Paper

Student Artwork Guide

Interplay (No. 3 Second Theme)

Name Class Date

Burgoyne Diller, Interplay (No. 3 Second Theme) (1962). Reproduced for reference; rights reserved by the rights holder.

The facts

Artist
Burgoyne Diller artsdot.com/en/artists/burgoyne-diller/
Artist’s dates
1906 – 1965
Painted
1962
Original size
107 x 107 cm

In context

Interplay (No. 3 Second Theme) — Burgoyne Diller

How big is it?

The original measures 107 × 107 cm (height × width), drawn here beside an adult of average height.

When was this painted?

  1. 1900
  2. 1910
  3. 1920
  4. 1930
  5. 1940
  6. 1950
  7. 1960

Shaded: the lifetime of Burgoyne Diller (1906–1965) ▲ this work, 1962

Compare with

Pick one work above: name two things it shares with this one, and one thing that's different.

More works to set beside this one: artsdot.com/en/art/similar/burgoyne-diller-interplay-no-3-second-theme-ARABU6-en/

Colours

Measured from the image

    Main colour

    White #f9fbe6

    Catalogued palette

    • #F9FBE6
    • #DD3725
    • #FAED0F
    • #52678C
    Palette
    Pastels The dominant colour family in the image.
    Main colour name
    White
    Intensity
    Vivid How saturated and varied the colours are, from a single toned-down hue to many bright ones.
    Contrast
    Balanced How much the colours differ in lightness and saturation across the picture.
    Harmony
    Discordant Palette How well the colours work together, from clashing to fully unified.
    Brightness
    Brilliant How light or dark the picture reads overall, from deep shadow to bright highlight.
    Saturation
    Clear Color Presence How pure and strong the colours are, from near-grey to fully vivid.

    Artist and museum

    Artist

    Burgoyne Diller

    Born in The Bronx, United States of America

    A Life Defined by Geometric Harmony

    Burgoyne Diller, a name perhaps less immediately recognizable than some of his contemporaries, occupies a pivotal position in the development of American abstract art. Born in The Bronx in 1906, Diller’s journey was one marked by both artistic conviction and personal hardship, ultimately leaving behind a legacy of rigorously geometric paintings that resonate with a quiet power. His early life was shadowed by loss; the death of his father when he was just three years old profoundly impacted him, leading to a relocation with his mother and stepfather to Battle Creek, Michigan. It was during a year-long illness in his youth, confined from school, that Diller first discovered his artistic inclination, filling sketchbooks as a means of expression and escape. This early period laid the foundation for a lifelong dedication to visual exploration. He pursued formal training at Michigan State University, graduating in 1927 before embarking on a peripatetic existence working odd jobs in Buffalo, New York – even taking on janitorial work – while simultaneously nurturing his artistic ambitions by selling his creations. This tenacity and self-reliance would become hallmarks of his career.

    Embracing Abstraction: Influences and Development

    Diller’s arrival at the Art Students League in 1929 proved transformative. There, he encountered the teachings of Hans Hofmann, a German artist who emphasized the expressive potential of color and form, and began to forge his own distinct path. However, it was the burgeoning European movement of De Stijl, spearheaded by Piet Mondrian, that exerted the most profound influence on Diller’s aesthetic development. He became one of the earliest American proponents of Mondrian's geometric abstraction, embracing neoplasticism’s core principles: a reduction to essential forms – squares and rectangles – and a limited palette dominated by primary colors, black, and white. This wasn’t mere imitation; Diller internalized these ideas, developing three major compositional themes – “First,” “Second,” and “Third” – that served as frameworks for exploring the dynamic interplay between form and space. These weren't simply stylistic choices but rather investigations into the fundamental relationships governing visual perception. His commitment to non-objective art solidified his place among a growing circle of American artists pushing the boundaries of artistic expression, leading him to become a founding member of the American Abstract Artists group in 1937.

    Beyond the Canvas: War, Teaching, and Personal Trials

    Diller’s life took an unexpected turn with the outbreak of World War II. He enlisted in the U.S. Navy, not to paint patriotic murals, but to apply his inventive mind to practical problems. Assigned to the Training Aids Development Center, he conceived and patented a hand-held Morse code training device – a testament to his ingenuity beyond the realm of art. This invention was mass-produced for use by naval personnel, demonstrating Diller’s capacity for innovation and service. Following the war, he embarked on an academic career, becoming an assistant professor at Brooklyn College in 1946, eventually achieving tenure. However, this period was also marked by personal struggles. Financial difficulties plagued him, compounded by a devastating studio flood that destroyed much of his artwork. The loss of his wife, Sarah Conboy Diller, to alcoholism further deepened his hardships. Despite these challenges, he persevered in his artistic practice and continued to inspire generations of students.

    A Lasting Legacy: Minimalism and Modernism

    Burgoyne Diller’s contribution to American art lies not only in the striking visual impact of his geometric abstractions but also in their historical significance. He served as a crucial link between the early abstract movements of the 1930s and the rise of Minimalism in the 1950s and 60s. His austere, rigorously controlled compositions anticipated the reductive aesthetic embraced by artists like Donald Judd and Ellsworth Kelly. Diller’s dedication to harmony, stability, and order through precise forms established him as a pioneer of modernism, influencing countless artists who followed. Today, his works are held in prestigious museum collections including The Museum of Modern Art, The Metropolitan Museum of Art, and the Art Institute of Chicago – enduring testaments to his vision and skill. He remains a compelling figure whose work continues to invite contemplation on the power of abstraction and the pursuit of visual purity. His story is one of artistic dedication, resilience in the face of adversity, and a lasting impact on the landscape of American art.

    Where to read more

    • The artist Burgoyne Diller artsdot.com/en/artists/burgoyne-diller/
    • Similar works More works to compare artsdot.com/en/art/similar/burgoyne-diller-interplay-no-3-second-theme-ARABU6-en/

    Find this online

    QR code linking to the download page for Interplay (No. 3 Second Theme)

    artsdot.com/en/art/download/burgoyne-diller-interplay-no-3-second-theme-ARABU6-en/

    Cite this artwork

    MLA
    Diller, Burgoyne. Interplay (No. 3 Second Theme). 1962, https://artsdot.com/en/art/burgoyne-diller-interplay-no-3-second-theme-ARABU6-en/
    APA
    Diller, Burgoyne (1962). Interplay (No. 3 Second Theme) [Painting]. https://artsdot.com/en/art/burgoyne-diller-interplay-no-3-second-theme-ARABU6-en/
    Chicago
    Burgoyne Diller. Interplay (No. 3 Second Theme). 1962. https://artsdot.com/en/art/burgoyne-diller-interplay-no-3-second-theme-ARABU6-en/
    Harvard
    Diller, Burgoyne (1962) Interplay (No. 3 Second Theme). Available at: https://artsdot.com/en/art/burgoyne-diller-interplay-no-3-second-theme-ARABU6-en/

    Look closely

    Interplay (No. 3 Second Theme) — Burgoyne Diller

    Look closely

    Answer in your own words. There are no wrong answers here — only answers you can explain.

    1. What catches your eye first, and why?
    2. Which colours or shapes create the mood — and what is that mood?
    3. Look back at First Theme (1964), earlier in this guide. Name two things it shares with this work, and one that is different.
    4. Burgoyne Diller was about 56 when this was made. What in it looks like the work of an artist at that stage?
    5. What might the artist have wanted you to feel?

    Your response

    Write a short paragraph about this artwork. Use the facts from the earlier parts of this guide, and your answers above.