Chapter 15



INSTRUCTOR’S MANUALDR. LAURA L. STEVENSValencia College Discoveringthe HumanitiesTHIRD EDITIONHenry M. SayreBoston Columbus Indianapolis New York San FranciscoAmsterdam Cape Town Dubai London Madrid Milan Munich Paris Montréal TorontoDelhi Mexico City S?o Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo571500142875This work is solely for the use of instructors and administratorsfor the purpose of teaching courses and assessing student learning. Unauthorized dissemination, publication or sale of the work, in whole or in part (including posting on the internet) will destroy the integrity of the work and is strictly prohibited.00This work is solely for the use of instructors and administratorsfor the purpose of teaching courses and assessing student learning. Unauthorized dissemination, publication or sale of the work, in whole or in part (including posting on the internet) will destroy the integrity of the work and is strictly prohibited.Copyright ? 2016, 2013, 2010 by Pearson Education, Inc. or its affiliates.All Rights Reserved. Printed in the United States of America.This publication is protected by copyright, and permission shouldbe obtained from the publisher prior to any prohibited reproduction,storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise. For information regarding permissions, request forms and the appropriate contacts within the Pearson Education Global Rights & Permissions department, please visit permissions/.10 9 8 7 6 5 4 3 2 1ISBN 10: 0-13-397634-3ISBN 13: 978-0-13-397634-2 ContentsChapter 11Chapter 25Chapter 39Chapter 412Chapter 516Chapter 619Chapter 723Chapter 827Chapter 930Chapter 1034Chapter 1138Chapter 1241Chapter 1345Chapter 1449Chapter 1553Chapter2562225431801001The Prehistoric Past and the Earliest Civilizations: The River Cultures of the Ancient WorldLearning Objectives 1.1Discuss the rise of culture and how developments in art and architecture reflect the growing sophistication of prehistoric cultures.1.2Describe the role of myth in prehistoric culture.1.3Distinguish among the ancient civilizations of Mesopotamia, and focus on how they differ from that of the Hebrews.1.4Account for the stability of Egyptian culture.Chapter at a Glance The Beginnings of Culture Agency and Ritual: Cave ArtPaleolithic Culture and Its ArtifactsThe Rise of Agriculture Neolithic ?atalh?yükNeolithic Pottery Across CulturesNeolithic Ceramic FiguresThe Neolithic Megaliths of Northern EuropeMyth in Prehistoric Cultural LifeMyth in the Native American Cultures of the SouthwestJapan and the Role of Myth in the Shinto ReligionMesopotamia: Power and Social Order in the Early Middle East Sumerian UrAkkadBabylonMesopotamian Literature and the Epic of GilgameshThe HebrewsThe Persian EmpireThe Stability of Ancient Egypt: Flood and SunThe Nile and Its CulturePictorial Formulas in Egyptian ArtThe Old KingdomThe New Kingdom and Its Moment of ChangeContinuity & Change: Egyptian and Greek SculptureTransition Guide Images Deleted Images AddedFig. 1.4 Reconstruction of a mammoth-bone House, MezhirichFig. 1.4 Woman seated between two felines, ?atalh?yük, TurkeyFig. 1.11 Kachina doll (Maalo), Hopi CultureFig. 1.5 Reconstruction of a “shrine,” ?atalh?yük, TurkeyFig. 1.19 The Ark of the Covenant and sanctuary implements, mosaic floor decorations from Hammath, IsraelFig. 1.8 Neolithic menhir alignments at Menec, Carnac, Brittany, FranceFig. 1.20 Menorahs and Ark of the Covenant, wall painting in a Jewish catacomb, Villa Torlonia, Rome. 3rd century.MyArtsLab Multimedia Library Closer Looks:Nok HeadStonehengeIse ShrineThe Standard of UrThe Palette of NarmerAkhenaten and His FamilyContinuing Presence of the Past:Marjane Satrapi, page from the “Kim Wilde” chapter of Persepolis, 2001Andy Goldsworthy, Sandwork, Sand Sculpture, Time Machine, installation at the British Museum, 1994Architectural Simulations:The PyramidsPost and Lintel Construction Study and ReviewRevel Multimedia?atalh?yükCloser Look: Head from NokThe Ancient City of UrCloser Look: Marjane Satrapi, page from "Kim Wilde," PersepolisCloser Look: Andy Goldsworthy, Sandwork, Sand Sculpture, Time MachineCloser Look: The Palette of NarmerCloser Look: Akhenaten and His FamilyTeaching with Pearson Multimedia Homework assignment for Closer Look: Akhenaten and His FamilyConsider techniques used in ancient objects of art and ritual. What technique is used, for example, in Akhenaten and His Family? What does this technique (used to carve the limestone) reveal about the intent of the Akhenaten’s message to the viewer?In-Class assignment for Closer Look: Marjane Satrapi, page from "Kim Wilde," PersepolisSpeculate on the intended message within the variety of sculptural figures within the Palace of Darius and Xerxes. This palace, with its artistic variety, serves as the setting for Satrapi’s Persepolis. What cultural nuances serve as an inspirational backdrop on which Satrapi creates Persepolis? Consider other examples in which culture has influenced a greater work’s setting or message.Key Termsagencyanimismanthropomorphismcivilizationcromlechcuneiform writingemergence taleepicepithetsground linehieratic scalehominidshunter-gathererskivamegalithsmenhirsmetaphorsmodelingmythnarrative genrenaturalismpatriarchs perspectival drawingpost-and-lintel prehistoricregistersritualshamansimilessocial perspectivestelezigguratClass Discussion Topics and QuestionsDiscussion Topic: Discuss the creative endeavors of the prehistoric culture with a focus on the artistic contributions of primitive/ancient humans. Question: Consider the advancements of primitive/ancient humans. What works of art and/or architecture serve as the best example of an emerging civilization? How might the creation and use of these items signify a turning point in humanity’s social development?Question: Consider the female votive figures (such as Woman (Venus of Willendorf) and Woman Seated Between Two Felines). What concepts might be important to the primitive/ancient human based on these examples?Discussion Topic: A myth is a story that a culture assumes is true. Ancient myths were often used to explain natural phenomena (cosmology), such as creation, fertility, and the afterlife. Consider the importance of these myths within the context of the primitive/ancient human.Question: What is the shaman’s role in preserving myth, and why is it significant?Thinking Back1.1 Discuss the rise of culture and how developments in art and architecture reflect the growing sophistication of prehistoric cultures.1.2 Describe the role of myth in prehistoric culture.1.3 Distinguish among the ancient civilizations of Mesopotamia, and focus on how they differ from that of the Hebrews.1.4 Account for the stability of Egyptian culture.Chapter2562225431802002The Greek World: The Classical TraditionLearning Objectives2.1Outline how the Cycladic, Minoan, and Mycenaean cultures contributed to the later Greeks’ sense of themselves.2.2Define the polis and explain how it came to reflect the values of Greek culture.2.3Describe how Pericles defined and shaped Golden Age Athens.2.4Characterize the values of the Hellenistic world in terms of politics, philosophy, and art.Chapter at a Glance Bronze Age Culture in the AegeanThe CycladesMinoan Culture in CreteMycenaean Culture on the MainlandThe Homeric EpicsThe Rise of the Greek PolisThe Greek GodsThe Greek Architectural TraditionGreek Sculpture and the Taste for NaturalismAthenian PotteryThe Poetry of SapphoThe Rise of Democracy and the Threat of PersiaThe Golden AgeThe Architectural Program at the AcropolisThe Sculptural Program at the ParthenonPhilosophy and the PolisThe Theater of the PeopleThe Hellenistic WorldThe Empire of Alexander the GreatToward Hellenistic Art: Sculpture in the Late Classical PeriodAristotle: Observing the Natural WorldAlexandriaPergamon: Hellenistic CapitalContinuity & Change: Rome and Its Hellenistic HeritageTransition Guide Images DeletedImages AddedMap 2.2 Athens as it appeared in the late 5th century Fig. 2.23 Polygnotos, Two Women, One Playing a Lyre, 5th century BCEFig. 2.28 Model of the Athena Parthenos by PhidiasFig. 2.33 The Amasis Painter (?), Satyrs Making Wine, detail of Athenian black-figure amphoraFig. 2.41 Reconstructed west staircase frieze of the Altar of Zeus, from PergamonFig. 2.43 Epigonus (?) Gaul, Roman copy of an original bronzeFig. 