Enfilade

From The University of Virginia Press:

Julia A. Sienkewicz, Epic Landscapes: Benjamin Henry Latrobe and the Art of Watercolor (Charlottesville: The University of Virginia Press, 2019), 288 pages, ISBN 978-1644531594, $65.

From MLA:

Julia Douthwaite Viglione, Antoinette Sol, and Catriona Seth, eds., Teaching Representations of the French Revolution (New York: MLA, 2019), 268 pages, ISBN: 978-1603294652 (cloth), $65 / ISBN: 978-1603294003 (paper), $34.

In many ways the French Revolution—a series of revolutions, in fact, whose end has arguably not yet arrived—is modernity in action. Beginning in reform, it blossomed into wholesale attempts to remake society, uprooting the clergy and aristocracy, valorizing mass movements, and setting secular ideologies, including nationalism, in motion. Unusually manifold and complicated, the revolution affords many teaching opportunities and challenges. This volume helps instructors seeking to connect developments today—terrorism, propaganda, extremism—with the events that began in 1789, contextualizing for students a world that seems always unmoored and in crisis.

The volume supports the teaching of the revolution’s ongoing project across geographic areas (from Haiti, Latin America, and New Orleans to Spain, Germany, and Greece), governing ideologies (human rights, secularism, liberty), and literatures (from well-known to newly rediscovered texts). Interdisciplinary, intercultural, and insurgent, the volume has an energy that reflects its subject.

C O N T E N T S

Acknowledgments

• Julia Douthwaite Viglione, Antoinette Sol, and Catriona Seth — Introduction

Part I: Historical Contexts
• Julia Douthwaite Viglione, Antoinette Sol, and Catriona Seth — A Narrative Chronology of Events in Revolutionary France
• Lauren Pinzka — Teaching the French Revolution as Myth and Memory
• Christopher Tozzi — Teaching the Revolution through a Military Lens
• Séverine Rebourcet — Liberté, Egalité, Fraternité, and Laïcité: Frenchness, Islam, and French Hip-Hop

Part II: Rhetoric, Rights, and Revolution
• Jeffrey Champlin — Rights, Revolution, Representation: Thinking through the Language of the French Revolution
• Pratima Prasad — Human Rights and Human Wrongs: Slavery and Colonialism in a Time of Revolution
• Habiba Boumlik and Robin Kietlinski — Teaching the French Revolution at a Community College: Challenges and Benefits
• Melanie Conroy — Teaching Republican Culture through Caricature: The Scandal of Charlie Hebdo

Part III: Writing the Revolution
• Julia Douthwaite Viglione, Antoinette Sol, and Catriona Seth — Editors’ Choice: Essential Texts of the French Revolution
• Logan J. Connors — Teaching the Revolution’s Theater as Cultural History
• Amir Minsky — The French Revolution and the German Chimera: Theatricality, Emotions, and the Untransferability of Revolution in J. H. Campe’s Briefe aus Paris
• Erin A. Myers — The Sans-culottides: Learning Revolutionary-Era French Culture through Celebration and a Reading of Hugo’s Quatrevingt-treize
• Jennifer Gipson — Rethinking History: The ‘Marseillaise Noire’ and Legacies of the Revolution in Creole New Orleans
• Matthew Lau — Writing to Appreciate the Enigmas of Danton’s Death and Monsieur Toussaint at the Community College

Part IV: The Revolution in Art and Mass Media
• Beth S. Wright — ‘Speaking to All the Senses at Once’: The French Revolution through the Visual Arts
• Amaya Martin and José A. Martin-Pereda — The French Revolution and the Beginning of Modern Communications
• Giulia Pacini — Ideas on the Table: Teaching with the Faïences Révolutionnaires
• Melissa A. Deininger — The French Revolution and Modern Propaganda
• Dominica Chang — French Revolutionary Women: A Century of Media Representation
• Katherine Astbury — Engaging Students in Research: Stop-Motion Videos, Strip Cartoons, and the Waddesdon Manor Collection of Prints

Part V: Global Reverberations
• J. B. Mertz — Teaching the Revolution Debate: Edmund Burke, His Radical Respondents, and William Blake
• Ronan Y. Chalmin — How Should an Invisible Event Be Taught? The Haitian Revolution as Pedagogical Case Study
• Marlene L. Daut — Teaching Perspective: The Relation between the Haitian and French Revolutions
• Ourida Mostefai — Exile, Displacement, and Citizenship: Émigrés from the French Revolution to the Twenty-First Century
• Rosa Mucignat and Sanja Perovic — The French Revolution Effect: France, Italy, Germany, Greece
• John Pizer — Teaching the French Revolution in Late-Eighteenth- and Early-Nineteenth-Century German Literature Classes
• Yvonne Fuentes — The French Revolution’s Echo in Spain through Literary and Satirical Representations
• Amy E. Wright — From Transnational Political Thought to Popular National Iconography: Latin America’s Cult of Liberté in the Age of Revolution

Part VI: Resources
• Melissa A. Deininger — French Revolution: Dates and People
• Christopher Tozzi — Major Battles of the Revolutionary Period
• Julia Douthwaite Viglione, Dominica Chang, Melanie Conroy, and Melissa A. Deininger — Filmography
• Beth S. Wright — Revolutionary Artwork

Notes on Contributors
Index

From PHP:

Will Kwiatkowski, Legacy of the Masters: Painting and Calligraphy from the Islamic World (London: Paul Holberton Publishing, 2019), 224 pages, ISBN: 978-1911300731, £50.

