Charles Demuth by Andrew Carnduff Ritchie
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THE AMERICAN ART-1 Corregido
THE AMERICAN ART: AN INTRODUCTION Compiled by Antoni Gelonch-Viladegut For the Gelonch Viladegut Collection Paris-Boston, April 2011 SOMMARY INTRODUCTION 3 18th CENTURY 5 19th CENTURY 6 20th CENTURY 8 AMERICAN REALISM 8 ASHCAN SCHOOL 9 AMERICAN MODERNISM 9 MODERNIST PAINTING 13 THE AMERICAN SOUTHWEST 14 HARLEM RENAISSANCE 14 NEW DEAL ART 14 ABSTRACT EXPRESSIONISM 15 ACTION PAINTING 18 COLOR FIELD 19 POLLOCK AND ABSTRACT INFLUENCES 20 ART CRITICS OF THE POST-WORLD WAR II ERA 21 AFTER ABSTRACT EXPRESSIONISM 23 OTHER MODERN AMERICAN MOVEMENTS 24 THE GELONCH VILADEGUT COLLECTION 2 http://www.gelonchviladegut.com The vitality and the international presence of a big country can also be measured in the field of culture. This is why Statesmen, and more generally the leaders, always have the objective and concern to leave for posterity or to strengthen big cultural institutions. As proof of this we can quote, as examples, the Bibliothèque Nationale de France, the British Museum, the Monastery of Escorial or the many American Presidential Libraries which honor the memory of the various Presidents of the United States. Since the Holy Roman Empire and, notably, in Europe during the Renaissance times cultural sponsorship has been increasingly active for the sake of art or for the sense of splendor. Nowadays, if there is a country where sponsors have a constant and decisive presence in the world of the art, this is certainly the United States. Names given to museum rooms in memory of devoted sponsors, as well as labels next to the paintings noting the donor’s name, are a very visible aspect of cultural sponsorship, especially in America. -
Cubism in America
University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Sheldon Museum of Art Catalogues and Publications Sheldon Museum of Art 1985 Cubism in America Donald Bartlett Doe Sheldon Memorial Art Gallery Follow this and additional works at: https://digitalcommons.unl.edu/sheldonpubs Part of the Art and Design Commons Doe, Donald Bartlett, "Cubism in America" (1985). Sheldon Museum of Art Catalogues and Publications. 19. https://digitalcommons.unl.edu/sheldonpubs/19 This Article is brought to you for free and open access by the Sheldon Museum of Art at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Sheldon Museum of Art Catalogues and Publications by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. RESOURCE SERIES CUBISM IN SHELDON MEMORIAL ART GALLERY AMERICA Resource/Reservoir is part of Sheldon's on-going Resource Exhibition Series. Resource/Reservoir explores various aspects of the Gallery's permanent collection. The Resource Series is supported in part by grants from the National Endowment for the Arts. A portion of the Gallery's general operating funds for this fiscal year has been provided through a grant from the Institute of Museum Services, a federal agency that offers general operating support to the nation's museums. Henry Fitch Taylor Cubis t Still Life, c. 19 14, oil on canvas Cubism in America .".. As a style, Cubism constitutes the single effort which began in 1907. Their develop most important revolution in the history of ment of what came to be called Cubism art since the second and third decades of by a hostile critic who took the word from a the 15th century and the beginnings of the skeptical Matisse-can, in very reduced Renaissance. -
HARD FACTS and SOFT SPECULATION Thierry De Duve
