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Home , Centre Pompidou, School of Paris, Three Musicians

EDUCATORS’ GUIDE EDUCATORS’ GUIDE

This Educators’ Guide helps ABOUT THE EXHIBITION • What are some of the teachers conduct a self-led tour Rendezvous in : , Chagall, Modigliani & Co. (1900-1939) artistic styles you can see of the International Exhibition in this exhibition? as part of their school visit to In collaboration with , this exhibition focuses on the key •  Abu Dhabi. Its purpose contributions of foreign artists to the Paris How did they appear? is to foster learning through art scene during the first half of the 20th century. A collection of 85 artworks features • What do you think students’ observational, important figures including Picasso, Kupka, influenced artists of that analytical, communication and Chagall and Modigliani, revealing the wealth critical thinking abilities. The and depth of the mutual influences and time? exchanges between these artists of varied in-gallery activities are intended backgrounds. • What did they want to for different age groups and show and represent? curricula. We encourage you to GENERAL QUESTIONS adapt and build upon them to • What materials did suit your classroom needs. EXPLORE these questions they use? with your students.

ACTIVITIES ENCOURAGE them to observe The activities in this guide are based on closely and read the artwork labels a selection of artworks and are suitable to help them answer questions. for a range of age groups and subjects. You may modify the activities to suit your curriculum and learning objectives. REMIND your students that there The artworks introduce different aspects are no wrong or right answers, of first half of 20th century , but it is important to ground their and a number of activities that you can answers on what they see and conduct in the museum galleries and recognise in the artwork. back in your classroom. EDUCATORS’ GUIDE

Rendezvous in Paris: Picasso, Chagall, Modigliani & Co. (1900-1939)

Welcome to Rendezvous in Paris: Picasso, triggered by the presence of great artists from Chagall, Modigliani & Co. (1900-1939), the across Europe, including Russia, the Netherlands, seventh International Exhibition at Louvre Italy, Spain and other countries. During this Abu Dhabi. The exhibition focuses on the many period, many of these artists resided in Paris to contributions made by foreign artists to the Paris escape the social and political conditions in their art scene during the first half of the 20th century, home countries, which had made it difficult for highlighting how Paris was widely considered them to practice their art freely. the capital of the arts at that time. Important artists and influential figures such as Pablo Featuring the work of major artists, including Picasso, Kees Van Dongen, , , , Amedeo and are featured and Modigliani, František Kupka, and Constantin represented in the exhibition through 85 works Brancusi, the rooms of the exhibition reflect a of art put together by the Centre Pompidou. journey through 20th century Paris, highlighting The paintings, sculptures and photographs the geographical context of artworks and artistic represent the mutual influences and exchanges movements within ’s neighbourhoods. between these great artists who came from Many of these great artists came together and many different backgrounds. created their own atmosphere in the city, not only in their studios but also in cafes such as Rendezvous in Paris reflects a common notion La Rotonde and La Coupole. of the time, which was known as ‘The School of Paris’, a term that first appeared in a 1925 newspaper article. It refers to many artistic movements in Modern Art, such as , Abstraction, , and Primitivism, as well as the artists producing era-defining works of art between the late 19th and early 20th centuries. The School of Paris also reflects the great artistic exchange, influence and expansion within Paris between 1900 and 1939, František Kupka ARTWORK # 1 Disks of Newton. Study for Fugue in Two Colours 1911-1912 Suitable for Cycles 1 & 2 Possible subject connections: Science, Maths, Visual Arts ABOUT KUPKA František Kupka was born in 1817 in Opočno, Czech Republic. After studying in Prague, he moved to Vienna before eventually settling in Paris, where he used to paint in a Symbolist style. He also made a career as an illustrator, publishing satirical drawings. After serving in the First World War, he returned to his investigation of colour and movement and took up a teaching post in Prague. Kupka featured in the exhibition Cubism and at the , New York, in 1936.

FAUVISM One of the first innovative artistic movements of the 20th century, Fauvism was inspired by Van Gogh and Gauguin’s use of intense colour as a way to describe light and space and, most importantly, to communicate the artist’s emotional state. 1911-12 Oil on canvas © Centre Pompidou, MNAM-CCI, Dist. RMN- / Bertrand Prévost © ADAGP, Paris, 2019 © ADAGP, Pompidou, MNAM-CCI, Dist. RMN-Grand Palais / Bertrand Prévost Colours 1911-12 Oil on canvas © Centre František KUPKA Disks of Newton. Study for Fugue in Two ARTWORK # 1

