Development
An examination of the original reveals that the artist revised the composition and details several times to balance the image, add iconography and tell a more complete story.
Brush strokes and texture indicate that an earlier version had Napoleon's upper body was flanked by two fluted columns about the width of the figure's torso. These strong vertical elements would have distracted from the central figure.
These columns were revised to a carved panel in shadow (on the viewer's left) and a clock with a large face (viewer's right) on level with and somewhat larger than the figure's face. The clock was later repainted with a smaller face moved up and to the right, with the clock body still covering the underlying column brush strokes.
These revisions greatly improved the compositional balance of the painting's upper section, reducing the impression of three vertical columns. They successfully moved the viewers focus to Napoleon's face and expression and away from the presumably accurate stature and middle-heavy build.
The change also allowed incorporating additional symbology, most notably the time (4:13).
Other revisions were added symbols on the table items and lower section, many painted over fleurs-de-lis which are conspicuously rare in the final image.
Read more about this topic: The Emperor Napoleon In His Study At The Tuileries
Famous quotes containing the word development:
“They [women] can use their abilities to support each other, even as they develop more effective and appropriate ways of dealing with power.... Women do not need to diminish other women ... [they] need the power to advance their own development, but they do not “need” the power to limit the development of others.”
—Jean Baker Miller (20th century)
“For the child whose impulsiveness is indulged, who retains his primitive-discharge mechanisms, is not only an ill-behaved child but a child whose intellectual development is slowed down. No matter how well he is endowed intellectually, if direct action and immediate gratification are the guiding principles of his behavior, there will be less incentive to develop the higher mental processes, to reason, to employ the imagination creatively. . . .”
—Selma H. Fraiberg (20th century)
“Dissonance between family and school, therefore, is not only inevitable in a changing society; it also helps to make children more malleable and responsive to a changing world. By the same token, one could say that absolute homogeneity between family and school would reflect a static, authoritarian society and discourage creative, adaptive development in children.”
—Sara Lawrence Lightfoot (20th century)