Léger, Fernand
A Dictionary of Twentieth-Century Art
|
1999
|
|
© A Dictionary of Twentieth-Century Art 1999, originally published by Oxford University Press 1999. (Hide copyright information)
Copyright
Léger, Fernand (1881–1955). French painter and designer, born at Argentan in Normandy of peasant farming stock. In 1897–9 he was apprenticed to an architect in Caen, then in 1900 settled in Paris, where he supported himself as an architectural draughtsman (and for a while as a photographic retoucher) whilst studying art at the Académie Julian and elsewhere. His early paintings were Impressionist in style, but in 1907 he was overwhelmed by the exhibition of
Cézanne's work at the Salon d'Automne, and in the following year he came into contact with several leading avant-garde artists when he rented a studio in La
Ruche. Robert
Delaunay was among his friends and he met and admired Henri
Rousseau. He was briefly influenced by
Fauvism, but in 1909 he turned to
Cubism. Although he is regarded as one of the major figures of the movement, he always stood somewhat apart from its central course; he disjointed forms but did not fragment them in the manner of
Braque and
Picasso, preferring bold tubular shapes (he was for a time known as a ‘tubist'), as in his first major work,
Nudes in a Forest (Rijksmuseum KröllerMüller, Otterlo, 1909–10). He also used much brighter colour than Braque and Picasso. In 1912 he had his first one-man exhibition, at
Kahnweiler's gallery, and he was beginning to prosper when the First World War interrupted his career. By this time his work had come close to complete abstraction.
Léger enlisted in the army and served as a sapper in the front line, then as a stretcher-bearer. The war was ‘a complete revelation to me as a man and a painter'. It enlarged his outlook by bringing him into contact with people from different social classes and walks of life and also by underlining his feeling for the beauty of machinery: ‘During those four war years I was abruptly thrust into a reality which was both blinding and new. When I left Paris my style was thoroughly abstract … Suddenly, and without any break, I found myself on a level with the whole of the French people; my new companions in the Engineer Corps were miners, navvies, workers in wood. Among them I discovered the French people. At the same time I was dazzled by the breech of a 74–millimetre gun which was standing uncovered in the sunshine: the magic of light on white metal. This was enough to make me forget the abstract art of 1912–13 … Once I had got my teeth into that sort of reality I never let go of objects again.’ After being gassed, he spent more than a year in hospital and was discharged in 1917. In that year he painted
Soldiers Playing at Cards (Rijksmuseum Kröller-Müller), which he regarded as ‘the first picture in which I deliberately took my subject from our own epoch'.
During the next few years, Léger's work showed a fascination with machine-like forms, and even his human figures were depicted as almost robot-like beings (
The City, Philadelphia Museum of Art, 1919). In 1920 he met
Le Corbusier and
Ozenfant, who shared his interest in a machine aesthetic, and in the mid-1920s his work became flatter and more stylized, in line with their Purist style. He used bold, poster-like contrasts of form and colour, with strong black outlines and extensive areas of flat, uniform colour. In the interwar years he expanded his range beyond easel painting with murals (sometimes completely abstract) and designs for the theatre and cinema (in 1923–4 he conceived, produced, and directed the film
Le Ballet mécanique, with photography by
Man Ray; it has no plot and shows everyday objects in rhythmic motion). He was also busy teaching at his own school founded with Ozenfant in 1924 as the Académie de l'Art Moderne (Ozenfant left in 1929 but it continued as the Académie de l'Art Contemporain until 1939). He also travelled extensively, making three visits to the USA in the 1930s. The contacts that he made during these visits stood him in good stead when he lived in America during the Second World War, teaching at Yale University and at Mills College, California.
Léger's work of the war years included pictures of acrobats, cyclists, and musicians, and after his return to France in 1945 he concentrated on the human figure rather than the machine. He joined the French Communist Party soon after his return (he had been sympathetic to it long before this) and favoured proletarian subjects that he hoped would be accessible to the working class. Some of these pictures were very big (notably
The Great Parade, Guggenheim Museum, New York, 1954), and in his later career he also worked a good deal on large decorative commissions, notably stained-glass windows and tapestries for the church at Audincourt (1951) and a glass mosaic for the University of Caracas (1954). In 1949 he began making ceramic sculptures. Many honours came to him late in life, including the Grand Prix at the 1955 São Paulo Bienal. Shortly before his death he bought a large house at Biot, a village between Cannes and Nice, and his widow built a museum of his work here, opened in 1960.
In the catalogue of the exhibition ‘Léger and Purist Paris’ (Tate Gallery, London, 1970), John
Golding wrote of Léger: ‘No other major twentieth-century artist was to react to, and to reflect, such a wide range of artistic currents and movements. Fauvism, Cubism,
Futurism, Purism,
Neo-Plasticism,
Surrealism, Neo-Classicism,
Social Realism, his art experienced them all. And yet he was to remain supremely independent as an artistic personality. Never at any time in his career could he be described as a follower; the very vigour and strength of his character would in themselves have rendered such a position inconceivable. But his originality lay basically in his ability to adapt the ideas and to a certain extent the visual discoveries of others to his own ends.’ However, despite Léger's centrality in modern art, Edward
Lucie-Smith thinks that he ‘still ranks as an under-appreciated artist, one who is on the whole more respected than loved. His work has a deliberate harshness which repels many spectators’ (
Lives of the Great Twentieth Century Artists, 1986). Certainly he never achieved the popularity with ordinary working-class people that he aimed for.
