Assessment Schedule 2012 Art History: Analyse style in art (90490)

Size: px
Start display at page:

Download "Assessment Schedule 2012 Art History: Analyse style in art (90490)"

Transcription

1 NCEA Level 3 Art History (90490) 2012 page 1 of 14 Assessment Schedule 2012 Art History: Analyse style in art (90490) Evidence Statement A range of stylistic characteristics in selected art works is identified and the styles of selected art works are distinguished between. Addresses the requirements of the two selected questions. Correctly identifies the required stylistic characteristics (at least three characteristics altogether, including at least one stylistic characteristic in each work). Distinguishes between the stylistic characteristics of the given plates in each of the two selected questions. Demonstrates adequate understanding of relevant art historical terminology in relation to the stylistic characteristics of the selected art works. Uses evidence from the given plates in each question to answer specific requirements of questions. The reasons for differences in stylistic characteristics in selected art works are explained. Moves beyond simple descriptions of stylistic characteristics to explain reasons for the differences between the given art works. Clearly explains relevant reasons for the differences in the stylistic characteristics in the two given plates in each of the selected questions. Stylistic characteristics are comprehensively related to their context. Addresses selected questions directly. Discusses stylistic characteristics of the given plates and relates them to relevant aspects of the specified context. Contextualises the given art works, accurately focusing on the specific requirements of both questions. Uses relevant contextual evidence to support discussion points. Supports explanations and discussion points with relevant evidence in the form of pertinent references to other art works, artists and / or texts. Demonstrates informed and comprehensive understanding of the set art works, artists, movements, and relevant contexts. Demonstrates an understanding of the relationships between art works, artists, and contexts within which they worked. Demonstrates comprehensive knowledge sustained across the two selected questions.

2 Question One: Fourteenth-Century Italian Painting NCEA Level 3 Art History (90490) 2012 page 2 of 14 The candidate has compared and contrasted the treatment of narrative in: Giotto, The Arena Chapel (Scrovegni Chapel) All panels are of equal size. The story is depicted in a narrative sequence that moves from left to right. Duccio, Maestà (reverse side detail) Most panels are the same size however the central panels are larger. The Maestà panels are organised in two rows leading up to the main focus of the Crucifixion scene. styles of the selected cycles, eg: Giotto's narrative is more straightforward because it is organised into three bands, which wrap around the chapel. Duccio's narrative is more complex because he uses big central panels to focus the attention on key points. differences between the two cycles, eg: Giotto's frescoes were designed to decorate all of the internal walls of the Arena Chapel, while Duccio's work was designed for the back of the high altar in the Siena Cathedral. This meant that Giotto had to create an arrangement that unified the chapel, and made it easy to read from all parts of the chapel; while Duccio was creating a large panel painting, made up of many small parts, which would only really be read by people standing close to it. The candidate has referred to the location and purpose of each cycle, eg: Giotto's fresco cycle was designed for a private chapel where it would provide a small-scale, intimate setting for family and household worship. The fresco programme, running around all four walls of the chapel, was intended to be read by all who worshipped or attended services there. The purpose of the fresco was to show the expiation of Scrovegni s father s sins of usury. Duccio's work was designed for the high altar in the Duomo of Siena where it would act as a backdrop to services in the cathedral. This accounts for the work s rich, decorative appearance, which contributes to the regal atmosphere of the cathedral. His aim was to create an awe-inspiring image with focus on the central event of Christ s passion.

3 Question Two: Fifteenth-Century Italian Painting NCEA Level 3 Art History (90490) 2012 page 3 of 14 The candidate discussed the use of line and the treatment of the subject in: Uccello, The Deluge Uccello uses diagonal lines recede to a distant point; and uses orthogonals. Attention is focused on the subject in the centre of composition. Leonardo da Vinci, Storm over a Valley in the foothills of the Alps Leonardo uses swirling lines to show the movement of water. It is a panoramic view. The candidate distinguishes between the styles of the two art works, eg: Uccello's large-scale composition is of a narrative subject two events depicted of the story of the flood, so it includes lots of people and other things. Leonardo's work is a study of natural phenomena and does not have so many other details. These are two very different works. Leonardo's study of water is a sketch in which he explores aspects of nature and works on things that he might use in a later painting, while Uccello's work is a final painting, and is a carefully considered composition designed to tell a story. Uccello had an international Gothic background and more of an interest in perspective, whereas Leonardo liked to conduct extensive studies of nature. The candidate has referred to each artist's approach to nature, eg: During the fifteenth-century, there was a growing interest in nature and science. This is reflected in the development of mathematical perspective and observations from nature in fifteenth-century Italian paintings. Here, Uccello uses a linear composition and captures the dramatic effects of nature, with lightening and windswept leaves, to create a sense of storm and chaos which adds drama to his narrative. It is typical of Uccello to use his understanding of perspective and nature to add drama to his works, ie The Hunt in the Forest. Leonardo uses his scientific understanding of topography to create a realistic drawing of a storm over a local valley. This may be a study of natural phenomenon for its own sake or it may be evidence of Leonardo's collection of images from nature for later use in paintings like the Virgin of the Rocks (sometimes called Madonna of the Rocks). For Uccello, nature is subservient to his purpose (also seen in his St George paintings), but for Leonardo nature is the determinant / starting point for his art works.

4 NCEA Level 3 Art History (90490) 2012 page 4 of 14 Question Three: Italian Renaissance Sculpture The candidate has discussed the differences in the treatment of figure and setting in: Ghiberti, The Annunciation Curving lyrical figures that are derived from International Gothic art are set against a simple setting, which includes a lot of bare space. Donatello, The Annunciation Rounded, naturalistic figures use familiar gestures and expressions. This has an architectural setting with a doorway behind the figures. styles of the two sculptures, eg: Ghiberti's work reflects the International Gothic tradition, while Donatello's work is in the new classical style. differences between the two sculptures, eg: Ghiberti s work was produced earlier in the fifteenthcentury when International Gothic influences were stronger. Donatello's work uses the classically influenced figures that were becoming fashionable in art works in Florence in the 1430s. Ghiberti s sculpture is more contained, as it was one of a series on a cathedral door whereas Donatello s occupies its own space. The candidate has referred to the ideas that influenced each sculptor, eg: Ghiberti s figures echo the flowing curves of the quatrefoil format of the North Doors of the Baptistery, without superfluous detail. The simple setting of his work is similar in all the panels of these doors and acts as a unifying feature. Donatello s Annunciation is a much larger format, and he has placed his classically influenced figures in a setting with rich ornamentation and gilded panels. The framed setting and dramatic interaction of the figures demonstrates the growing influence of Alberti's ideas and reflects his visit to Rome and exposure to Classical sculpture. Giorgio Vasari (Italian painter, writer, historian) saw Donatello as striving to recover the beauty of the ancients, which is seen in the sculpture s body form beneath robes.