2.44 Epigonus (?) Dying Gaul, Roman copy of an original bronzeMyArtsLab Multimedia Library Closer Looks:Miniature Ship Fresco (“Flotilla Fresco”)Snake GoddessEuphronius KraterArchitectural Panoramas:ParthenonContinuing Presence of the Past:Thomas Struth, Pergamon Museum I, Berlin, 2001Architectural Simulations:Greek OrdersStudy and ReviewRevel MultimediaCloser Look: The Snake Goddess or Priestess from CreteCloser Look: Vapheio CupsCloser Look: Death of SarpedonCloser Look: Technique: Black-Figure and Red-Figure Vase PaintingThe AcropolisThe Sculptural Program at the ParthenonTheater of DionysusAltar of ZeusCloser Look: Thomas Struth, Pergamon Museum 1Students on Site: Dying GaulCloser Look: Nike (Victory) of SamothraceTeaching with Pearson Multimedia Homework Assignment for Revel, Closer Look: The Snake Goddess or Priestess from Crete, or MyArtsLab, Snake GoddessWhat is the controversy surrounding the Snake Goddess? Address the scholarly concerns by examining the figure critically. Approach this figure as though you are an archeologist/historian attempting to verify its authenticity. Create a list of pros and cons wherein you discuss how the “additions” to this work may help or hinder the understanding or analysis of such an important figure.In-Class Assignment for Closer Look: Thomas Struth, Pergamon Museum 1Does Struth’s technique of staging his photos create a more animated scene? How does the individual viewer within the photo become “art” as a result of this process? What other commentary might Struth reveal by the placement and manipulation of viewers within a museum setting?Key Termsacropolisagoraabacusadytonamphora antaeantagonistarchitraveblack-figurecella colonnadescolumncomedycontrapposto Corinthian ordercyclopean masonrydialectic methodDoric orderelevationenchinusentablatureentasisexpressionismfarcefeudal Golden Meanhumanismidealisminductive reasoningIonic orderkouroskraterlyric poemsmetopesOrchestraOrderspantheon paradosparapetpedimentperistyleplatformpre-Socraticspronaosprosceniumprotagonistpsychered-figurerepoussésatyr playscientific methodskeneSophistsstylobatesyllogismsymposiumtetralogiestetralogytragedytriglyphsClass Discussion Topics and QuestionsDiscussion Topic: Discuss the period known as The Golden Age. Consider the unique qualities and contributions of this period, with a focus on Pericles, the polis, and the emergence of democracy.Question: While exploring the period known as The Golden Age, focus on what characteristics are particular to this period historically, politically, and artistically. What new conventions of government and society emerged, and how might these ideas translate into the modern era?Question: With a focus on the stability of the polis and the success of democracy, how did the creative arts of architecture, philosophy, and drama manifest these new social conditions?Thinking Back2.1 Outline how the Cycladic, Minoan, and Mycenaean cultures contributed to the later Greeks’ sense of themselves.2.2 Define the polis and explain how it came to reflect the values of Greek culture.2.3 Describe how Pericles defined and shaped Golden Age Athens.2.4 Characterize the values of the Hellenistic world in terms of politics, philosophy, and art.Chapter2562225431803003Empire: Urban Life and Imperial Majesty in Rome, China, and IndiaLearning Objectives3.1Characterize imperial Rome, its dual sense of origin, and its debt to the Roman Republic.3.2Describe the impact of the competing schools of thought that flourished in early Chinese culture—Daoism, Confucianism, and Legalism.3.3Discuss the ways in which both Hinduism and Buddhism shaped Indian culture.Chapter at a Glance RomeRepublican RomeImperial RomeLiterary Rome: Virgil, Horace, and OvidAugustus and the City of MarblePompeiiChinaEarly Chinese CultureImperial ChinaAncient IndiaHinduism and the Vedic TraditionBuddhism: “The Path of Truth”Continuity & Change: Christian RomeTransition Guide Images Deleted Images AddedFig. 3.6 Augustus of Primaporta. ca. 20 BCE. (shown with spear)Fig. 3.6 Augustus of Primaporta. ca. 20 BCE. (shown without spear)Fig. 3.35 Lion capital, Ashokan pillar at Sarnath, Uttar Pradesh, IndiaFig. 3.24 The Canal (reflecting pool) at Hadrian’s Vila, TivoliMyArtsLab Multimedia Library Closer Looks:Augustus of PrimaportaRoman ForumColumn of TrajanPantheonArchitectural Panoramas:ColosseumGreat Stupa at SanchiBasilica of Maxentius and?Constantine (Basilica Nova)Continuing Presence of the Past:Cai Guo-Qiang, Project to Extend the Great Wall of China by 10,000 Meters: Project for Extraterrestrials No. 10, 1993Architectural Simulations:Round ArchBarrel and Groin VaultsStudy and ReviewRevel MultimediaCloser Look: Augustus of Primaporta Students on Site: Augustus of Primaporta Architectural Simulation: Round Arch Architectural Simulation: Barrel and Groin Vaults Closer Look: The Roman Forum Students on Site: Arch of Titus The Pantheon (Visual Media-Multimedia Gallery)Closer Look: Guo-Qiang, Project to Extend the Great Wall Closer Look: The Tomb of Qin Shihuangdi Architectural Panorama: Colosseum (Rome, Italy; 72–80)Architectural Panorama: Colosseum (Rome, Italy; 72–80)Architectural Panorama: The Great StupaTeaching with Pearson Multimedia Homework assignment for Closer Look: Augustus of PrimaportaThe Augustus of Primaporta reveals details about the Roman military attitude. Identify other meanings and messages displayed within this work. What do these reveal about Roman culture and leadership?In-class assignment for Architectural Simulation: Round ArchForm groups and work together to identify other specific works of architecture (civic, private, commercial, etc.) where round arches are used. Examine the application of the arch to determine its function: decorative or structural. Consider other uses or applications for the round arch.Key Termsapsearcadeatriumbarrel vaultbasilicabaybodhisattvasbuttresscoffersdactyl dactylic hexameterdomusfeetgroin vaultjambskeystonemandalaocculuspatriciansperistyle courtyardpiersplebeiansrhetorician round archspandrelsspondeeverism voussoirsClass Discussion Topics and QuestionsDiscussion Topic: The greater Roman Empire is considered by scholars to be a successful model on which to build culture. With consideration to the Roman military—indeed, social leadership and politics at large—explore the transition and resulting cultural impact of the Roman Republic to the Roman Empire. Question: What was the direct influence of the Roman emperors on the artistic endeavors of Roman style?Question: What events or individuals served as the inspiration of such examples? What examples of American political leadership are commemorated within the United States currently? How are they similar or different from the Roman examples?Thinking Back3.1 Characterize imperial Rome, its dual sense of origin, and its debt to the Roman Republic. 3.2 Describe the impact of the competing schools of thought that flourished in early Chinese culture—Daoism, Confucianism, and Legalism.3.3 Discuss the ways in which both Hinduism and Buddhism shaped Indian culture.Chapter2562225431804004The Flowering of Religion: Faith and the Power of Belief in the Early First MillenniumLearning Objectives4.1Examine the impact of Roman rule on Judaic culture.4.2Discuss the development of Christianity from its Jewish roots to its rapid spread through the Roman world.4.3Describe the new Byzantine style of art and discuss how it reflects the values of the Byzantine emperors, especially Justinian.4.4Outline the principal tenets of the Muslim faith, and account for its rapid spread.4.5Characterize the spread of Buddhism from India north into China.Chapter at a Glance Developments in Judaic CultureThe Rise of ChristianityThe EvangelistsSymbols and Iconography in Christian Thinking and ArtChristian RomeThe Byzantine Empire and Its ChurchJustinian’s EmpireThe Rise and Spread of IslamThe Qur’anThe HadithThe Hijra and Muslim PracticeThe Spread of IslamThe Spread of BuddhismContinuity & Change: Byzantine InfluencesTransition Guide Images Deleted Images AddedFig. 4.6 Reconstruction drawing of the Old St. Peter’s, Rome. ca. 320–327.Fig. 4.6 Domenico Tasselli, The Nave and Aisles of the Ancient Basilica of Constantine in Rome Looking Toward the Entrance Wall and plan. ca. 319–326.Fig. 4.18 Left page of double frontispiece to volume VII of the Qur’an of Baybars Jashnagir, from EgyptFig. 4.8 Interior of Saint Paul’s Outside the Walls, Rome. 386 CE.Closer Look: Ahmed Karahisari, Calligraphic Qur’an frontispiece, Istanbul. ca. 1550.Closer Look: Page from a Qur’an Manuscript, probably Tunisia, late 9th–early 10th century.Fig. 4.24 Portal of Saint Michel d’Aiguilhe, Le-Puy-en-Venay, France. ca. 1162–80.Fig. 4.24 Saint Mark’s Cathedral, Venice, west fa?ade. 1063–94.Fig. 4.25 Griffin, from the Islamic Mediterranean, probably Fatimid Egypt. 11th century.MyArtsLab Multimedia Library Closer Looks:Dome of the RockHagia SophiaThe Bismillah and the Art of CaligraphyTile Mosaic MihrabLarge Seated Buddha with Standing BodhisattvaArchitectural Panoramas:Santa CostanzaContinuing Presence of the Past:Wijdan (Jordanian, born Iraq, 1939), Karbala Series: Hussein, 1993Architectural Simulations:PendentivesAdobeStudy and ReviewRevel MultimediaArchitectural Simulation: PendentivesCloser Look: Wijdan Ali, Karbala Series: HusseinCloser Look: Large Seated Buddha at YungangArchitectural Panorama: Santa Costanza, Rome, Italy, c. 350 CETeaching with Pearson Multimedia Homework assignment for Architectural Simulation: Pendentives.Consider the use of the pendentive in central-plan design. Besides structural, what other functions might this component serve? Create a suitable design or decoration for a contemporary pendentive. In what way does this design rely on the shape, function, and location of this pendentive?In-class assignment for Architectural Panorama: Santa Costanza, Rome, Italy, c. 350 CEIdentify the various architectural details from earlier Greco-Roman designs. Discuss the differences and similarities to other buildings of worship, with a focus on design, floor plan, details, size decoration, narrative mosaic, and so on.Key Termsambulatoryapocalypseapsebismillahcaliphscentral-plan churchchadorclerestorycouncildogmaecumenicalhieratichijabhijra hypostyle iconoclasmiconographyicons jihadLatin CrossliturgyMessiahmessianicmihrabminbar mosquemudramystery cults narthexnaveqiblareverse perspectivesyncretismtetrarchytransept typetypologyVulgateClass Discussion Topics and QuestionsDiscussion Topic: Consider the era of the late Roman to Byzantine Empire; the dynamic changes and emergence of significant global religious movements within the era set a direction for cultural history in the West. With Judaism under the persecution of Roman rule, Christianity emerging as the Roman state religion, and the rise and spread of Islam, these movements all guided the architectural traditions of what came to be known culturally as Byzantine style. Controversy surrounds the visual arts with prohibitions and innovations within each tradition.Question: Considering the limitations related to the visual representation of human form, how did the early Christian artist render or create acceptable religious icons? What would be the result of these actions?Question: What is the creative alternative to human form within Islam? How does architectural style and design demonstrate similar thoughts or philosophies of monotheistic tradition?Thinking Back4.1 Examine the impact of Roman rule on Judaic culture.4.2 Discuss the development of Christianity from its Jewish roots to its rapid spread through the Roman world.4.3 Describe the new Byzantine style of art and discuss how it reflects the values of the Byzantine emperors, especially Justinian. 