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Journal articles on the topic 'Bauhaus'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Szabó, Zsófia. "Átélni, megismerni, tudni." Artcadia 1, no. 1 (2022): 3–14. http://dx.doi.org/10.57021/artcadia.3290.

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A 2018/2019-es tanévben a 100 esztendős Bauhaus módszereinek nyomába eredtünk a kaposvári művészeti intézetben: kutattuk, tanulmányoztuk, majd teszteltük a Bauhaus pedagógiájának, művészeti szemléletének és stílusának jelenkori érvényességét, lehetőségeit. Az átélés – megismerés – tudás egységét a Bauhaus legendás tanára, Johannes Itten a játék, ünnep és munka mottójával kapcsolta össze. Ez a tanulmány az elmélettől a gyakorlatig vezető utat mutatja be: mi így dolgoztunk, játszottunk és ünnepeltük együtt a Bauhaust Kaposváron.

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2

Torretta, Nicholas B., Mariana Pestana, Frederico Duarte, et al. "Navigating Problematic Bauhaus Inheritances: Critiques, Implications, and Questions from the Bauhaus of the Seas NEB Lighthouse." Design Issues 40, no. 3 (2024): 105–17. http://dx.doi.org/10.1162/desi_a_00770.

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Abstract In 2020, Europe announced the New European Bauhaus (NEB). While the initiative intends to achieve EU sustainability goals, framing it under the name of the Bauhaus brings various challenges and issues to the fore. In this article, we analyze the critiques of the original Bauhaus and the NEB to understand the challenges that the NEB lighthouse project Bauhaus of the Seas Sails (BoSS) inherits by adhering to the Bauhaus vision and name. We unveil the problematic dynamics of Eurocentric modernity's myths of universalism and better living through technology and on the Bauhaus's and NEB's

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3

Zepf, Uwe. "Bauhaus und Genossenschaftswesen." Zeitschrift für das gesamte Genossenschaftswesen 73, no. 1 (2023): 74–85. http://dx.doi.org/10.1515/zfgg-2023-0004.

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Zusammenfassung Ausgehend von dem Gemeinschaftsgedanken der Bauschaffenden beim Bauhaus und dem Gemeinschaftsansatz von Wohnungsbaugenossenschaften beim Bauen und Wohnen geht diese Abhandlung den Beziehungen und Wechselwirkungen zwischen Beiden nach. Dabei werden die genossenschaftlichen Aktivitäten und Erfahrungen des zweiten Bauhausdirektors Hannes Meyer bei der Planung und Errichtung des Freidorfes Muttenz dargelegt und bis zu einem Manifest des Bauhauses verfolgt. Mit diesem Rüstzeug werden dann die wechselseitigen Auswirkungen von Bauhaus und Genossenschaftswesen beispielhaft erläutert. D

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4

Łarionow, Dominika. "Bauhaus – portret wielokrotny z polskimi epizodami." TECHNE. Seria Nowa, no. 3 (December 22, 2020): 115–38. http://dx.doi.org/10.18778/2084-851x.07.07.

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Bauhaus był jedyną szkołą artystyczną wywodzącą się z szerokiego dorobku awangardy pierwszej połowy dwudziestego wieku, która zyskała status samodzielnego ruchu artystycznego. Przywołany w tekście Deyan Sudijc, historyk dizajnu zwraca uwagę, że zarówno w drugiej połowie dwudziestego wieku, aż po czasy współczesne każda kolejna nowa grupa artystów-reformatorów odkrywa na nowo Bauhaus. Tym samym działająca ledwie trzynaście lat niemiecka szkoła, stworzyła coś więcej niż styl, bowiem pokazała na czym polega wręcz filozofia kreacji obiektów, które są i artystyczne, i użyteczne. Artykuł próbuje opi

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5

Nisbet, Peter, Frank Whitford, and Christina Lodder. "Bauhaus." Design Issues 2, no. 1 (1985): 78. http://dx.doi.org/10.2307/1511531.

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6

Lewis, Beth Irwin, Eva Forgacs, and John Batki. "The Bauhaus Idea and Bauhaus Politics." American Historical Review 101, no. 3 (1996): 864. http://dx.doi.org/10.2307/2169505.

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7

Jaskot, Paul B., Eva Forgacs, and John Batki. "The Bauhaus Idea and Bauhaus Politics." Design Issues 14, no. 2 (1998): 93. http://dx.doi.org/10.2307/1511854.

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8

Bienert, Michael, and Norbert Eisold. "Unbekanntes Bauhaus." Literaturblatt für Baden-Württemberg, no. 4 (July 9, 2024): 21. http://dx.doi.org/10.53458/litbw.vi4.12906.

