Designed by Walter Gropius; completed 1926 Dessau, Germany
Walter Gropius (1883–1969), the founder and first director of the Bauhaus, was the
architect of the Bauhaus building in Dessau, Germany, completed in 1926. This new
28,000-plus square-foot educational building, which became the symbol for the renowned
avant-garde academy of design in Germany, was the second home for this architecture
and design school. Gropius, whose visionary zeal created the Bauhaus School in Weimar
in 1919, moved the school from Weimar to Dessau in 1925 at the invitation of Dessau’s
progressive mayor, Fritz Hesse. The design of the Bauhaus was begun in 1925, after he
moved to Dessau, and formally opened 4–5 December 1926.
The building design exemplified Gropius’s educational philosophy, “Art and
Technology: A New Unity,” which expressed the critical and inventive role of architects
and designers within the seemingly chaotic and rapidly changing technological society of
the times. This slogan, revised from “Art and Craft: A New Unity,” his first 1919 Weimar
Bauhaus slogan, referred to a building both designed through and fitted with up-to-date
machinery that promoted the development of prototypical contemporary designs for
industrial production. His design invoked debates between architects who worked within
the tradition of fine arts, craft, and handicraft and those who embraced the potential for
technological advances promised by modern industry. Gropius, with his partner Adolf
Meyer, first explored these questions in their design of the Fagus Werk (1912, 1914) in
Alfeld, Germany. Gropius’s Bauhaus building extends his philosophy and synthesizes
these seemingly opposing beliefs whose outcome was shared: to raise the standards of
design and public taste through modern technology.
The Dessau Bauhaus building was conceived during an atmosphere of political and
social turmoil in Germany. Formerly a state-supported school in Weimar, once the rightwing
conservative majority in Weimar came to power, the school was denounced in 1923
as filled with avant-garde foreign Bolsheviks, and in 1925 demands leading to its closure
were imminent. Gropius, who quickly searched for another home, found Dessau. Dessau,
led by progressive Social Democrats, made the school a city-funded institution and
provided construction funds and prime sites for the new building complex and its faculty
residences (1926). Dessau’s progressive roots could be traced back to Prince Leopold
Friedrich Franz von Anhalt-Dessau (1740–1817), who believed that design should
combine “beauty with use.” Between 1765 and 1820, Prince Anhalt-Dessau, who created
Europe’s first English-style landscapes, redesigned Dessau and neighboring areas,
including Wörlitz Park (1790 and later). Wörlitz, designed by the prince and his friend
Baron Erdmannsdorff, was model for Dessau’s principles of enlightened government and
religious tolerance. The Bauhaus building, a landmark building for Dessau, was set in a
natural parklike setting outside the city center. This permitted the design to become a
counterpoint to Dessau’s urban industrial fabric. Similar to Gropius’s motto “Art and
Technology: A New Unity,” the building could be seen in light of the area’s traditional
promotion of visionary architects.
The mayor recognized that Dessau’s design problems could become design projects
for Gropius and his Bauhaus. These were typical design problems that industrial urban
centers faced: the necessity for careful urban planning that directed rapid growth and
Entries A–F 219
carefully conceived housing that provided the resulting expanding population with
housing, schools, and other institutional and civic buildings. Gropius moved his
architectural practice to Dessau, leaving his partner Adolf Meyer, and began working
with architects Ernst Neufert and Carl Fieger on the design and construction of the
Bauhaus as well as other new projects, including the masters’ houses (1926), the
workers’ housing estate (1928) at Törten, and the Dessau Employment Office (1929).
