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| N.C. Wyeth In the Crystal Depths 1906 oil on canvas |
| William-Adolphe Bouguereau The Little Knitter 1882 oil on canvas |
Being me, I butted in and offered my opinion that it makes more sense to distinguish by intention - that modernism pretty much took away arguments about technique or material in art, but that it still seems that a piece is commercial if its intention is to serve some purpose other than the artist's self-expression, and that it is fine art if it serves no other clear purpose (regardless of quality). I recall that we referred to one of the Bouguereaus for reference, but couldn't determine by looking at it if it was meant to tell a story (like an illustration) or if it was more clearly a product of the artist's personal expression. The man then added thoughts related to musical composition (turned out he's a professional cellist), citing similar arguments and disagreements in that field. The point? Not that we came to a consensus in defining illustration versus art, but that the exhibition had caused us to engage heartily on the subject.
| George Bridgman Keeper of the Flame 1904 charcoal, ink and oil on board |
The other element of education that pervades the show is actually its raison d'etre: An intriguing, deep dive into the influence of teachers on their students, presented as numerous juxtapositions featuring label copy that persistently identifies all the artists as teacher, student, or both (e.g. Norman Rockwell, American 1894-1978, Student of George Bridgman; Henri Lehmann, German-French 1814-1882, Student of Jean-Auguste-Dominique Ingres, Teacher of Francis Coates Jones). Wonderfully, many of the juxtapositions went beyond strict pairings, with combinations of teacher in the middle and students on either side, or strings of teacher to student, that student then as teacher to another student, and so on.
Nolan has added text panels to this section of the show with reverse-chronological lineages that trace back through time from our three 20th-century protagonists to their common influences
in the mid-1800s academies of France (and beyond). These strings are gathered together into Nolan's charming tree drawings, and each of the rooms is pointedly titled (i.e. "The Education of Norman
Rockwell"), which further underscores his thesis.
Adequate but acceptably brief label copy, and incisive
quotes in wall texts augment the exhibition without overwhelming it. Still, it was a lot to take in, and I found myself often using conveniently placed gallery
benches to grab breaks. But the quality of the show and the art in it
kept reviving my interest. If you go (and I recommend that you do), allow
plenty of time. It will be rewarded.
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| Maxfield Parrish Solitude, 1911, Oil on board |