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9

Gropius, Walter. "Bauhaus-manifestet." Agora 36, no. 02 (2019): 219–23. http://dx.doi.org/10.18261/issn1500-1571-2019-02-13.

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10

Sommer, Anne-Louise. "Bauhaus-Arkitekturen." K&K - Kultur og Klasse 16, no. 61 (1988): 42–54. http://dx.doi.org/10.7146/kok.v16i61.20627.

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11

Neely, Kent, Oskar Schlemmer, and Debrra McCall. "Bauhaus Dances." Theatre Journal 39, no. 3 (1987): 384. http://dx.doi.org/10.2307/3208157.

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12

Harrington, Kevin. "Bauhaus Symposium." Design Issues 5, no. 1 (1988): 45. http://dx.doi.org/10.2307/1511560.

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13

Faue, Elizabeth, and Sigrid Wortmann Weltge. "Bauhaus-Wives." Women's Review of Books 11, no. 5 (1994): 23. http://dx.doi.org/10.2307/4021707.

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14

Basu, Priyanka. "Bauhaus Imaginista." West 86th: A Journal of Decorative Arts, Design History, and Material Culture 27, no. 1 (2020): 126–33. http://dx.doi.org/10.1086/711199.

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15

Mendes, Anabela. "Dossiê Bauhaus." Dramaturgias, no. 20 (September 26, 2022): 10–361. http://dx.doi.org/10.26512/dramaturgias20.45205.

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As almejadas celebrações dos 100 anos da criação da Bauhaus despertaram um furor quase a nível planetário para devolver às actuais gerações de estudiosos e amantes desta Escola de Artes e Ofícios mais luz sobre o que ainda pode ser intrigante e que vive nas sombras de um passado que nos continua a fascinar e a guiar.

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16

Čapková, Helena, and Benjamin Tallis. "Bauhaus Imaginista." New Perspectives 27, no. 1 (2019): 159–77. http://dx.doi.org/10.1177/2336825x1902700116.

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17

Trimingham, Melissa. "Bauhaus 100." Theatre and Performance Design 5, no. 1-2 (2019): 2–5. http://dx.doi.org/10.1080/23322551.2019.1606392.

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18

García-García, Alejandro. "Pedagogías. Bauhaus." Arte, Individuo y Sociedad 35, no. 1 (2023): 337. http://dx.doi.org/10.5209/aris.83506.

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19

ASMAZ, Ayşenur Ceren. "BAUHAUS KADINLARI." Journal of Academic Social Sciences 165, no. 165 (2025): 34–50. https://doi.org/10.29228/asos.81457.

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20

Doğukan, Hazal. "ENDÜSTRİYEL SERAMİK TASARIMINDA BAUHAUS YAKLAŞIMININ ETKİLERİ." Anadolu Üniversitesi Sanat & Tasarım Dergisi 15, no. 1 (2025): 479–98. https://doi.org/10.20488/sanattasarim.1717682.

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19. ve 20. yüzyılda yoğunlaşan sanat tartışmalarının sebep olduğu geleneksellikten uzaklaşma ve ardından gelen geleneksel kalıpları kırma isteği yeni kavram, yöntem ve teknik arayışları başlatmıştır. Bauhaus Okulu’nda sanat ve zanaat, biçim ve anlam, estetik ve işlev konuları farklı malzemeler üzerinden yeniden ele alınmıştır. Bauhaus ile yeni bir anlam ve kimliğe kavuşan malzemelerden biri de seramiktir. Bauhaus öncesinde geleneksel bir malzeme olarak kabul gören seramik, el işçiliği ile detaylı desen ve formlar üzerine biçimlenmiştir. Bauhaus yaklaşımı ile işleme ve süslemelerden uzak, stand

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21

Sark, Katrina. "Bauhaus, gender, creativity and fashion." Clothing Cultures 10, no. 2 (2023): 195–240. https://doi.org/10.1386/cc_00078_1.

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Despite the fact that the Bauhaus school (1919–33) purposely restricted, streamlined and often discriminated against its female students and their creativity, and despite the fact that fashion and clothing were very deliberately excluded from the textile workshop production because the Bauhaus did not want to be associated with women’s crafts, ‘domesticity’ and the ‘frivolity’ of fashion, there are nonetheless several fashion objects that survived and many fashion stories that have not been included in the mainstream Bauhaus narratives and histories. This article investigates the suppressed hi

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22

SALTIK, Burcin. "Bauhaus Principles and Reflection on Design by Women." Proceedings of the international conference of contemporary affairs in architecture and urbanism-ICCAUA 8, no. 1 (2025): 176–84. https://doi.org/10.38027/iccaua2025en0279.

