Classical, Medieval, and Renaissance

ArtSpecial Thanks to

Ms. Stewart for the PowerPoint

Why are we learning about art?

Art is…

• Important in every society

• P.E.R.S.I.A.

• Portrays the daily lives of the people in that culture

• Shows what the people think is important, beautiful, and valid

• Expresses the emotions that the artists feel.

• Provides decoration

Rediscovering the Classical Tradition

Through Art

Rediscovering the Classical Tradition

Through Art

Lesson 4 ObjectivesLesson 4 Objectives

SWBAT cite artistic, literary, and philosophical creativity, as contrasted with the medieval period, by:

1. Learning about the elements of classical, medieval, and Renaissance art

2. Identifying the period – classical, medieval, or Renaissance – in which six artworks were created

SWBAT cite artistic, literary, and philosophical creativity, as contrasted with the medieval period, by:

1. Learning about the elements of classical, medieval, and Renaissance art

2. Identifying the period – classical, medieval, or Renaissance – in which six artworks were created

Classical art showed the importance of people and leaders, as well as gods and goddesses

Medieval art and literature focused on the Church and salvation

Renaissance art and literature focused on the importance of people and nature, along with religion

•Shows a man throwing a discus-a real life activity

•Pose is balanced

•Features are calm with no emotion

•Body is perfect and idealized

•Little sense of background

•Shows a man throwing a discus-a real life activity

•Pose is balanced

•Features are calm with no emotion

•Body is perfect and idealized

•Little sense of background

ClassicalCopy of Myron's Discobolus Roman Marble Sculpture 450 BCE

ClassicalCopy of Myron's Discobolus Roman Marble Sculpture 450 BCE

Medieval

•Subjects are mostly religious

•Figures are flat/stiff looking

•Saints in paintings wore halos around their heads

•Hieratic scale: representing the sizes of things according to their importance, rather than how they would appear in the real world.

•Little emotion

•No background or perspective

•Subjects are mostly religious

•Figures are flat/stiff looking

•Saints in paintings wore halos around their heads

•Hieratic scale: representing the sizes of things according to their importance, rather than how they would appear in the real world.

•Little emotion

•No background or perspective

This sculpture was made to fit into an arching space, called a tympanum, over the entrance doors to a church in France in about A.D. 1120.

Bodies were not important for their own sakes to this artist, and the figures do not try to look like real bodies. The artist wanted to make a beautiful pattern on the flat stone that would also fit the space of the arch, and he wanted to convey a religious meaning.

This sculpture was made to fit into an arching space, called a tympanum, over the entrance doors to a church in France in about A.D. 1120.

Bodies were not important for their own sakes to this artist, and the figures do not try to look like real bodies. The artist wanted to make a beautiful pattern on the flat stone that would also fit the space of the arch, and he wanted to convey a religious meaning.

Narthex Tympanum, AD. 1120, sculpture Narthex Tympanum, AD. 1120, sculpture

Renaissance

The School of Athens Raphael, fresco, 1510Vatican City

•Perspective•Subjects are mainly secular, but can be religious •Figures look idealized, but can also look like everyday ordinary people•Bodies are active•Clothed or unclothed•Faces are expressive •Detail

Plato:looks to the heavens-or the IDEALrealm.Painted as da Vinci

Aristotle:looks to thisearth-thehere andnow.

Today you will act in the role of art expert to decipher the differences in Classical, Medieval, or Renaissance art.

Today you will act in the role of art expert to decipher the differences in Classical, Medieval, or Renaissance art.

Instructions:

1. You will examine each piece of art.2. Using the handout that refers to the

characteristics of each art period you will select the correct style of art.

3. Circle the correct time period4. List all of the reasons you chose this time period-

there should be a minimum of three reasons.5. Select one person from your group to record the

answer next to the picture on the board and one to present your answer to the class-one group per art piece will be selected randomly to present why you chose the time period.

Instructions:

1. You will examine each piece of art.2. Using the handout that refers to the

characteristics of each art period you will select the correct style of art.

3. Circle the correct time period4. List all of the reasons you chose this time period-

there should be a minimum of three reasons.5. Select one person from your group to record the

answer next to the picture on the board and one to present your answer to the class-one group per art piece will be selected randomly to present why you chose the time period.

Title: Madonna and Child with Two AngelsArtist: Filippo LippiDate: 1406 CETime Period: Renaissance

Although the theme is religious, the Madonna is painted as a real woman.

Clothing and furniture is ‘modern’.

“Hey! Look what I have!”

Title: Bathing VenusArtist: Unnamed Roman ArtistDate: 3rd Century BCETime Period: Classical

No emotion.

Title: Venus and AdonisArtist: TitianDate: 1550 CETime Period: Renaissance

Pagan theme.Perspective.Modern techniques.Emotion

Title: Madonna and Child EnthronedArtist: CimabueDate: 1280 CETime Period: Medieval Influenced by the Byzantine style

Hierarchical scale

Halos

Flat

Title: Grave Stele of HegesoArtist: Unknown Greek ArtistDate: 400 BCEStyle: Classical

Lack of background.

Classic Greek clothing.

Greek architecture.

Title: Bayeux Tapestry Tells a story. Artist: Unknown ArtistDate: 1082 CE Dressed in MedievalTime Period: Medieval clothing.

Title: PietaArtist: MichelangeloDate: 1475 CETime Period: Renaissance

Mary is a real woman.

Wrought with emotion.

Give an example of how our objectives were met:

SWBAT cite artistic, literary, and philosophical creativity, as contrasted with the medieval period, by:

1. Learning about the elements of classical, medieval, and Renaissance art

2. Identifying the period – classical, medieval, or Renaissance – in which six artworks were created

Reflection