History of Art 7

HISTORY OF ART 7 From the Baroque Era to Realism

Syllabus For bilingual classes

Jug Zsófia 2009 TO THE TEACHER

This book was written to introduce the major styles and outstanding artists from the Baroque Era to Realism. It is a subjective selection of famous artworks, even though many others or different ones could be introduced. History of Art 7 is planned to be taught for one lesson (45 minutes) per week (37 lessons per school year). This number does not seem much and ideally more time should be spent on each topic. However, if you plan the lessons well, you can do a lot: introduce other artists, discuss their works, show more pictures, have your students do research in connection with the topics and so on. In the vocabulary lists I only included the most important new words and special terms, although some students may need more help. When you prepare for your lessons you have to judge whether you have to teach more (or less) words, depending on the level and previous knowledge of your students. There are optional activities under the title of Creative Task. These activities usually take more time and require some research. You can use them as extra homework or if there is enough time the whole class can do them in a lesson. The ideal group size should be about 15 students. It is much easier to discuss the topics with a smaller amount of students and to make sure they understand all the key terms. For assignments, homework, drawings and notes, an exercise book might be useful. The following syllabus gives you an idea how to divide the material up and how many lessons there are for certain topics. It contains the key terms, activities, and the works of art shown in the book. There are some useful additional tips and ideas with references to links to other subjects or fields of life. I hope that you will be inspired to try new methods and collect your own ideas in the Teacher’s Notes column for further reference. Wishing you a successful school year, The Author ADDITIONAL / KEY TERMS / DEMONSTRATION / OPTIONAL PRESENTATION IMPORTANT WORKS OF TEACHER’S NOTES ACTIVITIES ACTIVITIES, ART NOTES

Lesson 1-2 Artworks to remember Revision: the elements TRY THIS : use the cards (page 8) and principles of art from History of Art 6 INTRODUCTION – Do Elements/principles of art, Reinforcement of key (Memory Game, page 104) You bright/dull colours, toolkit vocabulary to revise eras, styles, artists See and artworks students are What I Caravaggio: The Step-by-step description already familiar with See? Crucifixion of St Peter of an artwork: The Book: page 8 Crucifixion of St Peter by Point out that there are Caravaggio things we cannot see in the picture but we are influenced by them (see page 13) Lesson 3 Era, Counter-Reformation, General introduction of TRY THIS : draw a big display, vivid imagery why and how the ’CLASSROOM ART MAP’ Part 1 Baroque style was (poster-size or bigger) and The Baroque Era — Il Gesù started. pin/stick the names of artists you teach about throughout The the year to the appropriate Baroqu Examine the country (on little flags/labels) e Style characteristic features of Book: page 16 a Baroque building (Il  Remember links to Gesù)  HISTORY TRY THIS : ’History in Bring a big ’Map of Pictures’ - have students Europe’ (of the time) to make a poster about make students familiar contemporary events using with the countries photos of paintings/sculptures/buildings. You can do this every time you EXERCISES: PAGE 17 introduce a new historic era.  MUSIC (Bach, Händel)  LITERATURE  SCIENCE History of Art 7 /1 ADDITIONAL / KEY TERMS / DEMONSTRATION / OPTIONAL PRESENTATION IMPORTANT WORKS OF TEACHER’S NOTES ACTIVITIES ACTIVITIES, ART NOTES

Lesson 4 Pioneer, vulgar, profane, The Baroque style in TRY THIS : refresh the steps secular Italy of criticism (see the Italian Baroque — Caravaggio’s art Introduction) with your Caravaggio The Conversion of St students and add your Book: page 19 Paul EXERCISES: PAGE 21 criteria to the interpretation. Have them express their INTERPRETATION 1 —THE feelings, reflections. Do this CONVERSION OF ST PAUL every time you start an Discussion of the work interpretation. of art based on a short introduction and questions – frontal, group/small group work Lesson 5 Canopy-altar, colonnade, Bernini’s art TRY THIS : organise an piazza imaginary ’guided tour’ to Italian Baroque — Revision: the parts of the St. Peter’s Basilica. Work in Bernini Bernini: Cathedra Petri, Christian church small groups. Students can Book: page 23 St Peter’s Piazza, write their ideas down, add EXERCISES: PAGE 26 Baldachin, The Ecstasy pictures and make INTERPRETATION 2 AND 3 — of St Theresa ST PETER’S BASILICA, THE brochures at home. ECSTASY OF ST THERESA Discussion of the work of art based on a short introduction and questions – frontal, group/small group work

