Chapter 15cbafaculty.org/Humanity/Sayre3e_IM.docx · Web viewhomophonic harmony. irony. movable type . predestination. revenge play. soliloquy. triptych. Class Discussion Topics

INSTRUCTOR’S MANUAL

DR. LAURA L. STEVENSValencia College

DISCOVERINGTHE HUMANITIES

THIRD EDITION

Henry M. Sayre

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Contents

Chapter 1 1

Chapter 2 5

Chapter 3 9

Chapter 4 12

Chapter 5 16

Chapter 6 19

Chapter 7 23

Chapter 8 27

Chapter 9 30

Chapter 10 34

Chapter 11 38

Chapter 12 41

Chapter 13 45

Chapter 14 49

Chapter 15 53

3Copyright © 2016, 2013, 2010 by Pearson Education, Inc. or its affiliates. All rights reserved.

CHAPTER

The Prehistoric Past and the Earliest Civilizations: The River Cultures of the Ancient World

Learning Objectives 1.1 Discuss the rise of culture and how developments in art and architecture reflect the growing

sophistication of prehistoric cultures.1.2 Describe the role of myth in prehistoric culture.1.3 Distinguish among the ancient civilizations of Mesopotamia, and focus on how they differ

from that of the Hebrews.1.4 Account for the stability of Egyptian culture.

Chapter at a Glance The Beginnings of Culture

Agency and Ritual: Cave ArtPaleolithic Culture and Its ArtifactsThe Rise of Agriculture Neolithic ÇatalhöyükNeolithic Pottery Across CulturesNeolithic Ceramic FiguresThe Neolithic Megaliths of Northern Europe

Myth in Prehistoric Cultural LifeMyth in the Native American Cultures of the SouthwestJapan and the Role of Myth in the Shinto Religion

Mesopotamia: Power and Social Order in the Early Middle East Sumerian UrAkkadBabylonMesopotamian Literature and the Epic of GilgameshThe HebrewsThe Persian Empire

The Stability of Ancient Egypt: Flood and SunThe Nile and Its CulturePictorial Formulas in Egyptian ArtThe Old KingdomThe New Kingdom and Its Moment of Change


1

Continuity & Change: Egyptian and Greek Sculpture

Transition Guide

Images Deleted Images Added

Fig. 1.4 Reconstruction of a mammoth-bone House, Mezhirich

Fig. 1.4 Woman seated between two felines, Çatalhöyük, Turkey

Fig. 1.11 Kachina doll (Maalo), Hopi Culture Fig. 1.5 Reconstruction of a “shrine,” Çatalhöyük, Turkey

Fig. 1.19 The Ark of the Covenant and sanctu-ary implements, mosaic floor decorations from Hammath, Israel

Fig. 1.8 Neolithic menhir alignments at Menec, Carnac, Brittany, France

Fig. 1.20 Menorahs and Ark of the Covenant, wall painting in a Jewish catacomb, Villa Tor-lonia, Rome. 3rd century.

MyArtsLab Multimedia Library Closer Looks:

Nok Head Stonehenge Ise Shrine The Standard of Ur The Palette of Narmer Akhenaten and His Family

Continuing Presence of the Past: Marjane Satrapi, page from the “Kim Wilde” chapter of Persepolis, 2001 Andy Goldsworthy, Sandwork, Sand Sculpture, Time Machine, installation at the British Mu-

seum, 1994

Architectural Simulations: The Pyramids Post and Lintel Construction

Study and Review

Revel MultimediaÇatalhöyükCloser Look: Head from NokThe Ancient City of UrCloser Look: Marjane Satrapi, page from "Kim Wilde," PersepolisCloser Look: Andy Goldsworthy, Sandwork, Sand Sculpture, Time MachineCloser Look: The Palette of NarmerCloser Look: Akhenaten and His Family


Teaching with Pearson Multimedia Homework assignment for Closer Look: Akhenaten and His Family

Consider techniques used in ancient objects of art and ritual. What technique is used, for ex-ample, in Akhenaten and His Family? What does this technique (used to carve the limestone) reveal about the intent of the Akhenaten’s message to the viewer?

In-Class assignment for Closer Look: Marjane Satrapi, page from "Kim Wilde," Persepolis Speculate on the intended message within the variety of sculptural figures within the Palace

of Darius and Xerxes. This palace, with its artistic variety, serves as the setting for Satrapi’s Persepolis. What cultural nuances serve as an inspirational backdrop on which Satrapi cre-ates Persepolis? Consider other examples in which culture has influenced a greater work’s setting or message.

Key Termsagencyanimismanthropomor-phismcivilizationcromlechcuneiform writ-ingemergence taleepicepithetsground linehieratic scalehominidshunter-gathererskivamegalithsmenhirs

metaphorsmodelingmythnarrative genrenaturalismpatriarchs perspectival draw-ingpost-and-lintel prehistoricregistersritualshamansimilessocial perspectivesteleziggurat

Class Discussion Topics and QuestionsDiscussion Topic: Discuss the creative endeavors of the prehistoric culture with a focus on the artis-tic contributions of primitive/ancient humans.

Question: Consider the advancements of primitive/ancient humans. What works of art and/or ar-chitecture serve as the best example of an emerging civilization? How might the creation and use of these items signify a turning point in humanity’s social development?

Question: Consider the female votive figures (such as Woman (Venus of Willendorf) and Woman Seated Between Two Felines). What concepts might be important to the primitive/ancient human based on these examples?


Discussion Topic: A myth is a story that a culture assumes is true. Ancient myths were often used to explain natural phenomena (cosmology), such as creation, fertility, and the afterlife. Consider the importance of these myths within the context of the primitive/ancient human.

Question: What is the shaman’s role in preserving myth, and why is it significant?

Thinking Back1.1 Discuss the rise of culture and how developments in art and architecture reflect the growing so-

phistication of prehistoric cultures.1.2 Describe the role of myth in prehistoric culture.1.3 Distinguish among the ancient civilizations of Mesopotamia, and focus on how they differ from

that of the Hebrews.1.4 Account for the stability of Egyptian culture.


CHAPTER

The Greek World: The Classical Tradition

Learning Objectives2.1 Outline how the Cycladic, Minoan, and Mycenaean cultures contributed to the later Greeks’

sense of themselves.2.2 Define the polis and explain how it came to reflect the values of Greek culture.2.3 Describe how Pericles defined and shaped Golden Age Athens.2.4 Characterize the values of the Hellenistic world in terms of politics, philosophy, and art.

Chapter at a Glance Bronze Age Culture in the Aegean

The CycladesMinoan Culture in CreteMycenaean Culture on the MainlandThe Homeric Epics

The Rise of the Greek PolisThe Greek GodsThe Greek Architectural TraditionGreek Sculpture and the Taste for NaturalismAthenian PotteryThe Poetry of SapphoThe Rise of Democracy and the Threat of Persia

The Golden AgeThe Architectural Program at the AcropolisThe Sculptural Program at the ParthenonPhilosophy and the PolisThe Theater of the People

The Hellenistic WorldThe Empire of Alexander the GreatToward Hellenistic Art: Sculpture in the Late Classical PeriodAristotle: Observing the Natural WorldAlexandriaPergamon: Hellenistic Capital

Continuity & Change: Rome and Its Hellenistic Heritage


2

Transition Guide


Map 2.2 Athens as it appeared in the late 5th century

Fig. 2.23 Polygnotos, Two Women, One Playing a Lyre, 5th century BCE

Fig. 2.28 Model of the Athena Parthenos by Phidias

Fig. 2.33 The Amasis Painter (?), Satyrs Making Wine, detail of Athenian black-figure amphora

Fig. 2.41 Reconstructed west staircase frieze of the Altar of Zeus, from Pergamon

Fig. 2.43 Epigonus (?) Gaul, Roman copy of an original bronze

Fig. 2.44 Epigonus (?) Dying Gaul, Roman copy of an original bronze


Miniature Ship Fresco (“Flotilla Fresco”) Snake Goddess Euphronius Krater

Architectural Panoramas: Parthenon

Continuing Presence of the Past: Thomas Struth, Pergamon Museum I, Berlin, 2001

Architectural Simulations: Greek Orders

Study and Review

Revel MultimediaCloser Look: The Snake Goddess or Priestess from CreteCloser Look: Vapheio CupsCloser Look: Death of SarpedonCloser Look: Technique: Black-Figure and Red-Figure Vase PaintingThe AcropolisThe Sculptural Program at the ParthenonTheater of DionysusAltar of ZeusCloser Look: Thomas Struth, Pergamon Museum 1Students on Site: Dying GaulCloser Look: Nike (Victory) of Samothrace


Teaching with Pearson Multimedia Homework Assignment for Revel, Closer Look: The Snake Goddess or Priestess from Crete, or MyArtsLab, Snake Goddess

What is the controversy surrounding the Snake Goddess? Address the scholarly concerns by examining the figure critically. Approach this figure as though you are an archeologist/his-torian attempting to verify its authenticity. Create a list of pros and cons wherein you dis-cuss how the “additions” to this work may help or hinder the understanding or analysis of such an important figure.

In-Class Assignment for Closer Look: Thomas Struth, Pergamon Museum 1 Does Struth’s technique of staging his photos create a more animated scene? How does the

individual viewer within the photo become “art” as a result of this process? What other commentary might Struth reveal by the placement and manipulation of viewers within a museum setting?