4.4 Outline the principal tenets of the Muslim faith, and account for its rapid spread.4.5 Characterize the spread of Buddhism from India north into China.Chapter2562225431805005Fiefdom and Monastery, Pilgrimage and Crusade: The Early Medieval World in EuropeLearning Objectives5.1Describe what Anglo-Saxon art and literature tell us about Anglo-Saxon culture.5.2Discuss Charlemagne’s impact on medieval culture and the legacy of his rule.5.3Define the Romanesque and its relation to pilgrimage churches and the Cluniac abbey.5.4Examine the motivations for the Crusades and appraise their outcome.5.5Explain the courtly love tradition as it manifests itself in the literature of the period.Chapter at a Glance Anglo-Saxon Artistic Style and CultureBeowulf, the Oldest English Epic PoemThe Merging of Pagan and Christian StylesCarolingian CultureThe Song of Roland: Feudal and Chivalric ValuesPromoting LiteracyThe Medieval MonasteryCapetian France and the Norman ConquestPilgrimage Churches and the RomanesqueCluny and the Monastic TraditionThe CrusadesEleanor of Aquitaine and the Art of Courtly LoveContinuity & Change: Toward a New Urban Style: The GothicTransition Guide No Image ChangesMyArtsLab Multimedia Library Closer Looks:Sutton Hoo ClaspSaint GallBayeux Tapestry (Bayeux Embroidery)Krak des ChevaliersContinuing Presence of the Past:Joseph Beuys, Untitled 1, 1962–81Architectural Simulations:Romanesque PortalStudy and ReviewRevel MultimediaCloser Look: Carpet Page from the Lindisfarne GospelsCloser Look: Saint Gall PlanTraditional Kyrie eleison Cunctipotens genitor DeusCloser Look: The Bayeux TapestryCloser Look: Joseph Beuys, Untitled 1Architectural Panorama: Church of Saint Madeleine, Vezeley, France, c. 1120–32Closer Look: Krak des Chevaliers and the Medieval CastleTeaching with Pearson Multimedia Homework assignment for Closer Look: Saint Gall PlanWhat was the intended purpose of the Plan of St. Gall? How might this plan be an important reference for the nature of the monastic community? Create a community plan whereby the important community features are included and reflect the priorities of contemporary planning.In-class assignment for Closer Look: Krak des Chevaliers and the Medieval CastleConsider the defensive design of the castle. What essential survival elements are missing from the Krak des Chevaliers? What lines of defense made the later castles impermeable? Gather in groups (or individually) and brainstorm the most important elements in defensive architecture. Justify your choice of “most important” or “essential.”Key Termsa capellaanimal interlaceanimal stylearchivolt barrel vaultcarpet pagechansons de geste chivalric codecloisonnécloisterDivine Officefeudalismfree organumGregorian chantjambsjongleurskenningsknightmandorlamedieval romancemelismaticmelismatic organummemento morimonophonicmotte and bailey neumaticneumeorganumplainchantpolyphonyprimogeniture refectoryrelicsreliquary Romanesquescriptoriumstrophicsyllabictrobairitztroubadour trumeau tympanumClass Discussion Topics and QuestionsDiscussion Topic: Consider the emergence of feudalism, the feudal society and customs, as well as great influential leaders of western medieval culture. With the decline of the Roman Empire in the West and the rise in the political power of Church, much of medieval society was shaped by the Church as the preeminent influence.Question: With a focus on the influence of “Charles the Great,” Charlemagne, consider the political and religious climate of the era. What are the changes Charlemagne implemented? What are some of the cultural influences, such as chivalry, demonstrated in the great literary works of this era, such as Song of Roland?Question: With the emergence of communal asceticism, monastic orders contributed greatly to how medieval culture is interpreted and understood. What creative endeavors or social movements were results of these monastic orders? Looking further at the influence of the Church as a centerpiece of life within medieval culture, discuss the motivations and results of the pilgrims and the pilgrimage movement.Thinking Back5.1 Describe what Anglo-Saxon art and literature tell us about Anglo-Saxon culture. 5.2 Discuss Charlemagne’s impact on medieval culture and the legacy of his rule.5.3 Define the Romanesque and its relation to pilgrimage churches and the Cluniac abbey.5.4 Examine the motivations for the Crusades and appraise their outcome.5.5 Explain the courtly love tradition as it manifests itself in the literature of the period.Chapter2562225431806006The Gothic and the Rebirth of Naturalism: Civic and Religious Life in an Age of InquiryLearning Objectives6.1Outline the ideas, technological innovations, and stylistic developments that distinguish the Gothic style in France.6.2Explain why the University of Paris was preeminent among medieval institutions of higher learning.6.3Define the Radiant style.6.4Compare and contrast art and civic life in Siena and Florence.6.5Examine the spread of a vernacular literary style in European culture.Chapter at a Glance Saint-Denis and the Gothic CathedralStained GlassGothic ArchitectureGothic SculptureMusic in the Gothic Cathedral: Growing ComplexityThe Rise of the UniversityThomas Aquinas and ScholasticismThe Radiant Style and the Court of Louis IXThe Gothic Style in the French Ducal CourtsThe Miniature TraditionCivic and Religious Life in Siena and FlorenceSiena and Florence: Commune and RepublicPainting: A Growing NaturalismThe Spread of Vernacular Literature in EuropeDante’s Divine ComedyThe Black Death and Its AftermathContinuity & Change: The Dance of DeathTransition Guide Images Deleted Images AddedFig. 6.10 West fa?ade, Wells Cathedral, Wells, England. 1230–50.Fig. 6.16 Limbourg Brothers, January: The Feast of the Duke of Berry, from Les Très Riches Heures du Duc du Berry. ca. 1415.Fig. 6.17 Limbourg Brothers, The Temptation of Christ, from Les Très Riches Heures du Duc du Berry. ca. 1415.Fig. 6.17 Limbourg Brothers, February: Winter Scene, from Les Très Riches Heures du Duc du Berry. ca. 1415.Fig. 6.18 Giovanni Pisano, lower fa?ade, Siena Cathedral. 1284–99.Fig. 6.25 Wife of Bath, from Geoffery Chaucer’s Canterbury Tales. ca. 1400–05.Fig. 6.19 Giovanni Pisano, Mary, Sister of Moses. 1284–99.Fig. 6.26 Anonymous, La Cité des Dames de Christine de Pizan. ca. 1410.Fig. 6.20 Santa Croce, Florence. Begun 1294.Fig. 6.27 Dance of Death. ca. 1400.Fig. 6.21 Santa Maria Novella, Florence. Founded before 1246, nave begun after 1279.Fig. 6.22 Interior of the Upper Church, Basilica of San Francesco, Assisi, Umbria, Italy. 1228.Fig. 6.23 Saint Francis Master, Saint Francis Creates the First Christmas Creche, fresco in Upper Church of San Francesco, Assisi, Umbria, Italy. ca. 1295–1305.MyArtsLab Multimedia Library Closer Looks:Rose Window and Lancets from the North Transept of Chartres CathedralReims Cathedral, Annunciation and VisitationLimbourg Brothers, February, from Les Très Riches HeuresThe Effects of Good GovernmentScrovegni ChapelArchitectural Panoramas:Chartres CathedralSainte-ChapelleContinuing Presence of the Past:Newton Harrison and Helen Mayer Harrison, Vision for the Green Heart of Holland, installation view, Catheren Chapel, Gouda, Holland, 1995Architectural Simulations:Ribbed VaultStudy and ReviewRevel MultimediaChartres CathedralCloser Look: The Stained Glass at ChartresCloser Look: Harrison/Harrison, A Vision for the Green Heart of HollandCloser Look: Duccio di Buoninsegna, MaestàCloser Look: Giotto di Bondone, Scrovegni (Arena) ChapelArchitectural Panorama: Abbey Church of Saint-Denis Plan of Choir and Ambulatory, Saint-Denis, France, 1140–44Architectural Panorama: Chartres Cathedral Chartres, France, Begun 1194Architectural Panorama: Cathedral of Notre Dame, Paris, France, ca. 1155–ca. 1250Architectural Panorama: Cathedral of Notre Dame, Reims, France, Begun in 1211Architectural Panorama: The Sainte-Chapelle, Paris, France, 1239–48Teaching with Pearson Multimedia Homework assignment for Architectural Panorama: Chartres Cathedral, Chartres, France, Begun 1194After exploring Chartres Cathedral, select an intriguing sculptural or architectural element from both the interior and exterior of the cathedral. What is unique about these particular elements? What does the artistic expression reveal about the message of this Gothic Cathedral?In-class assignment for Architectural Panorama: The Sainte-Chapelle, Paris, France, 1239–48After viewing the Architectural Panorama: The Sainte-Chapelle, Paris, France, 1239–48, gather in small groups and consider the structural design of this Gothic arch, its elements, and purpose. Select a local example (or iconic, well-known example) of architecture that is unique in design. Discuss the purpose and function of this example and creatively brainstorm new architectural additions.Key