Cite this article
Pick a style below, and copy the text for your bibliography.
|
The legacy of John Amos Comenius.(Biography)
Magazine article from: International Bulletin of Missionary Research; 10/1/2005; ; 700+ words
; John Amos Comenius (Jan Amos Komensky), born in 1592 at Uhersky Brod in eastern Moravia in the...strict discipline. From within this milieu of homeland and faith, John Comenius envisioned a daring kind of Christianity that sought to be...
|
|
Facilitating the Integration of Culture and Vocabulary Learning: The Categorization and Use of Pictures in the Classroom
Magazine article from: Foreign Language Annals; 1/1/2007; ; 700+ words
; ...in the 17th century writings of John Amos Comenius,2 who stated that "words should...objects to which they refer" (Comenius, 1896, p. 356). That quote...1923 and then again in 1967 (Comenius, 1967). The same passage was...
|
|
The Pedagogy of The Sun Also Rises.
Magazine article from: The Hemingway Review; 9/22/2007; ; 700+ words
; ...wrote the great Moravian educator and reformer John Amos Comenius almost four centuries ago. Comenius believed that teachers learn in the very act...Educators past and present agree with Comenius that teachers learn by teaching. The sixteenth...
|
|
Interfacing Smual Hartlib. (seventeenth century archivist)
Magazine article from: History Today; 12/1/1993; ; 700+ words
; ...Protestant theologian, John Dury, whose incessant...Protestant exile, Jan Amos Komensky (Comenius), were of the greatest...Hartlib probably knew of Comenius well before they began...common elements shared by Comenius and Hartlib. They both...
|
|
Pupils' hopes are raised through European links
Newspaper article from: The Northern Echo; 12/4/2001; 493 words
; ...pupils from schools in County Durham participating in the Comenius programme. The European Union-backed project takes its name from John Amos Comenius, who lived from 1592 to 1670 in what is now the Czech...
|
|
Can there be Christianity without church?
Magazine article from: International Bulletin of Missionary Research; 10/1/2005; 700+ words
; ...establishment religion, they followed in the train of John Amos Comenius and Anthony Norris Groves, whose stories also appear...are traceable to the influence of Groves's ideas. Comenius, 200 years earlier, lived out his life in the viciously...
|
|
Afghan fashions, band fun and a Czech award.
Newspaper article from: Morning Call (Allentown, PA); 7/9/2006; 700+ words
; ...historical roots stem from the Czech Republic. Bishop John Amos Comenius, known as the "Father of Modern Education" and for whom the campus' Comenius Hall is named, was born in Moravia, which is now part...
|
|
Visitors from Europe swop school notes.(News)
Newspaper article from: Coventry Evening Telegraph (England); 10/18/2007; 419 words
; ...School as part of the European Comenius Project. That project, which...teacher, scientist and writer John Amos Comenius, who was one of the earliest champions...of Nuneaton and Bedworth, Cllr John Preedy. CAPTION(S): RB131007MAGG1...
|
|
Anniversaries
Newspaper article from: The Independent - London; 3/28/1996; 675 words
; ...St Teresa of Avila, Carmelite nun, 1515; Johann Amos Comenius (Jan Amos Komensky), reformer, 1592; George I, King of Great...physiologist, 1892; Dame Flora Robson, actress, 1902; John Langstraw Austin, philosopher, 1911. Deaths: Publius...
|
|
Wisdom-Centered Learning: Striking a New Paradigm for Education.
Magazine article from: School Administrator; 5/1/1994; ; 700+ words
; ...that the problems of educational reform have no known solution, at any price, despite centuries of thought, since John Amos Comenius wrote about reform in 1632. Second, I realized that the U.S. education system lacks positive feedback loops...
|
|
John Amos Comenius
Encyclopedia entry from: Encyclopedia of World Biography
John Amos Comenius The Moravian theologian and educational reformer John Amos Comenius (1592-1670) is often called the father of modern education. John Amos Comenius was born on Mar. 28, 1592, in southeastern...
|
|
Comenius, John Amos
Dictionary entry from: Complete Dictionary of Scientific Biography
Comenius, John Amos ( b . Nivnice [near Uhersk...The youngest of five children, Comenius was born into a moderately prosperous...John Dury, John Selden, and John Pym. In September 1641 Comenius arrived in London, where the met...
|
|
Comenius, John Amos (Jan Komenský)
Book article from: The Concise Oxford Companion to English Literature
Comenius, John Amos (Jan Komenský) (1592–1670), Moravian educational...His Orbis Sensualium pictus (1658; published in English, 1659, as Comenius's Visible World ) was the first school-book consistently to use...
|
|
Hartlib, Samuel (Samuel Hartlieb; c. 1600–1662)
Encyclopedia entry from: Europe, 1450 to 1789: Encyclopedia of the Early Modern World
...x2013; 1626) under John Preston (1587...assisted by his friend John Dury (1596...philosopher Jan Amos Comenius (1592 –...Bacon, Francis ; Comenius, Jan Amos ; Education ; English...Radicalism ; Milton, John ; More, Thomas...
|
|
Leszno
Book article from: The Columbia Encyclopedia, Sixth Edition
...a center of the Protestant Reformation of the 16th cent. and the chief seat of the Moravian Brethren in Poland. John Amos Comenius was a rector of the famous Moravian school here. The town has an 18th-century palace.
|