Architects Carl Fieger and Ernst Neufert developed the design of the Bauhaus in
Dessau with Gropius. Ernst Neufert was head architect in Gropius’s office, and Carl
Fieger developed the initial sketches in 1925 to establish the idea of the building. Fieger
had a profound effect on the design. His sketches show three parts of the building, each a
distinct element of the building’s program yet joined as one building by various bridging,
roofing, and massing elements. Initially, the program consisted of the arts and crafts
school, workshops, and administrative offices. The administration area was located
between the two other areas, serving as an actual and conceptual bridge between the
school and workshops and spanning a road that bisected the site. Additional areas,
student housing, dining/auditorium facilities, and generous and carefully designed public
spaces within the building created contiguous social gathering spaces within the
institution. Spacious stairs with generous landings, well-proportioned lobbies, foyers, and
hallways (“circulation areas”) provided places for formal and informal gatherings.
Gropius’s building was very different from those buildings designed from Renaissance
or baroque principles. Unlike these historical precedents, the Bauhaus was neither
symmetrical nor axial. As Gropius explained, one had to “walk right around the whole
building” in order to understand the design. Otherwise, its design could be understood
only from the air. His favorite photographs, which were published throughout the world,
were aerial views of the building. Seen from above, Gropius’s building was a series of
simple cubic masses joined by planar roofs. What could not be experienced from aerial
photography were the phenomenal effects of light and space captured by and within the
building.
As the inventor of the “dematerialized” corner, Gropius expressed this
innovation of the glass curtain wall here as well as in his Fagus factory.
The metal and glass “curtain” was hung from the exterior edge of a
cantilevered, unsupported (and seemingly floating) floor slab, revealing
empty and open corners. This structural innovation, which permitted the
corner column to disappear, allowed the workshop wing to appear as if it
were wrapped in glass. A clear reference to the Utopian and
Expressionistic writings of German poet Paul Scheerbart, Gropius
brilliantly detailed the transparent wall as curtain, taking full advantage of
the technological possibilities provided by the primary structural system: a
reinforced-concrete frame with cantilevered slabs (deeper than necessary
due to contemporary building codes).
Bauhaus building (1926), designed by
Walter Gropius, Dessau, Germany
The reinforced-concrete skeleton,
with mushroom- headed columns, was in-filled with brickwork and hollow tile floors. The glass and steel
curtain wall included operable steel windows (currently aluminum) whose exposed and
articulated control devices created yet another sublime homage to machined technology,
which remains intimately engaged to the hand and body. In many ways, this building
reinforced the corporeal nature of the body as well as the building, as evidenced by the
design of asphalt-tiled terrace-roofs and balconies, all part of the educational and social
life of the school.
The style of this building is modern, without a doubt. However, beyond that obvious
fact, others have variously described its form and style. Historians Henry-Russell
Hitchcock and Philip Johnson used this building to derive their interpretations of
International Style. They also claimed it to be the model for a “Bauhaus” style. Theo van
Doesburg, the Dutch artist and architect, claimed it as a prime example of his De Stijl
(literally, “the style”), whereas others claimed it as a part of the ambiguous Neue Sachlickeit (New
Objectivity), implying a consistent and carefully worked out rationalism. Others see it as
a modern representation of the complete or “total work of art,” or Ges amtkunstwerk, as a collaboration of
all members of the Bauhaus: the director, teachers (“masters”), and students who made
furniture, fittings, hardware, and finishings in the workshops. One might argue that it has
no style but rather that it addressed its own Zeitgeist (spirit of the time)—as
contemporary topics and ideas.
Entries A–F 221
The Dessau Bauhaus recently named one of only three modern buildings
on the UNESCO world heritage list, has recently undergone a renovation
that will by 2006 have fully restored the building to its pristine and
original state. This honors note-worthy features that made it a model of
both modern and contemporary design. Clear distinction between the
building’s parts and its overall layout, the large expanse of glass covering
the entire street, and careful detailing remain delightful and fascinating.
