- •Т.В. Барамикова, л.П. Ільєнко, к.Б. Кугай, а.В. Спіжова, н.В. Зимнікова, а.М. Ткаленко
- •Передмова
- •Unit 1 history of arts Part I
- •I Listen and remember the following words:
- •III Read and translate the following text: History of arts
- •V Complete the sentences with the words from the text:
- •X Speak on the topic using the following words and word-combinations:
- •I Read and remember:
- •Renaissance
- •III Make up a plan of the text.
- •V Complete the sentences with the words from the text:
- •X Speak on the topic using the following words and word-combinations:
- •I Read and remember:
- •The history of arts. Brief overview
- •III Make up a plan of the text.
- •IV Answer the questions:
- •X Speak on the topic using the following words and word-combinations:
- •I Read and remember:
- •II Read the text and define the main idea of it: World War I and after the War
- •III Make up a plan of the text.
- •IV Answer the questions:
- •X Speak on the topic using the following words and word-combinations:
- •I Read and remember:
- •II Read the text and define the main idea of it: Charles Frederick Worth industrializes fashion
- •III Make up a plan of the text.
- •Design elements
- •V Complete the sentences with the words from the text:
- •X Speak on the topic using the following words and word-combinations:
- •I Read and remember:
- •Design principles
- •III Make up a plan of the text.
- •IV Answer the questions:
- •X Speak on the topic using the following words and word-combinations:
- •I Read and remember:
- •II Read the text and define the main idea of it: Paco Rabanne
- •Pierre Cardin
- •Karl Lagerfeld
- •Emanuel Ungaro
- •III Make up a plan of the text.
- •IV Answer the questions:
- •V Complete the sentences with the words from the text.
- •X Speak on the topic using the following words and word combinations:
- •I Read and remember:
- •II Read the text and define the main idea of it: Dance costume
- •III Make up a plan of the text.
- •IV Answer the questions:
- •X Speak on the topic using the following words and word combinations:
- •I Read and remember:
- •II Read the text and define the main idea of it: Scenic makeup
- •III Make up a plan of the text.
- •IV Answer the questions:
- •V Complete the sentences with the words from the text:
- •III Make up a plan of the text.
- •IV Translate the paragraph in italics in a written form.
- •V Questions for discussion:
- •VI Render the text in brief in a written form.
- •IV Answer the questions:
- •V Complete the sentences with the words from the text:
- •III Make up a plan of the text.
- •III Listen to the text again and be ready to answer the questions:
- •IV Answer the questions:
- •V Complete the sentences with the words from the text:
- •VI Find the English equivalents to the words:
- •VII Make up sentences with the terms:
- •VIII Give definitions to the words and word-combinations:
- •IX Translate the sentences into English:
- •X Speak on the topic using the following words and word combinations:
- •I Read and learn:
- •II Read the text and define the main idea of it: Flower symbolism
- •III Make up a plan of the text.
- •IV Translate the paragraph in italics in a written form.
- •V Questions for discussion:
- •VI Render the text in brief in a written form.
- •I Mind the following words and word-combinations:
- •II Listen to the text and decide if the statements are true or false:
- •IV Answer the questions:
- •V Complete the sentences with the words from the text:
- •VI Find the English equivalents to the words:
- •III Make up a plan of the text.
- •Principles and elements of design
- •Graphic design theory
- •IV Answer the questions:
- •X Speak on the topic using the following words and word-combinations:
- •I Read and remember:
- •II Read the text and define the main idea of it: Raymond Loewy. The father of industrial design
- •III Make up a plan of the text.
- •IV Answer the questions:
- •V Complete the sentences with the words from the text:
- •VI Find the English equivalents to the words:
- •VII Make up sentences with the terms:
- •VIII Give definitions to the words and word-combinations:
- •IX Translate the sentences into English:
- •X Speak on the topic using the following words and word combinations:
- •I Read and learn:
- •II Read the text and define the main idea of it: The importance of colour
- •III Make up a plan of the text.
- •IV Translate the paragraph in italics in a written form.
- •V Questions for discussion:
- •VI Render the text in brief in a written form.
- •IV Answer the questions:
- •V Complete the sentences with the words from the text:
- •VI Find the English equivalents to the words:
- •VII Make up sentences with the terms:
- •VIII Give definitions to the words and word-combinations:
- •IX Translate the sentences into English:
- •X Speak on the topic using the following words and word combinations:
- •I Read and remember:
- •II Read the text and define the main idea of it:
- •Video design
- •III Make up a plan of the text.
- •IV Answer the questions:
- •V Complete the sentences with the words from the text:
- •VI Find the English equivalents to the words:
- •VII Make up sentences with the terms:
- •VIII Give definitions to the words:
- •IX Translate into English:
- •X Speak on the topic using the following words and word-combinations:
- •I Read and remember:
- •II Read the text and define the main idea of it: The history of logo design
- •III Make up a plan of the text.
- •IV Translate the paragraph in italics in a written form.
