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Modern Bauhaus Pedagogy Versus Traditional Azerbaijani Ashiq Art Education: An Alternative Approach
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Hadi Valipour Gharehghiyeh   , Mohammad Aref * , Abolfazl Davodi Roknabadi |
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Abstract: (2 Views) |
This article evaluates the potential of the Bauhaus pedagogical model as a modern substitute for traditional training frameworks within Azerbaijani Ashiq art. For centuries, Iranian cultural education has been anchored in the master-apprentice paradigm, a tradition inextricably linked to familial lineages and societal dynamics. Characterised as an interactive, oral transmission process, the master functions not merely as an instructor but as the pivotal figure in the apprentice’s holistic cultivation. Mentors tailor their instruction to the unique sensibilities and aptitudes of their disciples. Conversely, the twentieth century witnessed a paradigm shift in Western art education. Departing from historical methodologies, the German Bauhaus school—established by Walter Gropius post-World War I—prioritised functionalism and the harmonisation of artistic creation with mass production. Its philosophy championed the integration of artisanal craftsmanship with industrial design to humanise manufactured products. Azerbaijani Ashiqs are multifaceted performers who synthesise drama, music, dance, and oral literature. For generations, the master-apprentice model has been the prevailing educational mechanism for this art form. The central problematic of this study revolves around the feasibility of supplanting this traditional model—which emphasises spiritual depth, meticulous imitation, and cultural continuity—with the Bauhaus framework, a system aligned with mechanisation, societal industrialisation, and rapid technological advancement. A contemporary assumption suggests that adhering to traditional methodologies obstructs the progressive expansion of Ashiq art. Therefore, determining the extent of pedagogical convergence and divergence between these two distinct systems is paramount for assessing the viability of methodological substitution. This research primarily asks: To what extent can the modern Bauhaus framework effectively replace the traditional master-apprentice system in contemporary Ashiq art education? Ashiq art intrinsically incorporates artisanal crafts, such as bespoke instrument-making and traditional costume production. Paralleling the Bauhaus ethos, the Ashiq system relies upon experiential learning, practical exercises, and an equilibrium between theory and practice. This study aims to identify optimal and creatively robust pedagogical strategies capable of adapting to contemporary audiences without compromising the art’s intrinsic heritage. This descriptive-analytical and comparative research employs a qualitative methodology, drawing upon a rigorous review of scholarly literature. Furthermore, the study incorporates empirical data derived from longitudinal field observations of the Ashiq educational trajectory. The findings articulate that the Bauhaus paradigm, structured to accommodate the rapid velocity of technological shifts, is predominantly orientated towards fulfilling the utilitarian demands of an industrialised society rather than nurturing profound emotional and spiritual resonance. Consequently, supplanting the master-apprentice tradition with a Bauhaus model fails to facilitate the comprehensive developmental trajectory required for an Ashiq. Such a substitution erroneously reduces the disciple to a mere technician of musical performance. Ultimately, the spiritual capacities and profound narrative dimensions—meticulously cultivated through prolonged mentorship—would face inevitable erosion, rendering the Bauhaus framework fundamentally inadequate as a holistic replacement for traditional Ashiq pedagogy.
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| Keywords: Ashiq, Azerbaijan, Art Education, Master-Apprentice Paradigm, Bauhaus School |
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Full-Text [PDF 1082 kb]
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Type of Study: Research |
Subject:
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