The Domestication of History in American Art: 1848-1876
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THE ARTIST's EYES a Resource for Students and Educators ACKNOWLEDGEMENTS
THE ARTIST'S EYES A Resource for Students and Educators ACKNOWLEDGEMENTS It is with great pleasure that the Bowers Museum presents this Resource Guide for Students and Educators with our goal to provide worldwide virtual access to the themes and artifacts that are found in the museum’s eight permanent exhibitions. There are a number of people deserving of special thanks who contributed to this extraordinary project. First, and most importantly, I would like to thank Victoria Gerard, Bowers’ Vice President of Programs and Collections, for her amazing leadership; and, the entire education and collections team, particularly Laura Belani, Mark Bustamante, Sasha Deming, Carmen Hernandez and Diane Navarro, for their important collaboration. Thank you to Pamela M. Pease, Ph.D., the Content Editor and Designer, for her vision in creating this guide. I am also grateful to the Bowers Museum Board of Governors and Staff for their continued hard work and support of our mission to enrich lives through the world’s finest arts and cultures. Please enjoy this interesting and enriching compendium with our compliments. Peter C. Keller, Ph.D. President Bowers Museum Cover Art Confirmation Class (San Juan Capistrano Mission), c. 1897 Fannie Eliza Duvall (1861-1934) Oil on canvas; 20 x 30 in. Bowers Museum 8214 Gift of Miss Vesta A. Olmstead and Miss Frances Campbell CALIFORNIA MODULE ONE: INTRO / FOCUS QUESTIONS 5 MODULE FOUR: GENRE PAINTING 29 Impressionism: Rebels and Realists 5 Cityscapes 30 Focus Questions 7 Featured Artist: Fannie Eliza Duvall 33 Timeline: -
Illustrations of Selected Works in the Various National Sections of The
SMITHSONIAN INSTITUTION libraries 390880106856C A«T FALACr CttNTRAL. MVIIION "«VTH rinKT OFFICIAI ILLUSTRATIONS OF SELECTED WORKS IN THE VARIOUS NATIONAL SECTIONS OF THE DEPARTMENT OF ART WITH COMPLETE LIST OF AWARDS BY THE INTERNATIONAL JURY UNIVERSAL EXPOSITION ST. LOUIS, 1904 WITH AN INTRODUCTION BY HALSEY C. IVES, CHIEF OF THE DEPARTMENT DESCRIPTIVE TEXT FOR PAINTINGS BY CHARLES M. KURTZ, Ph.D., ASSISTANT CHIEF DESCRIPTIVE TEXT FOR SCULPTURES BY GEORGE JULIAN ZOLNAY, superintendent of sculpture division Copyr igh r. 1904 BY THE LOUISIANA PURCHASE EXPOSITION COMPANY FOR THE OFFICIAL CATALOGUE COMPANY EXECUTIVE OFFICERS OF THE DEPARTMENT OF ART Department ' B’’ of the Division of Exhibits, FREDERICK J. V. SKIFF, Director of Exhibits. HALSEY C. IVES, Chief. CHARLES M. KURTZ, Assistant Chief. GEORGE JULIAN ZOLNAY, Superintendent of the Division of Sculpture. GEORGE CORLISS, Superintendent of Exhibit Records. FREDERIC ALLEN WHITING, Superintendent of the Division of Applied Arts. WILL H. LOW, Superintendent of the Loan Division. WILLIAM HENRY FOX Secretary. INTRODUCTION BY Halsey C. Ives “All passes; art alone enduring stays to us; I lie bust outlasts the throne^ the coin, Tiberius.” A I an early day after the opening of the Exposition, it became evident that there was a large class of visitors made up of students, teachers and others, who desired a more extensive and intimate knowledge of individual works than could be gained from a cursory view, guided by a conventional catalogue. 11 undreds of letters from persons especially interested in acquiring intimate knowledge of the leading char¬ acteristics of the various schools of expression repre¬ sented have been received; indeed, for two months be¬ fore the opening of the department, every mail carried replies to such letters, giving outlines of study, courses of reading, and advice to intending visitors. -
Hamilton College Catalogue 2018-19