THE STORY OF FOUNTAIN: HARD FACTS AND SOFT SPECULATION Thierry de Duve ABSTRACT Thierry de Duve’s essay is anchored to the one and perhaps only hard fact that we possess regarding the story of Fountain: its photo in The Blind Man No. 2, triply captioned “Fountain by R. Mutt,” “Photograph by Alfred Stieglitz,” and “THE EXHIBIT REFUSED BY THE INDEPENDENTS,” and the editorial on the facing page, titled “The Richard Mutt Case.” He examines what kind of agency is involved in that triple “by,” and revisits Duchamp’s intentions and motivations when he created the fictitious R. Mutt, manipulated Stieglitz, and set a trap to the Independents. De Duve concludes with an invitation to art historians to abandon the “by” questions (attribution, etc.) and to focus on the “from” questions that arise when Fountain is not seen as a work of art so much as the bearer of the news that the art world has radically changed. KEYWORDS, Readymade, Fountain, Independents, Stieglitz, Sanitary pottery Then the smell of wet glue! Mentally I was not spelling art with a capital A. — Beatrice Wood1 No doubt, Marcel Duchamp’s best known and most controversial readymade is a men’s urinal tipped on its side, signed R. Mutt, dated 1917, and titled Fountain. The 2017 centennial of Fountain brought us a harvest of new books and articles on the famous or infamous urinal. I read most of them in the hope of gleaning enough newly verified facts to curtail my natural tendency to speculate. But newly verified facts are few and far between. -
Plastic Dynamism in Pastel Modernism: Joseph Stella's
PLASTIC DYNAMISM IN PASTEL MODERNISM: JOSEPH STELLA’S FUTURIST COMPOSITION by MEREDITH LEIGH MASSAR Bachelor of Arts, 2007 Baylor University Waco, Texas Submitted to the Faculty Graduate Division College of Fine Arts Texas Christian University in partial fulfillment of the requirements for the degree of MASTER OF ARTS May 2010 ! ""! PLASTIC DYNAMISM IN PASTEL MODERNISM: JOSEPH STELLA’S FUTURIST COMPOSITION Thesis approved: ___________________________________________________________________________ Dr. Mark Thistlethwaite, Major Professor ___________________________________________________________________________ Dr. Frances Colpitt ___________________________________________________________________________ Rebecca Lawton, Curator, Amon Carter Museum ___________________________________________________________________________ H. Joseph Butler, Graduate Studies Representative For the College of Fine Arts ! """! Copyright © 2009 by Meredith Massar. All rights reserved ! "#! ACKNOWLEDGMENTS I am grateful to all those who have assisted me throughout my graduate studies at Texas Christian University. Thank you to my professors at both TCU and Baylor who have imparted knowledge and guidance with great enthusiasm to me and demonstrated the academic excellence that I hope to emulate in my future career. In particular I would like to recognize Dr. Mark Thistlethwaite for his invaluable help and direction with this thesis and the entire graduate school experience. Many thanks also to Dr. Frances Colpitt and Rebecca Lawton for their wisdom, suggestions, and service on my thesis committee. Thank you to Chris for the constant patience, understanding, and peace given throughout this entire process. To Adrianna, Sarah, Coleen, and Martha, you all have truly made this experience a joy for me. I consider myself lucky to have gone through this with all of you. Thank you to my brothers, Matt and Patrick, for providing me with an unending supply of laughter and support. -
CUBISM and ABSTRACTION Background
015_Cubism_Abstraction.doc READINGS: CUBISM AND ABSTRACTION Background: Apollinaire, On Painting Apollinaire, Various Poems Background: Magdalena Dabrowski, "Kandinsky: Compositions" Kandinsky, Concerning the Spiritual in Art Background: Serial Music Background: Eugen Weber, CUBISM, Movements, Currents, Trends, p. 254. As part of the great campaign to break through to reality and express essentials, Paul Cezanne had developed a technique of painting in almost geometrical terms and concluded that the painter "must see in nature the cylinder, the sphere, the cone:" At the same time, the influence of African sculpture on a group of young painters and poets living in Montmartre - Picasso, Braque, Max Jacob, Apollinaire, Derain, and Andre Salmon - suggested the possibilities of simplification or schematization as a means of pointing out essential features at the expense of insignificant ones. Both Cezanne and the Africans indicated the possibility of abstracting certain qualities of the subject, using lines and planes for the purpose of emphasis. But if a subject could be analyzed into a series of significant features, it became possible (and this was the great discovery of Cubist painters) to leave the laws of perspective behind and rearrange these features in order to gain a fuller, more thorough, view of the subject. The painter could view the subject from all sides and attempt to present its various aspects all at the same time, just as they existed-simultaneously. We have here an attempt to capture yet another aspect of reality by fusing time and space in their representation as they are fused in life, but since the medium is still flat the Cubists introduced what they called a new dimension-movement. -
