Not Signed-In
Which clippings match 'Atelier Method' keyword pg.1 of 1
15 JULY 2014

Diagram for the structure of teaching at the Bauhaus / Schema zum Aufbau der Lehre am Bauhaus

"The individual elements of the Bauhaus teachings are inscribed in a circular shape. The areas of the preliminary course and building are conspicuously delineated from the core of the instruction–the workshops with their accompanying subjects–by a drawn double ring. This is due to the special position that both of these teaching areas occupied: In order to even be accepted to the study programme at the Bauhaus, it was necessary to successfully complete the preliminary course. And only the most talented students could qualify for participation in the building theory course. The schema also indicates the length of the respective educational units."

Fig.1 Walter Gropius, Schema zum Aufbau der Lehre am Bauhaus, 1922, veröffentlicht in: Staatliches Bauhaus Weimar, 1919–1923 Bauhaus–Archiv / Museum für Gestaltung, Berlin.

1

TAGS

1922apprenticeshipart and design educationatelier methodBauhaus DessauBauhaus SchoolBauhaus WeimarBauhaus-KolloquiumBerlin • circular disk • colour theorycourse modulescraft and designcurricula designcurriculumcurriculum designdesign and makingdesign curriculumdesign educationdesign formalismdesign school • design workshops • hierarchical model • learning and teachinglearning through practicematerial experimentationmaterial interventionsmaterial practice • Museum fur Gestaltung • programme modulesschema • Schema zum Aufbau der Lehre am Bauhaus • Staatliches Bauhaus • studio approachstudio coursestudio practice • study programme • Walter Gropiusworkshops

CONTRIBUTOR

Simon Perkins
31 DECEMBER 2012

Privileging the collective: the tradition of the atelier method in art and design education

"Art and design education has broadly settled on two categories of pedagogical frameworks, both evolutions from historical precedents. The first of these categories is driven by the spirit of the 'design collective', and comprises the art school studio or atelier model. This was established by the private Florentine art schools of the renaissance from around the 15th Century (King, 2003), always with a focus on making as well as learning from the group – from both peers and Masters. Later, this model of learning through practice carried over to the art schools of England: in his 1858 inaugural address for the Cambridge School of Art, John Ruskin (Ruskin, 1858) spoke about the relative futility of formal teaching per se and instead the pressing need for students to learn by repeated and applied making. For applied craft and design, this studio approach was the method under the influential Bauhaus School (1919–1933) in Germany (Droste, 2005). The second category derives from the teaching of industrial arts and is typically driven by the far greater student volume processing needs of the institution. This category comprises the 'hot desking' or increasingly the 'no–desking' model, with large taught classes in lecture format, and occasional group tutorials. Such a model is often the norm for universities' academic courses. The model spread to the creative courses that were more typically offered by polytechnics in the UK. The first polytechnic dates back to the early nineteenth century (Fox, 1832–1854), although most were established in the 1960's with a remit of applied education in industry and science for work. In many countries, the term 'technical college' is the same as a polytechnic – in both the UK and Australia, many of these colleges converted into universities in the last 30 years."

(Ashley Hall and Tom Barker, 2010)

Hall, A. and T. Barker (2010). "Design collectives in education: evaluating the atelier format and the use of teaching narrative for collective cultural and creative learning, and the subsequent impact on professional practice". In Alternative Practices in Design: Past Present and Future. H. Edquist and L. Vaughan. Melbourne, Victoria, RMIT University: Design Research Institute.

1

TAGS

2010academic coursesapplied craft and designapprenticeshipart and design educationart schools • artists studio • atelier methodatelier modelbaseroomBauhaus School • Cambridge School of Art • craft and designcraft skills • creative courses • creativity skillsdesign and makingdesign collectivedesign educationdesign studio educationdistance learningEuropean RenaissanceFlorence • Florentine art schools • formal teaching • group tutorials • Guild system • hot desking • industrial artsindustrial design • industrial practices • John Makepeace • John Ruskinlearning model • learning through making • learning through practicelecture formatlecturers • no-desking • Oxfordshire • Parnham • pedagogical modelpolytechnicremote learning • Rycote Wood • self-learning • studiostudio approachstudio practice • taught classes • technical collegetutorialsUKvocational trainingWilliam Morris • working environment • workspace

CONTRIBUTOR

Simon Perkins
20 OCTOBER 2011

Design Council: an interview with graphic designer Quentin Newark

"I arrogantly imagine that I can remake the world better than it is currently. That's what happens whenever you come across a piece of graphic design that you're asked to do. Very often, you're looking at something else that somebody else has done, and you're being asked to redo it, but more clearly or more succinctly, or in a more contemporary way. And that deeply appeals to me. That deeply appeals to me to make things and it deeply appeals to me to make things better."

(Quentin Newark, UK Design Council)

1

TAGS

Alan Fletcherart and design practitionersatelier method • Atelier Works • British Council • British graphic design • client • David Chipperfield • Design Council (UK)design studiodesigner • good graphic design • graphic design • graphic design company • graphic designerinterviews with designersPentagram Designposterpractitioner interview • Quentin Newark • visualisation

CONTRIBUTOR

Simon Perkins
Sign-In

Sign-In to Folksonomy

Can't access your account?

New to Folksonomy?

Sign-Up or learn more.