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A Psychobiography of Paul Jackson Pollock

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A Psychobiography of Paul Jackson Pollock CORE Metadata, citation and similar papers at core.ac.uk Provided by South East Academic Libraries System (SEALS) A PSYCHOBIOGRAPHY OF PAUL JACKSON POLLOCK Toni Müller Submitted in partial fulfilment of the requirements for the degree of MAGISTER ARTIUM IN COUNSELLING PSYCHOLOGY in the Faculty of Health Sciences at Nelson Mandela Metropolitan University December 2010 Supervisor: Prof L. Stroud ii The reproductions of photographs and paintings on the previous page are sourced as follows (left to right, top to bottom): Jackson Pollock and Lee Krasner (Spring, 1998, p. 43). Jackson Pollock smoking (Friedman, 1995, central photographic insert) Pollock with hand up (Jackson Pollock, n.d.). Pollock and Krasner walking with dog (Engelmann, 2007, p. 2). Central Pollock portrait (Emmerling, 2009, p. 2). PAINTINGS BY JACKSON POLLOCK (bottom of page, left to right): Stenographic Figure, 1942 (Emmerling, 2009, p. 43). The Deep, 1953 (Emmerling, 2009, p. 83). The Moon-Woman, 1942 (Emmerling, 2009, p. 16). Blue Poles: Number 11, 1952 (Spring, 1998, pp. 108-109). iii ACKNOWLEDGEMENTS This study would not have been completed without the support and assistance received from the many individuals throughout its duration. In particular, I wish to express my sincere gratitude and appreciation to: My supervisor, Professor Louise Stroud, whose own boundless creativity pushed me further, inspired me to greater heights, and helped me to find the artist in me. Your incredible faith and encouragement will forever be remembered and cherished. My amazing parents who have made it possible for me to climb this mountain, and who now share the view with me. I would not be here were it not for you. ‘Thank you’ does little to communicate my eternal gratefulness for this gift you have given me. My sisters, Kerrin and Bronwen, who are a treasured part of my own history, and will forever be a part of my future. Gill, who walked this road with me, who helped me to believe (and saw fit to regularly remind me) that it was possible. Carrie, who endured my endless monologues on JP and stuck around in spite of them. Thank you my friend. And to my Lord and God, who a long time ago said to me, “Be patient”. At last I think I understand. You are my rock and by Your Grace, here I am. iv TABLE OF CONTENTS Page PHOTOGRAPHS OF PAUL JACKSON POLLOCK ii PHOTOGRAPH REFERENCES iii ACKNOWLEDGEMENTS iv TABLE OF CONTENTS v LIST OF APPENDICES xi LIST OF TABLES xii ABSTRACT xiii CHAPTER 1 INTRODUCTION AND PROBLEM STATEMENT 1.1 Chapter Preview 1 1.2 Context of the Research 1 1.2.1 The Study of the Individual 1 1.2.2 The Psychobiographical Approach 1 1.3 Overview of the Theoretical Framework for this Study 2 1.4 Primary Aim of the Research 3 1.5 The Researcher’s Personal Passage 3 1.6 A Brief Introduction to Paul Jackson Pollock 4 1.7 Data Used in the Collection of Material 4 1.8 Outline of the Structure of this Study 5 1.9 Conclusion 5 CHAPTER 2 QUALITATIVE AND PSYCHOBIOGRAPHICAL RESEARCH 2.1 Chapter Preview 6 2.2 Qualitative Research in Psychology 6 2.3 Defining Qualitative Psychology 6 2.3.1 Major Epistemological Positions 7 a) Positivism 8 b) Empiricism 8 c) Hypothetico-deductivism 9 d) Social Constructionism 9 2.4 Discursive psychology and Foucauldian Discourse Analysis 10 v 2.5 Psychobiography versus Biography 12 2.6 Case Studies 13 2.6.1 Defining Features of a Case Study 13 2.7 Life Stories and Life Histories 14 2.8 A Concise History of Psychobiography 15 2.9 The Value of Life History Research and Psychobiographical Case Study 16 a) The uniqueness of the individual case within the whole 17 b) The socio-historical context 17 c) Process and pattern over time 17 d) Subjective reality 17 e) Theory testing and development 18 2.10 Conclusion 18 CHAPTER 3 ERIKSON’S DEVELOPMENTAL THEORY OF PSYCHOSOCIAL STAGES 3.1 Chapter Preview 20 3.2 Life Events which Formed the Significant Groundwork for Erikson’s Theory 20 3.3 Beginnings: from Freud to America 24 3.3.1 Epigenesis 25 3.3.2 Life Stage Development 26 3.3.3 Ego Development and Identity 26 3.3.4 Identity and Creativity 27 3.4 Erikson’s Eight Psychosocial Stages 28 3.4.1 Basic Trust versus Mistrust (birth to about 18 months) 28 3.4.2 Autonomy versus Shame and Doubt (age 18 months-3 years) 29 3.4.3 Initiative versus Guilt (age 3-5 years) 30 3.4.4 Industry versus Inferiority (age 5-13 years) 32 3.4.5 Identity