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The Etruscans Chapter 6 AP Art History

The Etruscans · Instructional Objectives: •Students will be able to examine the ways that Etruscan funerary art celebrates the vitality of human existence. •Students will be

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Page 1: The Etruscans · Instructional Objectives: •Students will be able to examine the ways that Etruscan funerary art celebrates the vitality of human existence. •Students will be

The Etruscans Chapter 6

AP Art History

Page 2: The Etruscans · Instructional Objectives: •Students will be able to examine the ways that Etruscan funerary art celebrates the vitality of human existence. •Students will be

Instructional Objectives: • Students will be able to examine the ways that Etruscan

funerary art celebrates the vitality of human existence.

• Students will be able to trace the development of portraiture as a major form of artistic expression for the Romans.

• Students will be able to investigate the various ways Romans embellished the walls of their houses with illusionistic painting.

• Students will be able to explore the structural advances made by the Romans in the construction of large civic architecture.

• Students will be able to assess the ways Roman emperors used art and architecture as an arm of imperial propaganda.

Page 3: The Etruscans · Instructional Objectives: •Students will be able to examine the ways that Etruscan funerary art celebrates the vitality of human existence. •Students will be

Learning Goal:

• Students will be able to identify and explain the rise of the Etruscans in Roman history.

• Students will be able to describe how the Etruscans were influenced by the Greeks and the ancient Near Eastern peoples.

Page 4: The Etruscans · Instructional Objectives: •Students will be able to examine the ways that Etruscan funerary art celebrates the vitality of human existence. •Students will be

Grading Rubric: • For this lesson, you will be graded using the following rubric:

Points Earned: Explanation:

4 Students can identify at least 5 major ways in which Etruscan art was influenced by the art of Greece and the Near East.

3 Students can identify at least 4 major ways in which Etruscan art was influenced by the art of Greece and the Near East.

2 Students can identify at least 2 major ways in which Etruscan art was influenced by the art of Greece and the Near East.

1 Students can identify at least 1 major ways in which Etruscan art was influenced by the art of Greece and the Near East.

0 Students cannot identify the major ways in which Etruscan art was influenced by the art of Greece and the Near East.

Page 5: The Etruscans · Instructional Objectives: •Students will be able to examine the ways that Etruscan funerary art celebrates the vitality of human existence. •Students will be

Peopling of Italy: Republic of Farmers

• Legend: Romulus and Remus founded Rome.

• Nursed by a she-wolf

• Founded the city in 753 BCE

• Reality: Indo-European peoples (Villanovans) moved into Italy c. 1500-1000 B.C. (in other words somewhere during the 15th Century BCE).

• Occupied Palatine Hill

• Hilltop communities banded together

• Groups included:

• Latin peoples (from Latium)

• First peoples (15th Cent. BCE)

• Herders and farmers

• Lived north of Rome

• Spoke Latin (Indo European language)

Page 6: The Etruscans · Instructional Objectives: •Students will be able to examine the ways that Etruscan funerary art celebrates the vitality of human existence. •Students will be

• Agriculture is essential for Rome

• Land was based on wealth

• After 800 B.C. other people groups included:

• Greeks

• Settled in southern Italy

• Gave the Romans the alphabet, sculpture, architecture and literature.

• Etruscans

• Probably related to the Villanovans!

• Impacted Rome’s early development

• After 650 B.C. they will control Rome and Latium

• Turn Rome into a city

• Introduce the idea of dress: the Toga!!!

• Even the Roman Army is modeled after them!!!

• Etruscan art will be influenced by the Greeks and Near Eastern civilization.

Page 7: The Etruscans · Instructional Objectives: •Students will be able to examine the ways that Etruscan funerary art celebrates the vitality of human existence. •Students will be

Etruscan Architecture

• How did Etruscans influence architecture?

• Patterns of building

• Adopted by Rome

• Etruscan planning:

• Cities were designed on grid plans (think orthogonal)

• Similar to Egypt and Greece!

• Was there a difference from earlier civilizations?

• YES! More regular patterns

• Two main streets

• North/South and East/West

• Cities were divided into quarters

• Business districts were the centers! (sounds familiar!!!)

Page 8: The Etruscans · Instructional Objectives: •Students will be able to examine the ways that Etruscan funerary art celebrates the vitality of human existence. •Students will be

Philadelphia City Planning design by William Penn

Note that this design has a North/South and East/West Main Street with the business district located in the center of town! Etruscan influence????

Page 9: The Etruscans · Instructional Objectives: •Students will be able to examine the ways that Etruscan funerary art celebrates the vitality of human existence. •Students will be

• How do we know about this structure?

• House-shaped funerary urns!

• Decorated tombs that resemble homes.

• How were houses designed?

• Central courtyard (atrium) open to the sky

• Cistern for rainwater – used throughout the house.

• What about the city structure?

• Walls with protective gates and towers! (Greek and Near Eastern Influence!)

