Chapter 9 Section

4

319

SECTION

Vocabulary Builder

4

4

Step-by-Step Instruction

Objectives

As you teach this section, keep students focused on the following objectives to help them answer the Section Focus Question and master core content.

■

Understand what themes shaped romantic art, literature, and music.

■

Learn how realists responded to the industrialized, urban world.

■

Describe how the visual arts changed.

Prepare to Read

Build Background Knowledge

Ask students to recall how the Industrial Revolution affected all aspects of life. Ask them to predict how it would influence the way that people thought about, viewed, or listened to the arts.

Set a Purpose

■

WITNESS HISTORYWITNESS HISTORY

Read the selection aloud or play the audio.

AUDIO

Witness History Audio CD,

Sunset

Ask

What is the main idea of this stanza?

(that the setting sun is calm, quiet, beautiful, and peaceful)

How is Wordsworth’s poem a reaction to industrial life?

(By retreating to the beauty and power of nature, it turns away from industrialization and city life.)

■

Focus

Point out the Section Focus Question and write it on the board. Tell students to refer to this question as they read.

(Answer appears with Section 4 Assessment answers.)

■

Preview

Have students preview the Section Objectives and the list of Terms, People, and Places.

■

Have students read this section using the Guided Questioning strategy (TE, p. T20). As they read, have them fill in the table describing the major artistic movements of the 1800s.

Reading and Note Taking Study Guide,

p. 110

Use the information below and the following resources to teach the high-use words from this section.

Teaching Resources, Unit 3,

p. 6;

Teaching Resources, Skills Handbook,

p. 3

High-Use Words Definitions and Sample Sentences

emphasis, p. 321

n.

special attention given to something to make it stand outThe school placed more

emphasis

on scholarship than athletics.

intense, p. 322

adj.

very strong or deepDeath Valley is known for its

intense

heat.

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WITNESS HISTORYWITNESS HISTORY AUDIO

44

Arts in the Industrial AgeObjectives• Understand what themes shaped romantic art,

literature, and music.• Explain how realists responded to the

industrialized, urban world.• Describe how the visual arts changed.

Terms, People, and PlacesWilliam WordsworthWilliam BlakeromanticismLord ByronVictor HugoLudwig van Beethoven

realismCharles DickensGustave CourbetLouis DaguerreimpressionismClaude MonetVincent van Gogh

Reading Skill: Identify Supporting Details Fill in a table like the one below with details about the artistic movements in the 1800s.

William Wordsworth, along with William Blake, Samuel TaylorColeridge, and Percy Bysshe Shelley among others, was part of acultural movement called romanticism. From about 1750 to 1850,romanticism shaped Western literature and arts.

The Romantic Revolt Against ReasonRomanticism does not refer to romance in the sense of an affec-tionate relationship, but rather to an artistic style emphasizingimagination, freedom, and emotion. Romanticism was a reactionto the neoclassical writers of the Enlightenment, who had turnedto classical Greek and Roman literature and ideals that stressedorder, harmony, reason, and emotional restraint. In contrast toEnlightenment literature, the works of romantic writers includedsimple, direct language, intense feelings, and a glorification ofnature. Artists, composers, and architects were also followersof the movement.

The Romantic Hero Romantic writers created a new kind ofhero—a mysterious, melancholy figure who felt out of step withsociety. “My joys, my grief, my passions, and my powers, / Made mea stranger,” wrote Britain’s George Gordon, Lord Byron. He him-self was a larger-than-life figure equal to those he created. After arebellious, wandering life, he joined Greek forces battling for free-dom. When he died of a fever there, his legend bloomed. In fact,public interest in his poetry and adventures was so great thatmoody, isolated romantic heroes came to be described as “Byronic.”

SunsetIn the 1800s, many writers turned away from the harsh realities of industrial life to celebrate nature. The English poet William Wordsworth described the peace and beauty of sunset:

“ It is a beauteous evening, calm and free,The holy time is quiet as a NunBreathless with adoration; the broad sunIs sinking down in its tranquillity.”—William Wordsworth,

Complete Poetical Works

Focus Question What artistic movements emerged in reaction to the Industrial Revolution?

