Renaissance Humanist Approach PDF

ABSS8_ch03.qxd 2/9/07 1:35 PM Page 58 3 The Humanist Approach FIGURE 3-1 Michelangelo’s sculpture shows David just before the battle with Goliath. What emotions do you rea...

ABSS8_ch03.qxd 2/9/07 1:35 PM Page 58 3 The Humanist Approach FIGURE 3-1 Michelangelo’s sculpture shows David just before the battle with Goliath. What emotions do you read in his expression? 58 Unit 1 Renaissance Europe ABSS8_ch03.qxd 2/9/07 1:35 PM Page 59 WORLDVIEW INQUIRY Geography In what ways can shifts in ideas affect Knowledge Time a society’s worldview? Worldview Economy Beliefs 1504. Michelangelo’s huge marble sculpture David was being Values Society hauled by workers from his studio to the Palazzo Vecchio, the political centre of Florence. A stone flew through the air, hitting the face of the sculpture. Michelangelo cried out as if he had been struck himself. He rushed to see if the In This Chapter What is the meaning of life? What is the right way to behave? marble had been damaged. The exhausted workers Do you ever think about ques- stopped in their tracks. Suddenly several men burst tions like these? In earlier chap- out of a nearby alley shouting, “Medici! Medici!” ters, you saw that many people before disappearing down a side street. in the Middle Ages looked to reli- The new political leaders of Florence had hired gious beliefs, especially ideas Michelangelo, the most skilled sculptor of his time, about the afterlife, for answers to to create a work that would symbolize the city. He such questions. Renaissance decided on the young biblical hero, David, who thinkers — people we refer to as defeated the giant Goliath with a simple slingshot “humanists” today — reintro- and stone. Michelangelo wanted his work to encour- duced ideas from pre-Christian times to this religious founda- age the people of Florence in their struggle to be free tion. They encouraged people to of their enemies and the powerful Medici family who develop their minds and talents, had controlled the city for so long. He had created a and to use them for the good of magnificent figure in the spirit of the ancient Greeks society as well as the glory of and Romans whom he admired. David represented God. How did these humanists human beings in all their beauty and glory. express their ideas, and how did “They are gone. Let us go on,” Michelangelo said these ideas spread? What was to the workers. He could hardly wait to see his work the impact of humanist thinking standing in front of the Palazzo Vecchio. on European society? According to the story, why did Michelangelo choose David to symbolize the city of Florence? What does Michelangelo’s choice suggest about how he viewed Florence and its future? Chapter 3 The Humanist Approach 59 ABSS8_ch03.qxd 2/9/07 1:35 PM Page 60 A Rebirth of Ideas Think of a time when you changed your mind about something. What Which ideas from classical caused your new way of thinking to come about? Were you influenced times helped to form the Renaissance humanist by other people, by things you saw or read, or some other factor? Now worldview? imagine a new way of thinking taking place across a whole continent. That’s what happened during the Renaissance. This new way of thinking appears to have started in the northern What’s in a WORD? Italian city-states, where scholars we now call humanists looked back The word “humanist” comes to the ancient classical civilizations of Greece and Rome. These scholars from the Latin word studied Greek and Roman writings and art and applied classical ideas humanitas. The Romans used in their own lives and work. humanitas to refer to the quality of the human mind that sets us apart from Classical Writings animals — our spiritual and The Greek and Roman civilizations had not been forgotten during the intellectual abilities. Middle Ages. Latin, the language of the Romans, remained the lan- guage of scholars and the Church. Ancient writers like Aristotle and LINK UP Plato were studied from the Christian perspective. However, during Other chapters in this unit and the Renaissance, educated people began to look at ancient works in a Chapter 9 from Unit 2 discuss different way. They admired the eloquent writing styles of ancient writ- more fully the contributions of ers and became interested in their ideas about society, politics, history, Islamic civilization to Europe’s and the arts. You might say that the Renaissance worldview was a renaissance. result of intercultural contact with earlier civilizations: ◆ the Greek and Roman civilizations that form what we call “Classical civilization” ◆ the Islamic civilization that preserved the knowledge of Classical civilization and further developed it, especially in the sciences, math, and medicine of the great civilizations in India and the Far East. FIGURE 3-2 This is a detail of The School of Athens (1508–1511) by the Renaissance painter Raphael. Plato and Aristotle are the two men in the centre. Plato, in red, is shown as Renaissance thinker Leonardo da Vinci. Below him, resting his head on his hand, is the philosopher Heraclitius, shown as Michelangelo. Why do you think Raphael showed these ancient Greek philosophers as Renaissance personalities? 