CREATIVE TASK: drawing details of The Ecstasy of St Theresa History of Art 7 /2 ADDITIONAL / KEY TERMS / DEMONSTRATION / OPTIONAL PRESENTATION IMPORTANT WORKS OF TEACHER’S NOTES ACTIVITIES ACTIVITIES, ART NOTES Lesson 6 Arch-rival, convex, concave Borromini’ art  Remember links to  MATHEMATICS (convex, Italian Baroque — Borromini: San Carlo EXERCISES: PAGE 30 concave) Borromini alle Quattro Fontane TRY THIS : have students Book: page 30 describe the church (San Carlo alle Quattro Fontane) using the information and the pictures provided Lesson 7 Plaster cast, panel, Rubens’ art TRY THIS : make picture collaborator, sequence, cards using Rubens’ works Flemish Baroque — cycle Revision: differences and work in small groups. Rubens between Catholic and Have students put the Protestant countries in the Book: page 32 The Descent from the pictures in groups (religious, Baroque Era Cross, The Life of Marie secular, mythological). You EXERCISES: PAGE 36 de Medici, The Rape of INTERPRETATION 4 — THE can make it a competition the Daughters of DESCENT FROM THE CROSS with a prize of your choice. Leucippos Discussion of the work of  Remember links to art based on a short  RELIGION (Death of introduction and questions Christ) – frontal, group/small group work Comparison: paintings with the same subject CREATIVE TASK: writing a composition about the complementary wings of The Descent from the Cross History of Art 7 /3 ADDITIONAL / KEY TERMS / DEMONSTRATION / OPTIONAL PRESENTATION IMPORTANT WORKS OF TEACHER’S NOTES ACTIVITIES ACTIVITIES, ART NOTES Lesson 8 Elongated, portrait Van Dyck’s art  Remember links to  HISTORY (Charles I) Flemish Baroque — Charles I Hunting EXERCISES: PAGE 38 Van Dyck Book: page 37

Lesson 9 Province, keynote, religion, Comparison: Flemish TRY THIS : encourage patrons, topics, undercoat and Dutch Baroque students to collect pictures, Dutch Baroque — Frans Hals’ art read about more artists of Frans Hals The Laughing Cavalier, the time and add them to Book: page 40 The Banquet of the St. EXERCISES: PP. 41 AND their comparison table. (p. George Civic Guard (c 45 41) 1627) INTERPRETATION 5 — THE BANQUET OF THE ST GEORGE CIVIC GUARD (C.1627) Discussion of the painting painted in c. 1627 Comparison: ’One subject-two paintings’: comparison of the c. 1627 and the 1616 versions of The Banquet of the St. George Civic Guard History of Art 7 /4 ADDITIONAL / KEY TERMS / DEMONSTRATION / OPTIONAL PRESENTATION IMPORTANT WORKS OF TEACHER’S NOTES ACTIVITIES ACTIVITIES, ART NOTES