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The Bauhaus school was a revolution in itself, it had an entirely different approach to teaching students and that is what made it famous and a milestone in design education. But what is often forgotten is that apart from important men at Bauhaus, there was this group of women at Bauhaus who made innumerable contributions to making it the Bauhaus it ultimately became. They became the masters of their respective arts and this was an entire journey that displays their hard work and determination to learn. They made many artifacts not only in the women-dominated weaving workshops but also in the

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23

Indrawan, Stephanus Evert. "Aspek Produk Furnitur yang Berkelanjutan pada Masa Bauhaus Dalam Karya Marcel Breuer." Aksen : Journal of Design and Creative Industry 1, no. 2 (2016): 80–89. http://dx.doi.org/10.37715/aksen.v1i2.132.

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Penulisan ini merupakan studi relevan siproduk Era Bauhaus yang diwakili oleh kursi karya Marcel Breuer terhadap aspek produk berkelanjutan, Kepedulian dan kebutuhan terhadap produk berkelanjutan ini baru dimulai 40 tahun kemudian yaitu sekitar tahun 1980an hingga saat ini. Bauhaus adalah sebuah gerakan yang menjawab kondisi setelah masa Perang Dunia I. Pada masa ini banyak terjadi perubahan dalam kondisi politik, budaya dan tatanan sosial. Bauhaus merupakan gerakan yang Aspek Produk Furnitur yang Berkelanjutan pada Masa Bauhaus Dalam Karya Marcel Breuer menjawab perubahan ini dengan menawarka

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24

Pier, Arthur S. "BAUHAUS: Walter Gropius and the Influence of the Bauhaus." Sculpture Review 48, no. 2 (1999): 12–17. http://dx.doi.org/10.1002/j.2632-3494.1999.tb00019.x.

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25

KAVURAN, Tamer, and Bayram Dede. "The roles of art educationalists to realize the aims of the art education: Bauhaus case." Global Journal of Arts Education 6, no. 4 (2017): 126–32. http://dx.doi.org/10.18844/gjae.v6i4.1836.

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AbstractTo achieve the objective of art education, (i.e. the training of art educationalists) workshops, technical equipment, and curriculum all play an important role. It is impossible to ascertain the objectives of art education if the instructor has insufficient knowledge. The reason why the Bauhaus school of design became globally recognized was due to its superior instructors. Among the instructors of the school, there were Johannes Itten, Josef Albers, Wassily Kandinsky, Paul Klee, Lyonel Feininger, Laszlo Moholy-Nagy, Oscar Schlemmer. They applied their revolutionary methods to the Bauh

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26

Eva, Hurtado. "Bauhaus en red. Resonancias Bauhaus en España a través de las publicaciones periódicas especializadas = Network Bauhaus. Bauhaus repercussions in Spain through specialized periodicals." rita_ Revista Indexada de Textos Académicos, no. 13 (May 17, 2020): 78–85. https://doi.org/10.24192/2386-7027(2020)(v13)(01).

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Poco después de la fundación de la escuela Bauhaus en Weimar, en Madrid se titulaban varios arquitectos que formarían la generación clave de la importación de la vanguardia europea. García Mercadal, Lacasa, Colás y Sánchez Arcas fueron algunos de los protagonistas de viajes, estancias académicas, colaboración profesional y encuentros internacionales, que revirtieron en información y apertura para la arquitectura española. Entre ellos se repite la visita a las sucesivas sedes Bauhaus, en Weimar, Dessau y Berl&ia

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27

Markgraf, Monika. "Einblicke in die Dessauer Bauhausbauten als materielles Erbe." Architectura 48, no. 1-2 (2018): 134–53. http://dx.doi.org/10.1515/atc-2018-1008.

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Abstract In Dessau, the Bauhaus experienced an extremely productive phase in 1925 –1932. In this period a number of buildings were constructed in the city, which are summarised under the name Bauhaus Buildings. The materiality of these buildings, from which important impulses for the development of architecture in the 20th century emanated, is just as important for a comprehensive understanding of the buildings as it is for their long-term preservation. The Bauhaus Dessau Foundation has had a building research archive since 1998, in which building materials and components of the Bauhaus buildi

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28

Liu, Anran. "The Bauhaus Concept and Its Influence on Contemporary Architectural Design in China." Studies in Social Science Research 4, no. 4 (2023): p1. http://dx.doi.org/10.22158/sssr.v4n4p1.

