Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.
9
Dr. Virginia B. Spivey; Dr. Beth Harris; Dr. Steven Zucker; Shawn Roggenkamp; Dr. Charles Cramer; Dr. Kim Grant; Dr. Juliana Kreinik; and Metropolitan Museum of Art
Fauvism developed in France to become the first new artistic style of the 20th century. In contrast to the dark, vaguely disturbing nature of much fin-de-siècle, or turn-of-the-century, Symbolist art, the Fauves produced bright cheery landscapes and figure paintings, characterized by pure vivid color and bold distinctive brushwork.
“Wild beasts”
When shown at the 1905 Salon d’Automne (an exhibition organized by artists in response to the conservative policies of the official exhibitions, or salons) in Paris, the contrast to traditional art was so striking it led critic Louis Vauxcelles to describe the artists as “Les Fauves” or “wild beasts,” and thus the name was born.
One of several Expressionist movements to emerge in the early 20th century, Fauvism was short lived, and by 1910, artists in the group had diverged toward more individual interests. Nevertheless, Fauvism remains significant for it demonstrated modern art’s ability to evoke intensely emotional reactions through radical visual form.
The expressive potential of color
The best known Fauve artists include Henri Matisse, André Derain, and Maurice Vlaminck who pioneered its distinctive style. Their early works reveal the influence of Post-Impressionist artists, especially Neo-Impressionists like Paul Signac, whose interest in color’s optical effects had led to a divisionist method of juxtaposing pure hues on canvas. The Fauves, however, lacked such scientific intent. They emphasized the expressive potential of color, employing it arbitrarily, not based on an object’s natural appearance.
In Luxe, calm et volupté (1904), for example, Matisse employed a pointillist style by applying paint in small dabs and dashes. Instead of the subtle blending of complementary colors typical of the Neo-Impressionist painter Seurat, for example, the combination of fiery oranges, yellows, greens and purple is almost overpowering in its vibrant impact.
Similarly, while paintings such as Vlaminck’s The River Seine at Chatou (1906) appear to mimic the spontaneous, active brushwork of Impressionism, the Fauves adopted a painterly approach to enhance their work’s emotional power, not to capture fleeting effects of color, light or atmosphere on their subjects. Their preference for landscapes, carefree figures and lighthearted subject matter reflects their desire to create an art that would appeal primarily to the viewers’ senses.
Paintings such as Matisse’s Bonheur de Vivre (1905-06) epitomize this goal. Bright colors and undulating lines pull our eye gently through the idyllic scene, encouraging us to imagine feeling the warmth of the sun, the cool of the grass, the soft touch of a caress, and the passion of a kiss.
Like many modern artists, the Fauves also found inspiration in objects from Africa and other non-western cultures. Seen through a colonialist lens, the formal distinctions of African art reflected current notions of Primitivism–the belief that, lacking the corrupting influence of European civilization, non-western peoples were more in tune with the primal elements of nature.
Blue Nude (Souvenir of Biskra) of 1907 shows how Matisse combined his traditional subject of the female nude with the influence of primitive sources. The woman’s face appears mask-like in the use of strong outlines and harsh contrasts of light and dark, and the hard lines of her body recall the angled planar surfaces common to African sculpture. This distorted effect, further heightened by her contorted pose, clearly distinguishes the figure from the idealized odalisques of Ingres and painters of the past.
The Fauves’ interest in Primitivism reinforced their reputation as “wild beasts” who sought new possibilities for art through their exploration of direct expression, impactful visual forms and instinctual appeal.
In 1906, Henri Matisse finished what is often considered his greatest Fauve painting, the Bonheur de Vivre, or the “Joy of Life.” It is a large-scale painting depicting an Arcadian landscape filled with brilliantly colored forest, meadow, sea, and sky and populated by nude figures both at rest and in motion. As with the earlier Fauve canvases, color is responsive only to emotional expression and the formal needs of the canvas, not the realities of nature. The references are many, but in form and date, Bonheur de Vivre is closest to Cézanne’s last great image of bathers.
Matisse and his sources
Like Cézanne, Matisse constructs the landscape so that it functions as a stage. In both works trees are planted at the sides and in the far distance, and their upper boughs are spread apart like curtains, highlighting the figures lounging beneath. And like Cézanne, Matisse unifies the figures and the landscape. Cézanne does this by stiffening and tilting his trunk-like figures. In Matisse’s work, the serpentine arabesques that define the contours of the women are heavily emphasized, and then reiterated in the curvilinear lines of the trees.
Matisse creates wildly sensual figures in Bonheur de Vivre, which show how he was clearly informed by Ingres’s odalisques and harem fantasies (see Chapter 4).
Additionally, Matisse references Titian. For like Titian’s Bacchanal of the Andrians, the scene depicted in Bonheur de Vivre is an expression of pure pleasure. Here is a place full of life and love and free from want or fear. Instead of a contemporary scene in a park, on the banks of the Seine, or other recognizable places in nature, Matisse has returned to mythic paradise.
Radicalism, or how to color outside the lines
But do not be misled by his interest in myth—Matisse is not joining in with Bouguereau or any other Salon artist. This is the epitome of Fauvism, a radical new approach that incorporate purely expressive, bright, clear colors and wildly sensual forms. Matisse’s painting s perhaps the first canvas to clearly understand Cézanne’s great formal challenge, and to actually further the elder master’s ideas. In fact, despite its languid poses, Bonheur de Vivre was regarded as the most radical painting of its day. Because of this, Matisse became known, briefly, as the most daring painter in Paris.
So what was daring about this canvas? Here is one key issue: unlike the paintings by Cézanne, Ingres, or Titian, Matisse’s work does not depict forms that recede in the background and diminish in scale. If you study the figures in the foreground and the middle ground of Bonheur de Vivre, you will notice that their scale is badly skewed. The shift of scale between the player of the double flute (bottom center) and the smooching couple (bottom right) is plausible, if we take the musician to be a child, but what of the giants just behind them? Compared to the figures standing in the wings, who are obviously mature women (middle ground left), these center women are of enormous proportion. They are simply too big to make sense of within the traditional conventions of Western painting.
Perspective, patronage and Picasso
So why has Matisse done this? How could these shifts of scale make sense? Have we seen anything like this before? Well, in a sense we have. Cézanne’s painting ruptured forms in order to accurately explore vision as experienced through time and space—in other words, forms look different depending on where we are in relation to them.
In fact, this exploration of vision through space is the key to understanding Matisse’s work. By incorporating shifting perspectives, he brought this idea to a grand scale. Put simply, Matisse’s shifting scale is actually the result of our changing position vis-à-vis the figures. As a result of his experimentation with perspective, the viewer relates differently to the painting and is required to “enter” the scene. It is only from the varied perspectives within this landscape that the abrupt ruptures of scale make sense.
The painting was purchased by a wealthy expatriate American writer-poet named Gertrude Stein and her brother, Leo Stein, who shared a home filled with modern art at 27 Rue de Fleurus, in Paris. This was also the location for Gertrude Stein’s weekly salon. Here, Matisse, Apollinaire, the young and largely unknown Picasso and other members of the avant-garde came together to exchange ideas.
Stein was able to attract such a crowd not only because of her literary skills but because she often provided financial support to these nearly destitute artists. In fact, the Steins bought Matisse’s Bonheur de Vivre soon after its completion and hung it in their dining room for all to see. One person who saw it there was Picasso. By all accounts the painting’s fame was too much for the terribly competitive young Spaniard. He determined to out do Matisse, and he did with his 1907 canvas, Demoiselles d’Avignon (MoMA) [discussed in detail in the next chapter].
Picasso turned Matisse’s sensuality into violent pornography. Matisse in turn responds to the challenge of what was then called “primitivism” with his own brand of aggression in his Blue Nude [discussed in the previous section].
Imagine a painting where the magentas scream, the greens glare, and coarse brushstrokes become more ominous the longer you look at them. Paintings like this, where the artist uses color, line, and visible techniques to evoke powerful responses from the viewer date from the early twentieth century but continue expressive traditions that can be found throughout art’s history (see, for example, work by Francisco Goya). When capitalized as “Expressionism,” however, the term refers more specifically to an artistic tendency that became popular throughout Europe in the early twentieth century. Like many categories in art history, Expressionism was not a name coined by artists themselves. It first emerged around 1910 as a way to classify art that shared common stylistic traits and seemed to emphasize emotional impact over descriptive accuracy. For this reason, artists like Edvard Munch straddle the line between Post-Impressionist developments in late 19th century painting and early 20th century Expressionism. Likewise, the Fauves in France exhibited similar characteristics in their work and are often linked to Expressionism.
Expressionism in Germany
Though many artists of the early twentieth century can accurately be called Expressionists, two groups that developed in Germany, Die Brücke (The Bridge) and Der Blaue Reiter (The Blue Rider), are among the best known and help to define the style. Influenced in part by the spiritual interests of Romanticism and Symbolism, these artists moved further from the idealized figures and smooth surface of 19th century academic painting that can be seen in paintings by Lawrence Alma-Tadema, for example. Instead of depicting the visible exterior of their subjects, they sought to express profound emotional experience through their art. German Expressionists, like other European artists of the time, found inspiration in so-called “primitive” sources that included African art, as well as European medieval and folk art and others untrained in Western artistic traditions. For the Expressionists, these sources offered alternatives to established conventions of European art and suggested a more authentic creative impulse.
