9 Nisan 2011 Cumartesi

ROMANTIC PAINTER AND ROMANTICISM






Romanticism Artists Index

Agasse, Jacques-Laurent 1767-1849
Aivazovsky, Ivan Konstantinovich 1817-1900
Audubon, John James 1785-1851
Bamberger, Fritz 1814-1873
Birch, Thomas 1779-1851
Bonington, Richard Parkes 1802-1828
Bradford, William 1823-1892
Bricher, Alfred Thompson 1837-1908
Carr, Samuel 1837-1908
Church, Frederic Edwin 1826-1900
Cole, Thomas 1801-1848
Constable, John 1776-1837
Copley, John Singleton 1738-1815
Cropsey, Jasper Francis 1823-1900
Dore, Gustave 1832-1883
Durand, Asher Brown 1796-1886
Durrie, George Henry 1820-1863
Friedrich, Caspar David 1774-1840
Genis, Bilal 1954
Gifford, Sanford Robinson 1823-1880
Gignoux, Regis-Francois 1816-1882
Hackert, Jacob Philippe 1737-1807
Harnett, William Michael 1848-1892
Hart, James McDougal 1828-1901
Heade, Martin Johnson 1819-1904
Healy, George 1813-1894
Hone, Nathaniel 1718-1784
Inness, George 1825-1894
Kensett, John Frederick 1816-1872
Koller, Rudolf 1828-1905
Krieghoff, Cornelius 1815-1872
Kugelgen, Franz Gerhard von 1772-1820
Lacroix, Paul 1827-1869
Leutze, Emanuel Gottlieb 1816-1868
Meyerheim, Friedrich 1808-1879
Michel, Georges 1763-1843
Moran, Thomas 1837-1926
Overbeck, Johann Friedrich 1789-1869
Ranney, William Tylee 1813-1857
Reinhold, Heinrich 1788-1825
Richards, William Trost 1833-1905
Roberts, David 1796-1864
Salmon, Robert c.1775-c.1845
Scheffer, Ary 1798-1858
Sonntag, William Louis 1822-1900
Spitzweg, Carl 1808-1885
Stieler, Joseph Karl 1781-1858
Stuart, Gilbert 1755-1828
Stubbs, George 1724-1806
Sully, Thomas 1783-1872
Turner, Joseph Mallord William 1775-1851
Vernet, Claude-Joseph 1714-1789
Volaire, Pierre Jacques 1729-c.1802
Weitsch, Friedrich Georg 1758-1828
Whittredge, Thomas Worthington 1820-1910
Wilson, Richard 1714-1782
Wolf, Caspar 1735-1783
Wright of Derby, Joseph 1734-1797
Wyant, Alexander Helwig 1836-1892


Romanticism - Art History Information

Romanticism is a complex artistic, literary, and intellectual movement that originated in the second half of the 18th century in Western Europe, and gained strength during the Industrial Revolution. It was partly a revolt against aristocratic social and political norms of the Age of Enlightenment and a reaction against the scientific rationalization of nature, and was embodied most strongly in the visual arts, music, and literature.

The movement stressed strong emotion as a source of aesthetic experience, placing new emphasis on such emotions as trepidation, horror, and the awe experienced in confronting the sublimity in untamed nature and its qualities that are "picturesque", both new aesthetic categories. It elevated folk art and custom, as well as arguing for a "natural" epistemology of human activities as conditioned by nature in the form of language, custom and usage.

Our modern sense of a romantic character is sometimes based on Byronic or Romantic ideals. Romanticism reached beyond the rational and Classicist ideal models to elevate medievalism and elements of art and narrative perceived to be authentically medieval, in an attempt to escape the confines of population growth, urban sprawl and industrialism, and it also attempted to embrace the exotic, unfamiliar and distant in modes more authentic than chinoiserie, harnessing the power of the imagination to envision and to escape.

The ideologies and events of the French Revolution, rooted in Romanticism, affected the direction it was to take, and the confines of the Industrial Revolution also had their influence on Romanticism, which was in part an escape from modern realities; indeed, in the second half of the nineteenth century, "Realism" was offered as a polarized opposite to Romanticism. Romanticism elevated the achievements of what it perceived as misunderstood heroic individuals and artists that altered society. It also legitimized the individual imagination as a critical authority which permitted freedom from classical notions of form in art. There was a strong recourse to historical and natural inevitability, a Zeitgeist, in the representation of its ideas.

