Tradition, Innovation, Wholeness, and the Future in the Art of Paul Klee By
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Hausenstein's Klee in the Year 1921, in His Book Kairuan, Oder Eine
Charles W. Haxthausen Paul Klee, Wilhelm Hausenstein, and «the Problem of Style» Guten Tag, Monsieur Ich, was haben Sie heute für eine Krawatte umgebunden? möchte man manchmal einem «Kunstwerk» zu- rufen. Paul Klee, Tagebücher, 1906 Hausenstein’s Klee In the year 1921, in his book Kairuan, oder eine Geschichte vom Maler Klee und von der Kunst dieses Zeitalters, the eminent German art critic Wilhelm Hausenstein de- clared his subject the quintessential artist of his era. Yet his reasons made the honor an ambiguous one: Wir […] sind in die Epoche des Anarchischen und der Disgregation eingetreten. […] Der Malerzeichner Klee nahm von der Zeit, was sie war. Er sah, was sie nicht war; sah ihr Va- kuum, ihre Sprünge; sah ihre Ruinen und saß über ihnen. Sein Name bedeutet kein Sys- tem. Seine Kunst ist irrational, selbst in der raffiniertesten Überlegung naiv, ist der uner- hörten Verwirrung des Zeitalters hingegeben.1 Such gloomy words seem strangely discordant with our image of Klee. They must have seemed especially incongruous when read alongside the artworks illustrat- ing Hausenstein’s book. For most of us familiar with Klee’s art, his name evokes humor and charm, fantasy and poetry, witty and evocative titles, aesthetic en- chantment, delights for the mind as well as the eye—not «Sprünge» and «Ruinen», not anarchy and disintegration. What «Verwirrung» was Hausenstein talking about? To be sure, the confusion of modernity was by then a well-estab- lished trope, yet if we read Hausenstein’s previous writing we will see that he had something more specific in mind. The symptom of the confusion of the age was the confusion of styles, and that confusion was manifest in Klee’s art more than in any other. -
The American Abstract Artists and Their Appropriation of Prehistoric Rock Pictures in 1937
“First Surrealists Were Cavemen”: The American Abstract Artists and Their Appropriation of Prehistoric Rock Pictures in 1937 Elke Seibert How electrifying it must be to discover a world of new, hitherto unseen pictures! Schol- ars and artists have described their awe at encountering the extraordinary paintings of Altamira and Lascaux in rich prose, instilling in us the desire to hunt for other such discoveries.1 But how does art affect art and how does one work of art influence another? In the following, I will argue for a causal relationship between the 1937 exhibition Prehis- toric Rock Pictures in Europe and Africa shown at the Museum of Modern Art (MoMA) and the new artistic directions evident in the work of certain New York artists immediately thereafter.2 The title for one review of this exhibition, “First Surrealists Were Cavemen,” expressed the unsettling, alien, mysterious, and provocative quality of these prehistoric paintings waiting to be discovered by American audiences (fig. ).1 3 The title moreover illustrates the extent to which American art criticism continued to misunderstand sur- realist artists and used the term surrealism in a pejorative manner. This essay traces how the group known as the American Abstract Artists (AAA) appropriated prehistoric paintings in the late 1930s. The term employed in the discourse on archaic artists and artistic concepts prior to 1937 was primitivism, a term due not least to John Graham’s System and Dialectics of Art as well as his influential essay “Primitive Art and Picasso,” both published in 1937.4 Within this discourse the art of the Ice Age was conspicuous not only on account of the previously unimagined timespan it traversed but also because of the magical discovery of incipient human creativity. -
The University of Chicago Objects of Veneration
