Gropius, Machine Design, and Mass Production*
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Bauhaus 1 Bauhaus
Bauhaus 1 Bauhaus Staatliches Bauhaus, commonly known simply as Bauhaus, was a school in Germany that combined crafts and the fine arts, and was famous for the approach to design that it publicized and taught. It operated from 1919 to 1933. At that time the German term Bauhaus, literally "house of construction" stood for "School of Building". The Bauhaus school was founded by Walter Gropius in Weimar. In spite of its name, and the fact that its founder was an architect, the Bauhaus did not have an architecture department during the first years of its existence. Nonetheless it was founded with the idea of creating a The Bauhaus Dessau 'total' work of art in which all arts, including architecture would eventually be brought together. The Bauhaus style became one of the most influential currents in Modernist architecture and modern design.[1] The Bauhaus had a profound influence upon subsequent developments in art, architecture, graphic design, interior design, industrial design, and typography. The school existed in three German cities (Weimar from 1919 to 1925, Dessau from 1925 to 1932 and Berlin from 1932 to 1933), under three different architect-directors: Walter Gropius from 1919 to 1928, 1921/2, Walter Gropius's Expressionist Hannes Meyer from 1928 to 1930 and Ludwig Mies van der Rohe Monument to the March Dead from 1930 until 1933, when the school was closed by its own leadership under pressure from the Nazi regime. The changes of venue and leadership resulted in a constant shifting of focus, technique, instructors, and politics. For instance: the pottery shop was discontinued when the school moved from Weimar to Dessau, even though it had been an important revenue source; when Mies van der Rohe took over the school in 1930, he transformed it into a private school, and would not allow any supporters of Hannes Meyer to attend it. -
The Industrial Revolution in America
DO NOT EDIT--Changes must be made through “File info” CorrectionKey=TX-A SECTION 1 The Industrial TEKS 5B, 5D, 7A, 11A, 12C, 12D, 13A, Revolution in 13B, 14A, 14B, 27A, 27D, 28B What You Will Learn… America Main Ideas 1. The invention of new machines in Great Britain If YOU were there... led to the beginning of the You live in a small Pennsylvania town in the 1780s. Your father is a Industrial Revolution. 2. The development of new blacksmith, but you earn money for the family, too. You raise sheep machines and processes and spin their wool into yarn. Your sisters knit the yarn into warm brought the Industrial Revolu- tion to the United States. wool gloves and mittens. You sell your products to merchants in the 3. Despite a slow start in manu- city. But now you hear that someone has invented machines that facturing, the United States made rapid improvements can spin thread and make cloth. during the War of 1812. Would you still be able to earn the same amount The Big Idea of money for your family? Why? The Industrial Revolution trans- formed the way goods were produced in the United States. BUILDING BACKOU GR ND In the early 1700s making goods depend- ed on the hard work of humans and animals. It had been that way for Key Terms and People hundreds of years. Then new technology brought a change so radical Industrial Revolution, p. 385 that it is called a revolution. It began in Great Britain and soon spread to textiles, p. -
Machine Tools and Mass Production in the Armaments Boom: Germany and the United States, 1929–441 by CRISTIANO ANDREA RISTUCCIA and ADAM TOOZE*
bs_bs_banner Economic History Review, 66, 4 (2013), pp. 953–974 Machine tools and mass production in the armaments boom: Germany and the United States, 1929–441 By CRISTIANO ANDREA RISTUCCIA and ADAM TOOZE* This article anatomizes the ‘productivity race’ between Nazi Germany and the US over the period from the Great Depression to the Second World War in the metal- working industry.We present novel data that allow us to account for both the quantity of installed machine tools and their technological type. Hitherto, comparison of productive technologies has been limited to case studies and well-worn narratives about US mass production and European-style flexible specialization. Our data show that the two countries in fact employed similar types of machines combined in different ratios. Furthermore, neither country was locked in a rigid technological paradigm. By 1945 Germany had converged on the US both in terms of capital- intensity and the specific technologies employed. Capital investment made a greater contribution to output growth in Germany, whereas US growth was capital-saving. Total factor productivity growth made a substantial contribution to the armaments boom in both countries. But it was US industry, spared the war’s most disruptive effects, that was in a position to take fullest advantage of the opportunities for wartime productivity growth. This adds a new element to familiar explanations for Germany’s rapid catch-up after 1945. earmament in the 1930s followed by the industrial effort for the Second RWorld War unleashed an unprecedented boom in worldwide metalworking production. Over the entire period from the early 1930s to the end of the Second World War, the combatants between them produced in excess of 600,000 military aircraft and many times that number of highly sophisticated aero- engines. -
The Architecture of Sir Ernest George and His Partners, C. 1860-1922
