Entfesseltes Bauen building unleashed: Holistic education in Hannes Meyer's Bauhaus: 1927--1930
Item
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Title
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Entfesseltes Bauen building unleashed: Holistic education in Hannes Meyer's Bauhaus: 1927--1930
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Identifier
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d_2009_2013:93f6634ecdb6:11862
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identifier
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12500
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Creator
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Kiese, Dara,
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Contributor
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Rose-Carol Washton Long | Rosemarie Haag Bletter
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Date
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2013
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Language
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English
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Publisher
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City University of New York.
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Subject
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Art history | Art education | Architecture | Education history | Bauhaus | Bauhaus Pedagogy | Hannes Meyer
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Abstract
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The prevalent view of the Bauhaus is based on Gropius' tenure from 1919 to 1928. This dissertation examines the school under second director Hannes Meyer (1928--1930) in terms of pedagogy, production and presentation to the public. Discussion about Meyer's political views and Gropius' own well-publicized version of the history have overshadowed his accomplishments. This dissertation widens the purview of his project to encompass pressing contemporary cultural and philosophical currents. Rooted in late 19 th century ideals of mutual cooperation and holism, Meyer's Bauhaus marked a pivotal moment for architectural and design education. Stressing the individual's complex needs, community, egalitarianism and financial self-sufficiency, he created a model for a more open design process. Inspired by interdisciplinary and sometimes conflicting methodologies---from Gestalt theory to social sciences and biology to anarchism and ecology---Meyer's contributions were innovative in focus and methodology to discover how best to meet the needs of the contemporary user or consumer. Chapter One, "'New World,' New Hire: Meyer's 'Functional, Collectivist-Constructive' Teaching Philosophy in 1927," gives an account of Meyer's first year at the Bauhaus as the head of the architecture department to show how disagreements with other faculty members and ongoing debates have shaped the prevalent understanding of his subsequent directorship. Chapter Two, " Der Mensch als Einheit. Meyer's Guest Lectures as theoretical humanism" details how he changed the focus of attention from Bauhaus "style" to serving the needs of man by better understanding him through study of the humanities, social sciences, philosophy and applied, holistic and Gestalt psychology. Chapter Three "Meyer's New Building Theory: 'the architect is dead,' but the building lives" investigates the theoretical bases of Meyer's approach and then considers its practical manifestations in the pedagogical components of the architecture program. Finally, Chapter Four "Bauhaus Wanderausstellung: Discursive Space and DIY Design" examines Meyer's public presentation of Bauhaus pedagogy and production in the 1929--30 traveling exhibition and public lectures. He employed the same approach to the public sphere by equipping people with the discursive and practical tools necessary to imagine and create their own suitable and sustainable environments, leading to many aspects of contemporary architecture and design practice.
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Type
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dissertation
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Source
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2009_2013.csv
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degree
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Ph.D.
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Program
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Art History