THE UNIVERSITY OF CHICAGO OBJECTS OF VENERATION: MUSIC AND MATERIALITY IN THE COMPOSER-CULTS OF GERMANY AND AUSTRIA, 1870-1930 A DISSERTATION SUBMITTED TO THE FACULTY OF THE DIVISION OF THE HUMANITIES IN CANDIDACY FOR THE DEGREE OF DOCTOR OF PHILOSOPHY DEPARTMENT OF MUSIC BY ABIGAIL FINE CHICAGO, ILLINOIS AUGUST 2017 © Copyright Abigail Fine 2017 All rights reserved ii TABLE OF CONTENTS LIST OF MUSICAL EXAMPLES.................................................................. v LIST OF FIGURES.......................................................................................... vi LIST OF TABLES............................................................................................ ix ACKNOWLEDGEMENTS............................................................................. x ABSTRACT....................................................................................................... xiii INTRODUCTION........................................................................................................ 1 CHAPTER 1: Beethoven’s Death and the Physiognomy of Late Style Introduction..................................................................................................... 41 Part I: Material Reception Beethoven’s (Death) Mask............................................................................. 50 The Cult of the Face........................................................................................ 67 Part II: Musical Reception Musical Physiognomies............................................................................... -
Paul Klee First, Let’S Learn to Say His Name: Klee Is Pronounced Similar to the Word Clay
Name _____________________________________ Homeroom Teacher _________________________ Behind the Masterpieces A look at the life and work of the artists behind famous artworks Paul Klee First, let’s learn to say his name: Klee is pronounced similar to the word clay. Try it a few times! Senecio, 1922 Red Bridge, 1928 Castle and Sun, 1928 Becoming an artist Paul Klee was born in Switzerland in 1879. Both of his parents were musicians and he loved music so much he thought he might become a musician too. He learned to play the violin but after creating drawings with sidewalk chalk his grandmother gave him he realized he liked drawing even more and decided to study art to become an artist! When Paul Klee first created art he didn’t use any color because he thought his art didn’t need it. Eventually he discovered how wonderful color was and started creating beautiful, colorful, paintings. Art Movement and Style: Taking a closer look h Take a minute and look at the three artworks above painted by Paul Klee. Paul Klee made many artworks where his subject matter (what he painted) was made out of geometric shapes. The subject in the first painting is a portrait (picture of a person). The last painting has a castle as the subject. Take a close look at the painting in the middle. Besides a bridge what do you think the subject is in the middle painting? __________________ ____________________________________________________________________________ These paintings of Paul Klee’s are known as cubism. We’ve already studied another artist who created cubist artwork using mostly squares and rectangles. -
ELEMENTARY ART Integrated Within the Regular Classroom Linda Fleetwood NEISD Visual Art Director WAYS ART TAUGHT WITHIN NEISD
ELEMENTARY ART Integrated Within the Regular Classroom Linda Fleetwood NEISD Visual Art Director WAYS ART TAUGHT WITHIN NEISD • Woven into regular elementary classes – integration • Instructional Assistants specializing in art – taught within rotation • Parents/Volunteers – usually after school • Art Clubs sponsored by elementary teachers – usually after school • Certified Art Teachers (2) – Castle Hills Elementary & Montgomery Elementary ELEMENTARY LESSON DESIGNS • NEISD Visual Art Webpage (must be logged in) https://www.neisd.net/Page/687 to find it open NEISD website > Departments > Fine Arts > Visual Art on left • Curriculum Available K-5 • Elementary Art TEKS • Lesson Designs (listed by topic and grade level) SOURCES FOR LESSON DESIGNS • Pinterest https://www.pinterest.com/ • YouTube • Art to Remember https://arttoremember.com/lesson-plans/ • SAX/School Specialty (an art supply source) https://www.schoolspecialty.com/ideas- resources/lesson-plans#pageView:list • Blick Lesson Plans (an art supply source) https://www.dickblick.com/lesson-plans/ LESSON TODAY, GRADES K-1 • Gr K-1, “Kitty Cat with Her Bird” • Integrate with Math Shapes • Based on Paul Klee • Discussion: Book The Cat and the Bird by Geraldine Elschner & Peggy Nile and watch the “How To” video https://www.youtube.com/watch?v=tW6MmY4xPe8 • Artwork: Cat and Bird, 1928 LESSON TODAY, GRADES 2-3 • Gr 2-3, “Me, On Top of Colors” • Integrate with Social Studies with Personal Identity, Math Shapes • Based on Paul Klee • Discussion: Poem Be Glad Your Nose Is On Your Face by Jack -
