The Timanthes-Effect. Another Note on the Historical Explanation of Pictures1
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Niobid Painter, Argonaut Krater
• Cleanthes of Corinth- first outlines • Cimon of Cleonae – katagrafa (engraving) Foreshortening Effects of Gravity Veins, wrinkles Cleanthes of Corinth may have done things like this! Cimon of Cleonae might have done something like This. Polygnotus of Thasos Ca. 440 B.C. in Athens Diaphanous drapery for women Several levels used- large and majestic Beginnings of expression and teeth shown Large and majestic plus foreshortening used 4 color- white, red, black, yellow Figures at top not smaller- no perspective Niobid Painter, Argonaut Krater Agatharkos of Samos • Scaenographia for Aeschylos • Perspective and single point perspective • 430 B.C. • Centrum constitutum centro loco-Vitruvius Single Vanishing Point Roman Theatrical Image, Pompeii Heroon at Gjolbaschi-Trysa in Lycia New Kind of Perspective? Zeuxis of Heraclea • From South Italy but works at Ephesus • The Ionic School- what was it? • Use actual models • Tempera on wood panels • Exaggerated heads and limbs • Rich, haughty, elegant monogrammed robe • Dies laughing at own amusing painting! Parrhasios of Ephesus • The great rival of Zeuxis • Psychische- nuance, emotion • Dainty and rounded • Later becomes Athenian citizen • 4th century B.C. • Claims descent from Apollo!! • Painter as superstar! The Sikyon School • Precision, linearity, clarity, sobriety • Eupompos of Sikyon • Pamphilos of Macedonia • Pausias- Master of Encaustic • Cera Punica- white wax mixed with oil • Heat and burn onto surface Encaustic • Encaustic is a beeswax based paint that is kept molten on a heated palette. It is applied to a surface and reheated to fuse the paint into a uniform enamel-like finish. The ancient Greeks developed encaustic over 2,000 years ago. The word encaustic derives from the Greek word enkaustikos, meaning “to heat” or “to burn”. -
Understanding Art in Antwerp Classicising the Popular
94924_Ranmakers GSCC vwk 12-12-2011 09:04 Page iii Understanding Art in Antwerp Classicising the Popular, Popularising the Classic (1540 – 1580) EDITED BY Bart Ramakers PEETERS LEUVEN - PARIS - WALPOLE, MA 2011 CONTENTS Preface and Acknowledgements ix Understanding Art in Antwerp. An Introduction Bart Ramakers xi Contributors xxiii Session I Lost in Translation? Thinking about Classical and Vernacular Art in Antwerp, 1540-1580 Joanna Woodall 1 After the Flood. Luxurious Antwerp and Antiquity David Rijser 25 Session II Reformulating St Luke. Frans Floris on Art and Diligence Annette de Vries 37 The Annexation of the Antique. The Topic of the Living Picture in Sixteenth-Century Antwerp Caecilie Weissert 53 St Luke’s Diligence Elizabeth Honig 69 Session III Classical Architecture and the Communion Debate. The Iconography of Suggestion Koenraad Jonckheere 75 Prints as Perfect Means of Communication. Allegorical Prints with Moral and Religious Messages Invented by Willem van Haecht Yvonne Bleyerveld 93 vi CONTENTS Visual Pamphleteering and the Invention of its Idiom in Rebellious Antwerp Catrien Santing 109 Session IV Pieter Bruegel and the Art of Vernacular Cultivation Todd M. Richardson 115 For the Illustration of Rhetoric. Cornelis van Ghistele, Virgil and the Ideology of Learned Rhetorijcke Femke Hemelaar 131 Learned Humanist Drama Classicising the Popular Jan Bloemendal 151 Session V Lady Pictura and Lady Rhetorica in Mid-Sixteenth-Century Antwerp. Upgrading Painting and Rhetorijcke by Linking Them to the Liberal Arts Stijn Bussels 157 Mirroring God, Reflecting Man. Shaping Identity Through Knowledge in the Antwerp Plays of 1561 Jeroen Vandommele 173 Rhetoricians as a Bridge Between Learned and Vernacular Culture Hilde de Ridder-Symoens 197 Session VI A Pure Marriage Bed. -
Athenian Democracy and Popular Tyranny
