Caribbean-born French Pointillist/Impressionist Painter, ca.1830-1903 .Painter and printmaker. He was the only painter to exhibit in all eight of the Impressionist exhibitions held between 1874 and 1886, and he is often regarded as the 'father' of the movement. He was by no means narrow in outlook, however, and throughout his life remained as radical in artistic matters as he was in politics. Thad?e Natanson wrote in 1948: 'Nothing of novelty or of excellence appeared that Pissarro had not been among the first, if not the very first, to discern and to defend.' The significance of Pissarro's work is in the balance maintained between tradition and the avant-garde. Octave Mirbeau commented: 'M. Camille Pissarro has shown himself to be a revolutionary by renewing the art of painting in a purely working sense;  Related Paintings of Camille Pissarro :. | Hill at L-Hermitage,Pontoise Coteau de L-Hermitage,Pontoise | Landscape at Chaponval | Loose multi tile this Ahe rice Tash s villa | Sunset Pier | Landscape in the vicinity of Louveciennes |
Related Artists:
Jose Julio Sousa Pinto
painted Barco desaparecido in 1890
Pavel Chistyakov
(July 5 [O.S. June 23] 1832 - November 11, 1919) was a Russian painter and teacher of art. He studied at the St.Petersburg Academy of arts (1849-1861) under Petr Basin. He was a pensioner of the Academy of Arts in Paris and in Rome (1862?C1870). He taught in the Drawing School of the Society for the Encouragement of the Arts (1860-1864), and in St.Petersburg (from 1872) he was the professor-head of workshop (1908-1910) and managing mosaic branch (1890-1912). The art-pedagogical system of Chistiakov, whose students included Viktor Vasnetsov, Mikhail Vrubel, Vasily Polenov, Ilya Repin, Valentin Serov, and Vasily Surikov, developed in constant struggle against the inert system of academism and played a huge role in the development of realism in Russian art of the second half of the 19th century. The main goal of Chistiakov was the preparation of the artist-citizen possessing high professional skill. His pedagogical method assumed the merger of the direct perception of nature by the artist with its scientific study. In creative practice he aspired to dramatization of a historical plot and psychological saturation in historical and genre portraits (Head of a Ciucciara, 1864, in the Russian Museum,
J.S.Sargent
American 1856-1925