TermsBook of Hoursbuon frescobuttressescartooncommunecounterpointcrocketsdialectical methodfinialsflying buttressesgiornataGothicheroic coupletsilluminationItalian sonnetminiaturemotetpalatine chapelPetrarchan sonnet quadriviumRadiant stylerose windowScholasticismsinopiasummatemperatriviumvernacularClass Discussion Topics and QuestionsDiscussion Topic: The symbolism of Christian iconography reached new heights both figuratively and literally with the use of the cathedral stained glass and sculptural program used for didactic purposes. This new style, originally begun with the Abbey Church of Saint-Denis, under the guidance of Abbot Suger, set a new direction of architectural design and engineering, as well as a naturalized style of representation in human sculptural form. Question: With consideration for Suger’s philosophical support of the design of Gothic styling, what was the role of light? What was the expected result of the encounter with the beauty of such church design?Question: What architectural elements are unique to the Gothic style? What is Radiant style, and how is it different from or similar to earlier iterations of Gothic? How is sculpture incorporated into the architecture? How is the approach of such sculpture a departure from earlier styles?Thinking Back6.1 Outline the ideas, technological innovations, and stylistic developments that distinguish the Gothic style in France.6.2 Explain why the University of Paris was preeminent among medieval institutions of higher learning.6.3 Define the Radiant style.6.4 Compare and contrast art and civic life in Siena and Florence.6.5 Examine the spread of a vernacular literary style in European culture.Chapter2562225431807007The Renaissance: Florence, Rome, and VeniceLearning Objectives7.1Discuss the influence of the Medici family on Florentine art and the development of humanist thought.7.2Describe how other Italian courts followed the lead of the humanist court in Florence.7.3Examine the impact of papal patronage on the art of the High Renaissance in Rome.7.4Compare the social fabric and artistic style of Renaissance Venice to that of both Florence and Rome.7.5Outline the place of women in Renaissance Italy.Chapter at a Glance The State as a Work of Art: Florence and the MediciThe Gates of ParadiseFlorence CathedralScientific Perspective and Naturalistic RepresentationThe Medici Family and HumanismLorenzo the Magnificent: “. . . I find a relaxation in learning.”Beyond Florence: The Ducal Courts and the ArtsThe Montefeltro Court in UrbinoPapal Patronage and the High Renaissance in RomeBramante and the New Saint Peter’s BasilicaMichelangelo and the Sistine ChapelRaphael and the Stanza della SegnaturaThe Medici PopesJosquin des Prez and the Sistine Chapel ChoirNiccolò Machiavelli and the Perfect PrinceThe High Renaissance in VeniceVenetian ArchitectureMasters of the Venetian High Renaissance: Giorgione and TitianWomen in Italian Humanist SocietyThe Education of WomenWomen and Family LifeLaura Cereta and Lucretia Marinella: Renaissance FeministsVeronica Franco: Literary CourtesanMusic of the Venetian High RenaissanceContinuity & Change: Palladio and His InfluenceTransition Guide Images Deleted Images AddedFig. 7.28 Raphael, Small Cowper Madonna. ca. 1505.Fig. 7.33 Giovanni and Bartolomeo Bon, Ca’ d’Oro (“House of Gold”), Contarini Palace, Venice (with floorplan)Fig. 7.37 Titian, La Bella (Woman in a Blue Dress). ca. 1538.MyArtsLab Multimedia Library Closer Looks:The Tribute MoneyPrimaveraMona LisaTempestContinuing Presence of the Past:Julie Green, The Last Supper, 2001Architectural Simulations:Brunelleschi’s Doming of Florence CathedralSaint Peter’sSistine ChapelStudy and ReviewRevel MultimediaCloser Look: The Competition Reliefs: Abraham’s Sacrifice of IsaacCloser Look: Filippo Brunelleschi, Dome of Florence CathedralStudents on Site: Palazzo RucellaiCloser Look: Julie Green, The Last SupperCloser Look: School of AthensArchitectural Panorama: Florence Cathedral Florence, Italy, Begun 1296Architectural Panorama: Tempietto, San Pietro in Montorio, Rome, Italy, 1502–11Architectural Panorama: Sistine Chapel, Vatican City, Rome, Italy. Michelangelo’s Ceiling Frescoes: 1508–1512Teaching with Pearson Multimedia Homework and In-class assignment: For Revel, Architectural Panorama: Sistine Chapel, Vatican City, Rome, Italy. Michelangelo’s Ceiling Frescoes: 1508–1512; for MyArtsLab, use Architectural Simulation: Sistine ChapelFor both in-class and homework, after reviewing the visual impact of the Sistine Chapel ceiling, consider the female figures. What impression of gender roles does Michelangelo’s rendering of the female form provide the viewer? How might the viewer, in the context of Michelangelo’s time, interpret his or her own understanding of Renaissance gender roles?Key Termsatmospheric perspectivebaptisterycantus firmuscartoonsdouble entendreforeshorteningGreek crosshumanistignudilanternlinear perspectivel’uomo universalemadrigalNeoplatonist one-point perspectiveorthogonalspendentivesphrasepicture planePlatonic lovepoint of imitationpolychoral stylescientificsprezzaturathrough-composedtoccatavanishing pointvantage pointword-paintingClass Discussion Topics and QuestionsDiscussion Topic: With a focus specifically on the Italian Renaissance, consider the new and innovative artistic conventions, how these techniques are applied, and the Church’s motivation in patronizing such works. Humanism, the philosophical underpinning of Renaissance creativity, provided a new view of traditional religious imagery and the human condition it portrays. This humanism, supported by the Medicis, the papacy, and the artists of the day, prompted a resurgence of the Classical approach to creative works and philosophical interpretation. Question: In what ways did the well-known artists of the Italian Renaissance apply science and academic knowledge to painting, architecture, and sculpture? What specific techniques were used and what was the result? Question: The Italian word Renaissance translates into English as “rebirth”; what might this mean in light of artistic conventions of the era? What might this mean for religious works sponsored by the Church? What significant examples best relate to the meaning of Renaissance?Thinking Back7.1 Discuss the influence of the Medici family on Florentine art and the development of humanist thought.7.2 Describe how other Italian courts followed the lead of the humanist court in Florence.7.3 Examine the impact of papal patronage on the art of the High Renaissance in Rome.7.4 Compare the social fabric and artistic style of Renaissance Venice to that of both Florence and Rome.7.5 Outline the place of women in Renaissance Italy.Chapter2562225431808008Renaissance and Reformation in the North: Between Wealth and WantTransition Guide Learning Objectives8.1 Describe the effect of commerce and mercantile wealth on the development of both religious and secular painting in Northern Europe.8.2 Explain the causes of the Reformation and assess its impact on the art and literature of the era.Chapter at a Glance Art, Commerce, and Merchant PatronageRobert Campin in TournaiJan van Eyck in Ghent and BrugesHieronymus Bosch in ’s-HertogenboschThe German TraditionHumanism and Reformation in the NorthThe Satire of Desiderius ErasmusMartin Luther’s ReformationThe Spread of the ReformationThe Printing Press: A Force for Ideas and ArtMusic in PrintWriting for Print and Play: The New HumanistsThe English Portrait TraditionContinuity & Change: The Catholic Church Strikes BackTransition Guide Images Deleted Images AddedFig. 8.1 Pieter I Claeissens (?) The Seven Wonders of Burges, detail. ca. 1550–60.Fig. 8.1 Crane in Bruges. 16th century.Fig. 8.15 Franz Hogenbergh, Netherlandish Iconoclasm. ca. 1566.Fig. 8.17 Martin Droeshout, William Shakespeare, frontispiece of first folio edition of his works, published in London. 1623.Fig. 8.18 Reconstruction and cross-section of the Globe Theater. 1599–1613.MyArtsLab Multimedia Library Closer Looks:Mérode AltarpieceGiovanni Arnolfini and His WifeGarden of Earthly DelightsIsenheim AltarpieceThe AmbassadorsContinuing Presence of the Past:Raqib Shaw, Garden of Earthly Delights X, 2004Studio Technique:Making oil paint and oil paintingWoodcutStudy and ReviewRevel MultimediaCloser Look: Mérode AltarpieceCloser Look: Double Portrait of Giovanni Arnolfini and His WifeCloser Look: Hieronymus Bosch, The Garden of Earthly DelightsCloser Look: The Isenheim AltarpieceCloser Look: Hans Holbein the Younger, The French AmbassadorsTeaching with Pearson Multimedia Homework assignment for Closer Look: Mérode AltarpieceThe center panel of Mérode Altarpiece places a holy event within a then-contemporary setting. What is the significance of this setting? Consider modern-day popular culture and marketing, do you think ideas of association between time, place, and context are similar to the ideas communicated in this altarpiece?In-class assignment for Closer Look: Double Portrait of Giovanni Arnolfini and His WifeGiven the image of opulence and prosperity in the portrait, what impression might a viewer get about the economics of the culture? What might this portrait reveal about the rising merchant class of this era?Key Termschoraleconversation piecegroundlingshomophonic harmonyironymovable type predestinationrevenge playsoliloquytriptychClass Discussion Topics and QuestionsDiscussion Topic: Outside of Italy, the Renaissance ushered in economic prosperity, exchange of ideas, and an emerging movement known as the Reformation. From this unique era, the Renaissance of the North (European regions outside of Italy) experienced a