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Chapter Nineteen:
The Renaissance through the Baroque
CHAPTER OVERVIEW
• The Early Renaissance
• The High renaissance
• Art in China and Japan
• Art in Mexico and South America
CHAPTER OBJECTIVES
• survey the major artistic achievements of the Renaissance and Baroque
periods
• survey the arts and architecture of non-Western cultures during this time
period
KEY TERMS
Renaissance contrapposto Baroque
Humanism Mannerism literati
MyArtsLab RESOURCES
Closer Look: Raphael, School of Athens
Closer Look: Bronzino, Allegory with Venus and Cupid
Podcast: David vs. David
Primary Source Document: Popol Vuh
Primary Source Document: Giorgio Vasari (1511–1574) - Artists on Art
Primary Source Document: Michelangelo the Poet - Artists on Art
Primary Source Document: Martin Luther (1483–1546)
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Primary Source Document: Filippo Baldinucci (1625–1697)
Primary Source Document: Giovanni Pietro Bellori (1613–1696)
Interactive Flashcards
LECTURE AND DISCUSSION TOPICS
1. The Renaissance
Introduce the Renaissance as a period that was marked by a revival of interest in arts
and sciences that was lost since antiquity. In fact, the word Renaissance literally
2. Artist As Genius
Discuss how the role of the artist dramatically changed during the Renaissance. The
previous notion of the artist as a skilled craftsperson was elevated into the artist as
genius, a highly respected and admired professional. Explain the significance of
3. The High Renaissance
disciplines such as the sciences, literature, and mathematics. Ask students how the
visual artists reflected the achievements taking place in other realms of Renaissance
life. Discuss the Renaissance in Northern Europe with attention to Albrecht Dürer
(fig. 626) focusing on the artists’ use of detailed realism.
4. Art in China and Japan
the principles of Taoism. Explain the process of painting these landscapes and how
they can be seen as self-portraits as well as landscapes paintings and illustrations of
the principles of Taoism.
5. Pre-Columbian Art in Mexico
Provide students with a brief overview of Pre-Columbian art with a discussion of the
major cultures: the Olmec, Maya, and Aztec cultures. Show the Olmec Colossal
Head (fig. 567) to discuss the first Pre-Columbian culture. Remind students that we
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know less about the Olmec culture than we do about the Maya or Aztecs. The major
Aztec deity Coatlicue (fig. 633) is rich in iconography and symbolizes both life and
death forces. The larger-than-life statue represents the deity after she has been
Contemporary with the Aztec in the Basin of Mexico, the Inca developed a great
civilization in Peru. They were preceded by the Moche, who made distinctive
figurative ceramic vessels (fig. 634). The Inca rivaled the Egyptian pyramid-builders
and Greek temple-builders in the precision of their masonry structures. The most
6. African Art of the Encounter
African art changed in some ways after Europeans began to take an interest in the
continent in the 15th century. In objects like the Mask of an Iyoba (fig. 636), there is a
naturalism that was largely unknown before this contact. Still, traditional art forms
continued to be made along the coast and in the interior, as evidenced in the Mpungi
ivory horn (fig.637). In fact, while African peoples would start to endure immense
7. The Baroque
Compare and contrast sculpture from the Renaissance with that from the Baroque
period. Focus on Bernini’s The Ecstasy of St. Theresa (fig. 673 & 674) and
Caravaggio’s The Calling of St. Matthew (fig. 675) to illustrate the progression from
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1. Letters
Assuming the persona of a Renaissance artist, have students write a letter to the 21st
century explaining their ideas about art.
2. Where Were the Women?
Who are the women of the Renaissance? Have students visit the National Museum of
3. Leonardo
Have students visit Leonardo da Vinci’s Homepage at
chronicles his life achievements in areas other than art.
4. African Art
How did museums and individuals outside Africa come to possess such large collections
5. Mesoamerican Deities
Have students research complex Mesoamerican deities like Coatlicue, Quetacoatl, etc.
Have them compare these deities with more familiar concepts of deities that come from
HANDS-ON PROJECTS
For additional project ideas, remember to investigate the Hands-On Projects found on
MyArtsLab.
1. Calendar Art
Have students create a genre painting that depicts a scene from their lives in the past
week in the manner of the Limbourg brothers. Direct them to The Tres Riches Heures
website that features the complete twelve calendar pages of the Tres Riches Heures du
2. What’s Your Perspective?
Have students draw an interior room using the principles of one-point linear perspective.
Other Suggested Websites:
Women Artists during the Renaissance. To see their contributions, go to the National
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Leonardo da Vinci’s Homepage chronicles the life and work of this multi-faceted
Sandro Botticelli’s biography, images, and resources are available at
www.artchive.com/artchive/B/botticelli.html
Suggested Videos and DVDs:
Sister Wendy’s Story of Painting: The Renaissance, 1997
Landmarks of Western Art: The Renaissance, 1999
Art of the Western World: Early Renaissance to Baroque
Michelangelo and the Sistine Chapel, 1996 (35 minutes)
Michelangelo: Artist and Man, 2004 (50 minutes)
The Great Masters: Raphael, 2000 (45 minutes)
Rembrandt: Painter of Man and the Restoration of “The Night Watch,” 1992
Titian: Venetian Colorist, 1991 (28 minutes)
Suggested Films:
Rembrandt, 1936
