Manet: Model, Portraits, and “La Vie Moderne” Dr. Nancy Locke
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VICTORIAN CRITICAL INTERVENTIONS Donald E. Hall, Series Editor VICTORIAN LESSONS IN EMPATHY AND DIFFERENCE Rebecca N. Mitchell THE OHIO STATE UNIVERSITY PRESS Columbus Copyright © 2011 by The Ohio State University. All rights reserved. Library of Congress Cataloging-in-Publication Data Mitchell, Rebecca N. (Rebecca Nicole), 1976– Victorian lessons in empathy and difference / Rebecca N. Mitchell. p. cm. — (Victorian critical interventions) Includes bibliographical references and index. ISBN-13: 978-0-8142-1162-5 (cloth : alk. paper) ISBN-10: 0-8142-1162-3 (cloth : alk. paper) ISBN-13: 978-0-8142-9261-7 (cd) 1. English literature—19th century—History and criticism. 2. Art, English—19th century. 3. Other (Philosophy) in literature. 4. Other (Philosophy) in art. 5. Dickens, Charles, 1812–1870— Criticism and interpretation. 6. Eliot, George, 1819–1880—Criticism and interpretation. 7. Hardy, Thomas, 1840–1928—Criticism and interpretation. 8. Whistler, James McNeill, 1834– 1903—Criticism and interpretation. I. Title. II. Series: Victorian critical interventions. PR468.O76M58 2011 820.9’008—dc22 2011010005 This book is available in the following editions: Cloth (ISBN 978-0-8142-1162-5) CD-ROM (ISBN 978-0-8142-9261-7) Cover design by Janna Thompson Chordas Type set in Adobe Palatino Printed by Thomson-Shore, Inc. The paper used in this publication meets the minimum requirements of the American National Standard for Information Sciences—Permanence of Paper for Printed Library Materi- als. ANSI Z39.48-1992. 9 8 7 6 5 4 3 2 1 CONTENTS List of Illustrations • vii Preface • ix Acknowledgments • xiii Introduction Alterity and the Limits of Realism • 1 Chapter 1 Mysteries of Dickensian Literacies • 27 Chapter 2 Sawing Hard Stones: Reading Others in George Eliot’s Fiction • 49 Chapter 3 Thomas Hardy’s Narrative Control • 70 Chapter 4 Learning to See: Whister's Visual Averstions • 88 Conclusion Hidden Lives and Unvisited Tombs • 113 Notes • 117 Bibliography • 137 Index • 145 ILLUSTRATIONS Figure 1 James McNeill Whistler, The Miser (1861). -
16 Exhibition on Screen
Exhibition on Screen - The Impressionists – And the Man Who Made Them 2015, Run Time 97 minutes An eagerly anticipated exhibition travelling from the Musee d'Orsay Paris to the National Gallery London and on to the Philadelphia Museum of Art is the focus of the most comprehensive film ever made about the Impressionists. The exhibition brings together Impressionist art accumulated by Paul Durand-Ruel, the 19th century Parisian art collector. Degas, Manet, Monet, Pissarro, Renoir, and Sisley, are among the artists that he helped to establish through his galleries in London, New York and Paris. The exhibition, bringing together Durand-Ruel's treasures, is the focus of the film, which also interweaves the story of Impressionism and a look at highlights from Impressionist collections in several prominent American galleries. Paintings: Rosa Bonheur: Ploughing in Nevers, 1849 Constant Troyon: Oxen Ploughing, Morning Effect, 1855 Théodore Rousseau: An Avenue in the Forest of L’Isle-Adam, 1849 (Barbizon School) Jean-François Millet: The Gleaners, 1857 (Barbizon School) Jean-François Millet: The Angelus, c. 1857-1859 (Barbizon School) Charles-François Daubigny: The Grape Harvest in Burgundy, 1863 (Barbizon School) Jean-François Millet: Spring, 1868-1873 (Barbizon School) Jean-Baptiste Camille Corot: Ruins of the Château of Pierrefonds, c. 1830-1835 Théodore Rousseau: View of Mont Blanc, Seen from La Faucille, c. 1863-1867 Eugène Delecroix: Interior of a Dominican Convent in Madrid, 1831 Édouard Manet: Olympia, 1863 Pierre Auguste Renoir: The Swing, 1876 16 Alfred Sisley: Gateway to Argenteuil, 1872 Édouard Manet: Luncheon on the Grass, 1863 Edgar Degas: Ballet Rehearsal on Stage, 1874 Pierre Auguste Renoir: Ball at the Moulin de la Galette, 1876 Pierre Auguste Renoir: Portrait of Mademoiselle Legrand, 1875 Alexandre Cabanel: The Birth of Venus, 1863 Édouard Manet: The Fife Player, 1866 Édouard Manet: The Tragic Actor (Rouvière as Hamlet), 1866 Henri Fantin-Latour: A Studio in the Batingnolles, 1870 Claude Monet: The Thames below Westminster, c. -