5 Question Four: High Renaissance and the Development of Mannerism NCEA Level 3 Art History (90490) 2012 page 5 of 14 The candidate has compared and contrasted the stylistic features in: Michelangelo, Jeremiah A seated, full-length figure that is bent forward in his seat. The figure is characterised by strong musculature and bold form. Pontormo, St. John the Evangelist A roundel frames the head and shoulders of this saint. A reduced colour range places attention on the figure's twisting pose. styles of the selected art works, eg: Michelangelo has foreshortened his figure and portrayed Jeremiah in a thinking pose as he looks down from the ceiling of the Sistine Chapel. Pontormo has depicted only the head and shoulders of his saint but the figure is more dynamic because it is turning. Michelangelo's figure is bigger, and its pose is more robust because it is situated up high on the ceiling of the Sistine Chapel, which is a very large building. Pontormo's painting is smaller, because it is on the wall of a small family side-chapel, and it looks to the side to draw the viewer's attention to the altar panel in the centre of the chapel. The candidate has referred to the development of Mannerism in the sixteenth century, eg: Both plates provide evidence of the development of Mannerism, a style that was highly influential in Italy in the early sixteenth-century. Michelangelo was a major influence in the development of Mannerism with his increasing emphasis on musculature and monumental forms in both his sculpture and painting. Jeremiah s monumental form reflects High Renaissance principles, also seen in other prophets and sibyls, and Jeremiah s dignified mood exemplifies the Pope s ideals. The conveyance of mood is seen more dramatically in Michelangelo s later, more Mannerist, works such as the Last Judgement, which reflects times of greater turmoil. Pontormo's much later work demonstrates the development of Mannerism into a dramatic and emotive style, which was an important factor in the art of the Catholic Counter Reformation.

6 NCEA Level 3 Art History (90490) 2012 page 6 of 14 Question Five: Venetian Painting The candidate has compared and contrasted the treatment of the figure and setting in: Titian, Francesco Maria della Rovera (Duke of Urbino) Duke stands at ease, holding weapons in each hand, wearing armour, and looking directly at the viewer. Attributes include plumed helmet, rolled-up banners, and rich red drapery. Titian, Eleonora Gonzaga (Duchess of Urbino) Duchess shown seated, accompanied by sleeping dog, looking out but slightly away from viewer. The interior setting is defined by the flat walls, and contrasts with the landscape seen through the window. styles of the two portraits, eg: The duke is more dramatic with his right hand stretching out into the viewer's space, while the figure of the duchess is more passive because she is seated deeper, behind the surface of the painting. differences between the two portraits, eg: The different roles of the subjects have led to very different moods between the two portraits. The Duke has been depicted as a military leader in an active pose with a limited setting, designed to focus attention on him. The portrait of the Duchess is more decorative with a lot of attention paid to her jewels and beautiful clothes. Her seated, passive pose reflects her female role in Urbino. The candidate has referred to the roles of the subjects of the two portraits eg: These two state portraits have been designed as pendants in (parallels of) the tradition of earlier works, such as the portraits of an earlier Duke and Duchess by Piero della Francesca. Like her predecessor, Battista Sforza, Eleonora is depicted in jewellery and rich fabrics to reflect her family s and her husband s wealth and position. The Duke, a nephew of Pope Julius, is shown in a portrait style that hints at his military strength and adventures, while the Duchess (Eleonora) is depicted as the confined wife, shut-off from everyday life within the walls of her castle though it is known that she ran her husband s affairs when he was away fighting. (Perceptive candidates might make links to Venus of Urbino.)

7 NCEA Level 3 Art History (90490) 2012 page 7 of 14 Question Six: Northern Renaissance Art The candidate has compared and contrasted the setting and the treatment of light in: Rogier van der Weyden, Adoration of the Magi Clear light comes from a consistent light source and is used to mould the figures. A frontal setting is used and the stable is separated from the background landscape. Albrecht Dürer, The Adoration of the Magi The classical ruins in the background are shown obliquely, while the figures are positioned in the front. styles of the two art works, eg: Van der Weyden's painting is set in a traditional stable with a landscape stretching behind it. Dürer's is more painterly with the whole work being bathed in a golden light. Van der Weyden's wok was painted earlier, and the setting and treatment of light are closely linked to the style of Jan Van Eyck, while Dürer's later painting has been influenced by the Venetian art that he saw in Italy. The candidate has referred to the developments in the use of setting in Northern Renaissance Art, eg: A growing interest in landscape settings is apparent in Northern art throughout the Renaissance. This probably reflects the International Gothic interest in detailed naturalism, which is apparent in the work of the Limbourg brothers and other miniaturists. By the end of the fifteenth-century, the settings in Northern Renaissance paintings were strongly influenced by Venetian Pastoralism (especially the landscapes of Giovanni Bellini) and Italian Classicism, which are both reflected in the bucolic landscape and classical ruins in Dürer's work.

8 Question Seven: Cubism and Abstraction NCEA Level 3 Art History (90490) 2012 page 8 of 14 The candidate has discussed the treatment of form and colour in: Picasso, The Acrobats (La famille de Saltimbanques) Simple naturalistic figures of acrobats, which are mainly on the left of the painting with one on the right. A restricted colour scheme in subdued tones has been used. Picasso, Three Musicians (Musiciens aux masques) Broken, angular forms made up of flat planes of colour. Limited colour that is very bright. styles of the two art works, eg: The Acrobats (painted earlier) is a serious depiction of actual people taken from life, while the later work, Three Musicians, is a more contrived painting in a cubist style. The two paintings demonstrate two different stages in Picasso's development the early period where he was still linked to traditional forms and colour, and the late cubist period when he began to use large blocks of solid colour. The natural and simplified forms of The Acrobats are typical of the pre-demoiselles period; while the Three Musicians is post Synthetic Cubism period, but suggests it is still of this period by using paint to suggest cut papers. The candidate has referred to the artist s ideas about art, eg: Throughout his career, Picasso used a variety of styles and influences to convey his ideas. Picasso s Rose Period work, The Acrobats, features a recurring theme of circus performers, depicted sympathetically and in a sombre mood, which marks a sad period in Picasso s life after a friend died. The later work, Three Musicians, links more directly to Picasso s life, particularly with the loss of his friend Apollinaire, who is thought to be the Pierrot figure in the middle. In this work, Picasso is still experimenting with the broken forms of Cubism but he has begun to use colour again. His use of flat areas of primary colour reflects his interest in the ideas of later Cubist and Cubist influenced artists like Robert Delaunay and Fernand Léger.