Characteristics
In a general sense, the term "Romanticism" has been used to refer to certain artists, poets, writers, musicians, as well as political, philosophical and social thinkers of the late eighteenth and early to mid nineteenth centuries. It has equally been used to refer to various artistic, intellectual, and social trends of that era. Despite this general usage of the term, a precise characterization and specific definition of Romanticism have been the subject of debate in the fields of intellectual history and literary history throughout the twentieth century, without any great measure of consensus emerging. Arthur Lovejoy attempted to demonstrate the difficulty of this problem in his seminal article "On The Discrimination of Romanticisms" in his Essays in the History of Ideas (1948); some scholars see romanticism as essentially continuous with the present, some see in it the inaugural moment of modernity, some see it as the beginning of a tradition of resistance to the Enlightenment a Counter-Enlightenment and still others place it firmly in the direct aftermath of the French Revolution. An earlier definition comes from Charles Baudelaire: "Romanticism is precisely situated neither in choice of subject nor exact truth, but in the way of feeling."

Many intellectual historians have seen Romanticism as a key movement in the Counter-Enlightenment, a reaction against the Age of Enlightenment. Whereas the thinkers of the Enlightenment emphasized the primacy of deductive reason, Romanticism emphasized intuition, imagination, and feeling, to a point that has led to some Romantic thinkers being accused of irrationalism.

Etymology
Romanticism is closely tied to the idea of the "Romantic." Note the capital 'R' differs from "romantic" meaning "someone involved in romance," although the words have the same root. The word romance comes from the Old French romanz, which is a genre of prose or poetic heroic narrative originating in medieval literature. Just as we speak of Romance languages, romanz was written in the vernacular and not in Latin.

Romanticism and music
In general, the term "Romanticism" when applied to music has come to mean the period roughly from the 1820s until around 1900. The contemporary application of 'romantic' to music did not coincide with modern categories, however: in 1810 E.T.A. Hoffmann called Mozart, Haydn and Beethoven the three "Romantic Composers", and Ludwig Spohr used the term "good Romantic style" to apply to parts of Beethoven's Fifth Symphony. Technically, Mozart is considered classical and by most standards Beethoven is the start of the musical Romantic period. By the early twentieth century, the sense that there had been a decisive break with the musical past led to the establishment of the nineteenth century as "The Romantic Era," and it is referred to as such in the standard encyclopedias of music.

The traditional modern discussion of the music of Romanticism includes elements, such as the growing use of folk music, which are also directly related to the broader current of Romantic nationalism in the arts as well as aspects already present in eighteenth-century music, such as the cantabile accompanied melody to which Romantic composers beginning with Franz Schubert applied restless key modulations.

The heightened contrasts and emotions of Sturm und Drang (German for "Storm and Stress") seem a precursor of the Gothic novel in literature, or the sanguinary elements of some of the operas of the period of the French Revolution. The libretti of Lorenzo da Ponte for Mozart's eloquent music, convey a new sense of individuality and freedom. The romantic generation viewed Beethoven as their ideal of a heroic artist--a man who first dedicated a symphony to Consul Bonaparte as a champion of freedom and then challenged Emperor Napoleon by striking him out from the dedication of the Eroica Symphony. In Beethoven's Fidelio he creates the apotheosis of the 'rescue operas' which were another feature of French musical culture during the revolutionary period, in order to hymn the freedom which underlay the thinking of all radical artists in the years of hope after the Congress of Vienna.

In the contemporary music culture, the romantic musician followed a public career, depending on sensitive middle-class audiences rather than on a courtly patron, as had been the case with earlier musicians and composers. Public persona characterized a new generation of virtuosi who made their way as soloists, epitomized in the concert tours of Paganini and Liszt.

Beethoven's use of tonal architecture in such a way as to allow significant expansion of musical forms and structures was immediately recognized as bringing a new dimension to music. His later piano music and string quartets, especially, showed the way to a completely unexplored musical universe. E.T.A. Hoffmann was able to write of the supremacy of instrumental music over vocal music in expressiveness, a concept which would previously have been regarded as absurd. Hoffmann himself, as a practitioner both of music and literature, encouraged the notion of music as 'programmatic' or narrative, an idea which new audiences found attractive. Early nineteenth century developments in instrumental technology iron frames for pianos, wound metal strings for string instruments enabled louder dynamics, more varied tone colours, and the potential for sensational virtuosity. Such developments swelled the length of pieces, introduced programmatic titles, and created new genres such as the free-standing concert overture or tone poem, the piano fantasia, nocturne and rhapsody, and the virtuosic concerto, which became central to musical romanticism.

In opera, a new Romantic atmosphere combining supernatural terror and melodramatic plot in a folkloric context was most successfully achieved by Weber's Der Freischutz (1817, revised 1821). Enriched timbre and color marked the early orchestration of Hector Berlioz in France, and the grand operas of Meyerbeer. Amongst the radical fringe of what became mockingly characterised (adopting Wagner's own words) as 'artists of the future', Liszt and Wagner each embodied the Romantic cult of the free, inspired, charismatic, perhaps ruthlessly unconventional individual artistic personality.

