Toledo— El Greco's Spain Lives On
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My Mannerism: Inspiration with El Greco
Fitzgerald 1 My Mannerism: Inspiration with El Greco XXXXXXXXXXXX ART 307A March 20, 2013 Art History Lesson Plan My Mannerism Fitzgerald 1 Art History Plan Lesson History Art 3 IA. Curriculum Frameworks: Which MA Curriculum Frameworks connect to your goals? 3 IB. Generative Topic: What is the focal concept or skill of the lesson? 3 IC. Measurable Objectives: What do you want students to know and be able to do? 3 ID. End of lesson Assessment: How are you going to assess ART student’s understanding? 2 IIA. Content and Skills: What do you know about what you PLAN LESSON are planning to teach? 3 IIB. Rationale: Why teach the lesson? 3 My Mannerism My III. Knowledge of Students: Why does knowing your students matter? 3 IV. Materials: What materials, resources, and technology will #2 you need? RUBRIC RATINGS RUBRIC 3 VA. Beginning of the Lesson: How will you immediately engage all of your students in the content? VB. Middle of Lesson: What are your students actively 3 DOING (e.g., speaking, writing, drawing, performing, documenting, observing) to explore the content? VC. Extension and Enrichment Activities During Class Time: 3 How will you actively extend the learning of students who finish tasks early? 3 VD. End of Lesson: How will you help all students actively Fitzgerald Fitzgerald process the experience? 3 VIA. Reflection: Looking at Student Performance Fitzgerald Fitzgerald 3 VIB. Reflection: Looking at teaching 2 2 Fitzgerald 3 My Mannerism: Inspiration with El Greco Grade Level: 4th Number of Classes: 3 Each 45 Minutes in Length Lesson Content Rationale: This lesson is to teach students about the artist El Greco and characteristics of the style of Mannerism. -
El Greco, a Mediator of Modern Painting
El Greco, a mediator of modern painting Estelle Alma Maré Tshwane University of Technology, Pretoria E-mail: [email protected] Without clear articulation of their insights, except in painted copies of and citations from his works, various modern artist seem to have recognised that formally El Greco’s late paintings are mental con- structs, representing only a schematic version of reality. El Greco changed the communicative function of painting from commenting on reality to constituting a reality. It is proposed that modern artists in a quest for a new approach to painting found El Greco’s unprecedented manner of figural expression, extreme degree of anti-naturalism and compositional abstraction a source of inspiration. For various painters that may have been a starting point in finding a new paradigm for art that was at a loose end after the influence of disciples of the French Academy terminated. Key words: El Greco, copying and emulation, Diego Vélazquez, Francis Bacon, Gustave Courbet, Éduard Manet, Edgar Degas, Paul Cézanne, J.F. Willumsen, Oscar Kokoschka, Pablo Picasso, Jackson Pollock El Greco, ’n medieerder van moderne skilderkuns Sonder dat hulle hul insigte duidelik geartikuleer het, behalwe in geskilderde kopieë van en aanhalings uit sy werke, het verskeie moderne kunstenaars blykbaar tot die insig geraak dat El Greco se latere skilderye denkkonstrukte is wat ’n geskematiseerde weergawe van die werklikheid verteenwoordig. Daar word betoog dat moderne kunstenaars op soek na ’n nuwe benadering tot die skilderkuns in El Greco se buitengewone wyse van figuurvoorstelling, anti-naturalisme en komposisionele abstraksie ’n bron van inspirasie gevind het. Vir verskeie kunstenaars was dit waarskynlik ’n aanknopingspunt vir die verwesenliking van ‘n nuwe paradigma vir kuns wat koers verloor het nadat die invloed van die dissipels van die Franse Akademie geëindig het. -
ΚΝΙΞQUΑΊLΚΊΓΚΙΞ§ ΚΝ ΊΓΗΙΞ WORIΚ of IΞJL GRIΞCO and ΊΓΗΙΞΚR ΚΝΊΓΙΞRΙΡRΙΞΊΓΑΊΓΚΟΝ 175
ΚΝΙΞQUΑΊLΚΊΓΚΙΞ§ ΚΝ ΊΓΗΙΞ WORIΚ Of IΞJL GRIΞCO AND ΊΓΗΙΞΚR ΚΝΊΓΙΞRΙΡRΙΞΊΓΑΊΓΚΟΝ 175 by Nicos Hadjinicolaou In memoryof Stella Panagopoulos, whose presence at the lecture gave me great pleasure The organization of a series of lectures in honour of a distinguished l art critic could bring the invited art historians in the delicate or uncomfortable position of defining the limits proper to art criticism and art history, thus reviving a rather sterile paragon of the 20th century. If, in the debate about the primacy of sculpture or of painting, Vasari (out of conviction it seems and not for reasons of tactics) declared that the controversy was futile because both arts were equally based οη "d isegno", Ι am afraid that tod ay a similar proposition to remove the object of dissent between art criticism and art history by claiming tha.t both were equally based οη "artistic theory" would, unfortunately, be rejected as being tόta11y out of place. Reconciliation being, at least for the moment, impossible, an art historian might be allowed to stress what in his eyes is one of the advantages of art criticism over art history: that it takes a stand, that it takes risks, that it measures the relevance of a work for the present and for the immediate future. It goes without saying that an art critic also jud ges a contemporary work under the burden of his or her knowledge of the art of the past and of the literature written ab out it. Υ et, this does not change the fundamental fact that the appreciation of the work and the value judgements about its assumed "quality" or "validity as a statement" are elements insid e a perspective looking towards the future and not towards the past. -