creative flourish supported by a rising middle class, healthy trade, and an atmosphere of religious flux. Considering the Reformation and the implications of tremendous doctrinal challenges, the Renaissance of the North set the direction for a new, independently interpreted religious experience and shifting political power.Question: Why is the Reformation significant, and what is the implication for the Roman Catholic Church?Discussion Topic: Discuss the changes in painting that are a direct result of a new, wealthy, private patronage. Specifically. how does the economy of the North (Bruges and Antwerp) change the approach to artistic convention? How might philosophical humanism be a catalyst?Question: Consider the importance of Shakespeare’s work as a playwright; how do the ideas of the Renaissance connect through his work? How are the secular themes a reflection of the social, political, and religious climate of the age?Thinking Back8.1 Describe the effect of commerce and mercantile wealth on the development of both religious and secular painting in Northern Europe.8.2 Explain the causes of the Reformation and assess its impact on the art and literature of the era.Chapter2562225431809009Encounter and Confrontation: The Impact of Increasing Global InteractionLearning Objectives9.1Discuss the cultures that preceded that of the Aztecs in the Americas, and the Spanish reaction to Aztec culture.9.2Describe the impact of the Portuguese on African life and the kinds of ritual traditions that have contributed to the cultural survival of African communities after contact.9.3Outline the ways in which contact with Europe affected Mogul India.9.4Assess the impact of contact with the wider world on China and the ways in which the arts reflect the values of the Chinese state.9.5Explain the tension between spiritual and military life in Japanese culture and the importance of patronage in Japanese cultural life.Chapter at a Glance The Spanish in the AmericasThe Americas before ContactThe Spanish in PeruWest African Culture and the PortugueseThe Indigenous Cultures of West AfricaPortugal and the Slave TradeIndia and Europe: Cross-Cultural ConnectionsIslamic India: The Taste for Western ArtMogul Architecture: The Taj MahalThe Chinese Empire: Isolation and TradeThe Tang Dynasty in Chang’an, “The City of Enduring Peace” (618–907 CE)The Song Dynasty and Hangzhou, “The City of Heaven” (960–1279 CE)The Yuan Dynasty (1279–1368)The Ming Dynasty (1368–1644)Painting and Poetry: Competing SchoolsLuxury ArtsJapan: Court Patronage and Spiritual PracticeThe Heian Period: Courtly RefinementThe Kamakura Period (ca. 1185–1392): Samurai and ShogunateThe Muromachi Period (1392–1573): Cultural PatronageThe Azuchi-Momoyama Period (1573–1615): Foreign InfluencesThe Closing of JapanContinuity & Change: The Influence of Zen BuddhismTransition Guide Images DeletedImages AddedFig. 9.19 Mpungi, an ivory horn, from Kongo. Collected before 1553.Fig. 9.19 Dance of Banda, Baga Mandori, Guinea. 1987.Fig. 9.26 The Hall of Supreme HarmonyFig. 9.20 Twin Figures (ere ibeji), Yoruba Culture, Nigeria. 20th century.Fig. 9.30 Kosho. Kuya Preaching. Kamakura period, before 1207.Fig. 9.27 The Forbidden City, now the Palace Museum, Beijing. Mostly Ming dynasty (1368–1644). View from the South.Fig. 9.31 Tamenari, The Descent of Amida and the Twenty-Five Bodhisattvas to Collect the Soul of the Deceased. Later Heian period. 1053.MyArtsLab Multimedia Library Closer Looks:The goddess CoatlicuePalenque, Palace and TempleHip pendant representing an IyobaTaj MahalEarly SpringNight Attack on the Sanj? PalaceContinuing Presence of the Past:Anselm Kiefer, Papst Alexander VI: Die goldene Bulle (“Pope Alexander VI: The Golden Bull”), 1996Enrique Chagoya, Crossing I, 1994Architectural Simulations:TeotihuacánInca masonryForbidden CityStudy and ReviewRevel MultimediaCloser Look: Anselm Kiefer, Papst Alexander VI: Die goldene BulleCloser Look: Enrique Chagoya, Crossing 1Closer Look: Palace and Temple of the InscriptionsCloser Look: Hip Pendant Representing an Iyoba (Queen Mother)Closer Look: Guo Xi, Early SpringCloser Look: Section of Night Attack on the Sanj? PalaceArchitectural Panorama: Forbidden City, Beijing, China, 1401–1424Teaching with Pearson Multimedia Homework assignment for Revel, Closer Look: Enrique Chagoya, Crossing 1, and MyArtsLab, Continuing Presence of the Past: Enrique Chagoya, Crossing I, 1994While Enrique Chagoya brings together popular culture figures, such as Superman with ancient Spanish codices, he bridges the two worlds through interpretative vision. Consider his intent. Is he successful in conveying his message? Why or why not? Reflect on symbols that are common to contemporary culture. What two icons or symbols convey a similar message?In-class assignment for Closer Look: Hip Pendant Representing an Iyoba (Queen Mother)Discuss the style of this work as it reveals details related to the socioeconomic and religious culture of the Benin people. Reflect on a contemporary example of an item that serves a similar purpose in Western culture.Key Termsanaphoracall-and-response chattricultural syncretismdaimyodry landscape fetishhaikuhiraganalacquerware literatiMiddle PassagenambanNohporcelainpraise poemsamuraiscarificationshogunTai Qi Quantalking drums tenshuwabiwakaWay of TeaClass Discussion Topics and QuestionsDiscussion Topic: Consider the chronology of the Middle Ages and Renaissance as these eras occurred in other regions of the world. Exploration of Eastern and African regions and the Americas created an exchange of ideas and exposure to other customs and practices, as well as the introduction and exploitation of new resources. Question: With a focus on European (specifically Spanish) exploration of the Americas, discuss the impact of Christian tradition in these indigenous regions. What was the result? How did this exploration promote the economy of the imperialist country as well as the indigenous country? What figures are significant to this shift and how did they change the course of history?Question: With a focus on the expanded Muslim influence, discuss the cultural impact (Islamic influence) on the emerging cultures of India. What are some examples of these influences seen through the art and architecture?Question: With a focus on the Peruvian exploration of Africa, discuss the impact as a result of the slave trade. What was the “Middle Passage,” and why was it so named? Speculate on the economic changes as result of the practice of slavery.Thinking Back9.1 Discuss the cultures that preceded that of the Aztecs in the Americas, and the Spanish reaction to Aztec culture.9.2 Describe the impact of the Portuguese on African life and the kinds of ritual traditions that have contributed to the cultural survival of African communities after contact.9.3 Outline the ways in which contact with Europe affected Mogul India.9.4 Assess the impact of contact with the wider world on China and the ways in which the arts reflect the values of the Chinese state.9.5 Explain the tension between spiritual and military life in Japanese culture and the importance of patronage in Japanese cultural life.Chapter256222543180100010The Counter-Reformation and the Baroque: Emotion, Inquiry, and Absolute PowerLearning Objectives10.1Explain Mannerism and how it arose out of the Counter-Reformation. 10.2Describe how the Baroque style manifested itself in the art, music, and literature of the era.10.3Discuss the vernacular Baroque style that developed in the North.10.4Define absolutism and discuss how it impacted the arts.Chapter at a Glance The Early Counter-Reformation and MannerismThe Council of Trent and Catholic Reform of the ArtsThe Rise of MannerismCervantes and the Picaresque TraditionThe Baroque in ItalyBaroque Sculpture: BerniniThe Drama of Painting: Caravaggio and the CaravaggistiVenice and Baroque MusicClaudio Monteverdi and the Birth of OperaAntonio Vivaldi and the ConcertoThe Secular Baroque in the NorthNew Imagery: Still Life, Landscape, and Genre PaintingRembrandt van Rijn and the Drama of LightBaroque Music in the NorthAbsolutism and the Baroque CourtThe Court at VersaillesThe Court Arts of England and SpainContinuity & Change: Excess and RestraintTransition Guide Images DeletedImages AddedFig. 10.1 Vatican Square as seen from Michelangelo’s dome, looking east toward the TiberFig. 10.1 Giuseppe Arcimboldo, Summer. 1563.Fig. 10.22 André Le N?tre, North flowerbed, formal French gardens, Versailles. 1669–85.Fig. 10.2 Michelangelo, Pieta. 