Gropius, who believed that architecture shapes “the patterns of life,” took
these “patterns” beyond simple function to create forms that shape the
beauty and wonder of the activities of life. This was confirmed by Nelly
Schwalacher’s description of her visit, which she wrote for a German
newspaper in the fall of 1927:
I arrive in Dessau at dawn. Fog hands over the city. Our headlights
occasionally penetrate the damp air. But the eye is drawn to a dazzling
beam of light. A giant light cube: the new Bauhaus building. Later, with
sunshine and blue sky, the building remains a focal point of lightness and
brightness. Glass, glass and more glass, radiating daz-zling white light
from every wall. I have never seen such a light reflector. And the weight
of the walls is neutralized by two factors, namely the high glass walls
openly revealing the light steel structure of the building and the radiating
whiteness. (“Das Neue Bauhaus,” Frankfurter Zeitung, evening edition [31 October 1927];
from Droste, 1990)
However, realities derived from the design created their own problems within the
building: undersized and inefficient heating, huge heat gain and heat loss from expansive,
unprotected, and noninsulated glass facades; poorly maintained roofs, which led to
leakage; and a lack of privacy, which, according to today’s American traditions, would be
unacceptable. For example, art historian Rudolf Arnheim inadvertently revealed a lack of
privacy: “Looking in through the large windows, you can see people hard at work or
relaxing in private” (Droste, 1990).
Gropius resigned as Bauhaus director soon after the building’s completion and was
followed by architects Hannes Meyer and then Ludwig Mies van der Rohe, who
strengthened and focused the coursework in architecture. However, in 1932 the Bauhaus
lost its municipal support and its beloved building after Dessau’s Social Democrats were
defeated by the National Socialist Party. Mies van der Rohe restructured the school and
moved it to Berlin. The Nazis dissolved it in 1933.
The building was transformed after the Bauhaus program moved out. First, on 1
October 1932, it was dissolved as a municipal institution, and then the National Socialist
majority, who described the building as a “squalid glass palace in oriental taste,” pushed
for its demolition. Although the building might have been saved, once the Nazis came to
power, the building was raided. All documentation, drawings, furnishings, and even
fittings were destroyed or stolen. During World War II, the glass curtain wall of the
workshop wing was almost entirely destroyed. In 1948 it was replaced by brick walls
Encyclopedia of 20th-century architecture 222
with small square windows. The building held various institutions: a girls’ finishing
school, a Nazi training school, part of the Junkers military aircraft manufacturing
company, a POW camp, and, after the war, a homeless shelter and the home of schools
displaced by the war. In 1964 the windows were replaced by horizontal bands of glass
with wide spandrels until 1974, when the East Germans included the building on their list
of significant monuments and began restoration. In 1984 it became the home of the
“Center of Form at the Dessau Bauhaus” and, most recently, the “Bauhaus Foundation.”
This organization, currently renamed the “Bauhaus Kolleg” and directed by an urban
planner, addresses the “problems” and “spirit” of the present.
Few of Gropius’s contemporaries and later critics agreed with the Nazis’ assessment.
Before World War II, the Bauhaus buildings were the epitome of modern architecture in
Germany. Hundreds of visitors from Germany and abroad traveled to Dessau. Its renown
extended from constant publicity through photographs, especially aerial photography,
exhibits, publications, and the writings of prominent critics. In 1927 Rudolf Arnheim
wrote about the clarity of structure and skillful yet honest construction. Eleven years
later, Alfred H.Barr Jr., then director of the Museum of Modern Art in New York,
described it as the most important structure of its decade, and in 1954 Sigfried Giedion
called it the first building to employ a radically new conception of space. From the time it
was completed to the present, architects and students in architecture considered the
Bauhaus building in Dessau as one of the most, if not the most, influential buildings of
the modern period of architecture. It remains a mecca for students, practitioners, and
connoisseurs of architecture.
Showing posts with label BAUHAUS. Show all posts
Showing posts with label BAUHAUS. Show all posts
BAUHAUS
Often misunderstood as a single entity with a consistent program and body of work, the
Bauhaus was an educational program that occupied three successive sites in post-World
Entries A–F 213
War I Germany: Weimar (1919–25), Dessau (1925–32), and Berlin (1932–33).
