Posts Tagged ‘academic art’

Salon Realism in France

Salon Realism of the 1850s

Realism had many faces.  As an international impulse seen in European and American art, Realism was not so much a style or a look as a new approach to art, overtaking the old ideas of exhausted Romanticism. By the 1840s, due to the impact of science and technology, a more materialistic and positivist approach to philosophy emerged.  Idealist philosophy, based upon abstract principles and models gave way to empiricism and pragmatism. Social change accelerated and demanded serious attention from progressive thinkers. In an age of growing discontent over the failures of the Revolutions in France, there was a growing interest in the arts with the problems of contemporary life there was an increasing interest in the arts with the problems of contemporary life.

Universal enfranchisement to all citizens was still a dream. The failure to alleviate the economic imbalance between the classes and to grant political power and rights to the lower classes meant that both France and England were faced with the choice between reform or repression.  England would grant reforms to the lower classes by carefully calibrated degrees, staving off serious unrest and outright rebellion.  The French, ever wary of the dangerous classes, suffered yet another Revolution in 1848 and went through another political upheaval.  This Revolution was eventually brutally suppressed and all hopes of reform were snuffed out when Louis Napoléon, nephew of the Emperor, returned to France and seized power in 1850.

When the Nephew crowned himself Emperor Napoléon III,  any traces of Romanticism evaporated.  In addition to philosophical and social forces that ended Romanticism, the rise of Realism was very much linked to the rise of the Middle Class as a major force in society.  By mid-century the bourgeoisie has become the dominant cultural force.  Unlike the traditional upper classes, the status of the middle class was based upon wealth and a distinct value system which was based upon social mobility.  It was the middle class that divided the genders and subjugated women to the rule of men.  For the newly wealthy males, it was important that their wives were shown to be at leisure, like an aristocratic woman.  Each man wanted his home to be his castle, and it was important to him to have power over his own family.

This new class was not widely read or particularly well-educated, nor was its taste particularly refined, but the bourgeoisie were eager to make its influence felt in the realm of culture.  Because it was easy to understand and accessible, the middle class art public preferred the kind of art that was legible or realistic.  For the bourgeoisie the mark of artistic talent was not creativity but the ability to copy nature.  Artistic experimentation and innovation was not appreciated, and the public shied away from extreme Romanticism and Realism, seeking an art that was more “middle of the road” or juste milieu.

As the result of the insistence on technical skills in painting demonstrated in “academic art,” the mid-century art public was trained to appreciate approved Salon art and looked for  precise delineation and  entertaining stories. But, like any dominant class, the bourgeoisie wanted to see themselves reflected in art.  Greek and Roman scenes might be exciting and full of beguiling female nudes, but the audience could not recognize itself in the history paintings.  As an artist knows, it is important for the audience to imaginatively and emotionally invest in the art.  The viewer must identify with the painting or the sculpture for the work to be successful.   Being remote in time, the art dictated by the Academy was not in tune with the modern age and was ultimately unresponsive to middle class needs.  The preferred art of the Academy referred back to the classical past of Greece and Rome and only a well-read person could grasp all the classical illusions.

The audience gravitated to realism on two levels.  First, people liked to see genre scenes of ordinary everyday life, preferably with an interesting narrative.  Second, the average spectator preferred realism over expressionism in terms of how the artist should render the subject.  Another important factor in the rise of Realism was the invention of photography in 1839.  Photography was a hugely popular art form and the public avidly flocked to photographic studios to have themselves immortalized.  Photography was, of course, an accurate mirror of nature, an exact copy.  The public liked the precision of the daguerreotype better than the fuzzy surface of paper photography and began to expect the artist to live up the process of Dauguerre.  Artists were at the mercy of this new public and had the choice to comply with its demands or to drift into the avant-garde where another type of Realism was being developed.

The artists who wanted to succeed steered a middle course between Romanticism and Realism and between academic art and photography.  The result was a form of art, called juste milieu, that was both popular and official. Early on, juste milieu art, fulfilled the need of the growing middle class audience for a popular art and for subject matter that was about them and their lives and that was easy to understand.  This art was “easy,” rather like today’s television: realistic and entertaining and enjoyable, giving the audience what philosopher, Roland Barthes called “the effect of the real.”

