Bauhaus And The Modernism Movement

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The 20th century saw a world shook by social, political, and economic changes, and it is the human response to these changes by which the modernism movement was defined. At the centre of modernist culture in design was Staatliches Bauhaus, a German art school, the formation of which in 1919 as response to the fallout of the First World War attracted students that hoped to contribute to the design of a new world. Initially, over half of the applicants were female, owed in part to Bauhaus founder Walter Gropius insisting that there would be "no difference between the beautiful and the strong sex, absolute equality...as far as work is concerned, we are all craftsmen.” While this was a very attractive ideal in a time where, until this point, the …show more content…

- whose experiences within Bauhaus were defined by the gender separation that was present within the school, despite claims otherwise, I intend to examine the key issues of why women were pushed to continue to practice traditionally “feminine” arts in the apparently neutral Bauhaus, and how this impacted the work produced by female artists, within Bauhaus and …show more content…

Women had a new found sense of freedom following the First World War, in which many of them had fulfilled traditionally male roles, and the access to education that was now granted to them, which was unlike any these women had ever had before. They were enthusiastic about the chance to help shape their world post-war in any way possible, as Sigrid Wortmann Weltge (1993) states that while they “were not yet able to articulate their professional goals, their fervour and idealism were clearly directed toward a new future. With the right to vote came the privilege of enrolment in an institution that would have been beyond their reach a decade earlier.” However, Gropius was unprepared for the sheer amount of women applicants who wished to study at the school, and only a year after making his “absolute equality” note, put forward the idea of a “tough separation...most of all for the female sex, whose numbers are too strongly represented.” It was decreed that women applicants should be separated into one of three workshops after the preliminary course – bookbinding, weaving, or pottery. Pottery master Gerhard Marcks was of the mind that women should not be accepted into the pottery course however, “both for their sake, and for the workshop.” After the disbanding of the bookbinding workshop in 1922, only the weaving workshop was left for the

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