Die Brücke
In 1905, four young artists working in Dresden and Berlin, joined together, calling themselves Die Brücke (The Bridge). Led by Ernst Ludwig Kirchner, the group wanted to create a radical art that could speak to modern audiences, which they characterized as young, vital, and urban. Drawn from the writings of Friedrich Nietzsche, the nineteenth-century German philosopher, the name “Die Brücke” describes their desire to serve as a bridge from the present to the future. While each artist had his own personal style, Die Brücke art is characterized by bright, often arbitrary colors and a “primitive” aesthetic, inspired by both African and European medieval art. Their work often addressed modern urban themes of alienation and anxiety, and sexually charged themes in their depictions of the female nude.
Their first exhibition was held in the showroom of a lamp factory in Dresden in 1906 for which they published a program of woodcut prints reflecting their interest in earlier traditions of German art. In the introductory broadsheet (above left), Kirchner made clear the group’s revolutionary intentions. He proclaimed,
With faith in progress and in a new generation of creators and spectators we call together all youth. As youth, we carry the future and want to create for ourselves freedom of life and of movement against the long established older forces.[1]
This optimism was not long-lived. Internal squabbling caused the group to dissolve in 1913 just prior to the start of the First World War.
Der Blaue Reiter
Based in the German city of Munich, the group known as Der Blaue Reiter lasted only from their first exhibition at the Galerie Thannhausen in 1911 to the outbreak of World War I in 1914. Created as an alternative to Kandinsky’s previous group, the more conservative Neuen Künstlervereinigung München (New Artists Association of Munich or NKVM), Die Blaue Reiter took its name from the motif of a horse and rider, often used by founding member Vasily Kandinsky.
This motif appeared on the cover of the Blue Rider Almanac (left), published in May 1912, and reflects Kandinsky’s interest in medieval traditions and the folk art of his Russian homeland. In contrast to Die Brücke, whose subjects were physical and direct, Kandinsky and other Der Blaue Reiter artists explored the spiritual in their art, which often included symbolism and allusions to ethereal concerns. They thought these ideas could be communicated directly through formal elements of color and line, that, like music, could evoke an emotional response in the viewer. Conceived by Kandinsky and Franz Marc, the almanac included essays by themselves and other German and Russian artists, musical compositions by Expressionist composers, such as Arnold Schönberg, and Kandinsky’s experimental theater piece, “Der gelbe Klang” (The Yellow Sound). This range of content shows Der Blaue Reiter’s efforts to provide a philosophical approach not just for the visual arts, but for culture more broadly. These ideas would become more fully developed at the Bauhaus where Kandinsky taught after the war (Marc died during the Battle of Verdun in 1916).
Austrian Expressionism
While the Die Brücke and Der Blaue Reiter groups had relatively defined memberships, Expressionist artists also worked independently. In Vienna, Oskar Kokoschka and Egon Schiele stand out for paintings that show intense, often violent feeling and for their efforts to represent deeper psychological meaning.
In the aftermath of the First World War, many artists in Germany felt that the forceful emotional style of Expressionism that had been so progressive before the war but had become less appropriate. Neue Sachlichkeit (New Objectivity) arose as a direct response to pre-war stylistic excess.
Edvard Munch’s The Scream is recognized from Toledo to Timbuktu as a powerful visual expression of anxiety, but it had its genesis in a very specific place. As the artist recollected in a diary entry of 22 January 1892:
I was walking along the road with two friends – the sun went down – I felt a gust of melancholy – suddenly the sky turned a bloody red. I stopped, leaned against the railing, tired to death – as the flaming skies hung like blood and sword over the blue-black fjord and the city – My friends went on – I stood there trembling with anxiety – and I felt a vast infinite scream [tear] through nature.[2]
Munch was deeply affected by this incident and depicted it several times: first as Despair in 1892, and then in several different versions in different media under the title The Scream.
Munch’s moment of anxiety occurred on a road along Ekeberg Hill overlooking Oslo. The wooden railing visible in the paintings and mentioned in his diary lined the steep cliffside of the fjord protecting Oslo’s port. There is even some evidence that the famous blood-red, undulating sky that Munch associated with this feeling may also have been geographically specific. It closely resembles the pattern formed by polar stratospheric clouds visible almost exclusively in Northern Europe during the winter dusk.
Munch’s vivid diary entry occurred in a very different location, however: Nice, in the south of France, where the artist was vacationing at the time. Even the relative warmth and bright sunshine of the French Mediterranean, evoked in this contemporary painting of Saint-Tropez by Neo-Impressionist artist Paul Signac, could not relieve Munch of the deep anxiety he remembered experiencing in the cold north.
Climatic determinism
This contrast between Norway and the south of France in terms of temperament as well as temperature illustrates what was once a commonplace of cultural geography: the idea that climate significantly shapes the psychological characteristics, not just of individuals, but of whole societies. Although this idea is currently discredited by its association with racist pseudo-science, it had widespread currency during the late nineteenth and early twentieth centuries. It was commonly believed that there was a major cultural divide in Europe between the sun-filled south, associated with temperate, Classical rationality, and the cold north, which was riddled with spiritual angst and melancholy.
Even today, Expressionist art is primarily associated with northern Europe. Many Scandinavian and German Expressionist artists took great pride in their Nordic or Teutonic heritage and attempted to define and revive a distinctly Northern European artistic tradition that was fundamentally different from Mediterranean Classicism.
Classical versus Gothic
One champion of this idea was the German art historian Wilhelm Worringer, whose book Form Problems in the Gothic (1910) provided an important theoretical framework for German Expressionism. For Worringer, the Gothic was more than just a late Medieval style. There was a “latent Gothic” in the art of the Germanic tribes (called Goths) that fought against Rome, running through the distinctively Northern versions of the Renaissance and Baroque periods, and continuing into his own time. This tradition had, however, been overshadowed by Mediterranean Classicism, which had long been considered the aesthetic ideal. Northern Gothic art was seen as an incompetent attempt at naturalism, rather than a distinct tradition of its own.
Worringer described Mediterranean Classical art as rational, beautiful, joyful, and tranquil, while he saw the Northern Gothic tradition as more spiritual and as having greater “depth, grandeur, and power.”[3] In a particularly vivid passage, Worringer contrasts the type of line preferred by each of these traditions. Classicism tends toward “beautiful, round, organically tempered curves” where the Gothic prefers a “stiff, angular, repeatedly interrupted, jagged line of [the] strongest expressive force.” This difference in style results from different temperaments of the Germanic versus Latin peoples:
As those line scrawls seem merely the release of an inner spiritual pressure, so the excitement, the convulsiveness, the fever, of northern drawing unquestionably throws a flashlight upon the heavily oppressed inner life of northern humanity.[4]
For Worringer, artistic style reveals the inner, psychological state, not just of the individual artist, but of an entire culture.
Woodcut prints and Expressionism
According to Worringer, even Nordic artists who adopted some Italian Classical characteristics, such as the German Renaissance printmaker Albrecht Dürer, remain fundamentally Gothic in their approach. Dürer’s woodcut prints embody the jagged, angular linearity and flat space that is characteristic of Worringer’s Gothic.
The German Expressionists deliberately revived the technique of woodcut printing because of this relatively crude, expressive style, as well as its nationalistic association with great German artists such as Dürer. Like Worringer, the German Expressionists saw a jaggedly angular, flat style as an authentic expression of their national tradition.
Both of these prints, furthermore, radiate the spiritual angst that Worringer associated with Nordic psychology. Dürer’s shows the four horsemen of the Apocalypse wreaking havoc in the world, while Schmidt-Rottluff’s Christ confronts the viewer with a face swollen and misshapen by torment. On his forehead the year 1918 is emblazoned in order to connect Christ’s suffering with the contemporary state of the world, then enmeshed in the first World War.
Emil Nolde and Expressionist nationalism
The German Expressionist Emil Nolde was particularly explicit in linking himself to a Nordic tradition. In his autobiography, Nolde wrote:
Glory be to our strong, healthy German art. [I much prefer] the holy German madonnas, invested with the soul of Grünewald and others, over the Latin, superficially presentable paintings of Raphael . . . All the arts of all the Mediterranean people share certain qualities . . . Our German art has glorious qualities of its own. We respect the art of the Latins; German art has our love. The Edda, the Isenheim Altar, Goethe’s Faust, Nietzsche’s Zarathustra . . . these proud, sublime works of Nordic Germanic peoples! These are eternal truths.[5]
The psychological contrast that Nolde suggests between Matthias Grünewald’s Isenheim Altarpiece and a Raphael Madonna could not be more pronounced. Not only is the latter, showing a Virgin and Child in a meadow, an inherently more tranquil subject than Grünewald’s harrowing Crucifixion, we can also recognize some of Worringer’s distinctions between Latin and Gothic forms. Raphael’s painting emphasizes deep space, soft curves, and idealization, whereas Grünewald’s altarpiece features flattened space, jagged, angular shapes, and dark, gruesome realism.
Coda: Expressionism and National Socialism
It is one of the great ironies of art history that the best-known propagandists of German nationalism, the Nazi party of the 1930s and 40s, supported Mediterranean Classicism rather than the Northern “Gothic” artistic tradition identified by Worringer and the Expressionists. Far from being celebrated as a native hero by the Nazis, Emil Nolde was issued a Malverbot (German for “forbidden to paint”), and 27 of his works were featured in the Degenerate Art exhibition that Hitler sponsored in 1937.
