Showing posts with label kids. Show all posts
Showing posts with label kids. Show all posts

Thursday, March 13, 2008

Fauvism

No post yesterday because I was sick… again. I’m still feeling run down but it’s nothing like how I felt last night.

Anyway, on to fauvism (sounds like: foe-viz-um).

Fauvists used exaggerated colors when painting subjects. In fact, color was the most important aspect of a fauvist painting, with the subject taking a backseat. For example, when painting a portrait of a woman with very dark hair, a fauvist might choose to use blue in the hair to show just how dark it was. He might use yellow for the skin instead of a carefully mixed bronze. Shadows might be drawn in greens and purples instead of grey.
Shown above is Andre Derain’s The Turning Road, L’Estaque. I love this painting for the way Derain has taken the colors of the changing fall leaves and used those colors throughout the painting, in the trees, the earth, and the people.

Fauvism began in 1905, though artists were moving toward this color-based style of painting before this time. Fauvism in some ways grew out of the impressionism movement that van Gogh was a part of. Vincent van Gogh had a great influence on the fauvists. His use of color affected Henri Matisse (whose Woman with a Hat is shown below) and it affected Maurice de Vlaminck.
Most people didn’t like this new movement. It was called fauvism by an art critic. Fauvism means “the wild beast” and it was not meant as a compliment. Some wealthy art buyers did purchase paintings, though, which allowed the artists to continue working.

By 1908 the movement had run its course and many of the artists involved moved on to other styles. Georges Braque, for instance, moved on to cubism. You can see this in the two paintings shown below, Spared from the Storm (1906) and Houses at L’Estaque (1908). Look at the change in style that happened in just two years!
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Current NaNoEdMo Hour Count: 13.5/50hours

Tuesday, March 11, 2008

Rembrandt

Something very exciting happened today. I got to teach my first art lesson today to a fifth grade class! The class and I talked about Rembrandt’s life and paintings and because of this, I realized that I hadn’t yet posted here about this great artist.

Rembrandt was born in Holland in 1606, the son of a miller and a baker’s daughter. Like many artists of the time, Rembrandt learned to paint through apprenticeships. He worked first with a history painter, Jacob van Swanenburgh, and then with a more famous artist, Pieter Lastman. When he was 18 or 19, Rembrandt opened a studio with another painter and student of Lastman, Jan Lievens. Rembrandt soon began accepting students of his own and by the end of his life he had taught most of the well-known artists of his day.

Rembrandt’s first subjects were bible stories but he quickly expanded to paint historical scenes. He used oil paints so his paintings were glossy and he loved bright colors, though not the way the Nabis would use color in the 1800s; he used bright colors to create natural-looking paintings. You can see this in the picture below, The Scholar.
In 1632, he began to paint portraits. It was these portraits that made him famous. He made great connections that allowed him to paint many important people, including the prince! Rembrandt also painted portraits of himself throughout his life (about 100 of them). These portraits let us know what he looked like as he grew up (from a teenager to an old man with wrinkles, both shown below).
He was married in 1632, then had four children. Three of his children died when they were young, and then his wife died in 1642. Rembrandt became depressed and his paintings became darker. He exchanged his bright yellows and reds for deep blues and greens and darker reds. These later paintings are considered by many to be even more beautiful than the cheerier paintings of his youth. This painting shown below, The Mill, is an example of Rembrandt's darker style, painted in 1650.
Rembrandt lived in a large house which he should have been able to pay off. He earned a lot of money painting because he was fantastically popular. The house eventually became the cause of money troubles, however, and in 1657 it was sold along with his possessions.

Rembrandt died in 1669, having created more than 600 paintings and 1700 other works of art.

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Current NaNoEdMo Hour Count: 11.5/50hours

Monday, March 10, 2008

Aquatint Printing

I finally went to see the Philip’s Collection exhibit, From Degas to Diebenkorn, this weekend. It was kind of a mish-mash of art from the late 1800s to nearly the present, which was what I had expected. It was an exhibition of artwork that the museum has recently added to their collection. I did overhear some complaints from other museum goers. Some people felt that the name of the exhibit was misleading. They had come expecting more than just the one new Diebenkorn (in addition to those already in the collection) and more paintings by Degas. So take that as my warning to you. You will enjoy the exhibit if you know what to expect before you go.