Distinguished by its changes in location, direction, and faculty, the program’s turbulent
history is reflected in the various articulations of the Bauhaus program that, although not
wholly distinct from one another, appeared as separate phases of development.
The first Bauhaus (literally, “house of building”), located in the legendary city of
German arts and letters, Weimar, was founded by the German architect Walter Gropius in
April 1919, several months after the surrender of Germany and the formation of the
Weimar Republic. Taking up residence in a building that formerly housed Henri van de
Velde’s School of Arts and Crafts, the “First Proclamation of the Weimar Bauhaus”
(officially known as the Staatliches Bauhaus Weimar) declared the formation of a new
school dedicated to the arts and crafts, a “new guild of craftsmen, without class
distinctions which raise an arrogant barrier between craftsman and artist.” Modeled on a
medieval guild, Gropius’s “new guild” would harbor artists and craftsmen who would
“together…conceive and create the new building of the future, [a new building that] will
embrace architecture, sculpture and painting in one unity and which will rise one day
toward heaven from the hands of a million workers like the crystal symbol of a new
faith.” The frontispiece of the program, a woodcut designed by Lyonel Feininger,
constituted an emblem of this new faith. Depicting a Gothic cathedral with three stars
radiating the light of the heavens, the symbol hearkened back to another age, an age
idealized in the literature and art of German Romanticism.
A director of the revolutionary group Arbeitsrat für Kunst (Work Council for Art),
Gropius’s early appointments to the Weimar faculty, or “Council of Masters,” indicate
his vision of an internationalist, pluralist program in which students and faculty alike
could share their views and aspirations for artistic and social revolution. Including
Gerhard Marcks, Adolf Meyer, Laszlo Moholy-Nagy, Georg Muche, Paul Klee, Oskar
Schlemmer, Lyonel Feininger, Johannes Itten, Lothar Schreyer, and Wassily Kandinsky,
the Bauhaus masters were supplemented by an “Honorary Council of Masters,” a group
whose members were drawn from countries across the whole of Europe. Ranging in age
from 17 to 40, students were from the north and south of Germany and Austria,
Czechoslovakia, Hungary, and the Baltic countries; two-thirds were men, and half had
served in the army.
Curricular studies included mural painting, sculpture, theater, dance, and music.
Reflecting the program’s affiliation with medieval guilds, students developed from
apprentices to journeymen in order to finally reach the title of “Master.” In accordance
with Gropius’s vision, the early years of the Bauhaus were marked by the engagement of
a variety of movements, styles, and pedagogical methods, including German
Expressionism, Dada, Russian Suprematism, and Constructivism. Aptly characterized by
Wolfgang Pehnt as an “expressionist art school,” the Weimar Bauhaus did in fact exhibit
a pronounced bias toward Romantic themes, including social unity, subjective artistic
expression, vernacular Christianity, and collective artistic expression, a tendency that was
modified over the course of the program’s evolution. The presence of Johannes Itten, a
practitioner of the Perozorastrian religious sect, further exaggerated this view. Charged
with teaching the required preliminary course (Vo rkurs ), Itten espoused individual expression over
collective responsibility while introducing his students to a cultlike way of living that
depended on the elevation of subjective visions, the rigors of individual self-discipline,
and bodily and spiritual purification. On the other hand, the empirical visualization
Encyclopedia of 20th-century architecture 214
techniques and allegorical figuration of Paul Klee (Ways of Nature Stud y; The Thinking Eye ) and the Russian painter Wassily
Kandinsky, along with the other Bauhaus masters, mediated Itten’s influence.