Albert Bierstadt, Hetch Hetchy Canyon, 1875

Major Artistic Movements of the 1800s

Movement Goals/Characteristics

MajorFigures

Romanticism

Realism

Impressionism

• Rebellion against reason

•

•

• Wordsworth

•

•

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320

Life in the Industrial Age

Solutions for All Learners

Teach

The Romantic Revolt Against Reason

Instruct

■

Introduce

Read aloud the quotation by Lord Byron under the black heading The Romantic Hero (“My joys . . . / Made me a stranger”) and discuss stu-dents’ responses.

■

Teach

Explain that

romanticism

emphasizes imagination, emotion, and feeling as sources of knowledge. Ask

How was romanticism a reaction to Enlightenment ideas?

(Roman-tics appealed to emotion rather than reason.)

Ask

What did romantic poetry, writing, music, and art have in common?

(They all sought to excite strong emotions and intense feel-ings from the audience or viewer.)

■

Quick Activity

Ask students to read the biography of Beethoven on this page. Then play the Witness History audio selection. Ask students to describe what classifies this piece as romantic. Then ask them to look at the painting on the previous page and describe the romantic qualities of that piece.

AUDIO

Witness History Audio CD,

Ludwig van Beethoven

Independent Practice

Have students work in groups to compare the romantic hero of the 1800s to the ideal of a romantic hero today. Ask

How are they similar or different?

(Possible similarities: mysteriousness and melan-choly; possible differences: audiences today prefer happy endings rather than the grim destiny met by heroes of the 1800s.)

Have each group create a Venn dia-gram with the characteristics discussed.

Monitor Progress

As students fill in their tables, circulate to make sure they understand the major features of artistic movements in the 1800s. For a completed version of the table, see

Note Taking Transparencies,

150

Answers

BIOGRAPHY

His music aroused strong emotions.

They rebelled against the Enlightenment’s emphasis on reason and progress by focusing on emotion and nature.

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Special Needs L2

Less Proficient Readers L2

English Language Learners

Write the word

romantic

on the board. Ask students to suggest definitions for this word. Then explain that romanticism was a cultural movement that rejected reason as the only way to acquire knowledge and embraced emotion and imagination. Ask them to explain how romanticism is similar to and different from their definitions of

romantic

.

Use the following resources to help students acquire basic skills.

Adapted Reading and Note Taking Study Guide

■

Adapted Note Taking Study Guide, p. 110

■

Adapted Section Summary, p. 111

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The romantic hero often hid a guilty secret and faced a grim destiny.German writer Johann Wolfgang von Goethe (GUR tuh) wrote the dra-matic poem Faust. The aging scholar Faust makes a pact with the devil,exchanging his soul for youth. After much agony, Faust wins salvation byaccepting his duty to help others. In Jane Eyre, British novelist CharlotteBrontë weaves a tale about a quiet governess and her brooding, Byronicemployer, whose large mansion conceals a terrifying secret.

Inspired by the Past Romantic writers combined history, legend, andfolklore. Sir Walter Scott’s novels and ballads evoked the turbulent his-tory of Scottish clans or medieval knights. Alexandre Dumas (doo MAH)and Victor Hugo re-created France’s past in novels like The ThreeMusketeers and The Hunchback of Notre Dame.

Architects, too, were inspired by old styles and forms. Churches andother buildings, including the British Parliament, were modeled onmedieval Gothic styles. To people living in the 1800s, medieval towersand lacy stonework conjured up images of a glorious past.

Music Stirs Emotions Romantic composers also tried to stir deep emo-tions. Audiences were moved to laughter or tears at Hungarian FranzLiszt’s piano playing. The passionate music of German composerLudwig van Beethoven combined classical forms with a stirring rangeof sound. He was the first composer to take full advantage of the broadrange of instruments in the modern orchestra. In all, Beethoven pro-duced nine symphonies, five piano concertos, a violin concerto, an opera,two masses, and dozens of shorter pieces. To many, he is considered thegreatest composer of his day.

