그로피우스의 교육관을 중심으로 살펴본 바우하우스 기초과정

Abstract

A century after its inception, the Bauhaus Basic Process still influences the education of plastic arts. Because Bauhaus was adapted in different regions and forms under three different Masters, it cannot be singularly defined. However, since Gropius established and designed the curriculum as Bauhaus’ initial Master, his philosophy is deemed the origin. Thus this paper analyzed the Gropius Basic Process and Gropius’ pedagogical philosophy from the Bauhaus founding doctrine, lectures, essays, education model and the Dessau facility architecture that reflects the model. The findings can be summarized as the following. First, two points can be taken from the founding doctrine. One is based on the need for handiwork techniques, that handiwork education is the core of the curriculum and so all students must be trained. The other is how arts itself cannot be taught and must be discovered by the self, stating the proactive nature of arts education. Second, there was a change in objectives, reflecting the innovative approach to education. Early stages focused on the Expressionism-influenced goal of integrating arts and handiworks. Latter stages had the Functionalism-influenced objective of unifying arts and technology. Third, a movement towards a comprehensive education and broad application can be observed in the Weimar-period designs and the Dessau-period designs by Paul Klee, also seen in the Dessau facilities' architectures. Overall, Gropius’ pedagogical philosophy and its manifestation in the actual Bauhaus Basic Process was analyzed in its historical context. Although the ideas were not directly implemented due to circumstances, they were indirectly reflected via measures such as the Two-Person Meister system in workshops. In conclusion, this paper analyzes and recommends aspects still valid in today’s society.