The Architecture of Sir Ernest George and His Partners, C. 1860-1922 Volume II Hilary Joyce Grainger Submitted in fulfilment of the requirements for the degree of Ph. D. The University of Leeds Department of Fine Art January 1985 TABLE OF CONTENTS Notes to Chapters 1- 10 432 Bibliography 487 Catalogue of Executed Works 513 432 Notes to the Text Preface 1 Joseph William Gleeson-White, 'Revival of English Domestic Architecture III: The Work of Mr Ernest George', The Studio, 1896 pp. 147-58; 'The Revival of English Domestic Architecture IV: The Work of Mr Ernest George', The Studio, 1896 pp. 27-33 and 'The Revival of English Domestic Architecture V: The Work of Messrs George and Peto', The Studio, 1896 pp. 204-15. 2 Immediately after the dissolution of partnership with Harold Peto on 31 October 1892, George entered partnership with Alfred Yeates, and so at the time of Gleeson-White's articles, the partnership was only four years old. 3 Gleeson-White, 'The Revival of English Architecture III', op. cit., p. 147. 4 Ibid. 5 Sir ReginaldýBlomfield, Richard Norman Shaw, RA, Architect, 1831-1912: A Study (London, 1940). 6 Andrew Saint, Richard Norman Shaw (London, 1976). 7 Harold Faulkner, 'The Creator of 'Modern Queen Anne': The Architecture of Norman Shaw', Country Life, 15 March 1941 pp. 232-35, p. 232. 8 Saint, op. cit., p. 274. 9 Hermann Muthesius, Das Englische Haus (Berlin 1904-05), 3 vols. 10 Hermann Muthesius, Die Englische Bankunst Der Gerenwart (Leipzig. 1900). 11 Hermann Muthesius, The English House, edited by Dennis Sharp, translated by Janet Seligman London, 1979) p. -
Critical Values: the Career of Charles Rennie Mackintosh 1900-2015 Professor Pamela Robertson It Is a Great Pleasure to Be Back
Keynote Speech Strand 4 Critical Values: The Career of Charles Rennie Mackintosh 1900-2015 Professor Pamela Robertson It is a great pleasure to be back in Barcelona for this exciting Congress. I am grateful to the organisers, in particular Lluis Bosch and Mireia Freixa, for the invitation to speak to you today on Mackintosh, and to all those whose hard work has delivered such a successful and stimulating event. The strand this afternoon is research, specifically research in progress. This session invites us to reflect, for a moment, on critical values and critical fortunes. How are reputations and understandings formed? What value systems are they based on? How do they shift, and why? What are the future directions for us as curators, scholars, teachers? What I aim to present briefly today is threefold: an overview of the critical literature and research surrounding the career of Charles Rennie Mackintosh from around 1900 to 2015 (Fig. 1) – in the hope that this case study will provide some parallels with your individual experiences as researchers, whether working with male and/or female subjects; some reflections on the recently launched Mackintosh Architecture research website; and finally some general remarks on future directions for research. What emerges is the significance of context and individuals; the catalyst of curators and exhibitions; the gradual transference of Mackintosh's artistic legacy into the public domain; and, for Mackintosh at least, the central role of one institution, the University of Glasgow. In 1996, Alan Crawford divided Mackintosh's 'life after death' into three phases which comprised Mackintosh and the Architects, the Enthusiasts, and the Market.1 The trajectory of the scholarly presentation of Mackintosh’s work can, I believe, be divided into five broad phases, though of course at times these overlap: 1. -
Education of Architects: Walter Gropius' Ideas a Century Later
Volume 21, Number 3, 2019 © WIETE 2019 Global Journal of Engineering Education Education of architects: Walter Gropius’ ideas a century later Grażyna Schneider-Skalska Cracow University of Technology Kraków, Poland ABSTRACT: The education of architects in Poland follows a specific sequence: standards defined by the Ministry of Science and Higher Education concordant with European Union standards; educational outcomes defined by a specific school; module charts formulated by academic teachers. As a result of this sequence a freshly graduating architect becomes equipped with appropriate knowledge, skills and social competencies adapted to contemporary times. At the start of the 20th Century, Walter Gropius formulated a highly specific vision of the role of the architect in society and a model of education associated with this role. He published this in a book, Scope of Total Architecture. The author of this article has confronted the recommendations by Gropius with the reality of educating architects at the Faculty of Architecture at Cracow University of Technology (FA-CUT), Kraków, Poland, and the author’s own observations. Highlighted here is a series of timeless requirements in architects’ education, in addition to observing differences associated with time and changing conditions. Keywords: Architectural education, qualities and attributes, Walter Gropius’ educational ideas INTRODUCTION The curriculum for the education of architects in the European Union is regulated to standards that ensure university graduation diplomas are recognised throughout the EU member states. Architecture schools are required to define educational outcomes in accordance with these standards and to develop curricula and syllabuses for individual modules or programmatic blocks. As a result, a freshly graduated architect is equipped with appropriate knowledge, skills and social competencies, tailored to the needs of contemporary times. -
