Related Paintings of unknow artist :. | William Style of Langley | With hornlyrorna twist into each other morale ungkarlsimpalor if precedence within fold | Rape of Proserpine | The Bourg-de-Batz Church under the Moon | Arab or Arabic people and life. Orientalism oil paintings 102 |
Related Artists:
COYPEL, Noel Nicolas
French painter (b. 1690, Paris, d. 1734, Paris) was a popular French artist. The son of Noël Coypel and half-brother to the more-famous painter Antoine Coypel, he was accredited to the Academie Royale in 1716. He was appointed a professorship in 1733
Jan Philip van Thielen
(Mechelen, 1618 - Mechelin, 1667) was a Flemish Baroque painter who specialized in flowers. Van Thielen was the son of a minor nobleman and eventually assumed the title of Lord of Couwenberch. In 1631 or 1632 he began studying at the age of thirteen with his future brother-in-law, the history painter Theodoor Rombouts (1597-1637), and in 1641 he commenced his studies with the flower painter Daniel Seghers (1590-1661). According to Houbraken (who mistakenly wrote his birth year as 1681 instead of 1618), his reputation during his lifetime was such that he received patronage from the Spanish crown,
Pavel Chistyakov
(July 5 [O.S. June 23] 1832 - November 11, 1919) was a Russian painter and teacher of art. He studied at the St.Petersburg Academy of arts (1849-1861) under Petr Basin. He was a pensioner of the Academy of Arts in Paris and in Rome (1862?C1870). He taught in the Drawing School of the Society for the Encouragement of the Arts (1860-1864), and in St.Petersburg (from 1872) he was the professor-head of workshop (1908-1910) and managing mosaic branch (1890-1912). The art-pedagogical system of Chistiakov, whose students included Viktor Vasnetsov, Mikhail Vrubel, Vasily Polenov, Ilya Repin, Valentin Serov, and Vasily Surikov, developed in constant struggle against the inert system of academism and played a huge role in the development of realism in Russian art of the second half of the 19th century. The main goal of Chistiakov was the preparation of the artist-citizen possessing high professional skill. His pedagogical method assumed the merger of the direct perception of nature by the artist with its scientific study. In creative practice he aspired to dramatization of a historical plot and psychological saturation in historical and genre portraits (Head of a Ciucciara, 1864, in the Russian Museum,