The education of this newly form art/artisan seems to have begun by the sharing of skill and knowledge in small scale in guilds where the experienced craft people would employ and educate in small studios. The approach was ‘shared experiment’ through watching, doing and learning. This Renaissance inspired method began to leach into the method of formal design teaching. The emphasis moved away from simply reproducing the work of the past and began to emphasize the importance of skill and reasoning in order to produce unique works. In formal teaching craft was named ‘applied arts’ and included engineering, art, and technical skill. Universities responded to this new demand by creating programs that were closely linked to surrounding industry and the training of artisans became a priority for the art school director. The areas of study included everything from stained glass and bookbinding to metalwork and ceramics. The Central School of Arts and Crafts in London and the Glasgow School of Art taught crafts varying from illumination to lead plumbing. The emphasis was on problem solving and an understanding of and respect for materials. In general is seems that the new movement on education focused on doing and making. The teaching of the craft was intended to foster creativity of design and problem solving. Uniqueness. (Cumming 71-84)

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