Self-Reference in Caravaggio's Calling of St. Matthew Matthew B
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Michelangelo Buonarroti – Ages 10 – Adult | Online Edition
MICHELANGELO BUONARROTI – AGES 10 – ADULT | ONLINE EDITION Step 1 - Introducing the Michelangelo Buonarroti Slideshow Guide BEGIN READING HERE MOTIVATION Have you ever had to do a job you really didn’t want to do? Maybe you even got in an argument about it and stormed away angry. Did you end up doing the job anyway, because the person in charge, like a parent or teacher, insisted you do it? That is exactly what happened to our master artist when he was twenty-eight years old. Who would have had that much power over him as an adult? Click Start Lesson To Begin DEVELOPMENT 1. POPE JULIUS II Pope Julius was the powerful ruler of the church in Rome, and he heard about Michelangelo’s amazing talents. The Pope wanted to build beautiful churches and statues in Rome, so people would remember him. He tricked Michelangelo into moving to Rome to work as a sculptor. Sculpting was Michelangelo’s first love as an artist. But soon after Michelangelo began working, the Pope canceled the sculpture and forced him to begin a new project. That’s when the arguments began. Why? Click Next To Change Slide 2. SELF-PORTRAIT Michelangelo considered himself a sculptor. He generally signed his letters and contracts for important works of painting as “Michelangelo the Sculptor.” Time and time again he spoke of his dislike for painting. He claimed it was NOT his profession. Can you guess what Pope Julius asked him to do? (PAINT) Yes, the powerful Julius wanted and insisted that Michelangelo paint, because he was under contract. -
Reading 1.2 Caravaggio: the Construction of an Artistic Personality
READING 1.2 CARAVAGGIO: THE CONSTRUCTION OF AN ARTISTIC PERSONALITY David Carrier Source: Carrier, D., 1991. Principles of Art History Writing, University Park, Pennsylvania: Pennsylvania State University Press, pp.49–79. Copyright ª 1991 by The Pennsylvania State University. Reproduced by permission of the publisher. Compare two accounts of Caravaggio’s personality: Giovanni Bellori’s brief 1672 text and Howard Hibbard’s Caravaggio, published in 1983. Bellori says that Caravaggio, like the ancient sculptor Demetrius, cared more for naturalism than for beauty. Choosing models, not from antique sculpture, but from the passing crowds, he aspired ‘only to the glory of colour.’1 Caravaggio abandoned his early Venetian manner in favor of ‘bold shadows and a great deal of black’ because of ‘his turbulent and contentious nature.’ The artist expressed himself in his work: ‘Caravaggio’s way of working corresponded to his physiognomy and appearance. He had a dark complexion and dark eyes, black hair and eyebrows and this, of course, was reflected in his painting ‘The curse of his too naturalistic style was that ‘soon the value of the beautiful was discounted.’ Some of these claims are hard to take at face value. Surely when Caravaggio composed an altarpiece he did not just look until ‘it happened that he came upon someone in the town who pleased him,’ making ‘no effort to exercise his brain further.’ While we might think that swarthy people look brooding more easily than blonds, we are unlikely to link an artist’s complexion to his style. But if portions of Bellori’s text are alien to us, its structure is understandable. -
75. Sistine Chapel Ceiling and Altar Wall Frescoes Vatican City, Italy
75. Sistine Chapel ceiling and altar wall frescoes Vatican City, Italy. Michelangelo. Ceiling frescoes: c. 1508-1510 C.E Altar frescoes: c. 1536-1541 C.E., Fresco (4 images) Video on Khan Academy Cornerstone of High Renaissance art Named for Pope Sixtus IV, commissioned by Pope Julius II Purpose: papal conclaves an many important services The Last Judgment, ceiling: Book of Genesis scenes Other art by Botticelli, others and tapestries by Raphael allowed Michelangelo to fully demonstrate his skill in creating a huge variety of poses for the human figure, and have provided an enormously influential pattern book of models for other artists ever since. Coincided with the rebuilding of St. Peters Basilica – potent symbol of papal power Original ceiling was much like the Arena Chapel – blue with stars The pope insisted that Michelangelo (primarily a sculpture) take on the commission Michelangelo negotiated to ‘do what he liked’ (debateable) 343 figures, 4 years to complete inspired by the reading of scriptures – not established traditions of sacred art designed his own scaffolding myth: painted while lying on his back. Truth: he painted standing up method: fresco . had to be restarted because of a problem with mold o a new formula created by one of his assistants resisted mold and created a new Italian building tradition o new plaster laid down every day – edges called giornate o confident – he drew directly onto the plaster or from a ‘grid’ o he drew on all the “finest workshop methods and best innovations” his assistant/biographer: the ceiling is "unfinished", that its unveiling occurred before it could be reworked with gold leaf and vivid blue lapis lazuli as was customary with frescoes and in order to better link the ceiling with the walls below it which were highlighted with a great deal of gold’ symbolism: Christian ideals, Renaissance humanism, classical literature, and philosophies of Plato, etc. -