HAMILTON COLLEGE CATALOGUE 2018-19 1 HAMILTON COLLEGE ACADEMIC CALENDAR 2018-2019 Aug. 14-22 Tuesday-Wednesday New Student Orientation 21 Tuesday Residence halls open for upperclass students, 9 a.m. 23 Thursday Fall semester classes begin, 8 a.m. 31 Friday Last day to add a course, 2 p.m. Sept. 14 Friday Last day to exercise credit/no credit option, 3 p.m. Oct. 5 Friday Last day to declare leave of absence for Spring semester 2019 10 Wednesday Fall recess begins, 4 p.m. Academic warnings due 15 Monday Classes resume, 8 a.m. 17 Wednesday Last day to drop a course without penalty, 3 p.m. 25-28 Thursday-Sunday Fallcoming & Family Weekend Nov. 1-16 Registration period for Spring 2019 courses (tentative) 16 Friday Thanksgiving recess begins, 4 p.m. 26 Monday Classes resume, 8 a.m. Dec. 7 Friday Fall semester classes end 8-10 Saturday-Monday Reading period 10-14 Monday-Friday Final examinations 15 Saturday Residence halls close, noon Jan. 18-21 Friday-Monday New Student Orientation 20 Sunday Residence halls open, 9 a.m. 21 Monday Martin Luther King, Jr. Day Holiday 22 Tuesday Spring semester classes begin, 8 a.m. 30 Wednesday Last day to add a course, 2 p.m. Last day for seniors to declare a minor Feb. 8 Friday Last day to exercise credit/no credit option, 3 p.m. 11-15 Monday-Friday Sophomores declare concentration March 1 Friday Last day to declare leave of absence for Fall semester 2019 8 Friday Academic warnings due 15 Friday Spring recess begins, 4 p.m. -
The Pulitzer Prizes 2020 Winne
WINNERS AND FINALISTS 1917 TO PRESENT TABLE OF CONTENTS Excerpts from the Plan of Award ..............................................................2 PULITZER PRIZES IN JOURNALISM Public Service ...........................................................................................6 Reporting ...............................................................................................24 Local Reporting .....................................................................................27 Local Reporting, Edition Time ..............................................................32 Local General or Spot News Reporting ..................................................33 General News Reporting ........................................................................36 Spot News Reporting ............................................................................38 Breaking News Reporting .....................................................................39 Local Reporting, No Edition Time .......................................................45 Local Investigative or Specialized Reporting .........................................47 Investigative Reporting ..........................................................................50 Explanatory Journalism .........................................................................61 Explanatory Reporting ...........................................................................64 Specialized Reporting .............................................................................70 -
The Marriage Contract in Fine Art
The Marriage Contract in Fine Art BENJAMIN A. TEMPLIN* I. INTRODUCTION ................................................................................ 45 II. THE ARTIST'S INTERPRETATION OF LAW ...................................... 52 III. THE ARNOLFINI MARRIAGE: CLANDESTINE MARRIAGE CEREMONY OR BETROTHAL CONTRACT? .............................. ........................ .. 59 IV. PRE-CONTRACTUAL SEX AND THE LAWYER AS PROBLEM SOLVER... 69 V. DOWRIES: FOR LOVE OR MONEY? ........................ ................ .. .. 77 VI. WILLIAM HOGARTH: SATIRIC INDICTMENT OF ARRANGED MARRIAGES ...................................................................................... 86 VII. GREUZE: THE CIVIL MARRIAGE CONTRACT .................................. 93 VIII.NINETEENTH AND TWENTIETH CENTURY COMPARISONS ................ 104 LX . C ONCLUSION ..................................................................................... 106 I. INTRODUCTION From the Middle Ages to the Enlightenment, several European and English artists produced paintings depicting the formation of a marriage contract.' The artwork usually portrays a couple-sometimes in love, some- * Associate Professor, Thomas Jefferson School of Law. For their valuable assis- tance, the author wishes to thank Susan Tiefenbrun, Chris Rideout, Kathryn Sampson, Carol Bast, Whitney Drechsler, Ellen Waldman, David Fortner, Sandy Contreas, Jane Larrington, Julie Kulas, Kara Shacket, and Dessa Kirk. The author also thanks the organizers of the Legal Writing Institute's 2008 Summer Writing Workshop -
