Composing as emotional construction

Wien funkelt © Samantha Groenestyn

Wien funkelt © Samantha Groenestyn (oil on linen)

I’ve spent some time lately in the galleries trying to come to an understanding about composition. Not really knowing what I was looking for, I took my sketchbook and pencil and set about collecting some information, reducing it, simplifying it, hoping to see some sort of pattern emerge. In fact, many different patterns emerged from my little thumbnails.

Composition thumbnails 1

In Van Dyck’s Gefangennahme Samsons (1628/30) the heavy weave of the fabric of the painting showed a tightly constructed image, the whole picture electrified with energy and motion, though the frenzy offers no relief for the eye. His Mystische Verlobung des Heiligen Hermann Joseph mit Maria (1630) concentrates the action into a similarly dense knot, with figures and drapery tangling together, but the rhythms run three-dimensionally, not confined to the flat pictorial space. An oval slopes deep into the picture, running through the loop of arms at the centre. Similar retreating ovals swing through Rubens’ Heilige Ambrose und Kaiser Theodosius (1615/16) and Die Heilige Familie unter dem Apfelbaum (1630/32), intersecting with the two-dimensional arrangement.

Titian’s Diana revealed complex braids of arcs through the dizzyingly busy picture. Actually each curve is a wonderfully simplified statement that seems to keep the picture in motion, a liquid in suspension, not snagged by unnecessary points of elbows or knees. And Degas blares out as the most unselfconsciously shape-loving painter, with his charmingly intimate square pastels, both Nach dem Bad, almost pieced together from strong, insistent shapes rather than representations of interiors. And yet, despite the prominence of these shapes, Degas never relinquishes the fullness of forms.

Composition thumbnails 2

While these investigations turned up some interesting ideas, the jumble of thoughts they produced in my mind left me no clearer of how I ought to approach composition. And despite the importance of concrete examples, I was looking for a more unifying, fundamental way to grasp the concept. It was at this point I returned to Robert Nelson.

The main point to hold in your mind when thinking about composition is that it is, at heart, about construction. You’ll forgive my constant sideways remarks about photography, but our aesthetic vision is currently somewhat obscured by the lens, and in the matter of composition, by the viewfinder. ‘Photography as a process, certainly in its documentary incarnations, might be described as a roving rectangle in search of a motif,’ writes Nelson (2010: 99), continuing sympathetically but firmly, ‘The nomadic and scavenging character of documentary photography makes for an art of great complexity; but it is essentially different from the constructed technologies of the past.’ As a painter, I know my own understanding of composition was clouded by this idea of finding and framing. Yet the painter suffers no such constraints: she is at complete liberty to compose, exactly as the musician may draw notes from his mind and not wait to capture them. Dewey (1934: 75) compares it to the ordering of thoughts of the writer: ‘As the painter places pigment upon the canvas, or imagines it placed there, his ideas and feeling are also ordered. As the writer composes in his medium of words what he wants to say, his idea takes on for himself perceptible form.’

Sankt Marx composition

Nelson (2010: 95-6) argues that, despite the popularity of the idea, there are no ‘design principles,’ no rules to be taught, no natural laws to transform aesthetics into a science. Conventions of the past were simply that—conventions, not eternal ideals. Golden means and overlaid geometry reek of ‘numerological witchcraft’ to him. Yet composition remains vital to painting because of the deliberateness it entails. The painter actively arranges not only elements, but space and even, he (2010: 98) argues, ‘the way that you encounter the motif.’ The whole is a carefully contrived experience, deliberately built up from nothing.

Rather than groping fruitlessly after scientific justifications for the success of compositions, Nelson (2010: 96) suggests turning to the poetic. Composition, far from submitting to rules, is rather a matter of expression, and perhaps even, as Dewey suggests, of emotion. Dewey (1934: 70) writes of the deliberate arrangement of the whole: ‘The determination of the mot juste, of the right incident in the right place, of exquisiteness of proportion, of the precise tone, hue, and shade that helps unify the whole while it defines a part, is accomplished by emotion.’ The painter has complete control over how the stage is to be set, over how the experience is to unfold. The balance or imbalance is completely at her disposal; the weight of the tones may set the mood she desires, the space may be moulded or the shapes emphasised or the rhythms interlaced as best suits her own expressive purpose. Dewey (1934: 62) is quick to clarify, however, that this expression, however emotional, remains calculated and controlled:

‘To discharge is to get rid of, to dismiss; to express is to stay by, to carry forward in development, to work out to completion. A gush of tears may bring relief, a spasm of destruction may give outlet to inward rage. But where there is no administration of objective conditions, no shaping of materials in the interest of embodying the excitement, there is no expression. What is sometimes called an act of self-expression might better be termed one of self-exposure; it discloses character—or lack of character—to others. In itself, it is only a spewing forth.’