It should also be noted that these distinctions between “Mediterranean” and “Gothic” style depend upon a careful selection of examples, and that the extrapolation of those distinctions into temperamental, spiritual, or “racial” differences tends to be ideologically motivated. Regional differences can be identified in the history of art, but art historians today more commonly attribute them to conventional cultural traditions, rather than innate or climatologically-determined psychological or spiritual differences.
Ernst Ludwig Kirchner, Street, Dresden: A Conversation
Street, Dresden emphasizes the dynamism of urban life in Germany in the early twentieth century, depicting the swirling crowds and electric lights of the modern city.
It recalls the isolation and psychological angst explored by earlier nineteenth-century artists, but reflects the twentieth-century move toward greater expressionism in color and open brushwork.
Kirchner and other Die Brücke artists were influenced by Nietzsche’s ideas about breaking apart morality and conventions in modern Germany.
Steven: We’re looking at a painting at the Museum of Modern Art by Ernst Ludwig Kirchner. It’s Street Scene Dresden and it dates to 1908.
Beth: Kirchner is known as an Expressionist artist. That’s his classification.
Steven: He would become part of a group called Die Brücke.
Beth: Yes, The Bridge, as they called themselves. What did the bridge mean? What was it a bridge to and from? From the past to the future?Juliana: Well yes, from the past to the future, but it refers really directly to Nietzsche.
Beth: Really? I didn’t know that!
Steven: I didn’t know that either, but it makes it much more interesting.
Juliana: Thus Spake Zarathustra. Right, so the the bridge from civilization to the Übermensch: crossing the bridge is a journey of self-discovery, of individual self-actualization.
Steven: There were so many German artists and craftsmen that were really interested in Nietzsche at this moment, right?
Beth: Obsessed is a better word.
Steven: Yes, yes.
Beth: What was it about Nietzsche?
Juliana: Well, he was interested in taking apart ideas of morality which constricted culture so much, I think all over Europe but especially in Germany. I think the young artists—I think Kirchner was not even 30 at this point—they’re all pretty young, and they’re really interested in renewal and the new.
Steven: Germany was late coming to the Industrial Revolution, right?
Juliana: Yes.
Steven: So there’s a lot of change that’s happening in a very compressed time period.
Juliana: They, in the later 19th century, really tried to catch up to England and France and they worked really hard to do that. Then there was a lot of growth really fast, but there are all these culture mores that they worked really hard to break out of and Nietzsche was totally influential and inspirational because he posited all these ways of breaking out of this very constrictive, proper…
Beth: and holding the individual alone accountable for…
Juliana: Yes, yes so that you wouldn’t be proper and contained.
Steven: Even in this painting, there is a kind of isolation amongst those figures, isn’t there?
Juliana: Definitely.
Steven: Even though it’s a crowded, really dense scene… this is a pretty wild painting really!
Beth: I have to say, I know that you like this painting…
Juliana I do; I love this painting.
Beth: …and I have always really not.
Steven: [laughter]
Juliana: I love this painting.
Steven: So I want to hear from both of you, then.
Juliana: Why do you not like this painting?
Beth: It feels very like a man looking at women on the street and I know that they’re… I don’t know; I guess for me it doesn’t build all that much more on the 19th century, on Munch’s Street Scene of Karl Johan Strasse…. That kind of interest in psychological angst and alienation in the modern world and using color to describe those things—and brushwork. This, as a symbolist artist, I really like this.…Then when I get to this and the colors become more garish and more difficult, the composition a little more disjointed, the brushwork more open… I’m not sure how much this adds. I guess there’s something uncomfortable to me about the way that he’s looking at the women here.
Juliana: For me, the color and garishness is what attracted me to it. I love the distortion. I love the green; I love the orange. I love the orange tracing around the woman’s hat. It’s glowing. I just love looking at that. I feel like it’s neon. If you look again at the entire composition, I love things that kind of pop out at different moments. I think it is about looking and it is about
voyeurism and it is about the male gaze. If you look on the right side of the painting, I love that he’s caught halfway out of the composition.
Beth: Degas did that in 1872.
Juliana: I think for me this sort of feels very much about isolation and German angst.
Steven: The point that you were making about Degas, I thought, was an interesting one, because in some ways France is going through those issues when Degas was painting and Germany is a little bit later, but that doesn’t make this not authentic, an authentic expression of that moment. I’m not saying that they’re the same thing, but the issue is industrial alienation and the issue of urban alienation—I think are both very important issues in both of those painters’ work. This is clearly a 20th century work. There are lessons that have learned and freedoms that have been generated from Postimpressionism and from other artists.
Juliana: I think of Fauvism.
Steven: Exactly.
Juliana: Just the coloration, for me, is something that makes it extremely early 20th century.
Steven: But it’s not the beauty of Fauvism.
Juliana: No, it’s not.
Steven: This is really a kind of aggressive.
Juliana: It’s very aggressive; I like that.
…
Steven: A kind of constant shift and change here, as if all of those voids, that wonderful pink area, is constantly changing and shifting as the figures that define that space move.
…
Juliana: I guess to me it just seems like these isolated figures and that’s what attracts them to me. Like it’s a theater; if you look at the side, there’s almost like a pillar figure, of that male figure, kind of holding the picture together and it pulls your eye in and he’s right there and he’s sort of between you and the female figures. Then everything kind of recedes behind that diagonally to the left in the back. You see the girl in the center stage.
Beth: What makes it theatrical?
Juliana: I think the lighting and the way the figures are arranged.
Steven: That could almost be limelight, coming from below. You know, what I love about it is, although it’s a city and you have the slightest trace of the trolley track, there’s no architecture. The entire space is defined by the occupation of these figures or their occupation in space. In a sense, it’s the city defined by these people, defined by space itself shaped by this changing crowd which I think is really an interesting idea. He’s not using buildings. He’s not even really using intersections. He’s using people to define the space and then in a sense to build a city out of the people who are…
Beth: Out of the shifting masses.
…
Steven: Yes, there’s nothing here that’s stable. Everything here will be different in a moment and there’s something sort of wonderful about that.Juliana: Yeah. I think I like also just looking at that little girl and her big hat and her ugly, kind of claw-like hand. I think she’s holding some kind of toy.
Steven: Or flowers maybe?
Juliana: Or flowers or something, but in the painting it really looks scary.
Steven: Yes, yes. There’s also the way that her legs are slightly splayed and there’s something
very ungainly.
Juliana: Her hair is kind of dripping down the sides of her face.
Steven: Yes, kind of inelegant. Actually throughout the entire painting, there’s this really interesting tension between the effort and elegance in the dress but then the ungainliness or the aggression of the representation. This is sort of wonderful sort of back and forth.
The 1912 art book Der Blaue Reiter (The Blue Rider) was originally intended to be a yearly “almanac” published by a Munich-based artists’ collective of the same name. It is a fascinating document of the early-twentieth century Expressionist art scene, featuring a dozen essays on topics ranging from so-called primitive masks to the stage direction for an experimental “color-tone drama” called The Yellow Sound. Particularly interesting is the eclectic variety of its illustrations, which combine the work of modern artists such as Ernst Ludwig Kirchner, Vincent van Gogh, Paul Cézanne, and Pablo Picasso with African statues, Chinese ink painting, German folk art, Renaissance woodcuts, and Medieval sculpture.
An inner Renaissance
One of the editors of the book, the Russian artist Vasily Kandinsky, wrote of Der Blaue Reiter’s intent, “We aim to show by means of the variety of forms represented how the inner wishes of the artist are embodied.”[6] This emphasis on the “inner” or subjective mental states of the artist, as opposed to the “outer” or objective experience of nature, is a central theme of Expressionist art theory.
In a preface to the group’s first exhibition, Kandinsky similarly detects in his fellow artists “the signs of a new inner Renaissance.”[7] The word “inner” distinguishes this new Renaissance from the Italian Renaissance of the 1400s, which saw the rise of a naturalistic style of representation that, many Expressionist artists contended, was only concerned with representing the outer appearances of material reality. The crude, almost childlike simplicity of the cover art for the Almanac, along with its Christian medieval imagery of the blue rider as Saint George, is a visual emblem of two of the groups’ main themes that will be explored here: primitivism and spirituality.
An artists’ collective
The members of the Blaue Reiter group, including Gabriele Münter, Franz Marc, Auguste Macke, Vasily Kandinsky, and Alexej von Jawlensky, banded together because they felt that the art establishment had shut them out of opportunities. In the modern period, like-minded artists would often form such cooperatives to sponsor their own exhibitions free from conservative art juries, as well as to provide for mutual support and the exchange of ideas. Among the art movements that got their start in this way were the Impressionists, the Vienna Secession, the Fauves, and another German Expressionist group, Die Brücke.
The name Der Blaue Reiter, as Kandinsky later somewhat flippantly suggested, was chosen because fellow artist Franz Marc liked horses and Kandinsky liked riders, and they both liked the color blue. The group’s emblem was the Roman Christian soldier Saint George, who slew a dragon that was demanding human sacrifices.
The figure of the Blue Rider thus embodied the spiritual focus of the group as well as their belief that art plays an important social role in the struggle between good and evil. The intensified color and simple, almost childlike rendering of the same story by Auguste Macke is characteristic of the group’s style, although as Kandinsky noted above, they recognized the great variety of ways in which “inner” states could be expressed.