Monet and American Impressionism
Harn Museum of Art Educator Resource Monet & Impressionism About the Artist Claude Monet was born in Paris on November 14, 1840. He enjoyed drawing lessons in school and began making and selling caricatures at age seventeen. In 1858, he met landscape artist Eugène Boudin (1824-1898) who introduced him to plein-air (outdoor) painting. During the 1860s, only a few of Monet’s paintings were accepted for exhibition in the prestigious annual exhibitions known as the Salons. This rejection led him to join with other Claude Monet, 1899 artists to form an independent group, later known as the Impressionists. Photo by Nadar During the 1860s and 1870s, Monet developed his technique of using broken, rhythmic brushstrokes of pure color to represent atmosphere, light and visual effects while depicting his immediate surroundings in Paris and nearby villages. During the next decade, his fortune began to improve as a result of a growing base of support from art dealers and collectors, both in Europe and the United States. By the mid-1880s, his paintings began to receive critical “Everyone discusses my acclaim. art and pretends to understand, as if it were By 1890, Monet was financially secure enough to purchase a house in Giverny, a rural town in Normandy. During these later years, Monet began painting the same subject over and over necessary to understand, again at different times of the day or year. These series paintings became some of his most when it is simply famous works and include views of the Siene River, the Thames River in London, Rouen necessary to love.” Cathedral, oat fields, haystacks and water lilies. -
Class 3: the Impressionist Revolution
Class 3: The Impressionist Revolution A. Who were they? 1. Title Slide 1 (Renoir: The Skiff) 2. Revolution/Legacy Last week was most about poetry. Today, will be almost all about painting. I had originally announced it as “The Impressionist Legacy,” with the idea that I was take the actual painters—Monet, Renoir, and the like—for granted and spend the whole class on their legacy. But the more I worked, the more I saw that the changes that made modernism possible all occurred in the work of the Impressionists themselves. So I have changed the title to “The Impressionist Revolution,” and have tweaked the syllabus to add a class next week that will give the legacy the time it needs. 3. Monet: Impression, Sunrise (1872, Paris, Musée Marmottan) So who were the Impressionists? The name is the easy part. At the first group exhibition in 1874, Claude Monet (1840–1926) showed a painting of the port in his home town of Rouen, and called it Impression, Sunrise. A hostile critic seized on the title as an instrument of ridicule. But his quip backfired; within two years, the artists were using the name Impressionistes to advertise their shows. 4. Chart 1: artists before the first Exhibition 5. Chart 2: exhibition participation There were eight group exhibitions in all: in 1874, 1876, 1877, 1879, 1880, 1881, 1882, and 1886. So one answer to the question “Who were the Impressionists?” would be “Anyone who participated in one or more of their shows.” Here are seven who did, with a thumbnail of their earlier work, plus two who didn’t. -
Paintings, Photographs, Prints, and Drawings from the Col/Ection of the Art Institute of Chicago, December 9, T989· March T 1990 in Gallery 14
his critical response to the annual» The hie 01 our city is rich In poetiC and marvelous subjects We are enveloped and Sleeped as though If! an Ion exhibition of 1846, french poet Charles atmosphere oj the marvelous, but we do not notice it ,. CH~Rl15 S.~VO[L)IRf ·S,IJ.O~ D( 1&\6' Baudelaire lamented the number of nudes and mythotcgical and historical scenes, which out· numbered paintings that celebrated "the pageant of fashionable life and the thousands of floating existences" of modern Paris. In his view, the quick pace of the city, the bustling of crinolined skirts, and the stop and go of horse-<lrawn om· nibuses were the truths of contemporary life and the onty worthwhile subjects for the modern artist. Whereas in the decade aOer Baudelaire's n oma~ the conet",,, of the pronouncement, the painter's brush may have bicentennial of the french Revolution. been abte to give the impression of urban life, The Art Institute of Chicago has se· the photographer's camera required long expo lected .....orks from its collections of sures, making it difficult to capture the move· Twentieth.