German, 1851-1917 was a German realist painter of the circle of Wilhelm Leibl. Trubner was born in Heidelberg and had early training as a goldsmith. In 1867 he met classicist painter Anselm Feuerbach who encouraged him to study painting, and he began studies in Karlsruhe under Fedor Dietz. The next year saw him studying at the Kunstacademie in Munich, where he was to be greatly impressed by an international exhibition of paintings by Leibl and Gustave Courbet. Courbet visited Munich in 1869, not only exhibiting his work but demonstrating his alla prima method of working quickly from nature in public performances. This had an immediate impact on many of the city's young artists, who found Courbet's approach an invigorating alternative to the shopworn academic tradition. The early 1870s were a period of discovery for Tr??bner. He travelled to Italy, Holland and Belgium, and in Paris encountered the art of Manet, whose influence can be seen in the spontaneous yet restrained style of Trubner's portraits and landscapes. During this period he also made the acquaintance of Carl Schuch, Albert Lang and Hans Thoma, German painters who, like Trubner, greatly admired the unsentimental realism of Wilhelm Leibl. This group of artists came to be known as the "Leibl circle". He published writings on art theory in 1892 and 1898, which express above all the idea that "beauty must lie in the painting itself, not in the subject". By urging the viewer to discover beauty in a painting's formal values, its colors, proportions, and surface, Trubner advanced a philosophy of "art for art's sake".   Related Paintings of Wilhelm Trubner :. | Landscape with Flagpole | Studie zur Begrubung des deutsches Kronprinzen | Gorgonenhaupt | Frau am Chiemsee | Bootssteg auf der Herreninsel im Chiemsee |
Related Artists:
Jan van Goyen
Dutch Baroque Era Painter, 1596-1656 Jan van Goyen was born in Leiden on Jan. 13, 1596. Apprenticed from the age of 10, he had several masters. About 1617 he went to Haarlem to study with Esaias van de Velde, an important innovator in the Haarlem movement of realistic landscape painting. Van Goyen's works between 1621 and 1625 are sometimes hard to distinguish from those of his teacher. They are colorful, detailed views of villages and roads, usually busy with people, as in Winter (1621). It was Van Goyen's usual practice to sign or monogram and date his paintings. He traveled extensively through the Netherlands and beyond, recording his impressions in sketchbooks, occasionally with dates and often depicting recognizable scenes. Thus the chronology of his development is clear. His paintings of the late 1620s show a steady advance from the strong colors and scattered organization of his early works toward tonality and greater simplicity and unity of composition. By 1630 he was painting monochromes in golden brown or pale green; he played a leading part in the tonal phase of Dutch landscape painting. In 1631 Van Goyen settled in The Hague, where he became a citizen in 1634. The simplicity, airiness, and unification of his compositions continued to increase in his abundant production of dune landscapes, river views, seascapes, town views, and winter landscapes. The River View (1636) displays a river so open and extensive as to suggest the sea, with reflections that prolong the vast and luminous sky. In its monumentalization of humble structures and its composition built on a firm scaffolding of horizontal and vertical forces, it forecast at this early date developments that dominated landscape painting in the 1650s and later. In the Village and Dunes (1647) the traditional double-diagonal composition still exists, but it is dominated by horizontal and vertical accents. Stronger contrasts of light and dark replace the earlier tonality. In the last year of his life Van Goyen produced an eloquent new style, in which powerful forms stand out against the radiant sky and water in an exquisitely balanced composition (Evening Calm; 1656). The commission in 1651 to paint a panoramic view of The Hague for the Burgomaster's Room shows the high regard in which Van Goyen was held. He was enormously productive; well over 1,000 of his paintings still exist, and almost as many drawings.
Gioacchino Toma
Italian , Galatina 1836 - Napoli 1891 Italian painter. He was orphaned at the age of six and spent an unhappy childhood and adolescence in convents and poorhouses; these experiences would later provide subjects for his paintings. He was first taught drawing at the art school in the hospice for the poor in the Adriatic town of Giovinazzo, but in 1855 he moved to Naples, where he worked for an ornamental painter named Alessandro Fergola. In 1857 he was mistakenly arrested for conspiracy and exiled to Piedimonte d'Alife, 60 km from Naples, where he was initiated into the secret society of the Carbonari by some local liberal aristocrats who also became his first patrons. His paintings for them were mainly still-lifes, largely in the traditional Neapolitan style. On his return to Naples in 1858 he became a student at the Accademia di Belle Arti, attending the classes of Domenico Morelli, who influenced such early works as Erminia (1859; Naples, Pal. Reale). Toma fought for two years with Garibaldi in the campaign for the unification of Italy, then returned to painting,
Alexej Kondratjewitsch Sawrassow
Alexei Kondratyevich Savrasov (Russian) (May 24, 1830 - October 8, 1897) was a Russian landscape painter and creator of the lyrical landscape style. Savrasov was born into the family of a merchant. He began to draw early and in 1838 he enrolled as a student of professor Rabus at the Moscow School of Painting, Sculpture and Architecture (graduated in 1850), and immediately began to specialize in landscape painting. In 1852, he traveled to Ukraine. Then, in 1854 by the invitation of the Grand Duchess Maria Nikolayevna, President of the Imperial Academy of Arts, he moved to the neighborhood of St. Petersburg. In 1857, Savrasov became a teacher at the Moscow School of painting, sculpturing and architecture. His best disciples, Isaac Levitan and Konstantin Korovin, remembered their teacher with admiration and gratitude.