Bauhaus school of architecture
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The achievement of the Bauhaus school of architecture and design consisted of its novel pedagogical approach and its distinctive modernist style of design. While both of these aspects of the Bauhaus movement originated in its innovative aesthetic and were intrinsically linked while the movement flourished, the style was to be replaced by different design ideas that sometimes derived from aesthetics similar to that of the Bauhaus and, very often, from training based on Bauhaus methods. There was no necessary connection between Bauhaus style, which might have developed in various directions, and Bauhaus educational principles, which eventually supported the teaching of many kinds of design. These achievements were, therefore, of different kinds. On the one hand, the style developed by the teachers and students was enormously influential but, in itself, has primarily historical and purely aesthetic value today. On the other hand Bauhaus pedagogy continues to serve as the basis for design education throughout much of the world and supports a variety of aesthetics. The distinction can be seen in discussions of Bauhaus style, by Duncan, and of Bauhaus pedagogy, by Findeli. Both the educational program and the style of design generated by the Bauhaus underwent significant variation throughout the decades after the school's founding in 1919 as various people took control of different aspects of the school, as different artists joined the staff, and as the school moved from p
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nction. This goal of improving the built environment had, of course, a social aspect to it as well. As Findeli sums up the aim of the Bauhaus educational program it was intended "not only to train competent professionals, but also to ensure that they would be enlightened enough to make an active contribution to their society and culture" (34).
Claims are sometimes made that the Bauhaus educational program was far too closely tied to the notion of manual production -- even though it emphasized design for industrial production. And in many instances the practical side of schools inspired by Bauhaus pedagogy remained limited to teaching "workshops dealing with the drill press, circular saw and welding gun" and failed to update themselves -- to replace, so to speak, the circular saw with the computer (Findeli 33). In such cases, of course, a confusion existed between substance and form, a failure to see that it was not the particular tool employed "but the contribution of these kinds of exercises to the meaning of the students' experience" (Findeli 33). It was necessary for each school to form some conception of the structure of experience that would be meaningful for the student and some, inevitably, failed to keep in mind the
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Approximate Word count = 1722
Approximate Pages = 7 (250 words per page)
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