The document discusses the High Renaissance period from 1490-1527 and the development of chiaroscuro technique. It then focuses on Michelangelo Caravaggio's use of tenebrism, a dramatic form of chiaroscuro using deep shadows. Caravaggio lived from 1571-1610 and is known for bringing about techniques that influenced the Baroque period through his realistic religious works featuring tenebrism. The document concludes by mentioning Caravaggio's followers, the Caravaggisiti.
Jacques Louis David (1749—1825) was a very important painter during the late 18C and the early 19C painting. He was the master of Neo-classicism and later Romanticism. At time he was some what artistic Czar of the time. Neoclassicism was a ‘modernising’ artistic movement of the time after the decline of the aristocratic art of Rococo. In 1782 he became an Academician and in 1784 he returned to Rome to paint the Oath of the Horatii (1785), an important painting in the history of painting. It was more like the underground art of its days. During the French Revolution, he became a Deputy and involved with the politics of the day. Many well-known painters of the early 19C were his pupils, including Gerard & Ingres. As a painter, his portraits were supreme. Due to the changing politics of France, he imposed self-exile and cut off from the main stream of Romanticism in France.
This PowerPoint presentation was created to give European History/Western Civilization students an introduction to Renaissance art and its key characteristics - especially its projection of humanist and classical themes.
For more instructional materials, visit www.tomrichey.net!
Giovanni Lorenzo Bernini (December 7, 1598 – November 28, 1680) was a pre-eminent Baroque sculptor and architect of 17th Century Rome.
Wikipedia-based presentation
Jacques Louis David (1749—1825) was a very important painter during the late 18C and the early 19C painting. He was the master of Neo-classicism and later Romanticism. At time he was some what artistic Czar of the time. Neoclassicism was a ‘modernising’ artistic movement of the time after the decline of the aristocratic art of Rococo. In 1782 he became an Academician and in 1784 he returned to Rome to paint the Oath of the Horatii (1785), an important painting in the history of painting. It was more like the underground art of its days. During the French Revolution, he became a Deputy and involved with the politics of the day. Many well-known painters of the early 19C were his pupils, including Gerard & Ingres. As a painter, his portraits were supreme. Due to the changing politics of France, he imposed self-exile and cut off from the main stream of Romanticism in France.
This PowerPoint presentation was created to give European History/Western Civilization students an introduction to Renaissance art and its key characteristics - especially its projection of humanist and classical themes.
For more instructional materials, visit www.tomrichey.net!
Giovanni Lorenzo Bernini (December 7, 1598 – November 28, 1680) was a pre-eminent Baroque sculptor and architect of 17th Century Rome.
Wikipedia-based presentation
ART HISTORY 132Baroque ItalianBaroque Italianc.docxdavezstarr61655
ART HISTORY 132
Baroque: Italian
Baroque: Italiancontext: ecclesiasticalCouncil of Trent (c. 1565)part of the larger [Catholic] Counter Reformationdefined role assigned to arts in Catholic Churchheadings:1) clarity, simplicity & intelligibility2) realistic interpretationin contrast to Renaissance idealizationappropriateness of age, gender, type, expression, gesture & dress3) emotional stimulus to piety
Bernini
(1598-1680)significance: successor to Michelangelounique ability to capture essence of narrative momentaim: to synthesize/unify sculpture, painting and architecture into coherent conceptual and visual wholepatrons: many associated w/ papacyearly age, came to attention of papal nephew, Scipione Borgheseknighted at age 23, by Gregory XVUrban VII, Alexander VII, Clement IXquality of naturalism: realismlight: used as metaphorical device in religious settings often, hidden light source intensifies focus of religious worship
Bernini
Bust of Scipione Borghese (1632)subject: portraiturepatron: Cardinal Scipione Borghese maternal uncle elected to papacy as Pope Paul V (1605)placed SB in charge of internal and external political affairs entrusted w/ finances of papacy and Borghese familyB’s first patron (c. 1618-24); also patron of Caravaggiocomposition: dynamicnarrative moment: mid-speechquality of naturalism: realistic
BerniniApollo and Daphne (1622-25)patron: Cardinal Scipione Borghesesubject matter: early 17C Italian poetrysee Ovid’s Metamorphoses intellectual context: frustrated desire and enduring despair and pain, provoked by lovemeaning: personal, special resonance for SB, who was widely ridiculed for his attraction to other mennarrative moment: transformativeA reaching out toward river nymph D, just as she is transformed into laurel tree by her father prevent D from being burned by touch of god of sunfigural type: androgynous male (see Hellenistic Greek)
Bernini
David (c. 1625)patron: Cardinal Scipione Borghesescommissioned to decorate Galleria Borghese at private villastyle: “dynamic” tendenciesinfluences: Hellenistic GreekBaroque qualities:spatial order: active vs. self-containedrealism of detail & differentiation of texturedrapery: abstract play of folds & crevasses attempting pictorial effects traditionally outside sculpture’s domain
Classical Greek Discus Thrower (c. 450 BCE)
vs.
BERNINI’s Italian Baroque David (c. 1625 CE)
*
(Left) DONATELLO’s Italian Early Ren. David (c. 1450)
vs.
(right) BERNINI’s Italian Baroque David (c. 1625)
(Left) BERNINI’s Italian Baroque David (c. 1625)
vs.
(right) MICHELANGELO’s Italian High Ren David (c. 1500)
Bernini
Cornaro Chapel (c. 1650)function: funerary dedicated: Saint Teresa mystic of Spanish Counter-Reformation 1st Carmelite nun to be canonizedaesthetic influence: Humanism materials: multimediamarble panelspainted ceilinggilded bronzesculpture portraitslighting: windows, both hidden & apparent
Detail (“transver.