Key Termsacropolisagoraabacusadytonamphora antaeantagonistarchitraveblack-figurecella colonnadescolumncomedycontrapposto Corinthian ordercyclopean masonrydialectic methodDoric orderelevationenchinusentablatureentasisexpressionismfarcefeudal Golden Meanhumanismidealism

lyric poemsmetopesOrchestraOrderspantheon paradosparapetpedimentperistyleplatformpre-Socraticspronaosprosceniumprotagonistpsychered-figurerepoussésatyr playscientific methodskeneSophistsstylobatesyllogismsymposiumtetralogiestetralogytragedy


inductive reasoningIonic orderkouroskrater

triglyphs

Class Discussion Topics and QuestionsDiscussion Topic: Discuss the period known as The Golden Age. Consider the unique qualities and contributions of this period, with a focus on Pericles, the polis, and the emergence of democracy.

Question: While exploring the period known as The Golden Age, focus on what characteristics are particular to this period historically, politically, and artistically. What new conventions of government and society emerged, and how might these ideas translate into the modern era?

Question: With a focus on the stability of the polis and the success of democracy, how did the creative arts of architecture, philosophy, and drama manifest these new social conditions?

Thinking Back2.1 Outline how the Cycladic, Minoan, and Mycenaean cultures contributed to the later Greeks’ sense of themselves.2.2 Define the polis and explain how it came to reflect the values of Greek culture.2.3 Describe how Pericles defined and shaped Golden Age Athens.2.4 Characterize the values of the Hellenistic world in terms of politics, philosophy, and art.


CHAPTER

Empire: Urban Life and Imperial Majesty in Rome, China, and India

Learning Objectives3.1 Characterize imperial Rome, its dual sense of origin, and its debt to the Roman Republic.3.2 Describe the impact of the competing schools of thought that flourished in early Chinese

culture—Daoism, Confucianism, and Legalism.3.3 Discuss the ways in which both Hinduism and Buddhism shaped Indian culture.

Chapter at a Glance Rome

Republican RomeImperial RomeLiterary Rome: Virgil, Horace, and OvidAugustus and the City of MarblePompeii

ChinaEarly Chinese CultureImperial China

Ancient IndiaHinduism and the Vedic TraditionBuddhism: “The Path of Truth”

Continuity & Change: Christian Rome

Transition Guide


Fig. 3.6 Augustus of Primaporta. ca. 20 BCE. (shown with spear)

Fig. 3.6 Augustus of Primaporta. ca. 20 BCE. (shown without spear)

Fig. 3.35 Lion capital, Ashokan pillar at Sarnath, Uttar Pradesh, India

Fig. 3.24 The Canal (reflecting pool) at Hadrian’s Vila, Tivoli


3


Augustus of Primaporta Roman Forum Column of Trajan Pantheon

Architectural Panoramas: Colosseum Great Stupa at Sanchi Basilica of Maxentius and Constantine (Basilica Nova)

Continuing Presence of the Past: Cai Guo-Qiang, Project to Extend the Great Wall of China by 10,000 Meters: Project for Ex-

traterrestrials No. 10, 1993

Architectural Simulations: Round Arch Barrel and Groin Vaults

Study and Review

Revel MultimediaCloser Look: Augustus of Primaporta Students on Site: Augustus of Primaporta Architectural Simulation: Round Arch Architectural Simulation: Barrel and Groin Vaults Closer Look: The Roman Forum Students on Site: Arch of Titus The Pantheon (Visual Media-Multimedia Gallery)Closer Look: Guo-Qiang, Project to Extend the Great Wall Closer Look: The Tomb of Qin Shihuangdi Architectural Panorama: Colosseum (Rome, Italy; 72–80)Architectural Panorama: Colosseum (Rome, Italy; 72–80)Architectural Panorama: The Great Stupa

Teaching with Pearson Multimedia Homework assignment for Closer Look: Augustus of Primaporta

The Augustus of Primaporta reveals details about the Roman military attitude. Identify other meanings and messages displayed within this work. What do these reveal about Roman cul-ture and leadership?

In-class assignment for Architectural Simulation: Round Arch Form groups and work together to identify other specific works of architecture (civic, pri-

vate, commercial, etc.) where round arches are used. Examine the application of the arch to


determine its function: decorative or structural. Consider other uses or applications for the round arch.

Key Termsapsearcadeatriumbarrel vaultbasilicabaybodhisattvasbuttresscoffersdactyl dactylic hexameterdomusfeetgroin vaultjambs

keystonemandalaocculuspatriciansperistyle courtyardpiersplebeiansrhetorician round archspandrelsspondeeverism voussoirs

Class Discussion Topics and QuestionsDiscussion Topic: The greater Roman Empire is considered by scholars to be a successful model on which to build culture. With consideration to the Roman military—indeed, social leadership and politics at large—explore the transition and resulting cultural impact of the Roman Republic to the Roman Empire.

Question: What was the direct influence of the Roman emperors on the artistic endeavors of Roman style?

Question: What events or individuals served as the inspiration of such examples? What examples of American political leadership are commemorated within the United States currently? How are they similar or different from the Roman examples?

Thinking Back3.1 Characterize imperial Rome, its dual sense of origin, and its debt to the Roman Republic. 3.2 Describe the impact of the competing schools of thought that flourished in early Chinese culture—Daoism, Confucianism, and Legalism.3.3 Discuss the ways in which both Hinduism and Buddhism shaped Indian culture.


CHAPTER

The Flowering of Religion: Faith and the Power of Belief in the Early First Millennium

Learning Objectives4.1 Examine the impact of Roman rule on Judaic culture.4.2 Discuss the development of Christianity from its Jewish roots to its rapid spread through

the Roman world.4.3 Describe the new Byzantine style of art and discuss how it reflects the values of the Byzan-

tine emperors, especially Justinian.4.4 Outline the principal tenets of the Muslim faith, and account for its rapid spread.4.5 Characterize the spread of Buddhism from India north into China.

Chapter at a Glance Developments in Judaic Culture

The Rise of ChristianityThe EvangelistsSymbols and Iconography in Christian Thinking and ArtChristian Rome

The Byzantine Empire and Its ChurchJustinian’s Empire

The Rise and Spread of IslamThe Qur’anThe HadithThe Hijra and Muslim PracticeThe Spread of Islam

The Spread of Buddhism

Continuity & Change: Byzantine Influences


4

Transition Guide


Fig. 4.6 Reconstruction drawing of the Old St. Peter’s, Rome. ca. 320–327.

Fig. 4.6 Domenico Tasselli, The Nave and Aisles of the Ancient Basilica of Constantine in Rome Looking Toward the Entrance Wall and plan. ca. 319–326.

Fig. 4.18 Left page of double frontispiece to vol-ume VII of the Qur’an of Baybars Jashnagir, from Egypt

Fig. 4.8 Interior of Saint Paul’s Outside the Walls, Rome. 386 CE.

Closer Look: Ahmed Karahisari, Calligraphic Qur’an frontispiece, Istanbul. ca. 1550.

Closer Look: Page from a Qur’an Manuscript, probably Tunisia, late 9th–early 10th century.

Fig. 4.24 Portal of Saint Michel d’Aiguilhe, Le-Puy-en-Venay, France. ca. 1162–80.

Fig. 4.24 Saint Mark’s Cathedral, Venice, west façade. 1063–94.

Fig. 4.25 Griffin, from the Islamic Mediter-ranean, probably Fatimid Egypt. 11th century.


Dome of the Rock Hagia Sophia The Bismillah and the Art of Caligraphy Tile Mosaic Mihrab Large Seated Buddha with Standing Bodhisattva

Architectural Panoramas: Santa Costanza

Continuing Presence of the Past: Wijdan (Jordanian, born Iraq, 1939), Karbala Series: Hussein, 1993

Architectural Simulations: Pendentives Adobe

Study and Review

Revel MultimediaArchitectural Simulation: PendentivesCloser Look: Wijdan Ali, Karbala Series: HusseinCloser Look: Large Seated Buddha at YungangArchitectural Panorama: Santa Costanza, Rome, Italy, c. 350 CE

Teaching with Pearson Multimedia


Homework assignment for Architectural Simulation: Pendentives. Consider the use of the pendentive in central-plan design. Besides structural, what other

functions might this component serve? Create a suitable design or decoration for a contem-porary pendentive. In what way does this design rely on the shape, function, and location of this pendentive?

In-class assignment for Architectural Panorama: Santa Costanza, Rome, Italy, c. 350 CE Identify the various architectural details from earlier Greco-Roman designs. Discuss the dif-

ferences and similarities to other buildings of worship, with a focus on design, floor plan, details, size decoration, narrative mosaic, and so on.

Key Termsambulatoryapocalypseapsebismillahcaliphscentral-plan churchchadorclerestorycouncildogmaecumenicalhieratichijabhijra hypostyle iconoclasmiconographyicons jihadLatin Cross

liturgyMessiahmessianicmihrabminbar mosquemudramystery cults narthexnaveqiblareverse perspectivesyncretismtetrarchytransept typetypologyVulgate

Class Discussion Topics and QuestionsDiscussion Topic: Consider the era of the late Roman to Byzantine Empire; the dynamic changes and emergence of significant global religious movements within the era set a direction for cultural history in the West. With Judaism under the persecution of Roman rule, Christianity emerging as the Roman state religion, and the rise and spread of Islam, these movements all guided the architec-tural traditions of what came to be known culturally as Byzantine style. Controversy surrounds the visual arts with prohibitions and innovations within each tradition.

