History of the Ancient and Medieval World Walsingham Academy Ms. Hockaday Walsingham Academy Ms. Hockaday The Renaissance

The Renaissance Man - the Measure of all Things A “rebirth” that Begins in the Italian city-states (1300s+,) Moves north (1500s+,) Inspires protest (Reformation,) Dares to venture abroad (Voyages of Exploration,) and over time, Ignites revolutions (scientific, English, American, French, Russian, etc..)

Italy: Birthplace of Renaissance Why? Italy is located in the center of the Mediterranean region, surrounded on three sides by water, possessing good natural ports. Italy was the home of the Roman Empire, possessing many remains of that civilization. Italy was urban and center of trade, banking – concentration of wealth. Italy’s cities were cosmopolitan – diversity of people, cultures, ideas. Italy’s city-states were competitive, which encouraged innovation. Wealthy merchant-bankers (rulers) were patrons of the arts. It was chic. Cities had greater concentrations of artists, artisans, scholars.

Italy: Birthplace of Renaissance Lorenzo “the Magnificent” The merchant as patron of arts

The Renaissance An expression of change and creativity that shaped how people saw themselves and the world as reflected by: A new world view A spirit of adventure Humanism The new practices and ideas confined to an elite – did not effect the ordinary person. It witnessed an extraordinary flowering of genius.

A New Worldview Renewed enthusiasm for the classical world including languages and learning. Emphasis on the “here and now” and individual achievement. Belief in man’s many and varied talents.

A Spirit of Adventure Beyond Europe: voyages of discovery Intellectual curiosity and skepticism

Renaissance Humanism Revival of classical education: languages, grammar, poetry, rhetoric, history Judgments based on the light of personal experience. Learning used to seek a happy life. François Rabelais: Fais ce que tu voudras. (Do what you want.)

Love of learning make us truly human. ('studia humanitatis.' )* To each species of creatures has been allotted a peculiar and instructive gift. Galloping comes naturally to horses, flying to birds. To man only is given the desire to learn… For learning and virtue are peculiar to man. * Battista Guarino (1459)

Virt Ù Not virtue in modern sense The ability to make an impact on one’s chosen field of endeavor. Ruler: ability to shape society as a whole.

An Artist Becomes a Biographer Why was Vasari’s book so important? What other arts felt the effects of the Renaissance? Who served as a key patron of such activities? Why? Why is da Vinci described as the archetypical ideal “Renaissance Man?” Painting a Renaissance Marvel What concession did the Pope give to Michelangelo? Why was he given such freedom? What does this suggest about both the Pope and the artist?

The Renaissance: An Expanding World 1.Why does Rabelais compare his time to that of Plato and Cicero? 2.Rabelaisian: behavior marked by gross, robust humor or bold naturalism. Can you provide any examples?

Discuss Rabelais: Using the giant as a metaphor for man’s vast and varied talents. How Gargantua was carried 11 months in his mother’s stomach Self-Test

Renaissance Portrait Project: due Friday, 4/25 Task: On your own or with a partner, create a 2- page portrait (8 1/2 x 11”) of an Renaissance figure who reflects the ideals and practices of that age. For your individual, produce 2 documents (using Word and/or PowerPoint 1.A visual composition 2.A text that answers: what aspects or characteristics (who, what, when, where and why) qualify the individual as a “Renaissance person” and/or “genius?”

In-Class Activity Renaissance Portraits For your individual, take notes using a criteria matrix. Ask yourself what details of the person’s life or career suggest traits or characteristics that reflect the ideals and practices of the Renaissance and that qualify them as “Renaissance persons.”

Renaissance Portrait: Criteria Matrix Defining Characteristics of Renaissance Details of Individual’s life/career Image that reflects/documents columns 1&

Project Rubric Project ties definition of Renaissance as developed in course to the life/work of 1 contemporary. Visuals chosen support text and promote understanding of individual’s contributions Project reflects guidelines established, displays appropriate technical, i.e. DTP, standards developed. Bonus: Project is a polished product displaying key practices modeled in class: reflection, collaboration, personal deadlines and the benefits of constructive criticism.

The Pietà by Michelangelo

A Renaissance Person Choose 1 individual from the period we have studied and discussed and explain how he reflects the ideals of the Renaissance. For your individual, take notes with a particular emphasis on details of the person’s life or career that suggest traits or characteristics that reflect the ideals and practices of the Renaissance and that qualify them as “Renaissance persons.”

Machiavelli: The Prince Machiavelli advised rulers that they must be like both the fox (to know about traps and how to avoid them) and the lion (to terrify the wolves.) 1.Using the quote above, explain the qualities that Machiavelli believed a successful prince must have? 2.What does machiavellian mean today? Is it fair to call Machiavelli machiavellian?

The King Orders a Saltcellar (Primary Source Activity) The Salieri (Saltcellar) of Francis I by Benvenuto Cellini , gold and enamel with ebony base, 26 x 33,5 cm Kunsthistorisches Museum, Vienna

What is genius? In the Renaissance there appears to have been an explosion of talent, especially in the arts. 1. Were people smarter? Explain. 2. What factors help explain the appearance of so much accomplishment?

A Renaissance Portrait In what ways might William Shakespeare be cited as an example of a Renaissance Man? In your answer, be sure to link (1) our definition of Renaissance (2) our discussion of Renaissance education with specific facts about Shakespeare’s life and work.

Assignment 1: due 4/7 1.Read text, pp Identify main ideas (Begin Note Taking photocopy) 2.Define 5 bold-blue terms and answer 1 checkpoint question. 3.Complete map skills activity, pp 413. Use link, if preferred. 4.Whom do you consider a “Renaissance person?” Justify your choice. Quiz on the Renaissance on Friday 4/11

Assignments 1-2 : due 4/8 1.Read text, pp and complete Note Taking photocopy. 2. Define 6 bold-blue terms and answer 2 Checkpoint questions. 3.Answer Thinking Critically questions, pp 415 Rabelais: Using the giant as a metaphor for man’s vast and varied talents. How Gargantua was carried 11 months in his mother’s stomach Quiz on the Renaissance on Friday 4-11

Assignment 3- Due 4/9 1.Read text, pp Define 9 terms and answer 3 checkpoint questions. New Technology c Gutenberg’s press and movable type Quiz on the Renaissance on Friday 4/11

Assignment 4: due 4/10 1.Read text, pp What is Machiavelli’s general view of people? How might his experience as a diplomat have shaped this view? 3.Answer Thinking Critically questions. 4.What is the meaning of the word Machiavellian today? (check a dictionary) Quiz on the Renaissance- Friday 4/11 Renaissance Project Deadline: Fri., 4/25 (In-class workdays: Throughout this week and Tuesday, 4/22. Be sure to consult Project Parameters and Rubric

Assignment 5: due 4/11 1.Infographic, pp with questions. 2.Possible participation grade Albrecht Dürer: Self-Portrait Quiz on the Renaissance- Friday 4/11 Renaissance Project Deadline: Fri., 4/25 (In- class workdays: Throughout this week and Tuesday, 4/22. Be sure to consult Project Parameters and Rubric Have a GREAT BREAK!!!

Renaissance Portrait Project: due 4/25 Task: On your own or with a partner, create a 2- page portrait (8 1/2 x 11”) of an Renaissance figure who reflects the ideals and practices of that age. For your individual, produce 2 documents (using Word and/or PowerPoint 1.A visual composition 2.A text that answers: what aspects or characteristics (who, what, when, where and why) qualify the individual as a “Renaissance person” and/or “genius?” 3.Guides for development and Rubric are in Class Notes.