Bauhaus Diaspora And Beyond

Bauhaus Diaspora and Beyond: Transforming Education through Art, Design and Architecture presents an extraordinary new Australasian cultural history. It is a migrant and refugee story: from 1930, the arrival of so many emigre, internee and refugee educators helped to transform art, architecture and design in Australia and New Zealand. Fifteen thematic essays and twenty individual case studies bring to light a tremendous amount of new archival material in order to show how these innovative educators, exiled from Nazism, introduced Bauhaus ideas and models to a new world. As their Bauhaus model spanned art, architecture and design, the book provides a unique cross-disciplinary, emigre history of art education in Australia and New Zealand. It offers a remarkable and little-known chapter in the wider Bauhaus venture, which has multiple legacies and continues to inform our conceptions of progressive education, creativity and the role of art and design in the wider community. A co-production by MUP with Power Publications http: //www.powerpublications.com.au/

Reclaims the essential role that the city of Breslau played in the origins of aesthetic modernism in the Weimar era

This book offers a unique, machine-generated overview of the current state of research in Connected Learning, Networked Learning, Digital Badges, Micro-Credentials, and Lifelong Learning. The concept of Connected Learning picks up learners where they are, and that is no longer just the classroom or seminar room. Connected Learning seeks to understand the context of learning and the motivation of learners in order to design a more contemporary and effective learning experience. Central to this is the understanding that Connected Learning is collaborative and takes place in peer-to-peer networks, that it is based on participation, problem orientation and application, and that the more personalised the learning, the more interested learners are. This volume condenses and synthesizes research from a large variety of English-language articles into a concise yet comprehensive overview. Readers will benefit from the selection and synthesis of articles that allow them to get a quick understanding of the research area, while also being able to click through to the original sources to dive deeper into any particular topic. This volume is a key source of information and insight for those interested in the current research, as well as serving as an inspiring starting point for their own research.

The historical avant-gardes defined themselves largely in terms of their relationship to various versions of realism. At first glance modernism primarily seems to take a counter-position against realism, yet a closer investigation reveals that these relations are more complex. This book is dedicated to the links between realism, modernism and the avant-garde in their international context from the late 19th century up to the present day.

This book examines the many functions of paper in the fine art and aesthetics of the early twentieth-century modernist or historic avant-garde (Expressionism, Cubism, Futurism, Dadaism, Surrealism, Constructivism and many more). With its many collages and photomontages, the historic avant-garde is generally considered to have transformed paper from a mere support into an artistic medium and to have assisted in art on paper gaining a firm autonomy. Bringing together an international team of scholars, this book shows that the story of paper in the avant-garde has thereby hardly been told. The first section looks at a selection of canonized individual avant-gardists’ work on paper to demonstrate that the material and formal analysis of paper in the avant-garde’s artistic production still holds much in store. In the second section, chapters zoom in on forms and formats of collective artistic production that deployed paper to move around reproductions of fine art works, to facilitate the dialogue between avant-gardists, to better promote their work among patrons, and to make their work available to a wider audience. Chapters in the third section lay bare how certain groups within the avant-garde began to massively create monochrome works, because these could be easily reproduced when transferred to, or reproduced as, linocuts. In the last section of the book, chapters explore how the avant-garde’s attentiveness to paper almost always also implied a critique of the ways in which paper, and all that it stood for, was treated and labored in European culture and society more broadly. The book will be of interest to scholars working in art history, modernism, and design.

The book brings together contributions from curriculum history, cultural studies, visual cultures, and science and technology studies to explore the international mobilizations of the sciences related to education during the post-World War Two years. Crossing the boundaries of education and science studies, it uniquely examines how the desires of science to actualize a better society were converted to the search for remaking social life that paradoxically embodied cultural differences and social divisions. The book examines how cybernetics and systems theories traveled and were assembled to turn schools into social experiments and laboratories for change. Explored are the new comparative technologies of quantification and the visualization of educational data used in the methods of mass observation. The sciences not only about the present but also the potentialities of societies and people in the psychologies of childhood; concerns for individual development, growth, and creativity; teacher education; and the quantification and assessments of educational systems. The book also explores how the categories and classifications of the sciences formed at intersections with the humanities, the arts, and political practices. This informative volume will be of interest to researchers, academics, and postgraduate students in the fields of curriculum studies, the history of the social sciences, the history of education, and cultural studies, and to educators and school leaders concerned with education policy.

An innovative account of prisoners of war and internment camps around the Pacific basin during the Second World War. In this comparative and global study, Anoma Pieris and Lynne Horiuchi offer an architectural and urban understanding of the Pacific War approached through spatial, physical and material analyses of incarceration camp environments.

Through the lens of sensory affect, this book offers a new way of thinking about day-to-day teaching and student engagement within learning spaces in design education. The book examines the definitions, concepts, ideas, and overlaps of a repertoire of learning spaces prevalent in higher education and addresses the pedagogical gap that exists between broader learning structures and spaces, and the requirements of specialist design education. Recognising that mainstream teaching environments impact upon design studio learning and student engagement, the book positions creative learning spaces at the heart of practice-based learning. It defines the underlying pedagogical philosophy of a creative learning space in design education and reports on how practical strategies incorporating sensory affect may be implemented by educators to foster better student engagement in these spaces within higher education. Bringing much-needed attention to specialist design teaching and learning spaces in higher education, this book will be of interest to educators, researchers, and post-graduate students immersed in design education, pedagogy, and learning spaces more broadly.