Modernist Design Styles in Architecture: Frank Lloyd Wright

Modernist Design Styles in Architecture: Frank Lloyd Wright Modernism appeared in the 20th century. Modernism is simple and with no decoration design style. Although this style was appear early 20th century and have different designers or architect have many spread. But still have too little modern architecture build in early 20th century. After World War II, they become many company and agency. And make this style be the top. Here have some architect is more famous. Walter Gropius, Ludwig Mies van der Rohe, Le Corbusier and Frank Lloyd Wright. Frank Lloyd Wright is one of the famous architect in early 20th century. He is a American Institute of Architects, interior designer, Writer and Educators. His design project is over thousand and finish about five hundred. And he believes that design should achieve harmony between humans and the environment. And it become Organic architecture. For example, Fallingwater is the famous on the world. This design can prove his idea. Also this design is one of the best architect on the American. More than 70 years of his career at Architects. He design different architecture. It including Office, Church, Skyscrapers, Hotel and Museum. Also he design some furniture and stained glass. In his life he write over 20 book and article. And he is the famous speakers. In 1991, American Institute of Architects call Wright â€Å"The best Architect†. He designed different architecture. And his design was famous. For example, Robie House, Imerial Hotel, Fallingwater, Taliesin West, The Solomon R. Guggenheim Museum, Price Tower and Jonson Wax Headquarters. Also his idea was affected many designer. Someone said how Wright work change American architecture, but someone said â€Å"How didnt Frank Lloyd Wright change architecture in America I think is really the way to say it because it is hard to imagine what American architecture would be like or even probably world architecture without Frank Lloyd Wright. About the Organic architecture, he has a famous works. It called Fallingwater. Fallingwater build in 1934-1937. In 1991, members of the American institute of Architects named the house the â€Å" best all-time work of American architecture† and in 2007 , it was ranked twenty-ninth on the list of Amercian’s Favorite Architecture according to the AIA. About the design, the shape of the building look natural, casual, stretch. Also The main room of the building with an outdoor terrace, platforms and roads, intertwined, also obtained with the surrounding natural landscape with the effect of fusion. About the material, White concrete and stone let this design look merge in the environment. And this design is very special. Because the platform is above the waterfall, this design in that time is intensely. And this design was influence many architect. Also it cause the new design style. About the Taliesin West design, he thinks it has been linked with the desert. So he use loca l stone and concrete. Also the natural lighting is the main role. Because he believes the natural lighting can let inside the building connect to the outside. His idea has affected some architect. For example Neville Gruzman, Kendrick Bangs Kellogg, Alvar Aalto, Nari Gandhi and Bruce Goff. All of them have build Organic architecture. Such as Neville Gruzman. Hills House and Gruzman House is the famous organic architecture. Also Hills House is the work is thought of as a two 20th century houses: â€Å"Fallingwater† and â€Å"Farnsworth House†. And Gruzman House is use materials such as dark stained timbers and natural brick. His architect is conform Wright method. About Bruce Goff, he said that his hero is Wright and Sullivan. Then he started to contact the original design. Bavinger House is significant example of organic architecture. The house has no interior wall; instead there are a series of platforms at different height, with curtains that can be drawn for privacy. The design use many natural night, make the inside area connect to the outside. Kendrick Bangs Kellogg is an innovator of organic architecture. In 1955, he met Wright and the brief meeting provided an inspiration. His design is not fit neatly into the same with Wright, Bruce Goff or other organic architects. His building are studies of layered, segmented and unfolding space. And he design Onion house. It is a landmark of organic architecture. The design use employs translucent arching roof panels. Since with no outside walls, the division between interior and exterior consists of screen or stained glass. But someone maybe doesn’t know what organic architect is. So Wright explains that, it is term meant from nature, organic architecture was indeed a natural architecture. And now we finally understand what organic architect is. And he think good building is not one that hurts the landscape, but one which makes the landscape more beautiful than it was before the building was built. So he wants clean lines and simplicity. And disliked intricate detail and fussiness of the architectural styles. In addition to organic architect, Wright steel has affected other architect. For example John S. Van Bergen. And his style is Prairie style homes. About the Prairie style. In 1909, Wright developed what known as the Prairie Style. Typical Prairie style home is distinguished by horizontal lines on the exterior, emphasized by a low-pitched hipped roof. But Wright use different color, and let the ceiling heights and hallway widths to alternately compress and expand the sense of space. His design went beyond the building to the finest details of the interior space, include furniture, art glass and other interior design. And the famous prairie style architect is Robie House. It was designed in 1908. Frank Lloyd Wright’s designs of home and building have inspired generations of architects, including most of what is called â€Å"modern architecture.