The juste milieu artists were successful and rich and respected and were often the implacable foes of the avant-garde.  They found the right formula to please audiences.  The subject matter really wasn’t “modern” or about the current age.  Indeed, given the current political climate in France, the juste milieu artists tended towards the historical escapism of Jean-Léon Gérome or idealized depictions of the countryside and its inhabitants from Jules Breton.   The middle class favored landscape painting, once considered a “low” genre of art.  In an age of social turmoil a scene of unscathed countryside or untouched forests were soothing and non-political.  And landscape painting was well suited to middle class needs for interior decoration: it was pretty to look at and avoided any unsuitable or controversial content.

The size of painting began to change.  The successful artist was well advised to divide his or her time between the large paintings, destined for the Salon, and smaller works, designed for the bourgeois home.  Sculpture suffered during the waning of classicism and academic art.  Like history painting, classical sculpture was not well-suited to the modern era and sculptors struggled to translate contemporary life into bronze and marble.  Like the painters, the sculptors had to divide their endeavors between large-scale public commissions and small scale works, destined for the private market.

It is important to understand how the juste milieu artists approached their subject matter. Paul Delaroche, Jean-Léon Gérome and Ernst Meissonier were all respected and wealthy painters by the 1860s and they rejected the tradition of academic history painting.  However, these artists were painters of history, but for many of them their content was contemporary or the near and national past. Gérome was particularly successful with a new art form: the historical genre painting or scenes of everyday life from distant and exotic lands, especially the Near East.  The art public enjoyed Gérome’s depictions of ancient Romans living in a way that seemed to resemble their own lives.  But Gérome also gave the audience thrilling scenes from the past, such as the assassination of Julius Caesar and gladiatorial contests in the Colosseum.  To today’s viewer, Gérome’s paintings are eerily like a Hollywood production, and, indeed, Gérome was typical of his time in his rigorous attention to historical detail and accuracy.

Paul Delaroche is famous in the history of photography because he greeted the invention of photography with the cry, “From today, painting is dead!” Delaroche actually mentored many painters who became photographers and his work, like that of Gérome had that intense realism that resembles the high gloss of a movie. Delaroche is best known for his dramatic scene of the beheading of Lady Jane Grey in 1833.  As might be expected, beheading was a sensitive topic in France, and many art historians have suggested that Delaroche’s painting allowed the public to consider the execution of a ruler from a distance of time.  The painting is well-executed (no pun intended), as are all the works of the juste milieu artists, and dramatically effecting in the heart rending depiction of the last moments of the Nine Day Queen.

Ernst Meissonier was also a history painter, but his works were about French history and small in size.  His popular specialty was scenes of the first Emperor, Napoléon, around whom a cult of nostalgia had formed.  A contemporary of the Realist painter of peasants, the unpopular, Jean-François Millet, Meissonier was one of the most successful and respected history painters of his time.  Renowned for adherence to accuracy—he even owned one of the Emperor’s saddles—-won him the adulation of the art public and the scorn or the avant-garde critics.

By the end of the Nineteenth Century, the art world had split into opposing segments, the conservative, the juste milieu, and the avant-garde—all of which had a stake in Realism.  Avant-garde Realism, which is covered in another chapter, did not use a realistic style to make history look “real,” instead the Realism of Gustave Courbet and Jean-François Millet was contemporary, of its own time, and provocative.

If you have found this material useful, please give credit to

Dr. Jeanne S. M. Willette and Art History Unstuffed.  Thank you.

info@arthistoryunstuffed.com

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Podcast 14 French Romanticism: Delacroix, Part One

DELACROIX THE ROMANTIC

A member of the famous Bohemian crowd of French avant-garde art, Delacroix was considered the rebellious leader of French Romanticism. Like all artists of his generation, he had missed out on Napoléonic glory but found excitement in the clash of civilizations between the Europeans and the Muslims. The paintings of Delacroix followed the struggle for democracy among the Greeks abroad and the lower classes at home. The painting of “Liberty” leading the “People” was so stirring that it was decades before it was permitted by the French state to be displayed in a public museum.

 

 

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Podcast 12 French Romanticism: Ingres, Part One

THE MODERNISM OF INGRES

Often assumed to be the bastion of conservatism in French art, Ingres was actually an astute observer of his own time and was, therefore, thoroughly modern. Like Gros and Girodet, Ingres had to find his own way past both David and Neo-Classicism and into the new movement, Romanticism. This part of a two part podcast deals with the early career of an artist so original and so reviled he spend nearly two decades in Rome, only to return triumphantly to Paris as the champion of all things Academic.

