German Architectural Models in the Renaissance (1500 - 1620) Stephan Hoppe
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THE LATE RENAISSANCE and MANNERISM in SIXTEENTH-CENTURY ITALY 591 17 CH17 P590-623.Qxp 4/12/09 15:24 Page 592
17_CH17_P590-623.qxp 12/10/09 09:24 Page 590 17_CH17_P590-623.qxp 12/10/09 09:25 Page 591 CHAPTER 17 CHAPTER The Late Renaissance and Mannerism in Sixteenth- Century Italy ROMTHEMOMENTTHATMARTINLUTHERPOSTEDHISCHALLENGE to the Roman Catholic Church in Wittenberg in 1517, the political and cultural landscape of Europe began to change. Europe s ostensible religious F unity was fractured as entire regions left the Catholic fold. The great powers of France, Spain, and Germany warred with each other on the Italian peninsula, even as the Turkish expansion into Europe threatened Habsburgs; three years later, Charles V was crowned Holy all. The spiritual challenge of the Reformation and the rise of Roman emperor in Bologna. His presence in Italy had important powerful courts affected Italian artists in this period by changing repercussions: In 1530, he overthrew the reestablished Republic the climate in which they worked and the nature of their patron- of Florence and restored the Medici to power. Cosimo I de age. No single style dominated the sixteenth century in Italy, Medici became duke of Florence in 1537 and grand duke of though all the artists working in what is conventionally called the Tuscany in 1569. Charles also promoted the rule of the Gonzaga Late Renaissance were profoundly affected by the achievements of Mantua and awarded a knighthood to Titian. He and his suc- of the High Renaissance. cessors became avid patrons of Titian, spreading the influence and The authority of the generation of the High Renaissance prestige of Italian Renaissance style throughout Europe. would both challenge and nourish later generations of artists. -
Renaissance the Renaissance Approx
Renaissance The Renaissance approx. 1300 – 1600 (texts vary) • Means “rebirth,” specifically the rebirth of classical knowledge (ancient Greece & Rome) • “Birth” of the modern world (beginning of modern European history) • Bridges the Middle Ages to Modern Times • Begins in northern Italy (Florence) & spreads to the Italian city-states & then northern Europe (c.1450) By contrast to continental Europe, the Renaissance did not begin in England until the 16th century & lasted until the early 17th century (the time of Shakespeare) Renaissance vs. the Middle Ages • Renaissance was secular, not religious • Individual, not the group, was emphasized during the Renaissance • Renaissance occurred in urban ($), not rural, areas • It was the awakening of the human spirit - feelings & thoughts The Renaissance begins in Italy • Center of Greco-Roman civilization • Centrally located • Advantages of northern Italian city-states – Large urban centers – Wealth from trade – Merchants as patrons of the arts Rise of the Italian City-States • Northern Italian cities (centrally located) developed international trade which was linked to the Crusades & the Spice Trade – Cities included Genoa, Venice, Milan – The Renaissance started in Florence and followed the success of the Medici family which built their power on great wealth from banking & the manufacture & commerce of textiles Politics among the Italian City-States • Competition among the city-states meant that Italy did not unify politically which would lead to their downfall in the late 15th and early 16th centuries when French & Spanish armies invaded Italy • Before their downfall, an early balance-of- power pattern emerged • Italy would not unite until the mid-19th c. Major city-states & figures 1. -
The Italian High Renaissance (Florence and Rome, 1495-1520)
