La ‘Staatliches Bauhaus‘ fundada el 1919 per Walter Gropius es considerada històricament com la primera escola de disseny. Efectivament estableix el paradigma en molts aspectes i ha tingut una influència molt important en la percepció que la societat té del disseny i en aspectes formals. Però més enllà d’etiquetar-la dins del racionalisme o el funcionalisme (categories a les quals es pot adscriure però que la defineixen només parcialment) la Bauhaus era sobretot un projecte pedagògic i polític. Gropius va crear un abans i un després perquè va saber entendre que calien noves institucions per a generar professionals capaços de donar respostes a la situació de producció que havua generat la revolució industrial. Igual que Morris, de Stijl i els russos, però começant des de la base: formant un nou perfil de ‘generador d’objectes’.


Manifesto
The ultimate aim of all creative activity is a building! The decoration of buildings was once the noblest function of fine arts, and fine arts were indispensable to great architecture. Today they exist in complacent isolation, and can only be rescued by the conscious co-operation and collaboration of all craftsmen. Architects, painters, and sculptors must once again come to know and comprehend the composite character of a building, both as an entity and in terms of its various parts. Then their work will be filled with that true architectonic spirit which, as “salon art”, it has lost.
The old art schools were unable to produce this unity; and how, indeed, should they have done so, since art cannot be taught? Schools must return to the workshop. The world of the pattern-designer and applied artist, consisting only of drawing and painting must become once again a world in which things are built. If the young person who rejoices in creative activity now begins his career as in the older days by learning a craft, then the unproductive “artist” will no longer be condemned to inadequate artistry, for his skills will be preserved for the crafts in which he can achieve great things.
Architects, painters, sculptors, we must all return to crafts! For there is no such thing as “professional art”. There is no essential difference between the artist and the craftsman. The artist is an exalted craftsman. By the grace of Heaven and in rare moments of inspiration which transcend the will, art may unconsciously blossom from the labour of his hand, but a base in handicrafts is essential to every artist. It is there that the original source of creativity lies.
Let us therefore create a new guild of craftsmen without the class-distinctions that raise an arrogant barrier between craftsmen and artists! Let us desire, conceive, and create the new building of the future together. It will combine architecture, sculpture, and painting in a single form, and will one day rise towards the heavens from the hands of a million workers as the crystalline symbol of a new and coming faith.
WALTER GROPIUS
http://www.bauhaus.de/english/bauhaus1919/manifest1919.htm
El manifest ho diu molt clarament, cal un nou enteniment, una nova percepció de les arts com un ‘tot’. La separació i classificació de les pràctiques creatives juga en contra de la pròpia producció. Les idees socialistes també influexien en el projecte que vol trencar també amb els estaments, les ‘classes’ entre artesans i artistes.No hi ha, doncs, diefrència entre artesà i artista? Per a Gropius l’un és el camí cap a l’altre. Entenent que cal conèixer la matèria i els processos abans de poder qüestionar-se la tipologia formal. De la mateixa manera l’arquitecte ha de començar també pel taller, passar per la producció d’objectes i finalment enfrontar-se al disseny de l’edifici sencer (un cop més una ‘màquina de viure’).
La iniciativa de la Bauhaus sorgeix, de fet, en un moment polític força delicat de la història d’alemanya. Originàriament amb seu a Weimar, la Bauhaus pertany a la República de Weimar durant el període d’entre guerres. És una època de forts corrents marxistes i socialistes a alemanya i d’una generació de joves que busquen sortir de les misèries de la guerra (la primera) mundial. També és una qüestió estratègica de la important indústria alemanya que busca trobar un ‘estil alemany’ per tal de fer competència al principal productor mundial del moment, anglaterra. Un cas paradigmàtic és l’AEG on Peter Behrens començarà a simplificar-ne tots els productes i a fer-los modulars.

En el pla d’estudis podem veure que es manté la coherència amb el manifest i com el programa es va aproximant a ‘la creació total’ (arquitectura) passant pels tallers.
Un altre element definitori del projecte són els seus professors. Qui millor per ensenyar composició que un artista de renom? O teoria del color? L’escola compta des dels seus inicis de personalitats del món de l’art de la talla de Itten (a càrrec del curs preliminar), Paul Klee, Kandinsky (que fugia de la rússia estalinista), Feininger,Lászlo Moholy-Nagy i molts altres que s’anirien incorporant més endavant. ‘By the following year their ranks had grown to include German painter, sculptor and designer Oskar Schlemmer and Swiss painter Paul Klee, joined in 1922 by Russian painter Wassily Kandinsky. A tumultuous year at the Bauhaus, 1922 also saw the move of Dutch painter Theo van Doesburg to Weimar to promote De Stijl (”The Style”), and a visit to the Bauhaus by Russian Constructivist artist and architect El Lissitzky‘ (wikipèdia)
Artistes de diferents disciplines, associats a diferents moviments i provinència: aquesta diversitat dins d’un mateix projecte és el mèrit principal de l’escola.
Thanks to the anti-academic character of the Bauhaus, students from extremely diverse standards of prior education were enrolled: A pupil from elementary school could work next to an academician. In order to provide a common working base, including an introduction to the school’s very own principles as to the creation of objects, the Bauhaus developed a specific preliminary course. This enabled the pupils to be trained in how to work with materials, and to get acquainted with the characteristics of colors and forms.
The basic idea of the Bauhaus teaching concept was the unity of artistic and practical tuition. Every student had to complete a compulsory preliminary course, after which he or she had to enter a workshop of his or her choice. This was headed both by an artist and a master craftsman. Here, the mediation of the basics of the craft, together with design parameters, were directly combined with practical experience. This could involve the development of prototypes, then to be serialised, either directly in the Bauhaus workshops, or else - most particularly during the Dessau period - for industrial production under licence.
http://www.bauhaus.de/english/bauhaus1919/werkstaetten/index.htm
Ràpidament, el nou govern conservador de la República de Weimar (que desbancava l’anic social-demòcrata) va veure amb mals ulls aquella colònia de joves lliberals i les ‘poc convencionals’(per al seu moment) festes de la Bauhaus. L’escola tenia també problemes econòmics i les autoritats polítiques cada vegada limitaven més el pressupost per tal de fer-la desaparèixer. La situació es feu insostenible el 1925 i la Bauhaus es traslladarà a Dessau. A Dessau Gropius té l’oportuinitat de construir la pròpia seu i es converteix en un edifici emblema, materialitzant les idees de la bauhaus. El nou edifici inclou una residència per als estudiants, aules, tallers, auditori i cases per als mestres en casetes adosades a part.

