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Matisse in Focus the Snail Teachers' Pack

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Works to Know by Heart Matisse in Focus The Snail Teachers’ Pack HENRI MATISSE THE SNAIL 1953 2 Teachers Pack – Constellations HENRI MATISSE THE SNAIL 1953 ‘An artist must possess Nature. He must the strong outlines and flat planes of Gauguin’s with painting, but also sculpture, lithographs, identify himself with her rhythm, by efforts paintings and the colour theories of Paul ceramics, textiles and collage. that will prepare the mastery which will later Signac . During this period there was also enable him to express himself in his own a shared interest amongst contemporary In his later years, confined to a wheelchair due language.’ artists in Japanese prints, African and Oceanic to ill health, Matisse invented new methods carvings and crafts. In an attempt to break for making pictures with coloured paper and HENRI MATISSE (1869-1954) free from what he felt were the restrictive scissors. His friend and great rival, Pablo traditions of Western art, Matisse abandoned Picasso later claimed that the Frenchman was Matisse realised that he was destined to be an fixed point perspective and modelling with his only serious competitor in 20th century art: artist when his mother bought him a paintbox shading as he allowed colour and line to break ‘All things considered, there is only Matisse.’ during a period of convalescence from free, taking on a life of their own. Rather than appendicitis in 1889. He later recalled, ‘From attempting to capture a subject naturalistically, THE SNAIL 1953 the moment I held the box of colours in my the artist’s aim was to evoke his own sensual hands, I knew this was my life. I threw myself and visual responses in paint. He was not The underlying aim of Matisse’s art was to into it like a beast that plunges towards the alone in this revolutionary approach; following explore ‘the essential character of things’ and thing it loves,’ and his passion for pure colour their scandalous 1905 exhibition at the Salon to create an art of ‘balance, purity and serenity.’ stayed with him throughout his long career. d’Automne in Paris, Matisse along with artists Produced in the final year of his life, The Snail including André Derain, Georges Braque, Raoul typifies his childlike approach to making Although he received academic training Dufy and Maurice Vlaminck became known as an image. It seems at first to be a random at the École des Beaux-Arts and executed ‘The Fauves’ or ‘wild beasts.’ arrangement of brightly coloured shapes. numerous copies after the Old Masters, his Matisse gave the picture the alternative title interest in modern art and his experimental Influenced by his travels to North Africa in the La Composition Chromatique [Chromatic approach to painting gained him a reputation years leading up to the First World War, he Composition] which suggests that the work as a rebellious student. Influenced by Post began to incorporate sinuous decorative line may be interpreted in purely abstract terms. Impressionism, colour played a vital role in and the bold un-modulated tones of Moorish However, the viewer is in no doubt that this is the developing visual language of Matisse. He art into his paintings of this period. Matisse’s indeed a snail – pared down to its essential studied Cézanne’s fragmented surfaces, the work changed stylistically throughout his form, a sense of its volume, how it occupies emotional impact of Van Gogh’s brushstrokes, long career as he experimented not only space and its slow, laborious movement. 3 Teachers Pack – Constellations HENRI MATISSE THE SNAIL 1953 At the age of 74, Matisse began to develop the When later on it was sent to Lefebvre-Foinet each other- red and green, orange and blue, technique for his cut-outs or ‘découpées’ in [in Paris] to be pasted down, before anything yellow and mauve. The colourful composition his picture book Jazz 1941. Limited in mobility, was moved, an extremely precise tracing was brings to mind an earlier Matisse painting, following surgery for abdominal cancer he made to ensure that no changes were made The Dance 1909-10 which also has a spiralling was able to work with sheets of painted paper in the composition, not even by so much as a sense of movement. Matisse frequently that had been prepared for him by assistants. millimetre.’ alluded to his Fauvist period during his later This opened up exciting new channels for years: ‘I am now eighty-two, I have remained Matisse’s creative expression: ‘Papier découpé’, The idea for the work originated in the many the same….because all this time I have been he said, ‘allows me to draw in the colour. It is drawings that Matisse had made of snails searching for the same things, which have a simplification for me. Instead of drawing the during this period. Through refining the snail’s perhaps realised by different means.’ One outline and putting the colour inside it - the concentric form and transforming the spiral of of the ‘things’ was the relationship between one modifying the other - I draw straight into its shell into coloured shapes, Matisse arrived colour and space in his work. He wrote to his the colour...’ at his composition. He described the process: daughter in 1950: ‘I first of all drew the snail from nature, holding The Snail was made in the Hôtel Régina at it. I became aware of an unrolling, I found an ‘A Fauvist painting is made up of the Nice. His secretary Mme Lydia Delectorskaya image in my mind purified of the shell, then I consonance of several colours. They form described its evolution in a letter to the Tate took the scissors.’ a possible space for the spirit (as a musical Gallery, 30 March 1976: chord does, I believe). The created space Matisse worked with huge dressmaker’s might be empty, like an empty room in a flat, ‘ A background of white paper - of the scissors that sheared though the paper but the space is still created.’ dimensions indicated by H.M. - was put on with ease. Coming from a family of textile the wall and the assistant pinned onto it workers in Northern France, he may have been The space in The Dance releases the figures the pieces of gouached paper which H.M. consciously returning to his roots as he shifted and throws them into relief with a sense of passed to him indicating exactly where they and rearranged the pinned shapes onto their wild abandonment. The white areas of The should be placed. When H.M. decided that his supporting material. Snail similarly accentuate the dense blocks of composition was finished, it was lightly stuck colour and their slowly, rolling movement. to the background. The panel was taken down Vibrant energy is created by pitting highly when H.M. needed the wall for a further work. intensive complementary colours against Perhaps the reason why The Snail remains 4 Teachers Pack – Constellations HENRI MATISSE THE SNAIL 1953 one of Matisse’s most popular works is due to the immediacy and accessibility of its image and materials. It has a hand-made quality, with irregular edges – a human touch that helps the viewer to connect with the artist. In its simplicity, it evokes the childlike pleasure of responding to the natural world in colour, paint, paper and paste. 5 Teachers Pack – Constellations HENRI MATISSE THE SNAIL 1953 FURTHER RESOURCES ACTIVITIES • Matisse’s use of colour. What impact would other colours have in The Snail? Karl Buchberg, Henri Matisse: The Cut-Outs, Try making your own version in black FIND OUT ABOUT: Tate Publishing, 2014 • Matisse’s career as an artist: Fauvism, and white, pastel tones, different shades of one colour etc. Morocco, Collioure, The Cut-Outs etc. Oliver Berggruen, Max Hollein, Henri Matisse: How did his artwork change? What Carving With Scissors: Masterpieces From The materials did he work with? What Late Years, Prestel Verlag, 2006 subjects did he depict? Children aged 3+ can use our free Shape and Make Station in the exhibition • Colour theory – which colours do Hilary Spurling, Matisse the Master: A Life of you associate with certain moods or Henri Matisse: 1909-1954, Penguin, 2006 emotions? Carry out a survey with your SNAIL TRAIL Bookable artist-led workshops for Early friends to see which colours they assign http://www.henri-matisse.net/biography.html Years groups to ‘anger’, ‘sadness’, ‘joy’, ‘peacefulness’ https://www.youtube.com/ £100 for up to 15 children etc. Find out about complementary and watch?v=rLgSd8ka0Gs supplementary colours. Please contact our Learning Team on 0151 702 7451 or email katy.mccall@tate. https://www.youtube.com/ org.uk for further information MAKE: watch?v=AuJKHKEBfmY • A 3D version of The Snail using boxes and coloured paper https://www.youtube.com/ • A cut-out version of another creature eg watch?v=5somtBX1gC8 snake, beetle, ladybird, butterfly, fish… https://www.youtube.com/ DISCUSS: watch?v=Ob8FWxrKVZY • The influence of poetry and music in Matisse’s art. Is there a visual equivalent for rhymes, rhythm, notes, chords etc 6 Teachers Pack – Constellations.
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