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This study employs the iconic modernist architectural landmark, the Dessau Bauhaus school building, as a case study. By scrutinizing the distinctive creative attributes of this architectural masterpiece, the study delves into the design tenets of Bauhaus ideology. Additionally, it conducts an analysis of the resonance between Bauhaus principles and the landscape of modern design in China. Building upon this foundation, the study embarks on a dialectical exploration, leveraging representative instances of contemporary Chinese architectural design, to meticulously examine the impact of Bauhaus o

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29

Zhang, JiaWei, and Azwady Mustapha. "THINKING ON CHINESE CONTEMPORARY DESIGN EDUCATION--TAKING BAUHAUS AND ULM DESIGN EDUCATION AS EXAMPLES." International Journal of Education, Psychology and Counseling 8, no. 51 (2023): 409–20. http://dx.doi.org/10.35631/ijepc.851029.

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Designers require not just theoretical knowledge, but the practical skill to apply it. Consequently, the Bauhaus "twin-track approach" has been implemented in design education in China. Positive results have been obtained from the combination of theoretical education and practical experience. Design research in China primarily centred on the Bauhaus modular design in the 1980s. However, the advancement of society has posed various challenges to the Bauhaus and Ulm School of Design theories. Therefore, this paper analyses the design education concepts and modes utilised by Bauhaus and Ulm, to r

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30

Zeleniuk, Oleksandr. "The Influence of Bauhaus Aesthetics and Ideology on the Formation." Pomiędzy Polonistyczno-Ukrainoznawcze Studia Naukowe 8, no. 1 (2023): 63–69. https://doi.org/10.15804/ppusi.2023.01.06.

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In the scientific article, the author explores the influence of Bauhaus aesthetics and ideology on the formation of contemporary artistic and design culture. It is noted that Bauhaus, which operated during the interwar period in Germany, became a key moment in world culture, promoting innovative approaches and the synthesis of art and design. The article discusses key aspects of Bauhaus, its influence, and relevance to contemporary art, architecture, and design. The progressive ideas of this school, such as the synthesis of art and design, experimental approach, functionalism, and visual commu

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31

KATOH, Michio. "the Dessau Bauhaus." Journal of Graphic Science of Japan 39, no. 1 (2005): 25–26. http://dx.doi.org/10.5989/jsgs.39.25.

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32

GÜRCÜM-, Banu Hatice. "BAUHAUS DOKUMA ATÖLYESİ." Journal of Academic Social Science Studies Number: 77, Number: 77 (2019): 187–203. http://dx.doi.org/10.29228/jasss.39899.

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33

Frischkorn, Moritz, and Thomas Pearce. "Untraining the Bauhaus." Performance Research 25, no. 8 (2020): 18–21. http://dx.doi.org/10.1080/13528165.2020.1930774.

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34

Ricout, Stéphane. "L’esprit du Bauhaus." Ligeia N° 153-156, no. 1 (2017): 36. http://dx.doi.org/10.3917/lige.153.0036.

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35

Birringer, Johannes. "Bauhaus, Constructivism, Performance." PAJ: A Journal of Performance and Art 35, no. 2 (2013): 39–52. http://dx.doi.org/10.1162/pajj_a_00145.

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36

Birringer, Johannes. "Queering the Bauhaus." PAJ: A Journal of Performance and Art 42, no. 2 (2020): 133–38. http://dx.doi.org/10.1162/pajj_r_00530.

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37

Volkmann, Christina, and Christian de Cock. "Consuming the Bauhaus." Consumption Markets & Culture 9, no. 2 (2006): 129–36. http://dx.doi.org/10.1080/10253860600633689.

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38

Pearlman, Jill. "Bauhaus in America." Journal of Architectural Education 51, no. 3 (1998): 204. http://dx.doi.org/10.1080/10464883.1998.10734775.

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39

Barnstone, Deborah Ascher. "Not the Bauhaus." Journal of Architectural Education 62, no. 1 (2008): 46–55. http://dx.doi.org/10.1111/j.1531-314x.2008.00215.x.

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40

György, Alföldi. "A Bauhaus ma!" Építés - Építészettudomány 48, no. 1-2 (2020): 1–6. http://dx.doi.org/10.1556/096.2020.001.

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Bauhaus. Egy rövid idejű, de óriási hatású művészeti kísérlet arra, hogy képző- és iparművészek, építészek hogyan tudnak a társadalom megújításában felelősen részt venni. A műhelyekben kifejlesztett alkotói módszerekből a viharos 20. század során a társadalmi szál kikopott és művészeti stílussá egyszerűsödött. Bár a kezdetek óta viták kereszttüzében áll, de mind a mai napig erős hatással van a művészetekre, a környezetalakításra. Korunk felelőssége a még meglévő épületek védelme és az alkotó módszer komplexitásának megismerése és értékelése.