Internal and external criticisms of the Bauhaus, a school never fully adopted by either
the citizens of Weimar or the government of the state of Thuringia (where Weimar is
located), were continual problems for Gropius, who spent most of his time defending the
program as the controversy increased. Both as a defensive measure and as a signal of the
evolving nature of the Bauhaus curriculum and aims, a new motto, “Art and Technics: A
New Unity,” and a new seal, Oskar Schlemmer’s “Constructed Man,” were adopted in
1922. Tempering Gropius’s earlier proclamation of social revolution through art, the
attempt to unify “art and technology” sought to counter what many Bauhäusler, students
and faculty alike, perceived as the subjective and mystical excess of certain aspects of the
program. Officials of Thuringia regarded the program as a waste of resources and a
hotbed of foreign influence, a reading of Gropius’s original intentions that was not
dissuaded by the school’s new motto and seal. Students, dismayed by the constant
upheavals within the school and searching for an alternative to Expressionist drama, were
drawn to forms of Constructivism. Sensing an opportunity to achieve an even greater
impact for his own artistic ideas during the Dada-Constructivist Congress held in Weimar
in 1922, Theo van Doesburg, founder of the Dutch Constructivist movement De Stijl, set
up an atelier in Weimar. Students began to migrate to van Doesburg’s studio, perhaps in
search of an objective, delimited, and scientific (mathematical) approach to art, and this
inevitably led to the import of van Doesburg’s ideas and influence within the Bauhaus
itself. A master of compromise bent on sustaining his educational program, Gropius
approached the problem directly, hiring the Hungarian Dada-Constructivist Lazslo
Moholy-Nagy, a student and associate of van Doesburg, to teach the preliminary course.
This arrangement brought about a relative truce between van Doesburg and Gropius.
In further response to the criticism leveled by his peers and colleagues,
Gropius sought to assuage various factions, elaborating his views with the
publication of Idee und Au fbau des Staatlichen Bauhaus es Weimar (Idea and Construction of the Weimar Bauhaus) in
1923. Although Gropius’s vision of the Bauhaus program had evolved into
a more comprehensive plan (including admissions policies, a program
constitution, and a more carefully articulated curriculum), Idee und Aufbau retained
several ideas from his original vision, ideas now wedded to a focus on
demonstrating outcomes.
The more abstract courses taught by Klee and
Kandinsky were supplemented by carpentry, stained-glass, pottery, metal, weaving, stage, wall-painting, and architecture workshops. The 1923
Bauhaus exhibition—an event requested by the Thuringian Legislative Assembly—
provided a report of the Bauhaus’s accomplishments to date. The exhibition, spread
mainly throughout the school, featured a one-family house (“Haus am Horn”), built and
furnished entirely by the Bauhaus students, and included lectures, performances, and
“other entertainments,” such as the Bauhaus jazz band.
A whole greater than the sum of its parts, the Weimar Bauhaus program sought to
overturn the “decadence of architecture” and the “elitist and isolating effects of the
academy” with an “awareness of the infinite [that can only be] given form… through
finite means.” Uniquely combining Elementarist theory, nature study, representational
techniques and methods, and quasi-scientific experimentation with materials and
processes, the Bauhaus curriculum sought to promote a seamless integration of “practical
building, building experiments, and the engineering sciences.” Seeking a revolution of art
with the intention of providing a revolutionary impulse for humanistically based change,
Gropius’s “guiding principle” was centered on “the idea of creating a new unity through
Encyclopedia of 20th-century architecture 216
the welding together of many arts and movements: a unity having its basis in Man
himself and significant only as a living organism.” The prolific output of Gropius and the
Bauhaus masters and students, coupled with the support of numerous critics, scientists,
architects, and artists, could not forestall the antagonisms and threats of the state
government (Thuringia). The decision to leave Weimar was made on 26 December 1924.
Students and masters of the Bauhaus finally vacated the premises of the Bauhaus at
Weimar in the first few months of 1925. By this time, 526 students had been trained at
the Bauhaus, although far more took only the preliminary course.