60 Unit 1 Renaissance Europe ABSS8_ch03.qxd 2/9/07 1:35 PM Page 61 Humanist ideas spread mainly among the wealthy people in soci- ety. Reading and discussing ancient writers became a kind of fad Think IT THROUGH The Ten Commandments are among the new merchant and business class that you read about in the an important code in the previous chapter. Christian and Jewish religions Most cultures have a set of rules or commandments that guides and those values are also people’s behaviour. In Anishinabe (Ojibwa) society there was a reli- reflected in Islam. Find a copy of the Ten Commandments gious organization called the Midewewin (MAY-dee-yah-yem) that and compare it with the Code created a “Code for Long Life and Wisdom.” It told people how to live for Long Life and Wisdom. In a good life. what ways do both codes express similar values? How ◆ Thank Kitche Manitou for all his gifts. does modern-day society ◆ Honour the aged; in honouring them, you honour life and wisdom. enforce these values? ◆ Honour life in all its forms; your own will be sustained. ◆ Honour women; in honouring women, you honour the gift of life and love. ◆ Honour promises; by keeping your word, you will be true. ◆ Honour kindness; by sharing the gifts you will be kind. ◆ Be peaceful; through peace, all will find the Great Peace. ◆ Be courageous; through courage, all will grow in strength. ◆ Be moderate in all things; watch, listen and consider; your deeds will be prudent. Basil Johnson, Ojibway Heritage. FIGURE 3-3 Cicero, a Roman lawyer and politician wrote “Cultivation of the mind is as nec- essary as food to the body.” What is he saying about the importance of learning? Do you agree with him? Explain. Humanism Borrowing from the Greeks and Romans On Mind and Body On History On Education You should pray for a To be ignorant of the The educated differ sound mind in a lives of the most from the uneducated sound body. celebrated men of as much as the living — Juvenal antiquity [great age] from the dead. is to continue in a — Aristotle state of childhood all our days. — Plutarch FIGURE 3-4 Do you think the views expressed by Juvenal, Plutarch, and Aristotle remain part of our society’s worldview? Explain. Chapter 3 The Humanist Approach 61 ABSS8_ch03.qxd 2/9/07 1:35 PM Page 62 Zoom In > The Achievements of the Greeks and Romans In Europe today you can still see some of the through their own efforts. The Greeks also developed remarkable ruins of the Roman civilization: the the jury system and the Olympic Games. Our form of Colosseum in Rome, where gladiators sometimes government—democracy—is named after the Greek fought to the death, some aqueducts that even system of participatory government. Our form of today carry water great distances into the cities, democracy also derives in part from democratic and the roads that once allowed travel throughout structures originating in First Nations, such as the the vast Roman Empire. inter-tribal system of the Haudenosaunee. Roman writers produced great poetry, drama, What aspects of Roman and Greek civilization and history. The Romans created a legal still influence our society today? code that remained in use in Europe until the end of the 1700s. SEA N NORTH C The Romans based much of their think- LT I SEA BA ing on the golden age of Greek civilization BRITAIN that occurred many centuries earlier. The ATLANTIC OCEAN Greeks were masters of arts such as drama, EUROPE FRANCE sculpture, and architecture. They had bril- BLACK SEA liant mathematicians and historians. A D RI AT ASIA ITALY I C Philosophers taught people how they could SPAIN SE A TURKEY improve themselves and their society GREECE SYRIA MEDITERRANEAN SEA 0 150 300 km FIGURE 3-5 Roman armies conquered territory all AFRICA around the Mediterranean and much of Britain. Roman Empire in 117 C.E. Taxes as well as trade within the empire brought Roads RE A SE wealth to the city of Rome. D Humanism and the Individual The classical concept that was most important to Renaissance thinkers LINK UP and artists was the belief in the dignity and potential of the individual. In Chapter 13 you will see that They believed that people could shape their lives through their own Japanese society generally values efforts and talents. These new ideas were easily integrated into the conformity rather than Christian worldview: To develop one’s talents was to serve God, because individualism. How might this strengthen the sense of God had provided you with those talents. The humanists believed that: community in a society? ◆ Human beings can use the power of reason, that is, thinking to find truth for themselves. ◆ It is important for a person to have an open, curious, and question- Think IT THROUGH ing mind. Which of these ideas about the individual do you ◆ People can achieve great things through learning. think are still part of the worldview of our society? ◆ Individuals should be skilled in many different areas. They should develop not just their minds but also their bodies and spirits. 