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Kathleen James-Chakraborty

After the closure in 1933 of the Bauhaus in Berlin, its staff and students dispersed. Many found their way to the USA, where they became highly influential teachers as well as artists and architects. The pedagogical methods developed at the school, particularly in the preliminary course, became commonplace in all levels of art education, as the former centrality in America of life drawing to instruction in the visual arts was now challenged by experimentation with abstract principles of composition and the qualities of individual materials....

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Alexander Koutamanis

Greek architect, teacher and writer. He studied under Hannes Meyer at the Bauhaus, Weimar (1924–5), and at the Königliche Technische Hochschule, Hannover (1928), and worked for Erich Mendelsohn in Berlin. In the 1930s he was a major figure in Greek architecture, being the only architect to relate Modernism to socio-economic structures and to socialist views. In ...

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Anna Rowland

Swiss painter, textile designer, teacher, writer and theorist. He trained first as a primary school teacher in Berne (1904–6), where he became familiar with progressive educational and psychoanalytical ideas. He was, however, interested in art and music, and in 1909 he decided to become a painter. He enrolled at the Ecole des Beaux-Arts in Geneva but was so disappointed that he returned to teacher training in Berne. He read widely and developed an interest in religion and mystic philosophy. After qualifying he returned to Geneva and greatly enjoyed the course on the geometric elements of art run by the Swiss painter ...

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Vivian Endicott Barnett

Russian painter, printmaker, stage designer, decorative artist and theorist. A central figure in the development of 20th-century art and specifically in the transition from representational to abstract art, Kandinsky worked in a wide variety of media and was an important teacher and theoretician. He worked mainly outside Russia, but his Russian heritage continued to be an important factor in his development....

Article

Ann Temkin

Swiss painter, draughtsman, printmaker, teacher, and writer. Klee’s work forms a major contribution to the history of 20th-century art. He is associated most commonly with the Bauhaus school in Weimar and Dessau. He is regarded as a major theoretician among modern artists and as a master of humour and mystery. In much of his work, he aspired to achieve a naive and untutored quality, but his art is also among the most cerebral of any of the 20th century (e.g. ...

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Anna Rowland

Swiss architect, theorist and designer. He was born into a family of architects and studied building at the Gewerbeschule, Basle (1905–9). In Berlin he continued his training at the Kunstgewerbeschule and attended classes in urban planning at the Landwirtschafts-Akademie (1909–12). He became increasingly concerned about housing conditions in the modern industrial city and developed a strong interest in urban planning and land reform. In ...

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Terence A. Senter

American painter, sculptor, photographer, designer, film maker, theorist, and teacher, of Hungarian birth. Moholy-Nagy’s importance in the 20th century is based as much on his theories as on his practical work. His ideologies related to the relationship between space, time, and light, and the interaction of man with these forces. His great achievement was that he applied his mystical outlook to highly practical enterprises and always recognized the purpose behind his creativity....

Article

Hungarian architect, critic, urban planner and furniture designer . After graduating in 1929 from the Hungarian Palatine Joseph Technical University, Budapest, he joined the Bauhaus in Dessau, where he worked under Hannes Meyer. Weiner attended the CIAM II Congress (1929), Frankfurt, and, convinced that the architect’s mission was to serve and transform society, he followed Meyer and his group to the USSR in ...