Many scholars agree that the Bauhaus was probably the most significant modernist art school to grace the 20 th century. Founded by Walther Gropius in 1919, Bauhaus primarily acted as a school that dealt with topics in art, design, and architect. The Bauhaus utilize a unique way of teaching and further employed a rationale of appreciating art’s association with society and technology in a way that shaped Europe and United States (Efland, 2017). One of the events that significantly affected the Bauhaus was the Arts and Arts and Crafts movement whose major aim was to bridge the differences between applied and fine arts. Majoring in art and design, the Bauhaus inspired teachers and students alike to advance their crafts in workshops and design studios. Some of the significant characteristics of the Bauhaus include its emphasis on geometry, little sentiment, and an abstract style that lacked historical nodes. The movement had a rich and influential aesthetic that continues to impact designers, artists, and architects.
Background and History
As earlier intimated, the Bauhaus came to existent in 1919 courtesy of a German architect known as Walter Gropius. The city of its foundation was Weimer, but it later spread to other towns with a mixed degree of success. The core objective of the movement during its formation was to "reimagine the material world to reflect the unity of all arts" (Arnason & Mansfield, 2013). Gropius had created a new philosophy in the art based on a curriculum that glorified craft which subsequently enabled designers and artisans to create beautiful and useful objects. Most importantly, the Bauhaus was effective in combining elements of design education and fine arts. The main aim of the founder was to create a utopian approach in art where artists would bridge the boundaries between design utility and artistic creativity giving rise to a single encompassing form of art. Although the art school was short-lived, it had a massive impact in the short stint it lived. Critical to appreciate is that the Bauhaus school of art had initiated a paradigm shift never witnessed before. Prior to this period, there was a deep conviction that fine art elements such as design and architect were more important than craftsmanship which involved activities such as woodworking and painting amongst others. However, with the onset of Bauhaus, there was a new way of thinking that made people believes that geometric design, architecture, and art could not only be brought together but also engaged in the process of mass production (Frayling, 2012).
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The overriding concept in the development of the Bauhaus movement was that design and architecture should be reflective of the new period in history, and align to the era of machines. Some of the characteristic elements that hallmarked this period include the focus on mass production, simplicity, and economic sensibility. However, the movement did not come without several problems. In 1925, the piling political pressures forced the Bauhaus school out of Weimer. It sought new accommodations in Dessau where the socialist mayor approved its continued existence hence keeping the movement alive. In Dessau, Gropius built a monumental school whose physical attributes symbolized the architectural principles taught in the school (Moholy-Nagy, 2012).
Cultural Context
Before assessing the historical context of the Bauhaus, it is important to note that its aim was “to rescue all arts from the isolation in which each then found itself” (Efland, 2017). Gropius, in his mind, felt that architects and artists should be held in the esteem of craftsmen and their creations should be not only practical but also affordable. Some of the great influencers of the Bauhaus movement included the English arts and craft movement, modernism, and constructivism. Some of the cultural principles that defined the Bauhaus school included Gropius belief in the fact that method and function should unite and that design should always mirror service to the people. Another major cultural consideration in his invention was the nature of the society at the time of invention. The cultural context of the Bauhaus can also be viewed through the lenses of Gropius’ inspirations. Determined to change the future of the world, the movement was going to bring artists and craftsmen together in a bid to bring a culture that would change the society for the better. Since Germany had been devastated by the effects of the First World War, the young generation was hell-bent to make changes that would positively impact the society. It was also a sign to bring unity in the wake of the turmoil that the country had experienced by consolidating different professional groups including the sculptors, painters, and architects.
The German society was deeply rooted in the foundations of classism that led to unnecessary conflicts in the society. The early 20 th century was a highly industrialized period with many professionals coming up in different fields. As a result, there was a natural competition borne out of the urge to outdo the other. Artists were generally held in high regard in comparison to the craftsmen. In his words, Gropius asked the people "to create a new guild of craftsmen without the class distinctions that raise an arrogant barrier between craftsmen and artists" (Arnason & Mansfield, 2013). The Bauhaus movement was also aimed at increasing creativity in the society. With various aspects of art disintegrated, Gropius felt that everything seemed obvious and there was little room for improvement. As a result, combing these essential tenets would signify a paradigm shift in art that was characterized by a creative integration of various art elements. Lastly, the school would also act as a source of unity as it brought many students from different regions together to experience an education that would redefine art in the country.