From Routledge:

Valerie Hedquist, Class, Gender, and Sexuality in Thomas Gainsborough’s Blue Boy (New York, Routledge, 2019), 202 pages, ISBN: 978-1138543423, $150.

The reception of Thomas Gainsborough’s Blue Boy from its origins to its appearances in contemporary visual culture reveals how its popularity was achieved and maintained by diverse audiences and in varied venues. Performative manifestations resulted in contradictory characterizations of the painted youth as an aristocrat or a ‘regular fellow’, as masculine or feminine, or as heterosexual or gay. In private and public spaces where viewers saw the actual painting and where living and rendered replicas circulated, Gainsborough’s painting was often the centerpiece where dominant and subordinate classes met, gender identities were enacted, and sexuality was implicitly or overtly expressed.

Valerie Hedquist is Professor of Art History at the University of Montana.

C O N T E N T S

List of Figures
List of Plates
Acknowledgments

Introduction
1  Private Beginnings, Public Performances
2  The Blue Boy from Gainsborough’s Showroom to Grosvenor’s Picture Gallery
3  Public Recognition
4  Reproducing The Blue Boy
5  Farewell to England
6  Welcome to America
7  Changing Roles for The Blue Boy
Conclusion

Bibliography
Index

From Routledge:

Nicholas Temple, Andrzej Piotrowski, and Juan Manuel Heredia, eds., The Routledge Handbook on the Reception of Classical Architecture (London: Routledge, 2019), 592 pages, ISBN: 978-1138047112, $220.

This is the first comprehensive study of the reception of classical architecture in different regions of the world. Exploring the impact of colonialism, trade, slavery, religious missions, political ideology, and intellectual/artistic exchange, the authors demonstrate how classical principles and ideas were disseminated and received across the globe. By addressing a number of contentious or unresolved issues highlighted in some historical surveys of architecture, the chapters presented in this volume question long-held assumptions about the notion of a universally accepted ‘classical tradition’ and its broadly Euro-centric perspective.

Featuring thirty-two chapters written by international scholars from China, Europe, Turkey, North America, Mexico, Australia, and New Zealand, the book is divided into four sections: 1) Transmission and Re-conceptualisation of Classical Architecture; 2) Classical Influence through Colonialism, Political Ideology and Religious Conversion; 3) Historiographical Surveys of Geographical Regions; and 4) Visual and Textual Discourses. This fourfold arrangement of chapters provides a coherent structure to accommodate different perspectives of classical reception across the world, and their geographical, ethnographic, ideological, symbolic, social, and cultural contexts. Essays cover a wide geography and include studies in Italy, France, England, Scotland, the Nordic countries, Greece, Austria, Portugal, Romania, Germany, Poland, India, Singapore, China, USA, Mexico, Brazil, New Zealand, and Australia. Other essays in the volume focus on thematic issues or topics pertaining to classical architecture, such as ornament, spolia, humanism, nature, moderation, decorum, heresy, and taste.

Nicholas Temple is an architect, Professor of Architecture and Director of the Centre for Urban Design, Architecture and Sustainability (CUDAS) at the University of Huddersfield. A graduate of Cambridge University, he previously served as head of the School of Architecture at the University of Lincoln and was an assistant professor of architecture at the University of Pennsylvania. Temple was a Rome Scholar in Architecture at the British School at Rome, a Paul Mellon Rome Fellow and Bogliasco Fellow and has collaborated on research projects on the history and theory of architecture and urbanism in Europe and China. His most recent research is a British Academy funded project with Professor Cecilia Panti on Lorenzo Ghiberti’s 3rd Commentary. He was shortlisted for the International CICA Bruno Zevi Book Award in 2014 for his book Renovatio Urbis: Architecture, Urbanism and Ceremony in the Rome of Julius II (Routledge, 2011) and is chief editor of the Routledge Research in Architectural History series and co-editor of the Journal of Architecture.

Andrzej Piotrowski, an architect educated in Poland and Professor of Architecture at the University of Minnesota, USA, combines in his scholarship theory and history of architecture. His Jeffrey Cook Award-winning research focuses on the epistemology of design. Covering global issues of architecture, religion, politics, and culture, his findings have been presented in many architectural and cross-disciplinary conferences. Author of Architecture of Thought (University of Minnesota Press, 2011) and co-editor with J. Williams Robinson of The Discipline of Architecture (University of Minnesota Press, 2001), he currently serves as an associate editor of the Traditional Dwellings and Settlements Review.

