Questions the origin of design history and its relationship to art history. Maintains that design historical knowledge is produced, and it must be acknowledged that there are design histories and not one monolithic body of knowledge. (KM)

Justifies examining still-life pictures of flowers to provide students with an opportunity to learn how one distinguishes between deeply artistic pictures full of emotion and pictures lacking this quality. Claims that students will develop their own artistic expression. Offers pictures by Diego Rivera, Watanabe Shiko, Consuelo Kanaga, and Rachel…