- •V Questions for discussion:
- •VI Render the text in brief in a written form
- •Prehistoric costume
- •Textiles
- •Costume textiles
- •Some natural fibres facts
- •Textile yarns and fibres
- •The knitwear design process and the use of sources of inspiration
- •Coloured stitch designs in weft knitting
- •The great masters of fashion
- •Textiles and materials in the fashion industry
- •The history of fashion between 1970-1983
- •The designers
- •Fashion fifty years ago. Conclusion
- •Interior design. Style selection
- •Goals, functions and the human factor of interior design
- •Light in colour
- •Colour in your home
- •Accessories
- •Selecting accessories
- •Textiles
- •Textile uses in interior design
- •Selecting textiles for interiors
- •Harmony
- •Package design and display
- •Advertisements
- •Graphic designer
- •Commercial photography
- •Colour photography
- •What is a good photograph?
- •Colour harmony
- •Corporate logo design
- •Your hair
- •Hair colour
- •Hair style
- •The art of arranging the hair
- •Modern hairdressing procedure
- •History of styles
- •The development of styles in europe from the
- •9Th till 20th centuries
- •Cosmetics
- •Glossary a
III Make up a plan of the text.
IV Translate the paragraph in italics in a written form.
V Questions for discussion:
1. What does the word “logo” mean?
2. What beginnings had logo design history?
3. What monogram is the most famous of early logos?
4. Did logo design evolve from simple code to trademarks?
5. What early examples of logo design do you know?
6. What are other related logo devices?
7. How did the appearance of the information age change the face of logos and logo design?
8. The mark of a good logo is legibility and good brand recognition, isn’t it?
9. Is colour considered important to brand recognition?
10. Are some colours associated with certain emotions and why?
VI Render the text in brief in a written form
TEXT C
I Mind the following words and word-combinations:
1. prospective – майбутній
2. announce – оголошувати
3. simplistic – дуже спрощений
II Listen to the text. Decide if the statements are true or false:
1. The cards, which carry information and contact details of any business or individual, are called business cards.
2. Visiting cards were not very popular in China in the fifteenth century.
3. Visiting cards or calling cards were the fashion among the working classes.
4. Traders used business cards only to provide route-ways for customers.
5. A simplistic business card is a mark of professionalism.
III Listen to the text again and be ready to answer the questions:
1. What information do the business cards carry?
2. What is the evolution of the business cards?
APPENDIX 2
TEXTS FOR ADDITIONAL READING
THE ORIGINS OF COSTUME
If one admits that clothing has to do with covering one's body, and costume with the choice of a particular form of garment for a particular use. Clothing depends primarily on such physical conditions as climate and health on textile manufacture. It reflects social factors such as religious beliefs, magic, aesthetics, personal status. Must we also envisage a process of emergence, which might place clothing before costume or costume before clothing?
This last point has given rise to diametrically opposed opinions. The Greeks and the Chinese believed that Man first covered his body for some physical reason, particularly to protect himself from the elements.
Clearly we have insufficient information to assess the relative soundness of these theories.
We may at least surmise that when the first men covered their bodies to protect themselves against the climate, they also associated their primitive garments with the idea of some magical identification. After all, some primitive peoples who normally live naked feel the need to clothe themselves on special occasions.
Costume, at any rate, must have fulfilled a function beyond that of simple utility, in particular through some magical significance, investing primitive man with the attributes, such as strength, of other creatures, or protecting his bodies from evil influences. Ornaments identified the wearer with animals, gods, heroes or other men. Costume also helps inspire fear or impose authority: for a chieftain, costume embodies attributes expressing his power, while a warrior's costume must enhance his physical superiority and suggest that he is superhuman. In later times, professional or administrative costume has been devised to distinguish the wearer and to express personal or delegated authority. This purpose is seen as clearly in the lawyer's robes as in the policeman's uniform.
Costume denotes power, and as power is more often than not equated with wealth, costume came to be an expression of social caste and material prosperity. On this level, costume becomes subject to politics.
Military uniform also denotes rank, and is intended to intimidate, to protect the body and to express membership of a group.
Finally, costume can possess a religious significance that combines various elements: an actual or symbolic identification with a god, and the desire to express this in earthly life, the desire to increase the wearer's authority. Sometimes religious associations may even lead to the wearing of garments for reasons of respect.
When and how did these various functions of costume make their appearance? It is very probable that they followed and were determined by the development of civilizations, allowing that the two evolved at different rates.
When we consider the causes of emergence of these functions of costume, we see that they appear as the result of essential elements of these civilizations, which gradually took shape out of an interplay of opposing forces, progress on the one hand, and on the other, reaction or simply stability. Can we not cite the religious and static character of Indian civilization as the chief reasons, along with climate, for the adoption of draped costume, which still shows no signs of losing popularity? And in the ferment of ideas and beliefs, the constant exchanges that mark the development of the general economy of western Europe, can we not see the principal causes behind the rapid, diversified development of its costume?