Other romantic composers wove traditional folk melodies into theirworks to glorify their nations’ pasts. In his piano works, Frederic Chopin(shoh PAN) used Polish peasant dances to convey the sorrows and joys ofpeople living under foreign occupation.

Romanticism in Art Painters, too, broke free from the discipline andstrict rules of the Enlightenment. Landscape painters like J.M.W. Turnersought to capture the beauty and power of nature. Using bold brushstrokes and colors, Turner often showed tiny human figures strugglingagainst sea and storm.

Romantics painted many subjects, from simple peasant life to medi-eval knights to current events. Bright colors conveyed violent energy andemotion. The French painter Eugène Delacroix (deh luh KRWAH) filled hiscanvases with dramatic action. In Liberty Leading the People, the God-dess of Liberty carries the revolutionary tricolor as French citizens rallyto the cause.

How did romantic writers, musicians, and artists respond to the Enlightenment?

The Call to RealismBy the mid-1800s, a new artistic movement, realism, took hold in theWest. Realism was an attempt to represent the world as it was, withoutthe sentiment associated with romanticism. Realists often focused theirwork on the harsh side of life in cities or villages. Many writers and art-ists were committed to improving the lot of the unfortunates whose livesthey depicted.

BIOGRAPHYBIOGRAPHY

Ludwig van BeethovenAn accomplished musician by age 12,composer Ludwig van Beethoven(1770–1827) agonized over every noteof every composition. The result wasstunning music that expresses intenseemotion. The famous opening of hisFifth Symphony conveys the sense offate knocking at the door. His SixthSymphony captures a joyful day in thecountryside, interrupted by a violentthunderstorm.

Beethoven’s career was haunted byperhaps the greatest tragedy amusician can face. In 1798, he began tolose his hearing. Still, he continued tocompose music he could hear only inhis mind. How did Beethoven’smusic reflect romanticism?

AUDIO

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Chapter 9 Section

4

321

Link to Drama

The Call to Realism/The Visual Arts Take New Directions

Instruct

■

Introduce: Vocabulary Builder

Have students read the Vocabulary Builder term and definition. Then have students read the introductory para-graph under this heading and each black heading. Use the Idea Wave strategy (TE, p. T22) and ask

If Charles Dickens were alive today, what kinds of people might he

emphasize

in his writing?

(Sample: homeless people, the working poor, peo-ple suffering from disease, victims of war, political and economic refugees)

■

Teach

Ask

What was the realist movement?

(a rejection of the roman-tic emphasis on imagination and a focus on ordinary subjects, working-class men and women, and the harsh realities of industrial life)

What is the aim of impressionist paintings?

(to capture the eye’s first impression of an object or scene)

How does impres-sionist painting differ from photo-graphy?

(Photography is much more realistic than impressionist painting.)

■

Quick Activity

Point out that realism took many forms: paintings, plays, nov-els. Refer students to the Realism in the Arts feature on this page. As a class, have students discuss how each visual reflects features of realism. Then display

Color Transparency 130:

The Stone Breakers,

by Gustave Courbet.

Tell students that many crit-ics denounced this work as vulgar and unspiritual. Ask students why they think his work caused such a reaction.

Color Transparencies,

130

Independent Practice

Biography

To help students better understand the role of photography in the 1800s, have them read the biography

Julia Margaret Cameron

and complete the worksheet.

Teaching Resources, Unit 3,

p. 12

Monitor Progress

Check Reading and Note Taking Study Guide entries for student understanding.

Answer

Realism represented the realities of industrial-ization and rejected the romantic emphasis on imagination and sentiment.