62 Unit 1 Renaissance Europe ABSS8_ch03.qxd 2/9/07 1:35 PM Page 63 FAST FORWARD Individuals Can Make A Difference Dr. Jenn Brenner set up community health pro- grams in southwestern Uganda where one in five children die before their fifth birthday, mainly of preventable diseases like malaria and pneumo- nia. Dr. Brenner’s approach is to train local vol- FIGURE 3-6 Dr. Jenn Brenner is a pediatrician who unteers who travel around to rural villages. They works at Alberta Children’s Hospital. In 2006, she was “visit homes, talk to pregnant mothers, give listed on the Maclean’s magazine honour role, which demonstrations and help get people out for the pays tribute to Canadian individuals who “make the twice-yearly Child Health Days, where on aver- world a better place to live.” age 500 children get weighed and immunized,” says Dr. Brenner. “They’re like human ambu- lances, bringing very ill children to the hospital Think IT THROUGH and helping families get the care they need.” 1. How does Dr. Brenner’s work illustrate the Dr. Brenner hopes to expand the program to Renaissance idea of the potential of the reach out to more than 20 000 children under individual? the age of five. Her work is funded in part by the 2. In your opinion, is supporting projects like these Canadian International Development Agency part of many Canadians’ worldview? Give examples (CIDA), which is a government organization. to support your answer. Humanist Scholars Francesco Petrarch, a humanist thinker of the early Renaissance, saw the Classical past as a glorious time. He believed it was far supe- rior to both the medieval world, which he called a “dark age,” and the time in which he lived. He wrote, Among the many subjects that interested me, I dwelt [reflected] espe- cially upon antiquity, for our own age has always repelled me... In order to forget my own time, I have constantly striven [tried] to place myself in spirit in other ages, and consequently I delighted in history. Later humanists began to see theirs as a glorious time, a “renaissance,” when the ideas and values of ancient times were “reborn.” Greek and Roman manuscripts had been preserved in libraries in the Muslim world and in monastery and cathedral libraries throughout Europe. Petrarch and other humanists collected these manuscripts and made copies and translations of them. In one year alone, humanist FIGURE 3-7 Francesco Petrarch Giovanni Aurispa brought 240 Greek manuscripts to Europe. Humanists was painted by Andrea del Castagno in the mid-1400s. wanted to make the ideas in these ancient works available to the widest How does this painting of Petrarch possible readership. They thought that in order to be truly cultured, a fit in with what you know about person should read good books and look at great works of art. Renaissance humanist values? Chapter 3 The Humanist Approach 63 ABSS8_ch03.qxd 2/9/07 1:35 PM Page 64 EXPLORING SOURCES The Renaissance Individual What objects do you see in this painting? What do they suggest about the interests and abilities of the two young men? How does this double portrait illustrate the humanist ideas about the individual listed on page 62? In the top left corner of the painting, there is a religious object, a tiny crucifix. What might its size and position suggest about the young men’s attitude toward religion? FIGURE 3-8 The Ambassadors (1533) by Hans Holbein the Younger. On the left is Jean de Dinteville, a French nobleman, and on the right is his friend, George de Selve, the Bishop of Lavaur. Over to YOU 1. Skim this section and make jot notes of the the battle zones, their homes, other children or classical ideas that were part of the Renaissance their own lives.” What is your response to worldview. Hemphill’s ideas? What are your reponses to your classmates ideas? a. Share and discuss your ideas with a partner. Come up with a list you can both agree on and 3. a. Work with a partner to suggest ways each compare it with a list made by other classmates. element of the Midewewin Code for Long Life and Wisdom could be applied in modern daily b. Use a graphic organizer to show the humanist life. Here is an example: ideas that shape your life. Be sure to include examples to illustrate your points. Thank Kitche Manitou Give thanks, for 2. Greek dramas are still staged today. Ellen Hemphill for all his gifts. example, say a prayer directed a modern production of The Trojan Women, before meals. an anti-war play by the ancient Greek playwright, Euripides. She explained her interest in this ancient play as follows: “Women and children are always b. Research to find wisdom teachings of Inuit or the ultimate victims of war. They are not mentioned another First Nations group. As you did in in statistics; they are not glorified as heroes; they Question 3a, suggest ways one or more teachings are losers even if they were not on the battlefield— could be applied in modern daily life. they lose husbands, sons, fathers, and if they are in 64 Unit 1 Renaissance Europe ABSS8_ch03.qxd 2/9/07 1:35 PM Page 65 Thinkers and Society Name some people who you think affect thinking in our society today. How can thinkers and Consider politicians, activists, writers, artists, and film makers. What philosophers bring about means do they use to get their messages across? Renaissance