1. Recovering from the Plague: A new wealthy middle class emerged again - bankers, merchants, tradespeople and educated professionals. With the people’s respect of the once all-powerful Church weakened, this new educated, wealthy class began to pursue more secular and human interests – art, science, philosophy, etc. The invention of the printing press lead to increased literacy among the people + the rapid spread of new knowledge, and education of the masses. -It’s not a sudden transformation -Religious roles still central

2. The Renaissance 1300-1600 began in Italy. PP Design of T. Loessin; Akins High School

4. Florence, Italy today. PP Design of T. Loessin; Akins High School Renaissance begins in Italy...Why?

5. Italy’s thriving urban cities were the center for the renewed trade coming in from the Middle East that brought in wealth and culture here first before the rest of Europe. Thriving cities meant opportunities for education, scientific pursuits, and even…arts and leisure. Florence, Italy today. PP Design of T. Loessin; Akins High School Renaissance begins in Italy...Why?

6. A wealthy merchant :middle class” who became art patrons. Renaissance begins in Italy...Why? Florence, Italy today. PP Design of T. Loessin; Akins High School Lorenzo de Medici - ruler of Florence and Art Patron 1449 - 1492 - supporting such giants as Leonardo da Vinci and Michelangelo. Lorenzo treated the artists under his protection with respect and familiarity. - a demonstration of culture + superiority “Whoever wants to be happy, let him be so: about tomorrow there's no knowing.” —Lorenzo The Magnificent (Video clip, http://www.pbs.org/empires/medici/renaissance/)

7. Expulsion of Medici from Florence: 1494 Machievelli and Renaissance Intellectuals Florence, Italy today. PP Design of T. Loessin; Akins High School Savonarola, 1494-1498 “A commonwealth of Christ” “Bonfire of the Vanities” Florentine Republic: 1494-1512 Machievelli as Minister of War

8. Renaissance – is the French translation of the Italian word rinascita which means, “rebirth.” But “rebirth” of what? The Renaissance style would focus on 2 Main Components: I. a “rebirth” or return of the classical style developed by the ancient Greeks and Romans, II. an intensified concern with secular life—interest in humanism and assertion of the importance of the individual. Vocabulary PP Design of T. Loessin; Akins High School

9. I. a “rebirth” or return of the classical style developed by the ancient Greeks and Romans, II. an intensified concern with secular life—interest in humanism and assertion of the importance of the individual. Textbook p. 417; Packet p. 5a St. Sebastian Andrea Mantegna. Painted, ca. 1480. Louvre Museum, Paris. “David” * Michelangelo. Carved 1501-04. Galleria Academia, Florence. The Renaissance style would focus on 2 Main Components:

10. B. Determining Word Meaning Humanism – a new philosophy or outlook that focuses on humankind’s achievements and potential to achieve great things. Michelangelo’s David * is the very “definition” of what the Renaissance is about: the return to the Greek style. But also the influence of humanism – here a young boy who slays his giant reminds us all Man can achieve great things on his own! Renaissance emphasized: PP Design of T. Loessin; Akins High School

11. B. Determining Word Meaning Humanism – a new philosophy or outlook that focuses on humankind’s achievements and potential to achieve great things. Michelangelo’s David * As “definition” of what the Renaissance is about: the return to the Greek style. But also the influence of humanism – here a young boy who slays his giant reminds us all Man can achieve great things on his own! Renaissance emphasized: PP Design of T. Loessin; Akins High School

12. Francesco Petrarch – Father of Humanism, poet (1304 - 1374) 1.How did humanism influence the growth of learning? Humanists believed mankind’s achievements and successes should be praised – unlike the old Church teaching that this was vanity or sinful. They encouraged artists to copy the classical style of the Greeks and Romans who had made great advances in art, architecture, and the sciences. PP Design of T. Loessin; Akins High School “School of Athens” * ~ Raphael In this wall fresco, Raphael (1483-1520) pays tribute to mankind’s achievements - Greek philosophers, scientists, astronomers, and mathematicians engage in philosophic inquiry together in one place though they lived in different times. Wall frescoe, Vatican Museums, Rome Italy.

