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• Recovering from the Plague: •A new wealthy middle class emerged again bankers, merchants, tradespeople and educated professionals. • With the people’s respect of the once all-powerful Church weakened, this new educated, wealthy class began to pursue more secular and human interests – art, science, philosophy, etc. The invention of the printing press lead to increased literacy among the people + the rapid spread of new knowledge, and education of the masses. -It’s not a sudden transformation -Religious roles still central The Renaissance 1300-1600 began in Italy. PP Design of T. Loessin; Akins High School Renaissance begins in Italy...Why? PP Design of T. Loessin; Akins High School Florence, Italy today. Renaissance begins in Italy...Why? • Italy’s thriving urban cities were the center for the renewed trade coming in from the Middle East that brought in wealth and culture here first before the rest of Europe. • Thriving cities meant opportunities for education, scientific pursuits, and even…arts and leisure. PP Design of T. Loessin; Akins High School Florence, Italy today. Renaissance begins in Italy...Why? •A wealthy merchant :middle class” who became art patrons. Lorenzo de Medici - ruler of Florence and Art Patron 1449 - 1492 - supporting such giants as Leonardo da Vinci and Michelangelo. Lorenzo treated the artists under his protection with respect and familiarity. - a demonstration of culture + superiority “Whoever wants to be happy, let him be so: about tomorrow there's no knowing.” —Lorenzo The Magnificent (Video clip, http://www.pbs.org/empires/medici/renaissance/) PP Design of T. Loessin; Akins High School Florence, Italy today. Machievelli and Renaissance Intellectuals •Expulsion of Medici from Florence: 1494 Savonarola, 1494-1498 “A commonwealth of Christ” “Bonfire of the Vanities” Florentine Republic: 1494-1512 Machievelli as Minister of War PP Design of T. Loessin; Akins High School Florence, Italy today. Vocabulary Renaissance – is the French translation of the Italian word rinascita which means, “rebirth.” But “rebirth” of what? The Renaissance style would focus on 2 Main Components: I. a “rebirth” or return of the classical style developed by the ancient Greeks and Romans, II. an intensified concern with secular life—interest in humanism and assertion of the importance of the individual. PP Design of T. Loessin; Akins High School Textbook p. 417; Packet p. 5a The Renaissance style would focus on 2 Main Components: I. a “rebirth” or return of the classical style developed by the ancient Greeks and Romans, II. an intensified concern with secular life—interest in humanism and assertion of the importance of the individual. St. Sebastian Andrea Mantegna. Painted, ca. 1480. Louvre Museum, Paris. “David” * Michelangelo. Carved 1501-04. Galleria Academia, Florence. Renaissance emphasized: Michelangelo’s David * is the very “definition” of what the Renaissance is about: • the return to the Greek style. • But also the influence of humanism – here a young boy who slays his giant reminds us all Man can achieve great things on his own! B. Determining Word Meaning Humanism – a new philosophy or outlook that focuses on humankind’s achievements and potential to achieve great things. PP Design of T. Loessin; Akins High School Renaissance emphasized: Michelangelo’s David * As “definition” of what the Renaissance is about: • the return to the Greek style. • But also the influence of humanism – here a young boy who slays his giant reminds us all Man can achieve great things on his own! B. Determining Word Meaning Humanism – a new philosophy or outlook that focuses on humankind’s achievements and potential to achieve great things. PP Design of T. Loessin; Akins High School Francesco Petrarch – Father of Humanism, poet (1304 - 1374) 1. How did humanism Humanists believed mankind’s influence the growth achievements and successes should be of learning? praised – unlike the old Church teaching that this was vanity or sinful. They encouraged artists to copy the classical style of the Greeks and Romans who had made great advances in art, architecture, and the sciences. “School of Athens” * ~ Raphael In this wall fresco, Raphael (1483-1520) pays tribute to mankind’s achievements Greek philosophers, scientists, astronomers, and mathematicians engage in philosophic inquiry together in one place though they lived in different times. Wall frescoe, Vatican Museums, Rome Italy. PP Design of T. Loessin; Akins High School Cicero: Literary culture is necessary for educated and civilized people. 