
Fantastical Porcelain Florals at The Frick Collection
Cohesively installed alongside diverse fine and decorative arts from the institution's permanent collection, these sculptures range in scale, form, and color. Each one enchants the viewer with its special blend of botanical accuracy and artistry.
Kanevky's Floral Displays
"Lemon Tree," 2024–2025, by Vladimir Kanevsky is installed in the Garden Court. Soft-paste porcelain, parian body, glazes, and copper. The Frick Collection, New York City. (Joseph Coscia Jr.)
Kanevsky was born in 1951 in Kharkiv, Ukraine, then part of the Soviet Union, but now lives and works in Fort Lee, New Jersey. While living in Russia, he studied architecture and sculpture, which proved to be integral foundations for his later porcelain practice. In 1989, he immigrated to New York—he had only $100 and spoke no English.
Kanevsky took another leap of faith when he responded to a job ad for an artist who could produce an 18th-century porcelain tureen in the shape of a melon. He attempted the commission, which came from a prominent interior designer with a shop on Manhattan's Upper East Side. The piece was a success. Then, Kanevsky explored porcelain flowers, as he had been fascinated by botany since childhood.
Detail of Vladimir Kanevsky's "Lemon Tree," 2024–2025, in the Frick's Garden Court. (Joseph Coscia Jr.)
He compares floral structures to architecture, and he enjoys the technical challenges inherent in his work, which has been exhibited internationally, from Saint Petersburg's State Hermitage Museum to Washington's Hillwood Estate, Museum & Gardens. Tastemakers and style icons, including Jacqueline Kennedy Onassis, Oscar de la Renta, Valentino, and Martha Stewart have collected his work.
Kanevsky says that 'Flowers are arguably the most prevalent topic in the history of art and architecture. Their cultural and symbolic significance offered infinite possibilities for artists.' His work is greatly inspired by traditional European porcelain dating to the 18th century, of which the Frick has a superb collection. The museum possesses examples from the leading French, German, and Viennese makers. An exquisite tableau in the exhibition inserts three Kanevsky tulips with delicate petals into a Du Paquier Manufactory vase. Each flower the artist makes is meticulously sculpted and hand-painted.
Related Stories
4/30/2025
4/20/2025
"Tulip Stems," 2024–2025, by Vladimir Kanevsky is installed in the Du Paquier Passage. Soft-paste porcelain, glazes, overglaze, and copper. The Frick Collection, New York City. (Joseph Coscia Jr.)
A Tribute to Helen Frick
The exhibition, the culmination of a three-year collaboration between the artist and the Frick's curatorial team, is an homage to the museum's floral displays from its original 1935 opening. At that time, Henry Clay Frick's daughter, Helen, chose each room's fresh floral arrangement.
"Lilies of the Valley," 2024–2025, by Vladimir Kanevsky are installed in the Boucher Room. Soft-paste porcelain, parian body, and copper. The Frick
Collection, New York City. (Joseph Coscia Jr.)
Xavier F. Salomon, the Frick's Deputy Director and Peter Jay Sharp Chief Curator, commends Kanevsky's tribute to the museum's 1935 inaugural floral displays. He says that the Contemporary artist's 'porcelain creations allow us to honor this tradition—along with the museum's important collections of historic porcelain and ceramics. His artistry bridges past and present, echoing the museum's longstanding dedication to beauty and innovation.' In two of the galleries, Kanevsky has repeated Helen's selections with his installation of camellias in the Library and lilies of the valley in the Boucher Room, part of the newly opened second-floor family rooms.
"Lilies of the Valley," 2024–2025, by Vladimir Kanevsky are installed in the Boucher Room. Soft-paste porcelain, parian body, and copper. The Frick Collection, New York City.
Joseph Coscia Jr.
The other porcelain works honor Helen's intentions while juxtaposing different plants and flowers with the displayed art, inspiring reflection and conversation among viewers. One poignant tribute is the vibrant and ripe 'Pomegranate Plant' in the Gold-Grounds Room. After her father's death, Helen pursued acquiring religious Early Italian Renaissance paintings with gold leaf surfaces to add to
t
he Frick's holdings. Post-renovation, these works have been assembled together for display in her former bedroom.