“Immoral and Subversive”

Henrik Ibsen origi-nally planned to study medicine at the University of Norway. After failing his entrance examinations in Greek and arithmetic, he decided to work as a play-wright and stage manager of the newly founded Norwegian Theater. He began writing historical and romantic plays for the small company before ventur-ing into his “problem plays.” These plays, one of

which is

A Doll’s House,

openly criticized social con-ventions of the 1800s, such as subjugation of women, political hypocrisy, bourgeois mediocrity, and corrupt journalism. These forthright attacks on social struc-tures caused his critics to label him “immoral and subversive.” Yet, Ibsen’s willingness to probe the foundations of society eventually earned him the title of “father of modern drama.”

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Novels Depict Grim Reality The Eng-lish novelist Charles Dickens vividly por-trayed the lives of slum dwellers andfactory workers, including children. InOliver Twist, Dickens tells the story of anine-year-old orphan raised in a grim poor-house. In response to a request for morefood, Oliver is smacked on the head andsent away to work. Later, he runs away toLondon. There he is taken in by Fagin, avillain who trains homeless children tobecome pickpockets. The book shockedmany middle-class readers with its pictureof poverty, mistreatment of children, andurban crime. Yet Dickens’s humor and col-orful characters made him one of the mostpopular novelists in the world.

French novelists also portrayed the illsof their time. Victor Hugo, who moved fromromantic to realistic novels, revealed howhunger drove a good man to crime and howthe law hounded him ever after in LesMisérables (lay miz ehr AHB). The novels ofÉmile Zola painted an even grimmer pic-ture. In Germinal, Zola exposed class war-fare in the French mining industry. ToZola’s characters, neither the Enlighten-ment’s faith in reason nor the romanticmovement’s feelings mattered at all.

Realism in Drama Norwegian dramatistHenrik Ibsen brought realism to the stage.His plays attacked the hypocrisy heobserved around him. A Doll’s Houseshows a woman caught in a straitjacket ofsocial rules. In An Enemy of the People, adoctor discovers that the water in a localspa is polluted. Because the town’s econ-omy depends on its spa, the citizens denounce the doctor and suppressthe truth. Ibsen’s realistic dramas had a wide influence in Europe andthe United States.

Arts Reject Romantic Ideas Painters also represented the realities oftheir time. Rejecting the romantic emphasis on imagination, theyfocused on ordinary subjects, especially working-class men and women.“I cannot paint an angel,” said the French realist Gustave Courbet(koor BAY) “because I have never seen one.” Instead, he painted workssuch as The Stone Breakers, which shows two rough laborers on a countryroad. Later in the century, The Gross Clinic, by American painterThomas Eakins, shocked viewers with its realistic depiction of anautopsy conducted in a medical classroom.

How did the realism movement differ from the romantic movement?

Vocabulary Builderemphasis—(EM fuh sis) n. special attention given to something to make it stand out

Thomas Eakins’s 1875 painting The Gross Clinic depicts the realism of medical school where students learn by performing autopsies. The artist included many realistic elements such as the surgical tools in the foreground and the reaction of the spectator at the far left.

Victor Hugo’s 1862 novel Les Misérables describes the reality of poverty, hunger, and corruption among the poor in Paris. This 1886 poster depicts the novel’s main characters: the convict Jean Valjean at the center, and Cosette, the girl he adopts, at the right.

Realism in the Arts

A

A

B

This 1896 portrait of Ibsen shows photographic realism in the playwright’s appear-ance and expression.

Edvard Munch’s 1898 paint-ing shows an impression of Henrik Ibsen filled with psychological realism, similar to that found in Ibsen’s plays.

B

C

C

DD

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Assess and Reteach

Assess Progress

■

Have students complete the Section Assessment.

■

Administer the Section Quiz.

Teaching Resources, Unit 3,

p. 5

■

To further assess student under-standing, use

Progress Monitoring Transparencies,

89

Reteach

If students need more instruction, have them read the section summary.