1. How did humanism Humanists believed mankind’s achievements influence the growth and successes should be praised – unlike the of learning? old Church teaching that this was vanity or sinful. They encouraged artists to copy the classical style of the Greeks and Romans who had made such great advances in art, architecture, and the sciences. 2. How did ideas about piety and a simple life change? Although people remained Christians; the everyday society was becoming more secular (emphasizing non-religious pursuits / concerned with the here and now). The wealthy, the educated, and even upper-clergy believed they could enjoy life now without fear of offending God. PP Design of T. Loessin; Akins High School There’s no time like the present! In these two works we see mankind “enjoying life.” Left: The Peasant Dance by Pieter Brueghel the Elder. Right: a section of Garden of Earthly Delights by the innovative painter Hieronymous Bosch. 2. How did ideas about piety and a simple life change? Although people remained Christians; the everyday society was becoming more secular (emphasizing non-religious pursuits / concerned with the here and now). The wealthy, the educated, and even upper-clergy believed they could enjoy life now without fear of offending God. PP Design of T. Loessin; Akins High School 4. What effects did the Artists now painted portraits of prominent emphasis on citizens, showed their distinct characteristics; individuals have on painters and sculptors? Religious and secular worlds are combined in this detailed portrait. Chancellor Rolin and the Virgin ~ Jan Van Eyck 1435 Louvre Museum, Paris. PP Design of T. Loessin; Akins High School 4. What effects did the emphasis on individuals have on painters and sculptors? Artists now painted portraits of prominent citizens, showed their distinct characteristics; they developed perspective in order to achieve realism in their art; B. Determining Word Meaning perspective – an art technique that gives the appearance of three-dimensional realism, distance, or depth. Marriage of the Virgin - Raphael PP Design of T. Loessin; Akins High School Michelangelo’s The David and Botecelli’s The Birth of Venus 4. What effects did the emphasis on individuals have on painters and sculptors? Artists now painted portraits of prominent citizens, showed their distinct characteristics; they developed perspective in order to achieve realism in their art; they glorified the human body in relaxed, natural poses (as did the Greeks). “The Birth of Venus” ~ Botticelli 1485 Painted for the villa of Lorenzo de Medici, Florence Italy. PP Design of T. Loessin; Akins High School COMPARING MEDIEVAL TO RENAISSANCE ART “Three Muses” ancient Greek fresco, 5th c. B.C. PP Design of T. Loessin; Akins High School COMPARING MEDIEVAL TO RENAISSANCE ART In this Medieval manuscript, the Three Graces are seen covering themselves modestly with a blanket inscribed with Latin scripture verses. In the Renaissance, Botticelli’s work “Primavera” depicts the Three Graces swirling in movement and vitality. The beauty of the human form is appreciated. PP Design of T. Loessin; Akins High School MEDIEVAL ART • Religious subject matter •Achievements of biblical figures, saints, etc. • Formal, reverent, expressionless, and stiff • Purpose – educational symbolism to glorify God • No background, lack of attention to detail • Little creativity among artists, uniform techniques used throughout this period PP Design of T. Loessin; Akins High School MEDIEVAL ART • Religious subject matter •Achievements of biblical figures, saints, etc. • Formal, reverent, expressionless, and stiff • Purpose – educational symbolism to glorify God • No background, lack of attention to detail • Little creativity among artists, uniform techniques used throughout this period PP Design of T. Loessin; Akins High School MEDIEVAL ART • Religious subject matter •Achievements of biblical figures, saints, etc. • Formal, reverent, expressionless, and stiff • Purpose – educational symbolism to glorify God • No background, lack of attention to detail • Little creativity among artists, uniform techniques used throughout this period PP Design of T. Loessin; Akins High School MEDIEVAL ART • Religious subject matter •Achievements of biblical figures, saints, etc. • Formal, reverent, expressionless, and stiff • Purpose – educational symbolism to glorify God • No