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2. Nature and Nature's God.
For Centuries, Western poets and painters have seen the natural world as proof of God's bounty. This was especially true
in early 19th-century America, where immigrant artists, newly arrived from Europe, saw the land as a second Eden, an
unexplored terrain offering the chance to begin again. But already in the old world, artists of the Romantic movement
were beginning to depict Nature as a metaphor for and mirror of their own feelings of love, loss, or wonder. And on both
continents, though rather earlier in Britain than America, writers, painters, and composers were turning to distant parts
of their country—the Scottish Highlands, the Rocky Mountains, and Niagara—whose sheer scale raised existential questions
that could not so easily be answered. rb.
The script, videos, and images will be posted immediately after class.
TO THINK ABOUT
The two painters represented below will both feature in our class, but the works themselves will not. So as a way of giving yourself a preview of some of the themes to be explored, think about their similarities and differences. As always, you can click on the images to enlarge them separately. [Note that the original of the top painting is smaller than the lower one, so they have quite different textures when enlarged.] Then click the link for some specific questions to consider, and click again for possible answers to these questions.
Some Questions: Which painting is English and which American (duh!)? What kind of living does each setting support? What can you say about the people in each? Are both paintings equally realistic? Do any elements seem idealized or exaggerated? Does either painter take an attitude to his subject? CLICK FOR ANSWERS
Some Questions: Which painting is English and which American (duh!)? What kind of living does each setting support? What can you say about the people in each? Are both paintings equally realistic? Do any elements seem idealized or exaggerated? Does either painter take an attitude to his subject?
Some Answers: The top left picture is The Bright Cloud (1830) by the English artist Samuel Palmer (1805–81). It is one of a number of works he painted in the rich agricultural region around Shoreham, Kent. Although this is less exaggerated than some of his others, they typically show an enhanced fruitfulness and richness of color, reflecting the artist's belief in the bounty of God. The other is later work by Thomas Cole (1801–48), Home in the Woods (1847), showing a pioneer family, probably in Western New York State. The people form a family unit, as opposed to the local women in the Palmer; it is significant that the title is home rather than "house in the woods." Obviously the living there is harder, but there is an idealized quality in the distant mountains and light over the lake which hints at the artist's belief that this too is the gift of Providence.
VIDEO LINKS
All the videos shown in class are available on YouTube, though some of them have still images only. I have also added three relevant videos made for other classes; these, plus some other items that I could not play for lack of time, are *asterisked below.
ENGLAND | |||
Hymn | * "All things bright and beautiful" (St. Mary-le-Tower, Ipswich) | ||
Wordsworth sonnets |
* "It is a beauteous evening"
(read by Benedict Cumberbatch) * "The world is too much with us" (audio only; anonymous reader) |
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John Clare |
* The Wren
(read by Simon Loekle) * "I am" (read by Tom O'Bedlam) |
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Constable clouds | * Montage of sketches (music by Wm. Sterndale Bennett) | ||
SCOTLAND | |||
Ossian |
* Excerpt from James Macpherson
(my declamation; Mendelssohn music) * Wordsworth's Glen Almain (poem on the death of Ossian; my photos) |
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Mendelssohn in Scotland |
* Fingal's cave opening
(my video) * Scottish Symphony (cued to start of scherzo) |
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Turner in Scotland | * The Falls of Clyde, two versions (revisiting an earlier Scottish landscape) | ||
Sir Walter Scott |
* Rosabelle from The Lay of the Last Minstrel
(read by Tom O'Bedlam; my video) * Lochinvar (another of Scott's stories in verse) |
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Robert Burns |
* "Ye banks and braes o' bonnie Doon"
(Kenneth McKellar) * "She's fair and fause" * Alexander Mackenzie: Burns Rhapsody (my compilation of Doré paintings) |
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AMERICA | |||
Hudson River School | * Montage of paintings (to Canning: Fantasy on Hymn by Justin Morgan) | ||
Transcendentalists | * Emerson: The Rhodora | ||
Niagara |
* Heinrich: War of the Elements
(audio with still photo) * Fry: Niagara Symphony (audio with still photo) |
IMAGES | |||||
The thumbnails below cover the slides shown in class. Click the
thumbnail to see a larger image. Click on the right or left of the larger picture to go forward or back, or outside it to close. |
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ARTISTS
Here are brief bios of the artists, composers, and writers considered in the class, listed in order of birth. An alphabetical listing of artists for the whole course can be found at the BIOS link on the syllabus page.