humanists changes in society? were often the intellectual leaders of their communities. There were humanist scholars, philosophers, teachers, public officials, writers, sci- entists, architects, artists, and musicians. Some of them had important positions in government, the Church, and at royal courts. As a result, they were able to affect many aspects of Renaissance society. What’s in a WORD? Civic Humanism The word “civic” comes from Renaissance humanists were interested in what classical authors had the Latin word civis, which written about good government. Cicero’s idea that public service was means “citizen.” Civic humanism is interested in the duty of everyone in society was very influential. Civic humanists how people can be good believed that being a responsible citizen meant educating yourself members of their society. about history and political issues and working to improve society. Why is being an informed citizen valued today? EXPLORING SOURCES For the Good of Society The following quote is taken from a letter written by the wealthy merchant Lorenzo de Medici to his children. How does it express his civic humanism? I find we have spent a large sum of money from 1434 to 1471, as appears from an account book covering that period. It shows an incredible sum... spent in buildings, charities and taxes, not counting other expenses; not would I complain about this, for though many a man would like to have even part of that sum in his purse I think it gave great luster to the state and this money seems to be well spent. FIGURE 3-9 The Medici family donated a library filled with Christian, classical, and humanist manuscripts to the city of Florence. This is the reading room. Wealthy people today continue this Renaissance tradition of contributing to society. Give some examples from your community or a community you have visited. Chapter 3 The Humanist Approach 65 ABSS8_ch03.qxd 2/9/07 1:35 PM Page 66 B U I L D I N G YO U R S K I L L S Building Consensus in a Group Today many people express their sense of responsibility to the local, national, or global community by donating money or fundrais- ing. If your group decided to do a fundrais- ing project, you would first need to decide on an organization to support. How could you go about this? Each mem- ber of your group could come up with the name of an organization, the group could get together to consider the proposals, and then FIGURE 3-10 What type of decision might best be made with a vote? In what situation might consensus be a better you could choose one. But there is more than method? one way for your group to make the choice. Two Ways to Make a Decision ◆ Everyone in the group needs to speak once 1. The suggestions could be recorded on a before anyone can speak for a second time. list. The group could then discuss them ◆ People need to listen respectfully and and vote on their choice. The organiza- stay on topic when they speak. tion that gets the most votes is the one the ◆ Focus on trying to come up with a decision group will support. This is a win-lose that everyone can agree with. The final situation. decision may not be anyone’s first choice. 2. Group members could work together to ◆ The group as a whole is responsible for agree on an organization to support. This is the final decision and supports it. called building a “consensus.” Consensus building takes more time than a vote. Try It! Making a Decision Through Consensus 1. Put consensus building into action by Keep in mind that a decision made through working through the example given consensus may not represent everyone’s first above. Did the process help you to better choice, or even anyone’s first choice. However, understand perspectives other than your it should represent a decision that everyone own? Did you find that one or more in the group can agree to. people in the group took on a leadership ◆ People share ideas, knowledge, and their role? How did they help? perspectives on the decision. These are 2. How are the two decision-making recorded on a list, but the speakers’ processes above different from one names are not recorded. Ideas belong to another? Identify one advantage and one the whole group, not to an individual. disadvantage for each method. Are some ◆ Points of agreement are listed as well as group decisions better suited to one differences of opinion. method than the other? Explain. 66 Unit 1 Renaissance Europe ABSS8_ch03.qxd 2/9/07 1:35 PM Page 67 Humanist Education Think about the subjects that you study in school. Why do you think educators decided that students should study these particular subjects? What other things do you think would be interesting or useful to study? One of the most impor- tant ways that the human- ists influenced Renaissance society was in the emphasis they put on education. The FIGURE 3-11 This portrait of a schoolmaster in his classroom was painted by Ambrosius humanist Leonardo Bruni Holbein in 1516. wrote admiringly about a wealthy merchant who “never wasted time by loitering, but returned home after business and spent his time in studying Greek and Latin.” Many humanists were dedicated teachers who ran their own schools. They believed