Edouard Manet (1832-1883)
Le Chemin de Fer (The Railroad)
1872-73 (170 Kb); Oil on canvas, 93 x 114 cm (36 1/2 x 45 in); National Gallery of Art, Washington
DAY 5: Today is Saturday, January 7th, and we move to nineteenth century Paris and London to examine the decline of the French and British
Academies and the rise of the art dealer. Read an excerpt from Harrison C. White and Cynthia White's Canvases and Careers: Institutional
Change in the French Painting World (University of Chicago Press, 1996) to learn about the crucial role of the art dealer and the art critic in
what they have termed "the dealer-critic system". It is through the dealer-critic system and the storied careers of dealers such as Ernest
Gambart, Joseph Duveen and Durand-Ruel that the art market begins to operate on an international scale between France and England (and
later to the United States). In your response to the reading below, discuss the crucial role of the dealer-critic system using an example of an
artist, a critic, a work of art or a dealer.
Readings
Harrison C. White and Cynthia A. White, Canvases and Careers : Institutional Change in the French Painting World
ARTH 4696 FINLEY A New System Emerges WHITE WHITE.pdf
Petra Ten-Doesschate Chu, "The Lu(c)re of London: French Artists and Art Dealers in the British Capital, 1859-1914", in Monet's London : Artists Reflections on the Thames, 1859-1914 (St. Petersberg and Uitgeverij: Museum of Fine Arts, St. Petersberg and Snoeck, 2005), 39-54.
ARTH 4696 FINLEY The Lu(c)re of London.pdf
Recommended:
Pamela M. Fletcher and Anne Helmreich, "The Periodical and the Art Market: Investigating the Dealer-Critic System in Victorian England", Victorian Periodicals Reviews, 41:4, Winter 2008, 323-346.
ARTH 4696 FINLEY Periodical and the Art Market FLETCHER HELMREICH.pdf
Meryle Secrest, Duveen : A Life in Art (*Note: This is a Cornell Networked resource*)
Individual Contributions
Christina Chaplin
Dalanda Jalloh
Response:
During the period in which there was a decline of the French and British academies and a rise of the art dealer, it seems that there was a much bigger focus on the individual which spurned a new focus on the players in the art market, specifically the art dealer and the critic.
With the emergence of the middle class (bourgeoisie in France) during the 18th and 19th century, there was a greater number of people who had financial ability to access elegant artwork. With more buyers, a much larger market for paintings and other art forms was needed. The art dealers recognized this need for a greater market. These dealers were critical in this dealer-critic system in that they were the people who would aid in building up an artist to specific crowds of patrons. In these times, the artists not paintings had become the focus of the system. Also, there was an emergence of genre painting, and subsequently artists began to specialize more. With artists focusing on a specific subject of art, they were now attempting to make a career of art, and use it as a means of making a living. The artists were clearly essential in providing a specific kind of art now for the buyers. Fine art was no longer inaccessible and now buyers could purchase art which depicted a certain picture. It was no longer limited to an image or structure which would exalt the elite, holiness, or the artist and his community. There were painters who would paint images of military scenes, others who focused on landscapes, or animals, and more.
The artist was essential to not only creating unique images but also allowing buyers to develop personal taste and art preferences. They enabled those individuals interested in art to find a specific genre they liked and capitalize on the many new emerging styles of art. The dealers were essential in promoting these artists and exposing the patrons to all these various styles along with recognizing what would be well received.
One of the most "intelligent and far-sighted dealers, Durand-Ruels" was one of those dealers who was able to detect the potential of a certain artist and promote the probability of that artist's success based simply on speculation. As the new era of art emerged, he was moving in sync with the new demands. In one instance, he successfully shifted his support from Barbizon landscapists to Impressionism. They had a knack for assessing talent. The "father and son were superb judges of painting [... and] they were also superb business men who saw how to reap the ransoms as well as commissions [...]" and made a successfully living together representing many artists.
One such artist was Francois Bonvin, a French genre painter. Durand-Ruels. After art training in France, followed by his first initial sales of drawings, Bonvin gained enough popularity to progress to bigger dealers. These dealers were the only ones who cold help Bonvin, and other painters alike, "from a circle of buyers, but also upon occasion bring him the official notice" in order to maintain a living.
The reading about the new system emerging by White and White was very interesting the way it showed the change. It is very intriguing to see how the dynamics between the artists and the dealer has only slightly modified from one of self-interest and dependence. Dealers and artists alike do not seem to have the aggressive urge to solely interact with each other based on status and the prospects of a great sale. It seems that individual preferences prevail in the new dealer-critic system interactions. I wonder though if any other regions (besides Paris and London) could have been the forefront of the art education development and art-selling arena. I'm not sure if it was in the reading and I missed it but what was the event that brought about this emergence of such a large middle class? How do you think the art market system would have been different if there was no middle class and the elite were the main supporters of fine art?
Charles Saunders
Lipei Yu
H Hunt Bradley III
Daniel Chazen
Kwame Nana-Atoo
Joo Shin
McKenzie Sullivan
Elena Cestero
Kelly Zona
Jacqueline Park
Tadd Phillips
Krystyne Wilson
Nicholas Kristov
Consider & comment:
Please use this space to respond to your classmates' work and to engage in lively discussions on the day's topic. Keep your comments concise and conversational by responding to others, rebutting or supporting their ideas. Use the comment box below for these observations.