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Mich
el C
orne
ille, t
he el
der
(Fre
nch,
1601
/160
3–16
64)
Cleo
patra
and
the A
sp, 1
650/
1660
oil o
n ca
nvas
55 x
71 3/
8 inc
hes
Gift
of t
he D
r. Hen
ry V
ictor
Adi
x, Jr.
Trus
t20
01.13
Mich
el C
orne
ille w
as o
ne o
f the
foun
ders
of th
e Roy
al Ac
adem
y of P
aintin
g an
d Sc
ulptu
re in
Fra
nce i
n 16
48. M
embe
rs of
the
Acad
emy e
mbr
aced
the h
uman
ist id
eals
of th
e Ita
lian
Rena
issan
ce an
d co
nsid
ered
hist
orica
l nar
rativ
es—
draw
n fro
m cl
assic
al an
d bi
blica
l sou
rces
—th
e mos
t elev
ated
subj
ect m
atte
r for
art.
In ke
eping
with
thes
e the
ories
, Cor
neille
use
d th
e sto
ry o
f C
leopa
tra’s s
uicid
e to
illustr
ate a
mor
al les
son.
Cleo
patra
ruled
Egy
pt fr
om 4
8 to
31 B
CE.
She
form
ed p
ower
ful a
llianc
es—
politi
cal a
s well
as ro
man
tic—
with
the R
oman
ruler
s Juli
us C
aesa
r and
, fol
lowi
ng C
aesa
r’s d
eath
, Mar
c Ant
hony
. Whe
n C
leopa
tra’s a
nd M
arc A
ntho
ny’s a
rmies
wer
e ultim
ately
def
eate
d, C
leopa
tra p
refe
rred
suici
de to
subm
issio
n to
the v
ictor
ious
O
ctav
ius. S
he ch
ose a
dra
mat
ic de
ath—
clasp
ing a
poiso
nous
asp
to h
er b
reas
t—th
at w
ould
mak
e her
the s
ubjec
t of a
rtists
th
roug
h th
e age
s. In
Cor
neille
’s ver
sion,
she i
s dep
icted
as a
nobl
e lea
der a
t the
mom
ent o
f cho
ice b
etwe
en d
ishon
or an
d de
ath.
Clas
sical
Relat
ing to
ancie
nt G
reec
e and
Rom
e, es
pecia
lly in
the c
onte
xt o
f art,
arch
itect
ure,
and
litera
ture
.
Rena
issan
ceA
reviv
al or
rebi
rth o
f cult
ural
awar
enes
s and
lear
ning
that
took
beg
an in
Italy
in th
e fou
rteen
th ce
ntur
y and
late
r spr
ead
thro
ugho
ut E
urop
e, las
ting
thro
ugh
the s
ixtee
nth
cent
ury.
The p
erio
d wa
s cha
ract
erize
d by
a re
newe
d int
eres
t in
ancie
nt G
reek
an
d Ro
man
art a
nd d
esig
n an
d inc
luded
an em
phas
is on
hum
an b
eings
, the
ir en
viron
men
t, sc
ience
, and
phil
osop
hy.
Defin
itions
adap
ted f
rom
ArtL
ex A
rt Di
ction
ary (
http
://ww
w.art
lex.co
m/A
rtLex
/Intro
.htm
l) an
d MO
MA
Glos
sary
of A
rt Te
rms
(www
.mom
a.org
/learn
/mom
a_lea
rning
/glos
sary
).
Disc
ussio
n and
Act
ivitie
s1.
Befo
re re
ading
the t
itle o
r exp
lanat
ory p
arag
raph
, des
crib
e the
figu
res i
n th
is pa
inting
. Who
are t
hey?
Wha
t are
th
eir re
latio
nship
s to
each
oth
er? W
hat d
o th
eir p
hysic
al fe
atur
es—
cloth
ing, c
olor
ing, p
ostu
res—
tell y
ou ab
out t
heir
iden
tities
? 2.
Wha
t do
you
think
is h
appe
ning
in th
is sc
ene?
Wha
t is t
he m
ood
of th
e sce
ne? H
ow h
as th
e arti
st bu
ilt dr
ama a
nd
tens
ion
into
the s
tory
? Wha
t will
happ
en n
ext?
3. Sh
are a
nyth
ing yo
u kn
ow ab
out C
leopa
tra. Is
this
how
you
imag
ine h
er o
r hav
e see
n he
r por
traye
d in
othe
r artw
orks
, fil
ms,
or h
istor
y boo
ks? W
hat d
oes C
orne
ille’s r
epre
sent
atio
n of
Cleo
patra
reve
al ab
out s
even
teen
th-c
entu
ry F
renc
h id
eals
of b
eaut
y, vir
tue,
and
nobi
lity?
4.
Ta
blea
u ac
tivity
for u
p to
eigh
t stu
dent
s: Po
sitio
n yo
urse
lves a
s a g
roup
to re
pres
ent t
he va
rious
par
ts of
the p
aintin
g—fig
ures
as w
ell as
inan
imat
e obj
ects.
One
stud
ent c
an ac
t as a
dire
ctor
, help
ing o
ther
s pos
ition
their
bod
ies at
low
(clo
se
to fl
oor),
mid
dle,
and
highe
r poi
nts.
Free
ze th
e mom
ent.
Disc
uss n
ew in
sight
s int
o th
e wor
k. Re
peat
the t
ablea
u fo
r the
m
omen
t in
time i
mm
ediat
ely fo
llowi
ng w
hat t
he p
aintin
g de
pict
s. Fr
eeze
that
mom
ent,
then
disc
uss y
our c
hoice
s.
portl
anda
rtmus
eum
.org/
learn
/edu
cato
rsSc
hedu
le a f
ree s
choo
l tou
r. Let
us k
now
you
would
like t
o se
e Cor
neille
’s Cleo
patra
.D
iscov
er ad
ditio
nal r
esou
rces
, less
ons,
and
activ
ities.
Find
pro
gram
s for
educ
ator
s and
stud
ents.
This
proj
ect w
as m
ade p
ossib
le by
a gr
ant f
rom
the