Paul Klee, 1879-1940 : a Retrospective Exhibition
-— ' 1" I F" -pr,- jpp«_p —^ i / P 1^ j 1 11 111 1 I f^^^r J M • •^^ | Digitized by the Internet Archive in 2011 with funding from Solomon R. Guggenheim Museum Library and Archives http://www.archive.org/details/paulklee1879klee PAUL KLEE 1879 1940 A RETROSPECTIVE EXHIBITION ORGANIZED BY THE SOLOMON R. GUGGENHEIM MUSEUM IN COLLABORATION WITH THE IMSADENA ART MUSEUM 67-19740 © 1967, The Solomon R. Guggenheim Foundation, New York Library of Congress Card Catalogue Number: Printed in the United States of America PARTICIPATING IIVSTITITIOWS PASADENA ART MUSEUM SAN FRANCISCO MUSEUM OF ART COLUMBUS GALLERY OF FINE ARTS CLEVELAND MUSEUM OF ART WILLIAM ROCKHILL NELSON GALLERY OF ART, KANSAS CITY BALTIMORE MUSEUM OF ART WASHINGTON UNIVERSITY, GALLERY OF ART. ST. LOUIS PHILADELPHIA MUSEUM OF ART Paul Klee stated in 1902: "I want to do something very modest, to work out by myself a tiny formal motif, one that my pencil will be able to encompass without any technique..."'. Gradually he intensified his formal and expressive range, proceeding from the tested to the experimental, toward an ever deepening human awareness. Because of his intensive concentration upon each new beginning, categories fall by the wayside and efforts to divide Klee's work into stable groupings remain unconvincing. Even styl- istic continuities are elusive and not easily discernible. There is nothing in the develop- ment of his art that resembles, for example. Kandinsky's or Mondrian s evolution from a representational toward a non-objective mode. Nor is it possible to speak of "periods" in the sense in which this term has assumed validity with Picasso. -
Morton Review
REVIEWS: Eighteenth- and Nineteenth-Century Literature and Culture 549 Morton, Marsha. Max Klinger and Wilhelmine Culture. On the Threshold of German Modernism. Farnham: Ashgate, 2014. 434 pp. £80.00 (hardcover). Max Klinger’s (1857–1920) life-size, polychrome marble sculpture of Ludwig van Beet- hoven formed the centerpiece of the 14th Vienna Secession Exhibition in 1902. In many ways, the exhibition wasasmuch a celebration ofthe Leipzig artist asit wasofthe great composer. By this point in time, Klinger had reached the zenith of his international fame as a modern artist and yet, his art historical position soon started to become increasingly precarious—especially after his death in 1920. Although his drawings and print cycles continued to enter private and public collections (especially in the United States), Klinger’s idiosyncratic realism—especially in his paintings—posed an insurmountable challenge to post-war formalism and abstraction. Klingerwasvirtuallyforgottenuntilthe1960sand1970s,whenaseriesofexhibitionsandpub- lications gradually generated renewed interest. Since then, Klinger slowly made his way back into the “story of modern art” but most of the scholarship continues to be offered in German. Marsha Morton’s 2014 publication under review here changes this unsatisfactory situation and makes a significant intervention not only in Klinger scholarship but also in the study of late nineteenth-century German art and culture more generally. Morton’s book is so multi-faceted that this short review cannot do it justice. But her key thesis is constructed around Klinger’s evocative visual engagement with the disquieting psy- chological undercurrents of modern urban life. This analytical emphasis on the psychological rather than an exclusively formalist modernism is part of a broader shift in the literature (the work of Debora L. -
The Silverman Collection