1547–53.Fig. 10.7 Parmigianino, The Madonna with the Long Neck. ca. 1535.MyArtsLab Multimedia Library Closer Looks:Feast in the House of LeviApotheosis of Saint IgnatiusThe Calling of Saint MatthewThe Anatomy Lesson of Dr. TulpLouis XIV, King of FranceLas MeninasContinuing Presence of the Past:David Reed, #515, 2001–04Pat Steir, The Brueghel Series: A Vanitas of Style, 1983–84Joana Vasconcelos, Marilyn (AP), 2011Architectural Simulations:Cornaro ChapelSt. Peter’s Basilica Studio Technique:IntaglioStudy and ReviewRevel MultimediaCloser Look: Veronese, Feast in the House of LeviStudents on Site: Cornaro ChapelStudents on Site: Calling of Saint MatthewCloser Look: David Reed, #515A. Gabrieli: Ricercar a 4 del duodecimo tuonoCloser Look: Pat Steir, The Brueghel Series: A Vanitas of StyleCloser Look: Rembrandt van Rijn, The Anatomy Lesson of Dr. TulpCloser Look: Joana Vasconcelos, Marilyn (PA)Closer Look: Diego Velázquez, Las Meninas (The Maids of Honor)Teaching with Pearson Multimedia Homework assignment for Students on Site: Cornaro ChapelConsider the theatrical nature of Baroque sculptural placement in the Cornaro Chapel. Justify this style as an integrated part of the Church’s approach to the human connection with the visual and didactic arts.In-class assignment for Closer Look: Veronese, Feast in the House of LeviAfter exploring the painting, describe the elements that were considered controversial. How were these elements so different from other iterations of The Last Supper? Speculate on Veronese’s motivation for depicting a religiously significant event in such a manner.Key Termsabsolutism ariabasso continuocantata Cavalier concertoscounterpointdynamicsFrench gardengenre sceneshandhomophonyinvisible complementkeylibrettomelismamodulationmonodymotetoperaoratoriosorchestrationpassionpicaresqueprogram musicrecitativoritornelloScientific Revolutionserpentine figure still lifestenebrismtonalitytonic note tragédie en musique vanitas paintingsClass Discussion Topics and QuestionsDiscussion Topic: As the Church experienced the upheaval of the Reformation, the emerging Mannerist style and approach, as well as the eventuality of the Council of Trent, shaped the direction of the creative arts and philosophy of the sixteenth century. As the Church came to terms with the social changes, the Baroque style underpinned the dramatic emphasis of both secular and religious art, perpetuating both a sense of humanism as well as genre styles. Concurrent to the dynamic visual art, Baroque music ushered in original concertos and compositions to satisfy the growing musical requests of the Church and changing royal patronage of music. Question: What is unique about Mannerist style? How did the Council of Trent affect change or restriction to the creativity of the artist? What are some examples of this conflict or censorship that occurred as a result?Question: Broadly define Baroque style in light of drama, technique, and secularism. How did the Church patronize the arts within these perimeters? What was the effect on music? What new musical conventions emerged from this approach?Thinking Back10.1 Explain Mannerism and how it arose out of the Counter-Reformation.10.2 Describe how the Baroque style manifested itself in the art, music, and literature of the era.10.3 Discuss the vernacular Baroque style that developed in the North. 10.4 Define absolutism and discuss how it impacted the arts.Chapter256222543180110011Enlightenment and Rococo: The Claims of Reason and the Excesses of PrivilegeLearning Objectives11.1Discuss the role of rationalist thinking in the rise of the English Enlightenment and the literary forms to which the Enlightenment gave rise.11.2Explain the relationship of the French philosophes to both the Enlightenment and the Rococo.11.3Describe the results of cross-cultural contact between Europeans and peoples of the South Pacific and?China.Chapter at a Glance The English EnlightenmentThe New Rationalism and the Scientific RevolutionThe Industrial RevolutionAbsolutism versus Liberalism: Thomas Hobbes and John LockeJohn Milton’s Paradise LostSatire: Enlightenment WitThe English GardenLiteracy and the New Print CultureThe Enlightenment In FranceThe RococoArt Criticism and TheoryThe PhilosophesCross-Cultural ContactThe South PacificChina and EuropeContinuity & Change: The End of the RococoTransition Guide Images Deleted Images AddedFig. 11.5 Transfer-printed Queen’s Ware. ca. 1700. Fig. 11.7 Perhaps after Samuel Scott, Pope’s Villa, Twickenham. 1750–60.Fig. 11.21 Yu the Great Taming the Waters, Qing Dynasty, completed 1787 Fig. 11.22 Wang Hui, The Colors of Mount Taihang, Qing dynasty (1644–1911). ca. 1669.MyArtsLab Multimedia Library Closer Looks:The Signboard of GersaintJean-Honoré FragonardEurope’s chinoiserie crazeContinuing Presence of the Past:Jeff Koons, Louis XIV, 1986Architectural Simulations:Cast-iron constructionVideoStudents on Site: Wright of DerbyStudy and ReviewRevel MultimediaStudents on Site: Wright of DerbyCloser Look: Jean-Antoine Watteau, The Signboard of GersaintCloser Look: Jeff Koons, Louis XIVTeaching with Pearson Multimedia Homework assignment for Closer Look: Jeff Koons, Louis XIVDescribe and provide a few examples where Koon’s reference of “the image of the star” is relevant in today’s popular culture. How is this concept perpetuated with social media?In-class assignment for Closer Look: Jean-Antoine Watteau, The Signboard of GersaintWhat are the social implications of Watteau’s The Signboard of Gersaint? What type of political messages might Watteau reveal through this work? Consider too, economic and social status within Parisian society; how does this work portray the current attitude?Key Termschinoiserie deductive reasoningdeism deistsempirical methodEnglish garden epistolary novelfêtes galantesgeocentric heliocentricinductive reasoningIndustrial Revolutionliberalismmananatural lawparodyrational humanismRococosalonsalonnièresocial contractClass Discussion Topics and QuestionsDiscussion Topic: The English Enlightenment, coupled with the French intellectualism of the philosophes, ushered forth a new sense of intellectual freedom. This new knowledge allowed for expanded academic pursuits, including the methods and approaches to scholastic endeavors. This new thinking, driven by inductive reasoning (empirical method), and deductive reasoning gave rise to deism. This philosophy on the relation of a rational God and rational man was an agreement of intellectualism and scientific thought. Expanded thinking allows for a flourish of inventions, academic study, engineering and architectural innovation, as well as emergent industry. The decorative arts of Rococo style ornamented the salons in which hearty debate and discourse were a lively component. This unique reflection of the intellectual side of the human condition set the course of Western culture toward recognition of human rights and eventual equality.Question: Consider the ideas of human rights, equality, and freedom. How do the creative endeavors of this era reflect the importance of these concepts? What are some of the contributions of writers, essayists, philosophers, and other key figures of the day? How did these ideas shape the American founding documents? How are these similar (or different) to the French Revolutionary ideas?Question: Literary works revealed much about the trending mind-set of the Enlightenment writers. How did the significant writers—Austen, Hobbs, Rousseau, Defoe, and others—share the concerns for equality across the social classes? How might the convention of satire be useful in conveying a message? What was accomplished as a result and why was it important?Thinking Back11.1 Discuss the role of rationalist thinking in the rise of the English Enlightenment and the literary forms to which the Enlightenment gave rise.11.2 Explain the relationship of the French philosophes to both the Enlightenment and the Rococo.11.3 Describe the results of cross-cultural contact between Europeans and peoples of the South Pacific and?China.Chapter256222543180120012The Age of Revolution: From Neoclassicism to RomanticismLearning Objectives12.1Compare and contrast the French and American revolutions.12.2Describe the Neoclassical style.12.3Define Romanticism as it manifests itself in both literature and painting.12.4Differentiate between Classical and Romantic music.Chapter at a Glance The American and French RevolutionsThe Declaration of IndependenceThe Declaration of the Rights of Man and CitizenThe Neoclassical SpiritJacques-Louis David and the Neoclassical StyleNapoleon’s Neoclassical TastesNeoclassicism in AmericaThe Issue of SlaveryThe Romantic ImaginationThe Romantic PoemThe Romantic LandscapeThe Romantic HeroFrom Classical to Romantic MusicThe Classical TraditionBeethoven: From Classicism to RomanticismRomantic Music after BeethovenContinuity & Change: From Romanticism to RealismTransition Guide Images Deleted Images AddedFig. 12.22 Francisco Goya, Saturn Devouring One of His ChildrenMyArtsLab Multimedia Library Closer Looks:The Oath of the HoratiiThe Lictors Returning to Brutus the Bodies of His SonsThe sublime, the beautiful, and the picturesqueContinuing Presence of the Past:Kara Walker, Insurrection! (Our Tools Were Rudimentary, Yet We Pressed On), 2000Devorah Sperber, After Goya: Self Portrait (1815) divided along the vertical axis with each side mirrored to create two symmetrical images, 2006Study and ReviewRevel MultimediaCloser Look: J.