BOZZETTO STYLE” the Renaissance Sculptor’S Handiwork*
“BOZZETTO STYLE” The Renaissance Sculptor’s Handiwork* Irving Lavin Institute for Advanced Study, Princeton NJ It takes most people much time and effort to become proficient at manipulating the tools of visual creation. But to execute in advance sketches, studies, plans for a work of art is not a necessary and inevitable part of the creative process. There is no evidence for such activity in the often astonishingly expert and sophisticated works of Paleolithic art, where images may be placed beside or on top of one another apparently at random, but certainly not as corrections, cancellations, or “improved” replacements. Although I am not aware of any general study of the subject, I venture to say that periods in which preliminary experimentation and planning were practiced were relatively rare in the history of art. While skillful execution requires prior practice and expertise, the creative act itself, springing from a more or less unselfconscious cultural and professional memory, might be quite autonomous and unpremeditated. A first affirmation of this hypothesis in the modern literature of art history occurred more than a century-and-a-half ago when one of the great French founding fathers of modern art history (especially the discipline of iconography), Adolphe Napoléon Didron, made a discovery that can be described, almost literally, as monumental. In the introduction to his publication — the first Greek-Byzantine treatise on painting, which he dedicated to his friend and enthusiastic fellow- medievalist, Victor Hugo — Didron gave a dramatic account of a moment of intellectual illumination that occurred during a pioneering exploratory visit to Greece in August and September 1839 for the purpose of studying the medieval fresco and mosaic decorations of the Byzantine churches.1 He had, he says, wondered at the uniformity and continuity of the Greek * This contribution is a much revised and expanded version of my original, brief sketch of the history of sculptors’ models, Irving Lavin, “Bozzetti and Modelli. -
Evolution and Ambition in the Career of Jan Lievens (1607-1674)
ABSTRACT Title: EVOLUTION AND AMBITION IN THE CAREER OF JAN LIEVENS (1607-1674) Lloyd DeWitt, Ph.D., 2006 Directed By: Prof. Arthur K. Wheelock, Jr. Department of Art History and Archaeology The Dutch artist Jan Lievens (1607-1674) was viewed by his contemporaries as one of the most important artists of his age. Ambitious and self-confident, Lievens assimilated leading trends from Haarlem, Utrecht and Antwerp into a bold and monumental style that he refined during the late 1620s through close artistic interaction with Rembrandt van Rijn in Leiden, climaxing in a competition for a court commission. Lievens’s early Job on the Dung Heap and Raising of Lazarus demonstrate his careful adaptation of style and iconography to both theological and political conditions of his time. This much-discussed phase of Lievens’s life came to an end in 1631when Rembrandt left Leiden. Around 1631-1632 Lievens was transformed by his encounter with Anthony van Dyck, and his ambition to be a court artist led him to follow Van Dyck to London in the spring of 1632. His output of independent works in London was modest and entirely connected to Van Dyck and the English court, thus Lievens almost certainly worked in Van Dyck’s studio. In 1635, Lievens moved to Antwerp and returned to history painting, executing commissions for the Jesuits, and he also broadened his artistic vocabulary by mastering woodcut prints and landscape paintings. After a short and successful stay in Leiden in 1639, Lievens moved to Amsterdam permanently in 1644, and from 1648 until the end of his career was engaged in a string of important and prestigious civic and princely commissions in which he continued to demonstrate his aptitude for adapting to and assimilating the most current style of his day to his own somber monumentality. -
On the Problem of Describing and Interpreting Works of the Visual Arts
On the Problem of Describing and Interpreting Works of the Visual Arts Author(s): Erwin Panofsky, Jaś Elsner, and Katharina Lorenz Reviewed work(s): Source: Critical Inquiry, Vol. 38, No. 3 (Spring 2012), pp. 467-482 Published by: The University of Chicago Press Stable URL: http://www.jstor.org/stable/10.1086/664547 . Accessed: 24/05/2012 14:10 Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at . http://www.jstor.org/page/info/about/policies/terms.jsp JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]. The University of Chicago Press is collaborating with JSTOR to digitize, preserve and extend access to Critical Inquiry. http://www.jstor.org On the Problem of Describing and Interpreting Works of the Visual Arts Erwin Panofsky Translated by Jas´ Elsner and Katharina Lorenz In the eleventh of his Antiquarian Letters, Gotthold Ephraim Lessing discusses a phrase from Lucian’s description of the painting by Zeuxis called A Family of Centaurs: ‘at the top of the painting a centaur is leaning down as if from an observation point, smiling’ (ano de tes eikonos hoion apo tinos skopes Hippokentauros tis ...). ‘This as if from an observation point, Except for a few changes, that partly emerged from the discussion, this article presents the thread of a talk, that was given on 20 May 1931, to the Kiel section of the Kant Society. -
