The application of art and design theories in the modern world is an exciting effort that many people have learned to embrace as artists are able to come up with brilliant ideas of designing items that are not only physically appealing but also represent a graphical illustration of the real world. This requires a carefully executed learning process so as to equip the artist with skills and knowledge on various sectors of art and design techniques. This calls for a design foundation courses that introduce the student to the field of art and design before joining the college so that the student can have a variety of ideas and options before advancing to the future career. The design foundation courses have evolved from as early as 1900s. This was further boosted by the development of the Bauhaus school of art and design founded by Walter Gropius in 1919 in Germany. This paper therefore addresses the important development that took place in the history of design courses that has enabled the modern art and design industry to advance in new innovations and techniques (Lupton, 2004). The article addresses the major contribution that the development of Bauhaus had in the shaping the modern design foundation courses in relation to the views of Gropius and his predecessors in the field of art and design
The Bauhaus pedagogy
The theory adopted by the modern teaching modules by the lecturers can be traced back in the evolution of the modern art and design introduced during the Bauhaus pedagogy of 1919 to 1933 where the first preliminary design classes was introduced as part of the new art and design. The foundation courses which can be dated back in the early 1919 after the formation of the Bauhaus movement by Walter Gropius who is the founder of the famous Bauhaus school of art and design was influenced by various factors one being that the initial plan of Gropius had not considered that most potential students lacked general knowledge on the field of art and craft. Bauhaus came into existence after the World War 1 which took place from 1914 to 1918 and the German Revolution of 1918 that had led to displacement of people and conflicting interest between the Nazis and the post war military (Johnson, 2000). These conflicting interests had led to the displacement and killing of thousands of German people and destroying of property and as a way of finding ways to motivate the citizens into presenting their views through the use of artillery, Gropius came up with the Bauhaus Manifesto in 1919. The main idea was to incorporate the artists and craftsmen together so as to end the division that had existed between them for a long time and this way, the field of art would be developed collaboratively in contrast to the utopian era that had divided the two.
In order to collectively involve the artists into art and craft, the students needed basic training that was to prepare them to the actual design studies later and although this was not the initial plan that Gropius had in mind when he initiated the Bauhaus plan, the basic training program had to be incorporated in the learning process in 1920 under the master George Much so as to introduce the students to various techniques and skills that were required in the studies. This was mainly introduced because many students who were enrolled in school lacked discipline and inexperienced in one aspect or in both art and crafting. This basic training that was meant to introduce the students to the concepts, techniques and measurements applied in the art and craftwork is what is known as the design foundation courses in the modern artistry studies.
The first basic course also known as the ‘preliminary course’ was taught by Johannes Itten with a primary effort to introducing the students to the aspects of art as well as measure the capabilities of each student in mastering the terms, skills and measurements used in the courses. Itten was later replaced by Muche in 1923 but his preliminary courses on forms, contrast and rhythm continued to be applied in the curriculum.
The learning process of preliminary skills continued throughout the reign of Bauhaus institute in Weimer, Dessau and Berlin until 1933when the conflicting interest of the directors led to its collapse in 1933. The founding of new Bauhaus in Chicago in 1937 by the former Bauhaus master Laszlo Moholy-Nagy revived all the earlier teaching skills and practices. These had led to a greater influence to most design schools in the United States who had embraced the importance of including the design foundation course so as to equip the new students interested in pursuing a career in art and design. The preliminary design in America was later named the ‘design foundation’ course and compared to the Germany preliminary course; it included the introduction of students in variety of activities such as photography and materials such as plastics, wood and textiles. The students were also introduced in practical training on practical techniques, a practice that was not taught in the old Bauhaus school. The curriculum was however altered slowly especially after the appointment of Jay Doblin in 1955 who had insisted that the curriculum should focus more on economic applicability.
Modern design foundation theories
The theory behind the origin of design foundation courses has been described by various writers and researchers while relating to various important features that were introduced in the learning process. As a result of the earlier development in the preliminary or ‘basic’ courses in art and design several countries have adapted theories to describe the origin of the modern design foundation theories in their respective countries. The UK versions state that the modern Design foundation classes were first introduced in the United Kingdom in early 1950s by two renowned arts and architecture lecturers; William Coldstream and Harry Thubron who were teaching at two different institutions in the United Kingdom. The two are believed to have joined together and introduced what was referred to as basic design courses to their students. These basic courses had a primary objective of introducing the students to core basic skills and applications that are used in art and design courses before they joined the University or art colleges (Lerner, 2005). This gave the students a general idea on the whole issue of artwork and designs as well as to how to differentiate the design and architecture in various materials and items. This involved use of different basic colors to introduce the student to painting courses as well as the use of different materials to define and experiment items while three or two dimensional materials were used in articulation processes.
Relevance of the Foundation course today
The initial purpose of the Bauhaus pedagogy was to incorporate art, craft and technology into one magnificent design so as to come up with various designs that adopt the application of these major design art. This has been made successful through the evolved teaching innovations that had led to the modern teaching practices as the students are able to learn various design aspects before advancing their design careers. The design foundation classes have enabled students to choose a specific design course they wish to pursue in the degree levels since the basic information they learn in this course enables them to find their strengths and mastery in specific art and design which they can specialize in as their future career. Introducing the student in various design materials, techniques and designs at the design foundation course, has resulted in quality design industry as the students are able to nurture and develop their career potentiality by identifying their skills early enough. This as a result has resulted in production or renowned architects, software, technology and graphic designers among other prominent design career people as well as influence the construction of awesome items and cities such as Tel Aviv with beautifully designed architecture.
The teaching methods that were introduced in Bauhaus have played a major role of shaping the modern design institutions in the United States and the rest of the world. This teaching mechanisms has not only made the process of learning easier through nurturing the students to specialize on the design course they are best equipped but it has also helped in creation of beautiful modern architecture and artwork which is appealing and of high quality.
References
Johnson, S. (2000). From the Bauhaus to the 21st Century. Retrieved from www.web.utk.edu/~art/faculty/kennedy/bauhaus/bauhaus.html#ideologies.
Lerner, F. (2005). Foundations for Design Education: Continuing the Bauhaus Vorkurs Vision. Journal of Issues and Research. 2005, 4i3), 211-226.
Lupton, E. (2004). Writing Lessons: Modern Design Theory. Retrieved from www.typotheque.com/articles/writing_lessons_modern_design_theory.
