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Interiors and Interiority in Vermeer: Empiricism, Subjectivity, Modernism
ARTICLE Received 20 Feb 2017 | Accepted 11 May 2017 | Published 12 Jul 2017 DOI: 10.1057/palcomms.2017.68 OPEN Interiors and interiority in Vermeer: empiricism, subjectivity, modernism Benjamin Binstock1 ABSTRACT Johannes Vermeer may well be the foremost painter of interiors and interiority in the history of art, yet we have not necessarily understood his achievement in either domain, or their relation within his complex development. This essay explains how Vermeer based his interiors on rooms in his house and used his family members as models, combining empiricism and subjectivity. Vermeer was exceptionally self-conscious and sophisticated about his artistic task, which we are still laboring to understand and articulate. He eschewed anecdotal narratives and presented his models as models in “studio” settings, in paintings about paintings, or art about art, a form of modernism. In contrast to the prevailing con- ception in scholarship of Dutch Golden Age paintings as providing didactic or moralizing messages for their pre-modern audiences, we glimpse in Vermeer’s paintings an anticipation of our own modern understanding of art. This article is published as part of a collection on interiorities. 1 School of History and Social Sciences, Cooper Union, New York, NY, USA Correspondence: (e-mail: [email protected]) PALGRAVE COMMUNICATIONS | 3:17068 | DOI: 10.1057/palcomms.2017.68 | www.palgrave-journals.com/palcomms 1 ARTICLE PALGRAVE COMMUNICATIONS | DOI: 10.1057/palcomms.2017.68 ‘All the beautifully furnished rooms, carefully designed within his complex development. This essay explains how interiors, everything so controlled; There wasn’t any room Vermeer based his interiors on rooms in his house and his for any real feelings between any of us’. -
Historical Painting Techniques, Materials, and Studio Practice
Historical Painting Techniques, Materials, and Studio Practice PUBLICATIONS COORDINATION: Dinah Berland EDITING & PRODUCTION COORDINATION: Corinne Lightweaver EDITORIAL CONSULTATION: Jo Hill COVER DESIGN: Jackie Gallagher-Lange PRODUCTION & PRINTING: Allen Press, Inc., Lawrence, Kansas SYMPOSIUM ORGANIZERS: Erma Hermens, Art History Institute of the University of Leiden Marja Peek, Central Research Laboratory for Objects of Art and Science, Amsterdam © 1995 by The J. Paul Getty Trust All rights reserved Printed in the United States of America ISBN 0-89236-322-3 The Getty Conservation Institute is committed to the preservation of cultural heritage worldwide. The Institute seeks to advance scientiRc knowledge and professional practice and to raise public awareness of conservation. Through research, training, documentation, exchange of information, and ReId projects, the Institute addresses issues related to the conservation of museum objects and archival collections, archaeological monuments and sites, and historic bUildings and cities. The Institute is an operating program of the J. Paul Getty Trust. COVER ILLUSTRATION Gherardo Cibo, "Colchico," folio 17r of Herbarium, ca. 1570. Courtesy of the British Library. FRONTISPIECE Detail from Jan Baptiste Collaert, Color Olivi, 1566-1628. After Johannes Stradanus. Courtesy of the Rijksmuseum-Stichting, Amsterdam. Library of Congress Cataloguing-in-Publication Data Historical painting techniques, materials, and studio practice : preprints of a symposium [held at] University of Leiden, the Netherlands, 26-29 June 1995/ edited by Arie Wallert, Erma Hermens, and Marja Peek. p. cm. Includes bibliographical references. ISBN 0-89236-322-3 (pbk.) 1. Painting-Techniques-Congresses. 2. Artists' materials- -Congresses. 3. Polychromy-Congresses. I. Wallert, Arie, 1950- II. Hermens, Erma, 1958- . III. Peek, Marja, 1961- ND1500.H57 1995 751' .09-dc20 95-9805 CIP Second printing 1996 iv Contents vii Foreword viii Preface 1 Leslie A. -
Dutch Art, 17Th Century
Dutch Art, 17th century The Dutch Golden Age was a period in the history of the Netherlands, roughly spanning the 17th century, in which Dutch trade, science, military, and art were among the most acclaimed in the world. The first section is characterized by the Thirty Years' War, which ended in 1648. The Golden Age continued in peacetime during the Dutch Republic until the end of the century. The transition by the Netherlands to the foremost maritime and economic power in the world has been called the "Dutch Miracle" by historian K. W. Swart. Adriaen van Ostade (1610 – 1685) was a Dutch Golden Age painter of genre works. He and his brother were pupils of Frans Hals and like him, spent most of their lives in Haarlem. A01 The Painter in his Workshop 1633 A02 Resting Travelers 1671 David Teniers the Younger (1610 – 1690) was a Flemish painter, printmaker, draughtsman, miniaturist painter, staffage painter, copyist and art curator. He was an extremely versatile artist known for his prolific output. He was an innovator in a wide range of genres such as history, genre, landscape, portrait and still life. He is now best remembered as the leading Flemish genre painter of his day. Teniers is particularly known for developing the peasant genre, the tavern scene, pictures of collections and scenes with alchemists and physicians. A03 Peasant Wedding 1650 A04 Archduke Leopold Wilhelm in his gallery in Brussels Gerrit Dou (1613 – 1675), also known as Gerard and Douw or Dow, was a Dutch Golden Age painter, whose small, highly polished paintings are typical of the Leiden fijnschilders. -
