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The Bauhaus

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Introduction

The Bauhaus Seventy years after its foundation in Wiemar, the Bauhaus has become a concept. The respect that it commands is associated above all with the design it pioneered one that we now describe as the Bauhaus style. The teachers at the Bauhaus acquired fame including attracting what were to be the most legionary artists of all time among them Wassily Kandinsky, Lyonel Fieningar, Paul Klee and Oskar Schlemmer. The Bauhaus became an abbreviation for the radical modernisation of life and it's positive and negative side -effects. The development of the Bauhaus unfolded more or less in tandem with the history of the first German republic. ...read more.

Middle

Klee was always into primitive art, surrealism, cubism and children's art that he turned into delicate paintings in watercolours and steady drawings. Klee grew up in a musical family and was himself a violinist. Klee decided to take up art instead of music and found himself attending at the Munich Academy. When Paul Klee accepted the offer to teach at the Bauhaus, he had no previous teaching experiences. He had attended an academy only briefly and had acquired the vast part of his knowledge and skills by people instructing him. . His interest in new school programmes had started in 1900 in the Munich revolution where he was taught by the painter Franz Von Stuck. ...read more.

Conclusion

In the winter term of 1921/22, his classes became a 'pictorial form theory' that then led to colour theory classes in1922/23. Klee then began a course of his own by studying elementary forms and later introducing the primary colours. Their function was to encourage the infinite potential of design; using proportion, rotation and reflection. They were abandoned altogether at the Dessau Bauhaus, and the drawing from nature which Klee had taught became a part of Albers Vorkurs. Although, in his pictorial form theory course, Klee systematically and comprehensively reflected the experiments and knowledge he had gained through painting since 1922. Klee described his teaching: "I see my role more and more clearly as time goes on, namely to communicate the understanding I have gained through the shaping of ideas regarding the organisation of multiplicity into unity." ...read more.

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