Question: Considering the limitations related to the visual representation of human form, how did the early Christian artist render or create acceptable religious icons? What would be the result of these actions?


Question: What is the creative alternative to human form within Islam? How does architectural style and design demonstrate similar thoughts or philosophies of monotheistic tradition?

Thinking Back4.1 Examine the impact of Roman rule on Judaic culture.4.2 Discuss the development of Christianity from its Jewish roots to its rapid spread through the Ro-man world.4.3 Describe the new Byzantine style of art and discuss how it reflects the values of the Byzantine em-perors, especially Justinian. 4.4 Outline the principal tenets of the Muslim faith, and account for its rapid spread.4.5 Characterize the spread of Buddhism from India north into China.


CHAPTER

Fiefdom and Monastery, Pilgrimage and Crusade: The Early Medieval World in Europe

Learning Objectives5.1 Describe what Anglo-Saxon art and literature tell us about Anglo-Saxon culture.5.2 Discuss Charlemagne’s impact on medieval culture and the legacy of his rule.5.3 Define the Romanesque and its relation to pilgrimage churches and the Cluniac abbey.5.4 Examine the motivations for the Crusades and appraise their outcome.5.5 Explain the courtly love tradition as it manifests itself in the literature of the period.

Chapter at a Glance Anglo-Saxon Artistic Style and Culture

Beowulf, the Oldest English Epic PoemThe Merging of Pagan and Christian Styles

Carolingian CultureThe Song of Roland: Feudal and Chivalric ValuesPromoting LiteracyThe Medieval MonasteryCapetian France and the Norman Conquest

Pilgrimage Churches and the RomanesqueCluny and the Monastic Tradition

The Crusades

Eleanor of Aquitaine and the Art of Courtly Love

Continuity & Change: Toward a New Urban Style: The Gothic

Transition Guide

No Image Changes


5


Sutton Hoo Clasp Saint Gall Bayeux Tapestry (Bayeux Embroidery) Krak des Chevaliers

Continuing Presence of the Past: Joseph Beuys, Untitled 1, 1962–81

Architectural Simulations: Romanesque Portal

Study and Review

Revel MultimediaCloser Look: Carpet Page from the Lindisfarne GospelsCloser Look: Saint Gall PlanTraditional Kyrie eleison Cunctipotens genitor DeusCloser Look: The Bayeux TapestryCloser Look: Joseph Beuys, Untitled 1Architectural Panorama: Church of Saint Madeleine, Vezeley, France, c. 1120–32Closer Look: Krak des Chevaliers and the Medieval Castle

Teaching with Pearson Multimedia Homework assignment for Closer Look: Saint Gall Plan

What was the intended purpose of the Plan of St. Gall? How might this plan be an important reference for the nature of the monastic community? Create a community plan whereby the important community features are included and reflect the priorities of contemporary plan-ning.

In-class assignment for Closer Look: Krak des Chevaliers and the Medieval Castle Consider the defensive design of the castle. What essential survival elements are missing

from the Krak des Chevaliers? What lines of defense made the later castles impermeable? Gather in groups (or individually) and brainstorm the most important elements in defensive architecture. Justify your choice of “most important” or “essential.”

Key Termsa capellaanimal interlaceanimal stylearchivolt barrel vault

melismatic organummemento morimonophonicmotte and bailey neumatic


carpet pagechansons de geste chivalric codecloisonnécloisterDivine Officefeudalismfree organumGregorian chantjambsjongleurskenningsknightmandorlamedieval romancemelismatic

neumeorganumplainchantpolyphonyprimogeniture refectoryrelicsreliquary Romanesquescriptoriumstrophicsyllabictrobairitztroubadour trumeau tympanum

Class Discussion Topics and QuestionsDiscussion Topic: Consider the emergence of feudalism, the feudal society and customs, as well as great influential leaders of western medieval culture. With the decline of the Roman Empire in the West and the rise in the political power of Church, much of medieval society was shaped by the Church as the preeminent influence.

Question: With a focus on the influence of “Charles the Great,” Charlemagne, consider the political and religious climate of the era. What are the changes Charlemagne implemented? What are some of the cultural influences, such as chivalry, demonstrated in the great literary works of this era, such as Song of Roland?

Question: With the emergence of communal asceticism, monastic orders contributed greatly to how medieval culture is interpreted and understood. What creative endeavors or social movements were results of these monastic orders? Looking further at the influence of the Church as a center-piece of life within medieval culture, discuss the motivations and results of the pilgrims and the pil-grimage movement.

Thinking Back5.1 Describe what Anglo-Saxon art and literature tell us about Anglo-Saxon culture. 5.2 Discuss Charlemagne’s impact on medieval culture and the legacy of his rule.5.3 Define the Romanesque and its relation to pilgrimage churches and the Cluniac abbey.5.4 Examine the motivations for the Crusades and appraise their outcome.5.5 Explain the courtly love tradition as it manifests itself in the literature of the period.


CHAPTER

The Gothic and the Rebirth of Naturalism: Civic and Religious Life in an Age of Inquiry

Learning Objectives6.1 Outline the ideas, technological innovations, and stylistic developments that distinguish the

Gothic style in France.6.2 Explain why the University of Paris was preeminent among medieval institutions of higher

learning.6.3 Define the Radiant style.6.4 Compare and contrast art and civic life in Siena and Florence.6.5 Examine the spread of a vernacular literary style in European culture.

Chapter at a Glance Saint-Denis and the Gothic Cathedral

Stained GlassGothic ArchitectureGothic SculptureMusic in the Gothic Cathedral: Growing Complexity

The Rise of the UniversityThomas Aquinas and Scholasticism

The Radiant Style and the Court of Louis IXThe Gothic Style in the French Ducal CourtsThe Miniature Tradition

Civic and Religious Life in Siena and FlorenceSiena and Florence: Commune and RepublicPainting: A Growing Naturalism

The Spread of Vernacular Literature in EuropeDante’s Divine ComedyThe Black Death and Its Aftermath

Continuity & Change: The Dance of Death


6

Transition Guide


Fig. 6.10 West façade, Wells Cathedral, Wells, England. 1230–50.

Fig. 6.16 Limbourg Brothers, January: The Feast of the Duke of Berry, from Les Très Riches Heures du Duc du Berry. ca. 1415.

Fig. 6.17 Limbourg Brothers, The Temptation of Christ, from Les Très Riches Heures du Duc du Berry. ca. 1415.

Fig. 6.17 Limbourg Brothers, February: Winter Scene, from Les Très Riches Heures du Duc du Berry. ca. 1415.

Fig. 6.18 Giovanni Pisano, lower façade, Siena Cathedral. 1284–99.

Fig. 6.25 Wife of Bath, from Geoffery Chaucer’s Canterbury Tales. ca. 1400–05.

Fig. 6.19 Giovanni Pisano, Mary, Sister of Moses. 1284–99.

Fig. 6.26 Anonymous, La Cité des Dames de Christine de Pizan. ca. 1410.

Fig. 6.20 Santa Croce, Florence. Begun 1294.Fig. 6.27 Dance of Death. ca. 1400.

Fig. 6.21 Santa Maria Novella, Florence. Founded before 1246, nave begun after 1279.

Fig. 6.22 Interior of the Upper Church, Basilica of San Francesco, Assisi, Umbria, Italy. 1228.

Fig. 6.23 Saint Francis Master, Saint Francis Creates the First Christmas Creche, fresco in Up-per Church of San Francesco, Assisi, Umbria, Italy. ca. 1295–1305.


Rose Window and Lancets from the North Transept of Chartres Cathedral Reims Cathedral, Annunciation and Visitation Limbourg Brothers, February, from Les Très Riches Heures The Effects of Good Government Scrovegni Chapel

Architectural Panoramas: Chartres Cathedral Sainte-Chapelle

Continuing Presence of the Past: Newton Harrison and Helen Mayer Harrison, Vision for the Green Heart of Holland, installa-

tion view, Catheren Chapel, Gouda, Holland, 1995

Architectural Simulations:


Ribbed Vault

Study and Review

Revel MultimediaChartres CathedralCloser Look: The Stained Glass at ChartresCloser Look: Harrison/Harrison, A Vision for the Green Heart of HollandCloser Look: Duccio di Buoninsegna, MaestàCloser Look: Giotto di Bondone, Scrovegni (Arena) ChapelArchitectural Panorama: Abbey Church of Saint-Denis Plan of Choir and Ambulatory, Saint-Denis, France, 1140–44Architectural Panorama: Chartres Cathedral Chartres, France, Begun 1194Architectural Panorama: Cathedral of Notre Dame, Paris, France, ca. 1155–ca. 1250Architectural Panorama: Cathedral of Notre Dame, Reims, France, Begun in 1211Architectural Panorama: The Sainte-Chapelle, Paris, France, 1239–48

Teaching with Pearson Multimedia Homework assignment for Architectural Panorama: Chartres Cathedral, Chartres, France, Begun 1194

After exploring Chartres Cathedral, select an intriguing sculptural or architectural element from both the interior and exterior of the cathedral. What is unique about these particular elements? What does the artistic expression reveal about the message of this Gothic Cathe-dral?

