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The Dark Romanticism of Francisco De Goya
The University of Notre Dame Australia ResearchOnline@ND Theses 2018 The shadow in the light: The dark romanticism of Francisco de Goya Elizabeth Burns-Dans The University of Notre Dame Australia Follow this and additional works at: https://researchonline.nd.edu.au/theses Part of the Arts and Humanities Commons COMMONWEALTH OF AUSTRALIA Copyright Regulations 1969 WARNING The material in this communication may be subject to copyright under the Act. Any further copying or communication of this material by you may be the subject of copyright protection under the Act. Do not remove this notice. Publication Details Burns-Dans, E. (2018). The shadow in the light: The dark romanticism of Francisco de Goya (Master of Philosophy (School of Arts and Sciences)). University of Notre Dame Australia. https://researchonline.nd.edu.au/theses/214 This dissertation/thesis is brought to you by ResearchOnline@ND. It has been accepted for inclusion in Theses by an authorized administrator of ResearchOnline@ND. For more information, please contact [email protected]. i DECLARATION I declare that this Research Project is my own account of my research and contains as its main content work which had not previously been submitted for a degree at any tertiary education institution. Elizabeth Burns-Dans 25 June 2018 This work is licenced under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International licence. i ii iii ACKNOWLEDGMENTS This thesis would not have been possible without the enduring support of those around me. Foremost, I would like to thank my supervisor Professor Deborah Gare for her continuous, invaluable and guiding support. -
Francisco Goya, the American Revolution, and the Fight Against the Synarchist Beast-Man by Karel Vereycken
Click here for Full Issue of Fidelio Volume 13, Number 4, Winter 2004 Francisco Goya, the American Revolution, And the Fight Against The Synarchist Beast-Man by Karel Vereycken s in the case of Rabelais, entering the ly to reassert itself in the aftermath of the British- visual language of Francisco Goya takes orchestrated French Revolution (1789). Aan effort, something that has become Despite this political reversal, Goya continued increasingly difficult for the average Baby in his role as Court Painter to Carlos III’s succes- Boomer. By indicating some of the essential events sors. He was appointed by Carlos IV in 1789, and of Goya’s period and life, I will try to provide you then later, after the Napoleonic invasion of Spain with some of the keys that will enable you to draw in 1808 and the restoration of the Spanish Monar- the geometry of his soul, and to harmonize the chy in 1814, his appointment was reinstated by rhythm of your heart with his. King Ferdinand VII. Francisco Goya y Lucientes was born in 1746, Fighting against despotism while simultaneous- and was 13 years old when Carlos III became ly holding a sensitive post as Painter in the service King of Spain in 1759. Carlos, who was dedicated of the latter two kings—and, what’s more, stricken to the transformation of Spain out of Hapsburg with total deafness at the age of 472—Goya, like all backwardness through Colbertian policies of eco- resistance fighters, was well acquainted with the nomic and scientific development, supported the world of secrecy and deception. -
Goya and the War of Independence: a View of Spanish Film Under Franco (1939-1958)
GOYA AND THE WAR OF INDEPENDENCE: A VIEW OF SPANISH FILM UNDER FRANCO (1939-1958) Diana Callejas Universidad Autónoma de Madrid At the end of the 1950´s, and with the Franco regimen solidly established in power, Spanish society would commemorate, without excessive display, the 150-year anniversary of the 1808 War of Independence. This conflict had brought the defenders of the monarchy into confrontation against those of liberal constitutionalism, and the conservative tradition against the ideals of progress. For many historians and intellectuals of the era, the war symbolized the authentic redefining landmark of Spain. It was an expression both of a people, who with their minimal military resources were capable of overthrowing the most powerful imperial force of the time, Napoleon, and of the extremely radical opposition to the pressure imposed by foreign ideals. The substantial