† His influence is international—many other countries have considered Frank Lloyd Wright’s designs as a major template of their contemporary styles. More than 30 states in the United States possess Frank Lloyd Wright structures and most architectural critics agree with that every state in the country has buildings that reflect Wright’s style. Nowadays, when human want to develop something else, and they will destroy the natural. So they must remember that Wright has said the human beings and nature can conexist. And it is important, even he is gone, but his architectural theory still affected other designer. But someone think he was arrogant man. Because he want to let his own considerable on his clients. For example, Fallingwater. The design is special and innovative. But despite there may be dangers he still carry out his out his design. I think his behavior is correct. Because if one’s creativity is easily affected by the others, then that one is not a qualified designer. Plagiarism: 24% http://encyclopedia.jrank.org/articles/pages/6404/Wright-Frank-Lloyd.html http://freshome.com/2012/09/03/10-great-architectural-lessons-from-frank-lloyd-wright/ http://translate.google.com.hk/translate?hl=zh-TWsl=enu=http://en.wikipedia.org/wiki/Frank_Lloyd_Wrightprev=/search%3Fq%3Dfrank%2Blloyd%2Bwright%2Binfluences%2Bon%2Barchitecture%26sa%3DN%26biw%3D1367%26bih%3D840 http://en.wikipedia.org/wiki/Bruce_Goff http://en.wikipedia.org/wiki/Neville_Gruzman http://en.wikipedia.org/wiki/Kendrick_Bangs_Kellogg http://www.distinctbuild.ca/neville_gruzman_architect.php Can teachers promote democracy in the classroom? Can teachers promote democracy in the classroom? Democracy is a highly desirable but contested concept in education, argues Paul R. Carr.  [1]  However, little is known about how current and future educators perceive, experience and relate to democracy, which could have a significant impact on how students learn about, and become involved in civic engagement and democracy.  [2]   Study at a university in northeast Ohio This study was aimed at exploring the perspectives, experiences and perceptions of current and future educators who are students at a university in northeast Ohio. This study focused on two themes; attitudes towards democracy and attitudes towards democracy and education. With regards to the first theme, when asked to define democracy, respondents, most frequently, referred to a form of government, often alluding to elections and voting. Many answers contained similar combinations of words about it being a government by the people and for the people or a government in which the people hold the power rather than government officials. Voting seems to be the central focus for the majority of respondents. With regards to the second theme, a large number of respondents did not make a direct connection between education and democracy. Part of the reason for this is perhaps the discomfort some respondents exhibited vis-à  -vis politics. Most respondents admitted to not having a truly democratic educational experience during their high school years. Of particular note is that most of the students viewed democracy in education as being uniquely or primarily associated with elections. A number of reasons were provided to explain why the respondents educational experiences were not considered democratic, including the curriculum and minority issues; such issues were ignored by the school. In a democracy, the majority rules, yet the minority groups would not be ignored. One prevalent comment postulated that; The students do not govern the classroom; the teacher is the dictator. The students do not vote for the teacher; the teacher is appointed. Given that in a democracy the people hold the p ower, the students are correct in saying that the school that they attended was not democratic. Racial discrimination was highlighted by a student, who contributed that There is no fairness in the classroom; the teachers expect African-Americans to do poorly; they dont challenge us in advanced courses. In a proper functioning democracy, all the students would be given equal opportunities. When asked about whether their high school experience had an impact on their thinking about democracy, a small minority indicated in the affirmative, whereas most of the respondents were less positive. Many more respondents, however, echoed the sentiment that their high school had avoided the subject or even, more drastically, failed them in not preparing them to deal with such issues. As a middle-ground response to the question about a democratic experience in high school, a number of respondents highlighted that this consisted of a single class on government or politics. When asked about whether teachers should strive to inculcate a sense of democracy in students, the vast majority of respondents agreed strongly. Yet students are not to be indoctrinated by a set of values which the teacher decides to be the best; they are to be left free to abide with and live their life in line with any values that they choose. Some of the respondents stated that teaching about politics is not the teachers job, but the government should take care of that. Furthermore, there were some who stated that politics was not part of their area of study, thus there was no need to study about democracy.  [3]  The fact that there are students at university level whom are not interested in democracy is quite worrying, especially when this reality is tied to the fact that they do not put pressure on the governments and the school administrations to practice democratic practices in the classrooms. In this case, the teachers would find themselves in a dilemma; should they or sh ould not they work towards democratic practices in the classroom? Democratic Classrooms and Discipline Harvey Craft  [4]  commented that classroom management often includes a large dose of suppressive techniques intended to simply control. In recent years a movement has emerged to teach democracy in schools by being democratic. Dozens of books, organizations, and incentives have grown from the new emphasis on democratic schools. Democratic schools emphasize the development of mutual respect and trust between students and teachers. The process of transforming a school to a democratic school requires special training for staff members. Teachers will learn some management skills that reflect democracy and mutual respect. There is list of management techniques for teachers that promote democracy and give students an idea of what democracy is all about. According to Craft, the teacher should explain that rules must encourage free and honest exchanges in an orderly manner. The