So, I was at the museum, enjoying the artwork, and I kept seeing this word that I had never come across before: aquatint. I wrote it down so I would remember to look it up and share the information with you.

Aquatinting is a way to create prints. The artist first creates a design or image. Then he applies resin to a copper or zinc sheet. (Resin is that sticky stuff that gets on your hands when you touch certain types of trees, especially pine trees. It's made into many types of things including the stuff used by artists when creating aquatints.) Once the resin is applied, the artist dips the whole thing in acid. Dipping the plate in acid makes it so that it will print darker than white. After this first dip, the plate would print grey all over.

Next, the artist etches, or scratches, his picture onto the zinc or copper plate. These etched areas will print black. He also uses a special material that stops the acid from further darkening any parts that he wants to leave white (or at least light grey).

Finally, he dips the plate in the acid again, using the acid blocking material as areas reach the darkness he wants.

If you remember my post on John James Audubon, you remember a great example of aquatint printing. His book, Birds of America, used aquatint prints as illustrations. The water color was added after the aquatint printing which can only be done in black and white.

Francisco Goya was a master at aquatint. Pomona College Museum of Art in Cleremont, California as an excellent collection of Goya’s etchings. (I have never been to California. I am judging based on their website and other resources.) Go check out some of the images they have posted and read a little about the artist if you are interested. At some point I’ll post about him here.


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Current NaNoEdMo Hour Count: 9.5/50hours

Friday, March 7, 2008

Linnea in Monet's Garden

Linnea in Monet’s Garden by Cristina Bjork is a long (56 pages) picture book, meant for ages 9-12. Depending on the child, it is also an excellent read-aloud for younger children.

Bjork invites you to travel with Linnea and her elderly friend, Mr. Bloom, to Paris and Giverny where Monet lived and worked. Stroll through Monet’s garden with Linnea as she discovers the source of the great artist’s inspiration for his water lily paintings. View the river Seine in Paris as Monet saw it. And visit a museum with Linnea to more about Impressionism and Monet’s paintings.

Gorgeous water color illustrations of Linnea’s adventures compliment the text. The book also includes black and white photos of Monet and his garden, as well as pictures of his paintings.


The book was also made into an animated movie. I have not seen it but it looks good. If you’ve seen the movie, Linnea in Monet’s Garden, please post a comment and let me know what you thought!



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Current NaNoEdMo Hour Count: 7/50hours
You'll notice that I'm still a little behind...

Thursday, March 6, 2008

Claude Monet

It’s terrible that I wrote nearly 150 posts before I said anything much about Claude Monet. If he wasn’t the first impressionist, he at least gave us the word for the movement, and that's a big deal. He also created some of the greatest examples of impressionism as he experimented with light and color and learned to portray subjects with quick brush strokes.

Monet was born in Paris in 1840 but his family moved to Normandy when he was 5. He knew from a young age that he wanted to be an artist rather than go into the family grocery business, and so he went to school to learn technique. When he was 16, Monet met Eugene Boudin who taught him to paint outdoors, “en plein air.” When he went to Paris, many painters cooped themselves up in the Louvre and copied the works of the masters, as you’ve read about already on this blog, but Monet chose to develop the methods taught to him Boudin. He worked outdoors, painting scenes as he saw them rather than the way they were seen by artists who came before him.

Monet served briefly in the armed service until he became ill and had to return home. He met several budding artists, including Pierre-Auguste Renoir, and they began experimenting with the new style that would become impressionism.

