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Renaissance 3/4

Renaissance 3/4. The student and Teacher version . 3-2-1 Bridge. You are going to quickly note down your initial ideas about our study of the Renaissance which we will review at the end of the semester. 3 Thoughts or Ideas 2 Questions 1 Analogy.

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Renaissance 3/4

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  1. Renaissance 3/4 The student and Teacher version

  2. 3-2-1 Bridge You are going to quickly note down your initial ideas about our study of the Renaissance which we will review at the end of the semester. 3 Thoughts or Ideas 2 Questions 1 Analogy

  3. I did consider a session of holiday pictures and comparing Italian travel experiences…..

  4. Doge

  5. Area of Study one The Italian Peninsula and the Renaissance

  6. Key knowledge • Different types of city-states in the C14th-C15th • Economic background • Interaction • Concept of the “Renaissance” and the growth of humanism • Changes and development in renaissance art and the role of patronage in the development of culture See page 2 of your booklet

  7. Understanding Map You are going to start by creating an Understanding Map that you can add to and then use for revision at the end of the year. Using Inspiration or Freemind create the following: Different types of city-states AOS one Economic background Concept of the Renaissance Changes in art, role of patronage

  8. Different types of city-states • Republic- Venice, Florence, Siena, Lucca and on-off states: Genoa, Bologna, Perugia • Principality- Milan, Ferrara, Urbino, Mantua • Kingdom- Naples • Papal state- Rome with territory running through the middle of Italy. Cities like Ravenna, Bologna and Ferrara came under the control of Rome Usual cities of focus: Florence, Venice, Milan

  9. Task: City-States Grid • Download the City-States grid from SchoL • Feel free to add other cities to the grid- Siena, Bologna… • Add key info to mindmap • Focus on details: numbers, dates, individuals • Keep it brief- the idea is that this will be the start of your revision notes

  10. Economic Background • This section requires you to know the facts and figures about: trade, banking, industry, products and ‘commercial centres’ Next is a very simplistic summary: Your job is to find as many numbers as you can to support this information as well as identify further areas of industry. • Commercial centres- could be towns as a whole or broken down to specific areas like Rialto in Venice or Market Vecchio in Florence

  11. Concept of Renaissance Getting harder now: • What is the Renaissance? • When did it start? • What made it different from the time before and after? • What is the importance of its name? • What have other historians said about it? • What do they agree or disagree on? Names like: Burckhardt, Pater, Kristeller, Garin, Hans Baron, Ruggiero, Trexler, Hole, Hale, Brown, Martines, Hibbert….

  12. Fishbone

  13. Concept of the renaissance • Vasari used ‘Rinascita’ in 1550 • 1420s seen as a time of unique greatness: Massacio, Donatello, Brunelleschi BUT • Giotto, Petrarch and Boccaccio were active in the C14th – this time contained distinct features of the Renaissance but was classed at the Middle Ages • Boccaccio's manuscript hunting also reflects Renaissance scholarship tendencies • 1490s seen as the High Renaissance: Raphael, Leonardo and Michelangelo • Hole marks the end as either the Sack of Rome or the death of Michelangelo

  14. Historiography It is important to recognise that questions concerning the concept of the Renaissance are also historiography questions. Using pages 5-8 of Hole as well as pages 17-20 of the reader create a timeline of Renaissance historians and their views.

  15. Humanism • Set about redefining the relationship between the Ancient ‘Classical’ world and Christianity • Rejuvenated interest in collecting and translating old manuscripts from Latin or Greek, removing the glosses, and learn from them • Niccolo Niccoli (1364-1437) “ until the ancient sources flow clear again, all efforts must be directed with a single mindedness to the task of recovering the classical languages and the genuine readings of the ancient works” • Growth of Greek studies were slower (283 manuscripts from Greece were brought to F in 1423) but really took of after the Fall of Constantinople 1453

  16. Task Create a fact file on five Humanists. This task is on p27 of your reader.

  17. Neoplatonists • Best known of ‘Greek’ Humanists were called Neoplatonists • C3rd Plotinus combined ‘best of’ Platonism with Aristotle, Pythagoras and friends • Florentine Neoplatonists were now combining it Christianity and newly discovered works by Plato • One myth surrounding this time is that Aristotle is replaced by Plato in importance and popularity…

  18. School of Athens Watch this Khan Academy video on the School of Athens You will need to watch this video more than once to gleam all of the information from it. • First identify the key individuals and how they are represented. • Then focus on the physical aspects of the artwork. • Finally, how was this work a reflection of the Renaissance?

