SIR JOHN FROISSART’S CHRONICLES



From Crisis and Disintegration to Recovery and Rebirth:High Middle Ages, Renaissance and ExplorationUnit ObjectivesProvide historical evidence that the Renaissance WAS and WAS NOT a “rebirth.”Describe humanism as it was understood during the Renaissance.Describe the curriculum of classical education advocated by the Renaissance humanists and identify its key features.Identify characteristics of classical art and architecture and explain how Renaissance humanism influenced classical art and architecture.Explain how patrons of the arts, such as the Church and the Medici family, were vital to the development of the artistic culture of the Renaissance.Demonstrate familiarity with Renaissance authors, their works, and their content.Describe the concept of civic humanism and the role of classical education in creating the “Renaissance Man.”Describe the role of women in the Renaissance, as well as attitudes toward women that prevailed in Europe at the pare and contrast the Italian Renaissance and the Northern Renaissance.Explain the rise of the “New Monarchs” in England and Spain in the late fifteenth and early sixteenth centuries and identify their key achievements.Identify key explorers in the Age of Exploration, explain how they were aided by the development of new technologies, and explain the impact of their discoveries on the global economy.Important PeopleJacob BurckhardtPeter BurkePetrarchCastiglioneMachiavelliPico della MirandolaMarsilio FicinoPietro Paolo VergerioVittorino da FeltreMedici FamilyIsabella D’EsteLeonardo BruniJohannes GutenbergThomas MoreErasmus GiottoBrunelleschiRaphaelLeonardo da VinciMichelangeloSandro BotticelliVan EyckAlbrecht DurerLouis XIHenry VIIFerdinand and IsabellaJohn WyclifJan HusPope Pius IIPope Julius IIPope Leo XPrince Henry the NavigatorVasco da GamaChristopher ColumbusFerdinand MagellanHernan Cortes Francisco PizarroBartolome de Las CasasLord MacartneyGerardus MercatorFugger FamilyKey Images (below)Duccio’s and Lippi’s Madonna and Child (comparison of Byzantine and Renaissance style)Botticelli’s Birth of VenusRaphael’s School of AthensLeonardo’s Last SupperMichelangelo’s Creation of AdamVan Eyck’s Arnolfini Portrait Michelangelo’s David**YOU SHOULD BE ABLE TO DISCUSS HOW THESE IMAGES REFLECT THE VALUES AND TRENDS OF THE RENAISSANCE** DatePeriod 6Period 79/5TuesdaySClass ObjectivesStart of Course DetailsMedieval BingoThe Crisis of the 14th Century: Plague, Famine, War, Civil Discontent, Political Instability, Church Decline, OH MY!Periodization in HistoryAssignments DueText pp. 303-334 (summer)Boccaccio Decameron (summer)Jean de Venette (summer)Antisemitism and the Plague (summer)Black Death YouTube Video (summer)John of Paris (summer)Boniface VIII (summer)Class Objectives:Start of Course DetailsMedieval BingoThe Crisis of the 14th Century: Plague, Famine, War, Civil Discontent, Political Instability, Church Decline, OH MY!Periodization in HistoryAssignments DueText pp. 303-334 (summer)Boccaccio Decameron (summer)Jean de Venette (summer)Antisemitism and the Plague (summer)Black Death YouTube Video (summer)John of Paris (summer)Boniface VIII (summer)9/6WednesdaySClass ObjectivesWas the Renaissance really a “rebirth”? Two Perspectives on the Renaissance: Burke and Burckhardt (OPVL WS)Why begin at the Renaissance?Meaning and Characteristics of the Italian RenaissanceChanges and Continuities with MARenaissance SocietyAssignments DueText pp. 337-344 (summer)Go over syllabus, class policies, and school wires class siteFroissart Rebellions of 1381King Edward III Statute of Laborers Watch Was the Renaissance a Thing? (12 min)OPTIONAL: Watch The Dark Ages (1.5 hours)Class ObjectivesWas the Renaissance really a “rebirth”? Two Perspectives on the Renaissance: Burke and Burckhardt (OPVL WS)Why begin at the Renaissance?Meaning and Characteristics of the Italian RenaissanceChanges and Continuities with MARenaissance SocietyAssignments DueText pp. 337-344 (summer)Go over syllabus, class policies, and school wires class siteFroissart Rebellions of 1381King Edward III Statute of Laborers Watch Was the Renaissance a Thing? (12 min)OPTIONAL: Watch The Dark Ages (1.5 hours)9/7 ThursdayAClass ObjectivesShare analysis on Burke/Burckhardt in groups and complete Changes and Continuities chart. Italian States in the RenaissanceIntellectual Renaissance in Italy, pt. 1Assignments Due Text pp. 344-355 (summer)Machiavelli The Prince (summer)PBS Medici Documentary (summer)Christine de Pisan City of Ladies (summer)Castiglione Book of the CourtierComplete OPVL WS on Castiglione.Class ObjectivesShare analysis on Burke/Burckhardt in groups and complete Changes and Continuities chart. Italian States in the RenaissanceIntellectual Renaissance in Italy, pt. 1Assignments Due Text pp. 344-355 (summer)Machiavelli The Prince (summer)PBS Medici Documentary (summer)Christine de Pisan City of Ladies (summer)Castiglione Book