 

 

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The French Academy: Painting

The French Academy: Painting

In France, classicism was considered almost a national French characteristic and was equated with the “grand manner” of Poussin.  Classicism was characterized by a structured and logical composition, clearly defined forms, and strong but restrained color.  Within the French Academy, Classicism was always aligned with the academic system and was considered the artistic norm.  In France, classicism was based upon a well worked out body of theory and system of instruction, which was based on the tenants of classical art.  Classicism was also aligned with le grand gout, or art in the grand manner, or le grand art. The heroic nudity of these antique statues was seen as universal and timeless, removed from specific time and place and from actual reality.  Realism or naturalism in art was considered suitable for and referred only to lower class taste.  Classicism did not concern itself with individual feeling or emotions but expressed states of emotions that were universal, signaled to the viewer through codified gestures.  These idealized and perfected human forms presented ideal states of being as conveyed by noble deeds and exemplary morality.  The ideals of classical art from antiquity was the basis of academic education and training.

Academic art is the product of an art school where training was based in drawing from plaster casts and, later, nude models.  The carefully delineated forms were carefully modeled for a restrained three-dimensional effect that was rather like a bas relief.  This art revolved around the mastery over the human form, which was considered to be the basis for the mastery of drawing all objects.  So grounded in the study of the human figure, the term “académies” refers to drawings and paintings of the live model, who posed in stereotypical postures considered “classical” and noble.  The principle of teaching was to proceed from the part to the whole.  The parts would then be grouped into an ensemble stretched across the canvas.  This method of collection and organization would lead to canvases crowded with actors striking a variety of glorious poses in a painted theater, rarely relating to one another. Composition became an exercise in adding bodies to a grid foundation, as best seen in Thomas Couture’s Romans of the Decadence (1850). The highest form of art resulted from the study of the human forms displayed in large-scale history painting, depicting noble and uplifting morality plays from the past.

The Prix de Rome could be won when a student showed his (males only) ability to conceive of a composition on a subject from the Bible or mythology or classical literature or history as dictated by members of the Academy.  This proscribed topic gave the student a chance to use academic poses and to render historical costumes, draperies, and accessories, showing the mastery of human anatomy, folds of cloth, and use of carefully drawn detail.  The students learned of an ideal form that appealed to the mind and the intellect rather than to the emotions and the senses, an ideal that conveyed a universal truthfulness and a timeless authenticity.  Color was applied in somber tones and was used to reinforce the linear zones and designs.  This conservative handling of color was accompanied by fini, the smoothly finished pictorial surface (facture).  The careful drawing, smooth surface of classicism in the Academy stood for an intellectual structure, a system of order, imposed upon nature in order to rule and control it.

The threat to classicism in the Nineteenth Century came from many directions.  First, there was the breakdown of the standards of hierarchies of subjects due to the new audiences and patrons.  Second, the works of artists who insisted on disregarding the rules of classical art making.  In an outbreak of the old Poussin vs. Rubens debate, the Romantic artists preferred color over line and were interested in natural and transient light.  Uninterested in classical composition, they also paid little attention to the carefully worked out method of half-tones, demi-teints, and of the prized finish of academic art.  By mid-century, artist trained outside of the Academy, like Gustave Courbet, could become successful and prominent.  In the clash between the Romantics and the Classicists, bourgeois realism and naturalism was a compromise between the polarities of line and color.  Perhaps it is no coincidence that vanguard art developed in sub-genres neglected by the Academy.  Here in pure landscapes, still lives and genre scenes, Realism and Impressionism could experiment in a territory that was virtually unoccupied.  While the Academy stubbornly upheld unyielding theoretical positions and meaningless antique art, the official painters were able to bring about a quiet revolution in pictorial techniques.  Romanticism is essentially an art of painting, and, before 1863, painting was not taught at the Academy.

If you have found this material useful, please give credit to
Dr. Jeanne S. M. Willette and Art History Unstuffed.  Thank you.
info@arthistoryunstuffed.com

