Matisse’s Cut-Outs: Drawing With Scissors


The summer of 2014 held an unforgettable event for the lovers of Matisse, one of the masters of 20th century visual arts. The Tate Modern in London offered an unprecedented exhibition of Matisse’s cut-outs, the art form he created and developed in the last decade of his life, after undergoing a very invasive and traumatic operation for intestinal cancer in the early 1940s. This exhibition, Matisse: the Cut-Outs, showed nothing less than 130 pieces of Matisse’s works, a unique feat that some claim won’t be repeated in the foreseeable future.

Matisse’s cut-outs are deceptively simple compositions made of shapes cut out from sheets of paper painted in vibrant gouache colors and assembled together as a collage in somewhat abstract forms. After his surgery, Matisse found it difficult to stand at the easel and paint for long hours, so he decided to start experimenting with this radically novel art form. Sitting on his bed or in a wheelchair, he would dexterously cut shapes directly from the sheets of paper with huge tailor scissors, and then ask his assistants to pin them together in a variety of patterns. He changed the arrangements many times before he was fully satisfied with the overall look and effect of the piece.

Matisse’s cut-outs are revolutionary in the sense that they broke the barriers between drawing and painting fusing them in enchanting colorful shapes. Each cut-out was directly sliced from the colorful sheet without a previous penciled outline to help define the form. They are basically a celebration of color and an affirmation of life. Many considered this new artistic phase of Matisse his second life. A rebirth in every sense.

The Circus, 1947. Illustration for the book Jazz.

The Circus, 1947. Illustration for the book Jazz.

 

The first cut-outs appeared in a limited edition book called Jazz, which, in addition to the 20 screen printed cutouts, featured Matisse’s handwritten notes about the images, painted in black.The contrast between his beautiful monochromatic handwriting against the white paper and the fierce colors of the screen printed cut-outs creates a striking effect. In this book, a copy of which is kept at the Victoria and Albert Museum in London, the cut-cuts are mainly representations of circus performers, such as high wire walkers, trapeze artists, acrobats, clowns, knife-throwers and magicians.

Despite its vibrant colors, some identify a darker side to this book, though. Produced at the end of the Second World War, it’s not difficult to read metaphors of these violent and disruptive times into it. Take the iconic Icarus below, for example. You might see it as a representation of the mythological figure of the son of Daedalus plunging across the sky to his death, having flown too close to the sun, which caused his wax wings to melt down. Or you can see a corpse in the middle of exploding shells with a bloody spot right over his heart, as a clear reference to the war.

Icarus. 1947. Illustration for the book Jazz.

Icarus. 1947. Illustration for the book Jazz.

 

Matisse did not stop painting altogether as he started creating the cut-outs. Some of his most amazing paintings date from this period as well. However, after 1948, maybe because of his progressive frailty and growing infirmity, he practically gave up on painting. His creative force, therefore, was channeled to the cut-outs, which began growing in size, becoming murals, and totally capturing the artist’s imagination, becoming almost an obsession.

At first sight, some people may be taken aback by the simplicity of this art form, and some even dare to say this is something even a kid could do. Well, we defy them to try it. Only an artist of the scope of Matisse would be able to combine those kinds of colors and variety of shapes to produce such an impactful and pleasurable effect on the viewer. Besides, the best ideas, as we know, are usually the simplest ones: only nobody thought about them before. Copy cats abound afterwards in all areas of life.

 

The Snail. 1952/53.

The Snail. 1952/53.

 

No discussion about Matisse’s cut-outs would be complete without mentioning his final masterpiece: the design of the Chapel of the Rosary in Vence, built just down the road from the bucolic house – Villa Le Rêve – where Matisse lived in the last years of his life. It took Matisse four years to complete the project, which included stained-glass windows, three ceramic murals, the interior decorations and even the priest’s robes.

The chapel is famous for the atmosphere of serenity it infuses in its visitors. His maquettes for the stained-glass windows were assemblages of cut-outs, in soothing hues of green, blue and yellow. As the sunlight filters through them, reflecting on the marble floor, one notices the three ceramic murals opposite them, bearing monochromatic drawings representing in utter simplicity and some audacity (such as emphasizing the breasts of the Virgin Mary), the Virgin Mary with Baby Jesus, the Stations of the Cross, and the founder of the order of the Dominicans, Saint Dominic.

Matisse was known for his atheism, which makes many wonder what prompted him to design this chapel and to consider it himself his greatest achievement as an artist. One reason might be he did it after becoming close friends with a Dominican nun, Sister Jacques-Marie, who nursed him during his period of convalescence after the surgery. Her convent did not have a chapel at the time, forcing the nuns to use an old garage for their rituals. Matisse used to say that he felt God only when he was working. Therefore, the chapel is more likely to be an expression of his devotion to the God of Art, using motifs of the Christian religion only as metaphors.

Interior of the Chapel of the Rosary in Vince. 1950.

Interior of the Chapel of the Rosary in Vince. 1950.

 

NOTE: You might want to check out our series of eBooks available  from AMAZON.COM TEACHING ENGLISH WITH ART. Please click here:  http://wp.me/p4gEKJ-1lS

Teaching English with Art

Teaching English with Art

 

Au revoir

Jorge Sette.