of the CourtierComplete OPVL WS on Castiglione.9/8FridayBClass ObjectivesIntellectual Renaissance in Italy, pt. 2The Artistic RenaissanceTransition from the Medieval Period (on Medieval babies)Italian RenaissanceNorthern RenaissanceAssignments Due Text pp. 349-362 (summer)Vasari Lives of the Artists (summer)Pico della Mirandola Dignity of ManVergerio On the Liberal ArtsPetrarch Letter to BoccaccioNauert on the Northern Renaissance Class does not meet9/11MondayCClass does not meetClass ObjectivesIntellectual Renaissance in Italy, pt. 2The Artistic RenaissanceTransition from the Medieval Period (on Medieval babies)Italian RenaissanceNorthern RenaissanceAssignments Due Text pp. 349-362 (summer)Vasari Lives of the Artists (summer)Pico della Mirandola Dignity of ManVergerio On the Liberal ArtsPetrarch Letter to BoccaccioNauert on the Northern Renaissance 9/12 TuesdayDClass ObjectivesEuropean States in the Renaissance/New MonarchsThe Renaissance ChurchAssignments Due Text pp. 362-370 (summer)Attack on the Papacy: The Concilicar Movement (Sacrosancta, Frequens) (summer)Pope Pius II Excecrabilis (summer)Class ObjectivesEuropean States in the Renaissance/New MonarchsThe Renaissance ChurchAssignments Due Text pp. 362-370 (summer)Attack on the Papacy: The Concilicar Movement (Sacrosancta, Frequens) (summer)Pope Pius II Excecrabilis (summer)9/13WednesdayAClass ObjectivesStudent Art PresentationsAssignments Due Group Presentations – Renaissance Art ProjectHistory of the Renaissance for review (summer)Class ObjectivesStudent Art PresentationsAssignments Due Group Presentations – Renaissance Art ProjectHistory of the Renaissance for review (summer)9/14ThursdayBClass ObjectivesRenaissance BINGO!Exploration – MotivesSpanish and Portuguese Expeditions Assignments Due Read textbook pp. 410-421 (Means and Motives for Exploration; Spain and Portugal)Class does not meet9/15FridayCClass does not meetClass ObjectivesRenaissance BINGO!Exploration – MotivesSpanish and Portuguese Expeditions Assignments Due Read textbook pp. 410-421 (Means and Motives for Exploration; Spain and Portugal)9/18MondayDClass ObjectivesExploration: New Rivals on the World Stage Assignments Due Read pp.?421-433 (Rivals on the World Stage)Primary Source packet?pp.348-353 (Intro; Discovery and Conquest of Mexico)?Primary Source Reading – Exploration section: Class ObjectivesExploration: New Rivals on the World Stage Assignments Due Read pp.?421-433 (Rivals on the World Stage)Perry Primary Source packet?pp.348-353 (Intro; Discovery and Conquest of Mexico)?Primary Source Reading – Exploration section: 9/19TuesdayAClass ObjectivesImpact of European ExpansionEconomic ideologies of mercantilism and capitalism Assignments Due Read Perry Primary Source packet pp. 363-366 (Slave Trade and Economic Systems)Read pp. 433-441 (Impact of European Expansion and the World Economy)Class ObjectivesImpact of European ExpansionEconomic ideologies of mercantilism and capitalism Assignments Due Read Perry Primary Source packet pp. 363-366 (Slave Trade and Economic Systems)Read pp. 433-441 (Impact of European Expansion and the World Economy)9/20WednesdayBClass ObjectivesFinish all remaining notesReview free response writing skills Assignments Due Be sure you have completed all reading for unit.Begin studying for testClass does not meet9/22FridayCClass does not meetClass ObjectivesFinish all remaining notesReview free response writing skills Assignments Due Be sure you have completed all reading for unit.Begin studying for test9/25MondayDUNIT TESTMC, Short Answer, EssayUNIT TEST MC, Short Answer, EssayMedieval and Renaissance Primary Sources:EDWARD III AND THE STATUTE OF LABORERS The Black Death that ravaged Europe between 1347 and 1351 eventually found its way to England as well, and caused a loss of lives so severe that the result was a near immediate labor shortage. Throughout the end of the century English laborers took advantage of the situation and demanded higher wages. This damaged the wealth of the landed classes who then made an appeal to the government. One response to this predicament was the?Statute of Labourers?issued by Edward III in 1351 and directed against the rise in prices and wages. What follows is a brief selection from the?Statute.Statute of Laborers, 1351The King to the sheriff of Kent, greeting:Because a great part of the people, and especially the workmen and servants, have lately died in the pestilence, many seeing the necessity of masters and great scarcity of servants, will not serve unless they may receive excessive wages, and others preferring to begin idleness rather than by labor to get their living; we, considering the grievous incommodities which of the lack especially of ploughmen and such laborers may hereafter come, have upon deliberation and treaty with the prelates and the nobles and learned men assisting us, with their unanimous counsel ordained:That every man and woman of our realm