How is the development of Bauhaus?

In the early days, Gropes regarded the school as a design culture school, which had two prototypes: an architectural guild and a university model. In the early days of the school, the handicraft tradition was combined with the avant-garde art of the 20th century, and students learned from both craft technicians and avant-garde artists. 192 1 year, Dusberg, a leader and theorist from de stijl, gave a speech in Weimar, suggesting to publicize the "mechanical aesthetics" of rational exploration in the creative process with the simplest style. Influenced by this, Bauhaus students are obsessed with pure form exploration, which leads to the transition of teaching philosophy to rationalism. After 1923, we began to adopt an art design education method close to the scientific way, and began to emphasize the design for large-scale industrial production. The original personal and guild romanticism gradually disappeared.

Meyer (1889 ~ 1954) became the new dean on 1927. He immediately changed the direction of Bauhaus, accusing teachers of "artistic voluntarism" and "excessive aestheticism", and was famous for supporting "the scientific method of plastic culture and the standardization of life". Meyer abandoned all formalistic methods based on aesthetic feeling and replaced them with laws directly generated from the relationship between function and structure of products. Meanwhile, Meyer is a staunch Marxist. Under his leadership, Bauhaus took a sharp turn for the worse, education began to be politicized, and education initiative was linked to social benefits. Therefore, Bauhaus in this period was full of experimental excitement and was also disturbed by pan-politicization. Meyer himself resigned on 1930 under the strong opposition of the society. Later, maldonado (1922 ~), president of Ulm Institute of Advanced Modeling, commented that Meyer was the most important stage in the development of Bauhaus, which laid the foundation for Meyer to understand art design as a special design activity different from art.

Miss was the headmaster of Bauhaus in 1930. He minimized the abstract humanities courses in the syllabus and concentrated his teaching on professional art problems. Mies does not agree with Meyer's pure functionalism, nor does she agree with Gropes' view of cultivating generalists. He advocates the creation of product form with unified methodological principles and regards product form as an extension of architectural spatial structure. At that time, the German Nazi Party became more and more powerful, and entered German politics on 1933 and 1 successively. Hitler became the head of state of Germany, and Bauhaus faced bankruptcy. After 1930, Bauhaus's influence in the field of design is also weakening.

After the closure of Bauhaus, most teachers and students were scattered all over Europe. From 1937 to 1938, many of them immigrated to other countries, especially the United States, so they also brought Bauhaus's design education experiment to the whole world. 1937, Najib founded "New bauhaus" in Chicago, and later became art institute of chicago. Gropes presided over the leadership of the Department of Architecture of Harvard University; Miss became the leader of the architecture department of Illinois Institute of Technology (IIT); Albers first worked as a graphic design educator at the University of Montenegro in North Carolina, and then worked at Yale University, which changed the graphic design education structure in the United States. Design historians generally believe that Bauhaus's ideal is to achieve real success in the United States. After the war, the Bauhaus spirit was further developed. 1950 In Ulm, then Federal Republic of Germany, Max Biel, a graduate of Bauhaus, established Ulm School of Design to continue Bauhaus's unfinished experiments.