Patricia Hills Professor Emerita, American and African American Art Department of History of Art & Architecture, Boston University [email protected]
1 Patricia Hills Professor Emerita, American and African American Art Department of History of Art & Architecture, Boston University [email protected] Education Feb. 1973 PhD., Institute of Fine Arts, New York University. Thesis: "The Genre Painting of Eastman Johnson: The Sources and Development of His Style and Themes," (Published by Garland, 1977). Adviser: Professor Robert Goldwater. Jan. 1968 M.A., Hunter College, City University of New York. Thesis: "The Portraits of Thomas Eakins: The Elements of Interpretation." Adviser: Professor Leo Steinberg. June 1957 B.A., Stanford University. Major: Modern European Literature Professional Positions 9/1978 – 7/2014 Department of History of Art & Architecture, Boston University: Acting Chair, Spring 2009; Spring 2012. Chair, 1995-97; Professor 1988-2014; Associate Professor, 1978-88 [retired 2014] Other assignments: Adviser to Graduate Students, Boston University Art Gallery, 2010-2011; Director of Graduate Studies, 1993-94; Director, BU Art Gallery, 1980-89; Director, Museum Studies Program, 1980-91 Affiliated Faculty Member: American and New England Studies Program; African American Studies Program April-July 2013 Terra Foundation Visiting Professor, J. F. Kennedy Institute for North American Studies, Freie Universität, Berlin 9/74 - 7/87 Adjunct Curator, 18th- & 19th-C Art, Whitney Museum of Am. Art, NY 6/81 C. V. Whitney Lectureship, Summer Institute of Western American Studies, Buffalo Bill Historical Center, Cody, Wyoming 9/74 - 8/78 Asso. Prof., Fine Arts/Performing Arts, York College, City University of New York, Queens, and PhD Program in Art History, Graduate Center. 1-6/75 Adjunct Asso. Prof. Grad. School of Arts & Science, Columbia Univ. 1/72-9/74 Asso. -
Rembrandt Peale, Charles Willson Peale, and the American Portrait Tradition
In the Shadow of His Father: Rembrandt Peale, Charles Willson Peale, and the American Portrait Tradition URING His LIFETIME, Rembrandt Peale lived in the shadow of his father, Charles Willson Peale (Fig. 8). In the years that Dfollowed Rembrandt's death, his career and reputation contin- ued to be eclipsed by his father's more colorful and more productive life as successful artist, museum keeper, inventor, and naturalist. Just as Rembrandt's life pales in comparison to his father's, so does his art. When we contemplate the large number and variety of works in the elder Peak's oeuvre—the heroic portraits in the grand manner, sensitive half-lengths and dignified busts, charming conversation pieces, miniatures, history paintings, still lifes, landscapes, and even genre—we are awed by the man's inventiveness, originality, energy, and daring. Rembrandt's work does not affect us in the same way. We feel great respect for his technique, pleasure in some truly beau- tiful paintings, such as Rubens Peale with a Geranium (1801: National Gallery of Art), and intellectual interest in some penetrating char- acterizations, such as his William Findley (Fig. 16). We are impressed by Rembrandt's sensitive use of color and atmosphere and by his talent for clear and direct portraiture. However, except for that brief moment following his return from Paris in 1810 when he aspired to history painting, Rembrandt's work has a limited range: simple half- length or bust-size portraits devoid, for the most part, of accessories or complicated allusions. It is the narrow and somewhat repetitive nature of his canvases in comparison with the extent and variety of his father's work that has given Rembrandt the reputation of being an uninteresting artist, whose work comes to life only in the portraits of intimate friends or members of his family. -
DID JOSHUA REYNOLDS PAINT HIS PICTURES? Matthew C