background, lack of attention to detail • Little creativity among artists, uniform techniques used throughout this period PP Design of T. Loessin; Akins High School RENAISSANCE ART • Return to / imitates Classical Style • Achievements of Man Greek statue, 4th c. B.C.E. “David” * ~ Michelangelo, 1504 Florence, Italy. PP Design of T. Loessin; Akins High School RENAISSANCE ART • Return to Classical Style • Achievements of Man • Dignity of every Individual • Self – portraits ! “Mona Lisa” * ~ Leonardo da Vinci Louvre museum, Paris France PP Design of T. Loessin; Akins High School RENAISSANCE ART • Return to Classical Style • Achievements of Man • Dignity of Individual; Self – portraits! • Art as Status – patrons pay for it! • Religious subject matter fused with secular / classical / present times “Chancelor Rolin & the Madonna” ~ Jan van Eyck PP Design of T. Loessin; Akins High School RENAISSANCE ART • Return to Classical Style • Achievements of Man • Dignity of Individual; Self – portraits! • Art as Status – patrons pay for it! • Religious subject matter fused with secular / classical / present times The Wedding Feast at Cana - Paolo Caliari (aka Veronese) 1562-1563 Louvre Museum, Paris France PP Design of T. Loessin; Akins High School PP Design of T. Loessin; Akins High School RENAISSANCE ART • Return to Classical Style • Achievements of Man / Individual praised / portraits • Religious subject matter is fused with Classical The Sistine Chapel ceiling, by Michelangelo * PP Design of T. Loessin; Akins High School Does man appear equal to God? Care about God? Need God? (“Creation of Adam”); The Sistine Chapel Ceiling * ~ Michelangelo. Recently restored. PP Design of T. Loessin; Akins High School RENAISSANCE ART “The School of Athens” * ~Raphael. PP Design of T. Loessin; Akins High School • Return to Classical Style • Achievements of Man / Individual praised • Religious subject matter fused with Classical or the Past depicted in present surroundings. RENAISSANCE ART • Return to Classical Style • Achievements of Man / Individual praised • Religious subject matter fused with Classical or depicted in present surroundings • Emphasis on this world, not “other world,” man’s ability to understand natural world. Science viewed more positively “The Ambassadors” ~ Hans Holbein the Younger PP Design of T. Loessin; Akins High School RENAISSANCE ART Reveals struggle between Faith vs. Reason; Biblical vs. Scientific; Secular vs. Sacred, etc. Is the Church being pushed aside, Science now in the foreground? Or, is the artist indicating that from above Christ looks down in judgement upon Science? PP Design of T. Loessin; Akins High School Renaissance artists were no longer regarded as mere artisans, as they had been in the medieval past… but for the first time emerged as independent personalities, comparable to poets and writers… They sought new solutions to visual problems, and many of them were also devoted to scientific experimentation. In so doing, perspective was developed, a system in which all objects in a painting are related both proportionally and rationally, objects in background get smaller as they recede compared to foreground…gives appearance of 3-D. As a result, the painted surface was regarded as a window on the natural world, and it became the task of painters to portray this world in their art. PP Design of T. Loessin; Akins High School FOCAL POINT “Bacchus” ~ Titian. PP Design of T. Loessin; Akins High School FOCAL POINT FOCAL POINT “The Last Supper” ~ Leonardo da Vinci * PP Design of T. Loessin; Akins High School RENAISSANCE ART • Return to Classical Style • Achievements of Man • Religious subject matter fused with Classical or depicted in present surroundings • Emphasis on this world, not “other world,” man’s ability to understand natural world. • Artists experiment, use “perspective” / “focal point” to make art more realistic. “St. Sebastian” and “The Dead Christ” ~ Andrea Mantegna PP Design of T. Loessin; Akins High School RENAISSANCE ART • Return to Classical Style • Achievements of Man • Religious subject matter fused with Classical or depicted in present surroundings • Emphasis on this world, not “other world,” man’s ability to understand natural world. • Artists experiment, use “perspective”; make art more realistic. “Wedding Portrait” - Jan Van Eyck PP Design of T. Loessin; Akins High School Virgin of the Rocks ~ Leonardo da Vinci National Gallery, London. WORKS OF THE RENAISSANCE MASTERS MICHELANGELO “The David” PP