Josef Albers’ Methodology 'Learning through Conscious Practice' As a Teaching Form for Education in Architecture
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The paper discuss the methodological turn that was brought by the pedagogical practice
of Josef Albers at the Bauhaus from 1923 to 1933. This period is observed as the formative
platform of Albers’ teaching model, which generated all his later artistic and pedagogical
engagements. Although Albers’ courses were part of the training in a design-art school that changed
its curricula several times over ten years, the emphasis here is placed on the intention of the
Bauhaus to conceive design education as an (interdisciplinary) collaboration and as an anticipation
of a new form of creativity directed toward the building “that would embrace architecture and
sculpture and painting in one unity.” Albers taught the preliminary course (Vorkurs) that preceded
the craft-studies workshops and was intended to prepare students for the “conscious” treatment
of materials. The written reflections on learning methods, which Albers developed while teaching
in Vorkurs, expose the key notions of hi...s forward-thinking pedagogical approach that is situated
between material form, design education and architecture.
Ključne reči:
Josef Albers / architecture / teaching form / model / BauhausIzvor:
Situation Kunst (für Max Imdahl) Nevelstr. 29 c, 44795 Bochum-Weitmar, 2024, 2-3Izdavač:
- Kunstgeschichtliches Institut der Ruhr-Universität Bochum, Josef Albers Museum Quadrat Bottrop
Finansiranje / projekti:
- "info:eu-repo/grantAgreement/MESTD/inst-2020/200025/RS//" (RS-MESTD-inst-2020-200025)
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Institucija/grupa
IFDTTY - CONF AU - Ereš, Davor PY - 2024 UR - http://rifdt.instifdt.bg.ac.rs/123456789/3785 AB - The paper discuss the methodological turn that was brought by the pedagogical practice of Josef Albers at the Bauhaus from 1923 to 1933. This period is observed as the formative platform of Albers’ teaching model, which generated all his later artistic and pedagogical engagements. Although Albers’ courses were part of the training in a design-art school that changed its curricula several times over ten years, the emphasis here is placed on the intention of the Bauhaus to conceive design education as an (interdisciplinary) collaboration and as an anticipation of a new form of creativity directed toward the building “that would embrace architecture and sculpture and painting in one unity.” Albers taught the preliminary course (Vorkurs) that preceded the craft-studies workshops and was intended to prepare students for the “conscious” treatment of materials. The written reflections on learning methods, which Albers developed while teaching in Vorkurs, expose the key notions of his forward-thinking pedagogical approach that is situated between material form, design education and architecture. PB - Kunstgeschichtliches Institut der Ruhr-Universität Bochum, Josef Albers Museum Quadrat Bottrop C3 - Situation Kunst (für Max Imdahl) Nevelstr. 29 c, 44795 Bochum-Weitmar T1 - Josef Albers’ Methodology 'Learning through Conscious Practice' As a Teaching Form for Education in Architecture SP - 2 EP - 3 UR - https://hdl.handle.net/21.15107/rcub_rifdt_3785 ER -
@conference{ author = "Ereš, Davor", year = "2024", abstract = "The paper discuss the methodological turn that was brought by the pedagogical practice of Josef Albers at the Bauhaus from 1923 to 1933. This period is observed as the formative platform of Albers’ teaching model, which generated all his later artistic and pedagogical engagements. Although Albers’ courses were part of the training in a design-art school that changed its curricula several times over ten years, the emphasis here is placed on the intention of the Bauhaus to conceive design education as an (interdisciplinary) collaboration and as an anticipation of a new form of creativity directed toward the building “that would embrace architecture and sculpture and painting in one unity.” Albers taught the preliminary course (Vorkurs) that preceded the craft-studies workshops and was intended to prepare students for the “conscious” treatment of materials. The written reflections on learning methods, which Albers developed while teaching in Vorkurs, expose the key notions of his forward-thinking pedagogical approach that is situated between material form, design education and architecture.", publisher = "Kunstgeschichtliches Institut der Ruhr-Universität Bochum, Josef Albers Museum Quadrat Bottrop", journal = "Situation Kunst (für Max Imdahl) Nevelstr. 29 c, 44795 Bochum-Weitmar", title = "Josef Albers’ Methodology 'Learning through Conscious Practice' As a Teaching Form for Education in Architecture", pages = "2-3", url = "https://hdl.handle.net/21.15107/rcub_rifdt_3785" }
Ereš, D.. (2024). Josef Albers’ Methodology 'Learning through Conscious Practice' As a Teaching Form for Education in Architecture. in Situation Kunst (für Max Imdahl) Nevelstr. 29 c, 44795 Bochum-Weitmar Kunstgeschichtliches Institut der Ruhr-Universität Bochum, Josef Albers Museum Quadrat Bottrop., 2-3. https://hdl.handle.net/21.15107/rcub_rifdt_3785
Ereš D. Josef Albers’ Methodology 'Learning through Conscious Practice' As a Teaching Form for Education in Architecture. in Situation Kunst (für Max Imdahl) Nevelstr. 29 c, 44795 Bochum-Weitmar. 2024;:2-3. https://hdl.handle.net/21.15107/rcub_rifdt_3785 .
Ereš, Davor, "Josef Albers’ Methodology 'Learning through Conscious Practice' As a Teaching Form for Education in Architecture" in Situation Kunst (für Max Imdahl) Nevelstr. 29 c, 44795 Bochum-Weitmar (2024):2-3, https://hdl.handle.net/21.15107/rcub_rifdt_3785 .