The document summarizes the key events and developments of the Italian Renaissance in Florence. It describes how Florence was a center of civic pride and humanist learning during this period, governed as a republic rather than a monarchy. Major events discussed include the competition between Ghiberti and Brunelleschi to design baptistry doors, reflecting both religious and civic themes, and Brunelleschi's engineering of the dome of Florence Cathedral, which became a symbol of the city's achievements. The document argues these cultural and artistic developments embodied the secular, humanist ideals of the Renaissance and demonstrated Florence's view of itself as heir to ancient Greek and Roman culture.
Art History in Renaissance time. feautring Donatello, Leonardo, Michelangelo, Raphael, and Botiicelli
This is made for our class reporting,but my professor changed his mind, so maybe it would be of help to others if I share it.
Art and Culture - Module 07 - Renaissance (Early)Randy Connolly
Seventh module for GNED 1201 (Aesthetic Experience and Ideas). This one covers the beginnings of the cultural movement known as the Renaissance. It focuses on the three key figures of the early Renaissance: Brunelleschi, Donatello, and Masaccio.
This course 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 Art History and Culture course. Some of the content overlaps with my other Gen Ed course.
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Art History in Renaissance time. feautring Donatello, Leonardo, Michelangelo, Raphael, and Botiicelli
This is made for our class reporting,but my professor changed his mind, so maybe it would be of help to others if I share it.
Art and Culture - Module 07 - Renaissance (Early)Randy Connolly
Seventh module for GNED 1201 (Aesthetic Experience and Ideas). This one covers the beginnings of the cultural movement known as the Renaissance. It focuses on the three key figures of the early Renaissance: Brunelleschi, Donatello, and Masaccio.
This course 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 Art History and Culture course. Some of the content overlaps with my other Gen Ed course.
Italian Renaissance Italy Essay
Intellectual Innovation In Italian Renaissance
the arts in Italian Renaissance Essay
Renaissance And The Italian Renaissance
What Is The Italian Renaissance?
Renaissance : The Italian Renaissance
Italian Renaissance Research Paper
The Italian Renaissance
Italian Renaissance Research Paper
Italian Renaissance Drawing
The Italian Renaissance Essay
Italian Renaissance Research Paper
The Italian Renaissance And The Renaissance
Italian Renaissance Essay
The Italian Renaissance: Ancient Greece And Rome
The Italian Renaissance Essay
Italian Renaissance
Italy During The Renaissance
Impact Of The Italian Renaissance
The Renaissance And Italian Renaissance
Florence, capital of Italy’s Tuscany region, is home to many masterpieces of Renaissance art and architecture. One of its most iconic sights is the Duomo, a cathedral with a terracotta-tiled dome engineered by Brunelleschi and a bell tower by Giotto.
This presentation discusses the timeline and evolution of Florence, both culturally and in terms of the size of the city.
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PAGE 15LECTURE 4THE TRANSITION FROM MEDIEVAL TO MODERN .docxalfred4lewis58146
PAGE
15
LECTURE 4
THE TRANSITION: FROM MEDIEVAL TO MODERN EUROPE (THE RENAISSANCE), 14th-17thCenturies
I. The Renaissance: A Rebirth of Learning (1300-1650)
A. The word “renaissance” means “rebirth” or “revival”
B. In history, this word refers to a 300-year period in
Europe that in Western Europe marked the revival of art,
literature and learning
1. It is significant that this revival served as a bridge, or
transition, between medieval and modern Western
Europe
2. We find a greater level of achievement and
European self-consciousness
C. Some historians have argued that this period represented a
sharp break with the past, while others have noted that the
change was more evolutionary or an outgrowth of the
Later Middle Ages
1. It is true that the Reinassance had roots in many
aspects of the medieval heritage, especially the
church-run universities of learning, the forms and
subject matter of literature, and the rudiments of
science
2. Of course, the emphasis of intellectual trends began
to change more noticeably after the 14th century
II. Distinctive Features of the Renaissance
A. It began with:
1. The rediscovery of the Greco-Roman civilization,
which had been generally neglected during the
Middle Ages
2. Emphasized reason, a questioning attitude,
experimentation, and free inquiry—in contrast with
the medieval concern with religious faith, authority,
and tradition
3. The Renaissance glorified the individual and
approved of worldly pleasures, viewing life as
worthwhile for its own sake, not chiefly as
preparation for the hereafter
4. Focused attention upon worldly matters arising out
of a secular society (secularization), rather than the
medieval preoccupation with the Roman Catholic
Church and religious affairs
5. Finally, the Renaissance featured great achievements
in literature, art, and science
III. The Renaissance Started in Italy
A. Arose first in Italian cities because:
1. As the center of Greco-Roman culture, Italy
contained sculptures, buildings, roads, and
manuscripts that excited curiosity about
classical (ancient) civilization
2. Located on the Mediterranean Sea, Italy had
absorbed stimulating new ideas from the Byzantine
and Muslim worlds
3. Benefiting from the revival of trade that resulted
from the Crusades in the Middle Ages, Italy had
wealthy, influential people who became patrons
(supporters) of literature, art, and science (much
later in history, it was the state and its governmental
structures that did the same thing)
a. Some examples of leading Renaissance patrons
included: certain Popes in Rome (Bishop of
Rome), wealthy .
