Looking specifically at sewing, art, writing, and acting, Zakreski shows how these professions increasingly came to be defined as 'artistic' and thus as suitable professions for middle-class women, and argues that the supposedly degrading activity of paid work could be transformed into a refining experience for women. Rather than consigning working women to the margins of patriarchal culture, then, her study shows how representations of creative women, by authors such as Elizabeth Barrett Browning, Dinah Craik, Charles Dickens, Anthony Trollope, and Charlotte Yonge, participated in and shaped new forms of mainstream culture."--BOOK JACKET.

Kenyon Cox (1856-1919) studied painting in Paris from the fall of 1877 to the fall of 1882. These edited letters, written to his parents in Ohio, describe Cox's daily routine and explicate French art teaching both in the academic setting of the Ecole des Beaux-Arts and in private ateliers, such as those of Emile Carolus-Duran and Rodolphe Julian. The letters are important for insight into this system and into Paris art student life in general. Cox was an academic, committed to learning traditional drawing and composition before establishing his own artistic identity. Most of the students who crowded the ateliers and academics of Paris shared this view, and Cox's experiences and opinions, often pungently expressed, were thus more typical of this great majority than were those of experimenters such as the impressionists, who were gaining notice while Cox was in Paris. He commented frequently on current fads, fancies, and serious developments in the art world during this transitional period. Cox also described his life and travels outside the academy. These letters are a valuable commentary on the culture of late nineteeth-century Europe. He reported on concerts, operas, plays, paintings, and literature, and the varied kinds of life--the look of the land, towns, buildings, and people--he encountered during his summer travels to the Seine valley, northern Italy, and the artist colony in Grez, south of Paris. Art critics, historians, and collectors of traditional and academic art of this period will find this book the beginnings of the traditionalist view for which Cox later became famous. In addition, the letters are an often moving chapter in the development of an intellectually precocious young man from the American Midwest who was determined to become a painter with ideas as well as skill.

First Published in 1997. This book is intended as a resource for anyone interested in the artistic contributions and activities of women in nineteenth-century Britain. It is an index as well as an annotated bibliography and provides sources for information about women well known in their own time and about women who were little known then and are forgotten now

A novel investigation into art pedagogy and constructions of national identities in Britain and Ireland, this collection explores the student-master relationship in case studies ranging chronologically from 1770 to 2013, and geographically over the national art schools of England, Ireland, Scotland and Wales. Essays explore the manner in which the Old Masters were deployed in education; fuelled the individual creativity of art teachers and students; were used as a rhetorical tool for promoting cultural projects in the core and periphery of the British Isles; and united as well as divided opinions in response to changing expectations in discourse on art and education. Case studies examined in this book include the sophisticated tradition of 'academic' inquiry of establishment figures, like Joshua Reynolds and Frederic Leighton, as well as examples of radical reform undertaken by key individuals in the history of art education, such as Edward Poynter and William Coldstream. The role of 'Modern Masters' (like William Orpen, Augustus John, Gwen John and Jeff Wall) is also discussed along with the need for students and teachers to master the realm of art theory in their studio-based learning environments, and the ultimate pedagogical repercussions of postmodern assaults on the academic bastions of the Old Masters.