The Arts and Crafts Movement: Exchanges Between Greece and Britain (1876-1930)
The Arts and Crafts Movement: exchanges between Greece and Britain (1876-1930) M.Phil thesis Mary Greensted University of Birmingham Research Archive e-theses repository This unpublished thesis/dissertation is copyright of the author and/or third parties. The intellectual property rights of the author or third parties in respect of this work are as defined by The Copyright Designs and Patents Act 1988 or as modified by any successor legislation. Any use made of information contained in this thesis/dissertation must be in accordance with that legislation and must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the permission of the copyright holder. Contents Introduction 1 1. The Arts and Crafts Movement: from Britain to continental 11 Europe 2. Arts and Crafts travels to Greece 27 3 Byzantine architecture and two British Arts and Crafts 45 architects in Greece 4. Byzantine influence in the architectural and design work 69 of Barnsley and Schultz 5. Collections of Greek embroideries in England and their 102 impact on the British Arts and Crafts Movement 6. Craft workshops in Greece, 1880-1930 125 Conclusion 146 Bibliography 153 Acknowledgements 162 The Arts and Crafts Movement: exchanges between Greece and Britain (1876-1930) Introduction As a museum curator I have been involved in research around the Arts and Crafts Movement for exhibitions and publications since 1976. I have become both aware of and interested in the links between the Movement and Greece and have relished the opportunity to research these in more depth. It has not been possible to undertake a complete survey of Arts and Crafts activity in Greece in this thesis due to both limitations of time and word constraints. -
The 1914 Werkbund Debate Resolved: the Design and Manufacture of Frank O
The 1914 Werkbund Debate Resolved: The Design and Manufacture of Frank O. Gehry’s Guggenheim Museum, Bilbao Irene Nero Concern about McDonaldization in architecture is not new pride should dictate that goods be of fine quality, so as not to to architectural discourse.1 The terms of expression may be “pollute the visual environment.”4 different, but some of the important issues are fundamentally Van de Velde, another of the founding members, was also the same as those found at the core of the historic 1914 influenced by England’s Industrial Revolution, but this time, Werkbund debate between Hermann Muthesius and Henry van by its vocal opponent—John Ruskin. Van de Velde was in de Velde. This landmark debate serves as one of the earliest, if agreement with Muthesius that goods produced should be of not the earliest, example of publicly demonstrated concern high quality, but felt that handcrafting in the English Arts among modern architects regarding the origins of design and and Crafts tradition was more appropriate for establishing a manufacture of architecture.2 Primarily, at debate was the is- national identity.5 Both of the powerful Werkbund members sue of architecture becoming a standardized type-object, sub- agreed that quality was an issue in the production of German ject to ubiquitous distribution, versus architecture remaining goods, but had divergent ideas regarding their manufacture. an individualized, artistically-inspired creation. “Sameness” Manufactured goods, however, were not the only items under was an issue, simply because it was deemed an affront to the consideration at the Werkbund exhibition for standardization. creative process. -
Shifts in Modernist Architects' Design Thinking
arts Article Function and Form: Shifts in Modernist Architects’ Design Thinking Atli Magnus Seelow Department of Architecture, Chalmers University of Technology, Sven Hultins Gata 6, 41296 Gothenburg, Sweden; [email protected]; Tel.: +46-72-968-88-85 Academic Editor: Marco Sosa Received: 22 August 2016; Accepted: 3 November 2016; Published: 9 January 2017 Abstract: Since the so-called “type-debate” at the 1914 Werkbund Exhibition in Cologne—on individual versus standardized types—the discussion about turning Function into Form has been an important topic in Architectural Theory. The aim of this article is to trace the historic shifts in the relationship between Function and Form: First, how Functional Thinking was turned into an Art Form; this orginates in the Werkbund concept of artistic refinement of industrial production. Second, how Functional Analysis was applied to design and production processes, focused on certain aspects, such as economic management or floor plan design. Third, how Architectural Function was used as a social or political argument; this is of particular interest during the interwar years. A comparison of theses different aspects of the relationship between Function and Form reveals that it has undergone fundamental shifts—from Art to Science and Politics—that are tied to historic developments. It is interesting to note that this happens in a short period of time in the first half of the 20th Century. Looking at these historic shifts not only sheds new light on the creative process in Modern Architecture, this may also serve as a stepstone towards a new rethinking of Function and Form. Keywords: Modern Architecture; functionalism; form; art; science; politics 1. -
The Industrial Revolution!!! Ɯ Ɯ 1750