Reading and Note Taking Study Guide,

p. 111

Adapted Reading and Note Taking Study Guide,

p. 111

Spanish Reading and Note Taking Study Guide,

p. 111

Extend

See this Chapter’s Professional Develop-ment pages for the Extend Online activity on impressionism.

Answers

Caption

intense colors, bold brush strokes, and the effects of light

The realism of photography made some artists turn away from realistic painting.

Section 4 Assessment

1.

Sentences should reflect an understanding of each term, person, or place listed at the beginning of the section.

2.

romanticism, realism, impressionism, postimpressionism

3.

Sample: They were interested in history, legends, and folklore; celebrated nature and dramatic action; and sought to stir strong emotions.

4.

He meant that he painted only what he saw and not what he imagined. Student answers should explain why they agree or disagree with his attitude.

5.

Sample: Romantics sought to escape or ignore the industrial society around them. Realists sought to expose the evils of the industrial world. Impressionists responded to the development of photography.

●

Writing About History

Responses should show a clear organization of the facts, data, and details that support the thesis statement for a problem-solution essay.

For additional assessment, have students access

Progress Monitoring

Online

at

Web Code nba-2141.

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L1 L2

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44

The Visual Arts Take New DirectionsBy the 1840s, a new art form, photography, was emerging.Louis Daguerre (dah GEHR) in France and William Fox Talbot inEngland had improved on earlier technologies to produce successful pho-tographs. At first, many photos were stiff, posed portraits of middle-classfamilies or prominent people. Other photographs reflected the romantics’fascination with faraway places.

In time, photographers used the camera to present the grim realitiesof life. During the American Civil War, Mathew B. Brady preserved avivid, realistic record of the corpse-strewn battlefields. Other photogra-phers showed the harsh conditions in industrial factories or slums.

The Impressionists Photography posed a challenge to painters. Whytry for realism, some artists asked, when a camera could do the same thingbetter? By the 1870s, a group of painters took art in a new direction, seek-ing to capture the first fleeting impression made by a scene or object on theviewer’s eye. The new movement, known as impressionism, took root inParis, capital of the Western art world.

Since the Renaissance, painters had carefully finished their paintingsso that no brush strokes showed. But impressionists like Claude Monet(moh NAY) and Edgar Degas (day GAH) brushed strokes of color side byside without any blending. According to new scientific studies of optics,the human eye would mix these patches of color.

By concentrating on visual impressions rather than realism, artistsachieved a fresh view of familiar subjects. Monet, for example, paintedthe cathedral at Rouen (roo AHN), France, dozens of times from the sameangle, capturing how it looked in different lights at different times of day.

The Postimpressionists Later painters, called postimpressionists,developed a variety of styles. Georges Seurat (suh RAH) arranged smalldots of color to define the shapes of objects. Vincent van Gogh experi-mented with sharp brush lines and bright colors. His unique brushworklent a dreamlike quality to everyday subjects. Paul Gauguin (goh GAN)also developed a bold, personal style. In his paintings, people look flat, asin “primitive” folk art. But his brooding colors and black outlining ofshapes convey intense feelings and images.

How did photography influence the development of painting?

Progress Monitoring OnlineFor: Self-quiz with vocabulary practiceWeb Code: nba-2141

Terms, People, and Places

1. For each term, person, or place listed at the beginning of the section, write a sentence explaining its significance.

2. Reading Skill: Identify Supporting Details Use your completed table to answer the Focus Question: What artis-tic movements emerged in reaction to the Industrial Revolution?

Comprehension and Critical Thinking

3. Summarize What are three subjects romantics favored?

4. Draw Conclusions What did Courbet mean when he said, “I cannot paint an angel because I have never seen one”? Do you agree with his attitude? Explain.

5. Recognize Cause and Effect In what ways were the new artistic styles of the 1800s a reaction to changes in society?

● Writing About History

Quick Write: Support a Solution Basedon what you’ve read, list supporting infor-mation, such as details, data, and facts, for the following thesis statement of a prob-lem-solution essay: Artists in the 1800s portrayed subjects realistically to make the public more aware of some of the grim problems of life in industrialized nations.