volume of movies about Goya and the War of Independence in Spanish cinema demands a needed reflection on the importance of this topic. The characteristics found both in the image of Goya, a key figure in Spanish culture who fused in his work the secular and the sacred, and also in the War, a conflict characterized by traditional social change, will be decisive references when this time period on the big screen. They will serve additionally as metaphors in subsequent years. Few studies exist on this topic, and there are fewer still that treat the Franco period; hence, this article offers fundamental insight on how to interpret a period of such change in the Spain’s cultural and ideological history. Understanding this time period is essential to understanding the evolution and development of this view in a year such as 2008, a year which marks the 200-year anniversary of the War of Independence and consequently that of May 2, a date inextricably linked in today’s society with the life and work of Francisco de Goya. -
By Fernando Herrero-Matoses
ANTONIO SAURA'S MONSTRIFICATIONS: THE MONSTROUS BODY, MELANCHOLIA, AND THE MODERN SPANISH TRADITION BY FERNANDO HERRERO-MATOSES DISSERTATION Submitted as partial fulfillment of the requirements for the Degree of Doctor of Philosophy in Art History in the Graduate College of the University of Illinois at Urbana-Champaign, 2014 Urbana, Illinois Doctoral Committee: Professor Jonathan D. Fineberg, Chair Associate Professor Jordana Mendelson, New York University Assistant Professor Terri Weissman Associate Professor Brett A. Kaplan Associate Professor Elena L. Delgado Abstract This dissertation examines the monstrous body in the works of Antonio Saura Atares (1930-1998) as a means of exploring moments of cultural and political refashioning of the modern Spanish tradition during the second half of the twentieth century. In his work, Saura rendered figures in well-known Spanish paintings by El Greco, Velázquez, Goya and Picasso as monstrous bodies. Saura’s career-long gesture of deforming bodies in discontinuous thematic series across decades (what I called monstrifications) functioned as instances for artistic self-evaluation and cultural commentary. Rather than metaphorical self-portraits, Saura’s monstrous bodies allegorized the artistic and symbolic body of his artistic ancestry as a dismembered and melancholic corpus. In examining Saura’s monstrifications, this dissertation closely examines the reshaping of modern Spanish narrative under three different political periods: Franco’s dictatorship, political transition, and social democracy. By situating Saura’s works and texts within the context of Spanish recent political past, this dissertation aims to open conversations and cultural analyses about the individual interpretations made by artists through their politically informed appropriations of cultural traditions. As I argue, Saura’s monstrous bodies incarnated an allegorical and melancholic gaze upon the fragmentary and discontinuous corpus of Spanish artistic legacy as an always-retrieved yet never restored body. -
Downloaded Or to Consider How Many of These Themes Continue to Be of Importance in Projected for Classroom Use
A Guide to the Exhibition for Teachers SPANISH PAINTING FROM EL GRECO TO PICASSO : TIME, TRUTH, AND HISTORY TABLE OF CONTENTS 4 A Note to Teachers 5 Exhibition Overview 6 Historical Overview 9 Bodegones 13 Landscape of Fire 17 Blood and Sand 21 The Domestic World 25 Weeping Women 29 Virgins and Mothers 33 Childhood 37 Knights and Ghosts 41 Ladies 45 Vocabulary 46 Chronological Listing of Artists in the Exhibition 50 Bibliography and Suggested Reading List 51 Credits and Acknowledgments A NOTE TO TEACHERS This guide for educators, which accompanies the exhibition Spanish Painting The content and design of these materials have a threefold purpose: from El Greco to Picasso: Time, Truth, and History , provides a glimpse into • To assist educators in developing a classroom unit focusing on Spanish painting the important themes and changing character of Spanish painting through the centuries as well as suggestions for how to integrate this rich history of aesthetic • To provide educators with the tools to conduct a self-guided museum visit innovation into the classroom. The presentation of works thematically (rather • To help educators prepare students for, and expand upon, themes and ideas than the more typical chronological arrangement) provides the opportunity to generated during their museum visit compare and contrast how artists from the same country, in various historical epochs, have dealt with similar subject matter. This guide concentrates on the This guide will be most useful in conjunction with a trip to the museum, exhibition themes most relevant to K–12 curriculum and provides examples of but can remain a valuable resource long after the exhibition has closed. -
