Henry Moore (1898-1986)
The British sculptor Henry Moore was a leading figure in the 20th-century art world
Henry Moore was born in Castleford, a small town near Leeds in the north of England. He was the seventh child of Raymond Moore and his wife Mary Baker. He studied at Castleford Grammar School from 1909 to 1915, where his early interest in art was encouraged by his teacher Alice Gostick. After leaving school, Moore hoped to become a sculptor, but instead he complied with his father’s wish that he train as a schoolteacher. He had to abandon his training in 1917 when he was sent to France to fight in the First World War.
After the war, Moore enrolled at the Leeds School of Art, where he studied for two years. In his first year, he spent most of his time drawing. Although he wanted to study sculpture, no teacher was appointed until his second year. At the end of that year, he passed the sculpture examination and was awarded a scholarship to the Royal College of Art in London. In September 1921, he moved to London and began three years of advanced study in sculpture.
Alongside the instruction he received at the Royal College, Moore visited many of the London museums, particularly the British Museum, which had a wide-ranging collection of ancient sculpture. During these visits, he discovered the power and beauty of ancient Egyptian and African sculpture. As he became increasingly interested in these ‘primitive’ forms of art, he turned away from European sculptural traditions.
After graduating, Moore spent the first six months of 1925 travelling in France. When he visited the Trocadero Museum in Paris, he was impressed by a cast of a Mayan* sculpture of the rain spirit. It was a male reclining figure with its knees drawn up together, and its head at a right angle to its body. Moore became fascinated with this stone sculpture, which he thought had a power and originality that no other stone sculpture possessed. He himself started carving a variety of subjects in stone, including depiction of reclining women, mother-and-child groups, and masks.
Moore’s exceptional talent soon gained recognition, and in 1926 he started work as a sculpture instructor at the Royal College. In 1933, he became a member of a group of young artists called Unit One. The aim of the group was to convince the English public of the merits of the emerging international movement in modern art and architecture.
Around this time, Moore moved away from the human figure to experiment with abstract shapes. In 1931, he held an exhibition at the Leicester Galleries in London. His work was enthusiastically welcomed by fellow sculptors, but the reviews in the press were extremely negative and turned Moore into a notorious figure. There were calls for his resignation from the Royal College, and the following year, when his contract expired, he left to start a sculpture department at the Chelsea School of Art in London.
Throughout the 1930s, Moore did not show any inclination to please the British public. He became interested in the paintings of the Spanish artist Pablo Picasso, whose work inspired him to distort the human body in a radical way. At times, he seemed to abandon the human figure altogether. The pages of his sketchbooks from this period show his ideas for abstract sculptures that bore little resemblance to the human form.
In 1940, during the Second World War, Moore stopped teaching at the Chelsea School and moved to a farmhouse about 20 miles north of London. A shortage of materials forced him to focus on drawing. He did numerous small sketches of Londoners, later turning these ideas into large coloured drawings in his studio. In 1942, he returned to Castleford to make a series of sketches of the miners who worked there.
In 1944, Harlow, a town near London, offered Moore a commission for a sculpture depicting a family. The resulting work signifies a dramatic change in Moore’s style, away from the experimentation of the 1930s towards a more natural and humanistic subject matter. He did dozens of studies in clay for the sculpture, and these were cast in bronze and issued in editions of seven to nine copies each. In this way, Moore’s work became available to collectors all over the world. The boost to his income enabled him to take on ambitious projects and start working on the scale he felt his sculpture demanded.
Critics who had begun to think that Moore had become less revolutionary were proven wrong by the appearance, in 1950, of the first of Moore’s series of standing figures in bronze, with their harsh and angular pierced forms and distinct impression of menace. Moore also varied his subject matter in the 1950s with such works as Warrior with Shield and Falling Warrior. These were rare examples of Moore’s use of the male figure and owe something to his visit to Greece in 1951, when he had the opportunity to study ancient works of art.
In his final years, Moore created the Henry Moore Foundation to promote art appreciation and to display his work. Moore was the first modern English sculptor to achieve international critical acclaim and he is still regarded as one of the most important sculptors of the 20th century.