"Pomegranate Plant," 2024–2025, by Vladimir Kanevsky is installed in the Gold-Grounds Room. Soft-paste porcelain, glazes, copper, and terracotta. The Frick Collection, New York City.
Joseph Coscia Jr.
'Pomegranate Plant' is dramatically situated in front of the room's mantle. The Frick writes that the sculpture 'is a tribute to a plant whose fruits are frequently represented in early Italian paintings and would have been well known by the artists represented in this gallery.'
Above the mantle is a small but sumptuous picture by Gentile da Fabriano (circa 1370–
1427), who is considered among the greatest painters of his era. Born in the Marches region, he worked throughout Italy, from Milan and Rome to Venice and Tuscany. Patrons included the pope and the doge. His lyrical, highly detailed paintings are characterized by delicate brushwork, rich colors, and elaborate textile patterns. Additionally, Gentile was highly skilled in the application and tooling of gold leaf backgrounds.
The Frick's '
' dates from 1423 to 1425 and may have been made for a private patron's family chapel. At its center is the Madonna with the Christ Child, rendered in elegant, flowing lines. Gentile's advanced interest in naturalism is visible in the realistic, portrait-like heads of Saint Lawrence at left and Saint Julian the Hospitaler at right.
Fragonard Room
The Fragonard Room on the museum's first floor displays 14 panels by the French artist Jean-Honoré Fragonard.
Joseph Coscia Jr.
In contrast to the Gold-Grounds Room, the first floor Fragonard Room was assembled during Henry Clay Frick's lifetime and has been a visitor favorite at the museum since its opening. Initially, Mr. and Mrs. Frick used the space as their Drawing Room. A year after their mansion was finished in 1914, they acquired a set of lovely panels by the French artist Jean-Honoré Fragonard (1732–1806), which required the reconfiguration of the room. These panels are considered among the most romantic explorations of love in all of art history. Specifically selected furniture and objets d'art were subsequently added to enhance Fragonard's artworks.
The Rococo artist Fragonard was born in Grasse, located in southern France. He trained in Paris under the distinguished painters Je
an-S
iméon Chardin and François Boucher and became one of the most important French artists of the second half of the 18th century. Fragonard produced a large body of work that included easel paintings and large-scale decorative panels often of genre scenes.
"The Progress of Love: Love Letters," 1771–1772, by Jean-Honoré Fragonard. Oil on canvas; 124 7/8 inches by 85 3/8 inches. The Frick Collection, New York City.
Joseph Coscia Jr.
The Frick's Fragonard Room collection features 14 pictures, with the series referred to as 'The Progress of Love.' The four principal scenes—'The Pursuit,' 'The Meeting,' 'The Lover Crowned,' and 'Love Letters'—date to a 1771 to 1772 commission. The patroness was the infamous Madame du Barry, King Louis XV of France's last mistress, and the intended setting for the works was the music pavilion of her château west of Paris. However, perhaps due to society's changing artistic tastes, she declined the finished works. Instead, they were kept, probably rolled up, by Fragonard in Paris for 20 years.
Upon his move to a cousin's villa in Grasse, the canvases were finally installed. Fragonard created an additional 10 pictures to fill the house's main salon. Over 100 years later, the series passed through the hands of English dealers before selling to American financier J.P. Morgan. After his death, the powerful art dealer Joseph Duveen purchased them for $1.25 million (over $31 million today) and sold them in turn to Henry Clay Frick at cost.
Kanevsky has created a lush assemblage of cascading roses for this room, as well as displays of white hyacinths.
"Cascading Roses," 2024–2025, by Vladimir Kanevsky are installed in the Fragonard Room. Parian body, copper, and terracotta. The Frick Collection, New York City.
Joseph Coscia Jr.