The Italian High Renaissance (Florence and Rome, 1495-1520) The Artist as Universal Man and Individual Genius By Susan Behrends Frank, Ph.D. Associate Curator for Research The Phillips Collection What are the new ideas behind the Italian High Renaissance? • Commitment to monumental interpretation of form with the human figure at center stage • Integration of form and space; figures actually occupy space • New medium of oil allows for new concept of luminosity as light and shadow (chiaroscuro) in a manner that allows form to be constructed in space in a new way • Physiological aspect of man developed • Psychological aspect of man explored • Forms in action • Dynamic interrelationship of the parts to the whole • New conception of the artist as the universal man and individual genius who is creative in multiple disciplines Michelangelo The Artists of the Italian High Renaissance Considered Universal Men and Individual Geniuses Raphael- Self-Portrait Leonardo da Vinci- Self-Portrait Michelangelo- Pietà- 1498-1500 St. Peter’s, Rome Leonardo da Vinci- Mona Lisa (Lisa Gherardinidi Franceso del Giacondo) Raphael- Sistine Madonna- 1513 begun c. 1503 Gemäldegalerie, Dresden Louvre, Paris Leonardo’s Notebooks Sketches of Plants Sketches of Cats Leonardo’s Notebooks Bird’s Eye View of Chiana Valley, showing Arezzo, Cortona, Perugia, and Siena- c. 1502-1503 Storm Breaking Over a Valley- c. 1500 Sketch over the Arno Valley (Landscape with River/Paesaggio con fiume)- 1473 Leonardo’s Notebooks Studies of Water Drawing of a Man’s Head Deluge- c. 1511-12 Leonardo’s Notebooks Detail of Tank Sketches of Tanks and Chariots Leonardo’s Notebooks Flying Machine/Helicopter Miscellaneous studies of different gears and mechanisms Bat wing with proportions Leonardo’s Notebooks Vitruvian Man- c. -
Renaissance and Baroque Art
Brooks Education (901)544.6215 Explore. Engage. Experience. Renaissance and Baroque Art Memphis Brooks Museum of Art Permanent Collection Tours German, Saint Michael, ca. 1450-1480, limewood, polychromed and gilded , Memphis Brooks Museum of Art Purchase with funds provided by Mr. and Mrs. Ben B. Carrick, Dr. and Mrs. Marcus W. Orr, Fr. And Mrs. William F. Outlan, Mr. and Mrs. Downing Pryor, Mr. and Mrs. Richard O. Wilson, Brooks League in memory of Margaret A. Tate 84.3 1 Brooks Education (901)544.6215 Explore. Engage. Experience. Dear Teachers, On this tour we will examine and explore the world of Renaissance and Baroque art. The French word renaissance is translated as “rebirth” and is described by many as one of the most significant intellectual movements of our history. Whereas the Baroque period is described by many as a time of intense drama, tension, exuberance, and grandeur in art. By comparing and contrasting the works made in this period students gain a greater sense of the history of European art and the great minds behind it. Many notable artists, musicians, scientists, and writers emerged from this period that are still relished and discussed today. Artists and great thinkers such as Leonardo Da Vinci, Michaelangelo Meisi da Caravaggio, Gian Lorenzo Bernini, Michelangelo di Lodovico Buonarroti Simoni, Dante Alighieri, Johann Sebastian Bach, and Galileo Galilei were working in their respective fields creating beautiful and innovative works. Many of these permanent collection works were created in the traditional fashion of egg tempera and oil painting which the students will get an opportunity to try in our studio. -
Renaissance Drawings from Germany and Switzerland, 1470-1600 March 27 to June 17, 2012 the J
Renaissance Drawings from Germany and Switzerland, 1470-1600 March 27 to June 17, 2012 The J. Paul Getty Museum at the Getty Center 5 5 1. Upper Rhenish Master 2. Martin Schongauer German, active about 1470 - 1490 German, about 1450/1453 - 1491 GERM GERM AN AN AND AND Christ as Gardener, About 1470-90 Peonies, About 1473 Pen and gray black ink Gouache and waterolor 24.1 x 10.8 cm (9 1/2 x 4 1/4 in.) 25.7 x 33 cm (10 1/8 x 13 in.) The J. Paul Getty Museum, Los Angeles The J. Paul Getty Museum, Los Angeles 2003.11 92.GC.80 5 5 3. After The Master of the Housebook 4. Unknown maker, German, 15th century GERM AN German, active about 1470 - 1500 AND Mary Magdelene with Angels, About 1490 GERM AN AND Courtly Scenes, About 1475-90 Pen and black ink with white gouache highlights on Pen and black ink reddish-brown grounded paper 24.1 x 21.7 cm (9 1/2 x 8 9/16 in.) 17 x 16.2 cm (6 11/16 x 6 3/8 in.) The J. Paul Getty Museum, Los Angeles The J. Paul Getty Museum, Los Angeles 2005.39 83.GG.355 March 14, 2012 Page 1 of 8 Additional information about some of these works of art can be found by searching getty.edu at http://www.getty.edu/art/gettyguide/ © 2012 J. Paul Getty Trust 5 5 recto and 5. Master of the Coburg Roundels 6. Mair von Landshut German, active about 1470 - 1500 German, about 1450 - 1504 GERM GERM AN AN AND Christ's Loincloth (Recto); Bookbinding and Christ's AND Angel, 1498 Loincloth (Verso), About 1490 Black ink and white tempera highlights on gray prepared Pen and brown and black ink, brown and gray wash paper (recto); pen and brown and black ink, brown and gray 12.4 x 9.5 cm (4 7/8 x 3 3/4 in.) wash, heightened with white gouache (verso) The J. -
