Bauhaus Movement in the Modern Art
ARTH 2010 - Modern Art
University of Cincinnati
May 10, 2024
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.5
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).5
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).5
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.5
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.5
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).5
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.5
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.5
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.5
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.
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).5
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).5
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.5
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.5
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).5
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.5
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.5
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.5
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.
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).5
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).5
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.5
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.5
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).5
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.5
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.5
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.5
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.
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).5
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).5
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.5
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.5
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).5
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.5
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.5
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.5
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.
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).5
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).5
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.5
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.5
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).5
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.5
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.5
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.5
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.
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).5
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).5
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.5
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.5
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).5
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.5
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.5
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.5
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.
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).5
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).5
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.5
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.5
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).5
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.5
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.5
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.5
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.
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).5
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).5
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.5
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.5
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).5
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.5
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.5
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.5
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.
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).5
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).5
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.5
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.5
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).5
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.5
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.5
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.5
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.
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).5
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).5
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.5
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.5
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).5
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.5
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.5
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.5
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.
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).5
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).5
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.5
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.5
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).5
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.5
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.5
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.5
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.
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).5
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).5
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.5
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.5
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).5
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.5
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.5
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.5
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.
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).5
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).5
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.5
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.5
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).5
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.5
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.5
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.5
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.
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).5
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).5
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.5
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.5
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).5
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.5
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.5
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.5
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.
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).5
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).5
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.5
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.5
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).5
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.5
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.5
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.5
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.
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).5
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).5
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.5
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.5
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).5
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.5
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.5
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.5
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.
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).5
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).5
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.5
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.5
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).5
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.5
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.5
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.5
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.
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).5
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).5
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.5
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.5
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).5
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.5
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.5
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.5
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.
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).5
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).5
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.5
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.5
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).5
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.5
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.5
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.5
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.
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).5
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).5
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.5
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.5
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).5
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.5
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.5
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.5
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.
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).5
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).5
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.5
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.5
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).5
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.5
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.5
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.5
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.
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).5
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).5
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.5
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.5
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).5
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.5
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.5
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.5
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.
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).5
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).5
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.5
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.5
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).5
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.5
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.5
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.5
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.
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).5
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).5
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.5
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.5
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).5
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.5
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.5
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.5
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.
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).5
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).5
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.5
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.5
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).5
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.5
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.5
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.5
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.5
Campbell, J. (2015). The German Werkbund: The politics of reform in
the applied arts. Princeton University Press.5
Chen, W., & He, Z. (2013). The Analysis of the Influence and
Inspiration of the Bauhaus on Contemporary Design and Education.
Engineering, 5(04), 323.5
Efland, A. D. (2017). A history of art education. Teachers College
Press.5
Frayling, C. (2012). On Craftsmanship: Towards a new Bauhaus.
Oberon Books.5
Moholy-Nagy, L. (2012). The new vision: Fundamentals of Bauhaus
design, painting, sculpture, and architecture. Courier Corporation.