of England, of what condition he be, free or bond, able in body, and within the age of sixty years, not living in merchandize, nor exercising any craft, nor having all his own whereof he may live, nor land of his own about whose tillage he may occupy himself, and not serving any other; if he'd be required to serve in suitable service, his estate considered, he shall be bound to serve him which shall so require him; and take only the wages, livery, meed*, or salary which were accustomed to be given in the places where he oweth to serve, the twentieth year of our reign of England, or five and six other common years next before.If any reaper, mower, or other workman or servants, of what estate or condition that he be, retained in any man's service, do depart from the said service without reasonable cause or license, before the term agreed, he shall have pain of imprisonment; and no one, under the same penalty, shall presume to receive or retain such a one in his service.No one, moreover, shall pay or promise to pay to any one more wages, liveries, meed, or salary than was accustomed, as is before said. . . .*meed is defined as an earned reward or wageSIR JOHN FROISSART’S CHRONICLES Froissart on The Peasants' Revolt in England (1381)WHILE these negotiations and discussions were going on,1?there occurred in England great disasters and uprisings of the common people, on account of which the country was almost ruined beyond recovery. Never was any land or realm in such great danger as England at that time. It was because of the abundance and prosperity in which the common people then lived that this rebellion broke out, just as in earlier days the Jack Goodmans rose in France and committed many excesses, by which the noble land of France suffered grave injury.These terrible troubles originated in England from a strange, circumstance and a trivial cause. That it may serve as a lesson to all good men and true, I will describe that circumstance and its effects as I was informed of them at the time.It is the custom in England, as in several other countries, for the nobles to have strong powers over their men and to hold them in serfdom: that is, that by right and custom they have to till the lands of the gentry, reap the corn and bring it to the big house, put it in the barn, thresh and winnow it; mow the hay and carry it to the house, cut logs and bring them up, and all such forced tasks; all this the men must do by way of serfage to the masters. In England there is a much greater number than elsewhere of such men who are obliged to serve the prelates and the nobles. And in the counties of Kent, Essex, Sussex and Bedford in particular, there are more than in the whole of the rest of England.These bad people in the counties just mentioned began to rebel because, they said, they were held too much in subjection, and when the world began there had been no serfs and could not be, unless they had rebelled against their lord, as Lucifer did against God; but they were not of that stature, being neither angels nor spirits, but men formed in the image of their masters, and they were treated as animals. This was a thing they could no longer endure, wishing rather to be all one and the same,2?and, if they worked for their masters, they wanted to have wages for it. In these machinations they had been greatly encouraged originally by a crack-brained priest of Kent called John Ball, who had been imprisoned several times for his reckless words by the Archbishop of Canterbury. This John Ball had the habit on Sundays after mass when everyone was coming out of church, of going to the cloisters or the graveyard, assembling the people round him and preaching thus:'Good people, things cannot go right in England and never will, until goods are held in common and there are no more villeins and gentlefolk, but we are all one and the same.3?In what way are those whom we call lords greater masters than ourselves? How have they deserved it? Why do they hold us in bondage? If we all spring from a single father and mother, Adam and Eve, how can they claim or prove that they are lords more than us, except by making us produce and grow the -wealth which they spend? They are clad in velvet and camlet lined with squirrel and ermine, while we go dressed in coarse cloth. They have the wines, the spices and the good bread: we have the rye, the husks and the straw, and we drink water. They have shelter and ease in their fine manors, and we have hardship and toil, the wind and the rain in the fields. And from us must come, from our labour, the things which keep them in luxury. We are called serfs and beaten if we are slow in our service to them, yet we have no sovereign lord we can complain to, none to hear us and do us justice. Let us go to the King - he is young - and show him how we are oppressed, and tell him that we want things to be changed, of else we will change them ourselves. If we go