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?
A Strategic Approach: GenAI in EducationPeter 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.
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!
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2. The
Renaissance
Between
1300 and
1600 the
western
world was
transformed
An extraordinary
wave of artistic
and cultural
innovation
shattered
medieval society
and brought
European culture
into the modern
era
This was the
Renaissance
Renaissance
means
“rebirth
It refers to the
reawakening of
European culture
after the period of
decline following
the fall of the
Roman Empire
3. People living during the Renaissance believed they were living in a new golden age that
rivaled the cultural and intellectual achievements of ancient Greece and Rome
4. To them, the long period of the Middle Ages was a “dark age” that had finally come to an
end
5. The birthplace of the Renaissance was Florence, a thriving commercial center, with a
government modeled on the great democracies of ancient Greece and Rome
The Palazzo Segnoria
(or the Palazzo
Vecchio) served as
the Florentine seat of
government during
the Renaissance
7. Breaking with the feudal traditions of the past, Florence had a progressive form of
government: instead of being governed by a Duke or a King, Florence was an
independent commune governed by elected leaders drawn from the city’s leading
merchant guilds (guilds were trade organizations, similar to unions). So it was a
democracy, and Florentines were fiercely proud of their independence
8. The Florentine Republic was also a center of Humanist learning
Andrea del Castagno,
Portrait of Petrarch, c.
1450
9. “In Italy, especially, the Renaissance was spurred by a revival
of Greek and Roman learning. Works by classical authors,
lost to the West for centuries, were rediscovered, and with
them a new, humanistic outlook that placed man and human
achievement at the center of all things.” The Early
Renaissance in Florence, National Gallery of Art
Marsilio Ficino Cristoforo Landino Angelo Poliziano
11. Francesco Sassetti Lorenzo de Medici
Florence was also home to a wealthy and well-educated merchant class
eager to advertise their status, learning, and civic pride through
commissioned works of art
12. Andrea del Verrochio,
Lorenzo de Medici,
1478/1521, National Gallery
There were many wealthy families in Florence that patronized art, but the
most influential was the Medici, whose fortunes were made through
banking
13. Agnolo Bronzino,
Portrait of Cosimo il
Vecchio
Uffizi
Cosimo de Medici began the family’s tradition of Humanist scholarship and
patronage of the arts
14. Agnolo Bronzino,
Portrait of Cosimo il
Vecchio
Uffizi
“Cosimo . . . amassed the largest library in Europe, brought in
many Greek sources, including the works of Plato, from
Constantinople, founded the Platonic Academy and patronized
Marsilio Ficino, who later issued the first Latin edition of the
collected works of Plato. The artists supported by Cosimo included
Ghiberti, Brunelleschi, Donatello, Alberti, Fra Angelico, and Ucello.
During his rule and that of his sons and grandson, Florence
became the cultural center of Europe and the cradle of the new
Humanism.”
