Artium Baccalaureus (AB), Ohio University, 2025, English
As Lily Briscoe suggests in Virginia Woolf's To the Lighthouse (1927), art “make[s] of the moment something permanent” (165). Pieces of art also immortalize the minds of their creators to a certain degree; their thoughts, ideas, and feelings take real form, sculpted in the physical world, smattered upon canvasses, or detailed in book pages. It is a consequence of the profession, therefore, that audiences might demand more of the artist's mind. As audiences begin to ponder the “inspiration” behind art, it becomes difficult for the artist to hide. Inspiration implies that artwork reflects the artist as a person, leading to further questioning: what is it that made the artist that person? How did they develop as an artist? Is it temperament, experience, an amalgamation of things? Audiences turn, essentially, to psychology. Historically, classical psychoanalysis—or Freudian psychology—has been used as a lens for deducing meaning in artwork and literature, and psychobiographies are frequently written about artists of every variety. Although they may fascinate, entertain, and even educate, psychoanalytic interpretations and psychobiography are controversial and overrepresented in the literature on the intersections between art and psychology. Novels of formation such as the Bildungsroman (the “coming-of-age” novel), and the Kunstlerroman (the “artist-novel”), are particularly interesting from a psychological perspective. Theorists and literary critics, however, tend to focus almost exclusively on psychoanalytic interpretations rather than considering other psychological frameworks.
The novels analyzed in this thesis are both Kunstlerromanne; addressing the question of how people become artists, novels of this variety depict a process of character development that is ripe for psychological study. In this thesis, I propose narrative psychology, with its emphasis on constructivism, as a fresher, less reductive lens for examining literature, particularly of the Kunstlerrom (open full item for complete abstract)
Committee: Carey Snyder (Advisor); Joseph Bianco (Advisor)
Subjects: Literature; Psychology