It is the period of 1815 to 1848 which must be regarded as the true age of Romanticism in music - the age of the last compositions of Beethoven (d. 1827) and Schubert (d. 1828), of the works of Schumann (d. 1856) and Chopin (d.1849), of the early struggles of Berlioz and Richard Wagner, of the great virtuosi such as Paganini (d. 1840), and the young Liszt and Thalberg. Now that we are able to listen to the work of Mendelssohn (d. 1847) stripped of the Biedermeier reputation unfairly attached to it, he can also be placed in this more appropriate context. After this period, with Chopin and Paganini dead, Liszt retired from the concert platform at a minor German court, Wagner effectively in exile until he obtained royal patronage in Bavaria, and Berlioz still struggling with the bourgeois liberalism which all but smothered radical artistic endeavour in Europe, Romanticism in music was surely past its prime giving way, rather, to the period of musical romantics.

Visual art and literature
In visual art and literature, Romanticism found recurrent themes in the evocation or criticism of the past, the cult of "sensibility" with its emphasis on women and children, the heroic isolation of the artist or narrator, and respect for a new, wilder, untrammeled and "pure" nature. Furthermore, several romantic authors, such as Edgar Allan Poe and Nathaniel Hawthorne, based their writings on the supernatural/occult and human psychology.

The Scottish poet James Macpherson influenced the early development of Romanticism with the international success of his Ossian cycle of poems published in 1762, inspiring both Goethe and the young Walter Scott.

An early German influence came from Johann Wolfgang Goethe whose 1774 novel The Sorrows of Young Werther had young men throughout Europe emulating its protagonist, a young artist with a very sensitive and passionate temperament. At that time Germany was a multitude of small separate states, and Goethe's works would have a seminal influence in developing a unifying sense of nationalism. Another philosophic influence came from the German idealism of Johann Gottlieb Fichte and Friedrich Schelling, making Jena (where Fichte lived, as well as Schelling, Hegel, Schiller and the brothers Schlegel) a center for early German romanticism ("Jenaer Romantik"). Important writers were Ludwig Tieck, Novalis (Heinrich von Ofterdingen, 1799) and Friedrich Hoelderlin. Heidelberg later became a center of German romanticism, where writers and poets such as Clemens Brentano, Achim von Arnim, and Joseph Freiherr von Eichendorff met regularly in literary circles. Important motifs in German Romanticism are travelling, nature, and ancient myths. The later German Romanticism of, for example, E. T. A. Hoffmann's Der Sandmann (The Sandman), 1817, and Joseph Freiherr von Eichendorff's Das Marmorbild (The Marble Statue), 1819, was darker in its motifs and has gothic elements.

Romanticism in British literature developed in a different form slightly later, mostly associated with the poets William Wordsworth and Samuel Taylor Coleridge, whose co-authored book Lyrical Ballads (1798) sought to reject Augustan poetry in favour of more direct speech derived from folk traditions. Both poets were also involved in utopian social thought in the wake of the French Revolution. The poet and painter William Blake is the most extreme example of the Romantic sensibility in Britain, epitomised by his claim "I must create a system or be enslaved by another man's." Blake's artistic work is also strongly influenced by Medieval illuminated books. The painters J. M. W. Turner and John Constable are also generally associated with Romanticism. Lord Byron, Percy Bysshe Shelley, Mary Shelley and John Keats constitute another phase of Romanticism in Britain.

In predominantly Roman Catholic countries Romanticism was less pronounced than in Germany and Britain, and tended to develop later, after the rise of Napoleon. Francois-Rene de Chateaubriand is often called the "Father of French Romanticism". In France, the movement is associated with the nineteenth century, particularly in the paintings of Theodore Gericault and Eugene Delacroix, the plays, poems and novels of Victor Hugo (such as Les Miserables and Ninety-Three), and the novels of Stendhal. The composer Hector Berlioz is also important.

In Russia, the principal exponent of Romanticism is Alexander Pushkin. Mikhail Lermontov attempted to analyse and bring to light the deepest reasons for the Romantic idea of metaphysical discontent with society and self, and was much influenced by Lord Byron. The poet Fyodor Tyutchev was also an important figure of the movement in Russia, and was heavily influenced by the German Romantics.

Romanticism played an essential role in the national awakening of many Central European peoples lacking their own national states, not least in Poland, which had recently lost its independence when Russia's army crushed the Polish Rebellion under the reactionary Nicholas I. Revival and reinterpretation of ancient myths, customs and traditions by Romantic poets and painters helped to distinguish their indigenous cultures from those of the dominant nations and crystallise the mythography of Romantic nationalism. Patriotism, nationalism, revolution and armed struggle for independence also became popular themes in the arts of this period. Arguably, the most distinguished Romantic poet of this part of Europe was Adam Mickiewicz, who developed an idea that Poland was the Messiah of Nations, predestined to suffer just as Jesus had suffered to save all the people.

