Alexis Clark

Bio

Alexis Clark received her Ph.D. in Art History and Visual Studies from Duke University in 2014. Since then, she has taught as lecturer or postdoctoral fellow at the University of Southern California, University of California, Riverside, and Washington University in St. Louis.

Dr. Clark’s research concentrates on the global historiography and museology of nineteenth- and twentieth-century art with a focus on impressionism. Dr. Clark’s research promotes the global study of impressionism by raising questions often related to language: style, translation (and silent translators), the circulation of art writing in relation to intellectual property and international copyright laws, the making and unmaking of art-historical categories, and the limits of language to communicate the experience of art.

Her peer-reviewed articles have appeared in the Archives of American Art Journal, Burlington Magazine, Museum History Journal, and Oxford Art Journal. With Frances Fowle, Dr. Clark edited the collection Globalizing Impressionism: Reception, Translation, and Transnationalism (Yale UP 2020). In April 2024, Art in America named Globalizing Impressionism one of the “most essential books in Impressionism”. With Martha Ward, she edited an Oxford Art Journal special issue, “Impressionism After Impressionism” (August 2023). Her reviews of exhibitions and books have appeared in Art History, Burlington Magazine, H-France, Nineteenth-Century Art Worldwide, and elsewhere.

She has spoken at conferences and symposia around the world: the College Art Association, Courtauld Institute of Art, National Gallery, London, National Gallery, Washington, D.C., Musée d’Orsay, and the University of Glasgow. In September 2024, Dr. Clark will co-lead “Workshopping Future Directions in Impressionism” at the Institute of Advanced Studies (London).

At NCSU, she is Teaching Assistant Professor in the History of Art. She teaches a range of courses with an emphasis on global modern and contemporary art. Dr. Clark especially enjoys engaging undergraduate students in activities that put art-historical knowledge into practice.