• Are there any examples today?

• YES! Porta Augusta with a tunnel-like entrance, two towers, and round arch!

Page 10: The Etruscans · Instructional Objectives: •Students will be able to examine the ways that Etruscan funerary art celebrates the vitality of human existence. •Students will be

Etruscan Temples

• How were Etruscans influenced by the Greeks?

• Incorporation of Greek deities and heroes into their pantheon!

• How are the Etruscans like the Mesopotamians?

• Use of divination to predict the future.

• Beyond these things and burial practice, we know VERY LITTLE!

• Etruscan temple excavations have revealed foundations and ceramic votive models.

Page 11: The Etruscans · Instructional Objectives: •Students will be able to examine the ways that Etruscan funerary art celebrates the vitality of human existence. •Students will be

• What do we understand about Etruscan temples?

• Built with mud-brick walls

• Columns and entablatures were made of wood or volcanic rock (tufo).

• Volcanic rock would be a good source – hardens when exposed to open air.

• Which architect gives us additional information?

• The Roman architect Vitruvius

• Use of post-and-lintel construction similar to Greece

• Gabel roofs, with bases, column shafts, and capitals (Doric or Ionic influences)

• Entablatures resembled Doric friezes.

• Calls the architecture the “Tuscan Order” (see Roman Architectural Orders reading)

Page 12: The Etruscans · Instructional Objectives: •Students will be able to examine the ways that Etruscan funerary art celebrates the vitality of human existence. •Students will be

• What shape were Etruscan temples?

• Rectangular – just like the GREEKS!

• Constructed on high platforms

• Temples were placed in urban settings

• How are these different from Greek temples?

• Temples were NOT surrounded on all sides with a stepped stereobate and peristyle colonnade.

• Temples used a single flight of stairs leading to a columned porch on one of the short sides of this rectangular structure.

• Almost even division of building form between porch and interior space.

• Usually divided into three rooms

• Like Greek temples, Etruscan temples were embellished – they impressed people!

Page 13: The Etruscans · Instructional Objectives: •Students will be able to examine the ways that Etruscan funerary art celebrates the vitality of human existence. •Students will be

• Large terracotta figures would be placed on the temples.

• Apollo (by Vulca)

• Dates to c. 510-500 BCE

• Great example of one of the terracotta figures found on temples.

• Carved figures had to be specifically designed so not to collapse under their own weight.

• This work was originally part of a four-piece set

• One of the labors of Hercules: Apollo and Hercules fight over the sacred deer belonging to Diana.

• Diana and Mercury (the other two pieces of this group) watched.

• Note the use of the Archaic Smile on this work – Greek influence!

• How do we know its not Greek? Compare this piece to the Anavysos Kouros (pg. 116)

Page 14: The Etruscans · Instructional Objectives: •Students will be able to examine the ways that Etruscan funerary art celebrates the vitality of human existence. •Students will be
Page 15: The Etruscans · Instructional Objectives: •Students will be able to examine the ways that Etruscan funerary art celebrates the vitality of human existence. •Students will be

Tomb Chambers • How are the Etruscans like the Egyptians?

• Tombs are homes of the dead!

• How do we KNOW this?

• The Etruscan cemetery find of La Banditaccia at Cerveteri

• What is evidenced here?

• Streets were laid out as if in a small town (this is through the grave mounds)

• Tomb chambers were either partially or completely below ground

• Some are hewn in rock (like a rock-cut tomb)

• Some had corbelled vaulted ceilings (Minoans/Mycenaeans)

Page 16: The Etruscans · Instructional Objectives: •Students will be able to examine the ways that Etruscan funerary art celebrates the vitality of human existence. •Students will be

• Tomb interiors were PAINTED!

• Etruscan painters present a bright, tangible afterlife!

• Feasting, dancing, hunting, fishing, and other leisure activities are evidenced on tomb walls.

• One of the greatest finds is the tomb at Tarquinia (Boys Climbing Rocks and Diving, Tomb of Hunting and Fishing)

• Walls show boys spending the day in the country

• Surrounded by graceful, brightly colored birds

• Everyday activities are portrayed (In this case swimming)

• The afterlife would be seen as pleasurable compared to daily existence.

Page 17: The Etruscans · Instructional Objectives: •Students will be able to examine the ways that Etruscan funerary art celebrates the vitality of human existence. •Students will be

• Are there other examples? YES!

• Dancers and Diners, Tomb of the Triclinium

• Men and women are enjoying music and dance

• The room reveals colorful geometric decoration

• Stylized trees and birds are also shown here

• Again, a diversion from daily existence

• Tombs were also carved to resemble rooms as seen in Burial Chamber, Tomb of the Reliefs

• Flat ceilings are supported by square posts

• Walls were plastered with stucco (slow drying) and painted

• The stucco allowed the artist to fashion items within the afterlife dwelling

• These items are seen in low relief and are useful/meaningful to the deceased.