Light and Sight in Ter Brugghen's Man Writing by Candlelight
Volume 9, Issue 1 (Winter 2017) Light and Sight in ter Brugghen’s Man Writing by Candlelight Susan Donahue Kuretsky [email protected] Recommended Citation: Susan Donahue Kuretsky, “Light and Sight in ter Brugghen’s Man Writing by Candlelight,” JHNA 9:1 (Winter 2017) DOI: 10.5092/jhna.2017.9.1.4 Available at https://jhna.org/articles/light-sight-ter-brugghens-man-writing-by-candlelight/ Published by Historians of Netherlandish Art: https://hnanews.org/ Republication Guidelines: https://jhna.org/republication-guidelines/ Notes: This PDF is provided for reference purposes only and may not contain all the functionality or features of the original, online publication. This PDF provides paragraph numbers as well as page numbers for citation purposes. ISSN: 1949-9833 JHNA 7:2 (Summer 2015) 1 LIGHT AND SIGHT IN TER BRUGGHEN’S MAN WRITING BY CANDLELIGHT Susan Donahue Kuretsky Ter Brugghen’s Man Writing by Candlelight is commonly seen as a vanitas tronie of an old man with a flickering candle. Reconsideration of the figure’s age and activity raises another possibility, for the image’s pointed connection between light and sight and the fact that the figure has just signed the artist’s signature and is now completing the date suggests that ter Brugghen—like others who elevated the role of the artist in his period—was more interested in conveying the enduring aliveness of the artistic process and its outcome than in reminding the viewer about the transience of life. DOI:10.5092/jhna.2017.9.1.4 Fig. 1 Hendrick ter Brugghen, Man Writing by Candlelight, ca. -
Episode 5 Boy Bitten by a Lizard by Caravaggio Highlights
EpisodE 5 Boy Bitten by a Lizard by Caravaggio Highlights Caravaggio’s painting contains a lesson to the viewer about the transience of youth, the perils of sensual pleasure, and the precariousness of life. Questions to Consider 1. How do you react to the painting? Does your impression change after the first glance? 2. What elements of the painting give it a sense of intimacy? 3. Do you share Januszczak’s sympathies with the lizard, rather than the boy? Why or why not? Other works Featured Salome with the Head of St. John the Baptist (1607-1610), Caravaggio Young Bacchus (1593), Caravaggio The Fortune Teller (ca. 1595), Caravaggio The Cardsharps (ca. 1594), Caravaggio The Taking of Christ (1602), Caravaggio The Lute Player (ca. 1596), Caravaggio Contarelli Chapel paintings, Church of San Luigi dei Francesi: The Calling of St. Matthew, The Martyrdom of St. Matthew, The Inspiration of St. Matthew (1597-1602), Caravaggio The Beheading of St. John the Baptist (1608), Caravaggio The Sacrifice of Isaac (1601-02), Caravaggio David (1609-10), Caravaggio Bacchus (ca. 1596), Caravaggio Boy with a Fruit Basket (1593), Caravaggio St. Jerome (1605-1606), Caravaggio ca. 1595-1600 (oil on canvas) National Gallery, London A Table Laden with Flowers and Fruit (ca. 1600-10), Master of the Hartford Still-Life 9 EPTAS_booklet_2_20b.indd 10-11 2/20/09 5:58:46 PM EpisodE 6 Mona Lisa by Leonardo da Vinci Highlights A robbery and attempted forgery in 1911 helped propel Mona Lisa to its position as the most famous painting in the world. Questions to Consider 1. -
Download 94-Page Tour Booklet
Click city to Jump. Rome Lucerne Florence Paris The trip of a Lifetime London Venice EUROPE by TRAIN EUROPE by TRAIN place to the next, changing cities every night the way typical group tours do. We have selected six ROME of Europe’s most wonderful places and we stay for two or three nights in each of them to give you FLORENCE a good look around. VENICE About 25 years ago we did conduct several bus LUCERNE tours through Europe and were very dissatisfied with that approach. The tour moved through these PARIS places too quickly, and the bus was just not very LONDON comfortable, especially when you had to sit in it click to jump for an average of six hours every day. We looked at other Europe tours and found they were all the INTRODUCTION: same — stuck on the bus, changing cities every day, using hotels far from the center of town. This detailed book about our Rome to London The result was a very superficial tour that was train trip gives you an accurate idea of what the extremely tiring, and really did not show you very experience is all about. It describes the events of much. each day as they happen, so it is like a diary or a scrapbook of the tour. During the past 24 years we have conducted this trip 32 times, and have developed an ideal outline of events that take place each day, with a very efficient sequence of things that we see and do. Of course there are always minor variations in the daily routine described here, and there is some free time each day for you to pursue particular interests. -
