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HIGH RENAISSANCE in Italy 2 1. Raphael (1483-1520) 1. Early life 1. Born in Urbino 2. Father was a court painter 3. Quick learner 4. Dedicated student and hard worker 5. Apprenticed to Perugia 6. Interested in archeology 1. Wanted to turn up additional information that would help him in understanding classical art 2. Became an expert in ancient Roman art 7. Also an architect, poet, and philosopher 2. Combined techniques from other great artists (including da Vinci and Michelangelo) 1. Used placement techniques, perspective and light shading from da Vinci 2. Learned to paint the human figure from Michelangelo 3. Time in Rome 1. Commissioned to decorate the state rooms in the Vatican 2. Did this work at the same time that Michelangelo worked on the Sistine ceiling 3. Raphael used assistants whereas Michelangelo worked alone 4. Carried a sketch pad with him and he was always sketching women and children which served as the basis of his many Madonnas 5. Raphael was well liked, well mannered, and dressed well 1. On one occasion, when he passed Michelangelo on the street, Michelangelo said that Raphael looked more like a prince than a painter. Raphael replied that Michelangelo looked more like an executioner. 2. Michelangelo once commented that Raphael learned everything he knew about art from him 1 6. Raphael was given the commission to be the architect for St. Peter's when Bramante died (at Bramante's suggestion) but didn't really get to implement much because Raphael died soon after 7. Given the commission to draw the figures for tapestries to be hung in the Sistine Chapel between the ceiling and the wall paintings 8. Named as the first director of antiquities in Rome and he caught a fever while out at a dig 9. Died when he was 37 and was buried in the Pantheon 4. Legacy 1. School of Athens 1. Tells stories in the painting (famous individuals have characteristic gestures, etc. such as Plato pointing to the sky and Aristotle gesturing to the ground) 2. Highly allegorical with figures representing: Apollo, Alexander, Socrates, Plato (da Vinci), Aristotle, Minerva, Ptolemy, Zoroaster, Euclid (Bramante), Diogenes, Heraclitus (Michelangelo), Averrhoes, Epicurus, and himself among others 3. In the Vatican in a room near the entrance to the 2 Sistine Chapel The parenthetical names are the contemporary characters from whom Raphael is thought to have drawn his likenesses. 1: Zeno of Citium 2: Epicurus 3: unknown[14] 4: Boethius or Anaximander or Empedocles? 5: Averroes 6: Pythagoras 7: Alcibiades or Alexander the Great? 8: Antisthenes or Xenophon or Timon? 9: unknown [15][14] (Fornarina as a personification of Love) [16] or (Francesco Maria della Rovere?) 10: Aeschines or Xenophon? 11: Parmenides? 12: Socrates 13: Heraclitus (Michelangelo) 14: Plato (Leonardo da Vinci) 15: Aristotle 16: Diogenes 17: Plotinus (Donatello?) 18: Euclid or Archimedes with students (Bramante?) 19: Zoroaster 20: Ptolemy? R: Apelles (Raphael) 21: Protogenes (Il Sodoma, Perugino, or Timoteo Viti)[17] 2. The building is in the shape of a Greek cross, which some have suggested was intended to show a harmony between pagan philosophy and Christian theology 3. Madonna paintings 1. Many of them are very sweet and loving 2. Typical example is the Madonna of the Meadow a. This painting places the figures poised against a vast landscape background, which supposedly should have undermined and diminished the intimacy of the scene in the foreground. But it is not so. 3 b. The rather desolate meadows only emphasize the isolated coziness of the unfolding interaction between the three figures, as Madonna’s figure protects the holy babies from the outer world, serving as a safety barrier. c.The background, containing a depiction of a city, adds tension, reminding the viewer of possible dangers, such as those awaiting Christ and John in populated areas where they would be tried in the future. 3. 4. Exhibited the ultimate refinement in the other styles that were created 5. Raphael is referred to as the ultimate exemplar of Renaissance painting 6. Expertise 1. Artist (paintings, tapestries, murals) 2. Archeologist (searched ruins to learn about the art and became one of the world's experts in ancient Greek and Roman civilizations) 3. Architect (St. Peter's and others) 4. Writer (poet) and historian (including Bible and classical literature) 5. Philosopher 4 6. Teacher 1. Used notebooks to sketch everyday scenes (women and children, etc) which he then gave to his students and they expanded to full size 2. 3. Kindly to students (as opposed to Leonardo and Michelangelo) 2. Renaissance Music 1. Basic structure 1. The words of the music dominate and give structure to the piece 2. The words are the way the composer communicates with the listener 3. The music is merely accompaniment to the words 4. Tone painting is used to enhance the integration between words and music 1. When the words imply going up, down, soft, loud, etc. the music follows that lead 2. Example: When the words say "I will ascend to God" the music goes up 2. Renaissance religious music 1. Natural sounding music was encouraged (no dissonance) 1. In very early music, the church had permitted only unison, fourths, fifths, and octaves 5 2. The English added thirds and sixths, especially in secular music 3. Seconds, sevenths, augmented fourths and diminished fifths were considered "devil music" 4. Eventually these restrictions were relaxed (keeping most of the restrictions for the downbeat, but allowing any notes to be played between the downbeats) 2. Some believed that polyphony obscured the words and was therefore inferior to monophonic music, especially as a mass 3. Composers were required to submit their music to a screening board before it could be performed in the churches Renaissance secular music Introduction of several additional instruments (horns, trombones, organs) http://www.youtube.com/watch?v=FicX1Si2oas 4. Chansons (songs) were the favored genre of the courts 1. Usually written for 3 voices 2. Subjects were usually courtly love http://www.youtube.com/watch?v=XYQVwKp-900 Thou cannot be joyful anymore, a beautiful 15th Century anonymous song from Portugal with Renaissance paintings as the background. This version is performed by a Brazilian ensemble. 5. Madrigals 1. A form of poetry and music, usually sung with great emotion 2. Polyphonic 3. Humor, satire, and political themes could also be used 4. Instruments were used as accompaniment as substitutes for voices 5. http://www.youtube.com/watch?v=OYGP4sWK1ZY&f eature=related 3. Dance 6 4. http://www.youtube.com/watch?v=45PBlB-nrH4 1. Dance was an important part of much music, especially at court 2. Dance was first considered a separate art form 3. Some courts had dance masters (the dances were called balli) 4. http://www.youtube.com/watch?v=hVBlFUb0g60&feature=rel ated Renaissance Dance, Pavane 7