9 NCEA Level 3 Art History (90490) 2012 page 9 of 14 Question Eight: Fauvism and Expressionism The candidate has discussed the treatment of form and the application of paint in: Gabriele Münter, Kandinsky and Erma Bossi at the Table Münter has painted this in a coarse way with simplified crude forms and crudely applied bold colour. August Macke, The Artist's Wife Macke's simple forms are outlined in dark lines but the colour is more layered and applied in more of a painterly manner than Münter s. And the candidate has distinguished between the style of the two art works, eg: Although both artists have used simplified forms outlined by bold black lines, Macke's figure is stronger because she is positioned obliquely, close to the surface of the painting, so that she dominates the painting. Münter's work is part of a series of domestic works, documenting the couple's everyday lives, which she painted in Murnau, where she lived with Kandinsky. Macke s work focuses on his wife as a character study, therefore he has made the figure dominate the composition, and he gets in close to study her. The candidate has referred to the treatment of domestic subjects in German Expressionist Art, eg: Although one associates German Expressionist Art with angst and melancholic subjects like death and suffering, domestic subjects were also popular with many German Expressionist artists, especially female artists, such as Gabriele Münter, Modersohn Becker, and Kathe Kollwitz. Münter and Macke were both linked to an avant-garde movement, which regarded traditional society and ordinary life as important. This belief encouraged their exploration of domestic subjects, which dominated the subject matter of both these artists.

10 NCEA Level 3 Art History (90490) 2012 page 10 of 14 Question Nine: Dada and Surrealism The candidate has discussed the composition and treatment of space in: Marcel Duchamp, The Bride Stripped Bare by her Bachelors, Even, or The Large Glass Large rectangular glass assemblage, supported by wooden frame. Transparency of glass blurs space between the art work and surrounding gallery. René Magritte, Evening Falls (Le Soir qui Tombe) Centralised composition of a view through a broken window. The broken fragments of glass at the bottom of the painting raise questions about the painted space in the painting. The differences in the two art works reflect the different approaches to art from these artists. Duchamp was interested in challenging the traditions of western art while Magritte was content to explore changing western attitudes to time and space within the traditional medium of oil painting. The candidate has referred to Dada and / or surrealist ideas about time and space, eg: Ballard said that Dali felt that the three constants of life were the sexual instinct, the sentiment of death, and the anguish of space and time, and these themes were explored by all Dada and Surrealist artists. Both the selected art works use the transparency of glass and windows to raise questions about space and time. This is linked to a very common Surrealist technique the juxtaposition of objects that would typically not be together in a certain situation or together at all, like Magritte's Time Transfixed (La Durée poignardée) with the train coming out of a fireplace. styles of the two art works, eg: Duchamp's layers of transparent glass mean that the space of the surrounding gallery is incorporated into the art work, while Magritte's composition makes the viewer feel as if they are inside a room looking outside. There is a difference in dynamic composition and static composition between the two works. The space changes in Duchamp s work, but not in Magritte s work.

11 Question Ten: Architecture: Modernism to Postmodernism NCEA Level 3 Art History (90490) 2012 page 11 of 14 The candidate has compared and contrasted the external appearances of: Frank Lloyd Wright, Solomon Guggenheim Museum, New York, USA The form of this museum is based on circular sculptural form; the building's walls are smooth and white, and the balcony gaps between stand out. Frank Gehry, Guggenheim Museum, Bilbao, Spain The appearance of this building is curving and shiny and the architect uses the reflections in the water and on the metal surface in the appearance of the building some shapes resemble boats, appropriate to setting. style of the two buildings, eg: The curving white forms of Frank Lloyd Wright's building are more regular or concentric in their appearance than the billowing, shell-like shapes of Frank Gehry's building. differences between the two buildings, eg: Frank Lloyd Wright's building has links with midtwentieth-century modernism with its smooth, white surfaces while the free forms of Frank Gehry's building reflect his design practices in which he makes shapes of screwed up paper and then uses CAD to develop the structure. The candidate has referred to the function and location of each building, eg: By the second half of the twentieth-century, the growing tourist market encouraged museums to use modern designs to make their buildings stand out and attract visitors. Both buildings were designed as art museums and both are located in busy cities, however the function of museums has changed over the 40 years that separates these designs. Frank Lloyd Wright's modernist structure was designed for a central Manhattan site, and the curved shape is obviously designed to contrast with the rectilinear lines of the surrounding International Style buildings. Frank Gehry's building speaks to its specific location in Bilbao harbour with its ship-like form and metallic surfaces intended to reflect the changing light of the surrounding sea.

12 NCEA Level 3 Art History (90490) 2012 page 12 of 14 Question Eleven: Modern American Art The candidate has discussed the treatment of figure in: Roy Lichtenstein, Mr Bellamy This painting has a foreground figure of a serious man, standing in a stiff upright pose wearing a uniform. He is boldly outlined in black and very flat. Duane Hanson, Repairman Freestanding, life-sized male figure, standing in a relaxed pose, with downcast eyes and slightly bloated features. styles of the two art works, eg: Lichtenstein's figure looks like a cardboard cut-out because it is simple and linear, while Hanson's sculpture is more rounded and gives a better idea of the man's character. Lichtenstein's flat, linear style was used to deliberately draw attention to stereotypes in society, by using figures out of comics, which are full of stereotypes. Hanson was also interested in social attitudes to stereotypes but his technique was very different. He created very life-like figures, which are very confrontational to viewers because they look so real. The candidate has referred to male roles in modern America, eg: Changing attitudes to women that were inspired by the Women s' Liberation movements of the 1960s and 1970s also led to reappraisals of male roles in American society. These two art works draw attention to male stereotypes and hierarchies the upright man, in uniform, conveys a sense of male leadership and power in contrast to the soft pose and oblique gaze of Hanson s Repairman who represents the often overlooked world of the blue-collar worker. Neither of these roles was featured strongly in art before this time, and both artists force the viewer to confront these realities of everyday life.

13 NCEA Level 3 Art History (90490) 2012 page 13 of 14 Question Twelve: Modern New Zealand Art The candidate has discussed the use of colour and text in: Richard Killeen, The Glorious Dead Killeen uses a limited palette, clear colours, and yellow highlights. Bold letters carved into the stone surface of the wall behind the figure really stand out. Ralph Hotere, A Return to Sangro (From the Sangro Litany) This work is basically monochromatic apart from the splash of red on the bottom right; black white and red are colours associated with Māori. He uses different texts with some hand-drawn and some stencilled. styles of the two art works, eg: These paintings provide a contrast between the simple strong forms that were common in New Zealand art at this time and the expressive use of colour that Hotere liked to use. The simplified forms and clear colour of Killeen's earlier work reflects the Regionalist period in New Zealand art while Hotere's later work shows the influences of American Abstract Expressionism, with its large area of roughly brushed white merging with black. The candidate has referred to each artist s response to war, eg: Both artists use their art to comment on war. Hotere s response to war is a personal one, with this work being part of a series in memory of his brother who fought with the Māori Battalion and lost his life in World War II. It emphases the tragedy of lives lost so young, using a series of numbers to show the ages of those who died and the words of a Māori lament at the bottom of the composition. Killeen depicts a young strong rugby player in front of a traditional memorial that brings the dead, young soldiers alive. Killeen's hard-edged forms place his painting in the New Zealand context with links to Rita Angus' Māori Boy, the simplified landscapes of Don Binney, and the simplified faces of Michael Smither.