Richard Nagy Ltd. Richard Nagy Ltd. The Silverman Collection Preface by Richard Nagy Interview by Roger Bevan Essays by Robert Brown and Christian Witt-Dörring with Yves Macaux Richard Nagy Ltd Old Bond Street London Preface From our first meeting in New York it was clear; Benedict Silverman and I had a rapport. We preferred the same artists and we shared a lust for art and life in a remar kable meeting of minds. We were more in sync than we both knew at the time. I met Benedict in , at his then apartment on East th Street, the year most markets were stagnant if not contracting – stock, real estate and art, all were moribund – and just after he and his wife Jayne had bought the former William Randolph Hearst apartment on Riverside Drive. Benedict was negotiating for the air rights and selling art to fund the cash shortfall. A mutual friend introduced us to each other, hoping I would assist in the sale of a couple of Benedict’s Egon Schiele watercolours. The first, a quirky and difficult subject of , was sold promptly and very successfully – I think even to Benedict’s surprise. A second followed, a watercolour of a reclining woman naked – barring her green slippers – with splayed Richard Nagy Ltd. Richardlegs. It was also placed Nagy with alacrity in a celebrated Ltd. Hollywood collection. While both works were of high quality, I understood why Benedict could part with them. They were not the work of an artist that shouted: ‘This is me – this is what I can do.’ And I understood in the brief time we had spent together that Benedict wanted only art that had that special quality. -
Paul Klee, Mar.13-April 2, 1930
Paul Klee, Mar.13-April 2, 1930 Author Museum of Modern Art (New York, N.Y.) Date 1930 Publisher The Museum of Modern Art Exhibition URL www.moma.org/calendar/exhibitions/1766 The Museum of Modern Art's exhibition history—from our founding in 1929 to the present—is available online. It includes exhibition catalogues, primary documents, installation views, and an index of participating artists. MoMA © 2017 The Museum of Modern Art MUSEUM OF MODERN ART 730 FIFTHAVE NEW YORK BMHanb . PAUL K L E E VyNy-T* MARCH 13 1930 APRIL 2 MUSEUM OF MODERN ART 730 FIFTH AVENUE NEW YORK ACKNOWLEDGMENT The exhibition has been made possible primarily through the generous co-operation of the artist's representatives, The Flechtheim Gallery of Berlin, and the J. B. Neumann Gallery of New York. The following have also generously lent pictures: Mr. Philip C. Johnson, Cleve land; The Gallery of Living Art, New York University; The Weyhe Gallery, New York. Thanks are extended to them on behalf of the Trustees and the Staff of the Museum of Modern Art. TRUSTEES A. CONGER GOODYEAR, PRESIDENT MISS L. P. BLISS, VICE-PRESIDENT MRS. JOHN D. ROCKEFELLER, JR., TREASURER FRANK CROWN IN SHI ELD, SECRETARY WILLIAM T. ALDRICH FREDERIC C. BARTLETT STEPHEN C. CLARK MRS. W. MURRAY CRANE CHESTER DALE SAMUEL A. LEWISOHN DUNCAN PHILLIPS MRS. RAINEY ROGERS PAUL J. SACHS MRS. CORNELIUS J. SULIVAN ALFRED H. BARR, JR., Director J ERE ABBOTT, Associate Director 5 Note — On the front cover of this Catalog is a sim plified zinc cut of Klee's Portrait of an Equilibrist. -
Kandinsky : Acuarelas. Städtische Galerie Im Lenbachhaus, Munich
Todos nuestros catálogos de arte All our art catalogues desde/since 1973 KandinsKy acuarelas städtische Galerie im lenbachhaus, múnich 2004 El uso de esta base de datos de catálogos de exposiciones de la Fundación Juan March comporta la aceptación de los derechos de los autores de los textos y de los titulares de copyrights. Los usuarios pueden descargar e imprimir gra- tuitamente los textos de los catálogos incluidos en esta base de datos exclusi- vamente para su uso en la investigación académica y la enseñanza y citando su procedencia y a sus autores. Use of the Fundación Juan March database of digitized exhibition catalogues signifies the user’s recognition of the rights of individual authors and/or other copyright holders. Users may download and/or print a free copy of any essay solely for academic research and teaching purposes, accompanied by the proper citation of sources and authors. www.march.es Fundación Juan March 001-018 Primeras paginas:001-018 Primeras paginas 11/10/11 13:40 Página 1 KANDINSKY acuarelas Fundación Juan March 001-018 Primeras paginas:001-018 Primeras paginas 11/10/11 13:40 Página 2 Fundación Juan March 001-018 Primeras paginas:001-018 