Florine Stettheimer's Family Portrait II: Cathedrals of the Elite Family
motive / 1 Florine Stettheimer’s Family Portrait II: Cathedrals of the Elite Family Cara Zampino Excerpt 1 Florine Stettheimer’s 1915 painting Family Portrait I marks the beginning of her series of portraits featuring family members and friends. On the whole, the scene portrayed is quite mundane. In the painting, the Stettheimer family, which consisted of Florine, Carrie, Ettie, and their mother, is depicted gathered around a small table. Two of the sisters engage in discussion, another fixes a small bouquet of flowers, and the mother reads a book. The three sisters sport similar dresses, all of which are simple and lack ornate details, and the mother dons a plain black outfit.1 Over a decade after her initial portrayal of her family in Family Portrait I, Florine Stettheimer recreated and updated the image of the Stettheimers through her 1933 painting Family Portrait II, which depicts the same figures gathered in an extremely unusual setting that is a far cry from the quotidian table scene of the first portrait. As a whole, the women are living in a world with various fantastical elements. A bouquet of three flowers that are larger than the ladies themselves surround them; a striking red and yellow carpet borders a body of water; and various New York landmarks, such as the Chrysler Building and Statue of Liberty, float in the sky. Yet, the family unit is also divided—they gaze in separate directions, wear distinct, expensive-looking clothing, and hold objects that appear to be representative of their different personalities, including a painter’s palette, a book, and a cigarette. -
Download Press Release
Georgia O’Keeffe Museum Acquires Rare O’Keeffe Painting The Barns, Lake George painted by O’Keeffe in 1926, is an iconic representation of the artist’s time spent at Lake George FOR IMMEDIATE RELEASE—May 24, 2016; Santa Fe, New Mexico: The Georgia O’Keeffe Museum is pleased to announce it has acquired a rare 1926 painting by Georgia O’Keeffe titled; The Barns, Lake George. Funds from the Georgia O’Keeffe Museum’s acquisition fund were used to purchase the painting. Exhibited in multiple important exhibitions during O’Keeffe’s lifetime, including her landmark retrospective at MoMA, the painting has been held in private collections since 1946. It has only been shown publicly once in the last 50 years. The painting portrays the rustic barns that surrounded the Stieglitz Family property overlooking the shores of Lake George, New York. Though O’Keeffe only painted this scene a handful of times, the images of the barns have become an icon of the artist’s time at Lake George. Raised on a farm in Wisconsin, she felt a particular connection to these structures. “The barn is a very The Barns, Lake George, 1926 healthy part of me—there should be more of it—it Georgia O’Keeffe is something that I know too—it is my childhood.” Oil on canvas 21 x 32 ¼ in. (53.3 x 81.9 cm.) Georgia O'Keeffe Museum “The Barns, Lake George, 1926 fills a notable gap in © 2016 Christie’s Images Limited our collection and will allow us to significantly enhance our “My New Yorks” gallery. -
Volume IV, Number 1, Spring 2010