ASK YOUR STUDENTS CLASSROOM ACTIVITY: COLOUR WHEELS Describe what you see. How is this painting constructed? 1 • INTRODUCE students to Newton’s colour wheel. What colours are used? • EXPLAIN that they will be making Which ones complement each other? colour wheels to look at the effects 2 of and differences between warm and cold colours. 1911-12 Colours 1911-12 František KUPKA Disks of Newton. Study for Fugue in Two Pompidou, MNAM-CCI, Dist. RMN-Grand Palais / Oil on canvas © Centre Paris, 2019 © ADAGP, Bertrand Prévost How does this painting relate • DISTRIBUTE different-sized circles František Kupka to Newton’s colour wheel? as templates to draw around. Disks of Newton. Study for Fugue in Two Colours 3 • DRAW three large circles of different sizes on a piece of paper. Draw smaller 1911-1912 What would you add to enclosing circles within them. Then this artwork and why draw a line through the middle of ABOUT THE ARTWORK 4 each large circle. With this artwork, Kupka explores the • FILL the sections of one circle possibilities offered by colours and circles IN-GALLERY ACTIVITY with warm colours, another with to create a new approach to painting, • ASK your students to look at a number cool colours and the last with based on the viewer’s emotions and senses, of paintings in the room. complementary colours. Make sure such as sight and sound. • ASK what they all have in common to use a colour wheel as a guide. and how they use colours. • CHOOSE colours that are opposite OBJECTIVES • DIVIDE your class into two groups, each other on the colour wheel and Students learn about Fauvism and the each focusing on one of Kupka’s place them opposite each other in role of colours in the creation of a new abstract paintings. your third circle. artistic style. • ASK each group to prepare a written • LOOK at how the colours they choose description of the artwork, as if they for their colour wheels are either TO THE MASTERS OF COLOUR: are talking to someone who can not contrasting or in harmony. FROM FAUVISM TOWARDS ABSTRACTION see the painting. • USE the following questions to SUGGESTED RESEARCH TOPICS • INTRODUCE your students to colours help guide the groups: • Abstract art (e.g. primary and secondary colours, • Pick three words they associate • Fauvism complementary colours, warm and cool with this picture, what words • Newton’s findings on colours colours, Newton’s colour wheel). would they choose? • Relationship between colours • RESEARCH how artists of the 19th and • What do they think of these words and emotions early 20th centuries used colours. and phrases: “Calm, but dynamic”, • EXPLAIN how artists’ technical use of “Aggressive and quiet”, “pulsating”? colour led to this form of Fauvism. ARTWORK # 2

Pablo Picasso Woman Seated in an Armchair 1910

Suitable for Cycles 1, 2 & 3 Possible subject connections: Maths, Visual Arts

ABOUT PICASSO Pablo Picasso was born in Malaga, Spain, in 1881. He trained in Madrid and Barcelona, and arrived in Paris in 1901. In 1907, Picasso painted Les Demoiselles d’Avignon (The Girls of Avignon), a work that helped give rise to Cubism. During the First World War, he returned to a more traditional figuration. He is considered one of the 20th century’s greatest artists.

CUBISM An early 20th century avant-garde that marked a rupture with European artistic traditions. Through Cubism, artists tried to show the 3D world on 2D surfaces, with several viewpoints at once. 1919 Oil and sand on canvas © Service de la documentation photographique du MNAM - Centre Pompidou, MNAM-CCI /Dist. RMN-GP © Succession Picasso 2019 Seated in an Armchair 1919 Oil and sand on canvas © Service de la documentation photographique du MNAM - Centre Pablo PICASSO Woman ARTWORK # 2

HEAD TO FOREIGN CUBISTS AND FIND THIS PAINTING. CLASSROOM ACTIVITY: CUBIST PORTRAIT

ASK YOUR STUDENTS • INTRODUCE the work of Picasso and the Cubist movement. What does the painting • ASK them to choose a friend to sit represent? down for a portrait. 1 • EXPLAIN that they will take 5-6 How do the features of the photo portraits of their friend that shows different sides of their face. 2 character appear to you? • PRINT the photos and cut each one into random pieces. The shapes Does the character in should be geometric forms. • ARRANGE the pieces so they 3 this painting seem flat? represent the face from multiple

1919 Oil and sand on canvas © Service de la documentation Seated in an Armchair 1919 Oil and sand on canvas © Service de la documentation Pablo PICASSO Woman Pompidou, MNAM-CCI /Dist. RMN-GP © Succession Picasso 2019 photographique du MNAM - Centre Or are there many layers viewpoints, and glue them once ready. Pablo Picasso and multiple sides? • SHARE and reflect on each other’s Woman Seated in an Armchair In your view, what was work. 1910 Picasso trying to say? SUGGESTED RESEARCH TOPICS ABOUT THE ARTWORK 4 • Cubism This artwork represents the close What is the best thing • The Bateau-Lavoir and collaboration between Picasso and about this artwork? • The work of Picasso after Cubism , who tackled a problem 5 that would govern Cubism for the next two years: a reality in three dimensions IN-GALLERY ACTIVITY on a surface that contains only two. • ASK your students to look at all the paintings in the room. With the volume of the subject broken • What do they have in common? down, the details of its characteristics • What geometrical forms are they become reduced. Therefore, Picasso’s using? painting switches to forms that move • FIND two paintings with the same away from reality towards abstraction. subject: Young Girl with a Hoop by Pablo Picasso and Child with a Hoop by OBJECTIVES Maria Blanchard. Students discover Cubism and the work • How is the girl in each painting similar of Picasso. or different from the other? ARTWORK # 3

Amedeo Modigliani Woman’s Head 1912

Suitable for Cycles 2 & 3 Possible subject connections: Visual Arts, History, Maths

ABOUT MODIGLIANI Amedeo Modigliani was born in Livorno, Italy, in 1884. He studied in Florence and Venice, and then moved to Paris, settling in Montmartre. In 1909, he became friends with artist Constantin Brancusi and moved to , where he sculpted in stone. He later took a studio at , returning to painting with a series of portraits.

