1. Baroque Still-Life
Painting
Professor Will Adams
Valencia College
Fall 2011

2. BACKGROUND BAROQUE
 Baroque works were produced during the 17th and
18th centuries.
 The term Baroque comes from the Portuguese word
“barocca”, which means “an irregular pearl”.
 The first Baroque works appeared in Italy and the
style spread north into Europe.
 Baroque still-life was hugely popular in the
Netherlands and Flemish society.
 Still-life had symbolic meanings that people at the time
understood, which usually taught moral lessons.

3. Characteristics of Baroque Painting
 Chiaroscuro
 Painting from life
 Extreme detail
 Dynamic
arrangement and
lighting
 Rich colors

4. Famous Early Italian Baroque Paintings
Caravaggio’s “The Conversion of Artemisia Gentellischi’s “Judith
Saul”, c. 1600 Beheading Holofernes”, 1614-1620

5. Hunting
 Dead animals from a hunt
were a popular subject.
 They are a great way to show
off technique
 Be sure to look for:
– Textures like feathers, tassels,
velvet, etc.
– Strong composition
– Realism
– Details (Find the fly!)
– Lighting effects (chiaroscuro)

8. Frans Snyders’ “Still Life With Dead Game, Fruits And
Vegetables In A Market”, 1614

9. FRUIT
 Traditional, this is
what we usually think
of when we hear
“still-life”.
 Originally fruit was
symbolic of the good,
sweet things in life,
abundance, sexuality,
or even sin.

10. Examples of Fruit Still-Life
Caravaggio’s “Still-Life with Fruit”, Willem van Aelst’s “Still-Life with
1601-1605 Fruit & Crystal Vase”, 1652

11. LIGHTING
 Look at the way the light affects how
we see the different forms
–How does light affect the textures,
reflections?
–How does light and shadow affect
the mood?

12. Jan Davidsz de Heem’s “Still-Life with Fruit and
Lobster”, 1648

13. NOTICE THE COMPOSITION
 Composition: The arrangement of elements
and objects around the picture plane.
 Your eye travels from one point to another
around the picture in a clockwise path.
 Good composition keeps your eye moving on
an harmonious path.
 The triangle is a traditionally strong
compositional path.

14. LOOK!
Can you find
the triangular
composition?

17. FIND THE BUG!
 Insects were often added to a table setting
within the still-life’s composition.
 They symbolized the decadence of the “good
life”
 They also warned the viewer of the temptations
of too much sweetness
 “Too much of a good thing”

21. THE FIVE SENSES
 As still-life became more popular and began to evolve,
its symbolism became more profound
 Objects symbolizing the five human senses were
arranged on a table:
– Sight
– Sound
– Smell
– Touch
– Taste
Objects were chosen to symbolize pleasure!

25. DON’T FORGET ABOUT THE
COMPOSITION!

27. Ways to control eye movement
 Folds of cloth
 Positioning of objects, bodies
 Repetition of colors
 Emphasis from either highlights or shadows.
 Height of objects
 Details, textures, or negative space
 Eyes/gazes

29. VANITAS
 This type of still life was meant to remind the viewer of
the fleeting quality of life.
 Life is wonderful, but goes by very quickly!
 What do you think each object symbolizes?
 VANITAS is about the swift approach of DEATH!

31. Hendrick Andriezsoon’s “Still-life composition with human skull, globe, books,
crown, miter, bubbles, mussel shell with bubble pipe, holly crown on skull,
watch on table, candlestick (with reflection of artist’s portrait)”, 1650

32. Modern Vanitas
Audrey Flack’s “Marilyn (Vanitas)”,
Audrey Flack’s “Queen”, 1975 - 1976 1977

33. Vanitas homework
 Plan and create (either by drawing,  Be sure to include the same
collaging, painting, or compositional elements that
photographing) a vanitas, either for
yourself, someone you know, or
the Dutch Masters did:
someone famous. – Game
– Lighting
 Your still-life should be based on
your own life and community, and – Compositional paths
should measure no smaller than 8” – Insects
x 10”. – Vanitas elements
 On the back of your vanitas, list  Your still-life will be due at
and explain the objects/elements the beginning of class on
you included, and what they Tuesday, November 15th.
symbolize/represent.