During the Franco-Prussian War (1870-1871), Monet lived in England and studied works by great landscape artists such as John Constable.
In 1873 he painted Impression, Sunrise (shown above), the painting for which the entire Impressionism movement was named. The term “Impressionism” was originally meant as an insult by an art critic but the painters liked it and used the name to describe their style of painting.
After his wife died in 1879 (shown above on her death bed), Monet began in earnest to produce. He continued in the Impressionist style and tried to create a portrait of France with his paintings. In 1883 when he moved to Giverny and, over the next 10 years, planted his grand garden. He loved to paint the garden and the lily ponds. He painted his many series during this time, which showed the same subject at different times during the day. You’ve seen some of these series already, including Water Lilies, Rouen Cathedral, and Etretat.

Toward the end of his life, Monet developed cataracts in his eyes which affected the way he saw colors. He continued to paint anyway, but you can tell which paintings were created when his eyes were bad.

In 1926, at the age of 86, Monet died and was buried in Giverny.

Monet's Japanese Bridge at Giverny.

I'd like also to note that you can now visit Monet's garden. I have never seen it but I hope to someday!

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Current NaNoEdMo Hour Count: 6.25/50hours
Yes, I'm a little behind. But I had to take a really long test.
That's my story.

Wednesday, March 5, 2008

Nike of Samothrace

Nike of Samothrace (or the Winged Victory of Samothrace) was sculpted sometime between 220 and 190BC by an unknown sculptor. The sculpture depicts the Greek goddess of Victory, Nike, as she lands on a naval ship after a victory at battle. Her dress clings to her body as she leans into the wind that she flew in on. The base that she stands on is the prow (back) of the ship and is an original part of the sculpture. It was found in pieces and put back together before it was shipped to the Louvre in Paris.

Like the Venus de Milo, which you read about yesterday, Nike of Samothrace was discovered on an island in the Aegean Sea. A French archaeologist found the sculpture on Samothrace (thus the name) in 1863. Her arms and head were (and still are) missing and the right wing is a reproduction based on the left wing.
Despite the condition of the sculpture, Nike of Samothrace stands grandly upon the ship on the landing of a prominent staircase in the Louvre. She continues to attract hordes of visitors and to stun even those who didn’t expect to see her.

Unfortunately that’s it for today. I’m taking a graduate school entrance exam early in the morning so I must get some sleep. Wish me luck!

EDITED TO ADD: I forgot to add the pictures last night! Luckily, blogs can be edited. Also, the test went extremely well. I am 99% sure I passed. (I only scores for two of three section and they're unofficial scores. I don't want to jinx myself!) I'll keep you updated.

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Current NaNoEdMo Hour Count: 5.25/50 hours

Tuesday, March 4, 2008

Venus de Milo

The beautiful marble statue, Venus de Milo, stands 6.7 feet (203 cm) tall in the Louvre in Paris. It was created in about 130BC by Alexandros of Antioch. The French ended up with the Greek sculpture and named it Venus, even though this is the Roman name of Aphrodite, the Greek goddess of beauty and love. This sculpture has an interesting history which I will relay to you today.

She was found hidden away in a cavern on the island of Milos in the Aegean Sea in 1820. She was broken in pieces: upper body, lower body, top of left arm, left hand holding an apple, and inscribed base. The peasant who found her, Yorgos Kentrotas, knew that he should turn her in to the Turkish authorities but he found her beauty so great that he kept her for himself. He was probably also interested in how much money he could make if he sold her to the right buyer. Eventually, the officials learned of the discovery and took Venus de Milo from Kentrotas’ barn.

While visiting the island, a French naval officer d’Urville discovered the sculpture. He knew it was valuable and wanted to buy it for the French. The peasant was willing to sell it but d’Urville’s captain, uninterested in antiquities, said there was no room on the ship for her. When his ship reached Constantinople, d’Urville showed sketches of the sculpture to the French ambassador who immediately sent someone to buy the Venus de Milo for France.

The French arrived as the sculpture was being loaded onto a ship. It was to be delivered to the Sultan of Constantinople’s translator as a gift from the natives of the island. The French fought for the Venus de Milo and were victorious.
Once at the Louvre, the sculpture was put back together but the arms were not as well finished as the rest of the sculpture so they were left off. Experts later determined that the arms were original pieces of the Venus de Milo. The inscribed base told us who had created the sculpture, Alexandros of Antioch, but it dated the Venus de Milo much later than the French had originally thought. That piece of the base has mysteriously disappeared, though we haven’t forgotten the information it taught us.