The sculptures in 'Porcelain Garden: Vladimir Kanevsky at The Frick Collection' induce awe and wonder. They help physically define the museum's spaces, both old and new, and enhance communication with the permanent collection. The flowers are so lifelike that one can almost smell the bouquets, and careful examination reveals imitation insect holes on some of the leaves.
Kanevsky says, 'There is everything in flowers—history, drama, structure, beauty, and fragrance.' The same can be said about the Frick Collection and its special exhibition.
"Cherry Blossoms," 2024–2025, by Vladimir Kanevsky are displayed in the Oval Room alongside James McNeill Whistler's 1871–1874
Joseph Coscia Jr.
'Porcelain Garden: Vladimir Kanevsky at The Frick Collection' exhibition runs through Oct. 6, 2025 in New York City. To find out more, visit
What arts and culture topics would you like us to cover? Please email ideas or feedback to
Hashtags

Try Our AI Features
Explore what Daily8 AI can do for you:
Comments
No comments yet...
Related Articles
Yahoo
4 hours ago
- Yahoo
The Mancunian Way: In the garden city
Hello, Tammin Yorke-Davenport has spent her life at The Addy. That's the Wythenshawe youth centre which features south Manchester's 'only free adventure playground' - a sprawling wooden structure of monkey bars, spiders' web netting, rope bridges and a zip line. It's an oasis within Europe's biggest council estate and somewhere parents can trust their children will be given some good life skills. READ MORE: Crime scene investigators tape off city shopping centre as man rushed to hospital after attack READ MORE: Pensioner died after hospital missed bleed on the brain, then made it worse For Tammin, who grew up on Woodhouse Lane, it's a home from home. She 'played religiously after school' here with her eight brothers and sisters, volunteered here as a teenager, then became a staff member. The 23-year-old is now working here part-time in the summer holidays having just finished her first year as a secondary school English teacher in Gorton. She remembers what it was like when she first arrived, at five years old, telling reporter Ethan Davies: 'I just felt really happy. It's my comfort zone. We are in an area with challenges, so you're grateful for the opportunity.' But Manchester Young Lives chief exec Elaine Young, says The Addy is more than it seems at first glance. She says it's an essential tool to stopping Wythenshawe's youngsters from a life dominated by knife crime, poverty, or low aspiration. 'With all of the social issues in Wythenshawe, places like this are needed. A lot of young people in Wythenshawe have low aspirations compared to more affluent areas. 'We are here to make them aware it's not the area you come from, it's about ambition and taking opportunities available to you.' But The Addy's playground is in need of a revamp, which is why the charity is fundraising for £650,000 for a new model. You can donate to The Addy's fundraiser here. 'We're gonna do you proud' While we're on the subject of Wythenshawe, I'd encourage you to read James Holt's piece about the town centre. It's currently the subject of a major revamp with a 'culture hub', thousands of homes, a food hall and a larger public square set to go ahead. Huge signs fanfare the investment declaring: 'This is just the start and we're gonna do you proud' and 'Big changes are coming that will make this place, the place to be". But when James visited on a Wednesday morning, he found not everyone was convinced this £500,000 town centre revamp will be enough to give Wythenshawe people what they need. He also found numerous shuttered shops, dirty windows and graffiti at the almost deserted civic centre. "There's absolutely nothing open," local Elizabeth Byford told James. She remembers the civic centre in the days when it housed a thriving outdoor market and a plethora of shops. "Everything is slowly closing. I've lived here all my life and it used to be a pretty busy place where everyone would come.' Created in the aftermath of the First World War, Wythenshawe was envisioned as a suburb with the benefits of both the city and country, built on the principles of the garden city movement. But by 2017, Wythenshawe's housing estates were described by the New York Times as 'extreme' pockets of social deprivation. Read the thoughts of locals in James' feature here. 