Johannes Vermeer : a Generative Artist ? So What ? Courchia Jean Paul, MD Saint Joseph’S Hospital, Dpt of Ophthalmology
Johannes Vermeer : A generative artist ? So What ? Courchia Jean Paul, MD Saint Joseph’s Hospital, Dpt of Ophthalmology. Marseille. France e-mail : [email protected] Guigui Sarah Department of Internal Medicine, North Shore LIJ at Forest Hills Hospital. Courchia Emmanuel Department of Psychology, Queens College at CUNY. Johannes Vermeer was a Dutch artist born in Delft (the Netherlands) on October 31th 1632, and died on December 16th 1675 at the age of 43 years old. Over the course of his life he was a successful painter locally around Delft and The Hague, but this modest celebrity was soon forgotten after his death. He painted only few paintings of which only 36 are known to date. His paintings are often thought to be small but in reality are of varying sizes from 160 cm to 20 cm in greatest dimension. What is interesting is that they are sometimes at the same (or almost) dimensions. Especially in the series of interiors with the light coming through a window on the left, it is possible that the size’s choice is not only linked to the fact that Vermeer use standard sizes. It is not until 1866 that Vermeer becomes familiar with global fame. Thanks to Theophile Thore-Burger, a French journalist, whose art critic column propelled Vermeer onto the international scene. In 1842 when he saw the View of Delft in the Mauritshuis of The Hague and became an instant fan of the duct painter. He helped Vermeer’s notoriety by publishing an essay attributing 66 works to the painter although 34 are universally attributed to him. -
This Thesis Has Been Submitted in Fulfilment of the Requirements for a Postgraduate Degree (E.G
This thesis has been submitted in fulfilment of the requirements for a postgraduate degree (e.g. PhD, MPhil, DClinPsychol) at the University of Edinburgh. Please note the following terms and conditions of use: • This work is protected by copyright and other intellectual property rights, which are retained by the thesis author, unless otherwise stated. • A copy can be downloaded for personal non-commercial research or study, without prior permission or charge. • This thesis cannot be reproduced or quoted extensively from without first obtaining permission in writing from the author. • The content must not be changed in any way or sold commercially in any format or medium without the formal permission of the author. • When referring to this work, full bibliographic details including the author, title, awarding institution and date of the thesis must be given. A LeftLeft----LibertarianLibertarian Theory of Rights Arabella Millett Fisher PhD University of Edinburgh 2011 Contents Abstract....................................................................................................................... iv Acknowledgements.......................................................................................................v Declaration.................................................................................................................. vi Introduction..................................................................................................................1 Part I: A Libertarian Theory of Justice...................................................................11 -
Thoughts About Paintings Conservation This Page Intentionally Left Blank Personal Viewpoints
PERSONAL VIEWPOINTS Thoughts about Paintings Conservation This page intentionally left blank Personal Viewpoints Thoughts about Paintings Conservation A Seminar Organized by the J. Paul Getty Museum, the Getty Conservation Institute, and the Getty Research Institute at the Getty Center, Los Angeles, June 21-22, 2001 EDITED BY Mark Leonard THE GETTY CONSERVATION INSTITUTE LOS ANGELES & 2003 J- Paul Getty Trust THE GETTY CONSERVATION INSTITUTE Getty Publications 1200 Getty Center Drive, Suite 500 Timothy P. Whalen, Director Los Angeles, CA 90049-1682 Jeanne Marie Teutónico, Associate Director, www.getty.edu Field Projects and Science Christopher Hudson, Publisher The Getty Conservation Institute works interna- Mark Greenberg, Editor in Chief tionally to advance conservation and to enhance Tobi Levenberg Kaplan, Manuscript Editor and encourage the preservation and understanding Jeffrey Cohen, Designer of the visual arts in all of their dimensions— Elizabeth Chapín Kahn, Production Coordinator objects, collections, architecture, and sites. The Institute serves the conservation community through Typeset by G&S Typesetters, Inc., Austin, Texas scientific research; education and training; field Printed in Hong Kong by Imago projects; and the dissemination of the results of both its work and the work of others in the field. Library of Congress In all its endeavors, the Institute is committed Cataloging-in-Publication Data to addressing unanswered questions and promoting the highest possible standards of conservation Personal viewpoints : thoughts about paintings practice. conservation : a seminar organized by The J. Paul Getty Museum, the Getty Conservation Institute, and the Getty Research Institute at the Getty Center, Los Angeles, June 21-22, 2001 /volume editor, Mark Leonard, p. -