The Medici Family @ The Galileo Project
15. The story of the Renaissance usually begins with the competition for the
doors of the Florentine Baptistry in 1401
The Baptistry is the
octagonal building
This is the
Florentine
Cathedral, or
Duomo
16. Although the doors were for a religious building, it is significant that the
patron was not the church. The sponsor was the
the Arte di Calimara (the wool merchants guild), which which means there
were interests other than religion involved
17. Lorenzo Ghiberti, Sacrifice of Isaac, 1401-1402Filippo Brunelleschi, Sacrifice of Isaac, 1401-1402
The finalists were Filippo Brunelleschi and Lorenzo Ghiberti, whose
competition panels survive
18. Lorenzo Ghiberti, Sacrifice of Isaac, 1401-1402Filippo Brunelleschi, Sacrifice of Isaac, 1401-1402
The subject matter chosen for the competition panels was the biblical story
of Abraham and Isaac
19. Lorenzo Ghiberti, Sacrifice of Isaac, 1401-1402Filippo Brunelleschi, Sacrifice of Isaac, 1401-1402
But the content had political meaning for the Florentines
20. At this moment, Florence was at war with the neighboring Duke of Milan
Democracy
Governed by a Duke
21. In the biblical story, God commanded Abraham to sacrifice his son as a test
of his faith – but at the last minute, an angel was sent to stop him
22. It took courage and self-sacrifice for Abraham to obey the Lord’s command,
but he was rewarded in the end for his faith
23. The Florentine’s were similarly called upon to make sacrifices, and to
remain steadfast in their faith in democracy. They were rewarded when the
Duke died unexpectedly while his armies prepared for battle, and the threat
of invasion miraculously disappeared
Democracy
Governed by a Duke
24. Lorenzo Ghiberti, Sacrifice of Isaac, 1401-1402Filippo Brunelleschi, Sacrifice of Isaac, 1401-1402
So the Old Testament story had special meaning for the Florentines, who
would have found their faith and patriotism confirmed by the outcome
25. Lorenzo Ghiberti, Sacrifice of Isaac, 1401-1402Filippo Brunelleschi, Sacrifice of Isaac, 1401-1402
The question is: are the panels about patriotism or faith?
26. Lorenzo Ghiberti, Sacrifice of Isaac, 1401-1402Filippo Brunelleschi, Sacrifice of Isaac, 1401-1402
In the context of Renaissance Florence, the story had both religious and
secular connotations -- for although the story comes from the Bible,
its meaning in 15th century Florence had as much to do with patriotism and
civic pride as it did with faith and God
28. Lorenzo Ghiberti, Sacrifice of Isaac, 1401-1402Filippo Brunelleschi, Sacrifice of Isaac, 1401-1402
Both panels also reflect the “rediscovery” of Classical culture, which was a
defining feature of the Renaissance
29. This can be seen in the meticulously rendered drapery, which shows a
convincing sense of the naturally proportioned bodies underneath
30. It can also be seen in the ideal nudity of Isaac, which recalls Greek statues
of male youths
31. It is as if both artists were saying “we want nothing to do with the art of
medieval Europe; we are now the descendants of ancient Greece and
Rome!”
32. That is how the Florentines saw themselves, and the classically influenced
style of the reliefs (made for a religious building!) confirmed this new self-
image.
34. After completing his first set of doors he was called back to complete a
second set of bronze doors that were so magnificent Michelangelo
nicknamed them “the Gates of Paradise.”
35. The loser of the competition was Brunelleschi, who was so disheartened by
the setback he left Florence and went to Rome to study architecture
36. But when he returned he became the leading architect in Florence, and one
of the greatest architects of the Renaissance (you might want to remember
this story the next time you face a setback!)
37. When Brunelleschi returned from Rome he entered another competition,
this time for the design of the dome for the Florentine Cathedral
(the duomo)
38. The building had been designed back in Giotto’s day by Arnolfo di Cambio
and remained unfinished in the early 15th century
Fun fact: Giotto
designed the
Campanile (bell
tower)
39. The great crossing, 140 feet in diameter, needed a dome – but nobody
knew how to do it!
40. Brunelleschi had just returned from Rome where he studied the Pantheon --
the largest domed structure in the world
41. The problem: how to build a dome large enough to span such a huge
amount of space
42. The solution: a self-supporting herringbone design of brick work, and the
ingenious idea of a double shell
43. When it was completed, Brunelleschi’s dome became a defining symbol of
the city, and Florence came to be known as the “city of the dome”
44. What makes this story emblematic of the Renaissance is that although the
Florentine Cathedral was a religious building, the meaning of the dome had
as much to do with Florentine civic pride as it did with religion. It became a
symbol of the city, and a testament to human ingenuity. Who needs a
miracle when humans are capable of engineering their own marvels?