14 NCEA Level 3 Art History (90490) 2012 page 14 of 14 Judgement Statement 2 A OR 1 M + 1 A OR 1 E + 1 N OR 1 E (if only one answer is given) 2 M OR 1 E + 1 A 1 E + 1 E OR 1 E + 1 M

Level 3 Art History, 2012

Level 3 Art History, 2012 90490Q 904902 3 Level 3 Art History, 2012 90490 Analyse style in art 2.00 pm Wednesday 21 November 2012 Credits: Five QUESTION BOOKLET There are twelve questions in this booklet, one for each area of study.

More information

Level 3 Art History, 2011

Level 3 Art History, 2011 90491Q 904912 3 Level 3 Art History, 2011 90491 Describe the meaning of iconographic motifs 2.00 pm ednesday Wednesday 1 16 November 2011 Credits: Four QUESTION BOOKLET There are twenty-four questions

More information

Level 3 Art History, 2011

Level 3 Art History, 2011 90490Q 904902 3 Level 3 Art History, 2011 90490 Analyse style in art 2.00 pm ednesday Wednesday 1 16 November 2011 Credits: Five QUESTION BOOKLET There are twelve questions in this booklet, one for each

More information

Writing about Art: Asking Questions

Writing about Art: Asking Questions WRITING ACROSS THE CURRICULUM Writing about Art: Asking Questions Any work of art provokes a response in the viewer. Your task as writer is to define and discuss the choices and techniques the artist has

More information

TEENAGE MUTANT NINJA ARTISTS

TEENAGE MUTANT NINJA ARTISTS MICHELANGELO LEONARDO TEENAGE MUTANT NINJA ARTISTS RAPHAEL DONATELLO 14 Leonardo da Vinci Mona Lisa 15 In addition of painting and sculpture Leonardo kept notebooks with plans and diagrams of numerous

More information

Level 3 Art History, 2012

Level 3 Art History, 2012 90491Q 904912 3 Level 3 Art History, 2012 90491 Describe the meaning of iconographic motifs 2.00 pm Wednesday 21 November 2012 Credits: Four QUESTION BOOKLET There are twenty-four questions in this booklet,

More information

ARH 1210: History of Western Art: Renaissance to the Present

ARH 1210: History of Western Art: Renaissance to the Present ARH 1210: History of Western Art: Renaissance to the Present General Information: Term: 2018 Summer Session Instructor: Staff Language of Instruction: English Classroom: TBA Office Hours: TBA Class Sessions

More information

GOTHIC ARCHITECTURE: MAIN CHARACTERISTICS

GOTHIC ARCHITECTURE: MAIN CHARACTERISTICS GOTHIC ART GOTHIC ART A new type of art developed in Europe between the 12 th and the 15 th century. The Gothic style replaced Romanesque. It reflected the artistic interests of urban society and the emerging

More information

Review for Art History Exam #1. Lesson 1: The Renaissance Lesson 2: The Northern Renaissance

Review for Art History Exam #1. Lesson 1: The Renaissance Lesson 2: The Northern Renaissance Review for Art History Exam #1 Lesson 1: The Renaissance Lesson 2: The Northern Renaissance REVIEW QUESTION #1: What is the title of this sculpture & who is the sculptor? J Donatello s David Donatello

More information

Unit 1: Renaissance and Ming Dynasty

Unit 1: Renaissance and Ming Dynasty Unit 1: Renaissance and Ming Dynasty Day 3 Starter Jan 11th and 12th Draw a picture of a landscape on the paper attached to the bottom of your desk Renaissance Architecture 1. Revival of Greek and Roman

More information

ARH 012: History of Western Art: Renaissance to the Present

ARH 012: History of Western Art: Renaissance to the Present ARH 012: History of Western Art: Renaissance to the Present General Information: Term: 2018 Summer Session Instructor: Staff Language of Instruction: English Classroom: TBA Office Hours: TBA Class Sessions

More information

Art of the Renaissance

Art of the Renaissance Art of the Renaissance Changes in Art & Learning The rise of Humanism can be seen in paintings created by Renaissance artists. During the Medieval period, art and learning were centered on the church and

More information

ARH 012: History of Western Art: Renaissance to the Present

ARH 012: History of Western Art: Renaissance to the Present ARH 012: History of Western Art: Renaissance to the Present General Information: Term: 2019 Summer Session Instructor: Staff Language of Instruction: English Classroom: TBA Office Hours: TBA Class Sessions

More information

In the fifteenth century, Italy was not the unified country we know today. At that time the boot-shaped peninsula was divided into many small

In the fifteenth century, Italy was not the unified country we know today. At that time the boot-shaped peninsula was divided into many small The Renaissance The Renaissance occurred between 1400 A.D. and 1600 A.D. It began in the city states of Italy. Renaissance means "rebirth" in French. The art of this period reflected back to the classical

More information

Essential Question: How did the Renaissance change art in Western Europe?

Essential Question: How did the Renaissance change art in Western Europe? Essential Question: How did the Renaissance change art in Western Europe? Warm-Up Question: Define these terms: Renaissance Humanism Classicism Why did the Renaissance begin in Italy? What factors led

More information

The setting is elaborately classical - though the composition recalls iconographical precedents of Medieval Times. The Annunciation by Donatello

The setting is elaborately classical - though the composition recalls iconographical precedents of Medieval Times. The Annunciation by Donatello Artist: Donatello St. George Zuccone The St. George is widely regarded as a tribute to the classical heroes of antiquity. His features are strong and masculine, yet delicate and youthful, as Florentines

More information

ARH 012: History of Western Art: Renaissance to the Present

ARH 012: History of Western Art: Renaissance to the Present ARH 012: History of Western Art: Renaissance to the Present General Information: Term: 2018 Summer Session Instructor: Staff Language of Instruction: English Classroom: TBA Office Hours: TBA Class Sessions

More information

ARH 012: History of Western Art: Renaissance to the Present

ARH 012: History of Western Art: Renaissance to the Present ARH 012: History of Western Art: Renaissance to the Present General Information Term: 2018 Summer Session Class Sessions Per Week: 5 Instructor: Staff Total Weeks: 4 Language of Instruction: English Total

More information

2-Point Perspective. Lettering with Depth!

2-Point Perspective. Lettering with Depth! 2-Point Perspective Lettering with Depth! Introduction to Perspective The Renaissance (1400-1600) was a great rebirth of European learning and discovery. It ended 1000 years of superstition and ignorance

More information

The Renaissance in Europe Ideas and Art of the Renaissance

The Renaissance in Europe Ideas and Art of the Renaissance The Renaissance in Europe 1350-1600 Ideas and Art of the Renaissance How can ideas be reflected in art, sculpture, and architecture? How can art influence culture? Essential Questions Ceiling of the Sistine

More information

This is an introduction to Italian Art - The Renaissance

This is an introduction to Italian Art - The Renaissance This is an introduction to Italian Art - The Renaissance I am Mr. Lanni, Art Teacher at Columbia Middle School. I will lead you through this presentation which highlights a few artists from this period.