Connections with Art Education
The Bauhaus school played a significant role in defining art education in the early 20 th century. One of its major characteristics was the fact that it combined several elements belonging to design education and fine arts. The curriculum began with an initial course that focused on color theory, the study of materials, and formal relationships as a way of preparing for more advanced studies. It is important to note that a majority of these students hailed from diverse educational and social backgrounds, and therefore, it was increasingly necessary to standardize the educational curriculum. The preliminary course was overseen by visual artists who included several notable personalities such as Josef Albers, Paul Klee, and Vasily Kandinsky (Campbell, 2015). After acclimatization with the Bauhaus theory, the students were ready to enter into the specialized workshops that included several artistic works such as cabinetmaking, metalwork, pottery, weaving, wall painting, and typography. It is critical to understand that the initial objective of Gropius was the unification of art by means of a craft. However, this process proved to be financially untenable and impractical. As a result, this prompted the redefinition of the Bauhaus in 1923 with emphasis shifting to designing for mass production. As a result, there emerged a new slogan known as “Art into industry” (Campbell, 2015).
As earlier noted, Bauhaus was eventually relocated from Weimer to Dessau in 1925. Here, Gropius built a new building that would ultimately house the school. The building had several features that improved art education tremendously. Some of the elements that boosted learning included the classroom, studio, and administrative space. Equipment mirrored modernist architecture and included materials such as glass curtain wall, pinwheel plan, and steel-frame construction amongst others. One of the most popular departments in the school was the cabinetmaking workshop. The most memorable contribution of this department in the art was the redefinition of the essence of furniture. Overseen by Marcel Breuer, the workshop aimed at moving towards metal furniture leading to the creation of lightweight metal chairs that could be mass produced. Another significant area in which the industry thrived on was the textile workshop. It primarily majored on the creation of abstracts textiles that were well-suited to the Bauhaus environment (Frayling, 2012). Some of the areas that students majored included the color theory and technical elements of weaving. Another important workshop at Bauhaus was the metalwork industry and the typography workshop.
Relevance Today
As earlier noted, the Bauhaus art movement was so influential and had impacts not only in Europe but also in America. Although it was short-lived, it played a significant role not only in art education but also in shaping modern art. Many scholars have agreed that Bauhaus was more than just an architectural style but a change in philosophy and a way of thinking. Some of the patterns employed in the movement continue to influence the way people live today. One of the reasons why the movement lasted for so long was because the students were taught to view the world in a different way. It aimed at developing a new breed of artists who would utilize their knowledge in solving virtually every art problem in the world. As earlier intimated, the primary aim of Gropius was to bridge the ever-increasing gap between applied arts and fine art. The influence of the art could be emphasized by the decision of the Nazi to kick the school out and push it to Dessau (Chen & He, 2013).The Nazi feared that the movement represented a worldview that was not in tandem with the provisions of the National Socialism. Bauhaus movement had two major characteristics that made it appealing to the people including the fact that it was avant-garde and cosmopolitan. It had an international ethos that went against the racist sentiments held by the nation's leadership.
In its 14 year existence, the school led to the production of a plethora of iconic designs that largely relied on geometric forms for success. Architecture from Bauhaus showed similarity in quality and utilized steel and glass to greater extents. The approach taken by the Bauhaus designers characterized by unadorned and clean appearance has spread in many parts in the modernist design. Many cities around the world including Tel Aviv and Chicago continue to depict the Bauhaus influence as refugees continued to spread around the globe (Chen & He, 2013). Some of the disciplines that continue to show the influence include the industrial design, architecture, amongst other disciplines. Bauhaus art education has therefore played a critical role in history, and even those who disagreed with it cannot deny that its impact has surpassed many expectations.
In conclusion, the Bauhaus art movement was influenced by an art education that aimed at reconciling all the various art forms and bridging the gap between design education and fine arts. Gropius wanted art to be viewed in a more unified form focusing on mass production. Although the art philosophy was vehemently rejected and only existed for a short time, its influence continues to be witnessed across the world. It has reshaped several elements of art including architecture, design, metalwork, and cabinetwork among others. Scholars have agreed that this was not only a change in design but also a way in thinking and philosophy that did not only benefit to the artists but also the society.
References
Arnason, H. H., & Mansfield, E. (2013). History of modern art: Painting, sculpture, architecture, photography . Pearson.
Campbell, J. (2015). The German Werkbund: The politics of reform in the applied arts. Princeton University Press.
Chen, W., & He, Z. (2013). The Analysis of the Influence and Inspiration of the Bauhaus on Contemporary Design and Education. Engineering, 5(04), 323.
Efland, A. D. (2017). A history of art education. Teachers College Press.
Frayling, C. (2012). On Craftsmanship: Towards a new Bauhaus. Oberon Books.
Moholy-Nagy, L. (2012). The new vision: Fundamentals of Bauhaus design, painting, sculpture, and architecture. Courier Corporation.