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George Stubbs, 1724–1806. English painter. Originally self-taught as a painter, Stubbs also pursued studies in anatomy, of humans and later on his own initiative of the horse, publishing an Anatomy of the Horse in 1776. While most of his paintings are portraits of horses commissioned by their owners, Stubbs also did some subjects such as the Lion Attacking a Horse of 1770 which are clearly in the spirit of early Romanticism. |
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James Macpherson, 1736–96. Scottish poet. Macpherson leapt to fame with the publication of the epic Fingal in 1761, supposedly the work of the Gaelic poet Ossian, discovered and translated by him. Other works by Ossian followed. Although this was later exposed as a massive forgery, the mythical world of Ossian sparked something in the early Romantic fantasy, bringing worldwide fame to his supposed discoverer. |
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Henry Fuseli, 1741–1825. Swiss-English painter. Born Heinrich Füssli in Zurich, he originally trained for the church, but spent most of his life in exile. He originally supported himself as a writer, but Sir Joshua Reynolds advised him to devote himself entirely to art and eventually sponsored his election to the Royal Academy. His works show a unique combination of psychological drama with neo-classical style. |
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Alexander Nasmyth, 1758–1840. Scottish painter. Nasmyth studied for two years in Italy, and the influence of classical artists like Claude can be seen even in his topographically accurate depictions of his native Scotland. But in the background of his standing portrait of his friend Robert Burns, he gave his Romantic side full play. He was also active as an architect, garden designer, and inventor. |
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Robert Burns, 1759–96. Scottish poet. Rabbie Burns is often regarded as the national poet of Scotland, where his birthday (1/25) is an occasion for the often-drunken singing of his many songs. He wrote mainly in a Scottish dialect, but it is mostly intelligible to non-Scots. |
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William Wordsworth, 1770–1850. English poet, critic, and philosopher. With the joint publication of the Lyrical Ballads with Coleridge in 1798, Wordsworth co-founded the English Romantic movement, and continued to dominate it for decades with poetry of his native Lake District and his doctrine of capturing experience direct from Nature for later use as "emotion recollected in tranquility." |
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Sir Walter Scott, 1771–1832. Scottish poet and novelist. Scott's historical novels, all set in his native Scotland, spoke to the Romantic spirit and were immensely popular throughout Europe, inspiring many adaptations such as Donizetti's Lucia di Lammermoor. |
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Samuel Taylor Coleridge, 1772–1834. English poet, critic, and philosopher. With the joint publication of the Lyrical Ballads with Wordsworth in 1798, Coleridge co-founded the English Romantic movement. He went his own way in later years , however, exploring the more fantastic aspects of Romanticism with works like "The Rime of the Ancient Mariner" and "Kubla Khan." He became addicted to opium. |
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Caspar David Friedrich, 1774–1840. German painter. The greatest German Romantic painter and a truly original visionary, he conceived images based on unconventional views of nature with strong, albeit enigmatic, moral implications. |
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Joseph Mallord William Turner, 1775–1851. English painter. Rivaled only by Constable, Turner was the dominant British landscape painter of the first half of the 19th century, he started his career with topographical views intended for engraving, and ended with works whose subjects were dissolved in veils of paint and light. |
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John Constable, 1776–1837. English painter. Even more than his contemporary Turner, Constable was the leading English landscape painter of the 19th century. Living in East Anglia, he was influenced by the Dutch landscapists painting very similar country. He made numerous outdoor sketches of clouds and trees, with free and brilliant handling of paint, but reverted to a more sober style in his paintings for exhibition. |
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Anthony Philip Heinrich, 1781–1861. American composer. Heinrich was born in Bohemia, but came to America as a young man to stay with an uncle in Boston. When his uncle became bankrupt, he traveled by foot and canoe through the wilderness into Kentucky, where he settled into a log cabin and began to compose "some of the most original, if not strange, program music of the nineteenth century" [Wikipedia]. |
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George Robert Lewis, 1782–1871. English painter. Lewis worked in a variety of genres, but he is best known for his naturalistic lanscapes and closely-observed studies of country people. |
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Percy Bysshe Shelley, 1792–1822. English poet. With his friend Byron, Shelley was the outstanding English Romantic poet of the generation after Wordsworth and Coleridge. Politically engaged, and intellectually acute, he was an avowed atheist, a stance that got him expelled from Oxford, and kept him out of England for much of his short career. He drowned in a boating accident off Livorno at the age of 29. His second wife, Mary Godwin Shelley, was the author of Frankenstein. |
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John Clare, 1793–1864. English poet. The son of an agricultural laborer, Clare worked the land himself. Leaving school at age 12, he nonethless continued to read as much as he could and write about his experience of rural life. His first book of poems found their way to Keats' publisher; their publication in 1820 with a further volume in 1821 made him instantly famous, but he passed through alcoholism into madness and ended his life in a mental hospital. |