Fortunately, the close of the Bauhaus at Weimar did not represent the end of the
Bauhaus program. During the period of greatest controversy in Weimar, Gropius secured
permission from the mayor of the city of Dessau, Dr. Fritz Hesse, to transfer the Bauhaus
to Dessau, where it remained relatively free of state criticism for several years. Almost all
the former Bauhaus masters transferred to Dessau, and five former students—including
Josef Albers, Herbert Bayer, and Marcel Breuer—were appointed masters. Gropius
designed a new suite of buildings to house the program, moving the program from its
temporary quarters in Dessau in 1926. Sharing its premises with the Municipal Arts and
Crafts School, the Dessau Bauhaus included the technically innovative school building
(including a laboratory workshop, administration offices, and technical school) and a
dormitory with 28 studio apartments, baths, dining hall (which acted as an auditorium
and included a stage), and laundry for the students. Near the Bauhaus, Gropius designed a
series of houses for the Bauhaus masters and director, all of which were supplemented by
the Bauhaus workshops. The curriculum was modified as well, enlarging the architecture
program and adding a department of typography and layout. The principles were also
clarified, with the purpose of the Bauhaus defined as “1. The intellectual, manual and
technical training of men and women of creative talent for all kinds of creative work,
especially building; and 2. The execution of practical experimental work, especially
building and interior decoration, as well as the development of models for industrial and
manual production.” A Bauhaus Corporation, chartered for the express purpose of
handling the business aspects of the various Bauhaus models, was also installed.
The Dessau Bauhaus continued to thrive. In 1926 Gropius received an additional
commission to design 60 housing units for a new housing community in Dessau, a
commission that grew to 316 houses by 1928, all of which were partly furnished by the
Bauhaus workshops. In 1926 the new generation of Bauhaus masters—Albers, Breuer,
and Bayer among them—began to elaborate the practical experiments of the Bauhaus,
producing furniture, typography, graphic design, photography, weaving, light fixtures,
and domestic objects that have come to be known as representative of the “Bauhaus
style.” Parallel studies in painting and sculpture also developed, with the figurative
lyricism of Klee and Schlemmer providing a foil for Kandinsky’s continued experiments
with analytic abstraction.
Because of the relative stability of the program, the over-whelming administrative
burdens placed on him in the position of director, and a substantial increase of
professional work, Gropius resigned in early 1928, recommending as his successor the
head of the Department of Architecture, the Swiss architect Hannes Meyer. Because of
various conflicts with municipal authorities, Meyer resigned in 1930. His replacement,
the German architect Ludwig Mies van der Rohe, moved the Bauhaus to Berlin in 1932,
continuing to oversee the program until it was closed by the reactionary National
Entries A–F 217
Socialist regime in April 1933. The closure of the Bauhaus, presaged by the program’s
original commitment to humanistically based change, pedagogical experimentation,
innovation, and internationalism, did not in fact spell the demise of the Bauhaus.
Guaranteed by the numerous graduates of the program and facilitated by its prominence
as a premier program for the study of the arts and architecture, the Bauhaus program was
incorporated into various design curricula throughout Europe and the United States.
Bauhäusler, including Mies van der Rohe, Moholy-Nagy, Gropius, and Albers, were
appointed to head schools of art and architecture, and many other members of the
Bauhaus received teaching positions in universities, colleges, and schools of art. Together
with their advocates, Bauhäusler revolutionized the way in which art and architecture
were taught while reinforming modern American business and commerce with new ideas
about modern life (domestic and corporate) and advanced methods of communication. As
Mies so deftly phrased the impact of the Bauhaus, it was not a style, an institution, or
even a program for study; rather, “it was an idea, and Gropius formulated this idea with
great precision…. The fact that it was an idea, I think, is the cause of this enormous
influence the Bauhaus had on every progressive school around the globe. You cannot do
that with organization, you cannot do that with propaganda. Only an idea spreads so far.”
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