teacher should engage students in discussions about the value of mutual trust and respect, and discussions about rights, responsibilities, and privileges. Another discussion that students should be allowed to participate in is that regarding the limitations of freedoms, particularly freedom of speech, and discussions about moral behaviour. The teacher should allow students to participate in the development of rules and consequences. The students are to be given the opportunity to develop their bill of rights, in this way it would be clear both for the students and for the teachers what their rights and obligations are. The teacher should plan regular lessons about character development. The students are to be prepared how to behav e and act in a democratic society. Craft continued to argue that students should have the right to call for discussions whenever an issue that affects the whole class crops up. They should also have the right to vote on matters that affect them. The teacher should set goals for the class that reflect the development of responsibility. Moreover, students are to be given opportunities to practice responsibility. An example might be to allow students to sharpen pencils without asking permission, provided they can properly determine a time that does not interrupt or distract others.  [5]   Circle time a democratic classroom setting A democratic classroom setting is that when the class is set up in the form of a circle. In this way, people get to talk democratically about problems with equal respect for everybody. When circle time takes place, students and the teacher are to be seated on the same level so as to represent their equality. Sometimes there needs to be a spare chair / space so people can move into the space and meet people who they have not met before. Often circle time starts with something quiet like talk but later there can be games so you can move round and meet new people. Wherever possible, the teacher adheres to the same rules as the students so as to express the equality between the two; teacher and students. In the initial stages a special object will be passed around, only the person holding the object will speak, the others would listen. Everyone gets a chance to speak, yet no one has to if they do not want to. Usually the teacher will ask for a volunteer to start a new topic. Children will be encouraged to talk clearly and speak to the circle as a whole and not just toward the teacher. Any criticism passed is to be constructive criticism.  [6]   Free schools Some believe that democracy in the education system means that the child would have a free choice whether to attend any lessons at all. If he decides to attend, he should have the choice to choose which lessons he will attend to. According to this school of thought, neither the parents, nor society, not even the government should have a say on the education of children. They are to be left completely free to make up their own mind. Following on from this it would be reasonable to expect that a child would have some say over the curriculum, the day-to-day running of the school and even the appointment of teachers. Both students and teachers would have the right to call a meeting when they feel that there is the need of one. Some would argue that this idea is in favour of anarchy within the educational field. The critics of this school believe that this idea is the perfect formula for chaos and disaster. The people who believe in this radical idea refer to some schools which adhered to this practice. The Albany Free School in New York, USA, the Booroobin Sudbury School in Queensland, Australia, the Sudbury Valley School in Massachusetts, USA, and Summerhill in Norfolk, England. There are some differences between these free schools, such as the degree to which students have a say over economic decisions. But all these schools have one thing in common without which they probably could not function; the spirit of community. When living in a community, children learn to respect others.  [7]   Case study of a Free School The Albany Free School has been functioning for the past 32 years. This school does not follow a curriculum and there are not any compulsory classes. Classroom sessions that do take place are usually informal and last as long as the interest holds. There are not any tests or grades either. This school states that learning happens best when it happens for its own sake. A childs innate desire to learn is a far more powerful motivating force than any external reward or threat. As regarding behaviour, the teachers do not monitor over the pupils but the students learn to manage themselves. During the meetings, both the students and the teachers have an equal vote, thus they share the responsibilities for the decisions taken. One issue which is discussed during these meetings is the school policy within various areas. Each day unfolds organically according to peoples moods and interests, to the season and the weather, and to local and even world events. They reserve the right to make plans quite spontaneously. This does not mean that there are not plenty of ongoing, focused activities and projects. On any given day students might be found writing poetry and short stories, creating books, magazines and works of art, rehearsing and performing plays, or learning French or algebra. There are daily languages and maths classes for students who choose to tackle their basic skills in a more orderly and directed way. There are also classes in areas like history and science depending on student interest. As one would expect, the word competition does not exist in this school. Children with mental health problems who attend this school do not take drugs to solve their problem. The system which the school uses to function renders the drugs unnecessary.  [8]  These types of schools have received a lot of criticism. Critics believe that these schools are to radical and so not the way that democracy should be practised. Conclusion Through a systematic review of what democracy means, combined with how schools can become engaged in democratic practices, students will enhance, not only their academic, but also their socio-cultural and political experience, thus enriching themselves and the society in which they reside.  [9]