School of Paris

(noun)

The School of Paris describes the importance of Paris as a center of Western art in the early decades of the 20th century, and where a group of artists including Picasso, Chagall, Mondrian, and Matisse created in the styles of Post-Impressionism, Cubism, and Fauvism.

Related Terms

Examples of School of Paris in the following topics:

  • Art Informel in Europe

    • The movement abandoned geometric abstraction in favor of a more intuitive form of expression, similar to Action Painting in the United States.
    • Art Informel did not refer to a sense of "informal art" or a simple reduction of formality, but instead was characterized by a complete absence of form in art.
    • Abstract expressionism was a school of painting in the United States that flourished after World War II until the early 1960s.
    • Tachisme is a specific French style of abstract painting under the greater movement of Art Informel.
    • Often referred to the School of Paris, tachisme was a reaction to Cubism and is characterized by spontaneous brushwork, paint dripped straight from the tube onto canvas, and scribbling reminiscent of calligraphy.

  • Landscape Painting in the Romantic Period

    • French painters were slower to develop an interest in landscapes, but in 1824, the Salon de Paris exhibited the works of John Constable, an extremely talented English landscape painter.
    • They formed what is referred to as the Barbizon School.
    • During the late 1860s, the Barbizon painters attracted the attention of a younger generation of French artists studying in Paris.
    • The work of Thomas Cole, the school's generally acknowledged founder, seemed to emanate from a similar philosophical position as that of European landscape artists.
    • Thomas Cole was a founding member of the pioneering Hudson School, the most influential landscape art movement in 19th Century America.

  • The Fall of Paris

  • The Storming of the Bastille

    • The medieval fortress, armory, and political prison in Paris known as the Bastille became a symbol of the abuse of the monarchy and its fall on July 14, 1789 was the flashpoint of the French Revolution.
    • News of Necker's dismissal reached Paris on July 12.
    • That night, rumors spread that supplies were being hoarded at Saint-Lazare, a huge property of the clergy, which functioned as convent, hospital, school, and even as a jail.
    • The royal troops did nothing to stop the spreading of social chaos in Paris during those days.
    • On the morning of July 14, 1789, the city of Paris was in a state of alarm.

  • Academic Architecture

    • Beaux-Arts architecture expressed the academic neoclassical architectural style that was taught at the École des Beaux-Arts in Paris.
    • Beaux-Arts architecture expresses the academic neoclassical architectural style taught at the École des Beaux-Arts in Paris.
    • Slightly overscaled details, bold sculptural supporting consoles, rich deep cornices, swags and lavish sculptural enrichments, all flourished in the Beaux-Arts style, as demonstrated in the Opera Garnier in Paris .
    • After centuries of dominating architectural schools and training processes, the Beaux-Arts style began fade in favor of Modernist architecture and the International Style on the eve of World War I.
    • Note the naturalism of the postures and the channeled rustication of the stonework.

  • Dada and Surrealism

    • Dada and Surrealism were multidisciplinary cultural movements of the European avant-garde that emerged in Zurich and Paris respectively during the time of WWI.
    • By 1921, most of the original Dadists moved to Paris, where Dada experienced its last major incarnation.
    • Inspired by Tristan Tzara, Paris Dada soon issued manifestos, organized demonstrations, staged performances and a number of journals.
    • Surrealist works drew inspiration from intuition, the power of the unconscious mind and various psychological schools of thought.
    • Surrealism developed out of the Dada activities during World War I and the most important center of the movement was Paris.

  • The Treaty of Paris

    • The Treaty of Paris, signed on September 3, 1783, ended the American Revolutionary War and established the new boundaries of the U.S.
    • The Treaty of Paris, signed on September 3, 1783, ended the American Revolutionary War between Great Britain and the United States of America.
    • The American Congress of the Confederation ratified the Treaty of Paris on January 14, 1784.
    • Signature page of the Treaty of Paris courtesy of the National Archives and Records Administration.
    • Evaluate how the Treaty of Paris redefined boundaries and the relationship between America and Britain

  • Conclusion

    • The Six C's of Motivation strategies have the potential to enhance students' motivation when applied to open-ended tasks (Turner & Paris, 1995).There is no single correct answer in the open-ended tasks, allowing students to make their own choices and goals.In the open-ended task context, teachers should guide students in selecting the most appropriate choices, setting up short- and long-term goals, planning and evaluating their projects, working collaboratively, constructing personal meaning through the task, and displaying their final projects.
    • When integrating the six C's of Motivation into curriculum design, it is important to be aware of the progress of each group and provide feedback based on that progress.When students engage in meaningful open-ended tasks, their motivation increases and the effect of learning is more powerful.
    • Williams, an ESL teacher adopts the Six C's of Motivation in her classroom.
    • Then the students are faced with the challenge of using new English expressions they do not know.
    • Finally, the students have some consequences to help motivate them because the newspaper is going to be shown at the school book fair.

  • References

    • American Association of School Librarians, & Association for Educational Communications and Technology. (1998).Information power: Building partnerships for learning.Chicago: ALA.
    • L. (1994).Resource-based learning activities: Information literacy for high school students.Chicago: ALA.
    • R. (1956).Taxonomy of educational objectives: The classification of educational goals: Handbook I, cognitive domain.New York: Longmans, Green.
    • P. (1994).The role of the school library in resource-based learning.SSTA Research Centre Report #94-11.Retrieved September 8, 2002, from the World Wide Web: http://www.ssta.sk.ca/research/instruction/94-11.htm
    • Turner, J., & Paris, S.

  • Primitivism and Cubism

    • African artifacts were being brought back to Paris museums following the expansion of the French empire into Africa.
    • Around 1906, Picasso, Matisse, Derain and other Paris-based artists had acquired an interest in Primitivism, Iberian sculpture, African art and tribal masks, in part due to the works of Paul Gauguin that had recently achieved recognition in Paris's avant-garde circles.
    • Gauguin's powerful posthumous retrospective exhibitions at the Salon d'Automne in Paris in 1903 and 1906 had a powerful influence on Picasso's paintings .
    • Other works of Picasso's African Period include the Bust of a Woman (1907, in the National Gallery, Prague); Mother and Child (Summer 1907, in the Musée Picasso, Paris); Nude with Raised Arms (1907, in the Thyssen-Bornemisza Museum, Madrid, Spain); and Three Women (Summer 1908, in the Hermitage Museum, St.
    • Cubism had a global reach as a movement, influencing similar schools of thought in literature, music and architecture.