13. Cicero: Literary culture is necessary for educated and civilized people. 1.How did humanism influence the growth of learning? Humanists believed mankind’s achievements and successes should be praised – unlike the old Church teaching that this was vanity or sinful. They encouraged artists to copy the classical style of the Greeks and Romans who had made such great advances in art, architecture, and the sciences. PP Design of T. Loessin; Akins High School 2. How did ideas about piety and a simple life change? Although people remained Christians; the everyday society was becoming more secular (emphasizing non-religious pursuits / concerned with the here and now). The wealthy, the educated, and even upper-clergy believed they could enjoy life now without fear of offending God.

14. There’s no time like the present! PP Design of T. Loessin; Akins High School 2. How did ideas about piety and a simple life change? Although people remained Christians; the everyday society was becoming more secular (emphasizing non-religious pursuits / concerned with the here and now). The wealthy, the educated, and even upper-clergy believed they could enjoy life now without fear of offending God. In these two works we see mankind “enjoying life.” Left: The Peasant Dance by Pieter Brueghel the Elder. Right: a section of Garden of Earthly Delights by the innovative painter Hieronymous Bosch.

15. PP Design of T. Loessin; Akins High School 4. What effects did the emphasis on individuals have on painters and sculptors? Artists now painted portraits of prominent citizens, showed their distinct characteristics; Chancellor Rolin and the Virgin ~ Jan Van Eyck 1435 Louvre Museum, Paris. Religious and secular worlds are combined in this detailed portrait. Artists now painted portraits of prominent citizens, showed their distinct characteristics;

16. PP Design of T. Loessin; Akins High School 4. What effects did the emphasis on individuals have on painters and sculptors? Artists now painted portraits of prominent citizens, showed their distinct characteristics; they developed perspective in order to achieve realism in their art; B. Determining Word Meaning perspective – an art technique that gives the appearance of three-dimensional realism, distance, or depth. Marriage of the Virgin - Raphael

17. Michelangelo’s The David and Botecelli’s The Birth of Venus PP Design of T. Loessin; Akins High School 4. What effects did the emphasis on individuals have on painters and sculptors? Artists now painted portraits of prominent citizens, showed their distinct characteristics; they developed perspective in order to achieve realism in their art; they glorified the human body in relaxed, natural poses (as did the Greeks). “The Birth of Venus” ~ Botticelli 1485 Painted for the villa of Lorenzo de Medici, Florence Italy.

18. COMPARING MEDIEVAL TO RENAISSANCE ART “Three Muses” ancient Greek fresco, 5 th c. B.C. PP Design of T. Loessin; Akins High School

19. COMPARING MEDIEVAL TO RENAISSANCE ART In this Medieval manuscript, the Three Graces are seen covering themselves modestly with a blanket inscribed with Latin scripture verses. In the Renaissance, Botticelli’s work “Primavera” depicts the Three Graces swirling in movement and vitality. The beauty of the human form is appreciated. PP Design of T. Loessin; Akins High School

20. MEDIEVAL ART Religious subject matter Achievements of biblical figures, saints, etc. Formal, reverent, expressionless, and stiff Purpose – educational symbolism to glorify God No background, lack of attention to detail Little creativity among artists, uniform techniques used throughout this period PP Design of T. Loessin; Akins High School

21. MEDIEVAL ART Religious subject matter Achievements of biblical figures, saints, etc. Formal, reverent, expressionless, and stiff Purpose – educational symbolism to glorify God No background, lack of attention to detail Little creativity among artists, uniform techniques used throughout this period PP Design of T. Loessin; Akins High School

22. MEDIEVAL ART Religious subject matter Achievements of biblical figures, saints, etc. Formal, reverent, expressionless, and stiff Purpose – educational symbolism to glorify God No background, lack of attention to detail Little creativity among artists, uniform techniques used throughout this period PP Design of T. Loessin; Akins High School

23. MEDIEVAL ART Religious subject matter Achievements of biblical figures, saints, etc. Formal, reverent, expressionless, and stiff Purpose – educational symbolism to glorify God No background, lack of attention to detail Little creativity among artists, uniform techniques used throughout this period PP Design of T. Loessin; Akins High School

24. RENAISSANCE ART Return to / imitates Classical Style Achievements of Man “David” * ~ Michelangelo, 1504 Florence, Italy. PP Design of T. Loessin; Akins High School Greek statue, 4 th c. B.C.E.