Vermeer As Aporia: Indeterminacy, Divergent Narratives, and Ways of Seeing
Munn Scholars Awards Undergraduate Research 2020 Vermeer as Aporia: Indeterminacy, Divergent Narratives, and Ways of Seeing Iain MacKay Follow this and additional works at: https://researchrepository.wvu.edu/munn Part of the History of Art, Architecture, and Archaeology Commons Vermeer as Aporia: Indeterminacy, Divergent Narratives, and Ways of Seeing Iain MacKay Senior Thesis Written in partial fulfillment of the Bachelor of Arts in Art History April 23, 2020 Copyright 2020, Iain MacKay ABSTRACT Vermeer as Aporia: Indeterminacy, Divergent Narratives, and Ways of Seeing Iain MacKay Although Johannes Vermeer’s paintings have long been labelled “ambiguous” in the canon of Western Art History, this research aims to challenge the notion of ambiguity. By shifting the conception of Vermeer’s works from ambiguity to indeterminacy, divergent narratives emerge which inform a more complex understanding of Vermeer’s oeuvre. These divergent narratives understand Vermeer’s paintings as turning points in stories that extend beyond the canvas; moments where the possibilities of a situation diverge in different directions. Thus, a myriad of narratives might be contained in a single painting, all of which simultaneously have the possibility of existing, but not the actuality. This interpretation of Vermeer takes evidence from seventeenth-century ways of seeing and the iconographic messages suggested by the paintings within paintings that occur across Vermeer’s oeuvre. Here for the first time, an aporetic approach is utilized to explore how contradictions and paradoxes within a system serve to contribute to holistic meaning. By analyzing four of Vermeer’s paintings – The Concert, Woman Holding a Balance, The Music Lesson, and Lady Seated at a Virginal – through an aporetic lens, an alternative to ambiguity can be constructed using indeterminacy and divergent narratives that help explain compositional and iconographical choices. -
Meet the Masters Johannes Vermeer
Meet The Masters Johannes Vermeer • October 1632 --- December 1675 • Dutch painter who lived and worked in Delft • Created some of the most exquisite paintings in Western art. • His works are rare. • He is known to have done only 35 or 36 paintings • Most portray figures inside. • All show light and color The Netherlands Delft China Family History • He began his career in the arts when his father died and Vermeer inherited the family art dealing business. • He continued to work as an art dealer even after he had become a respected painter because he needed the money. Married • Vermeer married a Catholic woman named Catharina Bolnes, even though he was a Protestant. • Catholics in Delft lived in a separate neighborhood than the Protestants and the members of the two religions did not usually spend much time together A Big Family! • Vermeer and his wife had 14 children but not nearly enough money to support them all. Catharina’s mother gave them some money and let the family live with her but Vermeer still had to borrow money to feed his children Patron • Patron: someone who supports the arts • Pieter van Ruijven, one of the richest men in town, became Vermeer’s patron. • He bought many of Vermeer’s paintings and made sure he had canvas, paints, and brushes so he could work. • Having a patron meant that Vermeer could use the color blue in his paintings, a very expensive color in the 1600s because it was made out of the semi-precious stone, lapis lazuli. Not Famous Until Later • After his death Vermeer was overlooked by all art collectors and art historians for more than 200 years. -
The Music Lesson: an Analysis of Two Works from Dutch Seventeenth Century
Bard College Bard Digital Commons Senior Projects Spring 2018 Bard Undergraduate Senior Projects Spring 2018 The Music Lesson: An Analysis of Two Works from Dutch Seventeenth Century Valory Hight Bard College, [email protected] Follow this and additional works at: https://digitalcommons.bard.edu/senproj_s2018 Part of the Ancient, Medieval, Renaissance and Baroque Art and Architecture Commons, Art Practice Commons, Music Education Commons, Music Pedagogy Commons, and the Theory and Criticism Commons This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License. Recommended Citation Hight, Valory, "The Music Lesson: An Analysis of Two Works from Dutch Seventeenth Century" (2018). Senior Projects Spring 2018. 284. https://digitalcommons.bard.edu/senproj_s2018/284 This Open Access work is protected by copyright and/or related rights. It has been provided to you by Bard College's Stevenson Library with permission from the rights-holder(s). You are free to use this work in any way that is permitted by the copyright and related rights. For other uses you need to obtain permission from the rights- holder(s) directly, unless additional rights are indicated by a Creative Commons license in the record and/or on the work itself. For more information, please contact [email protected]. The Music Lesson: An Analysis of Two Works from Dutch Seventeenth Century Senior Project Submitted to The Division of Arts of Bard College by Valory Hight Annandale-on-Hudson, New York May 2018 Acknowledgements My advisors, -