In the United States, the romantic gothic made an early appearance with Washington Irving's Legend of Sleepy Hollow 1820) and Rip Van Winkle (1819), followed from 1823 onwards by the Leatherstocking tales of James Fenimore Cooper, with their emphasis on heroic simplicity and their fervent landscape descriptions of an already-exotic mythicized frontier peopled by "noble savages", similar to the philosophical theory of Rousseau, exemplified by Uncas, from The Last of the Mohicans. There are picturesque "local color" elements in Washington Irving's essays and especially his travel books. Edgar Allan Poe's tales of the macabre and his balladic poetry were more influential in France than at home, but the romantic American novel developed fully in Nathaniel Hawthorne's atmosphere and melodrama. Later Transcendentalist writers such as Henry David Thoreau and Ralph Waldo Emerson still show elements of its influence, as does the romantic realism of Walt Whitman. But by the 1880s, psychological and social realism was competing with romanticism in the novel. The poetry which Americans wrote and read was all romantic until the 1920s: Poe and Hawthorne, as well as Henry Wadsworth Longfellow. The poetry of Emily Dickinson - nearly unread in her own time - and Herman Melville's novel Moby-Dick can be taken as epitomes of American Romantic literature, or, by interpreting their sometimes subversive subtexts, as successors to it. As in England, Germany, and France, literary Romanticism had its counterpart in American visual arts, most especially in the exaltation of untamed America found in the paintings of the Hudson River School. Painters like Thomas Cole, Albert Bierstadt and Frederic Edwin Church and others often combined a sense of the sublime with underlying religious and philosophical themes. Thomas Cole's paintings feature strong narratives as in The Voyage of Life series painted in the early 1840s that depict man trying to survive amidst an awesome and immense nature, from the cradle to the grave.

Nationalism
One of Romanticism's key ideas and most enduring legacies is the assertion of nationalism, which became a central theme of Romantic art and political philosophy. From the earliest parts of the movement, with their focus on development of national languages and folklore, and the importance of local customs and traditions, to the movements which would redraw the map of Europe and lead to calls for self-determination of nationalities, nationalism was one of the key vehicles of Romanticism, its role, expression and meaning.

Early Romantic nationalism was strongly inspired by Rousseau, and by the ideas of Johann Gottfried von Herder, who in 1784 argued that the geography formed the natural economy of a people, and shaped their customs and society.

The nature of nationalism changed dramatically, however, after the French Revolution with the rise of Napoleon, and the reactions in other nations. Napoleonic nationalism and republicanism were, at first, inspirational to movements in other nations: self-determination and a consciousness of national unity were held to be two of the reasons why France was able to defeat other countries in battle. But as the French Republic became Napoleon's Empire, Napoleon became not the inspiration for nationalism, but the object of its struggle. In Prussia, the development of spiritual renewal as a means to engage in the struggle against Napoleon was argued by, among others, Johann Gottlieb Fichte, a disciple of Kant. The word Volkstum, or nationality, was coined in German as part of this resistance to the now conquering emperor. Fichte expressed the unity of language and nation in his address "To the German Nation" in 1806:
Those who speak the same language are joined to each other by a multitude of invisible bonds by nature herself, long before any human art begins; they understand each other and have the power of continuing to make themselves understood more and more clearly; they belong together and are by nature one and an inseparable whole. ...Only when each people, left to itself, develops and forms itself in accordance with its own peculiar quality, and only when in every people each individual develops himself in accordance with that common quality, as well as in accordance with his own peculiar quality then, and then only, does the manifestation of divinity appear in its true mirror as it ought to be.

This view of nationalism inspired the collection of folklore by such people as the Brothers Grimm, the revival of old epics as national, and the construction of new epics as if they were old, as in the Kalevala, compiled from Finnish tales and folklore, or Ossian, where the claimed ancient roots were invented. The view that fairy tales, unless contaminated from outside, literary sources, were preserved in the same form over thousands of years, was not exclusive to Romantic Nationalists, but fit in well with their views that such tales expressed the primordial nature of a people. For instance, the Brothers Grimm rejected many tales they collected because of their similarity to tales by Charles Perrault, which they thought proved they were not truly German tales; Sleeping Beauty survived in their collection because the tale of Brynhildr convinced them that the figure of the sleeping princess was authentically German.

The brief revolutionary career of Robert Emmet in 1803 in Ireland could have ended in obscurity, but romantic writers such as Thomas Moore ensured that he would be remembered long after his death. His good character combined with failure provided an ideal example of the romantic hero.