*Mayan: belonging to an ancient civilisation that inhabited parts of current-day Mexico, Guatemala, Belize, El Salvador and Honduras.
Do the following statements agree with the claims of the writer in Reading Passage 1?
In boxes 1-7 on your answer sheet, write
TRUE if the statement agrees with the information
FALSE if the statement contradicts the information
NOT GIVEN if there is no information on this
题目定位词:leaving school, did, father, wanted
答案位置:第1段第4-5行
题目:离开学校之后,Moore 从事了父亲想让他做的事。定位词 leaving school 和 father 很明显,原文说 Moore 希望成为一名雕塑家,但是他却遵照父亲的意愿受训成为一名教师,其中 complied with his father's wish 替换了题目中的 did what his father wanted. 即使不认识 complied with, 也可通过前面的“希望成为一名雕塑家”和后面的“受训成为一名教师”判断,他没有按照自己的愿望行事,而是遵照了父亲的意愿,题目与原文表述一致。因此答案为TRUE.
题目定位词:studying sculpture, first term, Leeds School of Art
答案位置:第2段第1-3行
题目:Moore 在利兹美术学校的学期开始学习雕塑。定位词 Leeds School of Art 很明显,出现在第2段开头。紧接着第2-3句提到 Moore 学年大多数时间都在学画画,尽管他想学习雕塑,但直到第二学年才有任课教师。两者结合判断,Moore 非学年,而是第二学年才开始学习雕塑,题目与原文表述矛盾。因此答案为 FALSE.
题目定位词:started, Royal College of Art, reputation, excellent
答案位置:第2段第4-5行
题目:Moore 进入皇家艺术学院时,学院在教育方面声誉很高。第2段第4行,扫读附近内容,发现 began 定位词 Royal College of Art 很明显,出现在替换了题目中的 started, 但原文并未提及任何对皇家艺术学院的评价,所以题目中的在雕塑教育方面声誉很高”这一重要信息在原文中缺失。因此答案为NOT GIVEN.
题目定位词:ancient sculpture, London museums
答案位置:第3段第1-4行
题目:Moore 参观过伦敦的博物馆后开始注意到古代雕塑。
定位词 London museums 和 ancient sculpture 出现在第3段第1句,文中提到伦敦的博物馆有大量的古代雕塑,而 Moore 发现了(discovered)古埃及雕塑和非洲雕塑的力量与美丽,随后提到他对这类“原始”艺术形式愈发感兴趣(became increasingly interested in), 其中 discovered 和 became increasingly interested in 与题目中 became aware of 相符,这也确实是参观博物馆后的结果,符合题目中的 as a result of. 因此答案为TRUE.
题目定位词:Mayan sculpture, attracted, public interest
答案位置:第4段第2行
题目:特罗卡德罗博物馆的玛雅雕像吸引了公众的极大兴趣。定位词 Mayan sculpture 很明显,出现在第4段第2行,扫读发现,was impressed by 对应题目中的 attracted, 但原文说的是该雕像让 Moore 印象深刻,并未提及吸引公众兴趣(public interest). 因此答案为NOT GIVEN.
题目定位词:Mayan sculpture, similar, other stone sculptures
答案位置:第4段第4-5行
题目:Moore 认为玛雅雕塑与其他石雕有某些相似之处。与上题定位词相同,接着向后看可知,Moore 认为这个雕像具有其他石雕所没有的力量和原创性,其中 no other stone sculpture possessed 与题目中的 similar 相悖。因此答案为 FALSE.
题目定位词:Unit One, modern art and architecture, more popular
答案位置:第5段第3-4行
题目:Unit One 团体的艺术家想让现代艺术和建筑更流行。定位词 Unit One 很明显,出现在第5段第3行,扫读可知,Unit One 的宗旨是向英国公众宣传现代艺术和建筑运动的优点,这是题目中“让现代艺术和建筑更流行”的另一种说法。
因此答案为TRUE.