'No child should have to worry' Tom Morrison spent a portion of his early life homeless, sofa-surfing with friends and family as rents surged. His mum, Kate, worked multiple jobs to make ends meet for both Tom and his brother. Even with more than one payslip, it wasn't enough. Even with friends and family's help, it looked like the family would end up on the street. Even when a councillor stepped in 'at the eleventh hour' and found the Morrisons a council house, Tom still didn't have it easy - he had to walk an hour to and from school every day. Despite these tough circumstances, Tom has risen the ranks of the Liberal Democrats, first serving as a Stockport councillor until he was elected as Cheadle MP last year. And now, Tom is using his experience to call for change. He says Andy Burnham should give children who were in a similar position to himself a free bus pass so they can get to school. 'No child should have to worry about how they will get to class or feel excluded because of circumstances beyond their control,' Tom says. Tom is the fourth MP to publicly support the Manchester Evening News campaign. You can read about our campaign here. Race ya… It takes just 20 seconds to travel Underground between Leicester Square and Covent Garden. But what's the fastest journey on Greater Manchester's Metrolink? And how long does it take? Damon Wilkinson and James Holt raced each other - one on a tram and one on foot - to find out. A tremendous flash of light Geoff Sherring remembers birds falling from the sky when the US dropped a second atomic bomb on one of Japan's cities, in a move that ended World War Two. Geoff, from Heaton Moor in Stockport, was a prisoner of war at the Fukuoka No. 14 camp, situated about two kilometres away from the centre of the explosion in Nagasaki - which killed at least 74,000 people. He was pumping water out of an air raid trench with an Australian when they both stopped for a cigarette and heard an aircraft overhead. 'We saw a tremendous flash of light into the manhole of the trench that we were in. It was entirely opposite in direction from that of the sun and it was a great deal brighter, and of a much, sort of bluer welding flash colour, rather than just the yellow sunlight that we'd seen seconds before." The Stockport soldier recalled a 'sort of aerial flash' which set flying birds on fire. 'They all fell down without their feathers on. I saw many birds actually walking about in the afternoon, unable to fly, because all their feathers had been burnt off." Geoff died in 1998, aged 76, reportedly from multiple tumours. You can listen to the BBC Witness History podcast episode on Nagasaki, featuring the interview with Geoff Sherring, here. Weather Thursday: Sunny changing to overcast by lunchtime. 19C. Roads: A640 Elizabethan Way, Milnrow, closed in both directions for gas works from Bridge St to Buckley Hill Lane until August 25. A5067 Chester Rd westbound, Old Trafford, closed for roadworks between Talbot Rd and Bridgewater Way between 9.30am and 3.30pm until October 31. A577 Mosley Common Rd closed for roadworks between Bridgewater Rd and Chaddock Lane until Nov 3. A6 Chapel St westbound, Salford, closed for long-term roadworks between Blackfriars Rd and New Bailey St until January 19. Manc trivia: The first statue in a century to honour a woman was unveiled in Manchester in 2018 - who did it depict? Worth a read 'There are five (yes, five) Princess Dianas on stage in front of me, strutting and thrusting around as they sing along to modern pop hits in a range of questionable 'royal' accents,' writes Adam Maidment. 'And that's just moments before a former Hear'Say member portraying King Charles III then proceeds to sing the chorus of The Veronica's Untouched with near-perfect mannerisms of the monarch.' Adam describes, in very funny detail, what it's like to get whiplash watching The Diana Mixtape while dosed up on pain medication for a toothache. You can read his lovely review here. Trivia answer: Emmeline Pankhurst


Washington Post
6 hours ago
- Washington Post
My students resisted reading books. I found an unexpected solution.