Hudson River School
The Hudson River School was a mid-19th century American art movement by a group of landscape painters, whose aesthetic vision was influenced by romanticism. Their paintings depict the Hudson River Valley and the surrounding area, as well as the Catskill Mountains, Adirondack Mountains, and White Mountains of New Hampshire. "School", in this sense, refers to a group of people whose outlook, inspiration, output, or style demonstrates a common thread, rather than a learning institution.

Neither the originator of the term Hudson River School nor its first published use has been fixed with certainty. It is thought to have originated with the New York Tribune art critic Clarence Cook or the landscape painter Homer D. Martin). As originally used, the term was meant disparagingly, as the work so labelled had gone out of favor when the Barbizon School and Impressionism came into vogue.

Hudson River School paintings reflect three themes of America in the 19th century: discovery, exploration, and settlement. The paintings also depict the American landscape as a pastoral setting, where human beings and nature coexist peacefully. Hudson River School landscapes are characterized by their realistic, detailed, and sometimes idealized portrayal of nature along with the juxtaposition of colonialism and wilderness. In general, Hudson River School artists believed that nature in the form of the American landscape was an ineffable manifestation of God, though the artists varied in the depth of their religious conviction. They took as their inspiration such European masters as Claude Lorrain, John Constable and J.M.W. Turner and shared a reverence for America's natural beauty with contemporary American writers such as Henry David Thoreau and Ralph Waldo Emerson.

While the elements of the paintings are rendered very realistically, many of the actual scenes are the synthesized compositions of multiple scenes or natural images observed by the artists. In gathering the visual data for their paintings, the artists would travel to rather extraordinary and extreme environments, the likes of which would not permit the act of painting. During these expeditions, sketches and memories would be recorded and the paintings would be rendered later, upon the artists' safe return home.

Thomas Cole
The artist Thomas Cole is generally acknowledged as the founder of the Hudson River School. Cole took a steamship up the Hudson in the autumn of 1825, the same year the Erie Canal opened, stopping first at West Point, then at Catskill landing where he ventured west high up into the eastern Catskill Mountains of New York State to paint the first landscapes of the area. The first review of his work appeared in the New York Evening Post on Nov. 22, 1825. At that time, only the English native Cole, born in a monochromatic green landscape, found the brilliant autumn hues of the area unusual. Cole's close friend, Asher Durand, became a prominent figure in the school as well, particularly when the banknote-engraving business evaporated in the Panic of 1837.

Second generation
The second generation of Hudson River school artists emerged to prominence after Cole's premature death in 1848, including Cole's prize pupil Frederic Edwin Church, John Frederick Kensett and Sanford Robinson Gifford. Works by artists of this second generation are often described as examples of Luminism, or the Luminist movement in American art. In addition to pursuing their art, many of the artists, including Kensett. Gifford and Church, were founders of the Metropolitan Museum of Art in New York City.

Most of the finest works of the Hudson River school were painted between 1855 and 1875. During that time, artists like Frederic Edwin Church and Albert Bierstadt were treated like major celebrities. When Church exhibited paintings like Niagara or Icebergs of the North, thousands of people would line up around the block and pay fifty cents a head to view the solitary work. The epic size of the landscapes in these paintings reminded Americans of the vast, untamed, but magnificent wilderness areas in their country, and their works helped build upon movements to settle the American West, preserve national parks, and create city parks.

