Content Area 3 Part 3 Renaissance & Baroque One Pagers AP ARTH C. Montenegro
Attached you will find the following: Explanations and considerations when filling out the One Pagers, Table of Main Themes, and One Pagers for Images from Content Area 3 Part 3.
EARLY ITALIAN RENAISSANCE 67. Pazzi Chapel Brunelleschi 69. David Donatello 70. Palazzo Rucellai Alberti (arch) 71. Madonna and Child with Two Angels Fra. Filippo Lippi 72. Birth of Venus Botticelli HIGH ITALIAN RENAISSANCE 73. Last Supper da Vinci 75. Sistine Chapel ceiling and altar wall frescoes Michaelangelo 76. School of Athens Raphael VENETIAN SCHOOL (HIGH RENAISSANCE) 80. Venus of Urbino Titian MANNERISM (HIGH RENAISSANCE) 78. Entombment of Christ Jacopo da Pontormo EARLY NETHERLANDISH ART 66. Annunciation Triptych (Merode Altarpiece) Campin s Workshop NORTHERN RENAISSANCE 68. Arnolfini Portrait Jan van Eyck 74. Adam and Eve Durer 77. Isenheim altarpiece Matthais Grunewald 79. Allegory of Law and Grade Lucas Cranach the Elder BAROQUE ART Baroque Italy 82. Il Gesu, including Triumph of the Name of Jesus ceiling fresco da Vignola, plan (arch), della Porta, facade (architect), Gaulli, celiing fresco (artist) 85. Calling of Saint Matthew Caravaggio 88. San Carlo alle Quattro Fontane Francisco Borromini (arch) 89. Ecstasy of Saint Teresa Bernini Baroque Belgium 86. Henri IV Receives the Portrait of Marie de Medici, from the Marie de Medici Cycle Peter Paul Reubens Baroque France 93. The Palace at Versaille Louis Le Vau and Jules Hardoin-Mansart (architects) Baroque Spain 91. Las Meninas. Diego Velazquez DUTCH GOLDEN AGE 87. Self-Portrait with Saskia - Rembrandt van Rijn 92. Woman Holding a Balance Johannes Vermeer 96. Fruit and Insects Rachel Ruysch
Directions Print out each One Pager (one per sheet). Fill out each One Pager in your own handwriting (include class notes and your own research). On the back of each One Pager, list the sources of your research. Bring all Content Area 3 Part 3 One Pagers the day of your exam.
describes component materials and how they are employed to create physical and visual elements that coalesce into a work of art. Form is investigated by applying design elements and principles to analyze the work s fundamental visual components and their relationship to work in its entirety. : horizontal, vertical, diagonal, or curved lines? : height, width, geometric, or organic? positive, negative, or three-dimensional? : hue, value (light or dark), or intensity (dull, bright, warm, or cool)? : two dimensional or surface texture? FUNCTION includes the artist s intended use(s) of the work, which may change according to the context of audience, time, location, and culture. Functions may be for utility, intercession, decoration, communication, and commemoration and may be spiritual, social, political, and/or personally expressive. Why did the artist create the work? For religious worship? To entertain or please the eye? To tell a story? As a form of scientific study? Where did the artist originally intend to place the work? Made for a competitive exhibition? And many more of a work of art consists of interacting, communicative elements of design, representation, and presentation within a work of art. Content includes subject matter: visible imagery that may be formal depictions (e.g., minimalist or nonobjective works), representative depictions (e.g., portraiture and landscape), and/or symbolic depictions (e.g., emblems and logos). Content may be narrative, symbolic, spiritual, historical, mythological, supernatural, and/or propagandistic (e.g., satirical and/or protest oriented). : what/who does the work depict? Iconography: what do the figures and objects in the work represent? : what event or series of events does the artist present? Make notes around the image. Circle, draw lines, etc. Include information found on the Curriculum Framework and copied onto 250 PowerPoint CONTEXT includes original and subsequent historical and cultural milieu of a work of art. Context includes information about the time, place, and culture in which a work of art was created, as well as information about when, where, and how subsequent audiences interacted with the work. The artist s intended purpose for a work of art is contextual information, as is the chosen site for the work (which may be public or private), as well as subsequent locations of the work. Modes of display of work of art can include associated paraphernalia (e.g., ceremonial objects and attire) and multisensory stimuli (e.g., scent and sound). Characteristics of the artist and audience including aesthetic, intellectual, religious, political, social, and economic characteristics are context. Patronage, ownership of a work of art, and other power relationships are also aspects of context. Contextual information includes audience response to a work of art. Contextual information ma be provided through records, reports, religious chronicles, personal reflections, manifestos, academic publications, mass media, sociological data, cultural studies, geographic data, artifacts, narrative and/or performance (e.g., oral, written, poetry, music, dance, dramatic productions), documentations, archaeology, and research. Artist: Who created the work? What is/was the artist s status in the culture? What else is known about this artist? : When was the work created? Where was the work produced? Religious beliefs? Political or philosophical ideologies? Impact: Inspire or influence other artists? Seen by a large number of people? Cause controversy? Alter fashion or taste? Function: See function above. Name and ID# of other related works from Image Set Refer to list of Main themes for suggestions Define any term you come across unfamiliar to you and pertaining to this work.
AP ARTH MAIN THEMES C. Montenegro Sacred/Spiritual Portraiture Figurative Art Social Criticism/Political Statements Cultural or Ethnic Identity Power and Authority Nature/Environment Dreams or Fantasies Storytelling/Narrative Minimalism Science/Discovery Intersectionality Fertility Survival Burial/Funerary Commemoration Dominance Permanence or Impermanence Order or Disorder Balance or Imbalance Gender Identity