More information

(D) sfumato (C) Greek temple architecture

(D) sfumato (C) Greek temple architecture 1. All of the following are humanistic traits in the above statue by Michelangelo EXCEPT (A) use of marble (B) contrapposto stance (C) free-standing sculpture (D) sfumato (E) glorification of the human

More information

Silk Road. Used for trade between the Chinese and Romans from CE 1 to 200 CE

Silk Road. Used for trade between the Chinese and Romans from CE 1 to 200 CE Renaissance Silk Road Used for trade between the Chinese and Romans from CE 1 to 200 CE After fall of Rome and fall of Han Dynasty, Silk Road was dangerous to travel on 1200 s when Mongols gained control

More information

High Renaissance Art Gallery. Student Name Columbia Southern University 9/20/2015

High Renaissance Art Gallery. Student Name Columbia Southern University 9/20/2015 High Renaissance Art Gallery Student Name Columbia Southern University 9/20/2015 High Renaissance Art: Introduction I chose High Renaissance art because the artwork in this period shows real distinctive

More information

By Phae N. Sophomore EHAP Ms. Pojer

By Phae N. Sophomore EHAP Ms. Pojer By Phae N. Sophomore EHAP Ms. Pojer And here s Florence! Here it is! Located on the Adriatic Sea Major port city Further away from Rome than Florence Secular republic during the Renaissance Stable, powerful,

More information

Introduction to Art History

Introduction to Art History Core is a survey of the history of Western visual arts, with a primary focus on painting. Students begin with an introduction to the basic principles of painting and learn how to critique and compare works

More information

What Was the Renaissance?

What Was the Renaissance? THE RENAISSANCE What Was the Renaissance? It was a change in thinking about the world and the place people occupy in it A new philosophy called HUMANISM came to dominate people s thinking Humanism emphasizes

More information

THE ITALIAN RENAISSANCE. Chapter 19 AP Art History

THE ITALIAN RENAISSANCE. Chapter 19 AP Art History THE ITALIAN RENAISSANCE Chapter 19 AP Art History INSTRUCTIONAL OBJECTIVES: Students will be able to: Explore the development and use of linear perspective in 15 th Century Florentine painting. Examine

More information

Art Appreciation UNIT 1: INTRODUCTION TO PAINTING. Core

Art Appreciation UNIT 1: INTRODUCTION TO PAINTING. Core Core is a survey of the history of Western visual arts, with a primary focus on painting. Students begin with an introduction to the basic principles of painting and learn how to critique and compare works

More information

Art Appreciation UNIT 1: INTRODUCTION TO PAINTING LESSON 1: BROAD STROKES: PRINCIPLES OF PAINTING

Art Appreciation UNIT 1: INTRODUCTION TO PAINTING LESSON 1: BROAD STROKES: PRINCIPLES OF PAINTING Core Art Appreciation Art Appreciation is a survey of the history of Western visual arts, with a primary focus on painting. Students begin with an introduction to the basic principles of painting and learn

More information

Summer School Duccio to Degas: Introducing Western European art

Summer School Duccio to Degas: Introducing Western European art Summer School Duccio to Degas: Introducing Western European art 1250 1925 Monday 25 Friday 29 September, 4pm Monday 25 September Early altarpieces We begin with an introduction to ways of looking at paintings

More information

Meet the Masters February Program

Meet the Masters February Program Meet the Masters February Program Grade 3 How Artists Portray Women Mary Cassatt "The Child's Bath" Leonardo Da Vinci "Ginevra De' Bend" About the Artist: (See the following pages.) About the Artwork:

More information

Antonio Pollaiuolo, Battle of Ten Nudes

Antonio Pollaiuolo, Battle of Ten Nudes Antonio Pollaiuolo, Battle of Ten Nudes Share Tweet Email Antonio Pollaiuolo, Battle of Ten Nudes (or Battle of Nude Men). c. 1465, engraving, 15-1/8 x 23-3/16 inches / 38.4 x 58.9 cm (The Metropolitan

More information

Art Appreciation Activity Points % of Total Discuss 60 5% Exam 60 5% Final Exam 100 8% Journal 90 7% Practice 220 18% Quiz 360 29% Test (CST) 180 14% Test (TST) 180 14% Total Points for the Course : 1250

More information

Chapter 15. Renaissance and Reformation. Outline Section 1 The Italian Reniassance

Chapter 15. Renaissance and Reformation. Outline Section 1 The Italian Reniassance Chapter 15 Renaissance and Reformation Outline Section 1 The Italian Reniassance I. Era of Awakening A. Renaissance Ch 15 Sec 1 1. early 1300 s, Italy 2. Means rebirth 3. Philosophical and artistic movement

More information

1. In what time period does this scene occur? What elements in the scene help you determine the time period?

1. In what time period does this scene occur? What elements in the scene help you determine the time period? Page 1 of Chapter 4 Worksheets Intermediate World History B Unit 2 Rome Revived Analyzing Art: The School of Athens 1. In what time period does this scene occur? What elements in the scene help you determine

More information

UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS Cambridge International Level 3 Pre-U Certificate Principal Subject

UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS Cambridge International Level 3 Pre-U Certificate Principal Subject UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS Cambridge International Level 3 Pre-U Certificate Principal Subject ART HISTORY 9799/03 Paper 3 Thematic Topics May/June 2010 2 hours 15 minutes * 361

More information

Section 1. Objectives

Section 1. Objectives Objectives Describe the characteristics of the Renaissance and understand why it began in Italy. Identify Renaissance artists and explain how new ideas affected the arts of the period. Understand how writers

More information

What changed during the Middle Ages that gave rise to the Renaissance? Trade & Cities? Government? Religion? Human Potential?

What changed during the Middle Ages that gave rise to the Renaissance? Trade & Cities? Government? Religion? Human Potential? Western I. Europe The emerged Renaissance from the Middle Ages during an era known as the Renaissance From 1300 to 1600, Western Europe experienced a rebirth in trade, learning, & Greco-Roman ideas During

More information

The Northern Renaissance, an introduction

The Northern Renaissance, an introduction The Northern Renaissance, an introduction Albrecht Dürer, Adam and Eve, 1504, engraving, fourth state, 25.1 x 20 cm (The Metropolitan Museum of Art) The word Renaissance is generally defined as the rebirth

More information

High Renaissance Art Gallery

High Renaissance Art Gallery High Renaissance Art Gallery Student Name Columbia Southern University 9/20/2015 (Botticelli, ca. 1482) High Renaissance Art: Introduction I chose High Renaissance art because the artwork in this period

More information

26/10/2015. High Renaissance Painting. Monday, October 26, 2015 Course Outline. Key Notions. -Istoria -Monumental -Neo-Platonism -Sfumato

26/10/2015. High Renaissance Painting. Monday, October 26, 2015 Course Outline. Key Notions. -Istoria -Monumental -Neo-Platonism -Sfumato High Renaissance Painting Or, Genius at work St. Lawrence, 10/26/2015 Monday, October 26, 2015 Course Outline The High Renaissance Leonardo da Vinci Michelangelo Raphael Key Notions -Istoria -Monumental