that it was important to train young people’s characters and bodies as well as their minds. This approach to education is some- times called “educating the whole child.” They also encouraged a curious, questioning attitude in their students. Many rulers and wealthy people hired humanists as tutors for their children. How do you think this might help to spread humanist ideas? Humanist teachers added to the traditional sub- jects studied during the Middle Ages. FIGURE 3-12 Many cities offer awards to youth who contribute to their communities. Métis Kristen Acuna, right, received the Chief David Crowchild Youth Award in 2006 from the City of Calgary for her commitment to educa- tion, community service, and cross-cultural activities. Victoria Crowchild Aberdeen, left, is the daughter of Chief David Crowchild, a renowned Tsuu T’ina hereditary chief, for whom the award is named. Studied in Middle Ages Studies added during Renaissance Think IT THROUGH grammar, rhetoric (public speaking), Greek and Roman writings, physical What programs exist in your logic, arithmetic, geometry, training, ethics and morality (right school that reflect a whole- astronomy, music, theology, behaviour), aesthetics (philosophy of child approach? What scripture, medicine beauty), manners and behaviour, additional programs would history, eloquence (persuasiveness) you suggest? Chapter 3 The Humanist Approach 67 ABSS8_ch03.qxd 2/9/07 1:35 PM Page 68 VOICES Human Beings and the Earth What should human beings’ relationship be with the Earth? We use Earth’s resources to supply our needs and wants. But don’t we have a responsibility to be caretakers of the Earth as well? Different Perspectives All societies have ideas about the relationship between human beings and the Earth. This relation- ship is often based on religious or spiritual beliefs. Here is the account of the creation of human beings in the Book of Genesis from the Bible. FIGURE 3-13 During the 1800s, the buffalo were hunted almost So God created human beings, making them like to extinction by Canadian and European buffalo hunters. Why himself. He created them male and female and might their attitude to the buffalo have been so different from that blessed them, and said “Have many children, so of the First Nations peoples who lived on the Prairies? that your descendants will live all over the earth and bring it under their control. I am putting you in charge of the fish, the birds, and all the Think IT THROUGH wild animals.” The Good News Bible 1. Here are three quotations about nature from Renaissance thinkers and scientists: What do the phrases “under their control” and “in Let us permit nature to have her way. She under- charge” suggest about human beings’ relationship stands her business better than we do. with the Earth and the other things that live on it? – Michel de Montaigne, France Here is how Evelyn Steinhauer, a Cree and member of Nature to be commanded, must be obeyed. the Saddle Lake First Nation, describes her perspective – Francis Bacon, England of the individual and his or her relationship to the Earth: Nature uses as little as possible of anything. – Johannes Keppler, Germany We believe that beings thrive when there is a web Work with a partner to restate your understand- of interconnectedness between the individual ing of each of these quotations. and the community, and between the community and nature. Everything we do, every decision we Discuss how each quotation relates to the make, affects our family, our community, it quotations from The Good News Bible and affects the air we breathe, the animals, the Evelyn Steinhauer. plants, the water in some way. Each of us is Decide which of these passages is closest to totally dependent on everything else. your own worldview regarding the relationship between human beings and the Earth. Explain What do the words “interconnectedness” and your thinking. “dependent” suggest about the First Nations’ view 2. Use the pictures to words to questions formula on of the relationship of human beings with the Earth page 6 to discuss Figure 3-13 with a partner. and with other living things? Share your questions with the class. 68 Unit 1 Renaissance Europe ABSS8_ch03.qxd 2/9/07 1:35 PM Page 69 Humanism and Religion The classical texts that were admired and studied by Renaissance scholars were written before the begin- ning of Christianity. Renaissance thinkers empha- sized ideas and values such as individual achievement and the importance of history and the arts. Religion continued to play an important part in their lives, just as it had during the Middle Ages. Petrarch, for example, was a devout Christian. Desiderius Erasmus, born in 1466 in the city of Rotterdam, the Netherlands, was the outstanding humanist scholar of his time. He said famously, “When I get a little money I buy books; and if any is left I buy food and clothes.” He edited a new Greek version of the New Testament. FIGURE 3-14 This portrait of Desiderius Erasmus was painted by Quentin Metsys. Erasmus applied his knowledge of Greek to making a revised translation of the Bible. Over to YOU 1. Role-play Lorenzo de Medici explaining to one of 3. What volunteer opportunities are available in your his children how humanist thinkers brought about community for people your age? changes in Renaissance society. Your monologue should include examples of new attitudes toward a. Work with a partner to plan how you can find out education and civic responsibility. which local organizations need volunteers. 