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41

Secklehner, Julia. "Beyond the Bauhaus." Art East Central, no. 2 (2022): 169–74. http://dx.doi.org/10.5817/aec2022-2-10.

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42

Kaplan, Andy. "Designing Bauhaus Education." Schools 19, no. 2 (2022): 408–19. http://dx.doi.org/10.1086/722019.

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43

Bienert, Michael, and Fred Forbat. "Beinahe Bauhaus-Meister." Literaturblatt für Baden-Württemberg, no. 4 (June 10, 2024): 21. http://dx.doi.org/10.53458/litbw.vi4.12016.

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44

García-Ramos, Francisco José, and Isidro Jiménez Gómez. "Junge Menschen, kommt ans Bauhaus! [¡Jóvenes, venid a la Bauhaus!]." Pensar la Publicidad. Revista Internacional de Investigaciones Publicitarias 13 (July 8, 2019): 11–13. http://dx.doi.org/10.5209/pepu.65016.

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45

Höpfner, Hans Paul. "Thomas Schleper (Hg.): Staatsaffäre Bauhaus. Beiträge zur internationalen Bauhaus-Rezeption." Das Historisch-Politische Buch (HPB) 69, no. 3–4 (2021): 258. http://dx.doi.org/10.3790/hpb.69.3-4.258.

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46

Höpfner, Hans Paul. "Thomas Schleper (Hg.): Staatsaffäre Bauhaus. Beiträge zur internationalen Bauhaus-Rezeption." Das Historisch-Politische Buch (HPB) 69, no. 3–4 (2021): 512. http://dx.doi.org/10.3790/hpb.69.3-4.512.

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47

Voss, Kaija, and Jean Molitor. "Die internationalen erben des bauhauses im fokus / Bauhaus Project: Focus on International Style Heirs." Demiurge: Ideas, Technologies, Perspectives of Design 3, no. 1 (2020): 29–42. https://doi.org/10.31866/2617-7951.3.1.2020.207533.

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Research aim is to find out the features of the project bau1haus, which explores the architectural heritage of the Bauhaus in a global context through the art of photography; systematize approaches to the interaction of the photographer with the aesthetics of the building; to record the results of the study in terms of identifying the values of the interaction of the Bauhaus architectural style with the basic principles of architecture of different countries, and its metamorphosis in the present. Research methodology is based on the method of de construction, which involves the study of visual

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48

Bravo, Rafael Ángel. "Vigencia de la Bauhaus en la formación académica de los diseñadores gráficos." CALLE14: revista de investigación en el campo del arte 10, no. 17 (2016): 84. http://dx.doi.org/10.14483/udistrital.jour.c14.2015.3.a06.

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RESUMEN Desde su formación en Alemania en 1919 la Bauhaus ha permitido que la profesión del diseño alcance nuevas alturas, estableciendo bases para su enseñanza académica, poniendo el arte al servicio de la industria, integrando diferentes disciplinas –desde la escultura hasta la psicología–para brindar al diseño un carácter en el cual la verdadera herramienta de trabajo es la mente humana y su percepción de la imagen. La formación del ser por encima del hacer, planteada por la Bauhaus desde sus comienzos y evidenciada en el trabajo de Johannes Itten, es un planteamiento a tener en cuenta, pue

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49

Gorsboth, Ulrich. "Bauhaus in der Provinz. Der Künstler und Gestaltungslehrer Werner Schriefers in Wuppertal." Zwitscher-Maschine. Journal on Paul Klee / Zeitschrift für internationale Klee-Studien, ISSN 2297-6809 12, no. 2022 (2022): 50–64. https://doi.org/10.5281/zenodo.7266501.

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Bauhaus in the “province”. The artist and design teacher Werner Schriefers in Wuppertal. Compared to the Bauhaus-City of Krefeld with its numerous Bauhaus-inspired events in 2019, the western part of Wuppertal has remained unknown as the location of a Werkkunst-schule with a Bauhaus orientation. Like Krefeld on the left of the Rhine, the former town of Wuppertal-Vohwinkel and the quarter of Döppersberg belong to the North Rhine region. Here, the free artist Werner Schriefers, a second-generation Bauhaus student, taught the elementary subject of design. Officially a student of

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50

Maruyama, Tsuyoshi. "Typeface of The BAUHAUS." Journal of Graphic Science of Japan 32, no. 3 (1998): 19–26. http://dx.doi.org/10.5989/jsgs.32.3_19.

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