In order to express something clearly, to honestly transcribe emotive experiences, the painter must keep the whole before her, and work in a flexible way. Her medium needs to be pliant enough to push around, to adjust, to exaggerate, to search out (Gombrich 1996: 214). Drawing is the most obvious starting place, offering a reductive description, a non-committal, experimental visualisation of the unborn painting. Without labouring details, the painter can think through the unity of the whole and observe the interaction of the ill-defined parts. She can crop and re-crop. She can design, she can grow the image organically. In keeping the whole at the fore, she can keep the emotional experience tight and true. Da Vinci (in Gombrich 1996: 213) confirms this fluid mode of working and the connection between emotion and composition in both his hairy drawings and his writings:

‘Now have you never thought about how poets compose their verse? They do not trouble to trace beautiful letters nor do they mind crossing out several lines so as to make them better. So, painter, rough out the arrangement of the limbs of your figures and first attend to the movements appropriate to the mental state of the creatures that make up your pictures rather than to the beauty and perfection of their parts.’

I expect I’ll continue to collect thumbnails at the gallery, but with renewed purpose: There are no codes to decipher and assimilate, no universal truths to unearth. There is only the deliberate hanging-together of the whole—directed by the emotional impulse of the author—to unravel and to admire. And my own emotional intent to orchestrate in my own paintings, beginning with my ever-pliable pencil.

Sankt Marx

Dewey, John. 1934. Art as experience. Minton, Malch & Company: New York.

Gombrich, E. H. 1996. The essential Gombrich: Selected writings on art and culture. Ed. Richard Woodfield. Phaidon: London.

Nelson, Robert. 2010. The visual language of painting: An aesthetic analysis of representational technique. Australian Scholarly Publishing: Melbourne.

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Positive learning

Kaffeehaus

The pace of Vienna immediately imposes itself on me: after the bustle of travel, of train connections and ever-changing beds, Vienna lures me into Kaffeehäuser and time drifts to a standstill. Vienna invites you to think, to take time, guilt free. Our ideas can’t settle in a frenzy of activity, and to return to Vienna means to luxuriate in slow days—enforced late starts, inattentive waiters and friends hungry for deep conversations late into the night. Overwhelmed at the scheming ahead of me, the plans and hopeful ideas, Vienna has lulled me into an unworried place and whispered, ‘Kein Stress; collect your thoughts.’

Schloß Schönbrunn, Wien

Schloß Schönbrunn, Wien

And yet, I’ve kept my hands and mind well-occupied. Shortly after my return, my painter friend Philip arranged a week-long pose with a model. This was an excellent chance to test some of my recent thoughts on memory. During this week I thought a lot about two contrasting modes of learning, which I came to think of as positive and negative learning. Many of my peers in Vienna lack, and desperately crave, a teacher—as do I. Yet our approaches to commandeering our own learning are like night and day. I sat down in the weeks before and wrote myself a plan. I decided what to investigate, how I would go about it, how I would limit myself, and how I would test myself. I set something clear to aim at, and prepared myself to achieve it. I saw that my studio colleagues, meanwhile, were seeking to improve themselves largely by inviting criticism and adapting their work accordingly. The trouble is that everyone has an opinion and these haphazard offhand comments are unlikely to resolve themselves into a harmonious picture.

Oberes Belvedere, Wien

Oberes Belvedere, Wien

I appreciated anew the generosity of my teachers Scott and Ryan in Brisbane, who teach in a giving, positive way. Rather than waiting for me to fail and knocking me down, they set me a fresh task each class and helped me concentrate on achieving it. And they taught me how to make my way without their instruction; how to set and evaluate my own tasks. Outside criticism might be useful to a point, but largely irrelevant if the bestower of criticism is ignorant of my goal. And, in my experience, willing critics do not consider even asking what you might be trying to achieve.

Schloß Schönbrunn, Wien

Schloß Schönbrunn, Wien

So, this being my second ever full-figure painting from life, I decided to concentrate on three things: translating the fluidity of drawing into paint, consolidating some anatomy, and testing my memory. I did not intend to make a charming finished picture, or a genuine portrait, or to get too lost in colour. While all of these things would be nice, I would at best consider them happy by-products, and not let them carry me away from my focus. If the colour lacked life, so be it. The drawing must have life, and I must find a way to energise the paint with it, and not let the paint stiffen my drawing. Part of this would be to not be afraid of painting over the drawing, but to trust myself to be able to redraw, and redraw better, knowing I was ever more familiar with the subject. And anatomy, of course, is always a challenge to locate under the skin of a real and wholly individual model. Memory would permeate this as well, as I would be forced to recall what I knew as I tried to locate it. And hopefully the finding of it would cement it further in my memory.