UC Berkeley UC Berkeley Previously Published Works Title Athenian democracy and popular tyranny Permalink https://escholarship.org/uc/item/4dj5x065 ISBN 9781107130401 Author Hoekstra, K Publication Date 2016-03-24 DOI 10.1017/CBO9781316418024.002 Peer reviewed eScholarship.org Powered by the California Digital Library University of California Athenian Democracy and Popular Tyranny Kinch Hoekstra I An account of popular sovereignty that begins with the fifth century BCE may seem to be off to a false start.1 Foundational works in the history of political thought have taught us that the very notion of sovereignty, and thus of popular sovereignty, emerged from the particular historical circumstances of the early modern era. One might thus believe that fifth-century Greeks could not be discussing popular sovereignty some two thousand years before this concept’s emergence.2 Leading ancient historians and classicists have adopted this view, deeming ‘sovereignty’ a misleadingly anachronistic way of thinking about Athenian democracy in the classical period.3 For the concept of sovereignty seems 1 By agreement, my primary focus is on the fifth century BCE (esp. its second half) and Melissa Lane’s in her contribution is on the fourth. Earlier versions of this chapter were presented at Queen Mary, University of London (Popular Sovereignty Project); Stanford University (Workshop on Ethics and Politics, Ancient and Modern); and UCLA (a combined meeting of the Legal Theory Workshop and the Political Theory Workshop). I am grateful to the audiences on each of these occasions, and for comments from Mark Greenberg, Amanda Greene, Tim Hoekstra, Seth Jaffe, Kathryn Morgan, Seana Shiffrin, and Quentin Skinner. -
The Attitude of Marcus Tullius Cicero to Greek Art*
Elżbieta Woźniak Uniwersytet Marii Curie-Skłodowskiej, Lublin THE ATTITUDE OF MARCUS TULLIUS CICERO TO GREEK ART* This great orator, philosopher, scholar and at the same time a statesman, is one of the best-known figures in the period of the Late Republic owing to the fortunate preservation of his rich and diverse works until the present time. That is why ancient historians refer to his testimony in many of their studies. When investigating the problems connected with the Late Republican art, it is essential that we focus attention on the views and attitude of this eminent representative of nobilitas towards Greek art. In his speeches, and oratorical and philosophical works Cicero reveals two somewhat different attitudes towards art. When he tries to be more of an advocate and moralist in the spirit of Roman traditionalism and practicalism, he shows detachment from the matters of art. For example, he finds it right to worship the statues built in memory of the citizens who served the Republic well1 but he adds that the works of painters and sculptors are not essential for the fame of eminent people2. In another work he says that equally unreasonable are those who delight too much in statutes, paintings, decorative silver articles, Corinthian vases, and sumptuous houses3, even if they wish to emphasize their dignity and position in the State in this way. At this point he points to L. Mummius, who scorned all of Corinth4. This statement requires an extensive comment: Mum- mius spurned the magnificent works of art from Corinth, having kept nothing for himself but bringing these spoils to Rome to adorn the temples and squares in the capital. -
Aetion, Artist of the Age of Alexander
Искусство и художественная культура Древнего мира 103 УДК: 7.032 ББК: 85.103(0)32 А43 DOI: 10.18688/aa177-1-11 Antonio Corso Aetion, Artist of the Age of Alexander Aetion was a renowned painter of pictures who is known thanks to several passages of an- cient writers, especially of Cicero, Pliny and Lucian: these three authorities were quite learned in the realm of visual arts [7, pp. 257–263]. The chronologically first surviving testimony about this artist is Cicero,Paradoxa Stoicorum 33–38. In this passage the writer from Arpinum is criticizing the Romans who madly loved works of art by the greatest Greek masters, because they were not free but slaves of their pas- sions: “You stand gaping spell-bound before a picture of Aetion or a statue of Polyclitus. I pass over the question where you got it from and how you come to have it, but when I see you gazing and marveling and uttering cries of admiration, I judge you to be the slave of any foolishness. ‘Then are not those kinds of things delightful?’ Granted that they are, for we also have trained eyes; but I beg of you, do let the charm that those things are deemed to possess make them serve not as fetters for men but as amusements for children” (transl. Loeb with amendments). We argue from this passage that in late republican Rome pictures of Aetion were objects of deeply felt admiration. They were collected by private owners but were also disliked by the most traditionalist quarter of the Roman society. -