Winter Dialogue-Final-2
Docent Council Dialogue Winter 2013 Published by the Docent Council Volume XLIIl No 2 From Ethereal to Earthy The Legacy of Caravaggio 1 Inside the Dialogue Reflections on a Snowy Morning.......................Diane Macris, President, Docent Council Page 3 Winter Message..................................................Charlene Shang Miller, Docent and Tour Programs Manager Page 3 A Docent’s Appreciation of Alona Wilson........................................................JoAn Hagan, Docent Page 4 An Idea whose Time had Come................................Sandy Voice Page 5 Presentations:Works of Art from Burst of Light ......Docent Contributors Pages 7-20 The Transformative Genius of Caravaggio...............JoAn Hagan Page10 Flicks: The Dialogue Goes to the Cinema....................................................Sandy Voice Page 10 A Docent’s Guide to the Saints..................................Beth Malley Page 11 From the Sublime to the Ridiculous and Back..........Hope Vath Page 13 The Bookshelf: A Book Review.................................BethMalley Page 15 A Passion for Stickley ...............................................Laura Harris Page 20 From the Collection of Stephen Gray Docent Council Dialogue The Dialogue is created by and for docents and provides a forum for touring ideas and techniques, publishing information that is vital to docent interests such as museum changes, and recording docent activities and events. The newsletter is published in Fall, Winter, and Spring editions. Editorial Staff Sandy Voice Co-Editor -
ARTS 5306 Crosslisted with 4306 Baroque Art History Fall 2020
ARTS 5306 crosslisted with 4306 Baroque Art HIstory fall 2020 Instructor: Jill Carrington [email protected] tel. 468-4351; Office 117 Office hours: MWF 11:00 - 11:30, MW 4:00 – 5:00; TR 11:00 – 12:00, 4:00 – 5:00 other times by appt. Class meets TR 2:00 – 3:15 in the Art History Room 106 in the Art Annex and remotely. Course description: European art from 1600 to 1750. Prerequisites: 6 hours in art including ART 1303 and 1304 (Art History I and II) or the equivalent in history. Text: Not required. The artists and most artworks come from Ann Sutherland Harris, Seventeenth Century Art and Architecture. Upper Saddle River, NJ: Pearson, Prentice Hall, 2e, 2008 or 1e, 2005. One copy of the 1e is on four-hour reserve in Steen Library. Used copies of the both 1e and 2e are available online; for I don’t require you to buy the book; however, you may want your own copy or share one. Objectives: .1a Broaden your interest in Baroque art in Europe by examining artworks by artists we studied in Art History II and artists perhaps new to you. .1b Understand the social, political and religious context of the art. .2 Identify major and typical works by leading artists, title and country of artist’s origin and terms (id quizzes). .3 Short essays on artists & works of art (midterm and end-term essay exams) .4 Evidence, analysis and argument: read an article and discuss the author’s thesis, main points and evidence with a small group of classmates. -
Call for Data “Inventory and Condition of Stock of Materials at UNESCO World Cultural Heritage Sites”
Report No 83: Call for Data “Inventory and condition of stock of materials at UNESCO world cultural heritage sites”. Part II – Risk assessment September 2018 PREPARED BY THE SUB-CENTRE FOR STOCK OF MATERIALS AT RISK AND CULTURAL HERITAGE Italian National Agency for New Technologies, Energy and Sustainable Economic Development (ENEA), Rome, Italy CONVENTION ON LONG-RANGE TRANSBOUNDARY AIR POLLUTION INTERNATIONAL CO-OPERATIVE PROGRAMME ON EFFECTS ON MATERIALS, INCLUDING HISTORIC AND CULTURAL MONUMENTS (ICP Materials) Report No 83 Call for Data “Inventory and condition of stock of materials at UNESCO world cultural heritage sites” Part II – Risk assessment Pasquale Spezzano1, Johan Tidblad2, Mirna Bojić3, Zrinka Radunić3, Vanja Kovačić3, Sonja Vidić4, Nina Zovko5, Stefan Brüggerhoff6, Markus Faller7, Ulrik Hans7, Terje Grøntoft8, Jessica Andersson2 1ENEA, Italy 2Swerea KIMAB AB, Sweden 3Ministry of Culture, Croatia 4Meteorological and Hydrological Service, Croatia 5Croatian Agency for Environment and Nature 6Deutsches Bergbau – Museum Bochum, Germany 7Swiss Federal Laboratories for Materials Testing and Research (EMPA), Switzerland 8Norwegian Institute for Air Research (NILU), Norway ENEA, Rome, Italy September 2018 http://www.enea.it/ Contents 1. Introduction ........................................................................................................................................ 4 2. Cultural objects .................................................................................................................................