Travelling in a Palimpsest
MARIE-SOFIE LUNDSTRÖM Travelling in a Palimpsest FINNISH NINETEENTH-CENTURY PAINTERS’ ENCOUNTERS WITH SPANISH ART AND CULTURE TURKU 2007 Cover illustration: El Vito: Andalusian Dance, June 1881, drawing in pencil by Albert Edelfelt ISBN 978-952-12-1869-9 (digital version) ISBN 978-952-12-1868-2 (printed version) Painosalama Oy Turku 2007 Pre-print of a forthcoming publication with the same title, to be published by the Finnish Academy of Science and Letters, Humaniora, vol. 343, Helsinki 2007 ISBN 978-951-41-1010-8 CONTENTS PREFACE AND ACKNOWLEDGEMENTS. 5 INTRODUCTION . 11 Encountering Spanish Art and Culture: Nineteenth-Century Espagnolisme and Finland. 13 Methodological Issues . 14 On the Disposition . 17 Research Tools . 19 Theoretical Framework: Imagining, Experiencing ad Remembering Spain. 22 Painter-Tourists Staging Authenticity. 24 Memories of Experiences: The Souvenir. 28 Romanticism Against the Tide of Modernity. 31 Sources. 33 Review of the Research Literature. 37 1 THE LURE OF SPAIN. 43 1.1 “There is no such thing as the Pyrenees any more”. 47 1.1.1 Scholarly Sojourns and Romantic Travelling: Early Journeys to Spain. 48 1.1.2 Travelling in and from the Periphery: Finnish Voyagers . 55 2 “LES DIEUX ET LES DEMI-DIEUX DE LA PEINTURE” . 59 2.1 The Spell of Murillo: The Early Copies . 62 2.2 From Murillo to Velázquez: Tracing a Paradigm Shift in the 1860s . 73 3 ADOLF VON BECKER AND THE MANIÈRE ESPAGNOLE. 85 3.1 The Parisian Apprenticeship: Copied Spanishness . 96 3.2 Looking at WONDERS: Becker at the Prado. 102 3.3 Costumbrista Painting or Manière Espagnole? . -
Inventing Goya
Inventing Goya Joseph R. Jones The Encounters conference took place because in 1898 or thereabouts, one great Spanish artist encountered the work of another, and the result of that encounter has become an object of study and admiration for everyone present. We are allotting most of our time today to the music of one of these two geniuses, but it is appropriate to take half an hour to remember the great painter who inspired the music, and whose very name now stands for a troubled and colorful time in Spain’s history. To quote Granados’ librettist, Periquet: “The word “Goya” is not only a surname but the symbol of a period of farces and tragedy, tonadillas and riots, bullfights and aristocrats, true love and dalliances.”1 Granados and Periquet were both, as we know, obsessed with Goya’s art. But they were also fascinated by the personality of the artist. They considered him to be not only the consummate painter of Spain in all its aspects, even its darkest, but also the incarnation their country’s eternal values of manliness, loyalty, honesty, and patriotism. They made Goya a character in their first tonadilla, “La maja de Goya,” and Granados clearly planned to include him in the opera Goyescas. We know this because when the composer began to consider turning his piano suite into an opera, he jotted down, in notebooks that still survive, four different story lines, in which he describes his hero as “famous artist, lover of duchess” or “artist and student.” In one set of notes, he describes the opening scene as showing the arrival of Diego de Goya y Lucientes (identified by his initials) in a carriage, a calesa, which recalls the original and now puzzling title of the opera, Goyesca. -
THE SPANISH ROYAL HUJ\Lting PORTRAIT from Velazquez to GOYA