Visualizing Poetry in Practice in Early Modern Italian Art
Athens Journal of Humanities & Arts - Volume 8, Issue 3, July 2021 – Pages 189-208 Li Pittori Parlano con l’Opere: Visualizing Poetry in Practice in Early Modern Italian Art By James Hutson* The relative sophistication of artists in the early modern era is contested, especially with regards to their educational backgrounds. On one hand, Dempsey-esque intellectual history is vested in touting the structured, literary curricula in art-educational institutions; while on the other, a complete rejection of the ‚artist-philosopher‛ as historical fiction seeks to undermine this hegemonic construct. This study argues that the lack of early formal education in the cases of artist like Annibale Carracci and Nicolas Poussin, who, unlike Peter Paul Rubens, did not have a firm foundation in the classics and languages that would allow them to engage directly with source material, would later be supplemented through their relationships with literary figures in the circles of Torquato Tasso, Giambattista Marino, and the Accademia dei Gelati. In addition to such relationships, informal exchanges, gatherings, and supplemental materials like Giovanni Paolo Gallucci’s Della Simmetria could be called upon when treating poetic subjects. With intimate knowledge of vernacular poetry, literati themselves participating in lectures and studio visits, and, finally, quick reference guides for subject matter, these artists were able to produce works that spoke to both poetic and artistic theory of the day, as one naturally informed the other. Introduction ‚Poets paint with words, painters speak with their works.‛1 This aphorism of Annibale Carracci (1560-1609) followed a superb rendering of the Laocoön in charcoal, expertly rendered from memory. -
The Education of Artists in Ancient Greece
Hyperboreus 18:1 (2012) Antonio Corso THE EDUCATION OF ARTISTS IN ANCIENT GREECE Introductory Remarks The aim of this article is to collect the written evidence which may help us to understand what type of education and training ancient Greek artists enjoyed throughout the different ages and in the most important artistic centres. As I shall point out several documents may be also enlightening about the relations between masters and pupils and may indicate the infl uence of philosophical ideas on this phenomenon. I believe that this topic has been little studied and that several relevant sources have not yet been fully used in order to enhance our knowledge of this issue.1 These considerations hopefully justify the present study of this topic. Masters and pupils in the workshops of artists of archaic Greece In archaic Greece the rivalry among craftsmen who work with the same materials and the same techniques was very harsh. 1 I delivered lectures on the education of ancient Greek artists in the University of Pavia in March, 2007 as well as at Saint-Petersburg, in the Bibliotheca Classica, in September, 2007. I thank Prof. Harari, who invited me to deliver my lecture in Pavia, as well as Profs. Kazansky, Gavrilov, Verlinsky, who encouraged me to talk about the results of my research in Saint-Petersburg. About workshops in ancient Greece, see S. Nolte, Steinbruch – Werkstatt – Skulptur (Göttingen 2006) 9–303 who cites the most important previous bibliography. About workshops of painters see A. Anguissola, “La bottega dell’artista”, in: C. Gallazzi and S. Settis (eds.), Le tre vite del Papiro di Artemidoro (Milan 2006) 124–131 with relevant previous bibliography. -
The Perception of Non-Perception: Lessons for Art Education with Downcast Eyes (Part One: Trompe-L’Oeil and the Question of Radical Evil)