The Grotesque in El Greco
Konstvetenskapliga institutionen THE GROTESQUE IN EL GRECO BETWEEN FORM - BEYOND LANGUAGE - BESIDE THE SUBLIME © Författare: Lena Beckman Påbyggnadskurs (C) i konstvetenskap Höstterminen 2019 Handledare: Johan Eriksson ABSTRACT Institution/Ämne Uppsala Universitet. Konstvetenskapliga institutionen, Konstvetenskap Författare Lena Beckman Titel och Undertitel THE GROTESQUE IN EL GRECO -BETWEEN FORM - BEYOND LANGUAGE - BESIDE THE SUBLIME Engelsk titel THE GROTESQUE IN EL GRECO -BETWEEN FORM - BEYOND LANGUAGE - BESIDE THE SUBLIME Handledare Johan Eriksson Ventileringstermin: Hösttermin (år) Vårtermin (år) Sommartermin (år) 2019 2019 Content: This study attempts to investigate the grotesque in four paintings of the artist Domenikos Theotokopoulos or El Greco as he is most commonly called. The concept of the grotesque originated from the finding of Domus Aurea in the 1480s. These grottoes had once been part of Nero’s palace, and the images and paintings that were found on its walls were to result in a break with the formal and naturalistic ideals of the Quattrocento and the mid-renaissance. By the end of the Cinquecento, artists were working in the mannerist style that had developed from these new ideas of innovativeness, where excess and artificiality were praised, and artists like El Greco worked from the standpoint of creating art that were more perfect than perfect. The grotesque became an end to reach this goal. While Mannerism is a style, the grotesque is rather an effect of the ‘fantastic’.By searching for common denominators from earlier and contemporary studies of the grotesque, and by investigating the grotesque origin and its development through history, I have summarized the grotesque concept into three categories: between form, beyond language and beside the sublime. -
Music As an Angelic Message in El Greco's Oeuvre
Music as an angelic message in El Greco’s oeuvre Estelle Alma Maré Department of Architecture, Tshwane University of Technology, Pretoria E-mail: [email protected] Angels are assumed to represent messengers from God and in Christian art they are traditionally de- picted as winged human beings. In the visual arts all figures are mute; therefore angel music as the divine message relayed to the viewer needs to be interpreted as a form of visual gestural rhetoric with an imaginary auditive reference. In order to treat this theme, the article is introduced by a general discussion of the representation of angels in El Greco=s oeuvre, followed by a brief orientation to the theme of angel musicians in Medieval and Renaissance art. An analysis of El Greco=s paintings that include heavenly musicians reveal that the interaction between heaven and earth becomes continuous, eliminating the contrast between these zones that was postulated by Aristotle. Even though only a lim- ited number of El Greco=s paintings include angel musicians, their active presence in some of his most imaginative compositions illustrate the way in which he evolved an unique iconographical convention related to the theme of these consorts, and his innovative expansion of the meaning of the being and missions of angels. Keywords: El Greco, angel consort, harmony of the spheres, musical instruments Musiek as =n engel-boodskap in El Greco se oeuvre Dit word veronderstel dat engele boodskappers van God is en in Christelike kuns word hulle tradi- sioneel as gevlerkte mensfigure voorgestel. In die visuele kunste is alle figure stom; dus moet en- gel-musiek as die goddelike boodskap wat aan die aanskouer oorgedra word, as =n vorm van visuele gebare-retorika met =n denkbeeldige ouditiewe verwysing geïnterpreteer word. -
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. -
On " Mannerism " Or Logos Stabbed