CLASSIC PAINTERS AND CLASSICISM



PAINTE

POET

PENMAN

RESSAM

ŞAİR

YAZAR

BİLAL GENİŞ





Classicism Artists Index

Amerling, Friedrich von 1803-1887
Blaas, Eugen de 1843-1931
Bonnaud, Pierre 1865-1930
Boucherville, Adrien de 1829-1912
Bouguereau, Adolphe-William 1825-1905
Brandt, Jozef 1841-1915
Carolus-Duran, Charles Emile August 1837-1917
Catala, Luis Alvarez 1836-1901
Chelminski, Jan van 1851-1925
Comerre, Leon Francois 1850-1916
Cot, Pierre-Auguste 1837-1883
Delaroche, Paul 1797-1856
Ernst, Rudolph 1854-1932
Flameng, Francois 1856-1923
Frere, Charles-Theodore 1814-1888
Fromentin, Eugene 1820-1876
Genis, Bilal 1954
Gerome, Jean Leon 1824-1904
Gilbert, Victor Gabriel 1847-1933
Hublin, Emile Auguste 1830-1891
Kaemmerer, Frederick Hendrik 1839-1902
Kaufmann, Isidor 1854-1921
Knight, Daniel Ridgway 1839-1924
Ladell, Edward 1821-1886
Laurens, Jean-Paul 1838-1921
Lefebvre, Jules Joseph 1836-1911
Lesrel, Adolphe Alexandre 1839-1929
Martin-Kavel, Francois 1861-1931
Meissonier, Jean-Louis-Ernest 1815-1891
Merle, Hugues 1823-1881
Merson, Luc Olivier 1846-1920
Munier, Emile 1810-1895
Perrault, Leon-Jean-Bazille 1832-1908
Pukirev, Vasily 1832-1890
Quadrone, Giovanni-Battista 1844-1898
Ralli, Theodore Jacques 1852-1909
Reggianini, Vittorio 1858-1938
Reichert, Carl 1836-1918
Ricci, Arturo 1854-1919
Robie, Jean-Baptiste 1821-1910
Rosati, Giulio 1858-1917
Roybet, Ferdinand Victor Leon 1840-1920
Salanson, Eugene-Marie 1864-1892
Schryver, Louis Marie de 1863-1942
Soulacroix, Frederick Charles 1825-1879
Vernet, Horace 1789-1863
Vibert, Jehan Georges 1840-1902
Wierusz-Kowalski, Alfred von 1849-1915
Winterhalter, Hermann 1808-1891
Winterhalter, Franz Xavier 1805-1873
Wontner, William Clarke 1857-1930
Yvon, Adolphe 1817-1893
Zabala, Eduardo Zamacois y 1842-1871
Zuber-Buhler, Fritz 1822-1896


Academic Classicism - Art History Information

Academic art is a style of painting and sculpture produced under the influence of European academies or universities.

Specifically, academic art is the art and artists influenced by the standards of the French Academie des beaux-arts, which practiced under the movements of Neoclassicism and Romanticism, and the art that followed these two movements in the attempt to synthesize both of their styles, and which is best reflected by the paintings of William-Adolphe Bouguereau, Suzor-Cote, Thomas Couture, and Hans Makart. In this context it is often called "academism", "academicism", "L'art pompier", and "eclecticism", and sometimes linked with "historicism" and "syncretism".

The art influenced by academies and universities in general is also called "academic art". In this context as new styles are embraced by academics, the new styles come to be considered academic, thus what was at one time a rebellion against academic art becomes academic art.

The academies in history
The first academy of art was founded in Florence in Italy in 1562 by Giorgio Vasari who called it the Accademia dell'Arte del Disegno. There students learned the "arti del disegno" (a term coined by Vasari) and included lectures on anatomy and geometry. Another academy, the Accademia di San Luca (named after the patron saint of painters, St. Luke), was founded about a decade later in Rome. The Accademia di San Luca served an educational function and was more concerned with art theory than the Florentine one. In 1582 Annibale Carracci opened his very influential Academy of Desiderosi in Bologna without official support; in some ways this was more like a traditional artist's workshop, but that he felt the need to label it as an "academy" demonstrates the attraction of the idea at the time.

Accademia di San Luca later served as the model for the Academie royale de peinture et de sculpture founded in France in 1648, and which later became the Academie des beaux-arts. The French Academie very probably adopted the term "arti del disegno" which it translated into "beaux arts", from which is derived the English term "fine arts". The Academie royale de peinture et de sculpture was founded in an effort to distinguish artists "who were gentlemen practicing a liberal art" from craftsmen, who were engaged in manual labor. This emphasis on the intellectual component of artmaking had a considerable impact on the subjects and styles of academic art.

After the Academie royale de peinture et de sculpture was reorganized in 1661 by Louis XIV whose aim was to control all the artistic activity in France, a controversy occurred among the members that dominated artistic attitudes for the rest of the century. This "battle of styles" was a conflict over whether Peter Paul Rubens or Nicolas Poussin was a suitable model to follow. Followers of Poussin, called "poussinistes", argued that line (disegno) should dominate art, because of its appeal to the intellect, while followers or Rubens, called "rubenistes", argued that color (colore) should dominate art, because of its appeal to emotion.

The debate was revived in the early 19th century, under the movements of Neoclassicism typified by the artwork of Jean Auguste Dominique Ingres, and Romanticism typified by the artwork of Eugene Delacroix. Debates also occurred over whether it was better to learn art by looking at nature, or to learn by looking at the artistic masters of the past.

Academies using the French model formed throughout Europe, and imitated the teachings and styles of the French Academie. In England, this was the Royal Academy. One effect of the move to academies was to make training more difficult for women artists, who were excluded from most academies until the last half of the nineteenth century (1861 for the Royal Academy). This was partly because of concerns over the propriety of life classes with nude models' special arrangements were often made for female students until the 20th century.