JOHANNES VERMEER (Yo-HAN-Ess Ver-MEER) 1632-1675
JOHANNES VERMEER (yo-HAN-ess ver-MEER) 1632-1675 “I’d give the whole of Italian painting for Vermeer of Delft. Now there’s a painter who simply said what he had to say without bothering about anything else.” Pablo Picasso Grades 3-5 PowerPoint Lesson Plan OBJECTIVES HISTORY: Places an artwork in its art historical context. Students will be able to describe how Vermeer’s paintings of genre scenes can give us an idea of the daily life of people in the past. Students will also understand that Vermeer’s genre scenes broke with the artistic traditions of the day, because most artists were painting portraits and historical, mythological or religious subjects. CRITICISM: Informed talk about art. Students will be able to describe the difference between implied texture and actual texture. AESTHETICS: Questions the nature, value and beauty of art. Students will discuss whether or not it is important for us to understand the reasons an artist has for creating a work of art. PRODUCTION: Creating art. Students will create a drawing of Girl with a Pearl Earring, which shows implied texture. VOCABULARY Note to volunteers The vocabulary words will be in bold italics throughout the lesson. They will be defined within the text of the lesson and do not need to be presented separately. The definitions included under this section of the lesson are very detailed and intended for adults only. 1 PowerPoint Presentation Genre Scene: painting that stresses subject matter of domestic trivia, homey scenes, sentimental family life, daily life, etc. Texture: the surface quality of an object or the representation of surface character. -
After the Prestige: a Postmodern Analysis of Penn and Teller
University of Huddersfield Repository Miller, Liz and Zompetti, Joseph P. After the Prestige: A Postmodern Analysis of Penn and Teller Original Citation Miller, Liz and Zompetti, Joseph P. (2015) After the Prestige: A Postmodern Analysis of Penn and Teller. Journal of performance magic, 3 (1). pp. 3-24. ISSN 2051-6037 This version is available at http://eprints.hud.ac.uk/26693/ The University Repository is a digital collection of the research output of the University, available on Open Access. Copyright and Moral Rights for the items on this site are retained by the individual author and/or other copyright owners. Users may access full items free of charge; copies of full text items generally can be reproduced, displayed or performed and given to third parties in any format or medium for personal research or study, educational or not-for-profit purposes without prior permission or charge, provided: • The authors, title and full bibliographic details is credited in any copy; • A hyperlink and/or URL is included for the original metadata page; and • The content is not changed in any way. For more information, including our policy and submission procedure, please contact the Repository Team at: [email protected]. http://eprints.hud.ac.uk/ After the Prestige: A Postmodern Analysis of Penn and Teller Elizabeth L. Miller & Joseph P. Zompetti Liz Miller is a third year PhD student in the department of communication studies at the University of Kansas. She received her Masters at Illinois State University and her Bachelor's at Miami University. Her main research interests lie at the nexus between the rhetoric of science and the rhetoric of Islam. -
Download the Music Lesson Free Ebook
THE MUSIC LESSON DOWNLOAD FREE BOOK Victor L. Wooten | 275 pages | 01 Oct 2015 | Penguin Putnam Inc | 9780425220931 | English | New York, NY, United States The Music Lesson, 1665 by Johannes Vermeer Sign In. Light fills this scene and can be seen between the roof beams, between the strings of the viol and in the folds of the fabric. Torn between art The Music Lesson politics, The Music Lesson remains true to her real values in a surprising ending. Stay in Touch Sign up. I thought "Woah Victor Wooten wrote a book! Crazy Credits. Later, I was obviously very curious on how Michael did this, so I asked him. Victor is a young, struggling bassist who can't even pay his rent. His personality really comes through in this story to the point that I found myself wishing that he and the main character whom he created in this story were in our circle of friends. Official Sites. Books by Katharine Weber. He asks her for advice in carrying out the heist of a fictional small Vermeer painting, "The Music The Music Lesson, for ransom. Needless to say, what got me out of the plateau was not their input, but putting more The Music Lesson into my practice and addressing the gaps in my The Music Lesson. Keeping a record of a crime is stupid enough, but when you read her motives - the love of Irish roots, the death of a child, somehow culminating in her relationship with an IRL think IRA member - it only makes The Music Lesson think what a pathetic and piti Terrible.