ON " MANNERISM " OR LOGOS STABBED By JOICHIRO KAWAMURA* I. Enigmatic Painting The reddish bare land gently undulates dotted with the warm, rather dull green of orchards, descending to a hilly town covered by the monochromatic bluish grey of buildings. Now suppose a graceful boy stood in the middle of the hill where you can command a view of the whole town with the stream of the Tajo at a long distance to the left. The boy spreads his arms holding out a bird's-eye-view of the town which is seen lying easily far below his feet. Well, if we are to draw a bird's-eye-view picture of the whole landscape on a canvas, it will be a rare invention for us to depict in the foreground the pale, melan- cholic boy and the bird's-eye-view he holds out with his effeminate hands as one of the "things" constituent of the whole landscape. In the bird's-eye-view held by the boy-in- the-picture, still another bird's-eye-view of the same landscape including the boy holding out a fourth bird's-eye-view is to be drawn. In that last (not final) bird's-eye-view, another, that is a fifth, bird's-eye-view of the town is to be drawn, where, in its turn, the boy with his sixth view is to be depicted. Thus one picture of the town repeats itself endlessly. This painting, Iike two mirrors placed face to face reflecting and infinitely multiplying their transparent images, implies an obscure Existence (or Non-Existence) that encloses the entire town of Toledo and takes it away beyond the blue heavens. -
LOCATING El GRECO in LATE SIXTEENTH-CENTURY
View metadata, citation and similarbroughtCORE papers to you at by core.ac.uk provided by Online Repository of Birkbeck Institutional Theses LOCATING El GRECO IN LATE SIXTEENTH‐CENTURY ROME: ART and LEARNING, RIVALRY and PATRONAGE Ioanna Goniotaki Department of History of Art, School of Arts Birkbeck College, University of London Submitted for the degree of Doctor of Philosophy, July 2017 -1- Signed declaration I declare that the work presented in the thesis is my own Ioanna Goniotaki -2- ABSTRACT Much has been written about the artistic output of Domenicos Theotocopoulos during his time in Spain, but few scholars have examined his works in Venice and even fewer have looked at the years he spent in Rome. This may be in part attributed to the lack of firm documentary evidence regarding his activities there and to the small corpus of works that survive from his Italian period, many of which are furthermore controversial. The present study focuses on Domenicos’ Roman years and questions the traditional notion that he was a spiritual painter who served the principles of the Counter Reformation. To support such a view I have looked critically at the Counter Reformation, which I consider more as an amalgam of diverse and competitive institutions and less as an austere movement that strangled the freedom of artistic expression. I contend, moreover, that Domenicos’ acquaintance with Cardinal Alessandro Farnese’s librarian, Fulvio Orsini, was seminal for the artist, not only because it brought him into closer contact with Rome’s most refined circles, but principally because it helped Domenicos to assume the persona of ‘pictor doctus’, the learned artist, following the example of another of Fulvio’s friends, Pirro Ligorio. -
El Greco's Saint Francisat the Bilbao Fine Arts Museum
El Greco’s Saint Francis at the Bilbao Fine Arts Museum Ana Sánchez-Lassa de los Santos José Luis Merino Gorospe This text is published under an international Attribution-NonCommercial-NoDerivs Creative Commons licence (BY-NC-ND), version 4.0. It may therefore be circulated, copied and reproduced (with no alteration to the contents), but for educational and research purposes only and always citing its author and provenance. It may not be used commercially. View the terms and conditions of this licence at http://creativecommons.org/licenses/by-ncnd/4.0/legalcode Using and copying images are prohibited unless expressly authorised by the owners of the photographs and/or copyright of the works. © of the texts: Bilboko Arte Ederren Museoa Fundazioa-Fundación Museo de Bellas Artes de Bilbao Photography credits © Archivo del Instituto Valencia de Don Juan, Madrid: fig. 2 © Bilboko Arte Ederren Museoa Fundazioa-Fundación Museo de Bellas Artes de Bilbao: figs. 1, 3, 4 and 10-25 © Fine Arts Museum of San Francisco. Donated by Samuel H. Kress Foundation: fig. 5 © Meadows Museum, Southern Methodist University, Dallas. Museum Purchase. Meadows Acquisition Fund with private donations and University funds: fig. 8 © Museo Diocesano de Arte Sacro, Vitoria-Gasteiz. Depósito de la Diputación Foral de Álava: fig. 9 © RMN-Grand Palais / Jacques Quecq d’Henripret: fig. 7 © The Art Institute of Chicago: fig. 6 Text published in: Buletina = Boletín = Bulletin. Bilbao : Bilboko Arte Eder Museoa = Museo de Bellas Artes de Bilbao = Bilbao Fine Arts Museum, no. 8, 2014, pp. 111-157. Sponsor: aint Francis in Prayer Before the Crucifix, by El Greco [fig. -
Archived Press Release the Frick Collection