in good earnest and all together, very many people who are called serfs and are held in subjection will follow us to get their freedom. And when the King sees and hears us, he will remedy the evil, either willingly or otherwise.'These were the kind of things which John Ball usually preached in the villages on Sundays when the congregations came out from mass, and many of the common people agreed with him. Some, who were up to no good, said: 'He's right!' and out in the fields, or walking together from one village to another, or in their homes, they whispered and repeated among themselves: 'That's what John Ball says, and he's right.'The Archbishop of Canterbury, being informed of all this, had John Ball arrested and put in prison, where he kept him for two or three months as a punishment. It would have been better if he had condemned him to life imprisonment on the first occasion, or had him put to death, than to do what he did; but he had great scruples about putting him to death and set him free; and when John Ball was out of prison, he we= on with his intrigues as before. The things he was doing and saying came to the ears of the common people of London, who were envious of the nobles and the rich. These began saying that the country was badly governed and was being robbed of its wealth by those who called themselves noblemen. So these wicked men in London started to become disaffected and to rebel and they sent word to the people in the counties mentioned to come boldly to London with all their followers, when they would find the city open and the common people on their side. They could then so work on the King that there would be no more serfs in England.These promises incited the people of Kent, Essex, Sussex, Bedford and the neighbouring districts and they set off and went towards London. They were a full sixty thousand and their chief captain was one Wat Tyler. With him as his companions were Jack Straw and John Ball. These three were the leaders and Wat Tyler was the greatest of them. He was a tiler of roofs, and a wicked and nasty fellow he was.BALDESAR CASTIGLIONE, THE BOOK OF THE COURTIER In the Italian states, the most prestigious life took place in the courts of rulers. While Machiavelli wrote about methods and rules for the successful prince, others described the qualities necessary for men or women hoping to rise or maintain their position in court life. The most famous of these writers was the Italian diplomat Baldesar Castiglione (1478-1529), who wrote The Book of the Courtier while a member of the Duke of Urbino's court. In the following excerpt, Castiglione describes first, the best qualities of the courtier—the ideal "Renaissance man"—and second, the virtues and actions best suited to women of the court.Consider why Castiglione considers noble birth important; what talents Castiglione thinks are most important for the courtier's success; how a woman's path to success at court differs from a man's."Thus, I would have our Courtier born of a noble and genteel family; because it is far less becoming for one of low birth to fail to do virtuous things than for one of noble birth, who, should he stray from the path of. his forebears, stains the family name, and not only fails to achieve anything but loses what has been achieved already. For noble birth is like a bright lamp that makes manifest and visible deeds both good and bad, kindling and spurring on to virtue as much for fear of dishonor as for hope of praise...Besides his noble birth, I would wish the Courtier favored in this other respect, and endowed by nature not only with talent and with beauty of countenance and person, but with that certain grace which we call an `air,' which shall make him at first sight pleasing and lovable to all who see him; and let this be an adornment informing and attending all his actions, giving the promise outwardly that such a one is worthy of the company and the favor of every great lord." .. ."But to come to some particulars: I hold that the principal and true profession of the Courtier must be that of arms ... which I wish him to exercise with vigor; and let him be known among the others as bold, energetic, and faithful to whomever he serves. . . . The more our Courtier excels in this art, the more will he merit praise; although I do not deem it necessary that he have the perfect knowledge of things and other qualities that befit a commander, for since this would launch us on too great a sea, we shall be satisfied, as we have said, if he have complete loyalty and an undaunted spirit, and be always seen to have them...Therefore, let the man we are seeking be exceedingly fierce, harsh, and always among the first, wherever the enemy is; and in every other place, humane, modest, reserved, avoiding ostentation above all things as well as that impudent praise of himself by which a man always arouses hatred and disgust in all who hear him.""I would