b. 1472, Kronach, d. 1553, Weimar. German painter and printmaker. He took his name from the town of his birth. Little is known about his early life or training. In Vienna (c. 1501 ?C 04) he painted some notable portraits and landscapes characteristic of the Danube school. From 1505 to 1550 he was court painter in Wittenberg, where he achieved great success and wealth painting portraits, mythological subjects, and altarpieces for Protestant and Catholic churches. He attracted so many young artists to Wittenberg that the town became an art centre. A friend of Martin Luther, Cranach became known as the chief pictorial propagandist of the Protestant cause in Germany. He produced numerous engravings and more than 100 woodcuts, notably for the first German edition of the New Testament (1522). After his death, his style was perpetuated by his son, Lucas the Younger (1515 C 86).  Related Paintings of Lucas Cranach the Elder :. | The Crucifixion | Das goldene Zeitalter | Portrat der Prinzessin Sibylle von Cleve als Braut | Dr.Johannes Cupinian (mk45) | Korsfastelsescen with the conv hovitsmannen |
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Paul Gauguin
French 1848-1903 Paul Gauguin Art Locations (born June 7, 1848, Paris, France ?? died May 8, 1903, Atuona, Hiva Oa, Marquesas Islands, French Polynesia) French painter, sculptor, and printmaker. He spent his childhood in Lima (his mother was a Peruvian Creole). From c. 1872 to 1883 he was a successful stockbroker in Paris. He met Camille Pissarro about 1875, and he exhibited several times with the Impressionists. Disillusioned with bourgeois materialism, in 1886 he moved to Pont-Aven, Brittany, where he became the central figure of a group of artists known as the Pont-Aven school. Gauguin coined the term Synthetism to describe his style during this period, referring to the synthesis of his paintings formal elements with the idea or emotion they conveyed. Late in October 1888 Gauguin traveled to Arles, in the south of France, to stay with Vincent van Gogh. The style of the two men work from this period has been classified as Post-Impressionist because it shows an individual, personal development of Impressionism use of colour, brushstroke, and nontraditional subject matter. Increasingly focused on rejecting the materialism of contemporary culture in favour of a more spiritual, unfettered lifestyle, in 1891 he moved to Tahiti. His works became open protests against materialism. He was an influential innovator; Fauvism owed much to his use of colour, and he inspired Pablo Picasso and the development of Cubism.
Frederic Remington
American Painter and Sculptor, 1861-1909 American painter, sculptor, illustrator and writer. In 1878 he began his studies at the newly formed School of the Fine Arts at Yale University in New Haven, CT, remaining there until 1880. This, along with a few months at the Art Students League in New York in 1886, was his only period of formal art training. In 1881 he roamed through the Dakotas, Montana, the Arizona Territory and Texas to document an era that was fast vanishing. He returned east and in 1882 had his first drawing published (25 Feb) in Harper's Weekly. Further commissions for illustrations followed, including that for Theodore Roosevelt's Ranch Life and the Hunting Trail (New York, 1888) (see BOOK ILLUSTRATION, fig. 8).
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,