ARCHIVED PRESS RELEASE from THE FRICK COLLECTION 1 EAST 70TH STREET • NEW YORK • NEW YORK 10021 • TELEPHONE (212) 288-0700 • FAX (212) 628-4417 MAJOR FALL EXHIBITION AT THE FRICK COLLECTION MASTERPIECES OF EUROPEAN PAINTING FROM THE TOLEDO MUSEUM OF ART OCTOBER 29, 2002 THROUGH JANUARY 5, 2003 To mark its recent centenary, the Toledo Museum of Art, Toledo, OH, is making an important loan of twelve of its greatest European paintings, which will be on view this fall in the Oval Gallery and Garden Court of The Frick Collection. Masterpieces of European Painting from the Toledo Museum of Art will feature exceptional works by Piero di Cosimo (1462–1522), Jacopo Bassano (ca. 1510–1592), Francesco Primaticcio (1504–1570), El Greco (1541–1614), Thomas de Keyser (1596/97–1667), François Boucher (1703–1770), Thomas Gainsborough (1727–1788), Antoine-Jean Gros (1771– 1835), Gustave Courbet (1819–1877), Camille Pissarro (1830–1903), James-Jacques-Joseph Tissot (1836–1902), and Paul Cézanne (1839–1906). While the collection of the Toledo museum is considered encyclopedic, the works included in the exhibition will emphasize the period from the early Italian Renaissance to late nineteenth-century France. The selection will notably complement the holdings of the Frick in scope and distinction – while including a number of artists not ordinarily on view at the New York museum. This exhibition also continues a Frick tradition of presenting extraordinary Old Master paintings from American institutions that are less well known to the New York public. Masterpieces of European Painting from the Toledo Museum of Art is organized by Colin B. -
“Aproximación a Una Genealogía De El Greco”, Por Ventura Leblic García
215 APROXIMACIÓN A UNA GENEALOGÍA DE EL GRECO VVVENTURAENTURAENTURA LEBLICEBLICEBLIC GARCÍAARCÍAARCÍA Académico Numerario oco a poco, un dato nuevo procedente de lugares insospechados, aporta algo de luz sobre la familia de «Domenico Greco», su P vida y la de los suyos en las tierras insulares de Creta. Los nuevos descubrimientos de investigadores españoles, griegos o italianos nos ayudan a recomponer datos para un genealogía que hasta ahora, se estanca en cinco generaciones a partir de nuestro personaje, del que conocemos que nació en Candía (Creta) en 1541, por una declaración recogida en 1606, en la que dice contar con 65 años. El testimonio personal es lo único que tenemos. No obstante quizá podamos mantener la esperanza de encontrar algún dato más entre la documentación que se trasladó a Venecia antes de la conquista de la isla por el turco en 1669. De ella proceden algunos datos nuevos sobre nuestro maestro. En Candía y sus alrededores existieron desde al menos el siglo XIII hasta el XVII, decenas de pintores. Las fuentes hablan que en el siglo XVI vivían 150 pintores en una ciudad de 15.000 habitantes. Le Saige, un viajero francés del siglo XVI dice que en 1518 Candía era un gran centro artístico, especialmente de iconos, cuya producción a gran escala se comercializaba en todo el Mediterráneo. En alguna de las mejores escuelas cretenses debió fraguarse nuestro gran genio. Por sus repetidos testimonios, incluso en sus cuadros como en el San Mauricio, donde firma como «Domingo Theotocopuli, cretense, lo hizo» y otros documentos como el que generó su intervención actuando de traductor en un juicio de la Inquisición, contra un pobre morisco, en el que afirmó que era «natural de la ciudad de Candía, pintor residente en esta ciudad…» y otros documentos, no queda la menor duda de su origen geográfico. -
''View of Toledo''
‘’View of Toledo’’ SPOOKY HOUSE (Grade 6 Print: ‘’View of Toledo’’ by El Greco) Watercolor paint over black ink drawing makes a very spooky landscape for October. This project could be used to illustrate creative writing about adventure on a dark spooky night. The project will encourage students to include descriptive writing in the story. CURRICULUM CONNECTION: architecture, literature, creative writing, Illustration and landscape ART CONCEPT: Use of color for mood, lines to create feeling through drawing and painting (EALR grade 6 # 1.1.1, 1.1.2) MEDIUM: pens, watercolor and tempera TIME: Session 1: drawing and pen work 45mins-1hour Session 2: watercolor 30-45 minutes. GRADE LEVEL: 6 MATERIALS: white construction paper 12X18 Black fine tip felt pens, water- soluble Watercolor sets with brush Large brush about 1” wide or large round brush. Water container Paper towel Pictures of houses PROCEDURES: 1. Show pictures of old houses of various styles. Particularly pay attention to the siding, shutters, shingles porches and steps. 2. Students will make pencil drawings of the basic outline of their house. If they are illustrating their story it should match their description. DO NOT put in fine detail. 3. Use the black pens to trace over pencil lines and add fine detail. 4. Talk about what should be in the yard, and where is the horizon? Add these to the picture. 5. Painting with watercolor will smear the pen lines but it really adds to the spooky mood. Do a watercolor wash across the sky. Demo this. Wet a large brush with water and sweep it across the sky.