Carnaval, Baco e Aprendizagem de línguas


Os que acompanham meus posts neste blog, meus amigos de Facebook e seguidores de Twitter já devem ter notado que tenho uma certa queda por pinturas, esculturas e design de forma geral. Fui também professor de línguas e teacher trainer por muitos anos. Portanto, nada mais natural do que conjugar paixões e habilidades num veículo educativo impactante e prazeroso. Bem, essas são minhas razões e motivos pessoais para combinar arte e ensino de línguas em instrumentos e objetos didáticos específicos: tenho no momento três ebooks publicados na AMAZON sobre o tema com atividades suplementares para professores de inglês envolvendo obras de Matisse, Picasso e Caravaggio.

Havendo exposto meu prazer na produção desses instrumentos, como acho que isso possa ser relevante para alunos e professores? A citação abaixo pode começar a ajudar a explicar meus objetivos:

georgia-okeeffe-1

Georgia O’Keeffe

“I found I could say things with color and shapes that I couldn’t say any other way – things I had no words for”Georgia O’Keeffe.

Ou seja, as artes visuais são uma complementação da expressão verbal. Se não consigo comunicar pela fala ou escrita, mostro. E assim, meu trabalho como professor  de línguas, e, num âmbito maior, como educador,  se completa. E a aprendizagem do aluno de línguas se enriquece com algo que está fora do universo linguístico, mas que se integra a ele, acrescentando-lhe novas dimensões.

Entre as possibilidades de expressar o não verbal, está a capacidade da Arte de inspirar emoções, através de luzes, cores e formas.  É capaz de traduzir a beleza de uma forma diferente da língua.

Outro aspecto interessante é que, usando arte, estamos acrescentando conteúdo ao ensino de língua. Faço parte da corrente dos que acreditam plenamente no poder de CLIL  (“content and language integrated learning”) para a eficácia da aprendizagem. Ou seja, exceto no caso da poesia e da literatura, a língua não é um fim em si mesma, mas um canal para veicularmos toda sorte de assuntos, tópicos, e conteúdos de forma geral. O aluno de inglês em geral quer a língua como ferramenta para uso em sua área específica de atuação profissional ou acadêmica. Poucos se tornarão escritores ou poetas. Portanto, o uso da arte visual pode nos ajudar de forma criativa a discutir assuntos como mitologia, história, profissões, geografia, política, violência, religião, ou qualquer outro tópico do interesse do seu público. Tudo isso com um poderoso invólucro de emoção, força expressiva e beleza. A arte visual é interdisciplinar por sua própria natureza. Tudo que você precisa fazer é escolher o artista mais adequado para um certo tema.

Para concluir, gostaria apenas de contar uma experiência pessoal, que é bem pertinente neste sábado momesco em que escrevo este texto.  Era aluno de Letras na Universidade Católica de Recife na época, e tinha uma dedicada professora de Literatura Portuguesa. Não preciso dizer que suas bem preparadas aulas não eram as mais populares entre os alunos,  que mal podiam esperar  pelo toque da campainha indicando o final da sessão e o ínicio dos prazeres da sexta-feira à noite (que se resumiam  para quase todos a cerveja barata e serenata pelas ladeiras de Olinda). Um dia, porém, a professora entrou na sala portando um projetor de slides (nada de “data show” naqueles tempos medievais), e, para contextualizar o período barroco da literatura, que estudávamos, decidiu inovar, deixando os áridos textos e enfocando a pintura da época. Assim,  nos apresentou Velázquez, explicando em detalhes o que deveríamos observar nas pinturas. Os alunos se quedaram em choque. A aula se prolongou por muito além dos 50 min de praxe. Todos ignoraram o toque da campainha, e permacerem imóveis, extáticos e atentos, enquanto Irene discorria elegantemente sobre Baco cercado por bêbados de dentes estragados pelo vinho. É a única aula dela de que consigo me lembrar.

IMG_0401

The Triumph of Bacchus (Los Borrachos, The Topers), 1628-1629. Velázques. Diego. (Clique na imagem para vê-la ampliada)

Bom carnaval!

NOTE: If you are into art, you may consider checking out our eBook series TEACHING ENGLISH WITH ART:

Click on the links below to go to AMAZON.COM and buy your ebooks:

1. Teaching English with Art: Matisse  http://wp.me/p4gEKJ-1kP

 (30 speaking and writing activities based on famous works by Henri Matisse)

2. Teaching English with Art: Picasso  http://wp.me/p4gEKJ-1lA

(30 speaking and writing activities based on famous works by Pablo Picasso)

3. Teaching English with Art: Caravaggio  http://wp.me/p4gEKJ-1mL

(30 speaking and writing activities based on famous works by Caravaggio)

 

 

Jorge Sette

TEACHING ENGLISH WITH MATISSE


TEACHING ENGLISH WITH MATISSE

SPEAKING ACTIVITIES FOR THE LANGUAGE CLASS – FULLY CORRELATED TO THE COMMON EUROPEAN FRAMEWORK OF REFERENCE  (Click on the image to access the PDF presentation on SlideShare).