També durant aquest període la Bauhaus es converteix en una editora de molts dels millors projectes dels seus estudiants, principalment per qüestions econòmiques però també per demostrar la viavilitat del projecte en ‘el món real’ (el seu millor èxit va ser el paper pintat). A Dessau mateix es duen a terme també urbanitzacions d’arquitectura experimental per a obrers, explorant la modularitat i la bifuncionalitat dels objectes.

In March, the municipal council of Dessau, on the initiative of the Lord Mayor Fritz Hesse, decides to take over the Bauhaus as a municipal school. Classes start in Dessau at the beginning of April. With the exception of Marcks, all the masters of form follow the school to Dessau; many masters and pupils, however, are hesitant, and wait until the summer months to come to Dessau. Some former students take over the workshops as “young masters”: Herbert Bayer heads the workshop for printing and advertising, Marcel Breuer the cabinet making workshop. Then there are the workshops for metal, weaving, wall-painting, three-dimensional work, and the stage. Neither the pottery nor the wood and stone sculpture workshops are recreated in Dessau. Gropius proclaims a new program dominated by the importance of industry and science for design. He declares that the aim of the Bauhaus is to achieve a “development of modern housing” “from the simplest household appliance to the complete dwelling”. Gropius calls for “systematic experimentation, both in theory and practice - in formal, technical, and economic fields”. He describes the workshops as “laboratories” for the production of prototypes for industrial production. In June, the first “Bauhausbücher” (Bauhaus books) are published by Gropius, Moholy-Nagy, Klee, Kandinsky, and Mondrian.
http://www.bauhaus.de/english/bauhaus1919/zeittafel1919.htm
El 1928 hi ha un canvi d’orientació quan Gropius deixa la direcció i l’assumeix el seu amic Hannes Meyer (també arquitecte). Si bé hi ha creta simpatia socialista en el programa de Gropius, Meyer és obertament militant i enfoca la Bauhaus més cap ‘al bé social’, com ho feien els russos.
At the suggestion of Gropius, Hannes Meyer is appointed director. Meyer advocates a more scientific approach in the work and the classes. He considers creativity to be an objective process, which derives from rationally tangible perception. Meyer criticizes the former work at the Bauhaus, accusing it of being too formalist, and demands the exclusion of aesthetic criteria.This type of design is more socially founded (”popular requirements instead of luxury requirements”) and is understood to be the most “correct for life”.

Però l’aparent ‘radicalitat’ del discurs de Meyer dura poc en un panorama polític enrarit i a les portes del Nazisme, el 1930 Meyer és destituït en contra de l’opinió dels estudiants i substituït mer Mies van der Rohe, arquitecte amb important trajectòria però clarament més conservador.
Student political involvement increases; accused for his communist tendencies, the director, Hannes Meyer, is dismissed by the city of Dessau. Following a recommendation by Gropius, the architect Ludwig Mies van der Rohe is appointed director in April; he assumes his post in autumn.
Mies van der Rohe reorganizes the curriculum into five sections: building, interior design, weaving, photography, and fine arts. The program has a closer-knit timetable, and is reduced to five semesters. The architecture course becomes more important, and, once technical problems have been dealt with, is strongly oriented towards aesthetic issues. The role of the workshops, and therefore of industrial design, is reduced.
Mies van der Rohe underlines an apolitical direction of the school in order to keep it out of public political discussion. He even adopts disciplinary measures, not allowing students publicly in favor of Hannes Meyer to enroll.
Ràpidament el projecte es deteriora i molts dels mestres emblema abandonen l’escola.
El 1932 el partit Nazi guanya les eleccions.
La Bauhaus es trasllada a Berlin amb greus problemes econòmics i sota l’atenta mirada de la policia secreta. El juliol del 1933 l’escola es dissol.
A letter from the Secret State Police, dated July 21 concerning the re-opening of the school states several conditions; Kandinsky and Hilberseimer are requested to relinquish their position to staff “standing on the soil of National Socialist ideology” and the new curriculum should satisfy the “claim of the new state to its inner structure”.
http://www.bauhaus.de/english/bauhaus1919/zeittafel1919.htm
mireia 2009, General