Lesson 10 Mature, transpose Rembrandt’s art TRY THIS : have students collect EXERCISES: PAGE 49 self-portraits of painters they Dutch Baroque — Self-portraits, The INTERPRETATION 6 — THE have already learnt about for Rembrandt Anatomy Lesson of Dr NIGHT WATCH this lesson. Make comparisons. Have them describe the artist Book: page 46 Tulp, The Jewish Bride, Discussion of the work of art based on a short and guess about his The Night Watch introduction and questions personality. – frontal, group/small Matching game: Have group work students prepare a set of cards Comparison: with self-portraits and another set Rembrandt’s early and late with short descriptions of the artists. Mix the pictures and the style descriptions, give one to each CREATIVE TASK: writing student and have them find the a biography of the artist pairs by asking questions to each based on his self-portraits other. Lesson 11 Colour chord Vermeer’s art TRY THIS : elicit/teach some EXERCISES: PAGE 52 key words necessary to Dutch Baroque — The Kitchenmaid, The INTERPRETATION 7 — THE describe an artist’s studio Vermeer Artist’s ARTIST’S STUDIO before you start the Book: page 50 Studio Discussion of the work of interpretation. art based on a short introduction and questions – frontal, group/small group work Comparison:  The painting technique of Vermeer, Rembrandt and Frans Hals  Girl With a Pearl Earring and Mona Lisa (CREATIVE TASK 1) CREATIVE TASK 2: making a world list in connection with a painter’s studio History of Art 7 /5 ADDITIONAL / KEY TERMS / DEMONSTRATION / OPTIONAL PRESENTATION IMPORTANT WORKS OF TEACHER’S NOTES ACTIVITIES ACTIVITIES, ART NOTES Lesson 12 Native, comic strip, satire England in the 17th  Remember links to century  LITERATURE (Swift, English Baroque — Marriage à la Mode Hogarth’s art Fielding) Hogarth Book: page 54 EXERCISES: PAGE 56

Lesson 13 Props, easy-going, How to tell them apart?- TRY THIS : divide the group spontaneous, Reynolds and into two smaller groups. English Baroque — inspire, pedantic Gainsborough Each group studies one of Reynolds & the paintings (cover the Gainsborough Reynolds: Sarah EXERCISES: PAGE 57 other one) for a few Book: page 57 Siddons as minutes. Then have them the Tragic COMPARISON : ’One ask questions about the Muse subject-two paintings’ other groups’ picture Gainsborough: Mrs Discussion and (information gap). After Sarah Siddons comparison of two collecting enough paintings of the same information have both subject groups explain each other’s pictures. Check the answers looking at the pictures. Lesson 14 Diameter The foremost English TRY THIS : have students architect of the Baroque collect pictures of other English Baroque — St Paul’s Cathedral era- Wren buildings designed by Wren. Wren Discuss his style. Book: page 60 EXERCISES: PAGE 60

Comparison: St Paul’s Cathedral (London) and St Peter’s Basilica (Rome) History of Art 7 /6 ADDITIONAL / KEY TERMS / DEMONSTRATION / OPTIONAL PRESENTATION IMPORTANT WORKS OF TEACHER’S NOTES ACTIVITIES ACTIVITIES, ART NOTES Lesson 15 Loose, fluid, attendant Velázquez and his art  Remember links to maid, shadowy, foreground,  HISTORY (Philip IV) Spanish Baroque — middle ground, background EXERCISES: PAGE 64 Velázquez INTERPRETATION 8 — LAS TRY THIS : for an extra Book: page 62 Las Meninas MENINAS homework assignment Portrait of Pope Discussion of the work students can compare the Innocent X of art based on a short Portrait of Pope Innocent X introduction and to a modern interpretation questions – frontal, by Francis Bacon (1909- group/small group work 1992): Study after Velazquez's Portrait of Pope Innocent X (1953) Lesson 16 Strand, synthesis, The Baroque style in  Remember links to grandiose France  HISTORY (Louis XIV) French Baroque — Mansard roof Poussin Poussin EXERCISES: PAGE 67 TRY THIS : Point out the Book: page 65 Versailles, The Holy INTERPRETATION 9 — THE similarities and differences Family on VERSAILLES PALACE between the Palace of the Steps Discussion of the work Versailles and the Esterházy Portrait of Louis XIV of art based on a short Palace in Fertőd introduction and questions – frontal, group/small group work Comparison: The Holy Family on the Steps by Poussin and other paintings with the same subject CREATIVE TASK: making a brochure about the Palace of Versailles History of Art 7 /7 ADDITIONAL / KEY TERMS / DEMONSTRATION / OPTIONAL PRESENTATION IMPORTANT WORKS OF TEACHER’S NOTES ACTIVITIES ACTIVITIES, ART NOTES