French sculptors worked to create a new set of arms for the Venus de Milo but she was ultimately left armless. We do know that the right arm originally rested on the raised knee to hold up the drapery. The left arm crossed her body and held an apple. The sculpture was once painted in bright colors and decorated with jewelry but none of that remains.

Please note that I've added some links to the side bar: Art Knowledge News and Fine Art at Home.

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Current NaNoEdMo Hour Count: 4.25/50 hours

Monday, March 3, 2008

Etretat in Art

When I set out to write this post, I remembered having seen countless paintings of the cliffs at Etretat in France (Wikipedia image). It’s true, I have seen tons, but I didn’t recall exactly how many of them were by Claude Monet.

Monet rarely painted a scene only once. He painted many series, some of which you’ve seen on this blog (water lilies, Rouen Cathedral). Monet loved experimenting with light. He would paint the same subject at dawn, noon, dusk, night, and every time in between, using color changes to show the different lighting conditions. The cliffs at Etretat were no exception. Below is the Manneporte, Etretat, painted at different times by Monet.
And below is Monet’s The Cliff, Etretat, Sunset. I chose to show you this painting because I remember seeing it when it was included in the Monet in Normandy exhibition at the Cleveland Museum of Art last year and the image stuck with me. I love the sun in this painting.
It wasn’t just Monet who painted this scene, though. Below, find Gustave Courbet’s take on the cliffs in The Cliffs at Etretat and Etretat After a Storm.

Eugene Boudin’s Etretat, The Cliff of Aval (below).
Eugene Delacroix also painted the cliffs but I couldn’t find a picture online to show you. You can always go to the library and look it up in a book if you’re interested.

If you can think of any other artists who painted this scene, please leave a comment and I’ll try to add images. I'm sure I've forgotten some.

And since, in the writing of this post, I realized that I haven’t yet written about Monet’s life and work, look forward to that at some point this week.

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I am participating in NaNoEdMo, though I haven't signed up (and I'm not sure if I will). Also, I forgot about it until today (only one day late) so I'm slightly behind. I'll be caught up by tomorrow. The goal of NaNoEdMo is to dedicate 50 hours to editing a novel during the moth of March. This goal is not nearly as insane as that of NaNoWriMo so I'm confident I'll be successful. I just need a little something to spur me onward. This project will be finished by my birthday!

(Or at least much closer to finished...)

Current NaNoEdMo Hour Count: 2.25/50 hours

Sunday, March 2, 2008

Cool Charcoal Project

There's a great project posted at Bookhou Craft Projects. You can create your own abstract masterpiece using charcoal and paper scraps. Go check it out.

Don't forget to check back here later for Monday's post, Etretat in Art.

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Thursday, February 28, 2008

Complementary Colors

According to the Oxford English Dictionary, fifth edition, a complementary color is “a color that combined with a given color makes white or black.” This is something you can test on your own. Use yellow, red, blue, green, orange, and purple. Mix two colors at a time in as many combinations as you can think of. What are your results?

To make the idea of complementary colors easier to understand, I am linking to a color wheel. Go look at it before you continue reading.

Complementary colors lay exactly opposite each other on the color wheel. In the simple color wheel you just look at, yellow is complementary to purple, red is complementary to green, and blue is complementary to orange.
When complementary colors are place next to each other, both look bright. This has been used to great effect in many paintings. Below, look at van Gogh’s use of red and green in Night Café (above).
Renoir’s use of blue and orange in Boating on the Seine.
Yellow and purple in Degas’ Woman Drying Her Hair. (This was painting at the end of Degas’ life when his eyesight had begun to fail.) Look how much more intense the yellow in the wall is than the red when placed against the purple of the woman’s body.

Try placing complementary colors side by side in your own painting and notice how bright the colors look.

