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10
CONTENT AND RESOURCES
Renaissance and Reformation
CONTENTS
FIND OUT ABOUT
• The spread of humanism
• The Renaissance
• Scientific knowledge and experimentation
• The art of the Quattrocento
• The High Renaissance
• The spread of the Renaissance through Europe
• The causes and spread of the Reformation
• The Counter-Reformation
KNOW HOW TO
• Analyse biographies as a source of historical information
• Investigate the history of medicine on the Internet
• Write a biographical profile
• Analyse Renaissance works of art
• Look for information about Renaissance artists on the Internet
• Work in groups to prepare an exhibition catalogue
BE ABLE TO
• Reflect on the achievements of Renaissance figures like Leonardo da Vinci
• Understand the crucial importance of the invention of the printing press in human history
• Discuss the nature of humanism in the Early Modern period and its equivalent today
• Think about the artistic legacy of the Renaissance
• Understand the origins of religious divisions in the world today
• Appreciate the cultural importance of museums
RESOURCES
Reinforcement and extension
Digital resources
• Renaissance architecture
• Libromedia. Renaissance and Reformation
• Renaissance painting
• The main ideas of Protestantism and Catholicism
Audio
• New techniques in Renaissance art
• Track 23: pp. 176-7, ‘Leonardo da Vinci, a universal
genius’ (students and teachers)
• Thomas More, Utopia
Assessment
• Test of Unit 10
• Track 24: p. 190, Activity 3 (students and teachers)
SHEET
REINFORCEMENT AND EXTENSION
10. Renaissance and Reformation
1
Name:
1
Course:
Date:
Look on the Internet for an illustration of each of the architectural terms. Then complete the labels.
• BALUSTRADE
• CORNICE
• ARCH
• FRIEZE
• COLUMN
• CAPITAL
• PEDIMENT
2
Now label this with the architectural features that you have identified.
Villa Rotonda (Vicenza) by Palladio.
3
Describe the Villa Rotonda in Vicenza.
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REINFORCEMENT
SHEET
10. Renaissance and Reformation
2
Name:
1
Course:
Date:
Complete the information about this painting.
• Then, look for illustrations and information about six other Renaissance paintings or sculptures.
Prepare six similar cards with an illustration on one side and the text on the other.
• In groups, display the illustrated side of the cards to your classmates. They try to identify the art work
and its main characteristics before you give them the information.
Artist: Period: Subject Renaissance characteristics: 2
Study the three paintings and answer the questions.
A
B
C
a. Which of these three paintings is not a Renaissance work of art? Explain your answer.
b. What were the main characteristics of Renaissance painting?
c. What are the differences between paintings B and C? How does each painter achieve an impression of depth?
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SHEET
REINFORCEMENT AND EXTENSION
10. Renaissance and Reformation
3
Name:
1
Course:
Date:
Complete this table comparing the main ideas of Protestantism and Catholicism.
Doctrine
Protestantism (Lutheranism)
Catholicism
Authority of the Pope
Way to achieve salvation
Interpretation of the Bible
The sacraments
The Virgin and the saints
2
Look for information about Martin Luther on the Internet and write a short biography.
Follow the model for biographical profiles given on page 181 of your Student’s Book.
3
Investigate either Anglicanism or Calvinism on the Internet and explain its origins.
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SHEET
EXTENSION
10. Renaissance and Reformation
4
Name:
1
Course:
Date:
Investigate two techniques of Renaissance art: perspective and escorzo (or foreshortening).
• Identify the main innovations, and find out if more than one type of perspective (linear and aerial)
was used by Renaissance artists.
• Bring at least one illustration showing these techniques into the classroom.
a. Is there a sensation of depth in this painting? If so,
how has the artist achieved it?
b. What other Renaissance characteristics can you see
in this painting?
c. Analyse the artist’s use of perspective and compare
it to that of the other Renaissance paintings that
you have found.
Raphael, The Marriage of
the Virgin (Raphael).
2
Study the two works of art below and answer the questions in your notebook.
a. How this the painter studying foreshortening in Dürer’s artwork? Explain what he is doing.
b. Is Mantegna trying to produce the same effect as in the Dürer artwork?
c. Compare Mantegna’s painting to work by other Renaissance artists..
Dürer, Painter studying the laws of foreshortening
by means of threads and a frame.
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Mantegna, Lamentation of Christ.
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SHEET
EXTENSION
10. Renaissance and Reformation
5
Name:
1
Course:
Date:
Before you read the text, think about the word ‘Utopia’. Is this word still used today? What does it mean?
Then, find out when and how the word was first used.
Royal government in Utopia
The honour, and also the safety of a king, consists
more in his people’s wealth than in his own. A
people chooses a king for their own sake – and not
for his – so that by his efforts, they may be both
safe and live well. And so a prince should take
more care of his people’s happiness than of his
own, as a shepherd will take more care of his flock
of sheep than of himself. People are wrong if they
believe that the poverty of a nation promotes the
public interest. Nobody quarrels more than
beggars. If a king is the object of such contempt or
envy that he cannot make his subjects carry out
their duties except by oppression and by making
them poor and miserable, then it would be better
if he abandoned his kingdom.
amount of money would be enough for the prince
to deal with difficulties like fighting against rebels
or protecting the kingdom against a foreign
enemy. On the other hand, a prince should not
have so much wealth that he was tempted to
invade other men’s rights. This king also thought
that his law would help to guarantee the free
circulation of money, which was so necessary
for business and trade.
When a king gives away the excess of resources that
makes him too wealthy, this makes him less likely to
oppress his subjects. Such a king will be the terror
of all bad men, and will be loved by all good men.
Thomas More, Utopia.
Let the king live from what belongs to him without
doing harm to other people, and make his
expenses match his income. He should punish
crimes, and try to prevent them happening
through wise behaviour, rather than by acting
harshly when the crimes have already been
committed. He should not apply laws that existed
many years ago and have been long forgotten.
There is a law among the Macarians (a people
that live not far from Utopia) by which their king,
on the first day of his reign, is tied by an oath,
confirmed by solemn sacrifices, never to have
more than a thousand pounds of gold in his
treasury. This law, according to the Macarians,
was made by an excellent king who was more
concerned about the wealth of his country than his
own wealth. He therefore made sure that a ruler
would not accumulate so much treasure that his
people became poor. He thought that a moderate
Thomas More.
2
Read the text and summarize its main ideas in your notebook (in 80 to 100 words).
3
Choose one of the following works. Find out more about the author and what the book is about.
In what ways does it reflect humanist and Renaissance ideals?
• Thomas More, Utopia.
• Tommaso Campanella, The City of the Sun.
• Francis Bacon, New Atlantis.
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10
ASSESSMENT
Name:
1
Course:
Date:
Define the following terms.
• Patrons:
• Anthropocentric: • Heliocentic: • Quattrocento:
2
Why was the printing press such an important invention?
3
Complete the table about Protestantism in Europe.
Type
Leader
Where?
Characteristics
Lutheranism
Calvinism
Anglicanism
4
What was humanism? How did it change people’s ideas about the world?
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10. Renaissance and Reformation
5
Explain what the three main styles of Spanish Renaissance architecture were like.
6
Analyse this sculpture as an example of the ideals of the Renaissance.
7
What was the Council of Trent? What were its main consequences?
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