have him more than passably learned in letters, at least in those studies which we call the humanities. Let him be conversant not only with the Latin language, but with Greek as well, because of the abundance and variety of things that are so divinely written therein. Let him be versed in the poets, as well as in the orators and historians, and let him be practiced also in writing verse and prose, especially in our own vernacular; for, besides the personal satisfaction he will take in this, in this way he will never want for pleasant entertainment with the ladies, who are usually fond of such things.... These studies, moreover, will make him fluent, and (as Aristippus said to the tyrant) bold and self-confident in speaking with everyone. However, I would have our Courtier keep one precept firmly in mind, namely, in this as in everything else, to be cautious and reserved rather than forward, and take care not to get the mistaken notion that he knows something he does not know."I think that in her ways, manners, words, gestures, and bearing, a woman ought to be very unlike a man; for just as he must show a certain solid and sturdy manliness, so it is seemly for a woman to have a soft and delicate tenderness, with an air of womanly sweetness in her every movement, which, in her going and staying, and in whatever she says, shall always make her appear the woman without any resemblance to a man."Now, if this precept be added to the rules which these gentlemen have taught the Courtier, then I think she ought to be able to follow many such and adorn herself with the best accomplishments, as signor Gasparo says. For I hold that many virtues of the mind are as necessary to a woman as to a man; also, gentle birth; to avoid affectation, to be naturally graceful in all her actions, to be mannerly, clever, prudent, not arrogant, not envious, not slanderous, not vain, not contentious, not inept, to know how to gain and hold the favor of her mistress and of all others, to perform well and gracefully the exercises that are suitable for women. And I do think that beauty is more necessary to her than to the Courtier, for truly that woman lacks much who lacks beauty. Also she must be more circumspect, and more careful not to give occasion for evil being said of her, and conduct herself so that she may not only escape being sullied by guilt but even by the suspicion of it, for a woman has not so many ways of defending herself against false calumnies as a man has."PETER PAUL VERGERIO AND THE INTELLECTUAL RENAISSANCE Closely associated with the rise of literary humanism was a new emphasis on the more broadly defined "liberal arts." This emphasis was manifested in a new concern with education; a change in educational curriculum constituted an institutional development that was enduring and that had wide-ranging effects. The first to express this emphasis systematically in an educational program was Peter Paul Vergerio (1370-1444). He taught in several Italian universities, and in his main treatise, On the Liberal Arts, he rejected much of the content and methods of medieval education. Vergerio presents his views on the growing importance of the liberal arts in the following selection from a letter written to Ubertinus of Carrara.Consider what is particularly humanistic rather than scholastic or medieval about this view; how Vergerio justifies his choice of the three subjects in this proposed curriculum; what Petrarch might think of this letter.Peter Paul Vergerio, On the Liberal ArtsYour grandfather, Francesco I, a man distinguished for his capacity in affairs and for his sound judgment, was in the habit of saying that a parent owes three duties to his children. The first of these is to bestow upon them names of which they need not feel ashamed. For not seldom, out of caprice, or even indifference, or perhaps from a wish to perpetuate a family name, a father in naming his child inflicts upon him a misfortune which clings to him for life. The second obligation is this: to provide that his child be brought up in a city of distinction, for this not only concerns his future self-respect, but is closely connected with the third and most important care which is due from father to son. This is the duty of seeing that he be trained in sound learning. For no wealth, no possible security against the future, can be compared with the gift of an education in grave and liberal studies. By them a man may win distinction for the most modest name, and bring honor to the city of his birth however obscure it may be. But we must remember that whilst a man may escape from the burden of an unlucky name, or from the contempt attaching to a city of no repute, by changing the one or quitting the other, he can never remedy the neglect of early education. The foundation, therefore, of this last must be laid in the first years of life, the disposition molded whilst it is susceptible and the mind trained