Regarding the composition of the Bauhaus education system, please see the following figure:

Bauhaus's teaching is divided into:

Half-year preparatory course (basic course, namely Vorkurs in German). During this period, students' aesthetic consciousness, composition consciousness and innovation consciousness are cultivated.

After that, it is a three-year course, including five pillar theory courses, namely, French Gestalt, Raums Gestalt, Konstruktion und Ausdruck and so on. Then I went into the workshop, and the workshop began practical research. By learning the use and structure of different materials, students can have a deep understanding of the materials and improve their practical ability in the process of playing with the materials. The materials provided by Bauhaus are mainly clay, stone, wood, metal, glass and textiles, and the teaching of color and technology is integrated into the study of these materials. It really fits the purpose of Bauhaus teaching: the unity of technology and art, the unity of teaching and practice.

After three years of study, students will face real practice: they will go to the factory to learn "Bauen" and "entwerfen". Bauhaus is also the first design school in the world to cooperate with enterprises and factories to cultivate real design ability and experience.

In this teaching system, the six-month preparatory course system is Bauhaus's most outstanding contribution to design education. When it comes to the six-month preparatory plan, we have to mention its founder: J. Eaton. For the first time, he systematically applied the scientific color theory system to design teaching (some people think that Eaton's color theory is the embryonic form of Mencel's three-dimensional color), and creatively integrated the artistic principle of "experience-understanding-skill" with design education, making great contributions to later design education.

In addition to Eton, there were many Bauhaus form instructors at that time (in fact, many of them were avant-garde artists from various countries at that time), such as "the originator of abstract painting"-Kandinsky, "the leader of de stijl"-Dusberg, Moholin Naji and so on. They made their own contribution to Bauhaus's design education, which made Bauhaus's education system completely break away from the traditional "Posa" art education system, implemented the purpose of combining technology and art with a concept of combining practice and teaching, made the word "design" gradually break away from "handicraft" and exist independently, and made "design education" really break away from the category of "art education", which was called a subversion in the history of design education.

Limitations:

I don't know if the subject is going to ask about the limitations of Bauhaus or the limitations of Bauhaus's design education system. However, from the perspective of design history, we talk more about the limitations of Bauhaus. Here is a brief introduction:

The limitations of Bauhaus can not be generalized, but should be viewed from its different periods:

19 19- 1923: Bauhaus in this period was founded earlier, and Gropius was an idealistic and utopian designer at this time, so the utopian idealism of Bauhaus in this period was a major factor restricting its development, but Bauhaus was exhibited at 1923.

1925- 1930: under the leadership of Meyer, Bauhaus in this period adopted a pan-political communist stance, and Meyer's pure functionalism also made Bauhaus in this period a far-left and radical place.