The Global Reception Of Heinrich Wolfflins Principles Of Art History

Perspectives on a book that changed ways of thinking and writing about art around the world

Introduction: a peculiar experiment -- Kinaesthetic knowing: the nineteenth-century biography of another kind of knowledge -- Looking: Wölfflin's comparative vision -- Affecting: Endell's mathematics of living feeling -- Drawing: the Debschitz school and formalism's subject -- Designing: discipline and introspection at the Bauhaus -- Epilogue

Principles of Art History by Heinrich Wölfflin (1864–1945), a revolutionary attempt to construct a science of art through the study of the development of style, has been a foundational work of formalist art history since it was first published in 1915. At once systematic and subjective, and remarkable for its compelling descriptions of works of art, Wölfflin’s text has endured as an accessible yet rigorous approach to the study of style. Although Wölfflin applied his analysis to objects of early modern European art, Principles of Art History has been a fixture in the theoretical and methodological debates of the discipline of art history and has found a global audience. With translations in twenty-four languages and many reprints, Wölfflin’s work may be the most widely read and translated book of art history ever. This new English translation, appearing one hundred years after the original publication, returns readers to Wölfflin’s 1915 text and images. It also includes the first English translations of the prefaces and afterword that Wölfflin himself added to later editions. Introductory essays provide a historical and critical framework, referencing debates engendered byPrinciples in the twentieth century for a renewed reading of the text in the twenty-first.

The book responds to the challenge of the global turn in the humanities from the perspective of art history. A global art history, it argues, need not follow the logic of economic globalization nor seek to bring the entire world into its fold. Instead, it draws on a theory of transculturation to explore key moments of an art history that can no longer be approached through a facile globalism. How can art historical analysis theorize relationships of connectivity that have characterized cultures and regions across distances? How can it meaningfully handle issues of commensurability or its absence among cultures? By shifting the focus of enquiry to South Asia, the five meditations that make up this book seek to translate intellectual insights of experiences beyond Euro–America into globally intelligible analyses.

Originally published in Germany during the 1920s, this now-classic study surveys the works of 64 major artists in terms of style, quality, and mode of representation. A brilliant contribution to the methodology or art criticism, it features 120 black-and-white illustrations of works by Botticelli, Durer, Holbein, Rembrandt, Velasquez, Vermeer, and others.

The specific role of the Austro-Hungarian Empire and the later nation of Austria within the formation of regional art histories in East Central Europe has received little attention in art historical research so far. Taking into account the era of the Dual Monarchy as well as the period after 1989, the contributions analyze and critically scrutinize the imperial legacies, transnational transfer processes and cultural hierarchies in art historiographies, artistic practices and institutional histories. Consisting of 17 texts, with new commissions and one reprint, case studies, monographic essays and interviews grouped thematically into two sections, the anthology proposes a pluriversal narrative on regional, cultural and political contexts.

What kind of architectural knowledge was cultivated through drawings, models, design-build experimental houses and learning environments in the 20th century? And, did new teaching techniques and tools foster pedagogical, institutional and even cultural renewal? Architectural Education Through Materiality: Pedagogies of 20th Century Design brings together a collection of illustrated essays dedicated to exploring the complex processes that transformed architecture’s pedagogies in the 20th century. The last decade has seen a substantial increase in interest in the history of architectural education. This book widens the geographical scope beyond local school histories and sets out to discover the very distinct materialities and technologies of schooling as active agents in the making of architectural schools. Architectural Education Through Materiality argues that knowledge transmission cannot be reduced to ‘software’, the relatively easily detectable ideas in course notes and handbooks, but also has to be studied in close relation to the ‘hardware’ of, for instance, wall pictures, textiles, campus designs, slide projectors and even bodies. Presenting illustrated case studies of works by architects, educators and theorists including Dalibor Vesely, Dom Hans van der Laan, the Global Tools group, Heinrich Wölfflin, Alfons Hoppenbrouwers, Joseph Rykwert, Pancho Guedes and Robert Cummings, and focusing on student-led educational initiatives in Europe, the UK, North America and Australia, the book will inspire students, educators and professionals with an interest in the many ways architectural knowledge is produced and taught.

Bringing together established and emerging specialists in seventeenth-century Italian sculpture, Material Bernini is the first sustained examination of the conspicuous materiality of Bernini’s work in sculpture, architecture, and paint. The various essays demonstrate that material Bernini has always been tied (whether theologically, geologically, politically, or in terms of art theory) to his immaterial twin. Here immaterial Bernini and the historiography that sustains him is finally confronted by material Bernini. Central to the volume are Bernini’s works in clay, a fragmentary record of a large body of preparatory works by a sculptor who denied any direct relation between sketches of any kind and final works. Read together, the essays call into question why those works in which Bernini’s bodily relation to the material of his art is most evident, his clay studies, have been configured as a point of unmediated access to the artist’s mind, to his immaterial ideas. This insight reveals a set of values and assumptions that have profoundly shaped Bernini studies from their inception, and opens up new and compelling avenues of inquiry within a field that has long remained remarkably self-enclosed.

Hubsch's argument that the technical progress and changed living habits of the nineteenth century rendered neoclassical principles antiquated is presented here along with responses to his essay by architects, historians, and critics over two decades.