ARCHITECTURAL SCHOOL

ESTABLISHED
DURING MODERN MOVEMENT
CHICAGO SCHOOL OF ARCHITECTURE
 Introduction
ORIGIONS
 Also Known as Commercial style, the
Chicago school was a school of
architects active in Chicago at the turn
of the 20th century.
 They were among the first to promote
the new technologies of steel-frame
construction in commercial buildings.
 A "Second Chicago School" later
emerged in the 1940s and 1970s which
pioneered new building technologies
and structural systems.
 The architecture of Chicago has
influenced and reflected the history of
American architecture.
 Beginning in the early 1880s, the
Chicago School pioneered steel-frame
construction and, in the 1890s, the use
of large areas of plate glass.
 These were among the first modern
skyscrapers.
 Many world-famous architects played a
significant role in the development of
Chicago – rising from the ashes of the
1871 Great Chicago Fire into one of the
world's largest cities and greatest
collections of modern architecture.
 Introduction

 In the history of architecture, the Chicago School was a school of architects

active in Chicago at the turn of the 20th century.

 They developed a spatial aesthetics which then came to influence, parallel

developments in European Modernism. While the term "Chicago School" is
widely used to describe buildings in the city during the 1880s and 1890s.
 The great fire in Chicago

 In 1871 a devastating fire destroyed

most of downtown Chicago. This
frontier American city, unfettered
with European traditions, now had a
blank slate upon which to rebuild.

 Social and economic factors after the

fire, as well as the technological
advances of the time, gave rise here to From this in 1871 …
the world‘s first skyscrapers.

 The architects that contributed to this

unprecedented type of commercial
building, including Louis Sullivan,
were collectively known as the
Chicago School‘.

to this in 1896
 First Chicago school

 Some of the distinguishing features of the Chicago

School are the use of steel-frame buildings with
masonry cladding (usually terra cotta), allowing large
plate-glass window areas and limiting the amount of
exterior ornamentation. Sometimes elements of
neoclassical architecture are used in Chicago School
skyscrapers.
 The "Chicago window" originated in this school. It is a
three-part window consisting of a large fixed center
panel flanked by two smaller.
 Architects whose names are associated with the
Chicago School include Henry Hobson Richardson,
Dankmar Adler, Daniel Burnham, William Holabird,
William LeBaron Jenney, Martin Roche, John Root,
Solon S. Beman, and Louis Sullivan.
 The top level houses mechanical devices such
as elevator engines and water tanks. Its
appearance proclaims its difference in
function from the rest of the building.

 A succession of workers offices fill the upper

stories and are modular and repetitive in
appearance.

 Street level spaces for shops, banks, and

public commerce. These are large, open
spaces ―liberal, expansive and sumptuous‖
that will flow up into the second storey.

 One of the keys to this development was the

invention of the safety elevator
 In the 1940s, a "Second Chicago School“
emerged from the work of Ludwig Miesvan
der Rohe and his efforts of education at the
Illinois Institute of Technology in Chicago.
 This was supported and enlarged in the 1960s
due to the ideas of structural engineer Fazlur
Khan. He introduced a new structural system
of framed tubes in skyscraper design and
construction. He defined the framed tube
structure as "a three dimensional space
structure composed of three, four, or possibly
more frames, braced frames, or shear walls,
joined at or near their edges to form a vertical
tube-like structural system capable of
resisting lateral forces in any direction by
cantilevering from the foundation."
 This laid the foundations for the tube structures of many other later
skyscrapers, including his own John Hancock Center and Willis Tower,
and can been seen in the construction of the World Trade Center,
Petronas Towers, Jin Mao Building, and most other supertall skyscrapers
since the 1960s.
Monadnock Building
Home Insurance Building Reliance Building
 Sullivan's work

 Another signature element of Sullivan's work is the massive, semi-circular

arch. Sullivan employed such arches throughout his career—in shaping
entrances, in framing windows, or as interior design.
 BAUHAUS

O N E O F T H E F IR S T
C O LLE G E S O F D E S IG N
Beginning

 Bauhaus was built in the city of Wiemer in Germany in 1919 AD after World
War 1 by Architect Walter Gropius.

 Bauhaus falls in the third wave, its was the start of the modern movement.

 Happened in the first half of the 20th century. Was an innovative training
centre;

 Place of production and a focus of international debate;

Timeline with Concept of waves
Walter Gropius (1883-1969)

 Founder of the German design school Bauhaus

 Influenced by the ideas of William Morris; architect and educator; director

of the Bauhaus (1919–28);

 was condemned as "architectural socialism“; to move to Dessau where it

was housed in a building designed by Gropius.

 Bauhaus in literal sense means “School
Of Construction”Curriculum designed
by Walter Gropius clubbed art, design,
architecture and handwork was
Important part of his philosophy.

 “Learning by doing” had become an

unofficial motto. Learning according to
material and skill such as metal, textile,
wood, ceramic and printing was present
but Architecture remained core activity
in the institution.

 The final Goal of all Artistic Activity is

Architecture. Bauhaus School in Germany 1925 by Walter Gropius.
-Walter Gropius
TIME PERIOD

CITIES Architects-directors

 Weimar  Gropius
from 1919 to 1925 from 1919 to 1927
 Dessau  Hannes Meyer
from 1925 to 1932 from 1927 to 1930
 Berlin  L. Mies van der Rohe
from 1932 to 1933 from 1930 to 1933
CHARACTERISTICS

 Gropius calls for a reform in artistic process

 Art should be led back to its fundament and prerequisite in handcraft,

where it is possible to learn how to handle materials.

 The program is based on workshop courses

CHARACTERISTICS

 Underlying the Bauhaus aesthetic was a fervent utopianism, based upon

ideals of simplified forms and unadorned functionalism.

 The idea of a civilized sociality and democratic without hierarqical degrees.

 Effective contact with the urban and industrial modern society

 Form Follows Function.

 Focus to function must be given. Design must fit its purpose, be durable,
economical, useful and beautiful. Quality, design for mass production and
simple.
 It brought together a number of the most outstanding contemporary
architects and artists.
Walter Gropius (1883-1969)

 He was born in Berlin, Germany in 1883; He

studied architecture in Munich;
 was one of the most influential architects of
the 20th century

 When the Nazis came to power in 1933 Gropius

moved England before emigrating to the United
States in 1937

 He was professor of architecture at Harvard

University (1938-52)
Mies van der Rohe (1886-1969)

 German architect;

 as one of the pioneering masters of

modern architecture; sought to establish a
new architectural style that could
represent modern times;

 In the early 1930s served briefly as the last

Director of the faltering Bauhaus.
 Wassily Kandinsky (1866 – 1944)
Russian, born in Moscoso; First draw and music classes, then graduate at
law and economics University –Moscou;

 P a u l K l e e ( 18 7 9 - 19 40)
 Was a Swiss painter of German nationality;