Realism in Art: The Age of the Baroque
Escaping Criticism” by Pere Borrel del Caso, 1874, oil on canvas, Bank of Madrid, Spain. Replicated by artist Kyle Margiotta.
This painting is best known for an example of trompe-l’oeil. The positioning of the hands, feet, and head “outside” the painted frame, and the shadows falling on to it, are what creates the illusion here of the figure climbing out of the painting. The picture features a boy clothed in a dirty white shirt that hangs open and rolled up brown trousers. The boy is holding onto the frame with both his hands and is just about to step out of it with his right foot. He seems to have a scared, shocked or disturbed face that instantly attracts the viewer’s attention.
Kyle Margiotta Interview, True Renaissance (18:00)
The painting “Escaping Criticism” is utilized in this lesson to introduce the Italian Baroque style and other important aspects of Western art.
Students will bring the history of Baroque art to life while exploring aspects of history and culture in the 17th Century. In the 17th Century artists were free to be expressive and innovative with their creations. During this period dramatic change in artistic style occurred. Illusion competed with classicism; realism prevailed over stylized and symmetrical creations. Baroque masters such as Caravaggio struggled to define their art.
Objective One: Visual Art
Objective: Students will perceive artworks from structural, historical, cultural, and aesthetic perspectives. Students will understand that each art genre shares a characteristic approach to content, form, style, and design. Students will develop analytical skills and will be able to describe Baroque art utilizing proper terminology associated with the style. Students are introduced to Baroque terminology that includes realism, tenebrism, chiaroscuro, perspective, and trompe-l’oeil. Students will identify common Baroque symbolism and develop the skills required to identify Baroque art from other forms of art. Through video instruction, class discussion and individual research, students will understand that Baroque art is dramatic, poignant, and mimics theatre. It is through theatrics that it gains life. It expresses both movement and emotion. Light and shadow play heavily in compositions. Asymmetry prevails. Compositions are simple and focused and free from excessive clutter. Students are asked to write about these aspects when preparing essay papers.
Objective Two: History and Culture
By examining events in history that led up to the Italian Baroque movement, including the Reformation, students will gain an understanding of how culture influences art. Student will have an opportunity to demonstrate their understanding by preparing a biographical map that illustrates geographical occurrences of either the life of Pere Borrell de Caso or The Reformation movement.
Objective Three: Language Arts
Escaping Criticism: Literally, figuratively, metaphorically!
Usually, literally means exactly. For example, when someone says, “I am literally foaming at the mouth,” this literally means real foam is coming out of his or her mouth. Figuratively means in a metaphorical sense—that is, not in a real sense but in a way that is expressed through figures of speech. So when someone says, “I am figuratively foaming at the mouth,” we can infer that he or she is using the idiom foaming at the mouth, which means very angry, and that no mouth foam is actually present. Metaphorically implies resemblance. It may be used to symbolize something else. Students are asked to ponder the question of why the artist may have chosen this title and to reflect back on a time in their life when they felt a need to escape criticism.
Introductory Exercise:
Students will be shown a series of videos illustrating history, culture and art associated with the Baroque period.
Suggested questions for discussion:
- Where did the style originate and later spread?
- What is unique about Baroque art?
- What kinds of stories were told in the paintings?
- What impact did these paintings have on you?
- What clues can you find in the paintings that indicates the intended audience for the paintings, e.g., either religious or spiritual rather than depiction of everyday life?
- What adjectives can be used to discuss this work?
1. Tice Art 1010 Baroque and Rococo (9:17)
2. Baroque Art Caravaggio; Kenny Mancher (33:19)
3. Kyle Margiotta Interview, True Renaissance (18:00)
NEW JERSEY CORE CURRICULUM CONTENT STANDARDS NJCCCS OBJECTIVES
VISUAL AND PERFORMING ARTS STANDARD
- THE CREATIVE PROCESS: All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in dance, music, theatre, and visual art.
- HISTORY OF THE ARTS AND CULTURE: All students will understand the role, development, and influence of the arts throughout history and across cultures.
- PERFORMING: All students will synthesize skills, media, methods, and technologies that are appropriate to creating, performing, and/or presenting works of art in dance, music, theatre, and visual art.
- AESTHETIC RESPONSES & CRITIQUE METHODOLOGIES: All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of art in dance, music, theatre, and visual art.