PRIMITIVISM The interest of early modern European artists in what was called ‘primitive art’, which includes tribal art from Africa, the South Pacific and Indonesia. 1912 Stone © Philippe Migeat - Centre Pompidou, MNAM-CCI/Dist. RMN-GP Domaine public Head 1912 Stone © Philippe Migeat - Centre Amedeo MODIGLIANI Woman’s HEAD TO AMEDEO MODIGLIANI ARTWORK # 3 AND THE ARTISTS OF MONTPARNASSE AND PREPARE YOUR STUDENTS.

TELL students that they are about CLASSROOM ACTIVITY: to see a work of art by the artist MODIGLIANI-INSPIRED Modigliani entitled Woman’s Head (Tête SELF PORTRAIT de femme), featuring a woman’s face. GIVE students a few minutes to write • RESEARCH the life and art of down what they think the work might Modigliani. look like. •  INTRODUCE the artist’s unique style and how primitive arts inspired him. • EXPLAIN that students will create a IN-GALLERY ACTIVITY self-portrait inspired by his style. • GUIDE the group into the gallery • DISCUSS the proportions of faces to look at the artwork together. in his paintings, and compare the • DISCUSS in pairs how the sculpture differences such as the elongated is similar or different from what neck, almond eyes and elongated they expected. noses that are unique to his style. • PROVIDE students with A4-sized paper. ASK YOUR STUDENTS •  FOLD the paper in half lengthwise,

1912 Stone © Philippe Migeat - Centre Pompidou, Pompidou, Head 1912 Stone © Philippe Migeat - Centre Amedeo MODIGLIANI Woman’s MNAM-CCI/Dist. RMN-GP Domaine public then fold it in half two more times to What do you see? create an 8-square grid. Amedeo Modigliani • INFORM students that the eyes Woman’s Head 1 What material was used to should be closer to the top of the 1912 head, the mouth closer to the bottom make this sculpture? and the nose elongated. 2 • ADD other facial details such as ABOUT THE ARTWORK Is it better to look at it eyebrows, hair and accessories. This sculpture represents Modigliani’s • ASK students to share their artwork interest in what is called ‘primitive 3 from the front? The sides? with a partner and discuss the process art’ – i.e. tribal art from places like Africa, The back? with them. the South Pacific, Cambodia and Indonesia. The common characteristics of Modigliani’s If you had to describe this SUGGESTED RESEARCH TOPICS sculptural work are symmetry, repetition • Primitive arts and refinement. 4 artwork to a friend, which • The paintings of Modigliani OBJECTIVES words would you choose? Students discover the specific style of Modigliani and learn about Primitivism What would you add to this and its influence on modern western art. 5 artwork and why? EDUCATORS’ GUIDE

Glossary Suggested reading

• ABSTRACT ART: Art with no recognisable The following titles are available at the Louvre things in it from the real world. Abu Dhabi Museum Boutique. These resources can be used as an extension during or after • PRIMITIVISM: The interest of early modern your visit to Rendezvous in Paris. European artists with what was called ‘primitive art’, which includes tribal art • The Boy Who Bit Picasso – Antony Penrose from places such as Africa, the South • Sonia Delaunay: A Life of Color – Cara Pacific and Indonesia. Manes, illustrated by Fatinha Ramos • The Three Musicians: A Children’s Book • FAUVISM: Beginning in 1905, a group of artists who paint in bright colours to Inspired by Pablo Picasso – Veronique express feelings. Massenot & Vanessa Hié • The Usborne Big Book of Colours • CUBISM: A movement started in 1907 where • Draw Paint Print like the Great Artists – artists tried to show the 3D world on 2D Marion Deuchars surfaces, with several viewpoints at once. • 13 Modern Artists Children Should Know –

• : A French art movement that uses Brad Finger colour and abstract shapes harmoniously. • Splat! The Most Exciting Artists of All Time! It was inspired by Cubism. – Mary Richards • The Two Doves: A Children’s Book Inspired • NEWTON’S COLOUR WHEEL: A figure that by Pablo Picasso – Géraldine Elschner shows colours in a circle to help us see the • Arts de l’Afrique : Trésors d’un continent – relationship between them. It was created on Sir Isaac Newton’s theory of colours. Gaëlle Beaujean-Baltzer

• SYMMETRY: The quality of having parts on either sides/halves that match each other, especially in the same size or shape.

• REPETITION: An element of art that is repeated in an organised form, such as a pattern.