A few months into my first year of teaching middle-school English in Santa Fe, I realized that a handful of my students were not reading books. I had carefully structured the class time so there would be 20 minutes for silent, light-dimmed independent reading. Most of the students tucked into a novel at their desks or on the floor — an angsty adolescent novel or a dog-eared Harry Potter. But six or seven kids in my class of 20 would just sit at their desks and stare out the window. Or doodle on the back of their hand. Or unfold a paper clip and use it to make intricate carvings into an eraser. (Smartphones, the ultimate distractors, were not yet a thing.) I would come up to these kids, and in a very gentle voice, remind them that they were supposed to be reading. Any book they wanted — it was their choice. But they did have to read. The kids would sigh, lift themselves from their desks and shuffle over to the bookshelf. This I had stocked with all sorts of paperbacks from the thrift store and my own collection. The kids would look at the titles for a few seconds, grab one with a thin spine, shuffle back to their desks, open it up and wait for me to leave. Forty-five seconds later, they'd be once again window-staring or doodling or eraser-carving, the book lying sad and forgotten before them. Like every English teacher who has ever walked this planet, I interpreted their resistance to reading not only as a pedagogical challenge but also as a personal affront. More: It was further evidence that civilization was in decline. What better way to learn about honesty and humility than to read 'Charlie and the Chocolate Factory'? What better way to understand compassion and tolerance than to read 'The House on Mango Street'? What is life without 'The Catcher in the Rye'? There was also the lesser issue of the New Mexico state standards for English language arts, which I was legally obliged to insert into these half-formed human beings. These standards were full of proclamations like, 'By eighth grade, students should be able to identify how an author employs metaphors to express key themes in a work of fiction.' Which those nonreader students would never learn by carving into their erasers. I tried sticks and I tried carrots. I assigned mini book reports and punished the nonreaders with bad grades when they failed to produce. I created whole-class reading challenges, promising pizza parties if as a group we read so many books in a month. Following the advice of more experienced colleagues, I offered graphic novels and magazines to the nonreaders, just to get them started. None of this worked. If anything, my efforts only made the nonreaders resent reading — and me — even more. This problem kept me up at nights. I was 26 years old and fresh off a two-year stint at creative writing school. My secret ambition was admittedly naive: to become John Keating in 'Dead Poets Society,' belting Walt Whitman from the desktops. Every minute a child did not read eroded my dream, left me defeated and gray. Then I remembered my beloved 11th grade English teacher, Ms. Germanas. In her class, we had all read a book because she had made us do it. Each afternoon, we pulled our desks into a circle and read aloud 'The Scarlet Letter.' No one had found much pleasure in 'The Scarlet Letter,' but we had read every word of that book. All of us. This approach flew in the face of my desire to create independent-minded students, motivated to read by their own love of literature and longing for human connection. But something had to give. I pulled the plug on independent reading and said that we were going to read a book, all of us together. It was an unpopular edict, met with groans. The readers liked reading their own books, and the nonreaders liked carving their erasers. I held my ground, and that Friday afternoon the students came in to find the desks in a circle, and on each a copy of 'Of Mice and Men.' Yes, a book about two farmhands on a ranch in the 1930s, written by a White man now long dead. 'Here's what's going to happen,' I told them. 'We're going to read this out loud, page by page.' One boy raised his hand and asked if he could read first. 'No,' I said. 'I'm reading it to you.' We opened the book, and I began. It worked. Little by little, Friday by Friday, the nonreaders stopped window-staring and doodling. They wouldn't always turn the pages, but they would listen. After a few Fridays, I noticed that one of the most inveterate nonreaders was not only listening, but also looking at his book, even mouthing along. On a hunch, I pulled him after class, showed him how quotation marks worked, and asked him to read Lennie's lines the following week. He turned out to be a natural, with a slow, plodding delivery. Steinbeck would've been pleased. As we proceeded, some of the reading kids asked if they could take the book home and finish it. I told them they could not. And if I caught them reading ahead in class, I would stop and make them come back to the page we were on. With that one student reading Lennie and me reading the descriptions at a leisurely clip, it took us a few months of Fridays to move through that slim novel. I taught English for another decade after that class. Each year, I was asked to spend less time on literature, more time training students to hunt down main ideas in snippets of informational text. Each year, I failed to comply, and kept reading novels out loud. I don't know what the next generation of English teachers has done. I don't know if middle and high school students still circle up and listen to literature anymore. What I do know is that I will never forget how the classroom was dark and still and quiet as we came to those final tragic pages of that Steinbeck classic. There seemed to be very little happening in the world outside the windows. 'Le's do it now. Le's get that place now,' our Lennie read, slowly. Carefully. And I read on from there, and the classroom grew even quieter, the circle seeming to shrink, the distance between us dissipating, falling away. And then the final words, and we closed our books and sat there, 20 human beings in a circle, the unbearable weight of humanity draped over us like an enormous wool blanket, into which it was all woven in, rage and injustice, compassion and love. Seth Biderman is a writer who lives in Washington, D.C. This is adapted and edited from an essay in his Substack, Unprincipalled, which draws from his former life as a teacher and principal.
