Renaissance Secularism, Humanism and Individualism in Literature &

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Renaissance Secularism, Humanism and Individualism in Literature & Art Take notes in chart for Notebook Packet New Patterns of Renaissance Thought Secularism comes from the word secular, meaning “of this world”. Before the Renaissance, medieval Christian civilization had been largely concerned with faith and salvation in the afterlife. The new economic and political opportunities opening up for Western Europe in the Late Middle Ages encouraged more people to take an interest in this world. During the Renaissance people started to see life on Earth as worth living for its own sake, not just as an ordeal to endure before going to heaven. The art of the period in particular exhibited this secular spirit, showing detailed and accurate scenery, anatomy, and nature. Medieval artists generally ignored such realistic aspects in their paintings which focused only on the glory of God. This is not to say that Renaissance people had lost faith in God. Religion was still the most popular theme for paintings during the Renaissance, but people were finding other things worth living for. Humanism relates to secularism in that it is the concept that places human beings, not God or faith, as the center of attention in life. Renaissance art, which portrayed the human body as a thing of beauty in its own right, not like some medieval "comic strip" character whose only reason to exist was for the glory of God. Along those lines, Renaissance philosophers and writiers saw humans as intelligent creatures capable of reason (and questioning authority) rather than mindless pawns helplessly manipulated by God. Even the term for Renaissance philosophers, "humanists", shows how the focus of peoples' attention had shifted from Heaven and God to this world and human beings. It also described the group of scholars who drew upon the more secular Greek and Roman civilizations for inspiration. Renaissance Literature Illustrates New Patterns of Thought Machiavelli & Castiglione https://www.youtube.com/watch?v=K0GSxSansbI Examples of Medieval Art Italian Renaissance Art Rafael Donatello Botticelli Michelangelo Leonardo da Vinci Northern Renaissance Art Van Eyck Dürer Bruegel Holbein.

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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.
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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.
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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.
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English Renaissance
1 ENGLISH RENAISSANCE Unit Structure: 1.0 Objectives 1.1 The Historical Overview 1.2 The Elizabethan and Jacobean Ages 1.2.1 Political Peace and Stability 1.2.2 Social Development 1.2.3 Religious Tolerance 1.2.4 Sense and Feeling of Patriotism 1.2.5 Discovery, Exploration and Expansion 1.2.6 Influence of Foreign Fashions 1.2.7 Contradictions and Set of Oppositions 1.3 The Literary Tendencies of the Age 1.3.1 Foreign Influences 1.3.2 Influence of Reformation 1.3.3 Ardent Spirit of Adventure 1.3.4 Abundance of Output 1.4 Elizabethan Poetry 1.4.1 Love Poetry 1.4.2 Patriotic Poetry 1.4.3 Philosophical Poetry 1.4.4 Satirical Poetry 1.4.5 Poets of the Age 1.4.6 Songs and Lyrics in Elizabethan Poetry 1.4.7 Elizabethan Sonnets and Sonneteers 1.5 Elizabethan Prose 1.5.1 Prose in Early Renaissance 1.5.2 The Essay 1.5.3 Character Writers 1.5.4 Religious Prose 1.5.5 Prose Romances 2 1.6 Elizabethan Drama 1.6.1 The University Wits 1.6.2 Dramatic Activity of Shakespeare 1.6.3 Other Playwrights 1.7. Let‘s Sum up 1.8 Important Questions 1.0. OBJECTIVES This unit will make the students aware with: The historical and socio-political knowledge of Elizabethan and Jacobean Ages. Features of the ages. Literary tendencies, literary contributions to the different of genres like poetry, prose and drama. The important writers are introduced with their major works. With this knowledge the students will be able to locate the particular works in the tradition of literature, and again they will study the prescribed texts in the historical background.
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45 BIBLIOTECA DI STUDI SLAVISTICI Giovanna Siedina Giovanna Essays on the Spread of Humanistic and Renaissance Literary Civilization in the Slavic World Civilization in the Slavic World (15th-17th Century) Civilization in the Slavic World of Humanistic and Renaissance Literary Essays on the Spread (15th-17th Century) edited by Giovanna Siedina FUP FIRENZE PRESUNIVERSITYS BIBLIOTECA DI STUDI SLAVISTICI ISSN 2612-7687 (PRINT) - ISSN 2612-7679 (ONLINE) – 45 – BIBLIOTECA DI STUDI SLAVISTICI Editor-in-Chief Laura Salmon, University of Genoa, Italy Associate editor Maria Bidovec, University of Naples L’Orientale, Italy Scientific Board Rosanna Benacchio, University of Padua, Italy Maria Cristina Bragone, University of Pavia, Italy Claudia Olivieri, University of Catania, Italy Francesca Romoli, University of Pisa, Italy Laura Rossi, University of Milan, Italy Marco Sabbatini, University of Pisa, Italy International Scientific Board Giovanna Brogi Bercoff, University of Milan, Italy Maria Giovanna Di Salvo, University of Milan, Italy Alexander Etkind, European University Institute, Italy Lazar Fleishman, Stanford University, United States Marcello Garzaniti, University of Florence, Italy Harvey Goldblatt, Yale University, United States Mark Lipoveckij, University of Colorado-Boulder , United States Jordan Ljuckanov, Bulgarian Academy of Sciences, Bulgaria Roland Marti, Saarland University, Germany Michael Moser, University of Vienna, Austria Ivo Pospíšil, Masaryk University, Czech Republic Editorial Board Giuseppe Dell’Agata, University of Pisa, Italy Essays on the Spread of Humanistic and Renaissance Literary Civilization in the Slavic World (15th-17th Century) edited by Giovanna Siedina FIRENZE UNIVERSITY PRESS 2020 Essays on the Spread of Humanistic and Renaissance Literary Civilization in the Slavic World (15th- 17th Century) / edited by Giovanna Siedina. – Firenze : Firenze University Press, 2020.
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Janson. History of Art. Chapter 16: The
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European Literature: Renaissance and Reformation
Grade 12 ► Unit 2 European Literature: Renaissance and Reformation This six-week unit introduces students to the literature of the Renaissance and Reformation, exploring its continuity with and departure from the literature of the Middle Ages. OVERVIEW o Students consider Renaissance writers’ interest in ancient Greek and Latin literature and myth; their preoccupation with human concerns and life on earth; their aesthetic principles of harmony, balance, and divine proportion; and exceptions to all of these. This leads to a discussion of how literary forms themselves reflect religious, philosophical, and aesthetic principles. As students compare the works of the Renaissance with those of the Middle Ages, they will recognize the overlap and continuity of these periods. In addition, they consider how the outstanding works of the era transcend their time and continue to inspire readers and writers. The English Renaissance of the seventeenth century includes additional works by William Shakespeare. In their essays, students may analyze the ideas, principles, and form of a literary work; discuss how a work bears attributes of both the Middle Ages and the Renaissance; discuss convergences of Renaissance literature and arts; or pursue a related topic of interest. FOCUS STANDARDS o These Focus Standards have been selected for the unit from the Common Core State Standards. RL.11-12.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) RL.11-12.6: Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
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Venetian Capital, German Technology and Renaissance Culture in the Later Fifteenth Century
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The Image of Early Netherlandish Art in the Long Nineteenth Century
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