Primitivism and spirituality
In addition to work by its members, the Almanacand the group’s exhibitions featured works by Medieval, non-European, and untrained folk artists — all of which would have been identified at the time as “primitive.’” For example, the illustrations accompanying the first essay, “Spiritual Possessions” by Franz Marc, include a 15th-century German woodcut, a Chinese painting of cats, two drawings by children, and a German folk art glass painting alongside a recent Cubist painting by Pablo Picasso.
As Kandinsky suggested, what all of these disparate works have in common is their rejection or lack of knowledge of the post-Renaissance Western tradition, with its emphasis on artistic naturalism, scientific knowledge, and technological progress. Starting in the 1700s, a growing number of artists and thinkers saw modern science, technology, and urban life as a threat to humankind’s true spiritual vocation. The simple, even crude works of so-called “primitive” artists were seen as exemplars of an approach to both art and life that emphasized higher spiritual aims.
“I did not need nature to prompt me”
Although he studied painting with the Russian Realist Ilya Repin, Alexei von Jawlensky deliberately rejected his training in favor of a childlike simplicity and directness in his later works. For example, his 1905 Self-Portrait, while painterly and simplified, is a convincing likeness of the artist, with naturalistic proportions and chiaroscuro modeling. The coloring is bright, but based on close observation — warmer red tones appear on the cheeks, nose, and forehead, and cooler tones define the eyes, temples, and jawline.
The later work, Savior’s Face, was part of a series of portraits called “mystical” or “abstract heads,” which the artist noted were not executed from nature:
I sat in my studio and painted, and I did not need Nature to prompt me. It was enough for me to immerse myself in myself, to pray and prepare my soul to attain a religious state.Cited in Jürgen Schultze, Alexej Jawlensky (Cologne, 1970), p. 39.
Here, the childlike simplicity of the work serves as a guarantor of the artist drawing, with naive directness, from an inner, mystical vision he has of the savior’s face, rather than depicting external appearances.
Folk art
Many of the Blaue Reiter artists were particularly interested in folk artists who had no professional training in art. Kandinsky and Gabriele Münter encountered a common Eastern European type of folk art, Bavarian glass painting, when they left Munich for the small town of Murnau.
Münter’s Still-Life with St George is a composition of folk-art objects that she had collected. A theme of nature emerges in the flowers, chicken, and figurines of what appear to be walking peasants, while spiritual notes are sounded by the two statuettes of the Virgin Mary holding the Christ child, as well as Saint George in the upper left.
The style of the work reinforces these themes. Münter’s blunt, heavy brushwork and crude drawing style matches the rough-hewn simplicity of the folk art objects she admired, while the highly saturated colors in the flowers, Saint George, and the rightmost Virgin Mary glow almost supernaturally against the dark, earthy tones of the rest of the work.
Music
The group’s belief that art had to go beyond merely representing material reality also took inspiration from music. Several of the essays in the Almanac were about music, including one by experimental composer Arnold Schönberg, and the sheet music for three compositions was included at the end of the Almanac.
Kandinsky in particular admired the way that music stirred inner emotional and spiritual states through abstract means, by combinations and sequences of sound, without attempting to imitate nature. Seeking a visual equivalent, Kandinsky theorized that painters could do the same by creating compositions of pure color and form. Although it would take several years before he was confident enough to produce pure-abstract works on this principle, Kandinsky gave his works musical titles such as “composition” and “improvisation” in order to encourage viewers to ignore their apparent subject matter and concentrate on their color harmonies.
The Blaue Reiter group was highly eclectic both in its influences and its output, but the core of the movement was based around the desire for a new Renaissance in art, one dedicated to expressing inner emotional and spiritual states, rather than simply reproducing the outer appearances of material objects. “Primitive” folk art and abstract musical compositions provided key models for their quest.
At first glance, Vasily Kandinsky’s Small Pleasures appears to be an abstract painting of organic lines and blotches of bright primary and secondary colors. At the center of the composition is an inverted U surrounded by undulating, serpentine lines that frame amorphous shapes and bursts of color. What are we to make of this?
One clue is found in a painting Kandinsky made three years earlier, in which we see the same basic composition with much clearer subject matter. The inverted U is a hill, on top of which is a city with tall towers capped by onion domes (common in Kandinsky’s homeland of Russia). Waves (in blue) and fires (in yellow and orange) surge around the base, where a couple lies on the ground. Three horsemen ride up the left-hand side of the hill, while on the right three men attempt to flee in a red rowboat.
Apocalypse
This imagery is identifiable as a scene from the Apocalypse, the end of the world as described in the biblical Book of Revelation. According to St. John the Divine, before the second coming of Christ ushers in a spiritual paradise there will be a period of terrible destruction. Angels will sound their trumpets, the four horsemen of the apocalypse (war, plague, famine, and death) will be loosed, the sun will be blacked out, and the moon will become bloody. A hail of fire will burn the world, while a flood of bitter waters will drown its inhabitants (Revelation 6-9). This is what is depicted, albeit obliquely, in Small Pleasures. Between 1909 and 1913, Kandinsky painted the Apocalypse a number of times.
In All Saints I, we can easily discern an angel on the left sounding a trumpet, flood waters rising, and fires raging, while souls emerge from their graves to be judged. Saint George, the emblem of Kandinsky’s art group Der Blaue Reiter, appears just below the angel’s arm with a number of Eastern Orthodox Christian saints, including Vladimir, Boris, and Gleb.
Out of this devastation, signs of new hope and new life emerge. A dove under the angel’s trumpet refers to the story of Noah’s flood, a prior destruction of the world by God in an attempt to purify it. Christ on the cross in the background promises resurrection after death, as do a phoenix and butterfly on the far right. (According to legend, the phoenix emerges from the ashes of its dead parent, and butterflies emerge reborn from the cocoon of the caterpillar).
In the upper left, we see a walled city with dome-capped towers next to another emblem of rebirth: the rising sun. This city is the “new Jerusalem” (Revelation 21:2), the “shining city on the hill” mentioned in Christ’s Sermon on the Mount, an echo of the promise that in the afterlife, the meek shall inherit the earth and reign with him in heaven (Matthew 5; Psalm 37).
Kandinsky’s interest in apocalyptic subject matter is related to his belief that humankind was on the verge of a cataclysmic change from the current, materialistic epoch to an “Epoch of the Great Spiritual.” Such millenarian beliefs were not uncommon at the time, particularly within the occult spiritualist movement of theosophy.
Primitivism
Another influence on Kandinsky’s work at this time was primitivism. Both All Saints I and With Sun were hinterglasmalerei, or paintings executed on the underside of glass. This technique was unusual for professional artists, but was common in folk art in Russia and southern Germany, where Kandinsky was living at the time. Kandinsky was introduced to Russian folk art when he went on an ethnological expedition to the Vologda region in northern Russia in the 1890s. He continued to look to art by amateur, Medieval, non-western and other so-called primitive artists for examples because he felt that the naturalistic style taught in professional art academies was suited only to representing the external appearances of things.
Kandinsky believed that the artist should act as a sort of shaman (originally a Russian-Siberian concept, it is worth noting) — a channel to the spiritual realm, and ultimately a guide to help lead society into the coming Epoch of the Great Spiritual. He found in folk art such as icon painting and hinterglasmalerei a non-naturalistic style better suited to his spiritual themes and ambitions.
This devotion to art associated with primitivism and spirituality also helps to explain Kandinsky’s preference for a very simplified drawing style. In hinterglasmalerei, objects are rendered in an almost childlike fashion: easily recognizable, but highly schematic, with no effort to imitate the exact appearances of what is represented.
Toward abstraction
There is a second, oil and gouache on board version of All Saints I that is much more abstract than the earlier version on glass. In this second painting we can barely recognize any of the subject matter, except by comparing it to the original version. Usually artists work from a quick sketch to increasingly refined detail. Why did Kandinsky do the opposite? If these paintings are intended to be about the apocalypse, why does he make their subject matter so difficult to see?
The answer is twofold. First, Kandinsky hides his imagery because recognizing the objects depicted in a painting keeps the viewer’s mind anchored in our current, materialistic world of things. Stripping away the representational details of objects and reducing them to simpler, abstracted forms helps to prepare viewers for the new, spiritual epoch.
At the same time, however, Kandinsky recognizes that viewers need guidance. The purely spiritual would be incomprehensible to those who have lived all of their lives in the material world. So, in effect, he tries to have it both ways. He starts with depictions of recognizable objects and uses universal themes from mythology and religion in the comforting style of folk painting for the sake of familiarity. Then he abstracts that imagery until the psychological process of recognizing material objects in the work becomes secondary, or even subconscious. For Kandinsky, the real content of the painting should come from the work’s formal qualities: its use of color, line, and compositional rhythms.
Color vibrations
In his treatise Concerning the Spiritual in Art, Kandinsky gives special attention to color’s ability to communicate, not just sensually, but also spiritually:
Generally speaking, color is a power which directly influences the soul. Color is the keyboard, the eyes are the hammers, the soul is the piano with many strings. The artist is the hand which plays, touching one key or another, to cause vibrations in the [viewer’s] soul. —Vasily Kandinsky, Concerning the Spiritual in Art, trans. M. T. H. Sadler (New York 1977), p. 25.
The analogy to music here is telling. Kandinsky believed that music was a more advanced form of art than painting precisely because it was more “abstract.” Music moves us emotionally and spiritually through pure form (sound vibration), without directly representing any real-world content. He believed visual artists could do the same through color vibrations, and make painting a truly spiritual art form.