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Wednesday, February 27, 2008

Degenerate Art

In 1927, the Nazis created a society that would control art. They said they were trying to prevent it from becoming dirty or corrupted. The Nazis wanted to create a society in which everyone looked alike and had like ideas and opinions. What better way to control thinking than to control art?

Imagine if the government decided to destroy any record of any music that wasn’t classical. And then they did it. Suddenly you couldn’t listen to anything with lyrics. There would be no more rock or hip hop or country or anything else. These music styles have helped to shape our culture and our ideas and after awhile I believe that our thinking would begin to change in their absence. This is what the Nazis were trying to do.

Anyway, they took more than 20,000 works of art, including paintings, drawings, and sculpture, by about 200 artists and chose 650 or so for their exhibit of “Degenerate Art.” The exhibit traveled around Germany, making 12 stops in large cities, before many of the works of art were destroyed.

The exhibit was set up to poke fun at the displayed works of art. The walls were often covered with graffiti, and the artists’ names and titles of paintings were sloppily handwritten on note cards next to the works. Click here to watch a short video clip of people looking at paintings in the Degenerate Art exhibit.

Several artists about whom you have already read, were included in the Degenerate Art exhibit, including Pablo Picasso, Wassily Kandinsky, and Piet Mondrian.

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Tuesday, February 26, 2008

Wassily Kandinsky

Wassily Kandinsky was born in Moscow in 1866. He studied economics and law at the University of Moscow before becoming a professor.

He was 30 before he went to Munich, Germany and began to truly study art. He focused, at first, on creating sketches and studies of human bodies.

He settled in Germany after World War I where he taught art at the Bauhaus school and painted until the Nazis came into power. At that point (1933), he went back to France where he remained for the rest of his life.

On a somewhat-side note, the Nazis took some of Kandinsky’s paintings, displayed them in a collection of art they deemed inappropriate and unworthy, and then destroyed the paintings. The exhibition was called “Degenerate Art.” I will post more about this tomorrow.

Kandinsky’s earliest paintings were quite realistic. Then he moved into a style similar to that of the Impressionists before he began creating completely abstract paintings. Yesterday I used Monet’s Water Lilies to show this movement toward the abstract. Today, you can see that Kandinsky developed the same way except that Kandinsky became a truly abstract artist in the end. Check out Olga’s Kandinsky Gallery for pictures. All (or at least most) of his works are posted there in order. As you click through the pages, you can clearly see Kandinsky’s work become more and more abstract.

Kandinsky was especially interested in color, even as a child. Beginning in his earlier, more realistic paintings, Kandinsky used color to show emotion rather than to make objects look real. As he grew as an artist, Kandinsky became more concerned with the power of color in describing what he was feeling. He wanted to use color to make his viewers feel emotion, too.

Gradually, Kandinsky became more abstract. He began to paint objects as patches of color instead of painting perfect details such as facial features or individual leaves on trees. Remember that Kandinsky studied the human body and knew how to paint people well. He liked the abstract more than the realistic. As he grew as an artist, his figures became less realistic until the viewer could no longer identify known objects in his paintings.

Kandinsky was trying to create the same effect on a viewer of his paintings as a beautiful piece of music has on a listener. When you listen to Vivaldi’s Four Seasons, for example, you don’t see snow or swirling fall leaves, or a muddy spring garden after a rain storm. You feel the seasons happening but you don’t actually see them. This is what Kandinsky was trying to do in his paintings.

Kandinsky’s ideas about art are possibly more important than even the paintings he created. He wrote three books about his ideas.

There are two Kandinsky projects posted at Art Projects for Kids. They both look pretty good but I’ve only tried this one, not this one. If you do either of the projects, please comment about your experience. I would love to hear about it and other readers would benefit from your comments as well. Happy creating!


EDITED TO ADD: Practice Geometry Using Kandinky's Art

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Monday, February 25, 2008

Abstract Art

Beginning with the Impressionists at the end of the 1800s, art began to shift from realistic images to abstract images. In other words, artists became less concerned with painting a landscape and more concerned with the emotions a painting could stir in the viewer.