THE H ERALD VOLUME IV, N UMBER 1 WINTER /S PRING 2010 ‘Angel at the OPEN Tomb’ Window EXAMINED Our examination of the windows in the Magdalene went to visit the tomb of the sanctuary continues with a look at the crucified Christ. Upon discovering that Tiffany window located on the south the stone had been rolled away from the side in the second bay from the rear. opening of the tomb, the women were Known as “The Angel at the Open greeted by an angel who said “Fear not Tomb,” it depicts the seminal moment ye: for I know that ye seek Jesus, who in the history of Christianity when was crucified. He is not here: for He is Christ’s resurrection is first revealed to risen, as He said.” (Matthew 28:5) his followers. The overall scene depicts the angel The window is a memorial to Charles figure at left and the open tomb at right. H. Fargo, and was given by his three The landscape is lush, with a field of sons. Fargo was born in Tyringham, lilies in the foreground and hills beyond. Mass., in 1824 and came to Chicago in From an artistic standpoint, the window 1856 where he established himself in contains fine examples of the various the boot and shoe manufacturing types of glass developed by Tiffany. business. Although he had virtually no The angel figure displays milky white resources when first arriving in drapery glass and beautifully executed Chicago, he built up a house which feather glass, with fine ridges giving a eventually did a business of more than three-dimensional quality. -
Modern Masters from European and American Collections the Museum of Modern Art, New York, 1940
Modern masters from European and American collections the Museum of Modern Art, New York, 1940 Author Museum of Modern Art (New York, N.Y.) Date 1940 Publisher [publisher not identified] Exhibition URL www.moma.org/calendar/exhibitions/2796 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 ARCH I VE MMA97 c--/ TTBRARY museum r vvoCVv-RNART q* -«=ive<? I [ I [ I [ I H II ii M M II SP'i.v HBHHH r» MODERN FROM EUROPEANAND AMERICANCOLLECTIONS THE MUSEUMOF MODERNART, NEWYORK, 1940 MASTER S /\y cU \ A t £<?Y-£ kMfit V LENDERS TO THE EXHIBITION Mr. Stephen C. Clark, New York; Mr. Marcel Fleischmann, Zurich; Mr. Rene Gaffe, Brussels; Mr. A. Conger Goodyear, New York; Dr. and Mrs. David M. Levy, New York; The Lewisohn Collection, New York; Miss Ann Resor, New York; Mr. Edward G. Robinson, Beverly Hills; Miss Sally Ryan, London; Mr. John Hay Whitney, New York; Miss Gertrude B. Whittemore, Naugatuck, Connecticut; The Ferargil Galleries, New York; Wildenstein & Company, Inc., New York; The Brooklyn Museum, Brooklyn, New York; The Pennsylvania Academy of the Fine Arts, Philadelphia; Phillips Memorial Gallery, Washington. TRUSTEES OF THE MUSEUM Stephen C. Clark, Chairman of the Board; John Hay Whitney, 1st Vice-Chairman; Samuel A. Lewisohn, 2nd Vice-Chairman; Nelson A. Rockefeller, President; Alfred H. Barr, Jr., Vice-President; John E. Abbott, Vice- President; Mrs. John S. Sheppard, Treasurer; Mrs. Robert Woods Bliss, Mrs. -
LS-GR-98-Four-Dimensions-Physics-Arts-Eirini-Siotou-Pdf
Europeana Learning Scenario Title Four Dimensions in Physics and Arts Author(s) Eirini Siotou Summary This is an interdisciplinary learning scenario combing the courses of Physics and Art History. The main objective of the learning scenario is to combine a variety of elements from the two above-mentioned courses in order to examine the dimensions of width, height, depth and time as presented and taught in Physics lessons, from a different perspective the Arts. Through Europeana's art collections students would have the chance to study how the four dimensions of physics have been attributed over the centuries. Finally, they will also investigate the new concepts learned by using an Augmented Reality (AR) app which will give them the chance to “control” time and space variables and make changes to the (virtual) painting of the painter. The teaching approach that will be applied is Inquiry Based Learning as it is the one applied to Physics lessons of Secondary School. This scenario was part of the Erasmus + European Program: Augmented and Virtual Reality in Education. Table of summary Subject Physics Art History Topic Time and Space Art History Age of students 13 years old Preparation time 3 h Teaching time 45 min Online teaching Europeana: https://www.europeana.eu/portal/el material AR App: Van Gogh's Stargate Star (Starry