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When walter Gropius founded the Bauhaus in Weimar in 1919, he based its curriculum on a conviction of man’s need to express his creative nature and to accent his social responsibility.
Gropius’s approaches to art and art education were new and revolutionary.
The idea of the Bauhaus school system was a new development in art training, offering a special method of instruction for artists and craftsmen in machine production.
What did art education in the Bauhaus consist of? In the Vorkurs, Bauhaus was the first to teach parallel courses of instruction in materials and in theories of form.
Thus in the Bauhaus students are trained, both practically and theoretically, as designers for hand and machine made products. All students are traind to work with wood, glass, textiles, stone, clay and pigments.
Gropius, the school’s first director, insisted that students explore the nature and potential of materials by learning the crafts associated with each. Only after truly understanding the material was the student considered ready to design for machine production.
Johannes ltten, the first master of the basic course(Vorkurs) anticipated that, through art, we must educate only man’s innate symbolic sensual perceptiveness.
The goal of this was to develop communicative and emotionally adjusted personalities.
The sorce of his priceless quality as an educator was the power of his philosophicreligious spirit, which would stimulate the students and carry them away with his own entusiasm.
In summary we might state that, the education of a specialist should not start with training of a single ability but rather the first priority is that harmonious wellrounded education should first be completed.
In this respect the Bauhaus showed deep wisdom in using Contemporary science and philosophy in its educational task of reintegrating the artist in to the practical life.
In our country when practically every products is bing redesigned, it seems particulary necessary to provide a complete education which encompasses artistry, technology and science. The well coordinated synthesis of these three educational fields is what the Bauhaus offers.
Gropius’s approaches to art and art education were new and revolutionary.
The idea of the Bauhaus school system was a new development in art training, offering a special method of instruction for artists and craftsmen in machine production.
What did art education in the Bauhaus consist of? In the Vorkurs, Bauhaus was the first to teach parallel courses of instruction in materials and in theories of form.
Thus in the Bauhaus students are trained, both practically and theoretically, as designers for hand and machine made products. All students are traind to work with wood, glass, textiles, stone, clay and pigments.
Gropius, the school’s first director, insisted that students explore the nature and potential of materials by learning the crafts associated with each. Only after truly understanding the material was the student considered ready to design for machine production.
Johannes ltten, the first master of the basic course(Vorkurs) anticipated that, through art, we must educate only man’s innate symbolic sensual perceptiveness.
The goal of this was to develop communicative and emotionally adjusted personalities.
The sorce of his priceless quality as an educator was the power of his philosophicreligious spirit, which would stimulate the students and carry them away with his own entusiasm.
In summary we might state that, the education of a specialist should not start with training of a single ability but rather the first priority is that harmonious wellrounded education should first be completed.
In this respect the Bauhaus showed deep wisdom in using Contemporary science and philosophy in its educational task of reintegrating the artist in to the practical life.
In our country when practically every products is bing redesigned, it seems particulary necessary to provide a complete education which encompasses artistry, technology and science. The well coordinated synthesis of these three educational fields is what the Bauhaus offers.
목차
Ⅰ. 머리말
Ⅱ. 바우하우스의 이념과 사회역사적인 배경
Ⅲ. 그로피우스, 마이어, 미스 반 데어 로에의 시대구분
Ⅳ. 맺음말
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