An excellent example of this development is Claude Monet’s Water Lilies series. In his first paintings of water lilies, Monet takes care to create realistic, recognizable lilies floating on a pond. By the end of his life, the lilies are hardly more than green smudges on a blue background, but the effect of the paintings (in my opinion) remains powerful. The first image is an early painting and the second is a late example of Monet's Water Lilies
I would not claim that Monet was an abstract artist. This is just meant to illustrate the process of moving from art that shows recognizable subjects to art that does not.

An abstract artist whom you’ve read about already was Jackson Pollock. There are no fruit bowls in his splatter paintings. No stiffly posed women or shimmering ponds. He meant to do something more than record scenes. He meant to record emotion. Pollock looked inward at the chaos in his mind and laid it out on massive canvases so that we could feel what he felt.

In the next few days I’ll post about some other abstract artists. For now though, look back on my posts about Piet Mondrian and Pablo Picasso.

Please note that the term “abstract art” is very general. Cubism is a form of abstract art, as is neoplasticism (the movement Mondrian painted in), and many others.

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Friday, February 15, 2008

Learning from the Masters

I promised this post in December and, finally, here it is. When I went to Paris I took the picture shown below. Here, a student imitates a painting created by a master. This is a common and useful method of learning to draw or paint because it allows a student to practice many artistic techniques and to learn different styles.

In 1784, all the schools of drawing in Italy were combined to create the Galleria dell'Accademia in Florence. At the Accademia, works by great masters of art were (and still are) kept so that students could draw them. These works included sculptures by Michelangelo. Today his famous David is on display in the gallery. This is an excellent example of student learning from the work of the masters.

You can use this method to learn to draw, too. Find a book with illustrations you admire. Try to keep it simple at first. Maybe choose a book about snakes and focus on making your drawing realistic. Then move on to a book about dogs. Choose more difficult images as you gain practice, confidence, and skill. Don’t forget to color in your pictures.

When you want an even bigger challenge, create paintings instead of drawing.

I have posted before on another method of learning art, learning through apprenticeships. Artist who learned through apprenticeships probably would have imitated the paintings of masters also. If you’re interested, The Young Artist, by Thomas Locker, is a good picture book about a young artist who becomes an apprentice.

Wednesday, February 13, 2008

Perspective and Gustave Caillebotte

It’s difficult to show a 3D image on a flat sheet of paper but that is just what many artists do. One technique for creating the illusion of 3D is perspective. Many of you have explored perspective in art already. One popular art project is to draw a street with buildings lining both sides. The street narrows and buildings become smaller to show distance. If you have not yet tried this project you should do so. It will be usual for comparing to the project I have written below. Check out the video clip and the clear directions on this site to get you started.

Yesterday you read about how Gustave Caillebotte used perspective in an uncommon way. He made the image look like it was tilted toward the eye. Today, I’ll show you how he did this so you can try it yourself.

Caillebotte uses a few techniques to create his strange perspective. Firstly, you’ll notice that the foreground is not boxed in on the edges by the sides of bulky buildings. Secondly, the objects in the background are slightly smaller than they ought to be. This makes the foreground subjects look larger than they are, and it makes the background look farther away. Because of this, the street (or river, or floor, or whatever) doesn’t need to taper off into nothingness to show distance (like in your original perspective project).

Check out the video clip on this site to get you started on your project.

Supplies Needed

Pencil
Colored pencils, crayons, or pastels
Paper

Begin by drawing your street. This time, don’t start the street at the corners of your paper. Set your outside lines slightly above the bottom corners. Let your road narrow more quickly than in your original drawing but don’t bring the end of the road to a point.

Line the road with simple square buildings. You can, of course, get as creative as you want with your buildings but simple buildings will demonstrate perspective just as well. Your buildings should shorter more quickly than in your first drawing.

Now decorate and color. If you want to really Caillebotte’s brand of perspective, try drawing some cars driving into the distance. Be sure to make foreground cars much larger than background cars.

Compare your two drawings and notice the differences between the two. How do the slight changes in method create large differences in the final picture?