-L. David, Lictors Returning to Brutus Bodies of His SonsCloser Look: Kara Walker, Insurrection!Closer Look: The Sublime, the Beautiful, and the PicturesqueCloser Look: Devorah Sperber, After Goya: Self Portrait (1815)Teaching with Pearson Multimedia Homework assignment for Closer Look: Kara Walker, Insurrection!After exploring Kara Walker, Insurrection!, consider the work as a statement about the dichotomy of society within the Early American Southern plantation lifestyle. What is most noticeable about Walker’s figures? Why is this significant? Before comprehending the deeper message within this work, what can you identify as the more superficial concepts that emerge?In-class assignment for Closer Look: The Sublime, the Beautiful, and the PicturesqueAfter exploring Closer Look: The Sublime, the Beautiful, and the Picturesque, consider contemporary concepts of infinity. Within small groups, discuss how the development, use, and application of contemporary conventions (like the Internet) reflect these same ideals.Key Termscharacter piecesClassical musicennuiestatesétudesFederal stylelaissez-fairelieder overturepicturesquesalon concertssublimesymphonyClass Discussion Topics and QuestionsDiscussion Topic: Consider the changes from the social and political upheaval of both the American colonial and French revolutions. These campaigns changed the leadership and political climate, resulting in divergent perspectives, newfound freedoms of expression, and truly modern ideas. Great works include the Declaration of Independence and the Declaration of the Rights of Man and Citizen. These unique documents set forth the foundation and structures on which to build a prosperous future. While the arts reflected the struggle of liberty and equality, these mediums also reflected the renewed interest in Classical style. This neoclassical style interpreted elements from the Greco-Roman architecture, as well as Classical references within painting. In some ways the Romantic Movement is considered a response to the rationality of the Enlightenment. Romanticism emerged with a passionate sense of identity, nationalism, interest in the exotic, and a spiritual link to nature. Creative expression shifted from decidedly balanced and rational to untamed, natural, and spiritual. Question: Neoclassical style was perpetuated with the paintings of Jacques-Louis David, who became known as the painter of the revolution and supported Napoleon’s career through his work. Given the balanced visual style, strong revolutionary connections, and symbolic nature of subject matter, how might David’s work be viewed as propaganda or publicity for the revolutionary cause?Question: Consider the Romantic fascination with nature and the spiritual connection to the natural world. How did this interest articulate itself within nineteenth-century painting and poetry? What are some example and who contributed to the Romantic interest?Thinking Back12.1 Compare and contrast the French and American revolutions.12.2 Describe the Neoclassical style.12.3 Define Romanticism as it manifests itself in both literature and painting.12.4 Differentiate between Classical and Romantic music.Chapter256222543180130013The Working Class and the Bourgeoisie:The Conditions of Modern LifeLearning Objectives13.1Describe how realism manifested itself in nineteenth-century art and literature.13.2Describe the various ways in which French artists and writers attacked bourgeois values in the 1850s and 1860s.13.3Define Impressionism and examine how it transformed conventional assumptions about style and content in painting.13.4Outline the characteristics of the American sense of self as it developed in the nineteenth century.13.5Examine the impact of Western imperial adventuring on the non-Western world.Chapter at a Glance The New RealismMarxismLiterary RealismRealist Art: The Worker as SubjectRepresenting Slavery and the Civil WarPhotography: Realism’s Pencil of LightIn Pursuit of Modernity: Paris in the 1850s and 1860sCharles Baudelaire and the Poetry of Modern Life?douard Manet: The Painter of Modern LifeNationalism and the Politics of OperaImpressionist ParisMonet’s Plein-Air VisionMorisot and Pissarro: The Effects of PaintRenoir, Degas, Cassatt, and the Parisian CrowdThe American SelfThe Romantic Song of the American Self: Landscape and ExperienceThe Challenge to Cultural IdentityThe Fate of the Native AmericansThe British in China and IndiaThe Rise and Fall of EgyptThe Opening of JapanAfrica and EmpireContinuity & Change: Toward a New CenturyTransition Guide Images Deleted Images AddedFig. 13.9 Eastman Johnson, Negro Life in the South (Kentucky Home). 1859.Fig. 13.23 Thomas Cole, The Oxbow (View from Mount Holyoke, Northampton, Massachusetts, After a Thunderstorm). 1836.Fig. 13.24 Asher B. Durand, Kindred Spirits. 1848.MyArtsLab Multimedia Library Closer Looks:Liberty Leading the People?douard Manet, Le Déjeuner sur l'herbeOlympiaMary Cassatt, In the LogeThomas Cole, The OxbowKatsushika Hokusai, The Great WavePierre-Auguste Renoir, Luncheon of the Boating Party Continuing Presence of the Past:Fred Wilson, Mining the Museum, 1992Jeff Wall, Storyteller, 1986Lee nam Lee, The Conversation Between Monet and Sochi, 2009Studio Technique:LithographyStudy and ReviewRevel MultimediaCloser Look: Fred Wilson, Mining the MuseumCloser Look: Jeff Wall, StorytellerCloser Look: ?douard Manet, OlympiaVerdi: Quartet from Act III of RigolettoWagner: Act II, Scene 1, Dich, teure Halle from TannhauserCloser Look: Lee nam Lee, The Conversation between Monet and SochiCloser Look: Renoir's Luncheon of the Boating PartyCloser Look: Thomas Cole, The OxbowTeaching with Pearson Multimedia Homework assignment for Revel, Closer Look: Fred Wilson, Mining the Museum, and MyArtsLab, Continuing Presence of the Past: Fred Wilson, Mining the Museum, 1992What was Wilson’s purpose in creating his exposition? How did he go about assembling the collection? Why or how is his message meaningful to other viewers?In-class assignment for Closer Look: Jeff Wall, StorytellerAfter exploring Closer Look: Jeff Wall, Storyteller, consider the contrast of the natural world and the industrial or developed world. How does Wall’s photograph express that dichotomy (a balance or imbalance between the two)? What might be the purpose behind including the figures on the periphery instead as a focal point within this work? Is Wall introducing social commentary? If so, how?Key Termsavant-gardebourgeoisiedaguerreotypedialecticen plein air fl?neur Haussmannizationliterary realismmusic dramaodalisque photogenic drawingproletariatsocial DarwinismClass Discussion Topics and QuestionsDiscussion Topic: The nineteenth-century identity scrambled between the emerging new technology of photography, the Impressionists, and the political upheaval of change. Realism of the nineteenth century captured dramatic scenes and atrocities that shocked the viewer. This attempt to convey the struggles of the human condition brought to light the disparity between social classes and political factions, while simultaneously impressing with exacting detail. Literature, poetry, music, and eventually opera followed this creative expression and set the path for the modern era. While Europe struggled with identity and liberty, America gained a sense of self through the social struggles of slavery, changing economic structures, and the influx of immigrants fleeing difficulties abroad. The result: the concept of an idea or style known as uniquely “American.” As immigrants flooded the urban centers of America, interest in westward expansion inspired the potential of America’s future. The British interest in imperialism of the East not only resulted in abuses of power, but also a cultural exchange. As imperialism changed the social climate and indeed caused human rights abuses, literature and philosophy revealed the changing view and the Western moral compass.Question: Consider the shift in population from the immigration of millions to America. With this population seeking a new beginning, in a diverse urban setting; how might these people have identified with America? What are some of the struggles that resulted? How is this influence articulated within the modern or even postmodern era?Question: As the nineteenth century became the era of identity and nationality, how did artists and writers bring attention to the working classes? Were these methods helpful in creating reform movements or were they exploitive? How are issues of income inequality and injustice shared currently?Thinking Back13.1 Describe how realism manifested itself in nineteenth-century art and literature.13.2 Describe the various ways in which French artists and writers attacked bourgeois values in the 1850s and 1860s.13.3 Define Impressionism and examine how it transformed conventional assumptions about style and content in painting.13.4 Outline the characteristics of the American sense of self as it developed in the nineteenth century.13.5 Examine the impact of Western imperial adventuring on the non-Western world.Chapter256222543180140014The Modernist World: The Arts in an Age of Global ConfrontationLearning Objectives14.1Outline the various ways in which modernism manifests itself in art and literature.14.2Describe the Great War’s impact on the art and literature of the era.Chapter at a Glance The Rise of Modernism in the ArtsPost-Impressionist PaintingPablo Picasso’s Paris: At the Heart of the ModernThe Invention of Cubism: Braque’s Partnership with PicassoFuturism: The Cult of SpeedA New Color: Matisse and the ExpressionistsModernist Music and DanceEarly Twentieth-Century LiteratureThe Great War and Its AftermathTrench Warfare and the Literary ImaginationEscape from Despair: DadaThe Harlem RenaissanceThe Blues and JazzRussia: Art and RevolutionFreud and the Workings of the MindThe Dreamwork of Surrealist PaintingThe Stream-of-Consciousness NovelContinuity & Change: Guernica and the Specter of WarTransition Guide Images Deleted Images AddedFig. 14.3 Vincent Van Gogh, Portrait of Patience Escalier. August 1889.Fig. 14. 3 Vincent Van Gogh, Night Café. 1888.Fig. 14.21 Aaron Douglas, Illustration for “The Prodigal Son” in James Weldon Johnson’s God’s Trombones: Seven Sermons in Verse. 1927.Fig. 14.21 Aaron Douglas, Aspiration. 1936.Fig. 14.24 Photograph of work by Malevich in “0.10: The Last Futurist Exhibition of Painting.” Petrograd, 1915.Fig. 14.24 Giorgio de Chirico, The Child’s Brain. 