1. Classical, Medieval, and Renaissance Art Special Thanks to Ms. Stewart for the PowerPoint

2. Why are we learning about art? Art is… Important in every society P.E.R.S.I.A. Portrays the daily lives of the people in that culture Shows what the people think is important, beautiful, and valid Expresses the emotions that the artists feel. Provides decoration

3. Rediscovering the Classical Tradition Through Art

4. Lesson 4 Objectives SWBAT cite artistic, literary, and philosophical creativity, as contrasted with the medieval period, by: 1.Learning about the elements of classical, medieval, and Renaissance art 2.Identifying the period – classical, medieval, or Renaissance – in which six artworks were created SWBAT cite artistic, literary, and philosophical creativity, as contrasted with the medieval period, by: 1.Learning about the elements of classical, medieval, and Renaissance art 2.Identifying the period – classical, medieval, or Renaissance – in which six artworks were created

5. Classical art showed the importance of people and leaders, as well as gods and goddesses Medieval art and literature focused on the Church and salvation Renaissance art and literature focused on the importance of people and nature, along with religion

6. Shows a man throwing a discus-a real life activity Pose is balanced Features are calm with no emotion Body is perfect and idealized Little sense of background Shows a man throwing a discus-a real life activity Pose is balanced Features are calm with no emotion Body is perfect and idealized Little sense of background Classical Copy of Myron's Discobolus Roman Marble Sculpture 450 BCE Classical Copy of Myron's Discobolus Roman Marble Sculpture 450 BCE

7. Medieval Subjects are mostly religious Figures are flat/stiff looking Saints in paintings wore halos around their heads Hieratic scale: representing the sizes of things according to their importance, rather than how they would appear in the real world. Little emotion No background or perspective Subjects are mostly religious Figures are flat/stiff looking Saints in paintings wore halos around their heads Hieratic scale: representing the sizes of things according to their importance, rather than how they would appear in the real world. Little emotion No background or perspective

8. This sculpture was made to fit into an arching space, called a tympanum, over the entrance doors to a church in France in about A.D. 1120. Bodies were not important for their own sakes to this artist, and the figures do not try to look like real bodies. The artist wanted to make a beautiful pattern on the flat stone that would also fit the space of the arch, and he wanted to convey a religious meaning. This sculpture was made to fit into an arching space, called a tympanum, over the entrance doors to a church in France in about A.D. 1120. Bodies were not important for their own sakes to this artist, and the figures do not try to look like real bodies. The artist wanted to make a beautiful pattern on the flat stone that would also fit the space of the arch, and he wanted to convey a religious meaning. Narthex Tympanum, AD. 1120, sculpture

9. Renaissance The School of Athens Raphael, fresco, 1510 Vatican City Perspective Subjects are mainly secular, but can be religious Figures look idealized, but can also look like everyday ordinary people Bodies are active Clothed or unclothed Faces are expressive Detail

11. Plato: looks to the heavens -or the IDEAL realm. Painted as da Vinci Aristotle: looks to this earth-the here and now.

12. Today you will act in the role of art expert to decipher the differences in Classical, Medieval, or Renaissance art.

13. Instructions: 1.You will examine each piece of art. 2.Using the handout that refers to the characteristics of each art period you will select the correct style of art. 3.Circle the correct time period 4.List all of the reasons you chose this time period- there should be a minimum of three reasons. 5.Select one person from your group to record the answer next to the picture on the board and one to present your answer to the class-one group per art piece will be selected randomly to present why you chose the time period. Instructions: 1.You will examine each piece of art. 2.Using the handout that refers to the characteristics of each art period you will select the correct style of art. 3.Circle the correct time period 4.List all of the reasons you chose this time period- there should be a minimum of three reasons. 5.Select one person from your group to record the answer next to the picture on the board and one to present your answer to the class-one group per art piece will be selected randomly to present why you chose the time period.

15. Title: Madonna and Child with Two Angels Artist: Filippo Lippi Date: 1406 CE Time Period: Renaissance Although the theme is religious, the Madonna is painted as a real woman. Clothing and furniture is ‘modern’. “Hey! Look what I have!”

17. Title: Bathing Venus Artist: Unnamed Roman Artist Date: 3rd Century BCE Time Period: Classical No emotion.

19. Title: Venus and Adonis Artist: Titian Date: 1550 CE Time Period: Renaissance Pagan theme. Perspective. Modern techniques. Emotion

21. Title: Madonna and Child Enthroned Artist: Cimabue Date: 1280 CE Time Period: Medieval Influenced by the Byzantine style Hierarchical scale Halos Flat

23. Title: Grave Stele of Hegeso Artist: Unknown Greek Artist Date: 400 BCE Style: Classical Lack of background. Classic Greek clothing. Greek architecture.

25. Title: Bayeux TapestryTells a story. Artist: Unknown Artist Date: 1082 CEDressed in Medieval Time Period: Medievalclothing.

27. Title: Pieta Artist: Michelangelo Date: 1475 CE Time Period: Renaissance Mary is a real woman. Wrought with emotion.

28. Give an example of how our objectives were met: SWBAT cite artistic, literary, and philosophical creativity, as contrasted with the medieval period, by: 1.Learning about the elements of classical, medieval, and Renaissance art 2.Identifying the period – classical, medieval, or Renaissance – in which six artworks were created

29. Reflection