The notion that spiritual states can be conveyed through color patterns would have been familiar to many people in the early-twentieth century. Theosophists believed that certain privileged seers were able to perceive color auras that show a person’s emotional and spiritual condition. The illustration above represents the “astral body” surrounding an “ordinary lower middle-class man,” for example.
Synesthesia
For Kandinsky, the close connections and even transferability among color, music, and spirituality were probably enhanced because he experienced a phenomenon known as synesthesia. This is a condition where sensory “wires” in the brain are in effect crossed, so that a person may experience a color as a sound, or taste as a texture. The English language recognizes this phenomenon in phrases such as “loud color” or “sharp cheese.” In another Theosophical treatise on spiritual auras, there is a striking illustration of synesthesia in the form of an abstract cloud of color emerging from a church tower, illustrating the color equivalent of what is being sung within, “a ringing chorus by [the composer Charles] Gounod.”
When we look at Kandinsky’s Small Pleasures, then, we may subconsciously recognize some of the apocalyptic imagery, and that may help guide us to the spiritual content of the work. But according to Kandinsky, we should not be distracted by any material objects represented. The higher, spiritual content of the work is better communicated through pure form, through the color vibrations he carefully orchestrated to resonate in our souls.
Translated excerpt from Charles Harrison and Paul Wood, Art in Theory, 1900-2000: An Anthology of Changing Ideas, Oxford: Blackwell Publishing, 1993, page 65 ↵
Edvard Munch, entry from the ‘Violet Diary,’ Nice, 22 January 1892, as translated by Ingeborg Owesen in Charles Harrison and Paul Wood, eds., Art in Theory, 1815-1900 (Oxford: Blackwell, 1998), p. 1044. ↵
Wilhelm Worringer, Form Problems of the Gothic, unknown translator, (New York: G. E. Stechert, [1920]), pp. 43, 35. ↵
Emil Nolde, Jahre der Kämpf (Berlin, 1934), as translated by Ernest Mundt in Herschel B. Chipp, ed., Theories of Modern Art (Berkeley, L.A. and London: University of California Press, 1968), p. 151. ↵
Translated in Kenneth C. Lindsay and Peter Vergo, eds., Kandinsky: Complete Writings on Art (New York: Da Capo Press, 1994), p. 113. ↵
French, "end of the century;" refers to the final years of the 19th century (the late 1800s)
colors across the color wheel from each other and that both appear more bold when placed next to each other
the (often problematic) belief that, lacking the corrupting influence of European civilization, non-western peoples were more in tune with the primal elements of nature
referring to Arcadia; "idyllically pastoral, especially idyllically innocent, simple, or untroubled" (Merriam-Webster)
size in relation to other objects in a work of art—or in the world around it
German, superman or superior man imagined by Nietzche, who masters himself by forging his own way, independent of tradition or conventions
a spiritual movement consisting of a highly eclectic mixture of religious, philosophical, and occultist ideas
a German folk art technique in which paintings are executed on the underside of glass.
a figure able to act as a channel to the spiritual realm
union of the senses (such as the belief that one might taste a color or smell a musical note)


104 Theoderic the Great
Learning Objective
- Analyze the political and military considerations that led to Theoderic’s rise to power
Key Points
- Theoderic the Great was King of the Ostrogoths, a tribe of Germanic peoples in close relation to the Eastern Roman Empire.
- Zeno, the emperor of the Eastern Roman Empire, enlisted Theoderic to defeat the current King of Italy, Odoacer.
- Theoderic defeated and killed Odoacer and took over as ruler of Italy, where he reigned successfully for 33 years.
- Under Theoderic, a considerable degree of Roman and Germanic cultural and political fusion was achieved; slowly but surely, the distinction between Germanic rulers and Roman subjects faded, followed by varying degrees of “cultural assimilation,” which included the adoption of the Gothic language by some of the indigenous people of the former Roman Empire.
- Theoderic died in 526 while planning an expedition to restore his power over the Vandal kingdom; his death soon led to the collapse of the Ostrogothic reign.
Terms
Ostrogoths
The eastern branch of the Germanic tribes; they traced their origins to the Greutungi, a branch of the Goths who had migrated southward from the Baltic Sea and established a kingdom north of the Black Sea during the 3rd and 4th centuries.
Visigoths
The western branches of the nomadic tribes of Germanic peoples referred to collectively as the Goths.
Zeno
Eastern Roman Emperor from 474–475 and again from 476–491, whose reign saw the end of the Western Roman Empire under Romulus Augustus.
Overview
Theoderic the Great (454–526) was king of the Ostrogoths (475–526), ruler of Italy (493–526), regent of the Visigoths (511–526), and a patricius of the Roman Empire. His Gothic name translates into “people-king” or “ruler of the people.”
Theoderic was born in Pannonia in 454, after his people had defeated the Huns at the Battle of Nedao. His father was King Theodemir, a Germanic Amali nobleman, and his mother was Ereleuva. Theoderic grew up as a hostage in Constantinople, received a privileged education, and succeeded his father as leader of the Pannonian Ostrogoths in 473. Settling his people in lower Moesia, Theoderic came into conflict with Thracian Ostrogoths led by Theodoric Strabo, whom he eventually supplanted, uniting their peoples in 484.
Emperor Zeno subsequently gave Theoderic the title of Patrician and the office of Magister militum (master of the soldiers), and even appointed him Roman Consul. Seeking further gains, Theoderic frequently ravaged the provinces of the Eastern Roman Empire, eventually threatening Constantinople itself. In 488, Emperor Zeno ordered Theoderic to overthrow the German Foederatus Odoacer, who had likewise been made Patrician and even King of Italy, but who had since betrayed Zeno, supporting the rebellious Leontius. After a victorious three-year war, Theoderic killed Odoacer with his own hands, settled his 200,000 to 250,000 people in Italy, and founded an Ostrogothic Kingdom based in Ravenna. While he promoted separation between the Arian Ostrogoths and the Roman population, Theoderic stressed the importance of racial harmony, though intermarriage was outlawed. Seeking to restore the glory of Ancient Rome, he ruled Italy in its most peaceful and prosperous period since Valentinian until his death in 526. Memories of his reign made him a hero of German legend as Dietrich von Bern.
Relationship with Byzantium and Overthrow of Odoacer
At the time, the Ostrogoths were settled in Byzantine territory as foederati (allies) of the Romans, but were becoming restless and increasingly difficult for Zeno to manage. Not long after Theoderic became king, he and Zeno worked out an arrangement beneficial to both sides. The Ostrogoths needed a place to live, and Zeno was having serious problems with Odoacer, the King of Italy who had come to power in 476. Ostensibly a viceroy for Zeno, Odoacer was menacing Byzantine territory and not respecting the rights of Roman citizens in Italy. At Zeno’s encouragement, Theoderic invaded Odoacer’s kingdom.
Theoderic came with his army to Italy in 488, where he won the battles of Isonzo and Verona in 489 and the battle at the Adda in 490. In 493 he took Ravenna. On February 2, 493, Theoderic and Odoacer signed a treaty that assured both parties would rule over Italy. A banquet was organized in order to celebrate this treaty. It was at this banquet that Theoderic, after making a toast, drew his sword and struck Odoacer on the collarbone, killing him.
Ruler of Italy
Like Odoacer, Theoderic was ostensibly only a viceroy for the emperor in Constantinople. In reality, he was able to avoid imperial supervision, and dealings between the emperor and Theoderic were as relations between equals. Unlike Odoacer, however, Theoderic respected the agreement he had made and allowed Roman citizens within his kingdom to be subject to Roman law and the Roman judicial system. The Goths, meanwhile, lived under their own laws and customs. In 519, when a mob burned down the synagogues of Ravenna, Theoderic ordered the town to rebuild them at its own expense.
Theoderic the Great sought alliances with, or hegemony over, the other Germanic kingdoms in the West. He allied with the Franks by his marriage to Audofleda, sister of Clovis I, and married his own female relatives to princes or kings of the Visigoths, Vandals, and Burgundians. He stopped the Vandals from raiding his territories by threatening the weak Vandal king Thrasamund with invasion, and sent a guard of 5,000 troops with his sister Amalafrida when she married Thrasamund in 500.
For much of his reign, Theoderic was the de facto king of the Visigoths as well, becoming regent for the infant Visigothic king, his grandson Amalaric, following the defeat of Alaric II by the Franks under Clovis in 507. The Franks were able to wrest control of Aquitaine from the Visigoths, but otherwise Theoderic was able to defeat their incursions. The term “Visigoth” was actually an invention of this period. Cassiodorus, a Roman in the service of Theoderic the Great, invented the term “Visigothi” to match that of “Ostrogothi;” he thought of these terms as signifying “western Goths” and “eastern Goths” respectively. The western–eastern division was a simplification (and a literary device) of 6th-century historians; political realities were more complex. Both tribes had variable relations with Rome throughout their history, ranging from direct conflict to treaties and mutual support.
