2022 - Special Issue: Ludomaterialities

Browsing 2022 - Special Issue: Ludomaterialities by Subject "BAUHAUS"

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  • Article
    Lyonel Feininger's Locomotives and Trains. Experiencing Materials and Colors Through Toys as Learning Materials at the Bauhaus
    Scheffler, Ina (2022) , S. 209-224
    This paper focuses on the “Block-Eisenbahn” (block train), a particular work by Lyonel Feininger, one of the first masters appointed to the Bau-haus in 1919. The block train’s main characteristics are internationality, model consistency and unbreakability – and it is one example of how material and color experiences through toys were discussed in different frames of reference in the context of the Bauhaus. These works were developed, discussed and commercialized in various situations and taken seriously as learning material, but above all, they represented a design task in teaching. Feininger used the term ‘model’ when explaining his work. A model is a representation of an object and all of its physical properties, but not an exact reproduction. Through models, central features of an object are represented abstractly and perhaps even highlighted. This negotiation and upheaval of the original exemplifies how toys, if they are taken seriously and if their innovative strength is acknowledged, can serve as a starting point for educational and didactic figures of thought.
  • Article
    Papercrafting Utopia. Gaming Literacies from Bauhaus to Nintendo Labo
    Schmidt, Hanns Christian (2022) , S. 189-208
    What does the Bauhaus have to do with Nintendo Labo and the Maker Movement? The text represents a media-pedagogical investigation. It explores the question of the extent to which material studies at the Bauhaus - especially in the preliminary course, the “Vorkurs” – were understood as a field of experimentation in order to test and further develop reform pedagogical approaches. Certain ideals and values are inscribed in this pro-cess, which we can still identify today not only in so-called pioneering communities such as the Maker Movement, but which are also a central component of an educational game such as Nintendo Labo in which we are supposed to use cardboard kits to assemble the components of the Nintendo game console in a new way. These considerations are followed by ideas about play and game literacy, which is outlined here in general terms. Three aspects come to the foreground: (1) a rejection of traditional pedagogical approaches; (2) a fundamental re-evaluation of the possibilities and a radical simplification of the artistic material; and (3) an experimental, playful approach that has an explicitly constructive character.