Night) http://www.experenti.eu/advertising-en/visual-art-and-augmented-reality-curioos- new-app-and-a-bit-of-van-gogh/ Offline teaching iPads material Europeana resources https://www.europeana.eu/portal/en/exhibitions/from-dada-to-surrealism used https://www.europeana.eu/portal/el/record/2063619/CZR_280_006.html?q=cubism# dcId=1560999742520&p=1 https://www.europeana.eu/portal/en/exhibitions/towards-abstraction#ve-anchor- intro_4158-js https://www.europeana.eu/portal/el/record/2063624/UK_280_027.html?q=cubism#d cId=1560999742520&p=1 Licenses Please indicate below which license you attribute your work with by picking one of the options below. -
Yearbook02chic.Pdf
41 *( ^^Wk. _ f. CHICAGO LITERARY CLUB 1695-56 CHICAGO LITERARY CLUB YEAR-BOOK FOR 1895-96 Officer* for 1895-96 President. JOHN HENRY BARROWS. Vice-Presidents. FRANK H. SCOTT, HENRY S. BOUTELL, JAMES A. HUNT. Corresponding Secretary. DANIEL GOODWIN. Recording Secretary and Treasurer. FREDERICK W. GOOKIN. The above officers constitute the Board of Directors. Committees On Officers and Members. FRANK H. SCOTT, Chairman. ALLEN B. POND, ARTHUR D. WHEELER, THOMAS D. MARSTON, GEORGE L. PADDOCK. On Arrangements and Exercises. HENRY S. BOUTELL,C/tairman. EMILIUS C. DUDLEY, CHARLES G. FULLER, EDWARD O. BROWN, SIGMUND ZEISLER. On Rooms and Finance. JAMES A. HUNT, Chairman. WILLIAM R. STIRLING, JOHN H. HAMLINE, GEORGE H. HOLT, JAMES J. WAIT. On Publications. LEWIS H. BOUTELL, Chairman. FRANKLIN H. HEAD, CLARENCE A. BURLEY. Literarp Club Founded March 13, 1874 Incorporated July 10, 1886 ROBERT COLLYER, 1874-75 CHARLES B. LAWRENCE, 1875-76 HOSMER A. JOHNSON, 1876-77 DANIEL L. SHOREY, 1877-78 EDWARD G. MASON, . 1878-79 WILLIAM F. POOLE, 1879-80 BROOKE HERFORD, i 880-8 i EDWIN C. LARNED, 1881-82 GEORGE ROWLAND, . 1882-83 HENRY A. HUNTINGTON, 1883-84 CHARLES GILMAN SMITH, 1884-85 JAMES S. NORTON, 1885-86 ALEXANDER C. McCLURG, 1886-87 GEORGE C. NOYES, 1887-88 JAMES L. HIGH, . 1888-89 JAMES NEVINS HYDE, 1889-90 FRANKLIN H. HEAD, . 1890-91 CLINTON LOCKE, . 1891-92 LEWIS H. BOUTELL, . 1892-93 HORATIO L. WAIT, 1893-94 WILLIAM ELIOT FURNESS, 1894-95 JOHN HENRY BARROWS, 1895-96 Besfoent George E. Adams, Eliphalet W. Blatchford, Joseph Adams, Louis J. Block, Owen F. -
'A Baby's Unconsciousness' in Sculpture: Modernism, Nationalism
Emily C. Burns ‘A baby’s unconsciousness’ in sculpture: modernism, nationalism, Frederick MacMonnies and George Grey Barnard in fin-de-siècle Paris In 1900 the French critic André Michel declared the US sculpture on view at the Exposition Universelle in Paris as ‘the affirmation of an American school of sculpture’.1 While the sculptors had largely ‘studied here and … remained faithful to our salons’, Michel concluded, ‘the influence of their social and ethnic milieu is already felt in a persuasive way among the best of them’.2 How did Michel come to declare this uniquely American school? What were the terms around which national temperament – what Michel describes as a ‘social and ethnic milieu’ – was seen as manifest in art? Artistic migration to Paris played a central role in the development of sculpture in the United States in the late nineteenth and early twentieth centuries. Hundreds of US sculptors trained in drawing and modelling the human figure at the Ecole des beaux-arts and other Parisian ateliers.3 The circulation of people and objects incited a widening dialogue about artistic practice. During the emergence of modernism, debates arose about the relationships between tradition and innovation.4 Artists were encouraged to adopt conventions from academic practice, and subsequently seek an individuated intervention that built on and extended that art history. Discussions about emulation and invention were buttressed by political debates about cultural nationalism that constructed unique national schools.5 In 1891, for example, a critic bemoaned that US artists were imitative in their ‘thoughtless acceptance of whatever comes from Paris’.6 By this period, US artists were coming under fire for so fully adopting French academic approaches that their art seemed inextricably tied to its foreign model.