(entury Painting. European ment and rich detail of the boulevard parade. It Painting. Photography, Prints and would be two more decades before photography Drawings, and Architecture that cele· could stop the motion of the man on the street. brate france, her land and landmarks. The rising popularity of photographic imagery and her people. The pictures in this was the focus of Baudelaire's famous diatribe of e ~ hib i tion are by artists who .....ere. -
Annual Report 1995
19 9 5 ANNUAL REPORT 1995 Annual Report Copyright © 1996, Board of Trustees, Photographic credits: Details illustrated at section openings: National Gallery of Art. All rights p. 16: photo courtesy of PaceWildenstein p. 5: Alexander Archipenko, Woman Combing Her reserved. Works of art in the National Gallery of Art's collec- Hair, 1915, Ailsa Mellon Bruce Fund, 1971.66.10 tions have been photographed by the department p. 7: Giovanni Domenico Tiepolo, Punchinello's This publication was produced by the of imaging and visual services. Other photographs Farewell to Venice, 1797/1804, Gift of Robert H. and Editors Office, National Gallery of Art, are by: Robert Shelley (pp. 12, 26, 27, 34, 37), Clarice Smith, 1979.76.4 Editor-in-chief, Frances P. Smyth Philip Charles (p. 30), Andrew Krieger (pp. 33, 59, p. 9: Jacques-Louis David, Napoleon in His Study, Editors, Tarn L. Curry, Julie Warnement 107), and William D. Wilson (p. 64). 1812, Samuel H. Kress Collection, 1961.9.15 Editorial assistance, Mariah Seagle Cover: Paul Cezanne, Boy in a Red Waistcoat (detail), p. 13: Giovanni Paolo Pannini, The Interior of the 1888-1890, Collection of Mr. and Mrs. Paul Mellon Pantheon, c. 1740, Samuel H. Kress Collection, Designed by Susan Lehmann, in Honor of the 50th Anniversary of the National 1939.1.24 Washington, DC Gallery of Art, 1995.47.5 p. 53: Jacob Jordaens, Design for a Wall Decoration (recto), 1640-1645, Ailsa Mellon Bruce Fund, Printed by Schneidereith & Sons, Title page: Jean Dubuffet, Le temps presse (Time Is 1875.13.1.a Baltimore, Maryland Running Out), 1950, The Stephen Hahn Family p. -
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EDUCATOR GUIDE SCHEDULE EDUCATOR OPEN HOUSE Friday, September 28, 4–6pm | Jepson Center TABLE OF CONTENTS LECTURE Schedule 2 Thursday, September 27, 6pm TO Visiting the Museum 2 Members only | Jepson Center MONET Museum Manners 3 French Impressionism About the Exhibition 4 VISITING THE MUSEUM PLAN YOUR TRIP About the Artist 5 Schedule your guided tour three weeks Claude Monet 6–8 in advance and notify us of any changes MATISSE Jean-François Raffaëlli 9–10 or cancellations. Call Abigail Stevens, Sept. 28, 2018 – Feb. 10, 2019 School & Docent Program Coordinator, at Maximilien Luce 11–12 912.790.8827 to book a tour. Mary Cassatt 13–14 Admission is $5 each student per site, and we Camille Pissarro 15–16 allow one free teacher or adult chaperone per every 10 students. Additional adults are $5.50 Edgar Degas 17–19 per site. Connections to Telfair Museums’ Use this resource to engage students in pre- Permanent Collection 20–22 and post-lessons! We find that students get Key Terms 22 the most out of their museum experience if they know what to expect and revisit the Suggested Resources 23 material again. For information on school tours please visit https://www.telfair.org/school-tours/. MEMBERSHIP It pays to join! Visit telfair.org/membership for more information. As an educator, you are eligible for a special membership rate. For $40, an educator membership includes the following: n Unlimited free admission to Telfair Museums’ three sites for one year (Telfair Academy, Owens-Thomas House & Slave Quarters, Jepson Center) n Invitations to special events and lectures n Discounted rates for art classes (for all ages) and summer camps n 10 percent discount at Telfair Stores n Eligibility to join museum member groups n A one-time use guest pass 2 MUSEUM MANNERS Address museum manners before you leave school. -