Page 18: The Etruscans · Instructional Objectives: •Students will be able to examine the ways that Etruscan funerary art celebrates the vitality of human existence. •Students will be

Etruscan Tombs Dancers and Diners

Tomb of the Triclinium

Burial Chamber

Tomb of the Reliefs

Page 19: The Etruscans · Instructional Objectives: •Students will be able to examine the ways that Etruscan funerary art celebrates the vitality of human existence. •Students will be

• Where were remains placed?

• Like Egyptian remains, these were placed in a sarcophagus

• What are these sarcophagi made from?

• Terracotta or carved stone

• Sarcophagus of the Reclining Couple (Cerveteri)

• C. 520 BCE

• A husband and wife are reclining on a dining couch

• The upper bodies are vertical with squared shoulders

• Almost lifelike scene

• Hips and extended legs sink into the couch (seemingly)

• This is NOT a somber memorial

• This couple remains alert with warm smiles – almost greeting the viewer.

• Could they be giving the viewer an invitation to dine with them in eternity?

• Are they inviting the viewer to join them in the lively festival that is presented on the walls of Etruscan tombs?

Page 20: The Etruscans · Instructional Objectives: •Students will be able to examine the ways that Etruscan funerary art celebrates the vitality of human existence. •Students will be

Reclining Couple on a Sarcophagus (Cerveteri)

Page 21: The Etruscans · Instructional Objectives: •Students will be able to examine the ways that Etruscan funerary art celebrates the vitality of human existence. •Students will be

• Are there other sarcophagi that offer information about the afterlife?

• YES! The Sarcophagus of Lars Pulena

• The Sarcophagus of Lars Pulena expresses troubles in the afterlife

• This piece was fashioned in Tarquinia in the early 2nd century BCE

• Deceased is again shown in a reclining position – NOT FESTIVE!

• His wife is NOT present as in the Reclining Couple piece

• Lars Pulena’s expression is somber – in total contrast to the Reclining Couple

• This is symptomatic of the economic and political decline of the once-mighty Etruscan state.

• Pulena holds a scroll inscribed with his life accomplishments – dwelling on the past.

• What is represented on the sarcophagus frieze?

• A gloomy assessment of the future!

• The deceased is in the underworld and is being attacked by two Charuns (Etruscan death demons) swinging lethal hammers.

• It is important to note that Lars Pulena does NOT have confidence in a happy afterlife – completely opposite of the Reclining Couple.

Page 22: The Etruscans · Instructional Objectives: •Students will be able to examine the ways that Etruscan funerary art celebrates the vitality of human existence. •Students will be

Sarcophagus of Lars Pulena

Page 23: The Etruscans · Instructional Objectives: •Students will be able to examine the ways that Etruscan funerary art celebrates the vitality of human existence. •Students will be

Works in Bronze • Did the Etruscans specialize?

• YES!

• Etruscans were VERY proficient at casting and engraving bronze works.

• For what purpose were these works created?

• Some of the more extraordinary works were created for domestic use (cistae are the best examples of these)

• What are cistae?

• Cylindrical containers used by wealthy women as cases for toiletry items.

• Ficoroni Cista is an exceptional example

• Named for the 18th century owner – originally created in the 4th century BCE

• Commissioned by Dindia Macolnia for her daughter as a wedding gift

• We do know that the artist is Novios Plautios (he signed the work)

• Dionysus is shown between two satyrs at the top of the work – creating the handle: these would be cast separately!

Page 24: The Etruscans · Instructional Objectives: •Students will be able to examine the ways that Etruscan funerary art celebrates the vitality of human existence. •Students will be

The Ficoroni Cista

Page 25: The Etruscans · Instructional Objectives: •Students will be able to examine the ways that Etruscan funerary art celebrates the vitality of human existence. •Students will be

• Are there other significant bronzes from this era?

• YES! The Heat of a Man (Brutus) c. 300 BCE and the Arezzo Chimera from the early 4th century BCE.

• The Head of a Man (Brutus)

• This is an example of an important Roman commission of Etruscan bronze casters.

• This work is larger than life and possibly commemorative of a great man

• Could this be part of an older equestrian statue? Maybe – look at the head positioning!

• This work was designed to be extremely lifelike!

Page 26: The Etruscans · Instructional Objectives: •Students will be able to examine the ways that Etruscan funerary art celebrates the vitality of human existence. •Students will be

• Arezzo Chimera

• This piece was found in 1553 CE and is widely admired in the Renaissance.

• This work represents a monster of Greek invention!

• Lion head and body, a goat head, and a serpent tail

• The work also reveals the wound inflicted by the Greek hero Beller-ophon who slew this beast.

• This work shows a powerful beast – even with an injury.

• In this moment, the Etruscan artist shows this beast ready to attack!

• This piece could have been part of a grouping that included Beller-ophon, or it could stand alone.