Tuesday, February 12, 2008

Gustave Caillebotte, Part 2

Yesterday you read about Gustave Caillebotte’s life. Today, his art.


Besides contributing money and time to develop Impressionism in France, Caillebotte became respected as a painter in his own right. Actually, he is among my favorites. I love The Floor Scrapers, shown above, and Paris Street, Rainy Day, shown below. The Floor Scrapers is part of the permanent collection of the Musee d'Orsay in Paris. (This is where I saw it and fell in love.) Paris Street, Rainy Day is part of the Art Institute of Chicago’s permanent collection (free admission in February!)
Influenced by photography, a new technology in the late-1800s, Caillebotte’s paintings are markedly realistic. Because a photo was a frozen moment that could be studied, photography allowed painters to see the way light fell and the way it affected subjects. Look at the way the pools of rain between the cobblestones shine in Paris Street, Rainy Day. Notice, also, that the bleached sky reflects on the slick stones themselves.

One other aspect of Caillebotte’s work that you should notice is the way the scenes often look tiled downward toward the viewer. Look again at Paris Street, Rainy Day and notice that the street seems to curve up. Look also at The Floor Scrapers for another example. Most of Caillebotte’s work is like this. Below is a third example of tilted perspective, Sculls.

EDITED: I have corrected the main text of this post. The Floor Scrapers is not on display at the Phillips Collection. I was mistaken. They are showing Small Branch of the Seine at Argenteuil which is also a great painting by Caillebotte and a fantastic example of the way he painted the effects of light. I still recommend checking out the exhibit, Degas to Diebenkorn!

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Thursday, February 7, 2008

Create Your Own Rousseau Jungle

As you read yesterday, Henri Rousseau most liked to paint jungle scenes even though he had never been to a jungle or seen most of the animals up close. Rousseau’s jungles are highly regarded today. You can make your own jungle scene just like Rousseau, regardless of whether you’ve seen a jungle yourself.

Supplies Needed:

Construction paper in green and blue
Magazines (such as landscaping, bird watching, and travel magazines)
Glue stick
Scissors

Gather your materials. Flip through your magazines and cut out pictures of trees, plants, and animals that you think you might find in a jungle. Be sure to get permission before you cut any magazines. Look at some of Rousseau’s paintings, like the ones in this large Rousseau gallery, for inspiration.

Tear a strip of green construction paper to create grass for your jungle. Glue it to the bottom of the blue sheet of paper (the sky).

Arrange your cut out trees and foliage, then add your animals. When you have created a jungle scene of your liking, glue down the magazine cutouts.

If you prefer to create a jungle that doesn’t require any materials, make your own Rousseau jungle online at the National Gallery of Art Kids page. Please note that you will need Adobe Shockwave Player to create an online jungle. It is a quick download but again, get permission before you download anything.




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Wednesday, February 6, 2008

Henri Rousseau

Henri Rousseau was a French painter, born in 1844. He wanted desperately to belong within the ranks of the traditional French Academy painters but it was not to be.

Rousseau was born to a poor family. His father’s debts even caused the family to lose their home at one point. Rousseau served in the army for four years before going on to become a customs officer at the edge of Paris. He worked until he was 49, painting on the weekends, until he could retire and focus fully on his art. He taught painting lessons, performed as a street musician, and did other odd tasks to earn enough money to live as he painted.

He was completely self-taught and this showed in his work. He wanted to paint flawless, realistic works but a naivety, a simplicity, persisted that he couldn’t shake. The traditionalist painters mocked him but he remained confident in his talent.
Rousseau’s favorite subject was the jungle but he never actually saw a jungle. He based his scenery on the botanical gardens in Paris and the animals were drawn from guide books and zoo pamphlets. Some of his subjects he never saw in three dimensions so his paintings have a flat look to them. Also, Rousseau sometimes grouped together animals that would never be seen together in nature. In one painting, the bananas hang upside down from a tree.

There were some who liked Rousseau’s paintings. For example, Picasso saw one of Rousseau’s paintings being sold on the street as a junk canvas that could be painted over by a serious artist. Picasso bought the painting and then went to meet this ingenious artist.
After his death in 1910, Rousseau began to gain popularity and now his canvases hang in museums around the world.