In-class assignment for Architectural Panorama: The Sainte-Chapelle, Paris, France, 1239–48 After viewing the Architectural Panorama: The Sainte-Chapelle, Paris, France, 1239–48,

gather in small groups and consider the structural design of this Gothic arch, its elements, and purpose. Select a local example (or iconic, well-known example) of architecture that is unique in design. Discuss the purpose and function of this example and creatively brain-storm new architectural additions.

Key TermsBook of Hoursbuon frescobuttressescartooncommunecounterpointcrocketsdialectical methodfinialsflying but-tresses

illuminationItalian sonnetminiaturemotetpalatine chapelPetrarchan son-net quadriviumRadiant stylerose windowScholasticismsinopia


giornataGothicheroic couplets

summatemperatriviumvernacular

Class Discussion Topics and QuestionsDiscussion Topic: The symbolism of Christian iconography reached new heights both figuratively and literally with the use of the cathedral stained glass and sculptural program used for didactic purposes. This new style, originally begun with the Abbey Church of Saint-Denis, under the guid-ance of Abbot Suger, set a new direction of architectural design and engineering, as well as a natu-ralized style of representation in human sculptural form.

Question: With consideration for Suger’s philosophical support of the design of Gothic styling, what was the role of light? What was the expected result of the encounter with the beauty of such church design?

Question: What architectural elements are unique to the Gothic style? What is Radiant style, and how is it different from or similar to earlier iterations of Gothic? How is sculpture incorporated into the architecture? How is the approach of such sculpture a departure from earlier styles?

Thinking Back6.1 Outline the ideas, technological innovations, and stylistic developments that distinguish the Gothic style in France.6.2 Explain why the University of Paris was preeminent among medieval institutions of higher learn-ing.6.3 Define the Radiant style.6.4 Compare and contrast art and civic life in Siena and Florence.6.5 Examine the spread of a vernacular literary style in European culture.


CHAPTER

The Renaissance: Florence, Rome, and Venice

Learning Objectives7.1 Discuss the influence of the Medici family on Florentine art and the development of human-

ist thought.7.2 Describe how other Italian courts followed the lead of the humanist court in Florence.7.3 Examine the impact of papal patronage on the art of the High Renaissance in Rome.7.4 Compare the social fabric and artistic style of Renaissance Venice to that of both Florence

and Rome.7.5 Outline the place of women in Renaissance Italy.

Chapter at a Glance The State as a Work of Art: Florence and the Medici

The Gates of ParadiseFlorence CathedralScientific Perspective and Naturalistic RepresentationThe Medici Family and HumanismLorenzo the Magnificent: “. . . I find a relaxation in learning.”

Beyond Florence: The Ducal Courts and the ArtsThe Montefeltro Court in Urbino

Papal Patronage and the High Renaissance in RomeBramante and the New Saint Peter’s BasilicaMichelangelo and the Sistine ChapelRaphael and the Stanza della SegnaturaThe Medici PopesJosquin des Prez and the Sistine Chapel ChoirNiccolò Machiavelli and the Perfect Prince

The High Renaissance in VeniceVenetian ArchitectureMasters of the Venetian High Renaissance: Giorgione and Titian

Women in Italian Humanist SocietyThe Education of WomenWomen and Family LifeLaura Cereta and Lucretia Marinella: Renaissance FeministsVeronica Franco: Literary Courtesan


7

Music of the Venetian High Renaissance

Continuity & Change: Palladio and His Influence

Transition Guide


Fig. 7.28 Raphael, Small Cowper Madonna. ca. 1505.

Fig. 7.33 Giovanni and Bartolomeo Bon, Ca’ d’Oro (“House of Gold”), Contarini Palace, Venice (with floorplan)

Fig. 7.37 Titian, La Bella (Woman in a Blue Dress). ca. 1538.


The Tribute Money Primavera Mona Lisa Tempest

Continuing Presence of the Past: Julie Green, The Last Supper, 2001

Architectural Simulations: Brunelleschi’s Doming of Florence Cathedral Saint Peter’s Sistine Chapel

Study and Review

Revel MultimediaCloser Look: The Competition Reliefs: Abraham’s Sacrifice of IsaacCloser Look: Filippo Brunelleschi, Dome of Florence CathedralStudents on Site: Palazzo RucellaiCloser Look: Julie Green, The Last SupperCloser Look: School of AthensArchitectural Panorama: Florence Cathedral Florence, Italy, Begun 1296Architectural Panorama: Tempietto, San Pietro in Montorio, Rome, Italy, 1502–11Architectural Panorama: Sistine Chapel, Vatican City, Rome, Italy. Michelangelo’s Ceiling Frescoes: 1508–1512


Teaching with Pearson Multimedia Homework and In-class assignment: For Revel, Architectural Panorama: Sistine Chapel, Vatican City, Rome, Italy. Michelangelo’s Ceiling Frescoes: 1508–1512; for MyArtsLab, use Architectural Simula-tion: Sistine Chapel

For both in-class and homework, after reviewing the visual impact of the Sistine Chapel ceil-ing, consider the female figures. What impression of gender roles does Michelangelo’s ren-dering of the female form provide the viewer? How might the viewer, in the context of Michelangelo’s time, interpret his or her own understanding of Renaissance gender roles?

Key Termsatmospheric perspectivebaptisterycantus firmuscartoonsdouble entendreforeshorteningGreek crosshumanistignudilanternlinear perspectivel’uomo universalemadrigalNeoplatonist one-point perspective

orthogonalspendentivesphrasepicture planePlatonic lovepoint of imita-tionpolychoral stylescientificsprezzaturathrough-com-posedtoccatavanishing pointvantage pointword-painting

Class Discussion Topics and QuestionsDiscussion Topic: With a focus specifically on the Italian Renaissance, consider the new and innova-tive artistic conventions, how these techniques are applied, and the Church’s motivation in patron-izing such works. Humanism, the philosophical underpinning of Renaissance creativity, provided a new view of traditional religious imagery and the human condition it portrays. This humanism, sup-ported by the Medicis, the papacy, and the artists of the day, prompted a resurgence of the Classical approach to creative works and philosophical interpretation.

Question: In what ways did the well-known artists of the Italian Renaissance apply science and aca-demic knowledge to painting, architecture, and sculpture? What specific techniques were used and what was the result?

Question: The Italian word Renaissance translates into English as “rebirth”; what might this mean in light of artistic conventions of the era? What might this mean for religious works sponsored by the Church? What significant examples best relate to the meaning of Renaissance?


Thinking Back7.1 Discuss the influence of the Medici family on Florentine art and the development of humanist thought.7.2 Describe how other Italian courts followed the lead of the humanist court in Florence.7.3 Examine the impact of papal patronage on the art of the High Renaissance in Rome.7.4 Compare the social fabric and artistic style of Renaissance Venice to that of both Florence and Rome.7.5 Outline the place of women in Renaissance Italy.


CHAPTER

Renaissance and Reformation in the North: Be-tween Wealth and Want

Transition Guide Learning Objectives8.1 Describe the effect of commerce and mercantile wealth on the development of both religious and secular painting in Northern Europe.8.2 Explain the causes of the Reformation and assess its impact on the art and literature of the era.

Chapter at a Glance Art, Commerce, and Merchant Patronage

Robert Campin in TournaiJan van Eyck in Ghent and BrugesHieronymus Bosch in ’s-HertogenboschThe German Tradition

Humanism and Reformation in the NorthThe Satire of Desiderius ErasmusMartin Luther’s ReformationThe Spread of the ReformationThe Printing Press: A Force for Ideas and ArtMusic in PrintWriting for Print and Play: The New HumanistsThe English Portrait Tradition

Continuity & Change: The Catholic Church Strikes Back

Transition Guide


Fig. 8.1 Pieter I Claeissens (?) The Seven Won-ders of Burges, detail. ca. 1550–60.

Fig. 8.1 Crane in Bruges. 16th century.

Fig. 8.15 Franz Hogenbergh, Netherlandish Icon-oclasm. ca. 1566.

Fig. 8.17 Martin Droeshout, William Shake-


8

speare, frontispiece of first folio edition of his works, published in London. 1623.

Fig. 8.18 Reconstruction and cross-section of the Globe Theater. 1599–1613.


Mérode Altarpiece Giovanni Arnolfini and His Wife Garden of Earthly Delights Isenheim Altarpiece The Ambassadors

Continuing Presence of the Past: Raqib Shaw, Garden of Earthly Delights X, 2004

Studio Technique: Making oil paint and oil painting Woodcut

Study and Review

Revel MultimediaCloser Look: Mérode AltarpieceCloser Look: Double Portrait of Giovanni Arnolfini and His WifeCloser Look: Hieronymus Bosch, The Garden of Earthly DelightsCloser Look: The Isenheim AltarpieceCloser Look: Hans Holbein the Younger, The French Ambassadors

Teaching with Pearson Multimedia Homework assignment for Closer Look: Mérode Altarpiece

The center panel of Mérode Altarpiece places a holy event within a then-contemporary set-ting. What is the significance of this setting? Consider modern-day popular culture and mar-keting, do you think ideas of association between time, place, and context are similar to the ideas communicated in this altarpiece?

In-class assignment for Closer Look: Double Portrait of Giovanni Arnolfini and His Wife Given the image of opulence and prosperity in the portrait, what impression might a viewer

get about the economics of the culture? What might this portrait reveal about the rising merchant class of this era?