Janson. History of Art. Chapter 16: The
16_CH16_P556-589.qxp 12/10/09 09:16 Page 556 16_CH16_P556-589.qxp 12/10/09 09:16 Page 557 CHAPTER 16 CHAPTER The High Renaissance in Italy, 1495 1520 OOKINGBACKATTHEARTISTSOFTHEFIFTEENTHCENTURY , THE artist and art historian Giorgio Vasari wrote in 1550, Truly great was the advancement conferred on the arts of architecture, painting, and L sculpture by those excellent masters. From Vasari s perspective, the earlier generation had provided the groundwork that enabled sixteenth-century artists to surpass the age of the ancients. Later artists and critics agreed Leonardo, Bramante, Michelangelo, Raphael, Giorgione, and with Vasari s judgment that the artists who worked in the decades Titian were all sought after in early sixteenth-century Italy, and just before and after 1500 attained a perfection in their art worthy the two who lived beyond 1520, Michelangelo and Titian, were of admiration and emulation. internationally celebrated during their lifetimes. This fame was For Vasari, the artists of this generation were paragons of their part of a wholesale change in the status of artists that had been profession. Following Vasari, artists and art teachers of subse- occurring gradually during the course of the fifteenth century and quent centuries have used the works of this 25-year period which gained strength with these artists. Despite the qualities of between 1495 and 1520, known as the High Renaissance, as a their births, or the differences in their styles and personalities, benchmark against which to measure their own. Yet the idea of a these artists were given the respect due to intellectuals and High Renaissance presupposes that it follows something humanists. -
Renaissance Studies
398 Reviews of books Denley observes that the history of the Studio dominates not only the historiography of education in Siena but also the documentary series maintained by various councils and administrators in the late medieval and Renaissance eras. The commune was much more concerned about who taught what at the university level than at the preparatory level. Such an imbalance is immediately evident when comparing the size of Denley’s own two studies. Nevertheless, he has provided a useful introduction to the role of teachers in this important period of intellectual transition, and the biographical profiles will surely assist other scholars working on Sienese history or the history of education. University of Massachusetts-Lowell Christopher Carlsmith Christopher S. Wood, Forgery, Replica, Fiction: Temporalities of German Renaissance Art. Chicago and London: The University of Chicago Press, 2008. 416 pp. 116 black and white illustrations. Cloth $55.00. ISBN 022-6905977 (hb). Did Germany have a Renaissance? The answer depends, of course, on one’s definition of Renaissance; whether one sees it mainly as an era of rebirth of the arts in imitation of the masters of classical antiquity or not. In Germany, the Romans stayed only in part of what is now the Bundesrepublik Deutschland, while a large Germania Libera (as the Romans called it) continued with her rustic but wholesome customs described by Tacitus as an example to his fellow countrymen. The Roman influence on Germanic lifestyle was limited and transitory and therefore a rebirth of classical antiquity could only be a complicated one. Not even the Italian peninsula had a homogeneous Roman antiquity (and it would be difficult to give precise chronological and geographical definitions of antiquity per se) but in the case of German Renaissance art the potential models needed to be explored in depth and from an extraneous vantage point. -
A Munich Example, a Hapsburg Model Esther Hoppe-Münzberg