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by VCU Scholars Compass Perception of Non-Perception 117 The Perception of Non-Perception: Lessons for Art Education with Downcast Eyes (Part One: Trompe-L’Oeil and the Question of Radical Evil) jan jagodzinski Pretext The Roman historian Pliny recounts a story that ocurred during Periclean Athens. I will utilize this story, as a trope to undertake an interrogation of perception as it is commonly understood and currently practiced by art educators in schools. In order to deconstruct vision/blindness, or the perception/non-perception binary, I have examined the psychoanalytic paradigm of Jacques Lacan. His current interpreters provided the conceptual tools for such an undertaking. Given that the question of representation has become a key sign-post of postmodernism, art educators must conceptualize a trajectory for itself in the 21st century. Part One of such a trajectory questions the very foundations of the Western Eye. Its heyday of Cartesian perspectivism has now evolved into the postmodern simulacrum which purports to represent the phantasmagoric spectacle, that Jean Baudrillard called the “hyperreal” 118 jagodzinski world of simulations where the sign of the image refers only to itself in a system of differences. Perception has been metaphorically characterized as a “corridor of mirrors, ” a mise en abyme effect of endless reflection (Carroll, 1987). The claims to a multi-dimensional and multi-perspectival knowledge of all phenomenon paradoxically strengthens the status of an enucleated eye despite the waning of a transcendental gaze. In Part One, I question the validity of the enucleated eye by raising the “spectre” of desire which can’t be “seen.” I suggest that this “other” of vision is introduced into the field of vision by the function of the gaze as Lacan developed it in his XI Seminar (1979). -
Thucydides, "Funeral Oration of Pericles"
ART HUMANITIES: PRIMARY SOURCE READER Section 1: The Parthenon Art Humanities Primary Source Reading 1 Thucydides, "Funeral Oration of Pericles" EXCERPT FROM HISTORY OF THE PELOPONNESIAN WAR, 5TH CENTURY B.C. Thucydides, one of the most important Greek writers of the period during which the Parthenon was constructed, is the author of a history of the war between Athens and Sparta (the so-called Peloponnesian War, 431-404 BCE). As an Athenian general, Thucydides was a first-hand witness to the conflict. His history, an incomplete work in eight books, includes a famous speech by the statesman Pericles, one of the most prominent leaders of the Athenian democracy. The speech is a funeral oration, delivered during public ceremonies the winter after the beginning of the war to honor soldiers killed in the first campaign. As a tribute to the fallen, Pericles praises the city of Athens as the embodiment of the ideals Athenian soldiers died to defend. To the grieving populace, he says: “I would have you day by day fix your eyes upon the greatness of Athens,” alluding at least in part to the city’s massive religious sanctuary, whose centerpiece was the Parthenon. Set high above the city on the Acropolis plateau, this temple to Athena had been inaugurated in 432, only one year before the outbreak of war. The Parthenon and its lavish sculptural decoration transformed the Acropolis into a celebration of Athenian civic principles and pride; it was in many ways a political monument as well as a religious center. The Greek world of the 5th century BCE was divided into more or less autonomous city-states, of which Athens and Sparta were among the most powerful and feared. -
The Iliad of Homer by Homer
The Project Gutenberg EBook of The Iliad of Homer by Homer This eBook is for the use of anyone anywhere at no cost and with almost no restrictions whatsoever. You may copy it, give it away or re-use it under the terms of the Project Gutenberg License included with this eBook or online at http://www.gutenberg.org/license Title: The Iliad of Homer Author: Homer Release Date: September 2006 [Ebook 6130] Language: English ***START OF THE PROJECT GUTENBERG EBOOK THE ILIAD OF HOMER*** The Iliad of Homer Translated by Alexander Pope, with notes by the Rev. Theodore Alois Buckley, M.A., F.S.A. and Flaxman's Designs. 