The Bauhaus movement was founded in 1919 by Architect Walter Groping in Whimper Germany. Despite being well known in modern times for its contribution to the architectural community, when it originated the Bauhaus School did not include an architectural wing. The Bauhaus school explored the practicality of Design through housed workshops and studios as well as utilizing contemporary culture dance, film, art and product design.
However, over the years the Bauhaus school became more prominent within the Design Community and created a major impact on the way design is seen, taught and practiced in the modern time. A few examples of this are; the impact of Josef Labels, Homage to the Square artwork; Monish University going back to using Bauhaus teaching techniques; Winkle’s paper on modernist design entitled, “Modernist Paradigms never die, They Just Fade Away’; And Trotter’s Origin of the Bauhaus Movement.
These papers, plus more, will prove that the Bauhaus school has impacted on the modern time immensely “Historical Origins of the Bauhaus can be traced well back into the 19th century. They Begin with the devastating consequences of the industrial Revolution for the living conditions and manufactured products of the artisan ad working classes, First in England and later in Germany. ” (Doorstep, M. (1998) on the origins of Bauhaus. Bauhaus 1919 – 1933 (up. – 19). Benedict Teaches) This extract from Magdalene Doorstep book on the Origins of the Bauhaus school is a proven point that the Bauhaus school has influenced the modern time, because without this proof and others like it, The modern design community would be without the details of how one of, if not the most, influential design school came about and took off as not only a school of architecture but on of all aspects of design.
Which leads to the next contributing factor; “Three of the Bauhaus aims that have had the greatest influence on the development and implementation of the BINS are: the integration and encouragement by artisans / craftsmen as mentors to their students / apprentices together with the cooperative work and combination of their skills; the melding of craft and tools in a simulated workplace; and the establishment of contacts with industry’ (Lynch, K. , Brander, A. , carbon, C. (2002).