THE SPANISH ROYAL HUJ\lTING PORTRAIT FROM VELAzQUEZ TO GOYA by OLIVIA NICOLE MILLER A THESIS Presented to the Department ofArt History and the Graduate School ofthe University of Oregon in partial fulfillment of the requirements for the degree of Master ofArts March 2009 11 "The Spanish Royal Hunting Portrait from Ve1<izquez to Goya," a thesis prepared by Olivia Nicole Miller in partial fulfillment ofthe requirements for the Master ofArts degree in the Department ofArt History. This thesis has been approved and accepted by: Committee in Charge: Dr. Andrew Schulz, Chair Dr. James Harper Prof. Ron Graff Accepted by: Dean ofthe Graduate School III © 2009 Olivia Nicole Miller IV An Abstract ofthe Thesis of Olivia Nicole Miller for the degree of Master ofArts in the Department ofArt History to be taken March 2009 Title: THE SPANISH ROYAL HUNTING PORTRAIT FROM VELAzQUEZ TO GOYA Approved: Andrew Schillz At the Habsburg and Bourbon courts ofearly modem Spain, hunting served as an important regal pastime. It was regarded as both necessary training for warfare and an important court ritual. As a result, Spanish royal hunting portraits comprise a distinct geme ofportraiture, one with its own set ofconventions and iconography that encode monarchic power. This thesis investigates the evolution ofSpanish royal hunting portraits from the reign ofPhilip IV (r. 1621-1665) to that ofCharles IV (r. 1789-1808). It focuses in particular on works by Diego Velazquez (1599-1660) and Francisco Goya (1746-1828). v CURRICULUM VITAE NAME OF AUTHOR: Olivia Nicole -
Curriculum Unit Is Recommended For: Spanish I and II
Una imagen vale mil palabras: Using Hispanic Art with Novice Learners of Spanish by Matthew Kelly, 2016 CTI Fellow Independence High School This curriculum unit is recommended for: Spanish I and II Keywords: World Languages, visual art, painting, vocabulary, grammar, writing, presentational speech, interpersonal communication Teaching Standards: See Appendix 1 for teaching standards addressed in this unit. Synopsis: In the World Languages curriculum used by Charlotte-Mecklenburg Schools, we make heavy use of visual cues, from introducing target vocabulary to formal assessment. Fine arts are addressed in the state standards for World Languages but we have very little in the way of shared curricular materials in the introductory levels. I propose to build a series of activities using works of selected artists’ representative of different regions and periods that will not only meet the need for visual cues for teaching basic vocabulary but that will also serve as anchor points to elevate students' overall schema for understanding the historical and geographic breadth of Hispanic cultures. Authentic, culturally significant art representative of Spanish-speaking cultures will provide students with inspiration for a variety of productive and interpretive language activities. Along the way, we will explore best practices for using visual cues generally and fine arts specifically in the World Languages classroom. I plan to teach this unit during the coming year to 120 students in Spanish II. I give permission for Charlotte Teachers Institute to publish my curriculum unit in print and online. I understand that I will be credited as the author of my work. 1 Una imagen vale mil palabras: Using Hispanic Art with Novice Learners of Spanish Matthew Kelly Introduction: Towards the Use of Culturally Relevant Visual Input in the Language Classroom In this unit, I aim to flesh out each of the four thematic units in my district's Spanish Two curriculum with a few key images drawn from the Hispanic visual arts heritage. -
1. Monográfico: Goya. Nuevas Visiones
1. Monográfico: Goya. Nuevas visiones Presentación Gonzalo M. Borrás Gualis* Cuando la profesora María Isabel Álvaro Zamora, directora de la revista Artigrama, me trasladó el acuerdo del Comité de Redacción de la revista de dedicar a Goya el monográfico de este n.º 25, me pareció un pleno acierto la propuesta del tema y consideré un extraordinario honor personal el encargo de coordinarlo, en mi actual condición de Profesor Emérito. Este monográfico dedicado a Goya halla sólido fundamento en la larga trayectoria de investigación sobre Goya realizada desde el Departa- mento de Historia del Arte de la Universidad de Zaragoza en las últimas décadas. En efecto, es preciso recordar en esta presentación que la incor- poración del Dr. Federico Torralba Soriano a la cátedra de Historia del Arte de la Universidad de Zaragoza en el año 1972, tras el fallecimiento del Dr. Francisco Abbad Jaime de Aragón y Ríos, orientó las investigacio- nes, que por impulso del Dr. Abbad habían estado centradas en el arte medieval, hacia el arte contemporáneo y hacia Goya, en especial. En la inclinación de Federico Torralba por los estudios sobre Goya pesaba sin duda, como en José Camón Aznar y en Julián Gállego, su natu- raleza aragonesa. Desde la cátedra “Goya” de la Institución “Fernando el Católico” de la Diputación de Zaragoza, el Dr. Torralba venía impulsando el estudio y la difusión de la obra del gran pintor contemporáneo aragonés y siempre atento a la obra de Goya en Aragón, defenderá la madurez de Goya como pintor en las pinturas murales de la Cartuja de Aula Dei, un conjunto que por su aislamiento era poco conocido de la historiografía española, y al que Julián Gállego dedicó asimismo un estudio monográfico en 1975. -