Originalveröffentlichung in: García García, Bernardo J. (Hrsg.): Felix Austria : lazos familiares, cultura política y mecenazgo entre las cortes de los Habsburgo : family ties, political culture and artistic patronage between the Habsburg Courts Networks, Madrid 2016, S. 203-219 THE PRINCELY HORSE AS A WORK OF ART AND ITS ARCHITECTURAL FRAME A Munich Example, a Hapsburg Model Esther Hoppe-Münzberg Very often aspects of early modern buildings and cities have disappeared today. In these cases contemporary observers are insightful sources for subsequent generations. These writers provide us with literary equivalent of an Ariadne’s thread —not to escape the labyrinth, but a guide for immersing oneself into a time, a place and a culture, which are at times distant and diffcult to comprehend. I shall begin with an examination of the journey of Michel de Montaigne and the account of this literate foreigner. On his voyage to Switzerland and Italy he passed Germany and made several refections —precious testimonies on every day life in early modern times in central Europe. Hardly known are his notes on his feeting visit of his very short stay in Munich, which he summarizes with just a few lines1. Approaching from Augsburg via Fürstenfeldbruck he arrived in Munich at 20 October 1580. He describes the city in a very generous way thus the reader could simply understand that the traveller would reach Italy as quick as possible. The cosmopolite nobleman states the size of the capital of the Bavarian Duchy (as big as Bordeaux), the location (at the River Isar), the confession of the citizens (strongly catholic) and other facts (nice, populated and with a vivid commerce). -
The Early Netherlandish Underdrawing Craze and the End of a Connoisseurship Era
Genius disrobed: The Early Netherlandish underdrawing craze and the end of a connoisseurship era Noa Turel In the 1970s, connoisseurship experienced a surprising revival in the study of Early Netherlandish painting. Overshadowed for decades by iconographic studies, traditional inquiries into attribution and quality received a boost from an unexpected source: the Ph.D. research of the Dutch physicist J. R. J. van Asperen de Boer.1 His contribution, summarized in the 1969 article 'Reflectography of Paintings Using an Infrared Vidicon Television System', was the development of a new method for capturing infrared images, which more effectively penetrated paint layers to expose the underdrawing.2 The system he designed, followed by a succession of improved analogue and later digital ones, led to what is nowadays almost unfettered access to the underdrawings of many paintings. Part of a constellation of established and emerging practices of the so-called 'technical investigation' of art, infrared reflectography (IRR) stood out in its rapid dissemination and impact; art historians, especially those charged with the custodianship of important collections of Early Netherlandish easel paintings, were quick to adopt it.3 The access to the underdrawings that IRR afforded was particularly welcome because it seems to somewhat offset the remarkable paucity of extant Netherlandish drawings from the first half of the fifteenth century. The IRR technique propelled rapidly and enhanced a flurry of connoisseurship-oriented scholarship on these Early Netherlandish panels, which, as the earliest extant realistic oil pictures of the Renaissance, are at the basis of Western canon of modern painting. This resulted in an impressive body of new literature in which the evidence of IRR played a significant role.4 In this article I explore the surprising 1 Johan R. -
Journal of Medieval Art and Architecture
Peregrinations: Journal of Medieval Art and Architecture Volume 3 Issue 3 2012 Peregrinations: Journal of Medieval Art and Architecture (Volume 3, Issue 3) Follow this and additional works at: https://digital.kenyon.edu/perejournal Part of the Ancient, Medieval, Renaissance and Baroque Art and Architecture Commons Recommended Citation . "Peregrinations: Journal of Medieval Art and Architecture (Volume 3, Issue 3)." Peregrinations: Journal of Medieval Art and Architecture 3, 3 (2012). https://digital.kenyon.edu/perejournal/vol3/iss3/20 This Full Issue is brought to you for free and open access by the Art History at Digital Kenyon: Research, Scholarship, and Creative Exchange. It has been accepted for inclusion in Peregrinations: Journal of Medieval Art and Architecture by an authorized editor of Digital Kenyon: Research, Scholarship, and Creative Exchange. For more information, please contact [email protected]. et