Design of T. Loessin; Akins High School WORKS OF THE RENAISSANCE MASTERS , packet p. 5b MICHELANGELO • “The David” • the Sistine Chapel’s Ceiling WORKS OF THE RENAISSANCE MASTERS , packet p. 5b MICHELANGELO • “The David” • the Sistine Chapel’s Ceiling Recent restoration 1981-1994 PP Design of T. Loessin; Akins High School WORKS OF THE RENAISSANCE MASTERS , packet p. 5b MICHELANGELO * • “The David” • the Sistine Chapel’s Ceiling SISTINE CHAPEL • The Last Judgment CEILING “The Last Judgment” ALTAR WALL PP Design of T. Loessin; Akins High School THE SISTINE CHAPEL WORKS OF THE RENAISSANCE MASTERS , packet p. 5b MICHELANGELO • • • • the “David” the Sistine Chapel’s Ceiling “Last Judgment” the “Pieta” “Pieta” – in St. Peter’s Bascilica, Vatican City, Rome. PP Design of T. Loessin; Akins High School WORKS OF THE RENAISSANCE MASTERS MICHELANGELO • • • • • the “David” the Sistine Chapel’s Ceiling “Last Judgement” the “Pieta” the Dome of St. Peter’s Basilica St. Peter’s Bascilica, Vatican City, Rome. PP Design of T. Loessin; Akins High School WORKS OF THE RENAISSANCE MASTERS MICHELANGELO A true Renaissance Man – Painter, Sculptor, Architect, poet • • • • • the “David” the Sistine Chapel’s Ceiling “Last Judgement” the “Pieta” the Dome of St. Peter’s Bascilica 1475-1564 Learn more about him at : http://www.michelangelo.com/buon/bio-index2.html and in your Textbook PP Design of T. Loessin; Akins High School WORKS OF THE RENAISSANCE MASTERS , packet p. 5b Leonardo da Vinci Mona Lisa * ~ Leonardo da Vinci Louvre Museum Paris PP Design of T. Loessin; Akins High School WORKS OF THE RENAISSANCE MASTERS Leonardo da Vinci “The Last Supper” PP Design of T. Loessin; Akins High School WORKS OF THE RENAISSANCE MASTERS Leonardo da Vinci “Mona Lisa” “The Last Supper” Inventor “Flying Machine” Defense Contractor – “Artillery” & Engineer – “StoneThrower” “Levers & Gears” PP Design of T. Loessin; Akins High School WORKS OF THE RENAISSANCE MASTERS Leonardo da Vinci “Mona Lisa” “The Last Supper” Inventor Scientist / Anatomy PP Design of T. Loessin; Akins High School Textbook p. 421; Packet p. 6 5. How did writers reflect They wrote in the vernacular; Renaissance values in wrote about non-religious (secular) topics their work? – simply for leisure, fun, self-expression; and pursued independent thought and investigation rather than simply accepting what the church taught. B. Determining Word Meaning Petrarch, often called the “father of humanism” authored beautiful sonnets in the vernacular Italian and they were about a love of his life named Laura. vernacular – the language of the local people. (not Latin!) PP Design of T. Loessin; Akins High School Textbook p. 421; Packet p. 6 6. How did the writing of Petrarch, Boccaccio, and Machiavelli demonstrate the values of humanism? Petrarch wrote about Laura – an ideal woman. Boccaccio wrote about the follies of characters in the Decameron. Machiavelli wrote about the imperfect conduct of humans in The Prince. Born May 3, 1469 in Florence, Italy, Machiavelli was a political philosopher during the Renaissance, and is most famous for his political treatise, See The Prince (1513), packet, It has become a cornerstone of modern p. 7-8 political philosophy. “No enterprise is more likely to succeed than one concealed from the enemy until it is ripe for execution.” —Machiavelli from The Art of War PP Design of T. Loessin; Akins High School DO YOU AGREE or DISAGREE? “Being a good ruler means sometimes doing the unpopular in order to achieve what is best for one’s people in the long run.” “A shrewd politician knows he may have to sometimes employ devious methods if he is to stay in power.” “One must consider the end.” “At any given time a ruler may be faced with sending men to their deaths in battle. He must be willing to sacrifice those few in order to save the many.” “Rulers can not be expected to live under the same “morality” as the masses they rule. They must at times choose corrupt, distasteful, even evil means in order to achieve a final good for their people.” “It is better that a Ruler should be feared by his people than loved by them.” ~ Machiavelli PP Design of T. Loessin; Akins High School <<<< A.) Identify three features in this painting that make it clearly a Renaissance work: “The Three Philosophers” by Venetian painter Giorgione 1508. B.) Built in the 15th century, why is this cathedral a good example of Renaissance architecture? Duomo Cathedral, completed in 1436 by Filippo Brunelleschi Florence, Italy.