Development of the academic style
Since the onset of the poussiniste-rubiniste debate many artists worked between the two styles. In the 19th century, in the revived form of the debate, the attention and the aims of the art world became to synthesize the line of Neoclassicism with the color of Romanticism. One artist after another was claimed by critics to have achieved the synthesis, among them Theodore Chasseriau, Ary Scheffer, Francesco Hayez, Alexandre-Gabriel Decamps and Thomas Couture. William-Adolphe Bouguereau, a later academic artist, commented that the trick to being a good painter is seeing "color and line as the same thing." Thomas Couture promoted the same idea in a book he authored on art method arguing that whenever one said a painting had better color or better line it was nonsense, because whenever color appeared brilliant it depended on line to convey it, and vice versa; and that color was really a way to talk about the "value" of form.

Another development during this period included adopting historical styles in order to show the era in history that the painting depicted, called historicism. This is best seen in the work of Baron Henri Leys, a later influence on James Tissot. It's also seen in the development of the Neo-Grec style. Historicism is also meant to refer to the belief and practice associated with academic art that one should incorporate and conciliate the innovations of different traditions of art from the past.

The art world also grew to give increasing focus on allegory in art. Both theories of the importance of line and color asserted that through these elements an artist exerted control over the medium to create psychological effects, in which themes, emotions, and ideas can be represented. As artists attempted to synthesize these theories in practice, the attention on the artwork as an allegorical or figurative vehicle was emphasized. It was held that the representations in paintings and sculpture should evoke Platonic forms, or ideals, where behind ordinary depictions one would glimpse something abstract, some eternal truth. Hence, Keats' famous musing "Beauty is truth, truth beauty". The paintings were desired to be an "idee", a full and complete idea. Bouguereau is known to have said that he wouldn't paint "a war", but would paint "War". Many paintings by academic artists are simple nature-allegories with titles like Dawn, Dusk, Seeing, and Tasting, where these ideas are personified by a single nude figure, composed in such a way as to bring out the essence of the idea.

The trend in art was also towards greater idealism, which is contrary to realism, in that the figures depicted were made simpler and more abstract - idealized - in order to be able to represent the ideals they stood in for. This would involve both generalizing forms seen in nature, and subordinating them to the unity and theme of the artwork.

Because history and mythology were considered as plays or dialectics of ideas, a fertile ground for important allegory, using themes from these subjects was considered the most serious form of painting. A hierarchy of genres, originally created in the 17th century, was valued, where history painting - classical, religious, mythological, literary, and allegorical subjects - was placed at the top, next genre painting, then portraiture, still-life, and landscape. History painting was also known as the "grande genre". Paintings of Hans Makart are often larger than life historical dramas, and he combined this with a historicism in decoration to dominate the style of 19th century Vienna culture. Paul Delaroche is a typifying example of French history painting.

All of these trends were influenced by the theories of the philosopher Hegel, who held that history was a dialectic of competing ideas, which eventually resolved in synthesis.

Towards the end of the 19th century, academic art had saturated European society. Exhibitions were held often, and the most popular exhibition was the Paris Salon and beginning in 1903, the Salon d'Automne. These salons were sensational events that attracted crowds of visitors, both native and foreign. As much a social affair as an artistic one, 50,000 people might visit on a single Sunday, and as many as 500,000 could see the exhibition during its two-month run. Thousands of pictures were displayed, hung from just below eye level all the way up to the ceiling in a manner now known as "Salon style." A successful showing at the salon was a seal of approval for an artist, making his work saleable to the growing ranks of private collectors. Bouguereau, Alexandre Cabanel and Jean-Leon Gerome were leading figures of this art world.

During the reign of academic art, the paintings of the Rococo era, previously held in low favor, were revived to popularity, and themes often used in Rococo art such as Eros and Psyche were popular again. The academic art world also idolized Raphael, for the ideality of his work, in fact preferring him over Michelangelo.

Academic art not only held influence in Europe and the United States, but also extended its influence to non-Western countries. This was especially true for Latin American nations, which, because their revolutions were modeled on the French Revolution, sought to emulate French culture. An example of a Latin American academic artist is Angel Zarraga of Mexico.

Academic training
Young artists spent years in rigorous training. In France, only students who passed an exam and carried a letter of reference from a noted professor of art were accepted at the academy's school, the Ecole des Beaux-Arts. Drawings and paintings of the nude, called "academies", were the basic building blocks of academic art and the procedure for learning to make them was clearly defined. First, students copied prints after classical sculptures, becoming familiar with the principles of contour, light, and shade. The copy was believed crucial to the academic education; from copying works of past artists one would assimilate their methods of art making. To advance to the next step, and every successive one, students presented drawings for evaluation.

