Daitaur Katarina Kasalova is currently reading it Dec 07, Shelley added it Apr 17, This book celebrates the adventurous innovation of the Bauhaus movement, both as atrailblazer in the development of modernism, and as aparadigm of art education, where an all-encompassing freedom of creative expression and cutting-edge ideas led to functional and beautiful creations. Return to Book Page. Daniel added it Dec 30, Gaz rated it really liked driste Jul 20, Just a moment while we sign you in to your Goodreads account. The design and stories of the artists from the Bauhaus era make my heart swell. Joel Hellermark rated it it was amazing Jan 02, Katherine Clinch marked it as to-read Aug 07, Interesting to compare with the other bauhaus book recently read both gifts. Between its three successive mzgdalena in Weimar, Dessau and Berlin, the school fosteredcharistmatic and creative exchangebetween teachers and students, all varied in their artistic styles and preferences, but united in their idealism and their interest in a total work of art across different practices and media.
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Published in April of , a tract for his new school penned by Walter Gropius expresses the basic tenets of this new school and its unique goal of bringing architects, artisans and artists together to create a new working and training community united by the primacy of architecture and a return to notions of craftsmanship as its guiding ethos.
The manifesto is about DIN A4 in size, but a little slimmer. From the point of view of the romantic misapprehension of the Gothic period that prevailed at the time, in order to build such a collective, work the craftsmen met in such a hut and there formed an egalitarian labor association. If you examine this illustration closely, you will see that around the cathedral spire three stars are formed by rays of light.
Today we know that they represent the three most important arts: painting, architecture and sculpture. Carpenters, decorative painters, weavers … in reality there were only female weavers. For these workshops, the craftsmanship as well as the theoretical training is described in more detail: construction drawing, lettering, the science of materials, the theory of colors … even bookkeeping was taught here.
And in the end, three grades are named and elaborated in a hierarchical structure consisting of apprentice, journeyman and young master—the latter could actually become masters. After the First World War, the most important goal was, of course, to attract new pupils. That is why the Bauhaus manifesto was enclosed with many magazines or mailed out upon request. The Bauhaus also undertook a tremendous media campaign and modernized the then current means of media communication.
From the very beginning the school constantly produced magazines, leaflets, exhibitions and catalogues, as well as holding lectures in order to promote the new cause.
This media offensive of the Bauhaus was incredibly important. Ideas contained in many of these extant manifestos were integrated by Walter Gropius into the Bauhaus literature.
For example, the Bauhaus manifesto contains the following notion: There is no boundary between arts and crafts and sculpture or painting. Everything is one: building. This was not originally formulated by Gropius but by Bruno Taut. Today, in my opinion, we can no longer imagine what the abdication and exile of the Kaiser signified. It meant the collapse of an entire system. As a result, the Russian and German revolutions broke out and Germany was transformed into a republic.
Today we can no longer imagine the force of these tremendous upheavals. These drastic changes made people in Germany aware that things could no longer go on as they were, that new spaces for thought and design had to be opened up.
With his manifesto Gropius penetrated these spaces. This awareness was also reflected in the choice of teachers to staff the Bauhaus, who were representatives of some of the most radical artistic currents of the time. Thus, the early Bauhauslers were faced with the enormous task of providing a new theoretical basis for design, one which no longer lay in the past. Each of the masters developed his own approach according to this anti-historical basis.
Of course, Josef Albers integrated many of the things he had learned and observed while studying with Itten into his own course. No longer were students asked to discover themselves but, rather, to solve a task pragmatically: for example, to work on a piece of paper lying flat so that it can stand by itself, or bend a straight piece of wire in such a way that it achieves stability, becoming a small construction.
In my opinion Hannes Meyer remains underestimated for his politics, as well as his decision to hire Walter Peterhans, a very important aspect of his new appointment policy.
Peterhans was very interested in achieving very precise control over the photographic development process, the precision of recording details, and taught accordingly.
But precision and predictability were also characteristics of Hannes Meyer and this connected him to Peterhans. In addition, a new aesthetic quality came into the Bauhaus because of Hannes Meyer cultivating a very deliberate approach to photography. The Bauhaus curriculum changed all the time and is not easy to follow from one semester to the next. A secondary school diploma was not necessary—one could have a craft or even artistic background. The pool of prospective students was not homogeneous but possessed different educational paths.
And everyone was looking for something new—in other words for what Gropius had to offer at the Bauhaus. With the coming of the Weimar Republic, women finally had academic freedom and could attend any school of their choosing. No consideration for ladies. In our work all are craftsmen. Many also found the work in the textile workshop very important and crucial.
In , there were no other possibilities than to start first with the handicrafts, because at that time German industry was on its knees.
The factories were destroyed and everything had to be rebuilt—so one could really only begin with handicrafts. The pupils should be qualified for building by first working with a craft in a workshop, with the aim of later executing larger projects together. Walter Gropius always wanted to build in an exemplary fashion and to create models that others could measure themselves against.
And it was precisely this conflict that for many years was very fruitful and influential at the Bauhaus.
MAGDALENA DROSTE BAUHAUS PDF
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