Category Archives: Drawings and original artwork

Releasing Girls’ Creativity at the Emmy Zweybruck-Prochaska School in 1920s Vienna

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Type two words—“creativity” and “children”—into the search bar, hit the magnifying glass icon, and watch the results cascade down the screen.   The tenor of all these hits to scholarly articles in psychology, curriculum on public television for carers, websites devoted to child development, Ideas.Ted.com, etc. is unlocking every child’s imaginative potential is crucial to their intellectual and emotional progress.

Art instruction emphasizing creative self-expression through craft projects is believed to be among the best ways of opening up children’s minds to this process.  The idea that children should be inspired to discover within the seeds of creativity and to release their individuality through art for its own sake rather than to prepare for careers  dates back to early twentieth-century Vienna.  Franz Cizek (1765-1943), the most celebrated professor of art education of his generation, promoted a method which encouraged pupils to teach themselves, discarding the traditional formal study of technique for the exploration of a wide variety of media.

Cizek’s course  inaugurated in 1903 at the School of Applied Arts, with its strong ties to the Viennese Sezession, was not the only place in Austria where boys and girls were taught according to this philosophy.  Emmy Zweybrück-Prochaska (1890-1956) opened a school just for girls in 1915.  nfluenced by Cizek’s progressive, “permissive” methods, she brought deep interests in applied design, and the so-called naïve design language of  indigenous peoples, and women’s handwork in the textile arts.  Zweybruck parted company from Cizek in her practice in bringing out self-expressive potential through achievement of technical proficiency  and her dedication to training both amateurs and young women aspiring to careers as artists.

A sample of work by some of Zweybruck’s students has been preserved in the Cotsen collection.  Among the most delightful are the hand-drawn postcards.  The assignment seems to have been to illustrate the front of a commercially printed card and write a message to their teacher.  The illustration shown below is signed “E. C.” and the signature is “your Evelyn.”   The back is postmarked “1916.”   Lisbeth Haase is one of the most accomplished artists in the archive.  Here is her design of a girl watering a cactus for a postcard.  The black and white drawing is the right-hand half of a frame for a double-page spread in a book.  The third is a clever jumble perhaps of Lisbeth’s favorite things or an assortment of subjects Zweybruck suggested be incorporated into some kind of picture.The largest group reflects the method’s foundational principle of letting children try their hands at different media and includes linocuts, collages, papercuts, and drawings, some signed by the young creators.  One of Zweybruck’s techniques was to read aloud detailed descriptions or little stories lasting around 5 minutes and allowed the students “to find their way as best they can and will” in their responses. One day’s project must have been based on the legend of St. George and the dragon and it’s fascinating to notice the differences between these two attempts.  Unfortunately they are both anonymous designs.Perhaps this whimsical collage of an elephant by “N. J.” was a design for a toy or figurine.  N. J. used silver paper and sequins in addition to different colored papers.The horizontal borders in watercolor or cut papers are unsigned, but the linocut of the fence is credited to Zviki Abramowicz.  The unsigned designs for borders range from abstraction to the highly stylized “primitive. It’s also possible to compare two versions of the same image within the archive.  This design was executed in black and white and in full color.  The black and white version of the Virgin and Christ Child was mounted on the same sheet as a quick sketch of several faces.  This ambitious image is also unsigned.In the coming months, all the materials by Zweybruck’s students in the collection will be reorganized so they will be more accessible to researchers.  The names of all the students who signed their work will also be recorded.  Perhaps someone some day will try to identify the girls who studied with Zweybruck and establish how many went on to be artists.

Made by a Child: A Deck of Cards ca. 1790 Illustrated with Characters from Famous Plays

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Strange things are shelved in the Cotsen manuscripts section.  It’s unclear what  exactly they are, why they were made, and who made them.   When the object has no obvious clues that might set off a chase, some of their secrets will always be impenetrable.  Others can be cracked with some research, like this set of illustrated cards drawn on the blanks of a standard set of playing cards. Most of them have a tab on the back so they can be stood up on a flat surface, suggesting that they are not intended to be dealt out to players of a game.  The primitive style of the artwork and awkward printing of the captions look like the work of a child.Two of the cards conveniently date them between 1760 and 1820, the reign of King George III.  Here he is, with his consort Charlotte.  They seem to be the only portraits of real people.Whoever made them was familiar with the cast list of Shakespeare’s Henry IV, pt. 1 because Falstaff’s gang is well represented.  The child maker also seems to have known other plays. To the right of plump Jack Falstaff is Sergeant Kite, a character in George Farquahar’s comedy The Recruiting Officer, which opened in Drury Lane in 1706 and was one of the most popular plays of the 1700s.  It opens with Sergeant Kite haranguing the crowd, trying to sign up recruits for the army:

If any gentlemen soldiers, or others, have a mind to serve Her Majesty, and pull down the French king; if any prentices have severe masters, any children have unnatural parents; if any servants have too little wages, or any husband too much wife; let them repair to the noble Sergeant Kite, at the Sign of the Raven, in this good town of Shrewsbury, and they shall receive present relief and entertainment.

These two cards represent the hero and one of the rivals for his affections from the stage or reading versions of Henry Fielding’s updated adventures of Tom Thumb, incredibly popular The Tragedy of Tragedies, or The Life and Death of Tom Thumb (1731). Fielding’s satire on the abuses of language on the contemporary stage was probably of less interest to the card maker than the running joke about the impossibility of congress between the little fellow and his gigantic panting lady loves.

The presence of certain other characters is much less unexpected.  “Mother Midnight,” supposedly the midwife behind the magazine The Midwife (1751) was one of poet Christopher Smart’s alter egos.  In the satirical review Mother Midnight’s Oratory, he played her in drag, as well as singing, dancing, and collaborating on writing the buffoonery.  The famous comedian Samuel Foote was also involved and the drag role of Lady Pentweazel in his play Taste turns up in the deck.

King Arthur and Merlin make appearances.  As tempting as it is to jump to the conclusion the child was immersed in Arthurian legends, given all the characters from plays in the card set, it may be just as likely that the drawings were inspired by  John Dryden’s libretto for Henry Purcell’s opera 1691 opera King Arthur with a libretto by John Dryden, which had been revived  in different revised versionsin 1736, 1763, 1770, and 1784.The child’s imagination was so engaged with the popular culture of the day that it makes me wonder if the card maker was stage-struck or was a member of a play-going family.  Until the identities of the characters drawn are untangled, it’s easy to dismiss the deck of cards as a curiosity or an amusing example of children’s artwork and fail to recognize it can also serve as a window into the mentalities of late eighteenth century childhood.