DID JOSHUA REYNOLDS PAINT HIS PICTURES? Matthew C. Hunter Did Joshua Reynolds Paint His Pictures? The Transatlantic Work of Picturing in an Age of Chymical Reproduction In the spring of 1787, King George III visited the Royal Academy of Arts at Somerset House on the Strand in London’s West End. The king had come to see the first series of the Seven Sacraments painted by Nicolas Poussin (1594–1665) for Roman patron Cassiano dal Pozzo in the later 1630s. It was Poussin’s Extreme Unction (ca. 1638–1640) (fig. 1) that won the king’s particular praise.1 Below a coffered ceiling, Poussin depicts two trains of mourners converging in a darkened interior as a priest administers last rites to the dying man recumbent on a low bed. Light enters from the left in the elongated taper borne by a barefoot acolyte in a flowing, scarlet robe. It filters in peristaltic motion along the back wall where a projecting, circular molding describes somber totality. Ritual fluids proceed from the right, passing in relay from the cerulean pitcher on the illuminated tripod table to a green-garbed youth then to the gold flagon for which the central bearded elder reaches, to be rubbed as oily film on the invalid’s eyelids. Secured for twenty-first century eyes through a spectacular fund-raising campaign in 2013 by Cambridge’s Fitzwilliam Museum, Poussin’s picture had been put before the king in the 1780s by no less spirited means. Working for Charles Manners, fourth Duke of Rutland, a Scottish antiquarian named James Byres had Poussin’s Joshua Reynolds, Sacraments exported from Rome and shipped to London where they Diana (Sackville), Viscountess Crosbie were cleaned and exhibited under the auspices of Royal Academy (detail, see fig. -
Wellesley College Bulletin
WELLESLEY COLLEGE BULLETIN ISSUE CONTAINING ANNUAL REPORTS FOR THE SESSIONS 1937-1938 WELLESLEY, MASSACHUSETTS DECEMBER, 1938 WELLESLEY COLLEGE BULLETIN ISSUE CONTAINING ANNUAL REPORTS FOR THE SESSIONS 1937-1938 Bulletins published seven times a year by Wellesley College, Wellesley, Massachusetts. April, 3; May, i; November, i; December, 2. Entered as second-class matter, February 12, 191 2, at the Post Office at Boston, Massachusetts, under the Act of July, 1894. Additional entry at Concord, N. H. Volume 28 Number 3 TABLE OF CONTENTS Report of the President 5 Report of the Dean of the College 15 Report of the Dean of Freshmen 22 Report of the Committee on Graduate Instruction .... 26 Report of the Dean of Residence 31 Report of the Librarian 34 Report of the Director of the Personnel Bureau 52 Appendix to the President's Report: Legacies and Gifts 57 New Courses in 1938-39 60 Academic Biography of New Members of the Faculty and Administration, 1938-39 60 Leaves of Absence in 1938-39 63 Changes in Rank in 1938-39 63 Resignations and Expired Appointments, June 1938 ... 63 Fellowship and Graduate Scholarship Awards for 1938-39 65 Publications of the Faculty 65 Sunday Services 71 Addresses 72 Music 76 Exhibitions at the Art Museum 77 Report of the Treasurer 79 REPORT OF THE PRESIDENT To the Board oj Trustees: I have the honor to present the report of the year 1937-38, the sixty-third session of Wellesley College. The detailed state- ments from the administrative officers constitute a valuable record of the significant events and problems of the year. -
A Pioneer Artist on Lake Superior
A PIONEER ARTIST ON LAKE SUPERIOR ON JANUARY 18, 1940, the Brooklyn Museum placed on display the first comprehensive collection ever assembled of the works of Eastman Johnson. Newspapers and periodi cals throughout the nation commented on the exhibit in their art columns, and at least one critic expressed surprised de light over a series of Indian sketches made on Lake Su perior.^ Six of the seven pictures in this group were loaned to the Brooklyn Museum for the Johnson exhibit by the St. Louis County Historical Society of Duluth, which has in its collections thirty-two paintings and sketches of Lake Su perior scenes and figures by this distinguished American portrait and genre painter. The story of Johnson's visits to the Head of Lake Su perior in 1856 and 1857, when he painted his western pic tures, and of the return of most of these pictures to the region of their origin forms an important chapter in the history of Minnesota art. When he made his first excur sion to the West, Johnson was a young man of thirty-two who had already experienced a measure of success as a por trait artist and who had enjoyed the advantages of six years of study abroad. In Augusta, Maine, and in Washington and Boston, he had filled orders for numerous portraits in pencil, crayon, and pastel. Among his subjects were such celebrities as Mrs. James Madison, Daniel Webster, and members of the Longfellow family.^ ^ For reviews of the Johnson exhibit, see, for example, the New York Times of January 21, Newsweek for January 22, and the New Yorker for February 3, 1940. -