  19. Task: Quotebank As per the instructions in the Reader page 27 you need to establish a quotebank. There are numerous styles and approaches you can use BUT you must have a collection of quotes that you can easily access. This is an ongoing task that you will dance over and praise at the end of the year!

  20. Changes in Art The V & A Museum houses a collection of Medieval and Renaissance art. • Identify what galleries that they have and evaluate why they have the galleries in the order than they do. • What can we gather about the lives of people living during the Renaissance by looking at these artworks? • Describe the changes in the artwork across the Galleries.

  21. The art of the renaissance • Vasari depicted the evolution of Ren art from the ‘weak’ Middle Ages to ‘absolute perfection’ Michelangelo • John Hale cites 102 painters, 31sculpters and 28 architects- this is just a small selection of the best • It is clear that there is change over time but it is important to remember that it happened at different paces in different places AND that different cities developed different tastes…. • Next is a quick compare and contrast activity

  22. Compare and contrast Masaccio, Tribute Money , St. Maria del Carmine Florence 1420s

  23. Compare and contrast Fra Angelico, Madonna and the Child, San Marco Florence 1439

  24. Early Renaissance • Imitation of nature (il vero) • Creating an illusion of space • Chiaroscuro =using light and dark shades to create a sense of depth • Foreshortening • Studying the human form Was different to its rival International Gothic= rhythmic forms, blue and gold (symbolic colouring), flat *like all art the styles would borrow (appropriate) from each other

  25. High Renaissance • 1490s- 1564 • Names like: Botticelli, Da Vinci, Raphael, Michelangelo, Titian, Giorgione, Bramante • Neoplatonists ideas infiltrated into the art = work becomes more symbolic, includes clear reference to the Ancient world and gods.

  26. Compare and contrast Creation of Adam, Michelangelo 1511

  27. Compare and contrast Assumption of the Virgin, Titian 1516

  28. Artist Jigsaw Each of you will research ONE Renaissance artist and create a electronic booklet/presentation/prezi/interactive timeline that can be shared easily with the class: Giotto, Masaccio, Brunelleschi, Botticelli, Ghiberti, Donatello, Raphael, Michelangelo, Fra Angelico, Titan, Sansivino, Bellini, Carpaccio, Giorgione, Bramante or an artist of your choice.

  29. Explanation Game Using one of the laminated handouts answer the following: I noticed that…. Then partner up and ask each other one or more of these questions: Why did you notice that? Why did it develop that way? Why is it that way? Or any other why questions you have…

  30. Patronage Patrons could be: • Leading families • Court • Church • State • Corporations; guilds, confraternities, potenzas Who is missing from the above? What does this mean about the movement of the Renaissance? Patrons drove competition, encouraged piety and the beautification of the city.

  31. SWOT- Artist-Patron relationship and the development of Art

  32. Patronage in the C15th and C16th- Malone • When reading Malone (reading on SchoL) a few themes standout: Glory, learning, ambition, power, pride, publicity, wealth, honour, God, fame, status, propaganda, ego, self-portraits, exclusion… Now complete a CSI ( Colour- Symbol-Image) routine on 7 of those words…

  33. CSI Colour: pick a colour that best represents your word Symbol: pick a symbol that best represents your word Image: choose a Renaissance artwork or architecture that best represents/captures the essence of/ displays the qualities of your word. This will take a bit of hunting- look at your reader, the links and files on SchoL, Hole…

  34. Connect-Extend-Challenge After completing the tasks in this PowerPoint as well as participating in class complete a Connect-Extend-Challenge. This will help you to identify what you knew, what your learnt and what areas will need specific focus to promote your understanding. Connect; How was this information connected to what you already knew? (Doesn’t just have to be in History) Extend; What new ideas did you get that pushed your thinking into new areas of understanding? Challenge; What is still confusing? Where are the holes in your knowledge? What should we focus on?

  35. Join the state Library Great access to their online resources- academic journals…. Join online and get your card sent to you. http://www.slv.vic.gov.au/

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