Key Termschoraleconversation piece

movable type


groundlingshomophonic har-monyirony

predestina-tionrevenge playsoliloquytriptych

Class Discussion Topics and QuestionsDiscussion Topic: Outside of Italy, the Renaissance ushered in economic prosperity, exchange of ideas, and an emerging movement known as the Reformation. From this unique era, the Renais-sance of the North (European regions outside of Italy) experienced a creative flourish supported by a rising middle class, healthy trade, and an atmosphere of religious flux. Considering the Reforma-tion and the implications of tremendous doctrinal challenges, the Renaissance of the North set the direction for a new, independently interpreted religious experience and shifting political power.

Question: Why is the Reformation significant, and what is the implication for the Roman Catholic Church?

Discussion Topic: Discuss the changes in painting that are a direct result of a new, wealthy, private patronage. Specifically. how does the economy of the North (Bruges and Antwerp) change the ap-proach to artistic convention? How might philosophical humanism be a catalyst?

Question: Consider the importance of Shakespeare’s work as a playwright; how do the ideas of the Renaissance connect through his work? How are the secular themes a reflection of the social, politi-cal, and religious climate of the age?

Thinking Back8.1 Describe the effect of commerce and mercantile wealth on the development of both religious and secular painting in Northern Europe.8.2 Explain the causes of the Reformation and assess its impact on the art and literature of the era.


CHAPTER

Encounter and Confrontation: The Impact of In-creasing Global Interaction

Learning Objectives9.1 Discuss the cultures that preceded that of the Aztecs in the Americas, and the Spanish reac-tion to Aztec culture.9.2 Describe the impact of the Portuguese on African life and the kinds of ritual traditions that have contributed to the cultural survival of African communities after contact.9.3 Outline the ways in which contact with Europe affected Mogul India.9.4 Assess the impact of contact with the wider world on China and the ways in which the arts reflect the values of the Chinese state.9.5 Explain the tension between spiritual and military life in Japanese culture and the impor-tance of patronage in Japanese cultural life.

Chapter at a Glance The Spanish in the Americas

The Americas before ContactThe Spanish in Peru

West African Culture and the PortugueseThe Indigenous Cultures of West AfricaPortugal and the Slave Trade

India and Europe: Cross-Cultural ConnectionsIslamic India: The Taste for Western ArtMogul Architecture: The Taj Mahal

The Chinese Empire: Isolation and TradeThe Tang Dynasty in Chang’an, “The City of Enduring Peace” (618–907 CE)The Song Dynasty and Hangzhou, “The City of Heaven” (960–1279 CE)The Yuan Dynasty (1279–1368)The Ming Dynasty (1368–1644)Painting and Poetry: Competing SchoolsLuxury Arts

Japan: Court Patronage and Spiritual PracticeThe Heian Period: Courtly RefinementThe Kamakura Period (ca. 1185–1392): Samurai and Shogunate


9

The Muromachi Period (1392–1573): Cultural PatronageThe Azuchi-Momoyama Period (1573–1615): Foreign InfluencesThe Closing of Japan

Continuity & Change: The Influence of Zen Buddhism

Transition Guide


Fig. 9.19 Mpungi, an ivory horn, from Kongo. Collected before 1553.

Fig. 9.19 Dance of Banda, Baga Mandori, Guinea. 1987.

Fig. 9.26 The Hall of Supreme HarmonyFig. 9.20 Twin Figures (ere ibeji), Yoruba Cul-ture, Nigeria. 20th century.

Fig. 9.30 Kosho. Kuya Preaching. Kamakura pe-riod, before 1207.

Fig. 9.27 The Forbidden City, now the Palace Museum, Beijing. Mostly Ming dynasty (1368–1644). View from the South.Fig. 9.31 Tamenari, The Descent of Amida and the Twenty-Five Bodhisattvas to Collect the Soul of the Deceased. Later Heian period. 1053.


The goddess Coatlicue Palenque, Palace and Temple Hip pendant representing an Iyoba Taj Mahal Early Spring Night Attack on the Sanjô Palace

Continuing Presence of the Past: Anselm Kiefer, Papst Alexander VI: Die goldene Bulle (“Pope Alexander VI: The Golden Bull”),

1996 Enrique Chagoya, Crossing I, 1994

Architectural Simulations: Teotihuacán Inca masonry Forbidden City

Study and Review

Revel MultimediaCloser Look: Anselm Kiefer, Papst Alexander VI: Die goldene BulleCloser Look: Enrique Chagoya, Crossing 1


Closer Look: Palace and Temple of the InscriptionsCloser Look: Hip Pendant Representing an Iyoba (Queen Mother)Closer Look: Guo Xi, Early SpringCloser Look: Section of Night Attack on the Sanjô PalaceArchitectural Panorama: Forbidden City, Beijing, China, 1401–1424

Teaching with Pearson Multimedia Homework assignment for Revel, Closer Look: Enrique Chagoya, Crossing 1, and MyArtsLab,

Continuing Presence of the Past: Enrique Chagoya, Crossing I, 1994 While Enrique Chagoya brings together popular culture figures, such as Superman with an-

cient Spanish codices, he bridges the two worlds through interpretative vision. Consider his intent. Is he successful in conveying his message? Why or why not? Reflect on symbols that are common to contemporary culture. What two icons or symbols convey a similar mes-sage?

In-class assignment for Closer Look: Hip Pendant Representing an Iyoba (Queen Mother) Discuss the style of this work as it reveals details related to the socioeconomic and religious

culture of the Benin people. Reflect on a contemporary example of an item that serves a sim-ilar purpose in Western culture.

Key Termsanaphoracall-and-re-sponse chattricultural syn-cretismdaimyodry landscape fetishhaikuhiraganalacquerware literatiMiddle Passage

nambanNohporcelainpraise poemsamuraiscarifica-tionshogunTai Qi Quantalking drums tenshuwabiwakaWay of Tea

Class Discussion Topics and QuestionsDiscussion Topic: Consider the chronology of the Middle Ages and Renaissance as these eras oc-curred in other regions of the world. Exploration of Eastern and African regions and the Americas created an exchange of ideas and exposure to other customs and practices, as well as the introduc-tion and exploitation of new resources.


Question: With a focus on European (specifically Spanish) exploration of the Americas, discuss the impact of Christian tradition in these indigenous regions. What was the result? How did this explo-ration promote the economy of the imperialist country as well as the indigenous country? What fig-ures are significant to this shift and how did they change the course of history?

Question: With a focus on the expanded Muslim influence, discuss the cultural impact (Islamic influ-ence) on the emerging cultures of India. What are some examples of these influences seen through the art and architecture?

Question: With a focus on the Peruvian exploration of Africa, discuss the impact as a result of the slave trade. What was the “Middle Passage,” and why was it so named? Speculate on the economic changes as result of the practice of slavery.

Thinking Back9.1 Discuss the cultures that preceded that of the Aztecs in the Americas, and the Spanish reaction to Aztec culture.9.2 Describe the impact of the Portuguese on African life and the kinds of ritual traditions that have contributed to the cultural survival of African communities after contact.9.3 Outline the ways in which contact with Europe affected Mogul India.9.4 Assess the impact of contact with the wider world on China and the ways in which the arts reflect the values of the Chinese state.9.5 Explain the tension between spiritual and military life in Japanese culture and the importance of patronage in Japanese cultural life.


CHAPTER

The Counter-Reformation and the Baroque: Emo-tion, Inquiry, and Absolute Power

Learning Objectives10.1 Explain Mannerism and how it arose out of the Counter-Reformation. 10.2 Describe how the Baroque style manifested itself in the art, music, and literature of the era.10.3 Discuss the vernacular Baroque style that developed in the North.10.4 Define absolutism and discuss how it impacted the arts.

Chapter at a Glance The Early Counter-Reformation and Mannerism

The Council of Trent and Catholic Reform of the ArtsThe Rise of MannerismCervantes and the Picaresque Tradition

The Baroque in ItalyBaroque Sculpture: BerniniThe Drama of Painting: Caravaggio and the CaravaggistiVenice and Baroque MusicClaudio Monteverdi and the Birth of OperaAntonio Vivaldi and the Concerto

The Secular Baroque in the NorthNew Imagery: Still Life, Landscape, and Genre PaintingRembrandt van Rijn and the Drama of LightBaroque Music in the North

Absolutism and the Baroque CourtThe Court at VersaillesThe Court Arts of England and Spain

Continuity & Change: Excess and Restraint


10

Transition Guide


Fig. 10.1 Vatican Square as seen from Michelan-gelo’s dome, looking east toward the Tiber

Fig. 10.1 Giuseppe Arcimboldo, Summer. 1563.

Fig. 10.22 André Le Nôtre, North flowerbed, formal French gardens, Versailles. 1669–85.

Fig. 10.2 Michelangelo, Pieta. 1547–53.

Fig. 10.7 Parmigianino, The Madonna with the Long Neck. ca. 1535.