Nude2

To orient myself, I brought in a large pad on the first day and set to work making a detailed drawing. I went slowly and lightly, at first feeling for the gesture of the pose, feeling the cramp through the hunched torso, the stretch through the extended leg. I found myself excellently situated in a spot with almost full-light, able to see every muscle which was turned towards me, and to concentrate on the anatomy and the forms. I spent two days on this drawing, modelling it with fine hatching. In between, at home, I had my anatomy book out and made little practice sketches of the pose, searching out the probable locations of the muscles I had identified in the book, to compare with the model later, or trying to identify unknown lumps I had observed in the surface of the model’s skin.

Classic3

When I returned on day three with my freshly-stretched linen towering above me, the figure was so ingrained in my mind that I quickly and freely drew him up directly in paint in the first session. The rest of the day was spent carefully observing colours and tonal relationships and blocking in as much colour as I could. I decided to keep the contrast softer. I worked simply, with one mix for light and one for shade for each colour.

Classic4

The next day I went in more firmly with the shadows, and spent some time fitting them within the context. By the fifth day, things were getting serious: making decisions about the flesh, how to colour it, how to model it, and how to make it lively. I was given all sorts of advice about contrast, about whacking in some arbitrary blue bits, about how dull and flat my figure looked. But I persevered. I had a plan, after all. By the end of this day, I was satisfied that my figure felt full and that he expanded into a three-dimensional space, and that I could explain all of the ridges and swellings. No lies here.

‘But this has nothing to do with erratic, ‘skilful’ negligence or any alibi for covering up what has not been resolved. The perception-related attributes of this activity go together with the ability to filter out and select anything not immediately essential to the fundamental realisation of subjects and ideas.’ (Bammes, p. 240).

Classic5

 

 

Classic6

Having worked very broadly up until this point, and ever keeping the construction of the body at the fore of my mind, I was now at liberty to refine my picture. I only adjusted things in small ways, trusting my earlier and hard-won decisions. Clark (p. 133) would approve: ‘The average student cannot make a success of this procedure because accident is more attractive than substance. He seizes upon tricks of style, and overlooks essential structure.’ I introduced more pink at the extremities, mixed more neutral colours for the furthest limbs, and set a point at which the light fell the strongest on him to work out from.

Classic7

Suddenly our seven days were up, and I had to cart this guy, still wet, home on the U-Bahn and through the fog, via another life drawing session. I set him up in my own studio and worked a couple more days. Seeing him in natural light was extremely helpful. I was pleased at having thought everything through systematically, for my decisions held up under a different light. At home I worked from my drawing. I had already paid such close attention to the hands, feet and face that the simplified planes I had established in paint were readily transformed into fingers and toes and features.

Classic8

 

Ash

Ash

But then—the test! Not only had I intended to consolidate some anatomy, and translate drawing into paint, I wanted to use this week to push my memory. Ryan had boasted that he could redraw entire drawings from memory if he had been working on them long enough. Incredulous, I was determined to do the same. And so, at my desk, with my painting turned to face the wall and my original drawing tucked away, I set about redrawing him. And really—I had been staring at one man seated in one pose for a week; if I couldn’t recall him then I could not have been so attentive. The pose came out easily, but the more I got into specifics, the more difficult it got. In general terms, I remembered where muscles belonged and where they should go, but not necessarily how limbs overlapped. The gaps that were revealed—the squashed chest, for example—showed up things I could guiltily admit to not understanding so clearly, like how the pectoralis and the deltoid meet.

Drawing from memory

Drawing from memory

It became clear that few of my fellows enter such a scenario with a clear idea of what they will investigate. They are desperate to learn, but not purposefully approaching their learning, or taking charge of it. Their strategy was, rather, to rely on the critique of others, and as such they seemed disproportionately eager to dole out criticism. Their defensive drawing and painting strategy makes for a wholly negative learning experience—draw, fail, and be corrected.

Volksgarten, Wien

Volksgarten, Wien

 

I realised how fortunate I’ve been to receive a great deal of positive teaching. My teachers have long since instilled in me the approach of dreaming up a challenge, a strategy, and working toward it. It is focused and limited. To muddle me and burden me with anatomy corrections far too advanced for me would only have distracted and discouraged me. Instead, they always kindly directed me towards something, and made their generous corrections in sympathy with this goal. And, perhaps most importantly, they taught me that I didn’t need them to set tasks for me. They taught me how to set my own tasks.

Musikverein, Wien

Musikverein, Wien

 

Bammes, Gottfried. 2010. Complete guide to life drawing [Menschen zeichnen Grundlagen zum Aktzeichnen]. Trans. Cicero Translations. Search: Kent.

Clark, Kenneth. 1985 [1956]. The nude: A study of ideal art. Penguin: London.

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