The Industrial Revolution!!! Ɯ Ɯ 1750 - Today The Industrial Revolution was a period during which predominantly agricultural, rural societies in Europe and America became industrial and more people lived in cities. Prior to the Industrial Revolution, which began in Britain in the late 1700s, manufacturing** was often done in people’s homes, using hand tools or basic machines. Industrialization marked a shift to powered, special-purpose machinery, factories and mass production. The iron and textile industries, along with the development of the steam engine, played central roles in the Industrial Revolution, which also saw improved systems of transportation, communication and banking. While industrialization brought about an increased volume and variety of manufactured goods and an improved standard of living** for some, it also resulted in often grim employment and living conditions for the poor and working classes. Manufacturing = Making and producing things! Standard of living = How most people live their lives BRITAIN: BIRTHPLACE OF THE INDUSTRIAL REVOLUTION Before the advent of the Industrial Revolution, most people resided in small, rural communities where their daily existences revolved around farming. Life for the average person was difficult, as incomes were meager, and malnourishment and disease were common. People produced the bulk of their own food, clothing, furniture and tools. Most manufacturing was done in homes or small, rural shops, using hand tools or simple machines. A number of factors contributed to Britain’s role as the birthplace of the Industrial Revolution. For one, it had great deposits of coal and iron ore, which proved essential for industrialization. Additionally, Britain was a politically stable society, as well as the world’s leading colonial power, which meant its colonies could serve as a source for raw materials, as well as a marketplace for manufactured goods. -
What Was the Assembly Line ?
59 WHAT WAS THE ASSEMBLY LINE ? DAVID E. NYE INTRODUCTION Today, ”assembly line” immediately suggests Asian or Latin-American factories where poorly-paid workers make consumer goods for export to the West. For example, many US corporations shifted jobs to northern Mexico beginning in 1965 as part of the Border Industrialization Program. This process accelerated dramatically after January 1, 1994, when the North American Free Trade Agreement (NAFTA) went into effect. It abolished tariffs and made re-importation of assembly line goods easy. By 2000, 1.2 million US jobs had been relocated to Mexico. Most of the Mexicans hired were semi-skilled women, preferred both for their manual dexterity and their willingness to accept low wages.1 Corporations built factories where environmental legislation was lax and unions were weak or non-existent. In such places, “the danger is that repression rather than innovation becomes a competitive advantage.”2 Yet if the assembly line of today is often part of a global production system for offshore, semi-skilled work, at its inception in 1913 the Americans saw the assembly line as the guarantor of high wages and domestic prosperity. This essay reviews the origins of the assembly line, what exactly it was as a technology, and how it was initially understood. In hindsight, it was less a beginning than a mid-point in long- term developments that are still underway. Historians frequently refer to the assembly line as an historical stage, in a sequence from Taylorism to Fordism to “post-Fordism,” with additional stages sometimes included such as “lexible production,” “lean production” and most recently “post- lean production.”3 As convenient as these historical stages once seemed, their proliferation suggests that the whole notion of a sequence was mistaken to begin with. -
Design for Manufacture
Design for Manufacture Mass Production, Assembly & Manufacturing Guidelines Author: Andrew Taylor BSc MA FRSA – Design‐Bites Design for Manufacture Mass Production Prior to about 1840, durables were essentially hand crafted. After 1840, mechanized production techniques gradually spread throughout the manufacturing community. First to take up the production of standardized parts were the armories (see Design for Maintainability), followed by sewing machine makers, and then textile, farm machinery, lock, clock, locomotive and bicycle makers. By the dawn of the 20th century, all the elements were in place to allow Henry Ford to establish his first factory and start production of the model A motor car. Many of his insights and innovations still form the backbone of best practice in volume manufacturing. For example, the production ‘line,’ the delivery of parts to assembly stations, unskilled assembly, and minimization of variants were Ford innovations, achieving huge improvements in throughput while reducing the manual labor required for assembly. Manufacturing ideals To fully exploit the techniques of mass production requires the design of products sympathetic to the production process. The production engineer’s ideal product is one that… • Employs as few different materials as possible. • Requires minimum processing of the materials. • Uses existing machines, tools, jigs and processes, either in house or subcontracted. • Complies fully with existing design guidelines. • Contains the least number of component parts, and uses as many off-the-shelf and standardized parts as possible. • Is proof against errors in assembly. • Uses processing and assembly skills already established in the workforce. • Is fully specified, and testable against specifications. Most production engineers and managers appreciate that capturing new markets requires innovation, and innovation sometimes brings unfamiliar materials and processes.