25. RENAISSANCE ART Return to Classical Style Achievements of Man Dignity of every Individual Self – portraits ! “Mona Lisa” * ~ Leonardo da Vinci Louvre museum, Paris France PP Design of T. Loessin; Akins High School

26. RENAISSANCE ART Return to Classical Style Achievements of Man Dignity of Individual; Self – portraits! Art as Status – patrons pay for it! “Chancelor Rolin & the Madonna” ~ Jan van Eyck Religious subject matter fused with secular / classical / present times PP Design of T. Loessin; Akins High School

27. RENAISSANCE ART Return to Classical Style Achievements of Man Dignity of Individual; Self – portraits! Art as Status – patrons pay for it! Religious subject matter fused with secular / classical / present times The Wedding Feast at Cana - Paolo Caliari (aka Veronese) 1562-1563 Louvre Museum, Paris France PP Design of T. Loessin; Akins High School

29. RENAISSANCE ART Return to Classical Style Achievements of Man / Individual praised / portraits Religious subject matter is fused with Classical The Sistine Chapel ceiling, by Michelangelo * PP Design of T. Loessin; Akins High School

30. (“Creation of Adam”); The Sistine Chapel Ceiling * ~ Michelangelo. Does man appear equal to God? Care about God? Need God? Recently restored. PP Design of T. Loessin; Akins High School

31. RENAISSANCE ART Return to Classical Style Achievements of Man / Individual praised Religious subject matter fused with Classical or the Past depicted in present surroundings. “The School of Athens” * ~Raphael. PP Design of T. Loessin; Akins High School

32. RENAISSANCE ART Return to Classical Style Achievements of Man / Individual praised Religious subject matter fused with Classical or depicted in present surroundings “The Ambassadors” ~ Hans Holbein the Younger Emphasis on this world, not “other world,” man’s ability to understand natural world. Science viewed more positively PP Design of T. Loessin; Akins High School

33. RENAISSANCE ART Reveals struggle between Faith vs. Reason; Biblical vs. Scientific; Secular vs. Sacred, etc. Is the Church being pushed aside, Science now in the foreground? Or, is the artist indicating that from above Christ looks down in judgement upon Science? PP Design of T. Loessin; Akins High School

34. Renaissance artists were no longer regarded as mere artisans, as they had been in the medieval past… but for the first time emerged as independent personalities, comparable to poets and writers… They sought new solutions to visual problems, As a result, the painted surface was regarded as a window on the natural world, and it became the task of painters to portray this world in their art. and many of them were also devoted to scientific experimentation. In so doing, perspective was developed, a system in which all objects in a painting are related both proportionally and rationally, objects in background get smaller as they recede compared to foreground…gives appearance of 3-D. PP Design of T. Loessin; Akins High School

35. FOCAL POINT “Bacchus” ~ Titian. PP Design of T. Loessin; Akins High School

36. FOCAL POINT

37. “The Last Supper” ~ Leonardo da Vinci * PP Design of T. Loessin; Akins High School

38. RENAISSANCE ART Return to Classical Style Achievements of Man Religious subject matter fused with Classical or depicted in present surroundings Emphasis on this world, not “other world,” man’s ability to understand natural world. Artists experiment, use “perspective” / “focal point” to make art more realistic. PP Design of T. Loessin; Akins High School “St. Sebastian” and “The Dead Christ” ~ Andrea Mantegna

39. RENAISSANCE ART Return to Classical Style Achievements of Man Religious subject matter fused with Classical or depicted in present surroundings Emphasis on this world, not “other world,” man’s ability to understand natural world. Artists experiment, use “perspective”; make art more realistic. “Wedding Portrait” - Jan Van Eyck PP Design of T. Loessin; Akins High School

40. Virgin of the Rocks ~ Leonardo da Vinci National Gallery, London.

41. WORKS OF THE RENAISSANCE MASTERS MICHELANGELO “The David” PP Design of T. Loessin; Akins High School

42. WORKS OF THE RENAISSANCE MASTERS, packet p. 5b MICHELANGELO “The David” the Sistine Chapel’s Ceiling

43. WORKS OF THE RENAISSANCE MASTERS, packet p. 5b MICHELANGELO “The David” the Sistine Chapel’s Ceiling Recent restoration 1981-1994 PP Design of T. Loessin; Akins High School