Feast in the House of Levi Apotheosis of Saint Ignatius The Calling of Saint Matthew The Anatomy Lesson of Dr. Tulp Louis XIV, King of France Las Meninas

Continuing Presence of the Past: David Reed, #515, 2001–04 Pat Steir, The Brueghel Series: A Vanitas of Style, 1983–84 Joana Vasconcelos, Marilyn (AP), 2011

Architectural Simulations: Cornaro Chapel St. Peter’s Basilica

Studio Technique: Intaglio

Study and Review

Revel MultimediaCloser Look: Veronese, Feast in the House of LeviStudents on Site: Cornaro ChapelStudents on Site: Calling of Saint MatthewCloser Look: David Reed, #515A. Gabrieli: Ricercar a 4 del duodecimo tuonoCloser Look: Pat Steir, The Brueghel Series: A Vanitas of StyleCloser Look: Rembrandt van Rijn, The Anatomy Lesson of Dr. TulpCloser Look: Joana Vasconcelos, Marilyn (PA)Closer Look: Diego Velázquez, Las Meninas (The Maids of Honor)


Teaching with Pearson Multimedia Homework assignment for Students on Site: Cornaro Chapel

Consider the theatrical nature of Baroque sculptural placement in the Cornaro Chapel. Jus-tify this style as an integrated part of the Church’s approach to the human connection with the visual and didactic arts.

In-class assignment for Closer Look: Veronese, Feast in the House of Levi After exploring the painting, describe the elements that were considered controversial. How

were these elements so different from other iterations of The Last Supper? Speculate on Veronese’s motivation for depicting a religiously significant event in such a manner.

Key Termsabsolutism ariabasso continuocantata Cavalier concertoscounterpointdynamicsFrench gardengenre sceneshandhomophonyinvisible comple-mentkeylibrettomelismamodulationmonody

motetoperaoratoriosorchestrationpassionpicaresqueprogram musicrecitativoritornelloScientific Revolu-tionserpentine figure still lifestenebrismtonalitytonic note tragédie en musique vanitas paintings

Class Discussion Topics and QuestionsDiscussion Topic: As the Church experienced the upheaval of the Reformation, the emerging Man-nerist style and approach, as well as the eventuality of the Council of Trent, shaped the direction of the creative arts and philosophy of the sixteenth century. As the Church came to terms with the so-cial changes, the Baroque style underpinned the dramatic emphasis of both secular and religious art, perpetuating both a sense of humanism as well as genre styles. Concurrent to the dynamic vis-ual art, Baroque music ushered in original concertos and compositions to satisfy the growing musi-cal requests of the Church and changing royal patronage of music.


Question: What is unique about Mannerist style? How did the Council of Trent affect change or re-striction to the creativity of the artist? What are some examples of this conflict or censorship that occurred as a result?

Question: Broadly define Baroque style in light of drama, technique, and secularism. How did the Church patronize the arts within these perimeters? What was the effect on music? What new musi-cal conventions emerged from this approach?

Thinking Back10.1 Explain Mannerism and how it arose out of the Counter-Reformation.10.2 Describe how the Baroque style manifested itself in the art, music, and literature of the era.10.3 Discuss the vernacular Baroque style that developed in the North. 10.4 Define absolutism and discuss how it impacted the arts.


CHAPTER

Enlightenment and Rococo: The Claims of Reason and the Excesses of Privilege

Learning Objectives11.1 Discuss the role of rationalist thinking in the rise of the English Enlightenment and the liter-ary forms to which the Enlightenment gave rise.11.2 Explain the relationship of the French philosophes to both the Enlightenment and the Ro-coco.11.3 Describe the results of cross-cultural contact between Europeans and peoples of the South Pacific and China.

Chapter at a Glance The English Enlightenment

The New Rationalism and the Scientific RevolutionThe Industrial RevolutionAbsolutism versus Liberalism: Thomas Hobbes and John LockeJohn Milton’s Paradise LostSatire: Enlightenment WitThe English GardenLiteracy and the New Print Culture

The Enlightenment In FranceThe RococoArt Criticism and TheoryThe Philosophes

Cross-Cultural ContactThe South PacificChina and Europe

Continuity & Change: The End of the Rococo


11

Transition Guide


Fig. 11.5 Transfer-printed Queen’s Ware. ca. 1700.

Fig. 11.7 Perhaps after Samuel Scott, Pope’s Villa, Twickenham. 1750–60.

Fig. 11.21 Yu the Great Taming the Waters, Qing Dynasty, completed 1787

Fig. 11.22 Wang Hui, The Colors of Mount Tai-hang, Qing dynasty (1644–1911). ca. 1669.


The Signboard of Gersaint Jean-Honoré Fragonard Europe’s chinoiserie craze

Continuing Presence of the Past: Jeff Koons, Louis XIV, 1986

Architectural Simulations: Cast-iron construction

Video Students on Site: Wright of Derby

Study and Review

Revel MultimediaStudents on Site: Wright of DerbyCloser Look: Jean-Antoine Watteau, The Signboard of GersaintCloser Look: Jeff Koons, Louis XIV

Teaching with Pearson Multimedia Homework assignment for Closer Look: Jeff Koons, Louis XIV

Describe and provide a few examples where Koon’s reference of “the image of the star” is relevant in today’s popular culture. How is this concept perpetuated with social media?

In-class assignment for Closer Look: Jean-Antoine Watteau, The Signboard of Gersaint What are the social implications of Watteau’s The Signboard of Gersaint? What type of politi-

cal messages might Watteau reveal through this work? Consider too, economic and social status within Parisian society; how does this work portray the current attitude?

Key Termschinoiserie Industrial Revo-


deductive reasoningdeism deistsempirical methodEnglish garden epistolary novelfêtes galantesgeocentric heliocentricinductive reasoning

lutionliberalismmananatural lawparodyrational human-ismRococosalonsalonnièresocial contract

Class Discussion Topics and QuestionsDiscussion Topic: The English Enlightenment, coupled with the French intellectualism of the philosophes, ushered forth a new sense of intellectual freedom. This new knowledge allowed for ex-panded academic pursuits, including the methods and approaches to scholastic endeavors. This new thinking, driven by inductive reasoning (empirical method), and deductive reasoning gave rise to deism. This philosophy on the relation of a rational God and rational man was an agreement of intellectualism and scientific thought. Expanded thinking allows for a flourish of inventions, aca-demic study, engineering and architectural innovation, as well as emergent industry. The decora-tive arts of Rococo style ornamented the salons in which hearty debate and discourse were a lively component. This unique reflection of the intellectual side of the human condition set the course of Western culture toward recognition of human rights and eventual equality.

Question: Consider the ideas of human rights, equality, and freedom. How do the creative endeav-ors of this era reflect the importance of these concepts? What are some of the contributions of writ-ers, essayists, philosophers, and other key figures of the day? How did these ideas shape the Ameri-can founding documents? How are these similar (or different) to the French Revolutionary ideas?

Question: Literary works revealed much about the trending mind-set of the Enlightenment writers. How did the significant writers—Austen, Hobbs, Rousseau, Defoe, and others—share the concerns for equality across the social classes? How might the convention of satire be useful in conveying a message? What was accomplished as a result and why was it important?

Thinking Back11.1 Discuss the role of rationalist thinking in the rise of the English Enlightenment and the literary forms to which the Enlightenment gave rise.11.2 Explain the relationship of the French philosophes to both the Enlightenment and the Rococo.11.3 Describe the results of cross-cultural contact between Europeans and peoples of the South Pacific and China.


CHAPTER

The Age of Revolution: From Neoclassicism to Ro-manticism

Learning Objectives12.1 Compare and contrast the French and American revolutions.12.2 Describe the Neoclassical style.12.3 Define Romanticism as it manifests itself in both literature and painting.12.4 Differentiate between Classical and Romantic music.

Chapter at a Glance The American and French Revolutions

The Declaration of IndependenceThe Declaration of the Rights of Man and Citizen

The Neoclassical SpiritJacques-Louis David and the Neoclassical StyleNapoleon’s Neoclassical TastesNeoclassicism in AmericaThe Issue of Slavery

The Romantic ImaginationThe Romantic PoemThe Romantic LandscapeThe Romantic Hero

From Classical to Romantic MusicThe Classical TraditionBeethoven: From Classicism to RomanticismRomantic Music after Beethoven

Continuity & Change: From Romanticism to Realism


12

Transition Guide


Fig. 12.22 Francisco Goya, Saturn Devouring One of His Children


The Oath of the Horatii The Lictors Returning to Brutus the Bodies of His Sons The sublime, the beautiful, and the picturesque

Continuing Presence of the Past: Kara Walker, Insurrection! (Our Tools Were Rudimentary, Yet We Pressed On), 2000 Devorah Sperber, After Goya: Self Portrait (1815) divided along the vertical axis with each side

mirrored to create two symmetrical images, 2006

Study and Review

Revel MultimediaCloser Look: J.-L. David, Lictors Returning to Brutus Bodies of His SonsCloser Look: Kara Walker, Insurrection!Closer Look: The Sublime, the Beautiful, and the PicturesqueCloser Look: Devorah Sperber, After Goya: Self Portrait (1815)

Teaching with Pearson Multimedia Homework assignment for Closer Look: Kara Walker, Insurrection!

After exploring Kara Walker, Insurrection!, consider the work as a statement about the di-chotomy of society within the Early American Southern plantation lifestyle. What is most noticeable about Walker’s figures? Why is this significant? Before comprehending the deeper message within this work, what can you identify as the more superficial concepts that emerge?

In-class assignment for Closer Look: The Sublime, the Beautiful, and the Picturesque After exploring Closer Look: The Sublime, the Beautiful, and the Picturesque, consider con-

temporary concepts of infinity. Within small groups, discuss how the development, use, and application of contemporary conventions (like the Internet) reflect these same ideals.