SO 003 006 AUTHOR Nicolosi, Louis J.; and Others TITLE American History: the Multi-Concept Plan for High School
DOCUMENT RESUME ED 062 259 SO 003 006 AUTHOR Nicolosi, Louis J.; And Others TITLE American History: The Multi-Concept Plan for High School. INSTITUTION Louisiana State Dept. of Education, Baton Rouge. REPORT NO Bull-1060 PUB DATE 71 NOTE 205p. EDRS PRICE MF-$0.65 HC-$9.87 DESCRIPTORS Activity Units; *American History; Civil War (United States); *Concept Teaching; constitutional History; Curriculum Guides; Democracy; *History Instruction; Modern History; Reconstruction Era; Secondary Grades; Sequential Learning; *Social Studies; *United States History ABSTRACT Providing a basic framework for a one year American history course for secondary students, this curriculum guide offers help for teachers in planning, organizing, and teaching social studies. Designed to cover the whole paLorama of history (1450 through 1969) in sequence, the course aims tc help students understand early events and how they are related to contemporary affairs. The multi-concept plan is based upon the assumption that the subject matter of American history can be presented in terms of general organizing concepts. These general ideas (primary concepts) serve as the organizational framework for factual content (secondary concepts) of the course. The students, taught by this plan, become aware of the relativity of historical interpretation and learn to organize facts into meaningful patterns. The thirty-six weekcourse in American history is divided into 17 units of instruction, with each unit varying from one to three weeks in duration. The last three units are devoted to the developing twentieth-century conflict between Capitalism and Communism. Concepts, content, guides, oral and written activities, and bibliography of student and teacher materials are presented for each unit. -
BIOGRAPHIES John Antrobus
BIOGRAPHIES John Antrobus (1837–1907): Sculptor and painter of portraits, landscapes, and genre scenes (showing everyday life). Antrobus was born in England but came to Philadelphia in 1850. During his travels through the American West and Mexico, he worked as a portraitist before opening a studio in New Orleans. He served briefly with the Confederate Army during the Civil War before moving to Chicago. Antrobus sculpted both Abraham Lincoln and Stephen Douglas and was the first artist to paint a portrait of Ulysses S. Grant (in 1863). Edward Atkinson (1827–1905): American political leader and economist who began his political career as a Republican supporter of the Free Soil movement. Atkinson fought slavery before the Civil War by helping escaped slaves and raising money for John Brown. After the Civil War, in 1886, Atkinson campaigned for future President Grover Cleveland and worked against imperialism (the movement to expand a nation’s territorial rule by annexing territory outside of the main country) after the Spanish-American War. Baker & Co (active, 19th century): Lithography firm associated with Louis Kurz. Thomas Ball (1819–1911): American sculptor who gained recognition for his small busts before creating more monumental sculptures. Notable works include one of the first statues portraying Abraham Lincoln as the Great Emancipator (1876), paid for by donations from freed slaves and African American Union veterans, which stands in Washington D.C.’s Lincoln Park. Ball also created a heroic equestrian statue of George Washington for the Boston Public Garden (1860–1864). He joined an expatriate community in Italy, where he received many commissions for portrait busts, cemetery memorials, and heroic bronze statues.