1. History of the Ancient and Medieval World
The Renaissance
Walsingham Academy
Mrs. McArthur
Room 111

2. Term 4: Required Reading
The Second Mrs. Gioconda
E.L. Konigsburg
ISBN-13:
What’s weird about these covers?

4. 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..)

5. 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.

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

7. 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.

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

9. 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.)

10. 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
It gave firsthand information about Renaissance artists from a contemporary, knowledgeable source
His wide-ranging talents and avid curiosity reflect Renaissance ideals.
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?

12. 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)

13. VirtÙ 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.

14. 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.)
Using your homework:
Explain the qualities that Machiavelli believed a successful prince must have?
Is this view valid today? Explain.

15. How Gargantua was carried 11 months in his mother’s stomach
Discuss
Self-Test
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

16. The Renaissance: An Expanding World
Why does Rabelais compare his time to that of Plato and Cicero?
Rabelaisian: behavior marked by gross, robust humor or bold naturalism.
Can you provide any examples?
Renaissance humanists compared their own time to that of the classical world.

17. 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
The Mannerist Art of Benvenuto Cellini
The Salieri (Saltcellar) of Francis I by Benvenuto Cellini , gold and enamel with ebony base, 26 x 33,5 cm Kunsthistorisches Museum, Vienna
Florentine Mannerist artist Benvenuto Cellini ( ) wrote one of the most engaging memoirs ever written, claiming descent back 1500 years to a captain under the command of Julius Caesar in the 1st c B.C. Cellini is described by others as boisterous, licentious, sensual, a murdering braggart. Nevertheless, this ruffian produced Mannerist style art works of remarkable beauty for a king. One such Mannerist work is The Saltcellar of Francis I commissioned by the King of France. Executed in , Cellini's Mannerist masterpiece in gold and enamel depicts the god of the sea, Neptune, and the goddess of agriculture, Ceres, fitting figures to grace a king's dining room table. Cellini himself describes the work a "the interminglement of land and ocean."
The two figures are seated leaning back with their legs interlaced. Typical of Mannerist art, the center of the composition is completely empty, and the figures are posed in strained, unbalanced postures. Neptune places his hand on a ship which held salt for the table, while Ceres rests her hand on a temple which held pepper. The rest of this Mannerist composition is luxuriantly decorated with various flora, fauna, and sea life. Important guests at the king's table would have been seated closest to the Saltcellar. Despite his grandiose claims and constant difficulties with both civil and papal authorities, Cellini remains one of the most extraordinary Mannerist artists of the Late Renaissance. He was born and died in Florence.
Brenda Harness, Art Historian

18. The Pietà
by Michelangelo

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

20. Assignment 1
Read text, pp Identify main ideas (Begin Note Taking photocopy)
Define 5 bold-blue terms and answer 1 checkpoint question.
Complete map skills activity, pp 413. Use link, if preferred.
Whom do you consider a “Renaissance person?” Justify your choice.

21. How Gargantua was carried 11 months in his mother’s stomach
Assignment 2
Read text, pp and complete Note Taking photocopy.
Define 6 bold-blue terms and answer 2 Checkpoint questions.
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

22. Gutenberg’s press and movable type
Assignment 3
Read text, pp
Define 9 terms and answer 3 checkpoint questions.
New Technology
c. 1450
Gutenberg’s press and movable type

23. Assignment 4 Infographic, pp 420-421 with questions.
Possible participation grade
Albrecht Dürer: Self-Portrait

24. Assignment 5 Read text, pp 417
What is Machiavelli’s general view of people? How might his experience as a diplomat have shaped this view?
Answer Thinking Critically questions.
What is the meaning of the word Machiavellian today? (check a dictionary)

25. Assignment 1 Re-read text, pp. 270-271, Upheaval in the Church
Identify all blue terms and answer Checkpoint question, 424
Map: Renaissance Europe, 1600
Renaissance Project Deadline: Tues., 4/20 (In-class workdays: Wed., 4/4 and Monday, 4/16. Be sure to consult Project Parameters and Rubric

26. Renaissance Portrait Project: due 4/20
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
A visual composition
A text that answers: what aspects or characteristics (who, what, when, where and why) qualify the individual as a “Renaissance person” and/or “genius?”
Guides for development and Rubric are in Class Notes.

27. 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.

28. In-Class Activity Renaissance Portraits
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.”

29. Renaissance Portrait: Criteria Matrix
Defining Characteristics of Renaissance
Details of Individual’s life/career
Image that reflects/documents columns 1&2 1. 2. 3. 4.

30. 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.