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William Cullen Bryant, 1794–1878. American poet. Born in a log cabin in Massachussetts, Bryant rose to become editor of the New York Evening Post and one of the most popular poets of his time. His style, though by no means innovative, was easy to understand, drawing many readers to his themes of the divine in nature and the continuity of life. He was a close friend of Thomas Cole. |
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Asher Brown Durand, 1796–1886. American painter. Durand began as an engraver, and his reproduction of John Trumbull's Declaration of Independence brought him fame, including commissions for US banknotes. Around 1830, he decided to devote himself to painting, readily finding a place among the artists of the Hudson River School, although his engraving background still shows in his precise rather than painterly treatment of detail. |
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Thomas Cole, 1801–48. American painter, born in England. A founder of the Hudson River School. Towards the end of his career, he turned to grand historical and allegorical themes, of which The Course of Empire was one. |
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Ralph Waldo Emerson, 1803–82. American philosopher. The leader of the Transcendentalist movement, Emerson made his mark through speeches, essays, and poetry. He began as an ordained Unitarian pastor, but left the church to develop his belief of the immanence of God in Nature and Mankind. |
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Horatio McCulloch, 1805–67. Scottish painter. Born in Glasgow, McCulloch's artistic career took off slowly, but by 1838 he had obtained inlfuential patrons, been elected to the Royal Scottish Academy, and moved to Edinburgh. His preferred subjects were the West of Scotland and Highlands, which he depicted in an increasingly vigorous style with strong effects of light and color. |
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Samuel Palmer, 1805–81. English landscape painter and etcher. A precocious artist, who exhibited at the Royal Academy at only 14, he nonetheless went his own way with a mystical and strongly religious approach to landscape, clearly influenced by William Blake, whom he met as a young man. |
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Felix Mendelssohn Bartholdy, 1809–47. German composer. A major figure in the Romantic movement and a precocious talent, he wrote many of his best-known works (such as the Midsummer Night's Dream overture) while still in his teens. By virtue of his ten separate residencies in England or Scotland, and the works he premiered there, he almost qualifies as a virtual British composer. |
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William Henry Fry, 1813–64. American composer. "Fry was the first known person born in the United States to write for a large symphony orchestra, and the first to compose a publicly performed opera.[1] He was also the first music critic for a major American newspaper, and he was the first known person to insist that his fellow countrymen support American-made music." [Wikipedia] |
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William Sterndale Bennett, 1816–75. English composer. As a young pianist at the Royal Academy of Music, Bennett's compositions attracted the attention of Felix Mendelssohn, who took him to Germany and introduced him to Schumann; he spent three years in Leipzig before returning to London where his compositions (though Germanic in manner) attracted much attention. He remained an important figure in British musical life, his pupils including Hubert Parry and Arthur Sullivan. |
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Cecil Frances Alexander, 1818–95. English poet. Born of an English family in Dublin, she began writing religious poetry in her teens, and in time became celebrated for her hymns, including "All things bright and beautiful," "Once in royal David's city" and "There is a green hil far away." She married an Anglican clergyman who became Bishop of Londonderry and Archbishop of Armagh, both in Northern Ireland. |
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George Inness, 1825–94. American painter. Inness was a transitional figure in 19th-century American landscape. Beginning as a second-generation Hudson River School artist, he then went to France to study with the painters of the Barbizon School. His style back home developed from their example, through Tonalism, to something very close to Impressionism, but all in his own personal terms. |
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Frederic Edwin Church, 1826–1900. American painter. A pupil of Thomas Cole, Church was (with Bierstadt) the outstanding landscapist of the second generation of the Hudson River School. He was attracted to highly dramatic subjects, such as his Niagara, which made him famous, and traveled to the Andes and Middle East in search of them. |
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Albert Bierstadt, 1830–1902. American landscape painter. Born in Germany, but living mainly in New York. Although a member of the Hudson River School, he became the painter par excellence of the American expansion to the Rockies and beyond. |
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Gustave Doré, 1832–83. French printmaker. The most celebrated illustrator of the mid-19th century, his fame rests on the romanticism and drama of his treatment of subjects ranging from the Bible to Dante's Inferno and Coleridge's Ancient Mariner. |
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Alexander Campbell Mackenzie, 1847–1935. Scottish composer. A violinist, Mackenzie trained in Germany and began his career in orchestras there. He later enrolled at the Royal Academy of Music in London—he would eventually become its Principal—and began composing while continuing to play the violin as a living. Many of his works have a Scottish theme, including three Scottish Rhapsodies (1880, 1881, and 1911) for orchestra. |
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Thomas Canning, 1911–81. American composer. An alumnus of the Eastman School and later a professor there, Canning had a distinguished career as a composition teacher. His own works include collaborations with Robert Frost and William Carlos Williams and the much recorded Fantasy on a Hymn Tune by Justin Morgan, written in response to Vaughan Williams' Tallis Fantasia. |