In this class we consider the influential career of Walter Gropius, along with a discussion of the architecture, curriculum and student life at the Bauhaus.
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powerpoint slide includes the life history and works of walter gropius .
History
works and building
bauhaus movement
quotes by walter gropius
Follow me on my youtube channel for more presentations - https://www.youtube.com/channel/UCi1h2I3vQHgIpIrSYEX1wfw?view_as=subscriber
powerpoint slide includes the life history and works of walter gropius .
History
works and building
bauhaus movement
quotes by walter gropius
This class begins with the discourse of modernism in architecture, considering the manifestoes of Adolf Loos and Antonio Sant'Elia. These views on modern life and modern architecture are compared and contrasted with Frank Lloyd Wright's statements on "Organic Architecture."
Antonio Sant'Elia was an Italian architect and a key member of the Futurist movement in architecture. He left behind almost no completed works of architecture and is primarily remembered for his bold sketches and influence on modern architecture.
trabajo por estudiantes de la universidad ANTONIO NARIÑO SEDE PALMIRA
dejar su comentarios si les pudo solucionar sus dudas o no
I work by university students ANTONIO NARIÑO Palmira
leave your comments if you could solve their doubts or not
Beginning in the mid-19th century, reformers led by the English designer William Morris had sought to bridge the same division by emphasizing high-quality handicrafts in combination with design appropriate to its purpose
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
2. agenda 9.30.15
ungraded quiz on Monday's lecture. This is solely for
purposes of discussing appropriate evaluation in the
class.
embracing the machine: Le Corbusier was our prime
example in France
embracing the machine: Bauhaus will be our prime
example in Germany
3. Walter Gropius (1883-1969)
• born Berlin in a family of architects
• brief architectural training in Münich
• joined studio of Peter Behrens in 1908 (along with fellow
employees Le Corbusier and Mies van der Rohe).
• started his own practice with partner Adolf Meyer in 1910.
4. • practicing architect and lifelong
educator
• developed a detailed pedagogy of
design
another "maven"
5. Walter GROPIUS and Adolf MEYER
Fagus Factory
Alfed an der Leine, Germany
1913
6. Walter GROPIUS and Adolf MEYER
Fagus Factory 1913
• This was the first major
commission for Gropius and
Meyer and was an
acclaimed success.
• Program included 10
interrelated buildings. The
architects kept working on
the complex with this
manufacturer until 1925.
• Factory built shoe-lasts and
is still in operation.
7. • Gropius and Meyer
only designed the
façades.
• photo top: machining
lasts at the Fagus
Factory.
• photo bottom:
completed product at
the Fagus Factory.
8. Bauhaus (1919-1928)
Gropius was appointed Director
of the Academy of Fine Arts in
Weimar.
He merged it with School of Arts
and Crafts, believing that all arts
are governed by the same basic
principles.
“The Bauhaus strives to
combine...all the arts –
sculpture, painting, applied art
and visual art – as the
inseparable components of a
new architecture.”
In 1925, school moved to
9. bottom: map showing
Bauhaus locations
top: map showing Bauhaus
locations relative to DDR/BRD
borders; East German territory
is colored in red
WHERE was the Bauhaus?
12. The Bauhaus compound in Dessau was a purpose-built structure for the school, housing
and providing classroom, workshop and office space. When people refer generically to th
Bauhaus, this location and architecture is what they mean.
14. The Bauhaus
school was
founded upon
a complete
approach to
architecture
and design.
Much like the
Russian
Constructivist
s, they
wanted to
merge art into
life, and to
make their
work part of
everyday life.
15. This was reflected in
the curriculum, the
subjects studied,
and most of all in
the way
of life pursued there.
16. The artist and the
craftsperson were
viewed as equal
collaborators.
Every Bauhaus
student was
required to major
in one fine art and
one craft.
17. Bauhaus curriculum
emphasis on properties
of materials and design
across disciplines
aesthetic principles:
• fidelity to materials
• economy of form
• appropriate to function
• instruction in technology
and techniques of mass
production
Oskar Schlemmer, Bauhaus Stairway, 1932
18. Just like their Soviet counterparts, Bauhaus designers wanted to contribute
functional objects to the new modes of everyday life.
30. Irene Hecht Bayer
New Bauhaus Building, Balconies
on the Preller Building
Bauhaus Dessau, 1927
Bauhaus-Archiv Berlin
31. Erich Consemüller, Bauhaus Scene 1926
Consemüller was commissioned by Gropius to document Bauhaus products.
Featured: Marcel Breuer, B 3 tubular steel chair
Oskar Schlemmer, mask for performance
Lis Beyer, dress fabric woven in textile workshop
32. women
at the
Bauhaus
Lionel Feininger
Women on the Staircase
1927
New forms of bodily, sexual,
social,
and creative freedom were
played
with at the Bauhaus, and women
had a higher status inside than
outside its doors.
35. Gunta Stözl was a Weimar
Bauhaus student who became
a master of the textile workshop
in Dessau.
36. Gunta Stözl
textile design
Women were
overrepresented in
traditionally female
craft fields
like weaving and
underrepresented
in other fields
perceived to be
more
masculine. Their
freedom relative to
their female peers
outside the
institution, however,
37. Theatrical design was a Bauhaus major and was put to good use in frequent productions
38. why did the Nazis dislike
the Bauhaus?
freedom of thought and experimental attitude
equality for women
modernist aesthetics and ideals
41. Gropius in the USA
fled Germany in 1934 to England
was invited to Harvard Graduate School of Design in 1937
his student Marcel Breuer quickly followed to join Harvard
faculty as well