Decline and Death
Theoderic’s achievements began to unravel even before his death. He had married off his daughter Amalasuntha to the Visigoth Eutharic, but Eutharic died in August 522 or 523, so no lasting dynastic connection of Ostrogoths and Visigoths was established. In 522, the Catholic Burgundian king Sigismund killed his own son, Theoderic’s grandson, Sergeric. Theoderic retaliated by invading the Burgundian kingdom and then annexing its southern part, probably in 523. The rest was ruled by Sigismund’s Arian brother Godomar, under Gothic protection against the Franks who had captured Sigismund. This brought the territory ruled by Theoderic to its height (see map below), but in 523 or 524 the new Catholic Vandal king Hilderic imprisoned Theoderic’s sister Amalafrida and killed her Gothic guard. Theoderic was planning an expedition to restore his power over the Vandal kingdom when he died in 526.
After his death in Ravenna in 526, Theoderic was succeeded by his grandson Athalaric. Athalaric was at first represented by his mother Amalasuntha, who was a regent queen from 526 until 534. The kingdom of the Ostrogoths, however, began to wane and was conquered by Justinian I starting after the rebellion of 535 and finally ending in 553 with the Battle of Mons Lactarius. Theoderic may have tried too hard to accommodate the various people under his dominion; indulging “Romans and Goths, Catholics and Arians, Latin and barbarian culture” resulted in the eventual failure of the Ostrogothic reign and the subsequent “end of Italy as the heartland of late antiquity.”


13 Pipe Drawings
Pipe drawings differ from common blueprints one would see in the construction or welding field. The drawings we often see in these fields would be orthographic views which may include top, front, right side, left side, bottom, and back views depending on what is needed to convey information. Pipe drawings are presented in an Isometric view (ISO.) This view is drawn in order to show a pictorial view of what is needed. Commonly these are drawn at a 30 degree angle from the horizontal plane. This can cause some distortion in dimensions so it is imperative that the correct dimensions are shown.
The image below shows a orthographic view of a butt welded pipe with three sizes (A, B, C).
- The A size is measured from the front to the center line of the elbow / pipe.
- The B size is measured from centerline to centerline.
- The C size is like the A size, measured from the front to the center line of the elbow / pipe.
ORTHOGRAPHIC VIEW
(DOUBLE LINE PRESENTATION) ISOMETRIC VIEW
Isometric, Plan and Elevation Presentations of a Piping System
The image below show the presentation used in drafting. The isometric view clearly show the piping arrangement, but the plan view fails to show the bypass loop and valve, and the supplementary elevation view is needed.
Isometric views in more than one plane
Below are some examples of isometric drawings. The auxiliary lines in the shape of a cube, ensure better visualization of the pipeline routing.
Figure 1 shows a pipeline which runs through three planes. The pipe line begins and ends with a flange.
Routing starting point X
- pipe runs to the east
- pipe runs up
- pipe runs to the north
- pipe runs to the west
- pipe runs down
Figure 2 is almost identical to the drawing above. A different perspective is shown, and the pipe that comes from above is longer.
Because this pipe in isometric view, runs behind the other pipe, this must be indicated by a break in the line.
Routing starting point X
- pipe runs to the south
- pipe runs up
- pipe runs to the west
- pipe runs to the north
- pipe runs down
Figure 3 shows a pipe that runs through three planes and in two planes it make a bow.
Routing starting point X
- pipe runs to the south
- pipe runs up
- pipe runs up and to the west
- pipe runs up
- pipe runs to the west
- pipe runs to the north-west
- pipe runs to the north
Figure 4 shows a pipe that runs through three planes, from one plane to a opposite plane.
Routing starting point X
- pipe runs to the south
- pipe runs up
- pipe runs up and to the north-west
- pipe runs to the north


Critical Thinking Questions
-
- DSM-5 lists these as unique mental health illness diagnoses, but the symptoms of each may cross over. In obsessive-compulsive personality disorder, the client exhibits orderliness and perfectionism. However, in personality disorders, the behaviors do not come and go or fluctuate, and there is no insight that the behavior is abnormal. In fact, clients typically believe their behavior is normal and beneficial. Additionally, the client does not perform repetitive actions that are classic to OCD. In contrast, OCD is caused by anxiety, and the severity of the obsessions and compulsions vary according to the level of anxiety. Clients with OCD exhibit repetitive actions such as excessive handwashing or repeatedly checking the door is locked or counting items. Clients have insight into the behavior and view it as abnormal and distressing, so they are more likely to seek treatment.
- Name that personality disorder:
a) Histrionic
b) Paranoid
c) Borderline
d) Schizoid
e) Dependent
f) Antisocial
g) Avoidant
h) Narcissistic
i) Obsessive-Compulsive
j) Schizotypal
- Check your medication knowledge:
a) Low-dose antipsychotics
b) Mood stabilizers and low-dose antipsychotics
c) Mood stabilizers and omega-3
- Compare normal adolescent development with trait similarities of personality disorders:
Cluster A: May not trust others, prefers to be alone, and may have magical thinking (imagination)
Cluster B: Disregards right from wrong, lies, gets into trouble, impulsive, overreactive, emotional, and easily influenced by others
Cluster C: Social discomfort, shy, fearful, and lacks self-confidence
Answers to interactive elements are given within the interactive element.


26
Jonathan Kershaw, Coventry University, UK
With projected increased urban populations in the future, developing a sustainable urban mobility assumes a great importance. However, given the impact that the car has had socially and culturally, what are the prospects for a sustainable urban automobility?
At the root of this question is the notion that the private car isn’t going to go away, at least not any time soon. The autopoieisis of the system of automobility (Urry, 2004) has ingrained the car upon our landscape. For many, the car is also too convenient, too aspirational, and too desirable. Much has been written about the costs and impracticalities of low carbon vehicles, and the car; although the cultural and semiotic nature of the car means that it has always been more than just a means of transport, less is known about how socio-cultural mores regarding the car might impact upon the transition to low carbon motoring.
How we ‘consume’ the car as icon, avatar, cultural artefact and experience – whether as driver, passenger or pedestrian – is crucial in effecting a transition to a low carbon automobility because cars carry more than people; indeed it is precisely because they carry people that they can transcend their instrumental use, carrying experiences, meanings and feelings too (e.g. Sachs, 1992; Miller, 2001; Sheller, 2004; Steg, 2005) and, in doing so, cars can become more than just transport.
Yet, as Urry notes, the number of cars on the road globally is such that automobility can be regarded as “a modern day Leviathan” (2008: 265), at once threatening to consume us as “urban space … tends to be sliced up, degraded and destroyed” (Lefebvre, 1991: 359, in Sheller & Urry, 2000: 742) yet at the same time hinting at the hold that the allure of the motor car has over society. However, there is more to Urry’s Leviathan than traffic congestion, something else that ‘drives’ my research.
Such has been the ‘lock-in’ of the internal combustion engine (Black, 2006; Ivory & Genus, 2010), increasing emissions and air pollution is necessarily concomitant with a rise in automobility. The private car uses more energy and emits more greenhouse gases per passenger-kilometre than any other surface transport mode (Khan Ribeiro et al, 2007) and, in Europe, where road transport not only accounts for almost 75% of transport emission (EC, 2011a), it is claimed that the car alone is responsible for 12% of all CO2 emissions there (EC, 2011b).
Of course, there is more to transport emissions than CO2. We’ve all seen pictures of the Los Angeles haze and the Beijing smog and, from my own experience of walking down Oxford Road in Manchester, reportedly Europe’s busiest bus route, the localised air pollution from the petrol and/or diesel internal combustion engine (ICE) can be almost tangible. The transition from the horse to the automobile which may have resulted in a welcome reduction in the amount of dust and flies (Zierer, 1922) ultimately replaced one form of localised airborne irritants for another. Road transport vehicles are regarded as a major source of what are known as ‘criteria’ pollutants, such as carbon monoxide (CO), particulate matter (PM), nitrogen dioxide (NO2) and ozone (O3), with emissions of sulphur oxides (SOx) and volatile organic compounds (VOCs) also attributed to road transport, especially diesel vehicles (Lave and Griffin, 2008; Holmén and Niemeier, 2003).
Crucial though CO2 emissions reduction undoubtedly is, the recent pursuit of low carbon vehicles has seemingly been made with little regard for these criteria pollutants, with – in the UK – vehicle excise duty-based incentives having been based upon official CO2 emissions EU figures collated from the NEDC (New European Driving Cycle) test (UN, 2011: 87-89; UK Government, 2014) resulting in increasing numbers of new diesel powered cars hitting the roads; indeed, half of new cars sold in the UK in 2014 were diesels, compared to their comprising of a third of the UK new car market a decade earlier (SMMT, 2015). Many motorists who thought they were doing the right thing in buying diesel cars emitting less CO2/km than their petrol counterparts now find themselves contributing to diminishing local air quality. A roll-out of hybrid and electric cars (or EVs) can do much to ameliorate this problem, although some critics say that they will still contribute to traffic congestion.
Autonomous automobility is a possibility in an urban future, with software companies such as Apple and Google exploring the prospect of ‘driverless’ cars, as are conventional automobile manufacturers. These cars can address inequalities of automobility in providing access to those disenfranchised, such as the elderly or disabled. They are also touted as a solution to congestion, though effecting this will necessitate the installation of all manner of surveillance technology (Urry, 2008) potentially constituting an “Orwellian panopticon” (ibid: 261) which could have implications for privacy and the ‘freedom’ that the car traditionally affords.
Urry duly notes that an autonomous automobility and its supporting infrastructure will change our relationship with the car. Similarly, adopting a low carbon automobility in a more conventional, privatised mien may provide the opportunity for the car to be ‘consumed’ differently. EVs provide a different experience of, and meaning to, how we present and perform – or affect – individual automobilities, and I wonder about the degree to which we are culturally ready to change ‘how’ we go from here. Can we change? Do we even want to? As a geographer and car enthusiast with an awareness of automotive environmental impacts, this is something which interests me greatly.