Key Termscharacter piecesClassical music

ennuiestates


étudesFederal stylelaissez-fairelieder overture

picturesquesalon concertssublimesymphony

Class Discussion Topics and QuestionsDiscussion Topic: Consider the changes from the social and political upheaval of both the American colonial and French revolutions. These campaigns changed the leadership and political climate, re-sulting in divergent perspectives, newfound freedoms of expression, and truly modern ideas. Great works include the Declaration of Independence and the Declaration of the Rights of Man and Citi-zen. These unique documents set forth the foundation and structures on which to build a prosper-ous future.

While the arts reflected the struggle of liberty and equality, these mediums also reflected the re-newed interest in Classical style. This neoclassical style interpreted elements from the Greco-Ro-man architecture, as well as Classical references within painting.

In some ways the Romantic Movement is considered a response to the rationality of the Enlighten-ment. Romanticism emerged with a passionate sense of identity, nationalism, interest in the exotic, and a spiritual link to nature. Creative expression shifted from decidedly balanced and rational to untamed, natural, and spiritual.

Question: Neoclassical style was perpetuated with the paintings of Jacques-Louis David, who be-came known as the painter of the revolution and supported Napoleon’s career through his work. Given the balanced visual style, strong revolutionary connections, and symbolic nature of subject matter, how might David’s work be viewed as propaganda or publicity for the revolutionary cause?

Question: Consider the Romantic fascination with nature and the spiritual connection to the natural world. How did this interest articulate itself within nineteenth-century painting and poetry? What are some example and who contributed to the Romantic interest?

Thinking Back12.1 Compare and contrast the French and American revolutions.12.2 Describe the Neoclassical style.12.3 Define Romanticism as it manifests itself in both literature and painting.12.4 Differentiate between Classical and Romantic music.


CHAPTER

The Working Class and the Bourgeoisie:The Conditions of Modern Life

Learning Objectives13.1 Describe how realism manifested itself in nineteenth-century art and literature.13.2 Describe the various ways in which French artists and writers attacked bourgeois values in

the 1850s and 1860s.13.3 Define Impressionism and examine how it transformed conventional assumptions about

style and content in painting.13.4 Outline the characteristics of the American sense of self as it developed in the nineteenth

century.13.5 Examine the impact of Western imperial adventuring on the non-Western world.

Chapter at a Glance The New Realism

MarxismLiterary RealismRealist Art: The Worker as SubjectRepresenting Slavery and the Civil WarPhotography: Realism’s Pencil of Light

In Pursuit of Modernity: Paris in the 1850s and 1860sCharles Baudelaire and the Poetry of Modern LifeÉdouard Manet: The Painter of Modern LifeNationalism and the Politics of Opera

Impressionist ParisMonet’s Plein-Air VisionMorisot and Pissarro: The Effects of PaintRenoir, Degas, Cassatt, and the Parisian Crowd

The American SelfThe Romantic Song of the American Self: Landscape and Experience

The Challenge to Cultural IdentityThe Fate of the Native AmericansThe British in China and IndiaThe Rise and Fall of Egypt


13

The Opening of JapanAfrica and Empire

Continuity & Change: Toward a New Century

Transition Guide


Fig. 13.9 Eastman Johnson, Negro Life in the South (Kentucky Home). 1859.

Fig. 13.23 Thomas Cole, The Oxbow (View from Mount Holyoke, Northampton, Massachusetts, Af-ter a Thunderstorm). 1836.

Fig. 13.24 Asher B. Durand, Kindred Spirits. 1848.


Liberty Leading the People Édouard Manet, Le Déjeuner sur l'herbe Olympia Mary Cassatt, In the Loge Thomas Cole, The Oxbow Katsushika Hokusai, The Great Wave Pierre-Auguste Renoir, Luncheon of the Boating Party

Continuing Presence of the Past: Fred Wilson, Mining the Museum, 1992 Jeff Wall, Storyteller, 1986 Lee nam Lee, The Conversation Between Monet and Sochi, 2009

Studio Technique: Lithography

Study and Review

Revel MultimediaCloser Look: Fred Wilson, Mining the MuseumCloser Look: Jeff Wall, StorytellerCloser Look: Édouard Manet, OlympiaVerdi: Quartet from Act III of RigolettoWagner: Act II, Scene 1, Dich, teure Halle from TannhauserCloser Look: Lee nam Lee, The Conversation between Monet and Sochi


Closer Look: Renoir's Luncheon of the Boating PartyCloser Look: Thomas Cole, The Oxbow

Teaching with Pearson Multimedia Homework assignment for Revel, Closer Look: Fred Wilson, Mining the Museum, and MyArtsLab, Continuing Presence of the Past: Fred Wilson, Mining the Museum, 1992

What was Wilson’s purpose in creating his exposition? How did he go about assembling the collection? Why or how is his message meaningful to other viewers?

In-class assignment for Closer Look: Jeff Wall, Storyteller After exploring Closer Look: Jeff Wall, Storyteller, consider the contrast of the natural world

and the industrial or developed world. How does Wall’s photograph express that dichotomy (a balance or imbalance between the two)? What might be the purpose behind including the figures on the periphery instead as a focal point within this work? Is Wall introducing social commentary? If so, how?

Key Termsavant-gardebourgeoisiedaguerreotypedialecticen plein air flâneur Haussmanniza-tion

literary realismmusic dramaodalisque photogenic draw-ingproletariatsocial Darwinism

Class Discussion Topics and QuestionsDiscussion Topic: The nineteenth-century identity scrambled between the emerging new technol-ogy of photography, the Impressionists, and the political upheaval of change. Realism of the nine-teenth century captured dramatic scenes and atrocities that shocked the viewer. This attempt to convey the struggles of the human condition brought to light the disparity between social classes and political factions, while simultaneously impressing with exacting detail. Literature, poetry, mu-sic, and eventually opera followed this creative expression and set the path for the modern era.

While Europe struggled with identity and liberty, America gained a sense of self through the social struggles of slavery, changing economic structures, and the influx of immigrants fleeing difficulties abroad. The result: the concept of an idea or style known as uniquely “American.” As immigrants flooded the urban centers of America, interest in westward expansion inspired the potential of America’s future. The British interest in imperialism of the East not only resulted in abuses of power, but also a cultural exchange. As imperialism changed the social climate and indeed caused human rights abuses, literature and philosophy revealed the changing view and the Western moral compass.

Question: Consider the shift in population from the immigration of millions to America. With this population seeking a new beginning, in a diverse urban setting; how might these people have iden-


tified with America? What are some of the struggles that resulted? How is this influence articulated within the modern or even postmodern era?

Question: As the nineteenth century became the era of identity and nationality, how did artists and writers bring attention to the working classes? Were these methods helpful in creating reform movements or were they exploitive? How are issues of income inequality and injustice shared cur-rently?

Thinking Back13.1 Describe how realism manifested itself in nineteenth-century art and literature.13.2 Describe the various ways in which French artists and writers attacked bourgeois values in the 1850s and 1860s.13.3 Define Impressionism and examine how it transformed conventional assumptions about style and content in painting.13.4 Outline the characteristics of the American sense of self as it developed in the nineteenth century.13.5 Examine the impact of Western imperial adventuring on the non-Western world.


CHAPTER

The Modernist World: The Arts in an Age of Global Confrontation

Learning Objectives14.1 Outline the various ways in which modernism manifests itself in art and literature.14.2 Describe the Great War’s impact on the art and literature of the era.

Chapter at a Glance The Rise of Modernism in the Arts

Post-Impressionist PaintingPablo Picasso’s Paris: At the Heart of the ModernThe Invention of Cubism: Braque’s Partnership with PicassoFuturism: The Cult of SpeedA New Color: Matisse and the ExpressionistsModernist Music and DanceEarly Twentieth-Century Literature

The Great War and Its AftermathTrench Warfare and the Literary ImaginationEscape from Despair: DadaThe Harlem RenaissanceThe Blues and JazzRussia: Art and RevolutionFreud and the Workings of the MindThe Dreamwork of Surrealist PaintingThe Stream-of-Consciousness Novel

Continuity & Change: Guernica and the Specter of War

Transition Guide


Fig. 14.3 Vincent Van Gogh, Portrait of Patience Escalier. August 1889.

Fig. 14. 3 Vincent Van Gogh, Night Café. 1888.

Fig. 14.21 Aaron Douglas, Illustration for “The Fig. 14.21 Aaron Douglas, Aspiration. 1936.


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Prodigal Son” in James Weldon Johnson’s God’s Trombones: Seven Sermons in Verse. 1927.Fig. 14.24 Photograph of work by Malevich in “0.10: The Last Futurist Exhibition of Painting.” Petrograd, 1915.

Fig. 14.24 Giorgio de Chirico, The Child’s Brain. 1914.