More information

23/10/2016. High Renaissance Painting. Sunday, October 23, 2016 Course Outline. Or, Genius at work St. Lawrence, 10/23/2016. The High Renaissance

23/10/2016. High Renaissance Painting. Sunday, October 23, 2016 Course Outline. Or, Genius at work St. Lawrence, 10/23/2016. The High Renaissance High Renaissance Painting Or, Genius at work St. Lawrence, 10/23/2016 Sunday, October 23, 2016 Course Outline The High Renaissance Leonardo da Vinci Michelangelo Raphael 1 1492 Columbus reaches the West

More information

Chapter Living History. A statue of King David from a medieval cathedral

Chapter Living History. A statue of King David from a medieval cathedral Chapter 3 Sculptors are artists who make statues using stone, metal or wood. In the Middle Ages, sculptors worked in the great Gothic churches that we read about on page 141. They carved the statues of

More information

An introduction to the Northern Renaissance in the fifteenth century

An introduction to the Northern Renaissance in the fifteenth century An introduction to the Northern Renaissance in the fifteenth century Share Tweet Email Albrecht Dürer, Self-Portrait, 1500 (Alte Pinakothek, Munich) https://www.khanacademy.org/humanities/renaissance-reformation/northern-renaissance1/beginners-guide-northern-renaissance/a/an-introduction-to-the-northern-ren...

More information

Irregular Pear or Stone

Irregular Pear or Stone BAROQUE ART Irregular Pear or Stone 16 th century Throughout Europe = religious tension - Protestants broke away from Roman Catholic Church. response to the Protestant Reformation, Catholic Church initiated

More information

Renaissance Art Gallery Walk

Renaissance Art Gallery Walk Renaissance Art Gallery Walk PART I: Directions: As you walk through the Renaissance Art Gallery studying the art of the Renaissance Masters answer the following questions: Portrait of a Noblewoman (Lavinia

More information

Coimisiún na Scrúduithe Stáit State Examinations Commission LEAVING CERTIFICATE EXAMINATION, 2017 ART. History and Appreciation of Art.

Coimisiún na Scrúduithe Stáit State Examinations Commission LEAVING CERTIFICATE EXAMINATION, 2017 ART. History and Appreciation of Art. 2017. M71 Coimisiún na Scrúduithe Stáit State Examinations Commission LEAVING CERTIFICATE EXAMINATION, 2017 ART History Appreciation of Art Higher Level 150 marks are assigned to this paper, i.e. 37.5%

More information

Art of the Italian Renaissance

Art of the Italian Renaissance Art of the Italian Renaissance A time of great change for art and architecture I want to thank a fellow teacher, Susan M. Pojer of Horace Greeley High School in Chappaqua, New York who created a PowerPoint

More information

Your name Period # What was the purpose of art in Ancient Egyptian culture? What were the rules about representing humans in Ancient Egyptian art?

Your name Period # What was the purpose of art in Ancient Egyptian culture? What were the rules about representing humans in Ancient Egyptian art? Review questions for art history portion of the final exam, Art 1 Your name Period # What was the purpose of art in Ancient Egyptian culture? What were the rules about representing humans in Ancient Egyptian

More information

Mr. Cline Marshall High School Western Civilization II Unit TwoEA. The Northern Renaissance

Mr. Cline Marshall High School Western Civilization II Unit TwoEA. The Northern Renaissance Mr. Cline Marshall High School Western Civilization II Unit TwoEA The Northern Renaissance Italy was the birthplace of the Renaissance, where ruins of ancient Rome stood in almost every city. This link

More information

HOA5. General Certificate of Education June 2007 Advanced Level Examination. HISTORY OF ART Unit 5 Historical Study (1) Time allowed: 2 hours

HOA5. General Certificate of Education June 2007 Advanced Level Examination. HISTORY OF ART Unit 5 Historical Study (1) Time allowed: 2 hours General Certificate of Education June 2007 Advanced Level Examination HISTORY OF ART Unit 5 Historical Study (1) HOA5 Tuesday 12 June 2007 9.00 am to 11.00 am For this paper you must have: a 16-page lined

More information

LEAVING CERTIFICATE EXAMINATION, 2016 ART. History and Appreciation of Art. Higher Level

LEAVING CERTIFICATE EXAMINATION, 2016 ART. History and Appreciation of Art. Higher Level 2016. M71 Coimisiún na Scrúduithe Stáit State Examinations Commission LEAVING CERTIFICATE EXAMINATION, 2016 ART History Appreciation of Art Higher Level 150 marks are assigned to this paper, i.e. 37.5%

More information

A History of Portraiture. Studio Art with Mrs. Mendola

A History of Portraiture. Studio Art with Mrs. Mendola A History of Portraiture Studio Art with Mrs. Mendola What Is A Portrait? A portrait is a painting, photograph, sculpture, or other artistic representation of a person, in which the face and its expression

More information

The Renaissance Outcome: The Renaissance in Italy

The Renaissance Outcome: The Renaissance in Italy The Renaissance Outcome: The Renaissance in Italy Constructive Response Question 1.Summarize the Renaissance and identify why it started in Italy. What will we learn? 1. What is the Renaissance? 2. Why

More information

Chapter 2. Comparing medieval and Renaissance paintings

Chapter 2. Comparing medieval and Renaissance paintings Chapter 2 Comparing medieval and Renaissance paintings The way artists painted pictures changed greatly during the Renaissance. T he best way to see the change is to compare these two pictures. Picture

More information

Art Glossary Studio Art Course

Art Glossary Studio Art Course Art Glossary Studio Art Course Abstract: not realistic, though often based on an actual subject. Accent: a distinctive feature, such as a color or shape, added to bring interest to a composition. Advertisement:

More information

7/8 World History. Week 26. The Renaissance

7/8 World History. Week 26. The Renaissance 7/8 World History Week 26 The Renaissance Tuesday Do Now Thinking back through all the past societies you've studied, what are some of the reasons that a society enters a golden age or period of prosperity?

More information

Art of the Renaissance and Baroque Europe

Art of the Renaissance and Baroque Europe Art of the Renaissance and Baroque Europe Overview The 1000 years of european history from the fall of the roman empire, the acceptance of chiristianity/rise of Islam was known as the middle ages. This

More information

7th Chapter 11 Exam Multiple Choice Identify the choice that best completes the statement or answers the question.