Lesson 17 Figure-head, picturesque The Baroque style in TRY THIS : put the best Germany and Austria vocabulary booklets on The Baroque in Würzburg Residenz, Revision: fresco-the display in the classroom Germa Zwinger, Schönbrunn technique, famous frescoes ( see CREATIVE TASK) from other artistic periods ny and Palace, Melk EXERCISES: PAGE 73 Austria INTERPRETATION 10 — Book: page 71 THE MONASTERY OF MELK Discussion of the work of art based on a short introduction and questions – frontal, group/small group work Comparison: Melk and other monasteries CREATIVE TASK: making a ’BUILDING AND ARCHITECTURE VOCABULARY BOOKLET’ Lesson 18-19 Religious order The Baroque style in  Remember links to Hungary  HISTORY (Ferenc The Baroque in College, Eger, EXERCISES: PAGE 77 Rákóczi II) Hungar Jesuit Church, INTERPRETATION 11 — TRY THIS : point out Baroque y Nagyszombat, FERENC RÁKÓCZI II BY buildings around the place Book: page 75 Kismarton, Fertõd ÁDÁM MÁNYOKI you live. The extra lesson (Esterházy Palace) Discussion of the work gives you the opportunity to Mányoki: Ferenc of art based on a short visit them with your Rákóczi II introduction and students. They will questions – frontal, remember the features group/small group work easier after seeing them in CREATIVE TASK: an real life. imaginary tour in a Hungarian Palace History of Art 7 /8 ADDITIONAL / KEY TERMS / DEMONSTRATION / OPTIONAL PRESENTATION IMPORTANT WORKS OF TEACHER’S NOTES ACTIVITIES ACTIVITIES, ART NOTES

Lesson 20 Superficial, playful, informal Rococo vs. Baroque TRY THIS : organise a ’debate’. Divide the class Rococo Watteau: The EXERCISES: PAGE 80 into two groups (Baroque Book: page 78 Pilgrimage and Rococo). Each group to Cythera, INTERPRETATION 12 — has to come up with as Wies Church THE PILGRIMAGE TO many reasons as they can CYTHERA BY WATTEAU to ’defend’ their style, i.e. to Discussion of the work explain why that style is of art based on a short better. introduction and questions – frontal, group/small group work Comparison/CREATI VE TASK: compare the Pilgrimage to Cythera to the Embarkation to Cythera. Lesson 21-22 All the works of art that There are several TRY THIS: include games were mentioned so far exercises to revise and and pictures to make the REVISION 1 – The deepen the knowledge revision playful and easy to Baroque Era of the students. remember Book: page 82 (memory games, quiz You can compile a test games, imaginary dialogues for you students using of characters in an artwork, similar exercises. acting out what is happening in an artwork, etc.) History of Art 7 /9 ADDITIONAL / KEY TERMS / DEMONSTRATION / OPTIONAL PRESENTATION IMPORTANT WORKS OF TEACHER’S NOTES ACTIVITIES ACTIVITIES, ART NOTES

