Reconsidering the status and meaning of Bauhaus objects in relation to the multiple re-tellings of the schoola (TM)s history, this volume positions art objects of the Bauhaus within the theoretical, artistic, historical, and cultural concerns in which they were produced and received.

Contributions from leading scholars writing in the field today - including Frederic J. Schwartz, Magdalena Droste, and Alina Payne - offer an entirely new treatment of the Bauhaus. Issues such as art and design pedagogy, the practice of photography, copyright law, and critical theory are discussed. Through a strong thematic structure, new archival research and innovative methodologies, the questions and subsequent conclusions presented here re-examine the history of the Bauhaus and its continuing legacy. Essential reading for anyone studying the Bauhaus, modern art and design.

An incisive analysis of the pedagogy of influential artist and teacher Josef Albers. An extraordinary teacher whose influence continues today, Josef Albers helped shape the Bauhaus school in Germany and established the art and design programs at Black Mountain College in North Carolina and Yale University. His books about color theory have informed generations, and his artworks are included in the canon of high-modernist non-representational art. The pedagogy Albers developed was a dynamic approach to teaching that transcended the modernist agendas and cultivated a material way of thinking among his students. With this book, Jeffrey Saletnik explores the origins of Albers's teaching practices and their significance in conveying attitudes about form, material, and sensory understanding to artists Eva Hesse and Richard Serra. He demonstrates how pedagogy is a framework that establishes the possibility for artistic discourse and how the methods through which artists learn are manifested in their individual practices. Tracing through lines from Albers's training in German educational traditions to his influence on American postwar art, Josef Albers, Late Modernism, and Pedagogic Form positions Albers's pedagogy as central to the life of modernism.

Reconsidering the status and meaning of Bauhaus objects in relation to the multiple re-tellings of the schoola (TM)s history, this volume positions art objects of the Bauhaus within the theoretical, artistic, historical, and cultural concerns in which they were produced and received.

Contributions from leading scholars writing in the field today - including Frederic J. Schwartz, Magdalena Droste, and Alina Payne - offer an entirely new treatment of the Bauhaus. Issues such as art and design pedagogy, the practice of photography, copyright law, and critical theory are discussed. Through a strong thematic structure, new archival research and innovative methodologies, the questions and subsequent conclusions presented here re-examine the history of the Bauhaus and its continuing legacy. Essential reading for anyone studying the Bauhaus, modern art and design.