Vocabulary Builderintense—(in TENS) adj. very strong or deep

PostimpressionismThis self-portrait of Dutch painter Vincent van Gogh shows his bandaged ear, which he cut off in a state of depression. Whatpostimpressionist features are demonstrated in Van Gogh’s self-portrait?

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History Background

ART

Impressionism

�

�

Impressionism was one of the most important art movements of the 1800s. It marked a departure from tradition, both in subject matter and painting technique. Artists sought to depict the human eye’s first perception of a scene. Characterized by the use of unmixed primary colors and small, visible brush strokes, impressionism attempted to show the effects of direct or reflected light. Impressionist artists often painted outdoors for maximum effect.

� Edgar Degas, The Dancing Class,c. 1873–1875This painting by Edgar Degas shows the influence of the newly invented camera. Impressionists’ paintings moved away from the traditional placement of subjects in favor of off-center compositions. Figures were also painted on the outermost parts of the canvas. Much like photographs, impressionist paintings were often snapshots of life rather than elaborate portraits.

Claude Monet, Impression: Sunrise, 1872In the 1800s, “The Salon,” an annual exhibition that accepted only traditional paintings, dominated the Parisian art scene. In 1874, a group of artists held their own exhibition at a local photographer’s studio. Claude Monet’s Impression: Sunrisewas one of the works displayed. Monet’s painting demonstrates several characteristics of impressionist work, including short, visible brush strokes and an idealized depiction of a landscape.

Thinking Critically1. Summarize How did impressionism depart

from tradition?2. Draw Conclusions What are the

advantages and disadvantages of painting outdoors?

Berthe Morisot, Eugène Manet and His Daughter at Bougival, c. 1881French impressionist painter Berthe Morisot also participated in the first impressionist exhibit in 1874. Morisot’s delicate, subtle paintings often portrayed her family and friends—as this one of her husband and daughter.

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Impressionism

Objectives

■

Describe the emergence of the impres-sionist movement.

■

Explain how impressionist paintings tried to capture a moment in time.

Build Background Knowledge

Have students use the ELBOW acronym to discuss the characteristics of impres-sionism: Everyday life, Light, Brush strokes, Outdoor settings, Weather and atmosphere. Divide the class into groups. Ask each group to select a painting by one of the impressionists. Have students discuss how ELBOW captures the essence of the particular work selected.

Instruct

Ask students to study the paintings on this page and read the captions. Ask them to describe how the paintings are similar and how they are different.

Monitor Progress

To review this section, ask students to list the technical innovations of impres-sionism, particularly the use of color.

(Sample: Impressionists used both short, visible strokes and primary colors such as red, blue, and yellow. These colors were often unmixed and applied in combina-tions that caused an even greater effect on the viewer’s eye than more traditional methods.)

The Value of Art

Like other artists, impressionist painters still had to make a living, and the Salon’s hostility toward their work made that task difficult. Many impressionists came to rely on Paul Durand-Ruel, a Paris art dealer who became one of the move-ment’s earliest supporters. He tirelessly promoted impressionism, and eventually patronage began to build. Many of the initial collectors were middle-class

businessmen drawn to the world depicted in the paintings. Americans, in particular, became reliable purchasers of impressionist art. The first museum exhibit devoted to impressionism was held at the Musée de Luxembourg in 1897. The impressionists received further exposure at the World’s Fair in 1900. Today, the style pioneered by a few artistic renegades is one of the most popular styles in the world.

Thinking Critically

1.

It used unmixed primary colors; visible brush strokes; idealized depictions of objects. Subjects were sometimes off-center. Figures were some-times on the periphery of the canvas.

2.

Possible advantages: immediate connection between artist and subject; painters did not need to rely on sketches or memory in compos-ing the final work; painters could capture one scene at different times and in different lights. Possible disadvantages: the artist was at the mercy of the weather and had to work more rapidly than in a studio.

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