Juan Manuel Heredia is Associate Professor of Architecture at Portland State University, having completed a PhD and Master of Architecture at the University of Pennsylvania. He also holds a Diploma of Philosophy from Universidad Iberoamericana/Mexico City. Heredia studied and practised architecture in Mexico before moving to the United States in 1999 to pursue graduate studies. His research focuses on architectural theory and history, especially of the 20th century. His work has been published in Arquine and Bitacora (Mexico), On-Site Review (Canada) and Arkitekten (Denmark). In 2009 he co-organised the Second International Architecture and Phenomenology Conference held in Kyoto, Japan. His current writing focuses on 20th-century architecture in Mexico and Latin America.

C O N T E N T S

1. Introduction: A ‘World’ Reception of Classical Architecture Nicholas Temple, Andrzej Piotrowski and Juan Manuel Heredia

Part I: Transmission and Re-Conceptualisation of Classical Architecture
2  The Fates of Fornix Juan Manuel Heredia
3  Architects, Architecture, and the City: Some Themes on the Continuity of Classical Ideas Relating to the Latin Middle Ages Christian Frost
4  Rethinking Ornament in Classical Architecture: Spolia and Architecture as institutio Clare E. L. Guest
5  The Persistence of Natura Naturans from Classical Architecture John Hendrix
6  On Moderation: The Ancient Virtue and its Reception in Architectural Theory Esra Sahin Burat
7  Classical Columns, Mannerism, and the Other Antiquity Andrzej Piotrowski
8  Neoclassical Taste and Antiquarian Scholarship: The Royal Academy of the Three Noble Arts of San Carlos in Mexico, Alexander von Humboldt and Pedro José Márquez Oscar Humberto Flores
9  Eighteenth- and Nineteenth-Century Classicism in England: John Soane’s Language and Imagination Yue Zhuang

Part II: Classical Influences through Colonialism, Political Ideology, and Religious Conversion
10  Honour and the Classical Tradition in Architecture: The Matter of Slavery Charles Burroughs
11  Dismemberment of the Orders and their Reassembly across Portuguese Overseas Settlements Pedro Guedes
12  The Reception and Involution of Classical Architecture in Jesuit Missions in China, 1583–1759 Xiao Jing
13  The Gods That Came from the Sea: The Classical Tradition in New Spain Santiago de Orduña
14  Indo-Portuguese Architecture in Kerala during the Sixteenth and Seventeenth Centuries Helder Carita
15  Neo-classical Architecture in the Straits Settlements: Singapore’s Civic Square, 1819–1936 Raymond Quek
16  Herbert Baker, New Delhi, and the Reception of the Classical Tradition Soumyen Bandyopadhyay and Sagar Chauhan

Part III: Historiographical Surveys of Geographical Regions
17  Scotland’s Enduring Eclectic Classicism Ian Campbell
18  From Fischer von Erlach to Adolf Loos: The Classical in Austria Ross Jenner
19  Avatars of the Classical Tradition in Romanian Architecture Ana Maria Zahariade and Horia Moldovan
20  China (Sixteenth to Eighteenth Centuries): Renaissance Humanism and Chinese Architecture Hui Zou
21  Revising the Classical in Australian Architecture: Colonial New South Wales and Victoria Peter Kohane and Mark Stiles
22  ‘Pretty True Reflection of Our Civilisation’: Classical Architecture in Nineteenth-Century New Zealand Robin Skinner
23  Nordic Visions of a Classical World, 1901–1966 Harry Charrington

Part IV: Visual and Textual Discourses
24  (Re)Invoking Humanism in Modernity: Architecture and Spectacle in Fascist Italy Nicholas Temple and Eleni Tracada
25  Unclassical Forms of Late Roman Architecture and the Roman Baroque: Francesco Borromini and the New Classical Tradition Giuseppe Bonaccorso
26  Power, Patronage and Politics: Giovanni Niccolò Servandoni and the Reception of Neoclassicism in France Louise Pelletier
27  The Reception of European Renaissance Urban Theory in New Spain Juan Luis Burke
28  Thomas Jefferson: The American Landscape and the Architecture Carol William Westfall
29  The Revival of Classical Architecture in Athens, 1830–1860: Educational Institutions in Athens by Christian Hansen, Lysandros Kaftantzoglou and Stamatios Kleanthis Nikolaos Karydis
30  Modernism and Classicism in Brazil: Foundational Myths and Other Stories Daniela Sandler
31  Greek Temple Design and the Kathedrale des erotishen Elends Matthew Mindrup
32  The Underbelly of the Architect: Reproducing Classical Idioms of Power and Culture in Rome Renée Tobe and Tracey Eve Winton

Selected Bibliography
Index