1914.Fig. 14.25 Max Ernst, The Master’s Bedroom, It’s Worth Spending a Night There (Letter from Katherine S. Dreier to Max Ernst, May 25, 1920) MyArtsLab Multimedia Library Closer Looks:A Sunday on La Grande JatteThe Starry NightPaul Cézanne, Still Life with Plaster CastMahana no atuaLes Demoiselles d’AvignonMarcel Duchamp, Nude Descending a Staircase, No. 2Eisenstein's Battleship PotemkinSalvador Dalí, The Persistence of MemoryPablo Picasso, GuernicaPablo Picasso’s Collages Continuing Presence of the Past:Robert Colescott, Auvers-sur-Oise (Crow in the Wheat Field), 1981Mark Tansey, Picasso and Braque, 1992Sherrie Levine, Fountain (After Marcel Duchamp: A.P.), 1991Study and ReviewRevel MultimediaCloser Look: Robert Colescott, Auvers-sur-l'OiseCloser Look: Paul Cézanne, Still Life with Plaster CastCloser Look: Mark Tansey, Picasso and BraqueCloser Look: Pablo Picasso's CollagesStravinsky: "Sacrificial Dance" from The Rite of SpringSchoenberg: "Madonna" from Pierrot LunaireCloser Look: Sherrie Levine, Fountain (after Marcel Duchamp: A.P.)Closer Look: Marcel Duchamp, Nude Descending a Staircase, No. 2L. H. Armstrong: Hotter Than ThatEllington: It Don’t Mean A Thing (If It Ain’t Got That Swing)Closer Look: Eisentein's Battleship Potemkin, "Odessa Steps Sequence"Closer Look: Salvador Dali, The Persistence of MemoryTeaching with Pearson Multimedia Homework assignment for Closer Look: Marcel Duchamp, Nude Descending a Staircase, No. 2After exploring Closer Look: Marcel Duchamp, Nude Descending a Staircase, No. 2, think about the unique quality of this work. Because it is considered an abstract piece, it received criticism when it was originally shown. If this work was exhibited more recently, what type of criticism (or praise) might it receive? As this work connects to the Futurist idea of motion, how might it also connect with animation and computer-generated forms of today?In-class assignment for Closer Look: Salvador Dali, The Persistence of MemoryAfter exploring Closer Look: Salvador Dali, The Persistence of Memory, discuss the contrast between rational elements and irrational portrayal of those elements within the same space. How does Dali achieve this balance? What element within the work represents this idea?Key Termsatonalityblue notebluescall-and-response collageCubismDixieland jazzegoFauvismid montageostinatopolyrhythms polytonalpointillesscatserial compositionSprechstimme stream-of-consciousness superegoswingtonalitytone rowtone system Class Discussion Topics and QuestionsDiscussion Topic: The twentieth century emerged with a newly realized recognition of this “new age.” Technology, arts, science, literature, and even war were different within this century. A dangerous mix of politics and new weaponry created a dystopian perspective that formed a schism in the brightest minds of the day. World War I resulted in the deaths of millions while simultaneously advancing the capabilities and potential of modern warfare. Creative thinkers responded with work that met war with abstraction, a distinct rejection of the “old” ways in favor of different and even scandalous portrayals of humanity. Art literature, and even the new medium of film became a venue for political activism and social voice, while at the same time reinterpreting traditional understanding of culture. Question: Consider the painters and twentieth-century styles. Why were the artists of the Cubist, Dada, and Futurist movements not overly concerned with traditional academy standards like their predecessors? Why and how were they different? Question: While Europe struggled with war, America experienced a social shift as the Harlem Renaissance provided a movement that identified the African American struggle. How did the creativity that emerged form a voice for future generations? What insight is shared through the paintings of Jacob Lawrence or the writing of Langston Hughes?Thinking Back14.1 Outline the various ways in which modernism manifests itself in art and literature.14.2 Describe the Great War’s impact on the art and literature of the era.Chapter256222543180150015Decades of Change: The Plural Self in a Global CultureLearning Objectives15.1Outline the principles of existentialism and how they manifest themselves in art and literature.15.2Compare and contrast the varieties of Abstract Expressionism and describe how the Beats and Pop Art challenged its ascendency. 15.3Examine the role politics played in the art and literature of the 1960s and 1970s. 15.4Characterize the ways in which pluralism and diversity are reflected in postmodern art and literature.Chapter at a Glance Europe After the War: The Existential QuestThe Philosophy of Sartre: ExistentialismThe Theater of the AbsurdAmerica After the War: Triumph and DoubtAction Painting: Pollock and de KooningWomen Abstract ExpressionistsThe Beat GenerationCage and the Aesthetics of ChanceArchitecture in the 1950sPop ArtThe Winds of ChangeBlack IdentityThe Vietnam War: Rebellion and the ArtsKurt Vonnegut’s Slaughterhouse-FiveArtists Against the WarThe Feminist MovementThe Postmodern EraPluralism and Diversity in Postmodern PaintingPluralism and Diversity in Postmodern LiteratureCross-Fertilization in the Visual ArtsA Multiplicity of Media: New TechnologyContinuity & Change: The Environment and the Humanist TraditionTransition Guide Images Deleted Images AddedFig. 15.13 Andy Warhol, Gold Marilyn. 1962.Fig. 15.13 Andy Warhol, Marilyn Diptych. 1962.Fig. 15.22 Yasumasa Morimura, Portrait (Twins). 1988.Fig. 15.20 Judy Chicago, Pasadena Lifesavers Red Series #3. 1969–70.Fig. 15.21 Judy Chicago, The Dinner Party. 1979.Fig. 15.24 Gerhard Richter, Meadowland. 1992.Fig. 15.25 Gerhard Richter, Ice (2). 1989.Fig. 15.26 Pat Steir, Yellow and Blue One-Stroke Waterfall. 1992.Fig. 15.29 David P. Bradley (Ojibwe) Indian Country Today. 1996–97.Fig. 15.30 Bill Viola, Five Angels for the Millennium. 2001.Fig. 15.31 Isaac Julien, Ten Thousand Waves I. 2010. Fig. 15.32 Phil Collins, still from part one of The Smiths karaoke trilogy, The World Won’t Listen. 2004–07.Fig. 15.33 Pipilotti Rist, three stills from I’m Not the Girl Who Misses Much. 1986.Fig. 15.34 Pipilotti Rist, Ever Is Over All. 1997.Fig. 15.35 Janine Antoni, Touch. 2002.MyArtsLab Multimedia Library Closer Looks:Marilyn DiptychCharles the FirstThe Dinner PartyContinuing Presence of the Past:Mike Bidlo, Not Warhol (Brillo Boxes), 2005Gerhard Richter, September, 2005Studio Technique:SilkscreenVideo:Shahzia SikanderStudy and ReviewRevel MultimediaCage: IndeterminancyCloser Look: Mike Bidlo, Not Warhol (Brillo Boxes, 1964)Closer Look: Gerhard Richter, SeptemberArt21: Shahzia Sikander: The Last PostTeaching with Pearson Multimedia Homework assignment for Closer Look: Mike Bidlo, Not Warhol (Brillo Boxes, 1964)After exploring Closer Look: Mike Bidlo, Not Warhol (Brillo Boxes, 1964), consider the idea of what may or may not be considered “art.” Also consider what is truly original or not original in concept, construction, and design. Consider too the context of placement of these objects. How might the viewer understand or value these works differently depending on the location/placement of each work? Are boxes in a gallery more or less valuable to the viewer instead of boxes in a grocery store?In-class assignment for Closer Look: Gerhard Richter, SeptemberAfter exploring Closer Look: Gerhard Richter, September, consider: Is abstraction in this way appropriate given the subject matter? How is this painting a more “genuine” portrayal than even a photo of the event? In what ways might this work capture the feeling of the event rather than the detail?Key TermsAbstract Expressionismaction paintingBeat generation combine paintingsexistentialismpostmodern Theater of the AbsurdClass Discussion Topics and QuestionsDiscussion Topic: After World War II, America experienced prosperity and unprecedented growth. The postwar consumer culture shaped the way this generation viewed and understood the world. Cultural struggles of identity, equality, and ethnicity served as underpinnings of the postmodern movement. As a result of the atrocities of war, people questioned the very existence of humanity, the purpose and intent of life itself. This existential perspective was, in some ways, a catalyst for the rejection of traditional roles. As the postwar culture propelled itself forward, an alternative sub-culture emerged. Known as the “Beats,” this independent movement of social freedom gave way to social awareness of African Americans, women, and other disenfranchised groups. As these groups organized, the collective voice brought identity to the movement for change and equality; literature and art reflected that struggle.Pluralism, the idea that there can be multiple interpretations, was articulated through the diversity of the postmodern artistic landscape. Globalization contributed to the plural view, or rather plural identities, a convention of postmodern art and literature.Question: Consider the events that framed the civil rights movement. Who are some of the key figures in the movement, and what were their contributions? How was this struggle reflected in literature and art? Is the same struggle a challenge currently, or are there new struggles? How might media (or social media) enhance a movement such as civil rights?Question: Think about Pop art. What are some of the characteristics? Why or how is it considered art? What is the social or political climate that inspired the movement? Do present-day examples of Pop art exist? What might have been the catalyst for this movement?Thinking Back15.1 Outline the principles of existentialism and how they manifest themselves in art and literature.15.2 Compare and contrast the varieties of Abstract Expressionism and describe how the Beats and Pop Art challenged its ascendency.15.3 Examine the role politics played in the art and literature of the 1960s and 1970s.15.4 Characterize the ways in which pluralism and diversity are reflected in postmodern art and literature. ................
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