Primeras paginas 11/10/11 13:40 Página 3 aKANDINSKYcuarelas STÄDTISCHE GALERIE IM LENBACHHAUS MÚNICH museo de Arte abstracto español, Cuenca 17 DICIEMBRE 2004 - 28 MARZO 2005 museu d’Art espanyol contemporani, Palma 6 ABRIL - 25 JUNIO 2005 Fundación Juan March 001-018 Primeras paginas:001-018 Primeras paginas 11/10/11 13:40 Página 4 5 Presentación 7 ...el propio ojo (queda) fascinado por la belleza del color Helmut Friedel 19 Obras 67 Biografía 75 Catálogo 81 Texte auf deutsch Fundación Juan March 001-018 Primeras paginas:001-018 Primeras paginas 11/10/11 13:40 Página 5 Bajo el título Kandinsky, acuarelas la Fundación Juan March presenta en el Museo de Arte Abstracto Español de Cuenca, y posteriormente en el Museu d’Art Espanyol Contemporani de Palma una selección de 39 obras, en su mayor parte acuarelas, realizadas entre 1910 y 1914, procedentes de la Städtische Galerie im Lenbachhaus de Múnich. -
Dissident Artists' Associations of Germany 1892-1912
Eastern Illinois University The Keep Masters Theses Student Theses & Publications 1984 Dissident Artists' Associations of Germany 1892-1912 Mary Jo Eberspacher Eastern Illinois University This research is a product of the graduate program in History at Eastern Illinois University. Find out more about the program. Recommended Citation Eberspacher, Mary Jo, "Dissident Artists' Associations of Germany 1892-1912" (1984). Masters Theses. 2826. https://thekeep.eiu.edu/theses/2826 This is brought to you for free and open access by the Student Theses & Publications at The Keep. It has been accepted for inclusion in Masters Theses by an authorized administrator of The Keep. For more information, please contact [email protected]. THESIS REPRODUCTION CERTIFICATE TO: Graduate Degree Candidates who have written formal theses. SUBJECT: Permission to reproduce theses. The University Library is receiving a number of requests from other institutions asking permission to reproduce dissertations for inclusion in their library holdings. Although no copyright laws are involved, we feel that professional courtesy demands that permission be obtained from the author before we allow theses to be copied. Please sign one of the following statements: Booth Library of Eastern Illinois University has my permission to lend my thesis to a reputable college or university for the purpose of copying it for inclusion in that institution's library or research holdings. Date Author I respectfully request Booth Library of Eastern Illinois University not allow my thesis be reproduced -
PAUL KLEE and COMIC MODERNISM by Jesine Lynn
PAUL KLEE AND COMIC MODERNISM By Jesine Lynn Munson A thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts in Art History MONTANA STATE UNIVERSITY Bozeman, Montana November 2015 ©COPYRIGHT by Jesine Lynn Munson 2015 All Rights Reserved ii TABLE OF CONTENTS 1. INTRODUCTION .................................................................................................................................. 1 2. TERMINOLOGY ................................................................................................................................... 9 3. EARLY SATIRICAL WORKS ...........................................................................................................13 4. MASKS, PUPPETS, AND, PERFORMERS ...................................................................................23 5. THEATRICAL LANDSCAPE ...........................................................................................................31 6. HAND PUPPETS AND PUPPET THEATER ...............................................................................40 7. BAUHAUS THEATER WORKSHOP .............................................................................................48 8. FINAL YEARS .....................................................................................................................................54 9. CONCLUSION .....................................................................................................................................62 10. BIBLIOGRAPHY ..........................................................................................................................