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The French Academy

The French Academy

The French Academy was established in 1648 for the purpose of controlling art in France and included a network of provincial schools in Rouen, Marseilles, Dijon, and Tours.  Art was intended to extend the nation’s prestige beyond politics and military glory and was intended to establish a hegemony in the arts and crafts. The French Revolution toppled this “Royal” Academy, replacing it in 1795 with the Institut, a representative body of intellectuals and artists who took over the instruction of artists in the School of Fine Arts in Paris and Rome.  They served in an administrative capacity that was honorary but powerful.  The Institut defined “art” and “artist” and established standards that should not be violated.  Meanwhile, other major cities followed the lead of the French. In London, the Royal Academy was established in 1768. By 1790, over one hundred academies of art or public schools of art were flourishing: Vienna (remodeled) 1770, Dresden 1762, Berlin 1786, Copenhagen 1754, Stockholm 1768, St. Petersburg 1757, Madrid 1752, Dusseldorf 1767, Frankfort 1779, Munich 1770, Genoa 1752, Naples 1756, Mexico 1785 and Philadelphia 1791/1805. The increased importance of academic training in the arts coincided with the development of the modern nation state, and the government’s growing awareness of the usefulness of art in an international contest for prestige.  By the end of the Eighteenth century, the Neoclassical style was the official style of “Academic art,” regardless of country.  This official style of the academy was based upon the foundations of classical art and art theory, as expressed by Johann Joachim Winckelmann in Thoughts on the Imitation of Greek Works of Painting and Sculpture (1755).  According to Winckelmann, contemporary art should not copy Greek art but to should imitate the Greeks in their “noble grandeur and calm simplicity,” by attempting to think about art as they did.  This new frame of mind or mental state was hostile to that of the Rococo and put Antiquity forward as the only model to be followed.  “It is easier to discover the beauty of Greek statues than the beauty of nature,” Winckelmann stated, “imitating them will teach us how to become wise without loss of time.”

Winckelmann’s well-meaning volume of art history led to a formulaic copying by artists of classical models.  The academic learned response to the designated “ideal” beauty became a dictum to be followed.  Copying a pre-given object/objective led to the academic stress on drawing (disegno) because the pure outline was more faithful to the image.  Unlike fleeting, conditional and changeable color, drawing sought the essential and distilled the form into purity, a purity, which would have a moral character.  The moral character of art was definitively addressed by the German poet and philosopher, Friedrich Schiller, who stated that art, and only art, could lift the human being up from his/her natural state into a moral state.  Art alone produces harmony between our sensual instincts and formality and between life and order. Still, there were problems with teaching art, for speaking prophetically, Schiller asked in 1783,  “Do you expect enthusiasm where the spirit of the academies rule?”

Napoléon reorganized the Institut in 1803 and increased its membership.  The members were given exclusive rights and unprecedented power to admit and honor works shown in the Salons. Napoléon’s gift of control to a handful of individuals was part of his plan to ensure total control of art now yoked to his propaganda machine. The Salon, in its modern form, now showed the works of all artists, deemed worth of admission, not just the members of the Academy.  The Institut also awarded the Grand Prix de Rome to Beaux-Arts students (males only).  When Napoléon fell from power in 1814, the Restoration government sought to reestablish the historical link between the old Royal Academy and the Institut, which also managed to control the Ecole de Beaux-Arts, even though the two bodies were theoretically separate.  The connections between the Academy, the Ecole, and the government varied with the ruler in power who could intervene or not in the affairs of the art world. Nevertheless, the Academy exercised a great deal of power over the world of French art, and by extension, over all other serious art worlds, for French art had established an hegemony in Europe.  The forty members of the Academy held fourteen chairs in painting, eight in sculpture and in architecture, four in engraving and six in music and controlled the Beaux-Arts curriculum and the contents of the annual Salon exhibitions.

If you have found this material useful, please give credit to
Dr. Jeanne S. M. Willette and Art History Unstuffed.  Thank you.
info@arthistoryunstuffed.com

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Podcast 8 Formalism and Romanticism

ROMANTICISM AND FORMALIST METHODOLOGY

This podcast delineates the connections between the art historical methodology of Formalism, as developed by Heinrich Wolfflin, and the concept of Romanticism. Romanticism was  the movement in which the concepts of painting changed from “academic” to “modern.”   Until New Art History reintroduced the importance of context, the approach of “art history without names” reigned supreme.  How did the uneasy mix of history and methodology change the history of art? What recent corrections were made to retell the history of art history?

 

 

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Podcast 7 The Academy and the Avant-Garde

THE ACADEMY AND THE AVANT-GARDE IN FRANCE

The artists of the French Academy and the artists of the French Avant-garde are often presented as being protagonists, but, in fact, each group defined itself in terms of the other.  The French Academy was the bastion of the establishment, of rules and regulations and of order.  The Avant-Garde bohemians were the original outsider artists, misfits without credentials, who were able to break the rules of art and change the course of art.  But the Academy absorbed and co-opted and softened the concepts and techniques of the avant-garde artists, making the “radical” changes acceptable to the general public.

 

 

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