Berthe Morisot and Mary Cassatt. Jessica Cresseveur University of Louisville
University of Louisville ThinkIR: The University of Louisville's Institutional Repository Electronic Theses and Dissertations 5-2016 The queer child and haut bourgeois domesticity : Berthe Morisot and Mary Cassatt. Jessica Cresseveur University of Louisville Follow this and additional works at: https://ir.library.louisville.edu/etd Part of the American Art and Architecture Commons, Modern Art and Architecture Commons, and the Theory and Criticism Commons Recommended Citation Cresseveur, Jessica, "The queer child and haut bourgeois domesticity : Berthe Morisot and Mary Cassatt." (2016). Electronic Theses and Dissertations. Paper 2409. https://doi.org/10.18297/etd/2409 This Doctoral Dissertation is brought to you for free and open access by ThinkIR: The nivU ersity of Louisville's Institutional Repository. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of ThinkIR: The nivU ersity of Louisville's Institutional Repository. This title appears here courtesy of the author, who has retained all other copyrights. For more information, please contact [email protected]. THE QUEER CHILD AND HAUT BOURGEOIS DOMESTICITY: BERTHE MORISOT AND MARY CASSATT By Jessica Cresseveur B.A., University of Louisville, 2000 M.A., University College London, 2003 A Dissertation Submitted to the Faculty of the College of Arts and Sciences of the University of Louisville in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in Humanities Department of Comparative Humanities University -
Artist Spotlight
ARTIST SPOTLIGHT Édouard Manet DAN SCOTT The Bridge BetweenÉdouard Realism Manet and Impressionism Édouard Manet (1832-1883) was a French painter who bridged the gap between Real- ism and Impressionism. In this ebook, I take a closer look at his life and art. Édouard Manet, Boating, 1874 2 Key Fact Here are some of the key facts and ideas about the life and art of Manet: • Unlike many of his contemporaries, he was fortunate enough to be born into a wealthy family in Paris on 23 January 1832. His father was a high-ranking judge and his mother had strong political connections, being the daughter of a diplomat and goddaughter of Charles Bernadotte, a Swedish crown prince. • His father expected him to follow in his footsteps down a career in law. However, with encouragement from his uncle, he was more interested in a career as a paint- er. His uncle would take him to the Louvre on numerous occasions to be inspired by the master paintings. • Before committing himself to the arts, he tried to join the Navy but failed his entry examination twice. Only then did his father give his reluctant acceptance for him to become an artist. • He trained under a skilled teacher and painter named Thomas Couture from 1850 to 1856. Below is one of Couture’s paintings, which is similar to the early work of Manet. I always find it interesting to see how much a teacher’s work can influence the work of their students. That is why you need to be selective with who you learn from. -
H-France Review Vol. 12 (November 2012), No. 158 Therese Dolan, Ed., Perspectives On
H-France Review Volume 12 (2012) Page 1 H-France Review Vol. 12 (November 2012), No. 158 Therese Dolan, ed., Perspectives on Manet. Surrey, U.K. and Burlington, Vt.: Ashgate Publishing Company, 2012. xiii +230 pp. Illustrations, bibliography and index. $119.95 U.S. (cl). ISBN 978-1- 4094-2074-3. Review by Hollis Clayson, Northwestern University. A collection of essays on the work of the French and thoroughly Parisian artist, Édouard Manet (1832- 1883), has a built-in significance for art history that is somewhat concealed, even belied, by the unassuming “perspectives on” title of, and the neutral cast of the introduction to, Therese Dolan’s splendid anthology of nine new texts.[1] The interpretive stakes are high ipso facto because the history of modern art is rooted in Manet studies. As the influential scholar, Michael Fried, put it: “Manet is by common agreement the pivotal figure in the modern history of painting.”[2] Thus museum exhibitions of his art attract crowds as well as passionate scrutiny and debate, and pacesetting monographic studies are thick on the ground, appearing with increasing frequency since the centenary of the artist’s death.[3] Once upon a time not long ago (the 1980s), the axis of methodological range in Manet studies extended from radical formalism, at one end, to Marxist- and feminist-inflected social art history at the opposite pole. The history of that antipathy is too complex to delve into in an abbreviated review. Suffice it to note that that spectrum and its antitheses are not the principal hermeneutic frameworks of the scholarship gathered in the new anthology. -