A sustainable urban automobility may be possible in the future. However, such is the autopoieitic nature of the system of automobility (Urry, 2004), who’s to say that the solution to the travails of urban automobility won’t be achieved very much on the car’s terms?
References
Black, E. (2006) Internal Combustion: How Corporations and Governments Addicted the World to Oil and Derailed the Alternatives. St Martins Press. New York.
Ivory, C. & Genus, A. (2010) Symbolic consumption, signification and the ‘lockout’ of electric cars, 1885-1914. Business History 52(7): 1107-1122.
EC (2011a) Reducing emissions from transport. http://ec.europa.eu/clima/policies/transport/index_en.htm. Accessed 25/05/15.
EC (2011b) (2014) Reducing CO2 emissions from passenger cars. http://ec.europa.eu/clima/policies/transport/vehicles/cars/index_en.htm. Accessed 25/05/15.
Holmén, B.A. & Niemeier, D.A. (2003) Air quality. In Henscher, D.A. & Button K.J. (Eds.) Handbook of Transport and the Environment. Elsevier. Oxford. pp 61-79.
Khan Ribeiro, S., Kobayashi, S., Beuthe, M., Gasca, J., Green, D., Lee, D.S., Muromachi, Y., Newton, P.J., Plotkin, S., Sperling, D, Wit, R. & Zhou, P.J. (2007) Transport and its infrastructure. In Metz, B., Davidson, O.R., Bosch, P.R., Dave, R. & Meyer, L.A. (Eds.) Climate Change 2007: Mitigation. Contribution of Working Group III to the Fourth Assessment Report of the Intergovernmental Panel on Climate Change. Cambridge University Press. Cambridge. pp 323-385.
Lave, L.B. & Griffin, W.M. (2008) The economic and environmental footprints of transportation. In Kutz, M. (Ed.) Environmentally Conscious Transportation. Wiley. Hoboken NJ. pp 1-13.
Lefebvre, H. (1991) The Production of Space. Blackwell Publishing Ltd. Oxford.
Miller, D. (Ed.) (2001) Car Cultures. Berg. Oxford.
Sachs, W. (1992) For the Love of the Automobile: Looking Back into the History of our Desires. University of California Press. Berkeley; Oxford.
Sheller, M. (2004) Automotive emotions: feeling the car. Theory, Culture and Society 21(4/5): 221-242.
Sheller, M. & Urry, J. (2000) The city and the car. International Journal of Urban and Regional Research 24(4): 737-757.
SMMT (Society of Motor Manufacturers and Traders) (2015) Motor Industry Facts 2015. http://www.smmt.co.uk/wp-content/uploads/sites/2/100049_SMMT-Facts-Guide-2015.pdf . Accessed 24/05/15.
Steg, L. (2005) Car use: lust and must. Instrumental, symbolic and affective motives for car use. Transportation Research Part A: Policy and Practice 39(2/3): 147-162.
UK Government (2014a) Vehicle tax rate tables. https://www.gov.uk/vehicle-tax-rate-tables . Accessed 27/05/14.
UN (United Nations) (2011) Uniform provisions concerning the approval of vehicle with regard to the emission of pollutants according to engine fuel requirements. http://www.unece.org/fileadmin/DAM/trans/main/wp29/wp29regs/r083r4e.pdf . Accessed 09/04/14.
Urry, J. (2004) The ‘system’ of automobility. Theory, Culture and Society 21(4/5): 25-39.
Urry, J. (2008) Climate change, travel and complex futures. The British Journal of Sociology 59(2): 261-279.
Zierer, C.M. (1922) Geography and the automobile. The Journal of Geography 21: 190-198.
Author Biography
Jonathan Kershaw is a PhD research student based at the Centre for Business in Society (CBiS) at Coventry University, researching the socio-cultural ‘consumption’ of the car and how our relationship with the car might impact upon the uptake of low carbon vehicles by exploring the notions of affect and non-representational theory. A self confessed ‘treehugging petrolhead’, he is interested in low carbon vehicles and also in wider ethical, environmental and sustainability issues beyond the car. Interested in all aspects of motoring, Jonathan is a member of the Institute of Advanced Motorists and of the Triumph Dolomite Club.
Contact Details:
Email<EMAIL_ADDRESS>Twitter: @jeckythump


The Anglo-Saxon period, also called the Early Medieval Literary Period, part of the Middle Ages
3
Beowulf, The Story, III
III
So, the son of Healfdene, ever was brooding over this time-care, nor could the brave hero avert woe. That conflict was too strong, loathsome and long, that terrible and dire distress, the greatest of night-bales which came to the people.
Then the thane of Hygelac,5 the good man of the Geats,6 heard from home of the deeds of Grendel. And on the day of this life he was the strongest of main of all men in the world; noble was he and powerful. He bade a fair ship be made, and said that he would be seeking the War-King, the famous prince, over the swan path, and that he needed men.  They urged on the valiant man and marked the omen. The good man of the Geats had chosen champions of those who were keenest, and sought out the ship. And one, a sea-crafty man, pointed to the land-marks. Time passed by; the ship was on the waves, the boat under the cliff, and the warriors all readily went up to the stern. And the currents were swirling, with sea and sand. And men were carrying on to the naked deck bright ornaments and splendid war-armour. Then they shove forth the ship that was well bound together; and it set forth over the waves, driven by the wind, this foamy-necked ship, likest to a bird; until about the same time on the next day, the ship with its twisted stern had gone so far that the sailing men could see the land, the shining sea-cliffs, the steep mountains, and the wide sea-nesses. Then they crossed the remaining portion of the sea.7 The Geats went up quickly on to the shore, and anchored the ship. War-shirts and war-weeds were rattling. And they gave God thanks for their easy crossing of the waves. Then the ward of the Swedes, who kept guard over the sea-cliffs, saw them carry down the gangways the bright shields and armour, all ready. And full curious thought tortured him as to who these men were. He, the thane of Hrothgar, rode down to the beach on his charger, and powerfully brandished the spear in his hand and took counsel with them.
‘Who are ye armour-bearers, protected by byrnies, who come here thus bringing the high vessel over the sea, and the ringed ship over the ocean? I am he that sits at the end of the land and keep sea-guard, so that no one more loathsome may scathe with ship-army the land of the Danes. Never have shield-bearers begun to come here more openly, yet ye seem not to know the password of warriors, the compact of kinsmen. Nor ever have I seen a greater earl upon earth, than one of your band, a warrior in armour. And except his face belie him, he that is thus weapon-bedecked is no hall-man; but a peerless one to see.  Now O ye far-dwellers and sea-farers, hear my onefold thought—haste is best in making known whence ye are come.’


Upgrading
159 English Language Learning (ELL)
Courses
Advanced Academic Grammar for ESL Students (CC BY)
Also see Advanced Academic Grammar for ESL Students under “Textbooks”
This course was created for an advanced academic grammar course for ESL students. By the end of the course, students will recognize and demonstrate the appropriate use of advanced grammar structures. To meet these outcomes, students will listen to aural language that includes the target structures, identify and edit grammar errors in written language, read and analyze texts that include the target grammar structures, and demonstrate the correct and appropriate use of target structures in written and spoken language.
American English Speech (CC BY-NC-SA)
Learn how to communicate with the sounds and music of American English. Improve your pronunciation in Standard American English by dealing with the sounds of the words that you speak. NOTE: This is a course on speaking American English, not learning the English language.
Mobile ESL (CC BY)
From Athabasca University in Alberta, this is a course of lessons and practice on the system of English. It is divided into eighty-six sections. Each section covers an area of basic grammar and contains a number of exercises.
The Integrated Digital English Acceleration (I-DEA) program teaches English language skills in the context of college and careers for learners who face the largest language gaps. Unlike traditional approaches — in which learners are expected to learn English before pursuing college or job-training — I-DEA teaches English in tandem with college and career skills. Students quickly learn skills relevant to their lives and careers.
Monographs
WAC and Second-Language Writers: Research Towards Linguistically and Culturally Inclusive Programs and Practices (CC BY-NC-ND)
This book looks at the differing perspectives, educational experiences, and voices of second-language writers. The chapters within this collection not only report new research but also share a wealth of pedagogical, curricular, and programmatic practices relevant to second-language writers. Representing a range of institutional perspectives—including those of students and faculty at public universities, community colleges, liberal arts colleges, and English-language schools—and a diverse set of geographical and cultural contexts, the editors and contributors report on work taking place in the United States, Asia, Europe, and the Middle East.
Readers
Global Storybooks Portal (CC BY)
Global Storybooks is a collection of 40 stories from the African Storybook available with text and audio in English, French, and the most widely spoken immigrant and refugee languages in countries all over the world. This resource was created in order to promote literacy and language learning in homes, schools, and communities.
Supplemental Materials
Home and School (CC BY)
This book contains 10 easy picture stories for beginning students of English along with exercises and discussion prompts.
Study Zone (CC BY-NC-SA)
The Study Zone is for students of the English Language Centre (ELC) at the University of Victoria. ELC teachers create English language lessons and practice exercises. The site is designed for our adult English language learners, but all are welcome to read the lessons and use the exercises.
Writing with Grammar (CC BY-SA)
Practice grammar with authentic writing and speaking activities.
