In 1993, a psychologist, James Cutting, visited the Musée d’Orsay in Paris to see Renoir’s picture of Parisians at play, “Bal du Moulin de la Galette”, considered one of the greatest works of Impressionism. Instead, he found himself magnetically drawn to a painting in the next room: an enchanting, mysterious view of snow on Parisian rooftops. He had never seen it before, nor heard of its creator, Gustave Caillebotte.
That was what got him thinking.
Have you ever fallen for a novel and been amazed not to find it on lists of great books? Or walked around a sculpture renowned as a classic, struggling to see what the fuss is about? If so, you’ve probably pondered the question Cutting asked himself that day: how does a work of art come to be considered great?
The intuitive answer is that some works of art are just great: of intrinsically superior quality. The paintings that win prime spots in galleries, get taught in classes and reproduced in books are the ones that have proved their artistic value over time. If you can’t see they’re superior, that’s your problem. It’s an intimidatingly neat explanation. But some social scientists have been asking awkward questions of it, raising the possibility that artistic canons are little more than fossilised historical accidents.
Cutting, a professor at Cornell University, wondered if a psychological mechanism known as the “mere-exposure effect” played a role in deciding which paintings rise to the top of the cultural league. In a seminal 1968 experiment, people were shown a series of abstract shapes in rapid succession. Some shapes were repeated, but because they came and went so fast, the subjects didn’t notice. When asked which of these random shapes they found most pleasing, they chose ones that, unbeknown to them, had come around more than once. Even unconscious familiarity bred affection.
Back at Cornell, Cutting designed an experiment to test his hunch. Over a lecture course he regularly showed undergraduates works of Impressionism for two seconds at a time. Some of the paintings were canonical, included in art-history books. Others were lesser known but of comparable quality. These were exposed four times as often. Afterwards, the students preferred them to the canonical works, while a control group of students liked the canonical ones best. Cutting’s students had grown to like those paintings more simply because they had seen them more.
Cutting believes his experiment offers a clue as to how canons are formed. He points out that the most reproduced works of Impressionism today tend to have been bought by five or six wealthy and influential collectors in the late 19th century. The preferences of these men bestowed prestige on certain works, which made the works more likely to be hung in galleries and printed in anthologies. The kudos cascaded down the years, gaining momentum from mere exposure as it did so. The more people were exposed to, say, “Bal du Moulin de la Galette”, the more they liked it, and the more they liked it, the more it appeared in books, on posters and in big exhibitions. Meanwhile, academics and critics created sophisticated justifications for its pre-eminence. After all, it’s not just the masses who tend to rate what they see more often more highly. As contemporary artists like Warhol and Damien Hirst have grasped, critical acclaim is deeply entwined with publicity. “Scholars,” Cutting argues, “are no different from the public in the effects of mere exposure.”
Ian Leslie, “The Mona Lisa Effect”, The Ruffian, 2022-10-29 (originally published in Intelligent Life in 2014.
February 8, 2023
QotD: How do the “great works of art” become “great”?
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