2. Many public institutions such as museums, b. Contact three organizations to find out about theatres, university lecture halls, and even seats in their volunteering program. Make up a list of concert halls are named for the people who made questions before you begin. Consider asking donations to them. For example, what used to be about location, time commitment, jobs, and the Edmonton Concert Hall is now called the skills needed. Winspear Centre. c. Create a chart to show the results of your a. In a group, discuss what you think of this policy. research. Consider the best way to share this How might it encourage people to contribute information with other students in your school or money for the common good? How might it community. reinforce individualism in our society? 4. Imagine that the school board in your region was b. In Judaism, Christianity, and Islam, anonymous starting a new kind of school. They are looking for charity is considered superior to charity in which input from students on what special focus the the donor is identified. Have an informal class school should have as well as such issues as debate on your views about this idea. (See the programs, class size, homework, hours, and Building Your Skills on Debating an Issue on discipline. Write a letter giving your ideas and page 355.) explaining how your ideas would shape students’ attitudes and worldview in a positive way. Chapter 3 The Humanist Approach 69 ABSS8_ch03.qxd 2/9/07 1:36 PM Page 70 Society and the Arts Did you get the joke in this digital image? It was created for an envi- What do the arts tell about ronmental clean-up campaign. The artist was asked to replace the main a society? figure in a famous painting with a frog. He used the Mona Lisa by Leonardo da Vinci because he thought it was the most famous painting in the Western world. The Mona Lisa is an example of the new style of art that developed during the Renaissance. Artists became interested in portraying the beauty of the human body and the natural world. Patrons, people who paid artists to produce works, played an impor- tant role in promoting the arts during the Renaissance. They included members of the new wealthy merchant class, as well as the government and the Church. Artists made works to decorate private homes or to display in public places. Painting Like Michelangelo, many artists found inspiration in the art of the FIGURE 3-15 Mona Leapa, a digital image created by George ancient Greeks and Romans. In the Middle Ages, most art had religious Coghill themes and this continued through the Renaissance. But influenced by humanist ideas, Renaissance artists began to interpret these subjects in new ways. The Renaissance also saw a growing interest in portraits and landscapes. As you look at the paintings on these pages, consider how they reflect the humanist interest in the individual, the present world, beauty, and human excellence. FIGURE 3-16 Mona Lisa (c. 1503–1505) was painted by Leonardo da Vinci. FIGURE 3-17 Sandro Botticelli painted The Birth of Venus (1486) for a member of the Medici family who were his patrons. How does the artist express graceful move- ment in the detail taken from this painting? 70 Unit 1 Renaissance Europe ABSS8_ch03.qxd 2/9/07 1:36 PM Page 71 The painting on the right illustrates many of the elements Renaissance artists used to create naturalism and beauty in their works. ◆ natural world: symbolized by the peacock ◆ light and shadow: on the faces of the angel and the Saint, and on the ground beside them ◆ texture and pattern: on the carpet, on Mary and the angel’s clothing, the flooring, decorative surfaces ◆ realistic details: child in left side of painting peeking around the corner ◆ elegance: Mary’s hands; the angel’s hands Many contemporary artists also draw inspiration from the past. Ojibwa artist Norval Morrisseau uses images created by First Nations peoples long ago: petroglyphs which are carved into rock with sharp implements, and pictographs which are drawn onto rock surfaces, and the drawings on FIGURE 3-18 The Annunciation with Saint Emidius (1486), Carlo Crivelli the birchbark scrolls of the Ojibwa Midewewin societies. Some First Nations people criticize Morrisseau for breaking traditional restrictions FYI… by showing sacred beliefs in his paintings. He defends his work by say- In 2006, the National Gallery of ing that he wants to restore cultural pride in his people. Canada put on a solo exhibition of Norval Morrisseau’s work. FIGURE 3-19 Water Spirit (1972) by Norval Morrisseau. How do you think art might contribute to the identity of a people and help to build a sense of community? Chapter 3 The Humanist Approach 71 ABSS8_ch03.qxd 2/9/07 1:36 PM Page 72 S K I L L P OW E R How is Renaissance painting different from medieval Medieval Renaissance painting? Examine this medieval