1899 Contents INTRODUCTION. ix POPE'S PREFACE TO THE ILIAD OF HOMER . xlv BOOK I. .3 BOOK II. 41 BOOK III. 85 BOOK IV. 111 BOOK V. 137 BOOK VI. 181 BOOK VII. 209 BOOK VIII. 233 BOOK IX. 261 BOOK X. 295 BOOK XI. 319 BOOK XII. 355 BOOK XIII. 377 BOOK XIV. 415 BOOK XV. 441 BOOK XVI. 473 BOOK XVII. 513 BOOK XVIII. 545 BOOK XIX. 575 BOOK XX. 593 BOOK XXI. 615 BOOK XXII. 641 BOOK XXIII. 667 BOOK XXIV. 707 CONCLUDING NOTE. 747 Illustrations HOMER INVOKING THE MUSE. .6 MARS. 13 MINERVA REPRESSING THE FURY OF ACHILLES. 16 THE DEPARTURE OF BRISEIS FROM THE TENT OF ACHILLES. 23 THETIS CALLING BRIAREUS TO THE ASSISTANCE OF JUPITER. 27 THETIS ENTREATING JUPITER TO HONOUR ACHILLES. 32 VULCAN. 35 JUPITER. 38 THE APOTHEOSIS OF HOMER. 39 JUPITER SENDING THE EVIL DREAM TO AGAMEMNON. 43 NEPTUNE. 66 VENUS, DISGUISED, INVITING HELEN TO THE CHAMBER OF PARIS. -
Orality, I-,Iteracy, Memory in the Ancient Greek and Roman World
Orality, I-,iteracy,Memory in the Ancient Greekand Roman World (Oraliq. and Literacy in Ancient Greece,vol. 7) Editd b,l E. Anne N,'Iackav ?.t G ln j -a -$ :#2f/$/{ -) ftAA\ { /6g-j BRILL LE,II)[,N. BOSTON 2008 Mnemosyne Supplements Nfonographson Greek and Roman Language and Literature Editortal ]Joard GJ. Boter A. Chaniotis K. Coleman IJ.F. deJong P.H. Schrijr.ers \ T)LU\IE 298 CHAPTERELEVEN MEMORY VISUALCOPIES AND ' JOCELYNPENNY SMALL We live in a rvorld of copies not just of books and art, but of virtually el'erything we use from computers to cars to the furnishings of our home and the games we play. We are so surrounded by facsimiles and reproductionsthat it is dilficult for us to imagine a world with limited meansof making copies.It is jolting to rememberthat the assemblyline rvas an invention of the Industrial Age and did not become a major eco- nomic force until Henry Ford producedhis Model Ts in the early 1900s. It is not that copies did not exist in classicalantiquity, but rather that their nafure differs in some cases dramatically fiom modern ones. We expectour copiesto look so like their originals that not even an expert can distinguisha digital reproductionfiom its original. In antiquity,ex- cept lbr certain restrictedcategories of die- and mould-made objects, like coins, seals,and lamps,each copy could generallybe distinguished from every other. While classicistshave long been accustomedto the idea of variationsbetrveen stories and manuscripts,classical art histori- ans approach the problems of copies with an ingrained bias toward Greek art that makes them treat Roman copies, if they judge them aes- thetically fine, as exact replicas of lost Greek originals. -
Ancient Art and Its Remains: Or a Manual of the Archaeology Of
2. - ANCIENT ART AND ITS REMAINS; MANUAL OF THE ARCHEOLOGY OF ART. BY C. 0. M"LLER, Author of " The Histovy and Antiquitiesof the Doric Race." " A Scientific S\-stem of Mvthologv,"'"Src iW EDITION -WITH Nl'MEROUS ADDITIONS BY F. (I.WELCKER. TRANSLATED FROM THE GERMAN BY JOHN LEITCH. LONDON: A. FULLARTON AND CO., NEWGATE STREET. 185U. kdinburgh: FCLLVRTOX AX,. MACNAB, PRIXTERS, LEITH WALK. DEDICATED THE RIGHT HOJiOURABLE SIR ROBERT PEEL, BART., M.P., SINCERE ADMIRATION HIS VIRTUES AND TALENTS, THE TRANSLATOR. 8530"6 TRANSLATOR'S PREFACE I have entleavoure"! to much In tlii" Translation avoid, as as pos-sible, the introduction of new words; but, in the original, various with technical terms occur, which, notwithstanding their novelty to the English reader, I could not dispense; because their rejection in sacrifice of would occasion, some measure, a sense, or a disturb-ance the of the system pursued by author, " as in Tectonics and A)'chitectonics for example. I may also mention the word scalpture. in in It is not, 1 believe, use our language, but as scalptiiradesignates branch of ancient I did hesitate a particular art, not to Anglicise it. It be also to that the may proper explain, throughout work a dis-tinction and is kept up between column jyillctr,the fonuer denoting the circular supporting member of the diflerent orders of architec-ture, the latter the square pier. The words formative and 2}iastic, convertible likewise, are employed as epithets, except in a few in-stances where the latter is used in its original and more restricted its sense; in these, however, meaning may be discovered from the context.