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INTRODUCTION TO THE SUNLEY PROJECT AND DOCUMENTS
Description of the Study by Robert Sunley
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Letter to the Students
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Guidelines
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Brief Biographies of
Contributors
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Brief Biographies of
Faculty Mentioned in
the Memoirs
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SECTION 1. ROLE OF THE ARTS
Statement by Robert
Sunley
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The artistic process as
a major goal.
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Individual, active
anticipation was
fostered but not
required.
* Focus on really “seeing”
and
“thinking” for
oneself, not on the
production of art.
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Self-direction, self-
discipline,
initiative,
development of the
whole person....
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The arts were diffused
throughout the
education .... |
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Josef Albers Claude Stoller: Foremost at all
times he was an intense teacher whose stubborn insistence was that his
pupils "learn to see." I took his courses in drawing, color
and "werklehre" more than once.
Lucian Marquis: Josef Albers
fulminating against "self-expression" taught us the discipline
of the minimal tools to be used, the discipline of color.
John Stix: Albers's study was
just down the hall from mine; his door was always open. I hungered for
his critiques of my work and when, on occasion, he was really
enthusiastic, my day was made. Looking back, it was Albers’s teaching
which ultimately shaped my life in its choice of physical surroundings.
He made me see.
Robert Sunley: Perhaps even more
important to me than the "learning through doing" (to
oversimplify it) was the presence of a high level of innovation in
various arts.... Albers's teaching of Werklehre conveyed such a message,
not one I would have encountered in another college. And this tied in
with books on the Bauhaus, which Albers and others had placed in the
library, fresh from that locale of innovation which was hardly known at
the time in this country. This was reinforced by visits from others from
the Bauhaus (because of Albers)—Walter Gropius, Marcel Breuer, Herbert
Bayer; and by Xanti Schawinsky who was on the faculty for two years.
Leonard Billing: ... the most
interesting and self-developing were the Werklehre classes of Josef
Albers. He expanded my vision, encouraged my sense of color and
composition which gave me a great deal of confidence.
Alexander Eliot: One thing Albers
had to give was a reprise of the "Foundation Course" he had
taught at the Bauhaus. It was like a medieval guild initiation
restructured for the mid-20th century. But that was only half of what
Albers conveyed. Mastering a sketch pencil or constructing a thin-paper
bridge helps one to develop self-control as well. From artistic
discipline springs confidence plus flexibility.
Emil Willimetz:
Albers was our
faculty advisor for all school printing. I would take him a proof of a
playbill and he would examine it carefully.`"Now, I ask me,"
he would muse, `is this for me the best? You know, Emil, I believe in
the t'ousands technique. You do a t'ousand and pick best." "
Mr. Albers," I would say, "that's great for sketches, but I'm
not an artist and do my layouts directly in the chase and run a proof. A
thousand proofs?" "Well," he says, "better you
should learn to make sketches. Ya?" I wasn't too good at sketches,
but I did learn a bit about composition....
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SECTION 2. TEACHERS
AND TEACHING
Introduction
Formal Aspects
of the
Curriculum
Class Size
Grades
Advisors
Junior Division
Senior Division
Graduation
Methods of Teaching
General
John Andrew Rice
Josef Albers
Erwin Straus
Robert Wunsch
Others
Personalities of Faculty
John
Rice
Josef
Albers
Robert
Wunsch
Heinrich
Jalowetz
Others
Outside the Classroom
In General
The Work Program
Visitors -
Trips
Drama
Interlude
Lectures, Concerts
Informal Interchange
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