Circa may also be abbreviated “ca.” but in this course, you will see
only “c.” So, as an example, this sentence was typed on this slide c. 2012.
ca. c.

The Numbering of Centuries
The authors of www.scribd.com explain the numbering of centuries on their website.
They state: “Because there is no such date as 0 BCE (or BC) or 0 CE (or AD), when we
number the centuries it always seems like the actual date is a hundred years behind the
century that we say.
Dates
0 – 100
101 – 200
201 – 300
301 – 400
401 – 500
501 – 600
601 – 700
701 – 800
801 – 900
901 - 1000
Century
1st century
2nd century
3rd century
4th century
5th century
6th century
7th century
8th century
9th century
10th century
“Remember, there is no year 0, so since a century is 100 years, the centuries start at year
one and continue for one hundred years. So the year 1900 is in the 19th
century, but the year 1901 is the beginning of the new century, so it is in the 20th century.”
Dates
1001 – 1100
1101 – 1200
1201 – 1300
1301 – 1400
1401 – 1500
1501 – 1600
1601 – 1700
1701 – 1800
1801 – 1900
1901 – 2000
2001 - 2100
Century
11st century
12nd century
13rd century
14th century
15th century
16th century
17th century
18th century
19th century
20th century
21st century

OTHER CALENDARS
So our calendar is an arbitrary, but useful way to measure time so that we all know
WHEN things happened. Here are two other, equally valid ancient calendar systems still
in use today. (It’s just a matter of what arbitrary system we choose….)
The Hebrew Calendar
The numeric years on the Jewish calendar are calculated from the Biblical creation of the
universe, which was calculated by adding up the ages of people in the Bible back to the
time of creation. The Jewish calendar months are based on the phases of the moon. Our
calendar dates from September 16, 2012 to September 4, 2013 is equal to the Hebrew year
5773. Click here if you’d like to convert a Gregorian calendar date to a Hebrew calendar
date: http://www.hebcal.com/converter/
The Chinese Calendar
The beginnings of the Chinese calendar can be traced back to the 14th century BCE.
Legend says the Chinese Emperor Huangdi invented the calendar in 2637 BCE. Although
the Chinese calendar traditionally does not use continuously numbered years, outside
China its years are often numbered from the reign of the Yellow Emperor. But at least
three different years numbered 1 are now used by various scholars, making the year 2012
CE = 4710, 4709, or 4649. Our calendar year 2012 CE is equal to the Chinese Year of the
Dragon, which began on January 23, 2012 and ends on February 9, 2013. Click here if
you’d like to convert a Gregorian calendar date to a Chinese calendar date:
http://www.mandarintools.com/calconv_old.html

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