Lesson 23-24 Enlightenment, reawaken, A general introduction to TRY THIS : have students collect revulsion, solemnity Neoclassicism pictures about Classical Greek Part 2 and Roman Art, use them From Neoclassical Art David: The Death of Revision: the main when you do the revision (group the pictures etc.) to Realism Marat features of Classical Herculaneum, Pompeii Greek and Roman Art  Remember links to Neoclassical Art Use picture cards and a  HISTORY (Enlightenment) Book: page 89 map  MUSIC (Haydn, Mozart, Beethoven) Point out the connection between Haydn and the Esterházy Palace. Explain the difference of styles in different countries.  LITERATURE (Goethe, Schiller, Csokonai, Kazinczy, Berzsenyi etc.) Lesson 25 Disciple, oath The most important  Remember links to characteristic features of  HISTORY (Reformkor in Neoclassical painting Ingres: ’La Grande Neoclassical painting Hungary) Book: page 91 Odalisque’, David: The EXERCISES: PAGE 93 Oath of the Horatii, TRY THIS : discuss the INTERPRETATION 13 — Károly Markó the Elder: elements that make the THE OATH OF THE HORATII Visegrád painting symbolic, e.g. the BY DAVID Discussion of the work of colour of one figure’s art based on a short clothes are the colours of introduction and questions the French flag – frontal, group/small group work CREATIVE TASK: acting out an imaginary dialogue based on The Oath of the Horatii History of Art 7 /10 ADDITIONAL / KEY TERMS / DEMONSTRATION / OPTIONAL PRESENTATION IMPORTANT WORKS OF TEACHER’S NOTES ACTIVITIES ACTIVITIES, ART NOTES Lesson 26 Chef-d’oeuvre Outstanding examples of  Remember links to Neoclassical sculpture  HISTORY (Napoleon Neoclassical Houdon: Voltaire, István Bonaparte) sculpture Ferenczy: Sheperdess EXERCISES: PAGE 95 Book: page 94 Canova: Cupid and Psyche Lesson 27 Memorial The most important  Remember links to characteristic features of  HISTORY (The Neoclassical Panthèon, British Neoclassical architecture formation of the United architecture Museum, Capitol, States-it is useful to Book: page 96 National EXERCISES: PAGE 98 know the preceding Museum,Budapest, events to understand Cathedral in Eger Revision: the Greek the art of the country) orders (you can mention that In Roman architecture they used two more: the Tuscan and the Composite orders) Comparison: Ancient Greek and Roman Architecture CREATIVE TASK/Comparison: the Panthéon and the Ancient Roman Pantheon History of Art 7 /11 ADDITIONAL / KEY TERMS / DEMONSTRATION / OPTIONAL PRESENTATION IMPORTANT WORKS OF TEACHER’S NOTES ACTIVITIES ACTIVITIES, ART NOTES

Lesson 28-29 Nonconformist A general introduction to TRY THIS : draw the Romanticism comparison table on the From 1800-50 Delacroix: Liberty board and fill it in as the Romanticism Leading the People EXERCISES: PAGE 100 class goes along – you can Book: page 99 make sure everybody gets Comparison: the right answers in the end Romanticism vs.  Remember links to Neoclassicism  HISTORY (Napoleonic (comparison table) wars)  LITERATURE (Heine, Blake, Byron, Shelley, Keats,Grimm brothers, Victor Hugo, Puskin, Vörösmarty, Petőfi, Arany, Jókai etc.)  MUSIC (Ferenc Liszt, Chopin, Schubert, Schumann, Wagner etc.)

History of Art 7 /12 ADDITIONAL / KEY TERMS / DEMONSTRATION / OPTIONAL PRESENTATION IMPORTANT WORKS OF TEACHER’S NOTES ACTIVITIES ACTIVITIES, ART NOTES

Lesson 30 Eliminate, grotesque, The most important TRY THIS : for the optional incompetence, indelible, characteristic features of Comparison task you can Romantic painting raft, repression Romantic painting have students do some Book: page 102 EXERCISES: PAGE 105 research about the political Gèricault: the Raft of INTERPRETATION 14 — background and Goya’s the Medusa, Goya, The THE RAFT OF THE MEDUSA attitude to the royal family. Giant Turner: Rain, BY GÈRICAULT This will make it easier for Steam and Speed, Discussion of the work them to recognise the Friedrich: Moonrise over of art based on a short criticism implied in the the Sea, Madarász: introduction and painting. Ilona Zrínyi Before the questions – frontal, Magistrate, Benczúr: group/small group work The Baptism of Vajk CREATIVE TASK:  interpreting a Hungarian Romantic painting  Comparison: Goya, Charles IV and his Family and Las Meninas Lesson 31 Ethnographic, grasp, The most important  Remember links to minute, significance characteristic features of  LITERATURE (Csokonai Romantic sculpture Romantic sculpture and Petőfi) Book: page 106 Bartholdi, Statue of EXERCISES: PAGE 107 TRY THIS: find pictures of Liberty INTERPRETATION 15 — the sculptures made of Miklós Izsó: Dancing DANCING PEASANT BY Csokonai and Petőfi. How Peasant MIKLÓS IZSÓ do they reflect the poets’ Discussion of the work personality? of art based on a short Encourage students to read introduction and poems by these poets. Do questions – frontal, the poems reflect the same group/small group work personality? History of Art 7 /13 ADDITIONAL / KEY TERMS / DEMONSTRATION / OPTIONAL PRESENTATION IMPORTANT WORKS OF TEACHER’S NOTES ACTIVITIES ACTIVITIES, ART NOTES

