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Chapter 16
The Battle of the Isms: Neoclassism, Romanticism, and Realism
Instructor’s Manual
Overview
In this chapter introduce the development of modern art and the multiple styles and movements
that evolved throughout western art. Specifically highlight Neoclassicism, Romanticism, and
Realism. Discuss the importance of the Enlightenment or Age of Reason on the development of
art and architecture.
Sub Headers
• The Enlightenment
o English Art Becomes Respectable: Reynolds
o Thomas Gainsborough
• Neoclassicism
o David and the French Revolution
o Canova and Neoclassical Sculpture
• Romanticism
o Goya and the Romantic Reaction
o The Birth of Romanticism
o The English Landscape and Romanticism
o Romanticism and Politics in France
o Ingres and Late Neoclassicism
o The French Art World Divided
• American Romanticism: The Hudson River School
• Realism: Politics and Art
• Neoclassicism and Romanticism Merge in Academic Art
Terms
Age of Reason
allegory
enlightenment
Hudson River School
linear styles
Neoclassical
Orientalism
painterly
Romanticism
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Lecture #1
Discussion:
Begin Lecture #1 by discussing the opening section, “Timeless Links: Exoticism.” Explain the
concept of exoticism to students and review a few of the examples highlighted in this section of
artists “borrowing” elements from other cultures for use in their works. Continue Lecture #1 by
discussing the Enlightenment and its influence on art and architecture. Speak to the social and
political climate of the times. Use lecture #1 to examine Neoclassicism in France and England.
Explore how the art and architecture expressed the ideals of the Enlightenment.
Class Questions/Prompts:
The Importance of Archeology During the eighteenth century, archeological activity was
uncovering new works from ancient worlds. Of specific importance are the excavations at both
Herculaneum and Pompeii, both of which had been destroyed and buried when Mount Vesuvius
erupted in 79 AD. These artifacts, as well as Greek and Roman landscapes, were studied and
admired by many. The period of the Enlightenment was a time when reason and order triumphed
over emotion. Much of the philosophical basis for the Enlightenment came from the study of the
classical world, mainly the ruins of the Greek and Roman civilizations. Revisit the ancient Greek
and Roman sites that Neoclassicists looked toward as the movement formed. What was
discovered in Pompeii and Herculaneum that inspired so many artists during this time period?
A Friendly Rivalry Compare and contrast the work of Sir Joshua Reynolds (Figure 16-2) and
Thomas Gainsborough (Figure 16-3). How do these two artist’s approaches differ? How are they
similar?
Exoticism: Respect or Disrespect After discussing the opening section with students, open up
a discussion concerning exoticism and ask them to articulate their own opinions regarding
whether “borrowing” elements from a culture or displaying a work out of context is an indication
of respect or disrespect? Is it more important for an African mask to be displayed in a museum in
order to be shared with others, or should it stay forever hidden from the outside world, so that it
retains its meaning and purpose?
Exercise #1
1. Analysis
a. Have students make observations on materials, methods, cultural and
historical context.
Figure 16–1 Christopher Wren, Saint Paul’s Cathedral, London, United Kingdom,
1675–1710.
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2. Compare and Contrast
Figure 16-4 Angelica Kauffman, Cornelia Pointing to Her Children as Her
Treasures, c. 1785. Richmond, Virginia.
Figure 16–7 Jacques Louis-David, Bonaparte Crossing the Great Saint Bernard
Pass, 1801. Chateaux de Malmaison et Bois-Rueil-Malmaison, France.
Lecture #2
Discussion:
In Lecture #2 introduce Romanticism. Discuss how Romanticism contrasted with Neoclassicism.
Discuss the characteristics they shared, such as a strong sense of moral purpose. And discuss
what Romanticism rejected: logic and order. Highlight the political climate of the time and how
it impacted the developments in art and architecture.
Class Questions/Prompts:
Images of War Using the work of Francisco Goya as a starting point, discuss images of war in
all of their various formats: paintings, prints, photographs, cartoons, drawings, etc. How are all
of these images similar? Are there any universal themes, ideas, or emotions? What is the
importance of context? How are these images used/are they propaganda? Have students find
their own images to discuss. Ask the students why they chose the image they did and what it
communicates to them. Do the students respond to these images in a visceral or emotional way?
Ingres and Portraiture Jean Auguste Dominique Ingres gained much fame from portrait
commissions of wealthy French citizens. In his work Comtesse d’Haussonville, Ingres clearly
demonstrates a new approach to portraiture. Texture, pattern, and precious objects dominate this
delicate depiction of a French aristocrat. Discuss several other examples of Ingres’s portraits.
Who are these individuals? What is the importance of the details (adornment, clothing, props,
etc.) Ingres chose to include in these paintings?
Exercise #1
1. Analysis
a. Have students make observations on materials, methods, cultural and
historical context.
Figure 16–12 Caspar David Friedrich, Wanderer über dem Nebelmeer (Wanderer
above a Sea of Fog), 1818. Kunsthalle Hamburg, Germany.
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3. Compare and Contrast
Figure 16–13 J. M. W. Turner, Slave Ship (Slavers Throwing Overboard the Dead
and Dying, Typhoon Coming On), 1840. Boston, Massachusetts.
Figure 16–16 Eugène Delacroix, Liberty Leading the People, 1830. Paris, France.
Lecture #3
Discussion:
In Lecture #3 introduce Realism. Discuss how Realist artists focused on real-world problems
such as poverty and political repression. Discuss the content of Realism. Highlight the
differences among Realism, Neoclassicism, and Romanticism.
Class Questions/Prompts:
Focus on the work of French Realist Honoré Daumier. How did he begin his career as an artist?
Did his political views impact the subject matter he chose to explore in his work? Use images
from the text and other images to explore his work in depth. Understand the political climate he
worked in and how that impacted his art.
Exercise #1
1. Analysis
a. Have students make observations on materials, methods, cultural and
historical context.
Figure 16–27 Charles-Francois Daubigny, The Creek, 1863. Williamstown, MA.
2. Compare and Contrast
Figure 16–28 Rosa Bonheur, The Horse Fair, 1853–1855. New York.
Figure 16–30 Jean François Millet, The Gleaners, 1857. Paris, France.
