978-0205677207 Chapter 19

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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