Realism Impressionism Post Impressionism Week Five Background/Context the École Des Beaux-Arts
Realism Impressionism Post Impressionism week five Background/context The École des Beaux-Arts • The École des Beaux-Arts (est. 1648) was a government controlled art school originally meant to guarantee a pool of artists available to decorate the palaces of Louis XIV Artistic training at The École des Beaux-Arts • Students at the École des Beaux Arts were required to pass exams which proved they could imitate classical art. • An École education had three essential parts: learning to copy engravings of Classical art, drawing from casts of Classical statues and finally drawing from the nude model The Academy, Académie des Beaux-Arts • The École des Beaux-Arts was an adjunct to the French Académie des beaux-arts • The Academy held a virtual monopoly on artistic styles and tastes until the late 1800s • The Academy favored classical subjects painted in a highly polished classical style • Academic art was at its most influential phase during the periods of Neoclassicism and Romanticism • The Academy ranked subject matter in order of importance -History and classical subjects were the most important types of painting -Landscape was near the bottom -Still life and genre painting were unworthy subjects for art The Salons • The Salons were annual art shows sponsored by the Academy • If an artist was to have any success or recognition, it was essential achieve success in the Salons Realism What is Realism? Courbet rebelled against the strictures of the Academy, exhibiting in his own shows. Other groups of painters followed his example and began to rebel against the Academy as well. • Subjects attempt to make the ordinary into something beautiful • Subjects often include peasants and workers • Subjects attempt to show the undisguised truth of life • Realism deliberately violates the standards of the Academy. -
DOMESTIC LIFE and SURROUNDINGS: IMPRESSIONISM: (Degas, Cassatt, Morisot, and Caillebotte) IMPRESSIONISM
DOMESTIC LIFE and SURROUNDINGS: IMPRESSIONISM: (Degas, Cassatt, Morisot, and Caillebotte) IMPRESSIONISM: Online Links: Edgar Degas – Wikipedia Degas' Bellelli Family - The Independent Degas's Bellelli Family - Smarthistory Video Mary Cassatt - Wikipedia Mary Cassatt's Coiffure – Smarthistory Cassatt's Coiffure - National Gallery in Washington, DC Caillebotte's Man at his Bath - Smarthistory video Edgar Degas (1834-1917) was born into a rich aristocratic family and, until he was in his 40s, was not obliged to sell his work in order to live. He entered the Ecole des Beaux Arts in 1855 and spent time in Italy making copies of the works of the great Renaissance masters, acquiring a technical skill that was equal to theirs. Edgar Degas. The Bellelli Family, 1858-60, oil on canvas In this early, life-size group portrait, Degas displays his lifelong fascination with human relationships and his profound sense of human character. In this case, it is the tense domestic situation of his Aunt Laure’s family that serves as his subject. Apart from the aunt’s hand, which is placed limply on her daughter’s shoulder, Degas shows no physical contact between members of the family. The atmosphere is cold and austere. Gennaro, Baron Bellelli, is shown turned toward his family, but he is seated in a corner with his back to the viewer and seems isolated from the other family members. He had been exiled from Naples because of his political activities. Laure Bellelli stares off into the middle distance, significantly refusing to meet the glance of her husband, who is positioned on the opposite side of the painting.