RequireOnce having The di Credis Madonna and Child (c. 1500),.docxronak56
Require
Once having The di Credi's "Madonna and Child" (c. 1500), pay close attention to stylistic features (i.e., composition, color, use of light/shadow, perspective, figures, pose, gestures, et al). Describe the object and compare/contrast it to pieces we have in the PowerPoint lectures or in the textbook. When selecting objects to compare the museum piece to, be discerning. That is, try to find objects that share more characteristics than not. The aim of this assignment is for students to develop an eye for style and to locate the subtle differences that distinguish one technique or tendency from another.
Organize the paper, which should be five to seven (5-7) pages in length, into an introductory paragraph, body, and conclusion. The introduction may include some general information (e.g., historical, economic, cultural) about the object's specific time period, the technique utilized to create the object, etc. More importantly, the introduction should include a thesis statement about the object's overall aesthetic. Then organize the body in a logical, analytic fashion, and conclude the paper with some remarks about the significance of the object -- that is, how it fits into a larger Renaissance to Rococo art historical framework.
Remember, this is NOT a research paper; however, if you quote a source (e.g., a placard or web site from the museum), be sure to cite it.
ART HISTORY 132
Baroque: Italian
Baroque: Italiancontext: ecclesiasticalCouncil of Trent (c. 1565)part of the larger [Catholic] Counter Reformationdefined role assigned to arts in Catholic Churchheadings:1) clarity, simplicity & intelligibility2) realistic interpretationin contrast to Renaissance idealizationappropriateness of age, gender, type, expression, gesture & dress3) emotional stimulus to piety
Bernini
(1598-1680)significance: successor to Michelangelounique ability to capture essence of narrative momentaim: to synthesize/unify sculpture, painting and architecture into coherent conceptual and visual wholepatrons: many associated w/ papacyearly age, came to attention of papal nephew, Scipione Borgheseknighted at age 23, by Gregory XVUrban VII, Alexander VII, Clement IXquality of naturalism: realismlight: used as metaphorical device in religious settings often, hidden light source intensifies focus of religious worship
Bernini
Bust of Scipione Borghese (1632)subject: portraiturepatron: Cardinal Scipione Borghese maternal uncle elected to papacy as Pope Paul V (1605)placed SB in charge of internal and external political affairs entrusted w/ finances of papacy and Borghese familyB’s first patron (c. 1618-24); also patron of Caravaggiocomposition: dynamicnarrative moment: mid-speechquality of naturalism: realistic
BerniniApollo and Daphne (1622-25)patron: Cardinal Scipione Borghesesubject matter: early 17C Italian poetrysee Ovid’s Metamorphoses intellectual context: frustrated desire and enduring despair and pain, provoked by lovemeaning: ...
Introduction to Western Humanities - 7a - Early RenaissanceRandy Connolly
Seventh lecture for GNED 1202 (Texts and Ideas). It is a required general education course for all first-year students at Mount Royal University in Calgary, Canada. My version of the course is structured as a kind of Intro to Western Civilization style course.
The Renaissance lecture has been divided into three parts. This is the first.
Discussion of types of pyramids as they developed through Ancient Egypt to the common pyramid we think of today--and how they were built and used as tombs
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2. High Renaissance
(1490-1527)
Chiaroscuro: beginning with base tone toward
lighter shades to show contrast
Portinari Alterpiece (c. 1475), Hugo van der Goes (Flemish), Galleria degli
Uffizi, Florence, Italy
3. High Renaissance
(1490-1527)
Chiaroscuro: beginning with base tone toward
lighter shades to show contrast
Diogenes (c. 1524-1529;
woodcut), Ugo da Carpi
(Italian)
4. High Renaissance
(1490-1527)
Chiaroscuro: beginning with base tone toward
lighter shades to show contrast
Hercules at the Crossroads (1640-1642), Giovanni Baglione
(Italian), National Gallery of Slovenia, Ljubljana
5. Michelangelo Caravaggio
(1571-1610; Italian)
Born into the earlier years of the Counter-Reformation, which led
the Church to seek religious work to counter Protestantism
Began his popular career with Martyrdom of St. Matthew
(1600), having focused on male youths with sexual subtleties
beforehand
Died of a fever with a death warrant issued by the Church still in
place after his murdering a young man in Rome
Averaged 3-5 major paintings each year from 1592-1610
Only rediscovered in the early 20th Century with many works
contributed to his followers, the Caravaggisiti
Credited as one of the influences bringing about techniques that
ushered in the Baroque era of painting
6. Tenebrism
tenebrism: dramatic chiaroscuro in which darkness
dominates
Naturally occurring chiaroscuro
and tenebrism with Werner
X, created by the rims of
Purbach, La Caille, and
Blanchinus craters
7. Martyrdom of St. Matthew
(1599-1600)
Contarelli Chapel, San Luigi dei Fracesi, Rome, Italy
8. The Calling of St. Matthew
(1599-1600; La Vocazione di San Matteo)
Contarelli Chapel, San Luigi dei Fracesi, Rome, Italy
9. The Crucifixion of Saint Peter
(1601; Martirio de San Pietro)
Cerasi Chapel, Santa Maria del Popolo, Rome, Italy
17. Caravaggisti
Judith and Her Maidservant with the Head of Holoferenes (c.
1625); Artemisia Gentileschi (Italian)
18. Discussion Questions
Is tenebrism truly different from chiaroscuro, or is it
simply a more advanced use of the technique?
How did the anatomy aspect of mannerism change
with the onset of the Baroque style? Do you think
this is related to the evolution of chiaroscuro and
tenebrism?
Does Caravaggio’s use of color interact with the
impact of his use of lighting? Why or why not?
How did the Caravaggisiti develop his technique
further, or did they simply copy him?