Goya, El Lenguaje Alegórico Y El Mundo Clásico. La Etapa De Madurez ^
ARCHIVO ESPAÑOL DE ARTE, LXIX, 273 ENERO-MARZO 1996 ISSN: 0004-0428 GOYA, EL LENGUAJE ALEGÓRICO Y EL MUNDO CLÁSICO. LA ETAPA DE MADUREZ ^ POR ROSA LÓPEZ TORRIJOS Universidad de Alcalá The study is concerned with allegory and mithology in Goya's work. These subjects are not very com mon in the painter's production and very rarely have attracted the interest of scholars. Following the pre vious study of Goya's work here is considered the last period of his life when he really breaks down with al legorical tradition of the past. Las dos primeras pinturas de Goya mencionadas específicamente como alegorías las cono cemos sólo por la cita que de ellas hace el pintor al extender recibo de su cobro. Se trata de «dos cuadros alegóricos a Zaragoza», valorados en 900 reales, pagados por el Ayuntamiento de la ciu dad a Goya en febrero de 1793 K Como se recordará, esta fecha corresponde al período de la grave enfermedad de Goya, cuando el pintor estaba en casa de Sebastián Martínez, en Cádiz —ciudad donde se debió ex tender realnente el recibo—. Seguramente las necesidades de la enfermedad y la imposibilidad de trabajo del pintor obligaron a sus amigos y familiares a recurrir a todos los pagos pendien tes, con el fin de reunir los fondos necesarios. Por esta razón las obras de Zaragoza debieron haber sido ejecutadas con anterioridad a esta fecha. De ellas no hay más noticias, por lo que desconocemos las imágenes representadas por Goya en estas dos primeras y específicas alego rías. También por estos años realiza Goya el cuadro de los Cómicos ambulantes, en el que apare ce una cartela con las palabras «aleg. -
Goya, Spanish Spiritualism, and the Sublime Stirling Cushman Goulart Old Dominion University
Old Dominion University ODU Digital Commons Institute for the Humanities Theses Institute for the Humanities Spring 2016 Interweaving Visual Language of the Spiritual and the Secular: Goya, Spanish Spiritualism, and the Sublime Stirling Cushman Goulart Old Dominion University Follow this and additional works at: https://digitalcommons.odu.edu/humanities_etds Part of the European History Commons, and the History of Art, Architecture, and Archaeology Commons Recommended Citation Goulart, Stirling C.. "Interweaving Visual Language of the Spiritual and the Secular: Goya, Spanish Spiritualism, and the Sublime" (2016). Master of Arts (MA), thesis, Humanities, Old Dominion University, DOI: 10.25777/59nw-a163 https://digitalcommons.odu.edu/humanities_etds/1 This Thesis is brought to you for free and open access by the Institute for the Humanities at ODU Digital Commons. It has been accepted for inclusion in Institute for the Humanities Theses by an authorized administrator of ODU Digital Commons. For more information, please contact [email protected]. INTERWEAVING VISUAL LANGUAGE OF THE SPIRTUAL AND THE SECULAR: GOYA, SPANISH SPIRITUALISM, AND THE SUBLIME by Stirling Goulart A.F.A. May 2009, Delaware College of Art and Design B.A. May 2013, Old Dominion University A Thesis Submitted to the Faculty of Old Dominion University in Partial Fulfillment of the Requirements for the Degree of MASTER OF ARTS HUMANITIES OLD DOMINION UNIVERSITY May 2016 Approved by: Anne H. Muraoka (Director) Martha Daas (Member) Vittorio Colaizzi (Member) ABSTRACT INTERWEAVING VISUAL LANGUAGE OF THE SPIRTUAL AND THE SECULAR: GOYA, SPANISH SPIRITUALISM, AND THE SUBLIME Stirling Goulart Old Dominion University, 2016 Director: Dr. Anne H. Muraoka This thesis explores how Francisco Goya adapted traditional methods of representing religious subjects to create a modern visual language that addressed contemporary themes while maintaining continuity with the past and Spanish identity.