al. Welcome Welcome to this issue of Peregrinations: Journal of Medieval Art & Architecture Current Issue featuring articles on a wide range of subjects and approaches. We are delighted to present articles that all call for a reexamination of longheld beliefs about such ideas as the origin Photo‐bank and development of horseshoe arches (Gregory B. Kaplan), how and whether one can identify a Cistercian style of architecture in a particular area (Cynthia Marie Canejo), About the whether late medieval wills are truly reflective of the wishes of the decedent and how that Society affected pilgrimage and art in late medieval England (Matthew Champion), and whether an identification of a noble horseman in an earlysixteenth century painting can survive Submission scrutiny (Jan van Herwaarden). -
Renaissance Art in Northern Europe
Professor Hollander Fall 2007 AH107 T, Th 2;20-3:45 AH107 HONORS OPTION STATEMENT Martha Hollander AH107, Northern Renaissance Art, covers visual culture—manuscript and panel painting, sculpture, tapestries, and printmaking,–– in fifteenth-and sixteenth-century Netherlands, Northern France, and Germany. Within a roughly chronological framework, the material is organized according to nationality and, to some extent, thematically, The four essays focus on areas of inquiry that occur at specific moments in the course. (Each essay is due the week during or after the relevant material is covered in class.) The attached reading list, which supplements the regular reading for the course, is designed as a resource of these essays. Two essays (2 and 3) are concerned with important texts of art theory as well as secondary scholarly texts which involve reading the texts and using artworks of the student’s choosing as illustrative examples. The other two essays (1 and 4) require in- depth analysis of specific assigned artworks, guiding the student to place the works in their artistic and social context. Taken together, the four essays (comprising between 8-15 pages) supplement the regular work of the course by enhancing the essential objectives of the course. The student will have the opportunity to exercise skills in understanding and applying contemporary ideas about art; and in engaging with specific objects. Each essay grade will be 10% of the final grade. The weight of the grades for regular coursework will be adjusted accordingly. The student and I will meet during my office hour every other week for planning and discussion. -
Uses of the Visual in Early Modern Germany, C
Albrecht Durer and the Uses of the Visual in Early Modern Germany, c. 1450-1600 Professors Ulinka Rublack and Sachiko Kusukawa, Drs Spike Bucklow and Lucy Wrapson Few periods are as exciting as Renaissance and Reformation Germany in visual terms. Printing was a new medium, and German skill in creating printed images cutting edge. Innovation was everywhere – in terms of subjects, such as the selfie, witches or the depiction of new world inhabitants, as well as technologies, such as light-weight armour or extraordinary male fashion. Cabinets of curiosities became the most fashionable way to engage with the visual, and courts spent extraordinary sums of money to buy coconut cups or corals. The very first treatise on collecting for such cabinets was authored at the end of our period in Germany, and its analysis will also end our course. The first part of this year’s course will particularly focus on Albrecht Dürer, one of the most innovative and creative artists of all times. We will collaborate with Dr Spike Bucklow and Dr Lucy Wrapson at the Hamilton Kerr Institute of painting conservation and have the unique opportunity to spend several sessions out in the Institute´s idyllic setting in an old mill in Whittlesford to recreate some of the steps Dürer himself would have undertaken to paint. The point of this exercise is to gain a better understanding of a Renaissance painter´s time, skill and his self-representation through reworking some of his processes. You do not need any artistic talent at all. For the rest of the course we will follow in part Michael Baxandall’s groundbreaking attempts to root an analysis of the visual in the contexts of production, the materiality of media and particular visual logic of the time, as well as the individual contribution of particular artists.