7th Chapter 11 Exam Multiple Choice Identify the choice that best completes the statement or answers the question. Multiple Choice Identify the choice that best completes the statement or answers the question. 1. Which of the following describes one effect of Marco Polo s journey to China? a. Marco Polo became the

More information

1. Setting the Stage. Madonna and Child in Glory. Enlarge. 2. The Renaissance Connection

1. Setting the Stage. Madonna and Child in Glory. Enlarge. 2. The Renaissance Connection 1. Setting the Stage The Middle Ages (a period of European history from the third through 13th centuries), art and learning were centered on the church and religion. But at the start of the 14th century,

More information

Master Apprentice Relationship. Megan Rowe. In a master-apprentice relationship, potential artists studied under other distinguished

Master Apprentice Relationship. Megan Rowe. In a master-apprentice relationship, potential artists studied under other distinguished Master Apprentice Relationship Megan Rowe Introduction: In a master-apprentice relationship, potential artists studied under other distinguished artists of their time. During the Renaissance, apprentices

More information

Thirty-Minute Essay Questions from Earlier AP Exams

Thirty-Minute Essay Questions from Earlier AP Exams Thirty-Minute Essay Questions from Earlier AP Exams A: In most parts of the world, public sculpture is a common and accepted sight. Identify three works of public sculpture whose effects are different

More information

Leonardo Da Vinci ITALY FRANCE

Leonardo Da Vinci ITALY FRANCE Leonardo Da Vinci ITALY FRANCE INTRODUCTION Leonardo da Vinci (1452-1519), a Florentine artist, one of the great masters of the High Renaissance, is celebrated as a painter, sculptor, architect, engineer,

More information

1.1 The Renaissance: a rebirth or revival of art and learning ( )

1.1 The Renaissance: a rebirth or revival of art and learning ( ) 1.1 The Renaissance: a rebirth or revival of art and learning (1300-1600) After suffering through wars, destruction, and the plague of the Middle Ages, people wanted to celebrate life and the human spirit.

More information

Implied Depth: Value & Space

Implied Depth: Value & Space Implied Depth: Value & Space Terms 3-Dimensional, 2-Dimensional, Shape Value- The lightness or darkness of a plane or ara Space- the distance between identifiable points or planes Perspective-the creation

More information

UNIT 1 (of 5): Line (16 hours = 1 credit)

UNIT 1 (of 5): Line (16 hours = 1 credit) Art I A Elements of Art UNIT 1 (of 5): Line (16 hours = 1 credit) Independent Study 1. Students will be introduced to techniques meant to inspire creativity 2. Students will practice drawing skills in

More information

Art 111: STUDY QUESTIONS / SECTION #1. The questions should be used to prepare for in class discussions and your essay.

Art 111: STUDY QUESTIONS / SECTION #1. The questions should be used to prepare for in class discussions and your essay. Art 111: STUDY QUESTIONS / SECTION #1 The questions should be used to prepare for in class discussions and your essay. MAKE SURE YOU ALSO REFER TO THE INTRODUCTION OF THE TEXTBOOK TO DISCUSS FORMAL ELEMENTS

More information

THE UNIVERSITY OF TEXAS AT DALLAS

THE UNIVERSITY OF TEXAS AT DALLAS THE UNIVERSITY OF TEXAS AT DALLAS Course Information: AHST 3315.09M Art of the Italian Renaissance Summer II, 2015 Tuesdays and Thursdays, 1:00-5:15 p.m. JSOM 11.201 Instructor s Contact Information: Dr.

More information

ART HISTORY (PRINCIPAL) 9799/02 Paper 2 Historical Topics For Examination from 2016

ART HISTORY (PRINCIPAL) 9799/02 Paper 2 Historical Topics For Examination from 2016 Cambridge International Examinations Cambridge Pre-U Certifi cate www.xtremepapers.com ART HISTORY (PRINCIPAL) 9799/02 Paper 2 Historical Topics For Examination from 2016 SPECIMEN PAPER 2 hours 15 minutes

More information

A Moon with a View: A Collection of Intaglio Prints and Drawings

A Moon with a View: A Collection of Intaglio Prints and Drawings Jill Brandwein Senior Integrative Project Thesis April 18, 2012 A Moon with a View: A Collection of Intaglio Prints and Drawings Pierre Bonnard s mastery of color and of the effects of light makes his

More information

Renaissance Art - (fill in the time range above)

Renaissance Art - (fill in the time range above) Name Class Renaissance Art - (fill in the time range above) 1) Renaissance meaning refers to a revival of the arts. 2) It began in Italy around and spread throughout lasting until the. 3) Renaissance artists

More information

Futurism. Boccioni and Balla

Futurism. Boccioni and Balla Futurism Boccioni and Balla Introduction Futurism was an essentially Italian phenomenon linked to particular historical and intellectual circumstances. (Carlo Carrà 1881-1966) Futurism was one of the only

More information

History of Art 8285/01 Paper 1: Renaissance Art

History of Art 8285/01 Paper 1: Renaissance Art UNIVERSITY OF CAMBRIDGEINTERNATIONAL EXAMINATIONS General Certificate of Education Advanced Subsidiary Level History of Art 8285/01 Paper 1: Renaissance Art Specimen Paper for Syllabus for first examination

More information

LEAVING CERTIFICATE EXAMINATION 2011 ART. Higher Level. 150 marks are assigned to this paper, i.e. 37.5% of the overall marks for Art

LEAVING CERTIFICATE EXAMINATION 2011 ART. Higher Level. 150 marks are assigned to this paper, i.e. 37.5% of the overall marks for Art 2011. M71 Coimisiún na Scrúduithe Stáit State Examinations Commission LEAVING CERTIFICATE EXAMINATION 2011 ART History Appreciation of Art Higher Level 150 marks are assigned to this paper, i.e. 37.5%

More information

The Medieval Period The Middle Ages

The Medieval Period The Middle Ages Discussion ques+on: Do you feel that the Renaissance really is a rebirth? How does the Renaissance in some ways a con+nuance of the Middle Ages and how is it a rebirth of the Classical ages of the past?

More information

Exemplar. Evidence Collection #2 CREATE TYPE II

Exemplar. Evidence Collection #2 CREATE TYPE II 2016-2017 Evidence Collection #2 CREATE TYPE II Students will understand and apply media, techniques and processes TSW create a reproduction of a famous work of art on an unconventional surface. TSW research

More information

UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS Cambridge International Level 3 Pre-U Certificate Principal Subject

UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS Cambridge International Level 3 Pre-U Certificate Principal Subject UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS Cambridge International Level 3 Pre-U Certificate Principal Subject ART HISTORY 9799/02 Paper 2 Historical Topics May/June 2010 2 hours 15 minutes * 7002

More information

AP ART HISTORY CHAPTER 21: ITALY Mrs. Dill, La Jolla High School. What was the basis of the wealth of the Medici family?