Fig. 14.25 Max Ernst, The Master’s Bedroom, It’s Worth Spending a Night There (Letter from Katherine S. Dreier to Max Ernst, May 25, 1920)


A Sunday on La Grande Jatte The Starry Night Paul Cézanne, Still Life with Plaster Cast Mahana no atua Les Demoiselles d’Avignon Marcel Duchamp, Nude Descending a Staircase, No. 2 Eisenstein's Battleship Potemkin Salvador Dalí, The Persistence of Memory Pablo Picasso, Guernica Pablo Picasso’s Collages

Continuing Presence of the Past: Robert Colescott, Auvers-sur-Oise (Crow in the Wheat Field), 1981 Mark Tansey, Picasso and Braque, 1992 Sherrie Levine, Fountain (After Marcel Duchamp: A.P.), 1991

Study and Review

Revel MultimediaCloser Look: Robert Colescott, Auvers-sur-l'OiseCloser Look: Paul Cézanne, Still Life with Plaster CastCloser Look: Mark Tansey, Picasso and BraqueCloser Look: Pablo Picasso's CollagesStravinsky: "Sacrificial Dance" from The Rite of SpringSchoenberg: "Madonna" from Pierrot LunaireCloser Look: Sherrie Levine, Fountain (after Marcel Duchamp: A.P.)Closer Look: Marcel Duchamp, Nude Descending a Staircase, No. 2L. H. Armstrong: Hotter Than ThatEllington: It Don’t Mean A Thing (If It Ain’t Got That Swing)Closer Look: Eisentein's Battleship Potemkin, "Odessa Steps Sequence"Closer Look: Salvador Dali, The Persistence of Memory

Teaching with Pearson Multimedia Homework assignment for Closer Look: Marcel Duchamp, Nude Descending a Staircase, No. 2


After exploring Closer Look: Marcel Duchamp, Nude Descending a Staircase, No. 2, think about the unique quality of this work. Because it is considered an abstract piece, it received criticism when it was originally shown. If this work was exhibited more recently, what type of criticism (or praise) might it receive? As this work connects to the Futurist idea of mo-tion, how might it also connect with animation and computer-generated forms of today?

In-class assignment for Closer Look: Salvador Dali, The Persistence of Memory After exploring Closer Look: Salvador Dali, The Persistence of Memory, discuss the contrast

between rational elements and irrational portrayal of those elements within the same space. How does Dali achieve this balance? What element within the work represents this idea?

Key Termsatonalityblue notebluescall-and-re-sponse collageCubismDixieland jazzegoFauvismid montageostinatopolyrhythms

polytonalpointillesscatserial compositionSprechstimme stream-of-conscious-ness superegoswingtonalitytone rowtone system

Class Discussion Topics and QuestionsDiscussion Topic: The twentieth century emerged with a newly realized recognition of this “new age.” Technology, arts, science, literature, and even war were different within this century. A dan-gerous mix of politics and new weaponry created a dystopian perspective that formed a schism in the brightest minds of the day. World War I resulted in the deaths of millions while simultaneously advancing the capabilities and potential of modern warfare. Creative thinkers responded with work that met war with abstraction, a distinct rejection of the “old” ways in favor of different and even scandalous portrayals of humanity. Art literature, and even the new medium of film became a venue for political activism and social voice, while at the same time reinterpreting traditional understand-ing of culture.

Question: Consider the painters and twentieth-century styles. Why were the artists of the Cubist, Dada, and Futurist movements not overly concerned with traditional academy standards like their predecessors? Why and how were they different?

Question: While Europe struggled with war, America experienced a social shift as the Harlem Re-naissance provided a movement that identified the African American struggle. How did the creativ-ity that emerged form a voice for future generations? What insight is shared through the paintings of Jacob Lawrence or the writing of Langston Hughes?


Thinking Back14.1 Outline the various ways in which modernism manifests itself in art and literature.14.2 Describe the Great War’s impact on the art and literature of the era.


CHAPTER

Decades of Change: The Plural Self in a Global Cul-ture

Learning Objectives15.1 Outline the principles of existentialism and how they manifest themselves in art and litera-ture.15.2 Compare and contrast the varieties of Abstract Expressionism and describe how the Beats and Pop Art challenged its ascendency. 15.3 Examine the role politics played in the art and literature of the 1960s and 1970s. 15.4 Characterize the ways in which pluralism and diversity are reflected in postmodern art and literature.

Chapter at a Glance Europe After the War: The Existential Quest

The Philosophy of Sartre: ExistentialismThe Theater of the Absurd

America After the War: Triumph and DoubtAction Painting: Pollock and de KooningWomen Abstract ExpressionistsThe Beat GenerationCage and the Aesthetics of ChanceArchitecture in the 1950sPop Art

The Winds of ChangeBlack IdentityThe Vietnam War: Rebellion and the ArtsKurt Vonnegut’s Slaughterhouse-FiveArtists Against the WarThe Feminist Movement

The Postmodern EraPluralism and Diversity in Postmodern PaintingPluralism and Diversity in Postmodern LiteratureCross-Fertilization in the Visual ArtsA Multiplicity of Media: New Technology


15

Continuity & Change: The Environment and the Humanist Tradition

Transition Guide


Fig. 15.13 Andy Warhol, Gold Marilyn. 1962. Fig. 15.13 Andy Warhol, Marilyn Diptych. 1962.

Fig. 15.22 Yasumasa Morimura, Portrait (Twins). 1988.

Fig. 15.20 Judy Chicago, Pasadena Lifesavers Red Series #3. 1969–70.

Fig. 15.21 Judy Chicago, The Dinner Party. 1979.

Fig. 15.24 Gerhard Richter, Meadowland. 1992.

Fig. 15.25 Gerhard Richter, Ice (2). 1989.

Fig. 15.26 Pat Steir, Yellow and Blue One-Stroke Waterfall. 1992.

Fig. 15.29 David P. Bradley (Ojibwe) Indian Country Today. 1996–97.

Fig. 15.30 Bill Viola, Five Angels for the Millen-nium. 2001.

Fig. 15.31 Isaac Julien, Ten Thousand Waves I. 2010.

Fig. 15.32 Phil Collins, still from part one of The Smiths karaoke trilogy, The World Won’t Listen. 2004–07.

Fig. 15.33 Pipilotti Rist, three stills from I’m Not the Girl Who Misses Much. 1986.

Fig. 15.34 Pipilotti Rist, Ever Is Over All. 1997.

Fig. 15.35 Janine Antoni, Touch. 2002.


Marilyn Diptych Charles the First The Dinner Party

Continuing Presence of the Past:


Mike Bidlo, Not Warhol (Brillo Boxes), 2005 Gerhard Richter, September, 2005

Studio Technique: Silkscreen

Video: Shahzia Sikander

Study and Review

Revel MultimediaCage: IndeterminancyCloser Look: Mike Bidlo, Not Warhol (Brillo Boxes, 1964)Closer Look: Gerhard Richter, SeptemberArt21: Shahzia Sikander: The Last Post

Teaching with Pearson Multimedia Homework assignment for Closer Look: Mike Bidlo, Not Warhol (Brillo Boxes, 1964)

After exploring Closer Look: Mike Bidlo, Not Warhol (Brillo Boxes, 1964), consider the idea of what may or may not be considered “art.” Also consider what is truly original or not original in concept, construction, and design. Consider too the context of placement of these objects. How might the viewer understand or value these works differently depending on the loca-tion/placement of each work? Are boxes in a gallery more or less valuable to the viewer in-stead of boxes in a grocery store?

In-class assignment for Closer Look: Gerhard Richter, September After exploring Closer Look: Gerhard Richter, September, consider: Is abstraction in this way

appropriate given the subject matter? How is this painting a more “genuine” portrayal than even a photo of the event? In what ways might this work capture the feeling of the event rather than the detail?

Key TermsAbstract Expressionismaction paintingBeat generation combine paintings

existentialismpostmodern Theater of the Absurd

Class Discussion Topics and QuestionsDiscussion Topic: After World War II, America experienced prosperity and unprecedented growth. The postwar consumer culture shaped the way this generation viewed and understood the world. Cultural struggles of identity, equality, and ethnicity served as underpinnings of the postmodern movement. As a result of the atrocities of war, people questioned the very existence of humanity,


the purpose and intent of life itself. This existential perspective was, in some ways, a catalyst for the rejection of traditional roles.

As the postwar culture propelled itself forward, an alternative sub-culture emerged. Known as the “Beats,” this independent movement of social freedom gave way to social awareness of African Americans, women, and other disenfranchised groups. As these groups organized, the collective voice brought identity to the movement for change and equality; literature and art reflected that struggle.

Pluralism, the idea that there can be multiple interpretations, was articulated through the diversity of the postmodern artistic landscape. Globalization contributed to the plural view, or rather plural identities, a convention of postmodern art and literature.

Question: Consider the events that framed the civil rights movement. Who are some of the key fig-ures in the movement, and what were their contributions? How was this struggle reflected in litera-ture and art? Is the same struggle a challenge currently, or are there new struggles? How might me-dia (or social media) enhance a movement such as civil rights?

Question: Think about Pop art. What are some of the characteristics? Why or how is it considered art? What is the social or political climate that inspired the movement? Do present-day examples of Pop art exist? What might have been the catalyst for this movement?

Thinking Back15.1 Outline the principles of existentialism and how they manifest themselves in art and literature.15.2 Compare and contrast the varieties of Abstract Expressionism and describe how the Beats and Pop Art challenged its ascendency.15.3 Examine the role politics played in the art and literature of the 1960s and 1970s.15.4 Characterize the ways in which pluralism and diversity are reflected in postmodern art and liter-ature.


Documents

Chapter 15cbafaculty.org/Humanity/Sayre3e_IM.docx · Web viewhomophonic harmony. irony. movable type . predestination. revenge play. soliloquy. triptych. Class Discussion Topics