Transcript Romanticism * Constable/Goya Realism * Courbet/Manet

 Clear
desks except for a pencil/pen
 Sit with one desk between each of you
 We will do the Sci Fi portion of the test
today
 Today
– Romanticism and Realism notes –
pick up a worksheet from my desk
 Monday – Romanticism and Realism
Samples
 Tuesday – Wednesday – Triston and Isolde
 Thursday – Binder Checks, movie reviews,
and test cards
 Friday – Review samples – turn samples and
test cards in
 Monday – Test
 Tuesday – begin writing to publish piece
 Second
½ of the 1700’s
 Reaction to the Industrial Rev. & science
 Used strong emotion as inspiration for art
 Idealized “untamed” nature
 Embraced the exotic and unfamiliar (esp.
Americas and Orient)
 Often a dreamy/foggy look in painting
British
 Known for
landscapes/rural England
 No fame until 52 (8 yrs.
Before death)
 Most of English public
didn’t like
 Found popularity in
France – Impressionists
built upon his style
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Inspired by everyday aspects of nature
Very attached to his native countryside
Enjoyed simple things: Willow Trees,
Rotten Planks of Wood, Slimy Posts,
Brickwork
Studied Weather: Clouds, Rain, Light
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Spanish
painter/engraver
Emphasized foreground
against faded
background
Art was rebellious and
biased
Recorded history – 80
prints he considered
follies of the times
Near the end – created
frightening and obscure
paintings
Blind and deaf –
pigments?
Polar opposite to Romanticism
Represented objective reality (objects exactly as
they were seen)
 Claimed lack of personal bias
 Rejected exaggerated emotionalism of the
romantics
 Truth and accuracy became ultimate goals
 Depicted everyday people, dilemmas, and
objects
 Reaction to birth of photography
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Chief artist of realism
movement
 French
 Opposed to art that
didn’t show things as
they really were
 No glamorized settings
 Plight of common
people
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Well educated – didn’t do
well academically
 Uncle encouraged his
interest in art – Louvre
 Studied with Velazquez and
Goya
 Thought art should reflect
ideas of present rather than
past
 Step between realism of
Courbet and Impressionism
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Tchaikovsky and Wagner
 Very
diff. from Neoclassical – emotion,
adventure, and imagination
 Beethoven inspired composers to become
self-supported
 Opera very popular
 Soft/dreamy music accomplished by:
• Chromatic scale – moving in half steps
• Dissonance – harsh sounds to the ear
 Composers
focused on themes
 Cycle – complete story told w/ several
related songs
 Improved range power of
piano/improvements to orchestral
instruments
Studied music as a child
 At 21 entered the St.
Petersburg
Conservatory/ studied
composition
 Graduated and taught
theory and composition
at Moscow Conservatory
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 Mme. Von
Meck – contributions allowed
him to dedicate himself to his music
 Best remembered for his ballets:
Nutcracker, Swan Lake and Sleeping
Beauty
 Performed 6th symphony (Pathetique) as
the opening concert for Carnegie Hall in
1891 – died a few days later
 Born
in a theatrical
family
 Began composing at
17
 Chorus master for
several theatres
 Built his own theatre
(Das Festspielhaus) in
1872
 Most
significant works – Tristan and Isolde
and Ring Cycle (covers German and
Scandinavian mythology – over 16 hrs.)
 Leitmotif – assigning short melodies to
people or ideas in operas (used in many
20th century films)
 Adolf Hitler well known admirer of Wagner
and adopted much of his work for the Nazi
party
 Romantic = Melodrama
 “Music Drama”
 Each character has theme song
 Music matches action/conflict
 Used stock characters – always Hero,
Heroine, and villain
 Used overacting (overly emphasized
movements, speech, etc.)
Plays to the heart of the audience
Audience so involved that they boo and hiss at
villain and cheer hero/heroine
 Plot = good overcoming evil
 Romantic subplot between hero/heroine
 Evil plot of villain to get hero’s money or heroine
(railroad tracks)
 Last minute hero corrects everything
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Sought truth & beauty in everyday events and
people
 Ordinary people
 Popularity of melodrama decreased
 Clothes looked like those of real people as did
houses and sets
 Plots not as comforting to the audience
 Sexual issues/suicide/infidelity/unhappy
marriages
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Ballet becoming more common/popular art for
the public
 Royalty began to subsidize theater and opera
houses
 Earlier ballet – limited movement due to costume
 Jean-Georges Noverre – wanted to reform ballet
 Wanted ballet to be more genuine and
meaningful – wrote guidelines
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Noverre created 7 basic movements of dance
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Plier – to bend
Entendre – to stretch
Relever – to rise
Sauter – to jump
Tourner – to turn
Glisser – to glide
Elancer – to dart
Terms allowed choreographers to communicate with
dancers more effectively
Noverre stressed plot, scenery, and music in ballet
Musicians became closely linked to ballet
(Tchaikovsky esp.)
 Ballerinas began to dance on their toes (sur les
pointes or en pointes)
 1860s point shoes were created to enhance the look
 Also changed costume – no longer heavy materials –
used Tulle (fine net material)
 Common tutu would come to mid-calf
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 5-6
descriptive sentences