AP ART HISTORY CHAPTER 21: ITALY Mrs. Dill, La Jolla High School. What was the basis of the wealth of the Medici family? AP ART HISTORY CHAPTER 21: ITALY 1400-1500 Mrs. Dill, La Jolla High School List three tenants that underlay Italian Humanism: FLORENCE What was the basis of the wealth of the Medici family? Name the two

More information

Chapter 1 Sections 1 & 2 Pgs /action/yt/watch?videoid=4mgspiaibju

Chapter 1 Sections 1 & 2 Pgs /action/yt/watch?videoid=4mgspiaibju Chapter 1 Sections 1 & 2 Pgs 48-60 http://www.cleanvideosearch.com/media /action/yt/watch?videoid=4mgspiaibju All the world is full of knowing men, of most learned schoolmasters, and vast libraries; and

More information

CUBISM, SURREALISM AND ABSTRACT ART

CUBISM, SURREALISM AND ABSTRACT ART 7 CUBISM, SURREALISM AND ABSTRACT ART Cubism is a style of painting and sculpture, that began in Paris in about 1907. It was the most important trend at the beginning of 20th century. Cezanne was the pioneer

More information

Weimar Definitions and Descriptions

Weimar Definitions and Descriptions Weimar Definitions and Descriptions The following definitions and descriptions are more detailed that those that are mentioned in class, and you should read them as supplements to the class comments. The

More information

Welcome to Art 6H. Art & Aesthetics

Welcome to Art 6H. Art & Aesthetics Welcome to Art 6H Art & Aesthetics Aesthetics - Beauty Aesthetics is a branch of philosophy that examines the nature of art and our experience of it. It developed in England as philosophers grouped together

More information

To receive maximum points students must exceed expectations.

To receive maximum points students must exceed expectations. Introduction: Today we will be learning about some of the most famous and accomplished artists of all time those of the Renaissance. Amazingly, some of their art will be coming to our school for a gallery

More information

2. A painting of fruit, flowers or insects is called. 3. Paintings made from millions of tiny coloured dots are typical of the style.

2. A painting of fruit, flowers or insects is called. 3. Paintings made from millions of tiny coloured dots are typical of the style. BBC Learning English Quiznet Appreciating art 1. An artist often paints a picture onto. a) a paintbrush b) an easel c) a canvas d) a palette 2. A painting of fruit, flowers or insects is called. a) a still-life

More information

UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS Cambridge International Level 3 Pre-U Certificate Principal Subject

UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS Cambridge International Level 3 Pre-U Certificate Principal Subject UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS Cambridge International Level 3 Pre-U Certificate Principal Subject www.xtremepapers.com ART HISTORY 9799/02 Paper 2 Historical Topics May/June 2013 2

More information

THE EXHIBITION THEMES

THE EXHIBITION THEMES THE EXHIBITION THEMES Theme 1 MICHELANGELO S LIFE STORY Michelangelo s biography, portraits, public and private facts about his life and personality. Theme 2 A RENAISSANCE WORKSHOP Michelangelo's apprenticeship,

More information

To receive maximum points students must exceed expectations

To receive maximum points students must exceed expectations Introduction: Today we will be learning about some of the most famous and accomplished artists of all time those of the Renaissance. Amazingly, some of their art will be coming to our school for a gallery

More information

HOMESCHOOL THIRD THURSDAYS ART ELEMENTS SEPTEMBER / OCTOBER 2018

HOMESCHOOL THIRD THURSDAYS ART ELEMENTS SEPTEMBER / OCTOBER 2018 ART ELEMENTS SEPTEMBER / OCTOBER 2018 HOMESCHOOL THIRD THURSDAYS MAP September 2018 This month, the theme for Homeschool Third Thursday is ART ELEMENTS. The elements of art are building blocks of an artwork.

More information

Italy: Birthplace of the Renaissance

Italy: Birthplace of the Renaissance Ch. 1-1 Italy: Birthplace of the Renaissance Essential Question: Why did the Renaissance start in Italy? Italy s Advantage Classical and Worldly Values The Renaissance Revolutionizes Art Renaissance Writers

More information

NCEA Level Painting 2013

NCEA Level Painting 2013 NCEA Level 2 91321 Painting 2013 Examples of Candidate Work This portfolios in this document offer evidence to meet the criteria consistent with The New Zealand Curriculum, Learning Media, Ministry of

More information

Humanities 3 I. The Italian Renaissance. Botticelli, Venus and Mars, 1483

Humanities 3 I. The Italian Renaissance. Botticelli, Venus and Mars, 1483 Humanities 3 I. The Italian Renaissance Botticelli, Venus and Mars, 1483 Scope of Course Development of Western art, politics, literature, religion, philosophy and science in different periods (Renaissance,

More information

THE AGE OF THE REFORMATION SIXTEENTH-CENTURY ART IN NORTHERN EUROPE AND SPAIN

THE AGE OF THE REFORMATION SIXTEENTH-CENTURY ART IN NORTHERN EUROPE AND SPAIN 23 THE AGE OF THE REFORMATION SIXTEENTH-CENTURY ART IN NORTHERN EUROPE AND SPAIN TEXT PAGES 662 687 THE PROTESTANT REFORMATION 1 Who was Martin Luther and what was his goal when he posted his ninety-five

More information

UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS Cambridge International Level 3 Pre-U Certificate Principal Subject

UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS Cambridge International Level 3 Pre-U Certificate Principal Subject UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS Cambridge International Level 3 Pre-U Certificate Principal Subject ART HISTORY 9799/02 Paper 2 Historical Topics May/June 2012 2 hours 15 minutes *2574265004*

More information

Oman College of Management & Technology

Oman College of Management & Technology Oman College of Management & Technology COURSE NAME: HISTORY OF INTERIOR DESIGN PROPOSED BY: DR.MOHAMED ALNEJEM SEMESTER: FIRST 2015/2016 CHAPTER (5): -The Renaissance in Italy -Baroque and Rococo in Italy

More information

Module 8. Lecture-1. A good design is the best possible visual essence of the best possible something, whether this be a message or a product.

Module 8. Lecture-1. A good design is the best possible visual essence of the best possible something, whether this be a message or a product. Module 8 Lecture-1 Introduction to basic principles of design using the visual elements- point, line, plane and volume. Lines straight, curved and kinked. Design- It is mostly a process of purposeful visual

More information

11/03/2018. Proto-Renaissance Painting. Proto-Renaissance Painting. Key Notions. -Chiaroscuro -Fresco -Iconography -Tempera

11/03/2018. Proto-Renaissance Painting. Proto-Renaissance Painting. Key Notions. -Chiaroscuro -Fresco -Iconography -Tempera Proto-Renaissance Painting Or, a New Way of Seeing St. Lawrence, 3/11/2018 Proto-Renaissance Painting Or, a New Way of Seeing Key Notions -Chiaroscuro -Fresco - -Tempera 1 1209 Franciscan Order Founded

More information

ART PROJECT for San Antonio College (TX) by the Student: Stephanie Hanus 2003/2004

ART PROJECT for San Antonio College (TX) by the Student: Stephanie Hanus 2003/2004 ART PROJECT for San Antonio College (TX) by the Student: Stephanie Hanus 2003/2004 Windings Atmospheres, oil on canvas, 89x89 cm., 1998 Art Project for San Antonio College (TX) by the student: Stephanie

More information

Form = a solid, three-dimensional area. It s boundaries are measured using height, width, and depth.

Form = a solid, three-dimensional area. It s boundaries are measured using height, width, and depth. Space Shape = a flat, two dimensional area. It s boundaries can be measured in height and width Form = a solid, three-dimensional area. It s boundaries are measured using height, width, and depth. Positive

More information