versus Role Confusion (age 13-21 years) 33 3.4.6 Intimacy versus Isolation (age 21-40 years) 34 3.4.7 Generativity versus Stagnation (age 40-60 years) 35 3.4.8 Integrity versus Despair (age 60 years-death) 36 3.5 In Summary of Erikson’s Proposed Life Stages 36 3.6 A Critique of Erikson’s Theory of Psychosocial Stages 37 3.6.1 Description versus Explanation 37 3.6.2 Too Idealistic 38 3.6.3 Gender Assumptions 38 vi 3.6.4 Cultural Bias 39 3.6.5 Overly Prescriptive Developmental Values 39 3.7 Conclusion 39 CHAPTER 4 PRELIMINARY METHODOLOGICAL CONSIDERATIONS 4.1 Chapter Preview 40 4.2 Methodological Considerations in Psychobiography 40 4.2.1 Analysing an Absent Subject 40 4.2.1.1 Explained 40 4.2.1.2 Mechanisms Applied 41 4.2.2 Researcher Bias 42 4.2.2.1 Explained 42 4.2.2.2 Mechanisms Applied 42 4.2.3 Reductionism 43 4.2.3.1 Explained 43 4.2.3.2 Mechanisms Applied 44 4.2.4 Cross-cultural Differences 44 4.2.4.1 Explained 44 4.2.4.2 Mechanisms Applied 45 4.2.5 Validity and Reliability 45 4.2.5.1 Explained 45 4.2.5.2 Mechanisms Applied 46 4.2.6 Easy Genre and Elitism 47 4.2.6.1 Explained 47 4.2.6.2 Mechanisms Applied 48 4.2.7 Infinite Amount of Biographical Data 48 4.2.7.1 Explained 48 4.2.7.2 Mechanisms Applied 49 4.2.8 Inflated Expectations 49 4.2.8.1 Explained 49 4.2.8.2 Mechanisms Applied 50 4.3 Conclusion 50 vii CHAPTER 5 RESEARCH DESIGN AND METHODOLOGY 5.1 Chapter Preview 51 5.2 Primary Aim of the Research 51 5.3 Research Design and Method 51 5.4 The Psychobiographical Subject 52 5.5 Research Procedure and Data Collection 52 5.6 Data Analysis 53 5.6.1 Data Reduction 53 5.6.2 Data Display 54 5.6.3 Conclusion Drawing and Verification 54 5.6.4 Alexander’s Guidelines for the Extraction of Salient Data 55 a) Primacy 55 b) Frequency 55 c) Uniqueness 55 d) Negation 56 e) Emphasis 56 f) Omission 56 g) Error of Distortion 57 h) Isolation 57 i) Incompletion 57 5.7 Reflexivity 58 5.8 Conceptual Framework 58 5.9 Ethical Considerations 59 5.10 Conclusion 59 CHAPTER 6 DISCUSSION AND FINDINGS 6.1 Chapter Preview 61 6.2 Findings and Discussion 61 6.2.1 The Childhood of Jackson Pollock (1912 – 1930) 64 6.2.1.1 Basic Trust versus Mistrust (birth to about 18 months) 64 And baby makes five 64 Discussion of the First Stage 66 6.2.1.2 Autonomy versus Shame and Doubt (age 18 months-3 years) 67 viii I will too 67 Discussion of the Second Stage 68 6.2.1.3 Initiative versus Guilt (age 3-5 years) 69 Out into the world 69 Discussion of the Third Stage 70 6.2.1.4 Industry versus Inferiority (age 5-13 years) 71 A Family on the move 71 Discussion of the Fourth Stage 73 6.2.1.5 Identity versus Role Confusion (age 13-21 years) 74 Looking for fit 74 6.2.2 The New York Years/The Developing Artist (1930 – 1936) 77 6.2.2.1 Identity versus Role confusion (age 13-21 years) (cont.) 77 Surrogacy and direction (1930 – 1933) 77 Discussion of the Fifth Stage 80 6.2.2.2 Intimacy versus Isolation (age 21-40 years) 81 Ever closer, ever further, ever closer (1933 – 1941) 81 6.2.3 Personal and Professional Milestones (1942 – 1945) 85 6.2.3.1 Intimacy versus Isolation (age 21-40 years) (cont.) 85 On the map 85 6.2.4 Marriage and the Long Island Years (1946 – 1952) 91 6.2.4.1 Intimacy versus Isolation (age 21-40 years) (cont.) 91 Tied 91 Discussion of the Sixth Stage 99 6.2.5 The Final Years (1952 – 1956) 101 6.2.5.1 Generativity versus Stagnation (age 40-60 years) 101 Where to from here 101 Discussion of the Seventh Stage 104 6.3 Conclusion 105 CHAPTER 7 CONCLUSION, LIMITATIONS AND RECOMMENDATIONS 7.1 Chapter Preview 106 7.2 The Aims of the Study Revisited 106 7.3 Summary of the Research Findings 106 7.4 Possible Limitations Related to the Psychobiographical Case Study Method 107 7.5 The Value of this Research 109 ix 7.5.1 The Theoretical Model 109 7.5.2 The Psychobiographical Subject 109 7.5.3 Psychobiographical Case Research 110 7.6 Limitations of this Research 111 7.6.1 The Theoretical Model 111 7.6.2 The Psychobiographical Subject 111 7.6.3 Psychobiographical Case Research 112 7.7 Recommendations for Further Research 112 7.8 General Thoughts and Comments by the Researcher 113 7.9 Conclusion 114 REFERENCES 115 x LIST OF APPENDICES Page Appendix A A Matrix of Jackson Pollock’s life and Erikson’s Psychosocial Theory of Development 128 xi LIST OF TABLES Page Table 1 A Graphic Reflection of the Structure of the Findings of the Study 63 xii ABSTRACT While the value of psychobiographical research continues to be debated, interest in this area is growing on an international basis.
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