Jean Auguste Dominique Ingres (August 29, 1780 – January 14, 1867) was a French painter. His name is pronounced in French ("Ang" — rhymes with "bang", with a hint of the "r", but the final "es" is not pronounced).

Life

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He was born in Montauban, Tarn-et-Garonne, France. His father was a painter, sculptor and violinist, and taught the young Ingres in all these disciplines. The boy's talent for music seemed most promising at first — performance of a concerto of Giovanni Battista Viotti was applauded at the theatre of Toulouse. In 1791 he entered the Royal Academy of Arts in Toulouse where he studied art under Joseph Roques, sculpture under J. Vigan, and landscape painting under Briant.

In 1796 Ingres went to Paris to study under Jacques-Louis David, where he studied for four years, finally winning the Grand Prix in 1801 for Ambassadors of Agamemnon in the tent of Achilles. He parted company from David over a difference of opinion on style. Ingres's style was more flat and linear, and focused on contour.

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In 1765, John Singleton Copley sent his painting Henry Pelham (Boy with a Squirrel) from Boston to London in hopes of receiving feedback from the arbiters of academic aesthetics. Several months later, he received the welcome news that Sir Joshua Reynolds had called the painting "wonderfull." In virtually every scholarly narrative of early American art, Boy with a Squirrel derives its canonical significance from this famous transatlantic relay. But the most basic reality of that relay–the massive fact of the Atlantic Ocean standing between Copley and his interlocutors–has barely been registered in the scholarship.This essay interprets Boy with a Squirrel in terms of the difficulty and delicacy of its transatlantic transmission. I argue that Copley, as he attempted to create a painting that would have the necessary transitive qualities, drew from an array of familiar discourses of Atlantic exchange and transport. The painting's profile format evoked strategies of numismatic exchange. The precise representation of the flying squirrel tapped into well-established transatlantic natural history circuits. The spatial transformations of the composition echoed not only empiricist theories of sensory conveyance (especially the writings of George Berkeley), but also mirrored the workaday dynamics of the shipping and reassembly of transatlantic commodities. Copley, like many other colonial artists, worked in a global community governed by distance, difference, and delay. By attending to the vehicular context of Boy with a Squirrel, we can begin to understand his strategies for articulating–and navigating–that new global space.

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