Yahoo
11 hours ago
- Yahoo
U.S. News just ranked Delaware's top high schools. What do they get, what do they miss?
Before schools up and down Delaware can open their doors, new rankings from U.S. News & World Report just dropped. These rankings for public high schools across the country review more than 24,000 charter and traditional schools in all states and the District of Columbia, and this included the First State. Delaware's Charter School of Wilmington even broke the top-100 nationwide, at No. 87. Such rankings always draw coverage and national attention – which makes sense, as these strong schools have high-achieving students lining their rosters. It should be celebrated. But, there's also more to the story worth noting. U.S. News & World Report's rankings have come under scrutiny over the years, for favoring certain kinds of schools and overemphasizing standardized testing scores, which have historically favored wealthier districts. In Delaware, its top schools tend to host fewer students who have high needs. Looking at just the top 10, every school served a smaller percentage of lower-income children than the average across state enrollment, according to data last updated at the start of last academic year. Six of those high schools served less than half of the state average, which is just over 26.5%. And, even among three of the four not charter or magnet, their home district's average household income runs higher than Delaware's overall, according to census data. The three top schools – Charter School of Wilmington, Sussex Academy and Newark Charter School – have 3.4%, 6.5% and 9.6% lower-income students respectively. In the No. 1 high school, just about 1% of students live with a disability and about half of a percentage point are considered multilingual learners. Ranked No. 8 and No. 10, traditional public schools Caesar Rodney High and Brandywine High School were the closest to serving Delaware's average, with about 21% and 25% of students facing economic disadvantage respectively. Brandywine also taught the highest share of students living with disabilities at 21%, which is about two points above the statewide figure. As for multilingual students, or those learning English as a second language, only three schools on the list served half the average in state enrollment, which is about 12.5%. That's notably higher than last year, when no top-10 school met half that average. Cape Henlopen High is the closest to average, at about 9% of its student body. Now for the list... Delaware had 49 public high schools, charter and traditional, in U.S. News' review. Some schools didn't make the rankings, and neither of course did any of the state's private institutions. The list touts familiar names, while Cape Henlopen High School and Sussex Academy made big moves from last spring's list, the first having been just outside the top-10 in 2024, the latter climbing three spots to No. 2. Big picture, some schools are not built to serve every student who walks in. Some are also made more rigorous by design, as previously reported. Conrad Schools of Science and Cab Calloway School of the Arts, for example, are both magnet schools. Others also require lottery or an application with primary criteria like attendance and grades. Nationwide, high-ranking schools tend to be in wealthier communities, have better resources, hold stronger tax bases. Experts say rankings like these can fail to take into account the kind of resources available in such communities to help raise student achievement on state assessments and advanced courses. Ranking Delaware's top-10 public high schools: Charter School of Wilmington, Wilmington Sussex Academy, Georgetown Newark Charter School, Newark Cab Calloway School of the Arts, Wilmington Conrad Schools of Science, near Newport MOT Charter School, Middletown Cape Henlopen High School, Lewes Caesar Rodney High School, Camden Appoquinimink High School, Middletown Brandywine High School, Brandywine Hundred Flashback 2024: U.S. News & World Report just ranked Delaware's top schools for 2024 According to U.S. News, the rankings take the following indicators into account: College readiness (30%) College curriculum (10%) State assessment proficiency (20%) State assessment performance (20%) Underserved student performance (10%) Graduation rate (10%) This article originally appeared on Delaware News Journal: U.S. News & World Report ranks Delaware's top high schools Solve the daily Crossword