Enthroned Madonna and Child and Bellini’s The Madonna of the Meadow. Background (See the Building Your Skills on Analyzing Images on page 21.) Emotions Use a chart like the one below to help you think it Pose through. With a group, discuss how these paintings show a change in thinking from the Middle Ages to the Renaissance. FIGURE 3-20 The Madonna of the Meadow (early 1500s) by Giovanni Bellini, Italy. How has Bellini made this religious FIGURE 3-21 Enthroned Madonna subject into a universal human experience? and Child, (1200s), artist unknown Architecture Think IT THROUGH An architect should be a good writer, a skillful draftsman, versed in geometry and optics, expert at figures, acquainted with history, informed What connections can you make between Vitruvius’s on the principles of natural and moral philosophy, somewhat of a description of an architect musician, not ignorant of the law and of physics, nor of the motions, and the Renaissance view of laws, and relations to each other of the heavenly bodies. the individual? Adapted from The Architecture of Marcus Vitruvius Pollio in Ten Books. This description of an architect comes from the writings of Roman engineer and architect Marcus Vitruvius Pollio. His book De Architectura was rediscovered during the Renaissance. It influenced Renaissance architects to include features of classical buildings in their work. Like painters and sculptors, Renaissance architects raised the status of their profession from skilled labourer to artist. 72 Unit 1 Renaissance Europe ABSS8_ch03.qxd 2/9/07 1:36 PM Page 73 EXPLORING SOURCES Architectural Inspiration Architects from all over Europe travelled to Rome ROMAN BUILDING during the Renaissance to study the Pantheon, the Colosseum, and other classical buildings. What simi- larities can you see in these Roman and Renaissance buildings? You may wish to use the Skill Power on page 72 to help you create a chart to record your ideas. RENAISSANCE BUILDING FIGURE 3-23 The Interior of the Pantheon was painted by Giovanni Panini in 1747. The interior was actually built much earlier during the time of the Roman Empire. FIGURE 3-22 Filippo Brunelleschi, one of the most famous architects of the Renaissance, designed the church of San Lorenzo in 1425–1446. Sculpture Sculptors in the Middle Ages were seen as craftspeople rather than artists. They were part of the construction team for cathedrals, carving figures and other decorations that told biblical stories. They generally did not even sign their work. The role of the artist changed dramatically during FIGURE 3-24 Raven and the First Men (1978–1980) was inspired by the Renaissance. Just as wealth raised Haida artist Bill Reid’s interest in his the social status of merchants and background. It depicts the moment business people, their artistic genius that the raven found the first raised the status of artists. Sculptors humans in a clam shell and tricked them into coming out into the like Michelangelo became celebrities world. What might this sculpture with international reputations. reflect about the Haida worldview? Chapter 3 The Humanist Approach 73 ABSS8_ch03.qxd 2/9/07 1:36 PM Page 74 EXPLORING SOURCES Michelangelo’s Pietà This is a story retold by the Renaissance art historian, Giorgio Vasari. One morning he [Michelangelo] had gone to the place to where it [the Pietà] stands and observed a number of Lombards [people from Lombardy, Italy] who were praising it loudly. One of them asked another the name of the sculptor, and he replied, “Our Gobbo of Milan.” Michelangelo said nothing, but he resented the injustice of having his work attributed to another, and that night he shut himself in the chapel with a light and his chisels and carved his name on it. Giorgio Vasari, The Lives of the Most Excellent Painters, Sculptors and Architects. How does Vasari’s story highlight the Renaissance view of the individual? What does the sculpture suggest about the Renaissance worldview? FIGURE 3-25 Michelangelo’s Pietà (1496) shows Mary holding the dead body of Jesus. Michelangelo uses the physical beauty of Mary to reflect her spiritual perfection. Do you think that a work of art should be beauti- ful? Or make you think? Or make you look at the world in a new way? 74 Unit 1 Renaissance Europe ABSS8_ch03.qxd 2/9/07 1:36 PM Page 75 Literature In the early Renaissance, writers focused on translating the works of Roman and Oh blessed be the day, the month, the year, Greek writers and copying their styles. At the same time, books or texts written the season and the time, the hour, the instant, in the vernacular—that is, the language the gracious countryside, the place where I was that people spoke, such as Italian, French, and English—became more struck by those two lovely eyes that bound me; accessible. and blessed be the first sweet agony Humanism influenced writers to focus on expressing their thoughts and I felt when I found myself bound to Love, emotions. Petrarch was the leading the bow and all the arrows that have pierced me, Italian poet of his time. He is most famous for the hundreds of love poems the wounds that reach the bottom of my heart. he wrote to a woman called Laura. Here