Lesson 32 Moorish, schematic, The most important  Remember links to tendency, testimony, trend characteristic features of  MUSIC (Wagner) Romantic Romantic architecture architecture Parliament in London, TRY THIS: listen to Wagner’s Book: page 108 Riedel: Neuschwanstein EXERCISES: PAGE 109 (or any other composer Castle, Feszl: Vigadó, from this era) music with Paxton: The Chrystal your students. Find out if Palce, Garnier: Opera they can connect fine art House (Paris), Ybl: and music (mood, feeling, Opera House subjects) (Budapest), St. Stephen Basilica, Steindl: Parliament, Schulek: Mathias Church, Fishermen’s Bastion, Eiffel: Eiffel Tower Lesson 33 Mass production, praise, Praising art before the  Remember links to rely on, sincere, threaten time of Raphael- The  HISTORY (Industrial The Pre-Raphaelite Arts and Crafts Pre-Raphaelite Revolution, the Brotherhood Brotherhood beginning of capitalism) Book: page 111 Rossetti: Beata Beatrix EXERCISES: PAGE 112 Textile Design by Morris INTERPRETATION 16 —  Remember to make BEATA BEATRIX BY references to other styles: ROSSETTI  Raphael’s art Discussion of the work  Mannerism used lurid of art based on a short colours as well introduction and  Arts and Crafts questions – frontal, Movement group/small group work  Mention Symbolism CREATIVE TASK: and Art Nouveau Wallpaper or textile briefly. design inspired by Morris’s design History of Art 7 /14 ADDITIONAL / KEY TERMS / DEMONSTRATION / OPTIONAL PRESENTATION IMPORTANT WORKS OF TEACHER’S NOTES ACTIVITIES ACTIVITIES, ART NOTES Lesson 34 Archetype, exploit, A short introduction to  Remember links to brushwood, transience, Realism  LITERATURE ( Gogol, Realism triviality, urban Tolstoy, Balzac, Dumas, Book: page 115 EXERCISES: PAGE 118 Stendhal, Dickens, Barbizon School Mikszáth, Móricz, INTERPRETATION 17 — Gárdonyi etc.) Courbet: The Artist’s THE ARTIST’S STUDIO BY Studio, COURBET Whistler: The Discussion of the work Artist’s Mother, of art based on a short Szinyei Merse: introduction and Picnic in May, questions – frontal, Munkácsy: group/small group work Woman Comparison: The Gathering Artist’s Studio by Brushwood Courbet and Vermeer

Lesson 35 Daguerrotype, silver- The beginning and  Remember links to chloride, exposure development of  CHEMISTRY (silver- A New Art Form: photography chloride) Photography Daguerre: A Portrait of Book: page 120 Charles L. Smith EXERCISES: PAGE 121

Comparison: Painting/Drawing and Photography The process of photography CREATIVE TASK: drawing and taking photos of the same subject, making comparisons History of Art 7 /15 ADDITIONAL / KEY TERMS / DEMONSTRATION / OPTIONAL PRESENTATION IMPORTANT WORKS OF TEACHER’S NOTES ACTIVITIES ACTIVITIES, ART NOTES

Lesson 36-37 All the works of art that There are several TRY THIS: include games were mentioned this school exercises to revise and and pictures to make the REVISION 2 – From year deepen the knowledge revision playful and easy to Neoclassical Art to of the students. remember Realism The Word List (page 124) (memory games, quizes, Book: page 123 helps students to collect the You can compile a test imaginary dialogues of words they need to know. for you students using characters in an artwork, similar exercises. acting out what is happening in an artwork, etc.)

My Art Library Encourage students to do Book: page 144 research and put sources in the table during the year

History of Art 7 /16