[The paintings shown above are The Sleeping Gypsy, Surprised!, and Tropical Forest with Monkeys.]

EDITED TO ADD: Create Your Own Rousseau Jungle

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Monday, February 4, 2008

Paint Your Own Pointillist Picture

On Thursday and Friday you learned about Georges Seurat, the pointillist master responsible for Sunday Afternoon on the Island of La Grande Jatte as well as Bathers at Asnieres. Today, try your hand at painting in Seurat’s style.

It is simple to create your own pointillist painting but be warned: this will take some time. This is not a particularly original project but I think it is an effect one. I have not seen it elsewhere adapted for younger kids but they can have fun with pointillism, too.

If you are working with a group of children, I recommend cutting a strip of paper from a roll and having the kids work together to create a simple landscape. This will make the painting less tedious and encourage teamwork. With really young children, use finger paints and have the kids dab the paint on with their fingertips.

Supplies Needed:

Paper
Paints
Pencils

Gather your materials. Cover your workspace with newspaper or a drop cloth.

Decide what you want to paint. It is best to choose a simple image like a landscape or seascape. I would also suggest that you start small. Use standard-size computer paper to start. Outline your picture in pencil.

Any type of paint will do but I recommend using a non-toxic variety. Use the eraser end of a pencil to dab the paint onto your paper. Use a different pencil for each color or wash the eraser between uses. Be aware that if you let the paint sit on the eraser for too long it will not wash off. You should have some back-ups ready in case.

When applying the paint, experiment with dabbing blue next to yellow instead of mixing green straight away, or red next to blue for purple. How well does it work? How far away do you have stand for the colors to blend?

When you’ve finished, let your painting dry. Hang and enjoy.


For a variation, try painting on blank cards for a handmade birthday greeting. Maybe use your newly learned pointillist technique to paint a stylized version of the birthday boy or girl. You could also paint small designs on squares of cardstock to use as gift tags.

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Friday, February 1, 2008

Georges Seurat, Part 2

Are you feeling well rested? Good! I have plenty more information to share with you about Georges Seurat and Sunday Afternoon on the Island of La Grande Jatte. If you missed yesterday’s post, go read it before you read on. Just to make things easier, I re-posted La Grande Jatte below so you won’t have to keep flipping between posts.
And now, back to Seurat’s biography, where we left off yesterday. In 1883, and it took all of 1883, Seurat painted his first large masterpiece, Bathing at Asnieres, shown below. The Paris Salon didn’t like it, though, and wouldn’t let Seurat show it at their exhibition. As you can imagine, this frustrated Seurat and he and other artists formed their own group, the Societe des Artistes Independants.
In 1884 he began his best known piece, Sunday Afternoon on the Island of La Grande Jatte (shown at the beginning of this post). He finally finished it in 1886, two years later. This painting is now on display at the Art Institute of Chicago and has been since 1926. It is a massive piece of about 10 feet wide by 6 feet tall and is worth the trip. If you do get the chance to see the painting up close, notice that there is a shadow in the distant trees that looks like someone lurking. Also look closely at the skirt of the woman with the monkey. In person, you can see that Seurat made the skirt larger after the painting was finished. This painting is a great example of why it’s important and preferable to view original paintings than photos of paintings on glossy pages.


Incidentally, the Art Institute of Chicago is offering free admission to its permanent collection during February 2008. Two excellent exhibitions will be opening in February, Edward Hopper, who painted the famous Nighthawks (shown below), and Winslow Homer, on whom I’ve already posted. If you’re interested in Winslow Homer don’t forget to check out the review I posted on Anna Kirwan’s Of Flowers and Shadows. (If you visit, you will have to pay for the special exhibitions, but not the permanent collection which includes La Grande Jatte.)

Seurat lived a short life which ended in 1891 when he was just 31 years old. He had two sons, one of whom was born after Seurat’s death. Nothing is known of the children.

EDITED TO ADD: Paint Your Own Pointillist Picture

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