is the beginning of one of these sonnets: FAST FORWARD Writing About Love Québec-born poet Leonard Cohen continues Petrarch’s tradition of romantic poetry. Here is one of his poems. For Anne With Annie gone, FIGURE 3-26 Canadian poet and singer/songwriter Leonard Cohen Whose eyes to compare With the morning sun? Think IT THROUGH Not that I did compare, 1. Think about how many popular songs are writ- ten on the subject of love. Why do you think But I do compare this is so? Now that she’s gone. 2. Compare the emotions expressed by Petrarch in his sonnet with the emotions expressed in Cohen’s poem. In what ways are they similar? In what ways are they different? Compare the forms each poet used to express those emotions. What similarities and differences can you identify? Chapter 3 The Humanist Approach 75 ABSS8_ch03.qxd 2/9/07 1:36 PM Page 76 Christine de Pisan was a humanist writer, some of whose ideas may seem very modern to you. One of a very few women to receive a humanist education, Pisan was educated at the court of King Charles V of France. When she was left a widow at the age of 25 with three small children to support, she decided to make her living by writing. Pisan was Europe’s first professional woman writer. Pisan’s many works included poetry, history, essays, and biographies. In her writings, she protested the way women were portrayed in medieval literature. In The City of Women, she argued that men and women should be judged not on the basis of their gender but on their abilities and virtues. FIGURE 3-27 From a 15th-century manuscript. Christine de Pisan is the person on the left. She is receiv- ing three visitors. In the right-hand image she and one of her visitors are building the City of Women that Pisan imagines in her writings. Over to YOU 1. Create a web to show how humanist ideas were a. Create a rubric that shows these criteria and the expressed during the Renaissance in each of the evaluation scale with descriptors that you would four arts discussed in this section. use for your evaluation of the work of art. b. Work with two other students and select a work 2. Research a contemporary painter, sculptor, of art from the Renaissance to judge. Each of architect, or writer to find out whether this person’s you can use your own rubric to judge the work. work has been influenced by humanist ideas. Compare and discuss your results. Present your conclusions in a short oral presentation. Use the five-step process on page 4. Are Christine de Pisan’s ideas about men and 264 to help you draw valid conclusions. women reflected in the Canadian Charter of Rights - Support your ideas with quotations from the and Freedoms? To what extent do you think we have sources you used in your research. equality between men and women in Canadian society? What criteria can you use to answer this - Consider how you can use visuals from electronic question? sources to enhance your presentation. 5. How do you use the arts—music, writing, dance, 3. If you were asked to judge a work of art what and art—to express your ideas and emotions? criteria would you use? How do the criteria you How do they help you to express your worldview? selected reflect your worldview? 76 Unit 1 Renaissance Europe ABSS8_ch03.qxd 2/9/07 1:36 PM Page 77 Explore the Big Ideas Thinkers and philosophers influenced society in the development of a humanist world- view during the Renaissance. Their views spread from Italy across northern Europe. 1. a. Use the organizer below to gather evidence from the chapter about each of these aspects of humanism. Modeling themselves on the ancient past Contributing to society Renaissance humanists believed in… The importance of the individual The importance of learning b. Write an opinion paragraph responding to the following questions: Which of these humanist values do you think is most widespread in modern society? Which do you think should be the most widespread? 2. Today when someone is described the community was important and about a new way of thinking that as a “Renaissance person” it to them, belonging to a Christian you believe would change society means that he or she is community was essential. for the better. knowledgeable about a wide range Individualism is an important of subjects and skilled in many value in our society, and it is one 5. Select a work of Canadian art that areas. Turn back to page 64 and we trace back to the Renaissance. reflects each of the following: examine The Ambassadors. Create an image or collage that a. one of the aspects of human- Notice how the painter has shown expresses your ideas about how ism discussed in this chapter that these two are Renaissance these two elements—individualism, b. some aspect of contemporary men. Create an image modeled on and membership in a community— Canadian society. The Ambassadors showing one or should be balanced for the good Share and discuss your choices more modern Renaissance of society. with other students in the class. individuals. 4. Develop an electronic bulletin 3. Renaissance thinkers recognized board or a blog to allow you to that a sense of responsibility to share and discuss your ideas Chapter 3 The Humanist Approach 77