age
Never any place I was meant to be
Supposing I found myself chasing another fly ball and ran head-on into a basketball backboard, supposing I woke up once again lying under an arbor with a baseball glove under my head, what words of wisdom could this man of thirty-odd years bring himself to utter? Maybe something like: This is no place for me.
This was never any place I was meant to be.
A timeless space
Our culture reveres youth, aspires to agelessness and is frightened by signs of age, wear and decay. As a consequence of this obsession, and the qualities of our man-made materials, contemporary environments have lost their capacity to contain and communicate traces of time. Our buildings often seem to exist in a timeless space without contact with the past or confidence for the future.
The complexity and the gray
One thing I assume of age is weariness.
Damned if I don’t get more tired every day.
Tired of what I do, following arcs like lobbed rocks — the inevitability of truth.But the complexity and the gray lie not in the truth, but in what you do with the truth once you have it.
Putting Thought Into Things
An Essay by Oliver ReichensteinBuilding structure requires serious listening, serious reflection, and serious imagination. All this requires experience, and no matter how experienced you are, it costs you. We spend our time and nerves to save users their time and nerves. Well-designed things give us the invaluable present of time. Well-designed products do not just save us time, they make us enjoy the time we spend with them. They make us feel that someone has been thinking about us, that a nice person took care of the little things for us. This is mainly why we perceive well-designed things as more beautiful the longer we use them, and the more used they become.
You're living in your very last house
A Song by Lo-Fang
The ABC's of ▲■●: The Bauhaus and Design Theory
The cultivation of inherent faculties
Rousseau’s Emile argued that education is the cultivation of inherent faculties, rather than the imposition of knowledge. Taking this path, Pestalozzi recast the teacher as a protective figure who follows and stimulates the child’s inherent intelligence.
The basic course
The Basic Course was a general introduction to composition, color, materials, and three-dimensional form that familiarized students with techniques, concepts, and formal relationships considered fundamental to all visual expression, whether it be sculpture, metal work, painting, or lettering. The Basic Course developed an abstract and abstracting visual language that would provide a theoretical and practical basis for any artistic endeavor.
It is a little world
See how many a pretty thing
I always from the cube can bring:
Chair and sofa, bench and table,
Desk to write at when I’m able,
All the household furniture,
Even baby’s bed I’m sure;
Not a few such things I see;
Stove and sideboard here can be.
Many things, both old and new,
My dear cube brings into view;
So my cube much pleases me,
Because through it so much I see.
It is a little world.- Cubed
A universal correspondence
In 1923 Kandinsky proposed a universal correspondence between the three elementary shapes and the three primary colors: the dynamic triangle is inherently yellow, the static square is intrinsically red, and the serene circle is naturally blue.
The series ▲■● represents Kandinsky’s attempt to prove a universal correlation between color and geometry; it has become one of the most famous icons of the Bauhaus. Kandinsky conceived of these colors and shapes as a series of oppositions: yellow and blue represent the extremes of hot/cold, light/dark, and active/passive, while red is the intermediary between them. The triangle, square, and circle are graphic equivalents of the same polarities.
The arbitrariness of the sign
A key difference between verbal language and the modernist ideal of a visual “language” is the arbitrariness of a verbal sign, which has no natural, inherent relationship to the concept it represents. The sound of the word “horse”, for example, does not innately resemble the concept of a horse. Ferdinand de Saussure called this arbitrariness the fundamental feature of the verbal sign. The meaning of a sign is generated by its relationship to other signs in the language: the sign’s legibility lies in its difference from other signs.
Reduced to an act of selection
“The more exact and complete the criteria are, the more creative the work becomes. The creative act is reduced to an act of selection.”
— Karl Gerstner, Designing Programmes (1963)
Separation of surface and structure
The nineteenth century saw an increasing separation between the treatment of the surface and the structure of designed objects. Mass production and a mobile market economy encouraged the production of heavily ornamented yet cheaply fabricated products. Affordable manufacture allowed the burgeoning middle class to acquire “luxury” goods fashioned after objects formerly reserved for an elite.
Gifts and occupations
Between 1835 and 1850 Froebel worked on his “Gifts and Occupations” — a set of geometric blocks (Gifts) and basic craft activities (Occupations), that would become the centerpiece of his pedagogical theory. The Gifts and Occupations were introduced in a highly ordered sequence, which began in the child’s second month and concluded in the last year of kindergarten.
Typographic grid
Just one of many examples of beautiful typography and layout throughout the book. Love the page design.