44. WORKS OF THE RENAISSANCE MASTERS, packet p. 5b MICHELANGELO * “The David” the Sistine Chapel’s Ceiling The Last Judgment PP Design of T. Loessin; Akins High School THE SISTINE CHAPEL SISTINE CHAPEL CEILING “The Last Judgment” ALTAR WALL

45. WORKS OF THE RENAISSANCE MASTERS, packet p. 5b MICHELANGELO the “David” the Sistine Chapel’s Ceiling “Last Judgment” the “Pieta” “Pieta” – in St. Peter’s Bascilica, Vatican City, Rome. PP Design of T. Loessin; Akins High School

46. WORKS OF THE RENAISSANCE MASTERS MICHELANGELO the “David” the Sistine Chapel’s Ceiling “Last Judgement” the “Pieta” the Dome of St. Peter’s Basilica St. Peter’s Bascilica, Vatican City, Rome. PP Design of T. Loessin; Akins High School

47. WORKS OF THE RENAISSANCE MASTERS MICHELANGELO the “David” the Sistine Chapel’s Ceiling “Last Judgement” the “Pieta” the Dome of St. Peter’s Bascilica Learn more about him at : http://www.michelangelo.com/buon/bio-index2.html and in your Textbook 1475-1564 PP Design of T. Loessin; Akins High School A true Renaissance Man – Painter, Sculptor, Architect, poet

48. WORKS OF THE RENAISSANCE MASTERS, packet p. 5b ~ Leonardo da Vinci Louvre Museum Paris Mona Lisa * PP Design of T. Loessin; Akins High School Leonardo da Vinci

49. WORKS OF THE RENAISSANCE MASTERS Leonardo da Vinci “The Last Supper” PP Design of T. Loessin; Akins High School

50. WORKS OF THE RENAISSANCE MASTERS Leonardo da Vinci “Mona Lisa” “The Last Supper” Defense Contractor – “Artillery” & “StoneThrower” Engineer – “Levers & Gears” Inventor “Flying Machine” PP Design of T. Loessin; Akins High School

51. WORKS OF THE RENAISSANCE MASTERS Leonardo da Vinci “Mona Lisa” “The Last Supper” Scientist / Anatomy Inventor PP Design of T. Loessin; Akins High School

52. Textbook p. 421; Packet p. 6 PP Design of T. Loessin; Akins High School 5. How did writers reflect Renaissance values in their work? They wrote in the vernacular; wrote about non-religious (secular) topics – simply for leisure, fun, self-expression; and pursued independent thought and investigation rather than simply accepting what the church taught. B. Determining Word Meaning vernacular – the language of the local people. (not Latin!) Petrarch, often called the “father of humanism” authored beautiful sonnets in the vernacular Italian and they were about a love of his life named Laura.

53. Textbook p. 421; Packet p. 6 PP Design of T. Loessin; Akins High School 6. How did the writing of Petrarch, Boccaccio, and Machiavelli demonstrate the values of humanism? Petrarch wrote about Laura – an ideal woman. Boccaccio wrote about the follies of characters in the Decameron. Machiavelli wrote about the imperfect conduct of humans in The Prince. Born May 3, 1469 in Florence, Italy, Machiavelli was a political philosopher during the Renaissance, and is most famous for his political treatise, The Prince (1513), It has become a cornerstone of modern political philosophy. “No enterprise is more likely to succeed than one concealed from the enemy until it is ripe for execution.” —Machiavelli from The Art of War See packet, p. 7-8

54. “Being a good ruler means sometimes doing the unpopular in order to achieve what is best for one’s people in the long run.” “One must consider the end.” “A shrewd politician knows he may have to sometimes employ devious methods if he is to stay in power.” “At any given time a ruler may be faced with sending men to their deaths in battle. He must be willing to sacrifice those few in order to save the many.” “Rulers can not be expected to live under the same “morality” as the masses they rule. They must at times choose corrupt, distasteful, even evil means in order to achieve a final good for their people.” “It is better that a Ruler should be feared by his people than loved by them.” ~ Machiavelli DO YOU AGREE or DISAGREE? PP Design of T. Loessin; Akins High School

55. Duomo Cathedral, completed in 1436 by Filippo Brunelleschi Florence, Italy. “The Three Philosophers” by Venetian painter Giorgione 1508. <<<< A.) Identify three features in this painting that make it clearly a Renaissance work: B.) Built in the 15 th century, why is this cathedral a good example of Renaissance architecture?