Textbooks
51 Bite-Size Lessons on Verbs (CC BY-NC-SA)
The book addresses some of the most frequently occurring verb errors made by English as a Second Language (ESL) students.
Advanced Academic Grammar for ESL Students (CC BY)
Also see Advanced Academic Grammar for ESL Students under “Courses”
This textbook was created for an advanced academic grammar course for ESL students. By the end of the course, students will recognize and demonstrate the appropriate use of advanced grammar structures. To meet these outcomes, students will listen to aural language that includes the target structures, identify and edit grammar errors in written language, read and analyze texts that include the target grammar structures, and demonstrate the correct and appropriate use of target structures in written and spoken language.
Common American English Pronunciation Patterns (CC BY)
This textbook was written for students enrolled in ELL 80 at Lake Washington Institute of Technology. It includes several English pronunciation lessons to make students more effective speakers.
ESL for Beginning Students: The Way You Like It, Levels 1–5 (CC BY-NC)
A collection of English-grammar books ranging in levels from beginner to advanced. These books were created by Don Bissonnette of South Seattle College for students and teachers of English as a Second Language (ESL). These grammar-based books also include vocabulary, some pronunciation, punctuation, capitalization, and model paragraphs.
Explorations 1: Grammar for the Experienced Beginner (CC BY-NC-SA)
This English grammar textbook was designed for a class of Clackamas Community College (CCC) ESOL students who need only a review of the BE verb and are ready to learn the simple present and present progressive tenses.
Intermediate Reading and Writing (CC BY)
OER Textbook for English as a Second Language. It uses themes found in the historical fiction novel Uprising. Email<EMAIL_ADDRESS>if you have any questions.
It’s All Greek to Me! Using the Authentic Readings to Improve Knowledge of the English Language and Western Culture (CC BY-NC-SA)
This book includes entertaining stories, academic articles in a variety of disciplines, vocabulary crossover in literary and academic readings, connections to local, American, and Western culture, and plenty of chances for critical thinking for advanced students of English as a Second Language (ESL). All readings are authentic with minimal adaptation from a variety of sources.
Oral Communication for Non-Native Speakers of English (CC BY-NC-SA)
This textbook is designed to serve as an instructional tool for both learners and teachers in the field of pronunciation. Topics covered include vowel and consonant sounds, word stress, thought groups, prominence, and intonation as well as materials on listening, speaking, lexicogrammar, pragmatics, and pronunciation. The book can be used as a self-paced instructional tool or a classroom resource for speaking or pronunciation courses.
Teaching Math for Emergent Bilinguals: Building on Culture, Language, and Identity (CC BY-NC-SA)
This book is designed for pre-service/in-service teachers and others who will work or work with K–12 students who have linguistically and culturally diverse backgrounds, especially students of other languages (English language learners/Emergent bilingual/multilingual).
Teaching Pronunciation with Confidence: A Resource for ESL/EFL Teachers and Learners (CC BY)
This textbook is designed to effectively build strong pronunciation skills and knowledge of pronunciation. It covers key topics, including English sounds, word stress, intonation, rhythm, prominence, connected speech, and pronunciation diagnostics to guide improvement. The book includes a wide array of interactive H5P activities and sound recordings, which can be used for classroom teaching, or homework and individual practice. These exercises provide practical experience, reinforcing the concepts covered in each chapter.
Transition with Purpose: Pathways from English Language to Academic Study (CC BY-NC)
This textbook will guide students through their English language to academic degree studies. Part one of this textbook is a guide for moving from ESL study to academic study at a university. Part two focuses on how academic skills are used across various disciplines and is comprised of activities and assignments designed to practice these skills.
Writing for Change: An Advanced ELL Resource (CC BY)
This ELL textbook includes anti-racist, culturally responsive, and decolonization approaches to learning English.
Writing for Change: An Intermediate ELA Resource (CC BY-NC-SA)
Writing for Change: An Advanced ELA Resource (CC BY-NC-SA)
Media Attributions
- Canada Map Icon © Icons8 is licensed under a CC BY-ND (Attribution NoDerivatives) license
- BC Map © Adamwashere is licensed under a CC BY-NC-SA (Attribution NonCommercial ShareAlike) license


8.6 Resource Stewardship and Case Management
Resource Stewardship
Resource Stewardship is one of the Standards of Professional Performance established by the American Nursing Association (ANA). Resource stewardship is defined as using appropriate resources to plan, provide, and sustain evidence-based nursing services that are safe, effective, financially responsible, and used judiciously. See the following box for competencies associated with the ANA’s Resource Stewardship Standard of Professional Performance.[1]
Competencies of ANA’s Resource Stewardship Standard of Professional Performance[2]
- Partners with the health care consumer and other stakeholders to identify care needs and necessary resources to achieve desired outcomes.
- Collaborates with the health care consumer and other stakeholders to assess costs, availability, risks, and benefits in decisions about care.
- Secures appropriate resources to address needs across the health care continuum.
- Advocates for equitable resources that support and enhance nursing practice and health outcomes.
- Integrates connected health technologies into practice to promote positive interactions between health care consumers and care providers.
- Uses organizational and community resources to implement interprofessional plans.
- Addresses discriminatory health care practices and the adverse impact on allocation of resources.
Case Management
Nurses are tasked with daily case management activities and allocating appropriate resources to their clients. Two common types of case management that staff nurses provide are educating clients about using appropriate levels of care and encouraging the use of cost-effective health care team members.
Several levels of care are available to clients for their health care services:
- Emergency department care has specialized providers and high-level diagnostics and should be reserved for immediate and potentially life-threatening needs.
- Urgent care is an elevated level of care above an outpatient visit, yet below the needs of an emergency visit. Nurses should refer clients to this setting if they have a health need that needs attention within the next 24 hours but is not life-threatening.
- Outpatient health settings provide health maintenance for chronic disease or treatment of nonurgent acute conditions. They also provide preventative services like well-baby checks and immunizations. In the outpatient setting, the nurse recognizes the client’s time with a provider is limited, so the majority of a nurse’s time is often spent providing client education, answering questions, and coordinating care.
- Inpatient and acute care typically occurs in a hospital setting where skilled nursing, diagnostic tests, and medical treatments are required. Nursing goals in these settings are to address immediate health concerns, stabilize the client, and prepare them for discharge. Most inpatient stays are 72 hours or less, so nurses must provide efficient care that includes adequate client education regarding follow-up care after discharge.
- Assisted living refers to licensed facilities that provide safe living accommodations and three meals daily. Residents receive assistance with medications and ADLs and may receive general nursing care.[3]
- Skilled nursing facilities, commonly referred to as “nursing homes” or “long-term care facilities,” are licensed facilities that provide 24-hour licensed nursing services. Residents may require total assistance with ADLs.[4]
- Home health refers to services provided in a client’s home that may include nursing, home health aide, physical therapy (PT), occupational therapy (OT), and speech therapy.[5]
- Hospice offers palliative and supportive services providing physical, psychological, social, and spiritual care for dying clients and their families. Services may be provided in the client’s home or an inpatient setting. Hospice may include nursing, home health aide, social worker, chaplain, PT, OT, ST, nutritional therapy, and volunteer services.[6]
- Telehealth is a fairly new and expanding health delivery model. Telehealth is a form of an outpatient health service where the client and member of the health care team are able to connect remotely using telephone calls or video conferencing on a computer with an Internet connection. Devices may be provided to monitor vital signs and other health indicators. Telehealth enhances client access to multiple providers without the burden of travel. Telehealth has become an important resource in rural communities, especially due to social distancing required by the COVID-19 pandemic.[7]
Nurses can also address the economic pressures within the health care system by utilizing and advocating for cost-effective care by providers on the health care team. In this manner, limited health care resources are allocated wisely, and consumers receive the health care they need. For example, many nurse practitioners (NPs) and physician assistants (PAs) function as primary providers in outpatient settings and provide preventative services, treat self-limited acute medical conditions, and manage chronic disease. NPs and PAs are trained to refer clients for specialized care when indicated. Some NPs and PAs work in specialized inpatient areas and serve as the primary point of contact during a client’s hospital stay. Nurses recognize the time of specialty physicians is limited and unnecessary referrals can be costly to the client. By using and advocating for the wise use of these health care human resources, nurses can help reduce the overall cost of health care.
- American Nurses Association. (2021). Nursing: Scope and standards of practice (4th ed.). American Nurses Association. ↵
- American Nurses Association. (2021). Nursing: Scope and standards of practice (4th ed.). American Nurses Association. ↵
- Utah Department of Health. (n.d.). Levels of care. https://health.utah.gov/hflcra/facinfo/HFLevelsOfCare.PDF ↵
- Utah Department of Health. (n.d.). Levels of care. https://health.utah.gov/hflcra/facinfo/HFLevelsOfCare.PDF ↵
- Utah Department of Health. (n.d.). Levels of care. https://health.utah.gov/hflcra/facinfo/HFLevelsOfCare.PDF ↵
- Utah Department of Health. (n.d.). Levels of care. https://health.utah.gov/hflcra/facinfo/HFLevelsOfCare.PDF ↵
- Health Resources & Services Administration. (2024). What is telehealth? https://telehealth.hhs.gov/patients/understanding-telehealth/ ↵
Using appropriate resources to plan, provide, and sustain evidence-based nursing services that are safe, effective, financially responsible, and used judiciously.