If approved, they would then draw from plaster casts of famous classical sculptures. Only after acquiring these skills were artists permitted entrance to classes in which a live model posed. Interestingly, painting was not actually taught at the Ecole des Beaux-Arts until after 1863. To learn to paint with a brush, the student first had to demonstrate proficiency in drawing, which was considered the foundation of academic painting. Only then could the pupil join the studio of an academician and learn how to paint. Throughout the entire process, competitions with a predetermined subject and a specific allotted period of time measured each students' progress.

The most famous art competition for students was the Prix de Rome. The winner of the Prix de Rome was awarded a fellowship to study at the Academie francaise's school at the Villa Medici in Rome for up to five years. To compete, an artist had to be of French nationality, male, under 30 years of age, and single. He had to have met the entrance requirements of the Ecole and have the support of a well-known art teacher. The competition was grueling, involving several stages before the final one, in which 10 competitors were sequestered in studios for 72 days to paint their final history paintings. The winner was essentially assured a successful professional career.

As noted, a successful showing at the Salon was a seal of approval for an artist. The ultimate achievement for the professional artist was election to membership in the Academie francaise and the right to be known as an academician. Artists petitioned the hanging committee for optimal placement "on the line," or at eye level. After the exhibition opened, artists complained if their works were "skyed," or hung too high.

Criticism and legacy
Academic art was first criticised for its use of idealism, by Realist artists such as Gustave Courbet, as being based on idealistic cliches and representing mythical and legendary motives while contemporary social concerns were being ignored. Another criticism by Realists was the "false surface" of paintings - the objects depicted looked smooth, slick, and idealized - showing no real texture. The Realist Theodule Augustin Ribot worked against this by experimenting with rough, unfinished textures in his paintings.

Stylistically, the Impressionists, who advocated quickly painting outdoors exactly what the eye sees and the hand puts down, criticized the finished and idealized painting style. Although academic painters began a painting by first making drawings and then painting oil sketches of their subject, they would polish the drawings so much Impressionists alleged that the practice was tantamount to lying. After the oil sketch, the artist would produce the final painting with the academic "fini," changing the painting to meet stylistic standards and attempting to idealize the images and add perfect detail. Similarly, perspective is constructed geometrically on a flat surface and is not really the product of sight, Impressionists disavowed the devotion to mechanical techniques.

Realists and Impressionists also defied the placement of still-life and landscape at the bottom of the hierarchy of genres. It is important to note that most Realists and Impressionists and others among the early avant-garde who rebelled against academism were originally students in academic ateliers. Claude Monet, Gustave Courbet, Edouard Manet and even Henri Matisse were students under academic artists.

As modern art and its avant-garde gained more power, academic art was further denigrated, and seen as sentimental, cliched, conservative, non-innovative, bourgeois, and "styleless". The French referred derisively to the style of academic art as L'art Pompier (pompier means "fireman") alluding to the paintings of Jacques-Louis David (who was held in esteem by the academy) which often depicted soldiers wearing fireman-like helmets. The paintings were called "grande machines" which were said to have manufactured false emotion through contrivances and tricks.

This denigration of academic art reached its peak through the writings of art critic Clement Greenberg who stated that all academic art is "kitsch". References to academic art were gradually removed from histories of art and textbooks by modernists, who justified doing this in the name of cultural revolution. For most of the 20th century, academic art was completely obscured, only brought up rarely, and when brought up, done so for the purpose of ridiculing it and the bourgeois society which supported it, laying a groundwork for the importance of modernism.

Other artists, such as the Symbolist painters and some of the Surrealists, were kinder to the tradition. As painters who sought to bring imaginary vistas to life, these artists were more willing to learn from a strongly representational tradition. Once the tradition had come to be looked on as old-fashioned, the allegorical nudes and theatrically posed figures struck some viewers as bizarre and dreamlike.

With the goals of Postmodernism in giving a fuller, more sociological and pluralistic account of history, academic art has been brought back into history books and discussion, though many postmodern art historians hold a bias against the "bourgeois" nature of the art. Nevertheless, since the early 1990's, academic art has experienced a limited resurgence through the Classical Realist atelier movement. Still, the art is gaining a broader appreciation by the public at large, and whereas academic paintings once would only fetch a few hundreds of dollars in auctions, they now command millions.

18 Nisan 2010 Pazar

28 Mart 2010 Pazar

ATATÜRK




40 yıldır Resim çizer şiir yazarım, çizdiğim resimler 40 bini, yazdığım şiirler 10 bini, okuduğum canlı şiirler 100 ' geçti.. Ama malesef devlet bizlere sahip çıkmıyor.. Atam. Mekanın cennet, Ruhun şad olsun.

RESSAM




40 yıldır Resim çizer şiir yazarım, çizdiğim resimler 40 bini, yazdığım şiirler 10 bini, okuduğum canlı şiirler 100 ' geçti.. Ama malesef devlet bizlere sahip çıkmıyor.