whilst it is retentive.This duty, common indeed to all parents, is specially incumbent upon such as hold high station. For the lives of men of position are passed, as it were, in public view; and are fairly expected to serve as witness to personal merit and capacity on the part of those who occupy such exceptional place amongst their fellow men...We come now to the consideration of the various subjects which may rightly be included under the name of "Liberal Studies." Amongst these I accord the first place to History, on grounds both of its attractiveness and of its utility, qualities which appeal equally to the scholar and to the statesman. Next in importance ranks Moral Philosophy, which indeed is, in a peculiar sense, a "Liberal Art," in that its purpose is to teach men the secret of true freedom. History, then, gives us the concrete examples of the precepts inculcated by philosophy. The one shows what men should do, the other what men have said and done in the past, and what practical lessons we may draw therefrom for the present day. I would indicate as the third main branch of study, Eloquence, which indeed holds a place of distinction amongst the refined Arts. By philosophy we learn the essential truth of things, which by eloquence we so exhibit in orderly adornment as to bring conviction to differing minds. And history provides the light of experience—cumulative wisdom fit to supplement the force of reason and the persuasion of eloquence. For we allow that soundness of judgment, wisdom of speech, integrity of conduct are the marks of a truly liberal temper.PICO DELLA MIRANDOLA AND RENAISSANCE HUMANISM Pico della Mirandola,?Oration on the Dignity of ManO supreme generosity of God the Father, O highest and most marvelous felicity of man! To him it is granted to have whatever he chooses, to be whatever he wills. Beasts as soon as they are born (so says Lucilius) bring with them from their mother's womb all they will ever possess. Spiritual beings, either from the beginning or soon thereafter, become what they are to be for ever and ever. On man when he came into life the Father conferred the seeds of all kinds and the germs of every way of life. Whatever seeds each man cultivates will grow to maturity and bear in him their own fruit. If they be vegetative, he will be like a plant. If sensitive, he will become brutish. If rational, he will grow into a heavenly being. If intellectual, he will be an angel and the son of God. And if, happy in the lot of no created thing, he withdraws into the center of his own unity, his spirit, made one with God, in the solitary darkness of God, who is set above all things, shall surpass them all.FRANCISCO PETRARCH AND RENAISSANCE HUMANISM While you are reading the excerpt below, consider the following:How does Petrarch relate humanism to religion?According to Petrarch, what advantages does literary humanism provide to people?What arguments does Petrarch offer to justify his position? In other words, how does he seek to prove his point?Petrarch, Excerpts from his letter to friend and fellow humanist, BoccaccioNeither exhortations to virtue nor the argument of approaching death should divert us from literature; for in a good mind it excites the love of virtue, and dissipates, or at least diminishes, the fear of death. To desert our studies shows want of self-confidence rather than wisdom, for letters do not hinder but aid the properly constituted mind which possesses them; they facilitate our life, they do not retard it. Just as many kinds of food which lie heavy on an enfeebled and nauseated stomach furnish excellent nourishment for one who is well but famishing, so in our studies many things which are deadly to the weak mind may prove salutary to an acute and healthy intellect, especially if in our use of both food and learning we exercise proper discretion. If it were otherwise, surely zeal of certain persons who persevered to the end could not have roused such admiration…Besides these (Petrarch mentions well educated persons from Classical Rome) and innumerable others like them, have not all those of our own religion whom we should wish most to imitate devoted their whole lives to literature, and grown old and died of the same pursuit? Some, indeed, were overtaken by death while still at work reading or writing. To none of them, so far as I know, did it prove a disadvantage to be noted for secular learning…While I know that many have become famous for piety without learning, at the same time I know of no one who has been prevented by literature from following the path of holiness…If I am allowed to speak for myself, it seems to me that, although the path to virtue by the way of ignorance may be plain, it fosters sloth. The goal of all good people is the same, but the ways of reaching it are many and various. Some advance slowly, others with more spirit; some obscurely, others again conspicuously. Although all alike are on the road to happiness, certainly the more elevated the path is the more glorious. Hence, ignorance, however devout, is by no means to be put on a plane with the enlightened devoutness of one familiar with literature. Nor can you pick me out from the who array of unlettered saints, an example of holy that I cannot match it with a still holier one from the other group.Charles G. Nauert, The Age of Renaissance and ReformationAccording to Nauert, why did the intellectual elite of Northern Europe embrace the ideals of the Italian Renaissance? How did the North adapt the Italian Renaissance style and viewpoint to Northern sensibilities?The North itself would never have accepted Renaissance culture if that culture had not suited its needs. The reorganized, powerful monarchies of the late 15c and early 16c needed a new ideal for their servants and courtiers, and the emphasis on public service, on personal merit, and on learning provided an attractive substitute for the traditional manners of the unlettered, unruly, and discredited feudal classes. The new ideal contained enough emphasis on social class and military prowess to make it credible to a society where the hereditary nobility still counted for much. For the kings, it offered the added advantage of servants who were refined and cultivated, and who would wield the pen as well as the sword for their master. In addition to the monarchs and their courts, other important groups in the North also found humanistic culture attractive. The powerful, self-confident merchant oligarchies that governed the important towns, especially the prospering towns of the Rhine Valley and of south Germany, found in humanism a cultural ideal far more suited to the needs and prejudices of urban magnates than were the chivalric and scholastic traditions of the Middle Ages. The large group of would-be Church reformers found the characteristic Renaissance repudiation of the recent past and the desire to return to the original sources quite attractive, for the Roman past included the apostolic and early patristic age, when the Church was still pure and uncorrupted…. The humanism that grew up in the North was not a mere copy of the Italian culture, but a grafting of Italian elements into a cultural tradition that varied from country to country. Obviously, for example, Germans or even Frenchmen could not revere the ancient Romans as their ancestors quite the same sense that Italians could. What did develop everywhere was a revulsion against the heritage of the immediate past (often more open and violent than in Italy because scholastic traditions and a clerical spirit had much greater strength in the North), and the conscious adoption of an idealized Greek and Roman Antiquity as the model for reforming literature, education, and the whole ideal of the educated man. Even more than in Italy, Northern humanists enthusiastically looked to the apostolic and patristic age of the Church as a valuable part of the ancient heritage they sought to restore. This emphasis on ancient Christianity, combined with the widespread movements of lay piety that flourished in the lower Rhine Valley and other parts of Northern Europe, explains why humanism north of the Alps directed much of its reformist activity toward reform of the Church and deepening of personal religious experience. Renaissance Art AssignmentPresentation on Renaissance Art due on Wednesday, September 13.?Your group is responsible for researching your chosen work of art so that you can present it to the class.? Be prepared to explain how your work of art represents the Renaissance and humanist thought.? Why is your chosen work regarded as great art and what can we learn about the artist and this time period from viewing it?? Your presentation should only be between 3-4 minutes.? I’ll provide the PowerPoint image with the work of art. I expect you to research your work of art and work collaboratively to both DESCRIBE and EXPLAIN THE SIGNIFICANCE of the work. As a start, feel free to watch the video matching your work that I have linked for you below.1.??????The Tribute Money,?by?Masaccio, 1427? Arnolfini Wedding?by Jan van Eyck 1434? of the Rocks??by Leonardo da Vinci 1483 – 1486? Birth of Venus?by Sandro Botticelli 1476? Man?by Leonardo da Vinci 1487? of Pope Julius II?byRaphael, 1511? of Adam (Sistine Chapel)??by Michelangelo 1511? of Athens??by Raphael 1510 – 1511?? and? I ?by Albrecht Dürer 1514? Ambassadors?by Hans Holbein the Younger 1533? Last Judgment (Sistine Chapel)?by Michelangelo 1537-41???? and Art Assignment – Rubric?Possible PointsExplaining how your work of art represents Renaissance and humanist thought10Explaining how your work of art exemplifies Renaissance artistic techniques10Explaining why this is a great work of art5TOTAL25Age of Exploration and Conquest Primary Sources follow… ................
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