Leonardo da Vinci PDF

n Le on ard o da Vinci Leonardo, Renaissance Ma {L Ar uh N AH R do h-d uh asa pai nte r V IH N che e)w...

n Le on ard o da Vinci Leonardo, Renaissance Ma {L Ar uh N AH R do h-d uh asa pai nte r V IH N che e)w ; H i s to ry Makers ist. A tru e "R ena iss anc sculptor, inventor, and scient ste d in ho w things worked. He Leonardo da Vinci man," he wa s int ere ns are 145 2-1519 ves and ho w vei studied ho w a mu scl e mo h nardo da Vinci's ed his notebooks wit Leo arranged in a leaf. He fill not ebo oks- and life -are tch es. Th en he incorporated his observations and ske mysterious. Some 3,500 findings in his art. pages closely covered with rpi ece s, Le ona rdo pai nte d writ ings and drawings Among his ma ny ma ste r rtra its in the world, the survive. His-wr itin g is dea one of the bes t-k no wn po y to rea d, but onl y if e wo ma n in the por tra it and eas Mona Lis a (pa ge 44). Th exp lain you look at it in a m irror. No ny wr ite rs hav e trie d to te seems so real tha t ma one-knows wh y he wro ile. Le on ard o als o pro - the thoughts beh ind he r sm backwa rds. ous rel igi ous pai nti ng , Th e Last Supper. Leo nar do pla nne d scholarly works and gre at duced a fam thr oug h wer e nev er com pleted. Jes us ' dis cip les feats of-enginee ring tha t It shows the per son ali tie s of survive. And yet Only 17 of his paintings facial expressions. the-work tha t Leonardo did produce is so alis m Ra pha el (RA HF ee-uhl) his genius. Raphael Advances Re amazing that it con firm s che lan gel o and Le ona rdo. Sanzio was you nge r tha n Mi M ichelangelo Buon arr oti m stu dyi ng the ir wo rks. On eof Ra ph ael 's He learned fro 147 5-1 564 don na and chi ld Raphael favorite subjects wa s the Ma and calm. Like Leonardo, Michelangelo res sio ns as gen tle often portrayed the ir exp wa s a Renaissance man. of per spe ctiv e. He excelled as a pai nte r, He was famous for his use fill ed the ct. and poet. ent , Ra ph ael scu lpto r, arc hite In his gre ate st ach iev em Michelangelo is mo st Il 's lib rar y wi th pai nti ngs. On e walls of Pope Jul ius fam ous for the wa y he l of Ath ens (pa ge 45 ), conveys the y of the se, Sch oo el portrayed the hum an bod Re nai ssa nce. Ra pha lptu re. classical inf lue nce on the in pai ntin g and scu ou s Re nai ssa nce fig ure s, suc h as Infl uen ced by classical art, painted fam cal are an d him sel f, as cla ssi he created figures tha t Michelangelo, Le on ard o, w her oic gra nde ur. den ts. forceful and sho philosophers and the ir stu Among his achievements are the dom e of ch i Re nai ssa nce soc iet y ceiling of the Anguissola and Genti les St Peter's, the pai ntin gs on the n 's rol es. Ho we ver , a few and the sta tue of David. generally res tric ted wo me a Sistine Chapel, tab le pai nte rs. So fon isb Italian women bec am e no so h l ah) was the firs t 'Ji"' hm hso cia lstu die s.c om Anguissola (ah ng G WE ES ine to plan a Web art ist to gai n an int ern ati on al reputation. INTERNET ACTIVITY Go onl wo ma n ders tha t showca ses rtr ait s of her sis ter s and of site on Renaissance lea She is kno wn for he r po these two artists. Ki ng Ph ilip JI of Spain. prominent peo ple suc h as YN tee LEHS kee) was Artemisia Ge nti les chi (JA... Sh e tra ine d wi th her anothe r acc om pli she d art ist. wi th his work. In her ow n paintings, Ge ntt les chi pam ted ,.... --- pai nte r fat her and hel pictures of str ong, her oic ped wo me n. kA HIS TO RY ange Literature Renaissance W rit er s Ch t reflected their· t1"me but they also.used VIDEO. rs pro du ced wo rks tha am ple of the me die val Oa Vinci Tech Rena1ssance wr ite d h.. y on tod ay. So me hfol lowe t e ex ge ms tm. ".i'I...,. hmhsoc1alstud1es com. techniques that wr ite rs rel. I gua '. tead of La "th. the yemacu1ar...IS nat ive an ote e1 er wnter Da nte. He wr ote in R · ance.wTiters wr h , lia n. In add 1t1on, ena iss In t ese ways, Dant es native lan gu age wa s Ita 1· Of th ei.r sub'J ec ts. rtr ay the md iVJ dua ity. ,or self-expression or to po c, d th d writers still follow.. · ters of the Re nai ssa nce beg an tre n s at mo emtrahrk) was one of the earliest Wn ~ h 0 f Renaissance nce sco Petrarch (PE E Petrar ch an d Bo cca ccio Fra JI d him the ,at er d in Latin. In ·.. So me h ave ca e. aru sts lian an aissance and Ref ormation 4I and most mfluential hum p trarch wr ote both m Ita hum ·. He was als o a gre at poe t. e £ uropea·, , Ren amsm o,~~ STUDENTS TION: GIFTED AND TALENTED ' ERENTIATING INSTRUC rn foe an t:n nc : have a so me wh at mo de Italian, he wrote sonnets- 14-line poems. They were about a mysteriou, w,mian named Laura, who was his ideal. (Little is known of Laura except that she died of the plague in 1348.) In classical Latin, he wrote letters to many important fnends The Italian writer Giovanni Boccaccio (boh KAH chee oh ) is best known for the Decameron. a series of realistic, sometimes off-color stories. The stories are supposedly told by a group of worldly young people waiting in a rural villa to avoid the plague sweeping through Florence: PRIMARY SO URCE In the year of Our Lord 1348 the deadly plague broke out in the great city of Florence, most beautiful of Italian cities. Whether through the operation of the heavenly bodies or because of our own iniquities [sins] which the just wrath of God sought to correct, the plague had arisen in the East some years before, causing the death of countless human beings. It spread without stop from one place to another, until, unfortunately, it swept over the West. Neither knowledge nor human foresight availed against it, though the city was cleansed of much filth by chosen officers in charge and sick persons were forbidden to enter it, while advice was broadcast for the preservation of health. GIOVANNI BOCCACCIO, Preface, Decameron The Decameron presents both tragic and comic views of life. In its stories, the author uses cutting humor to illustrate the human condition. Boccaccio presents his characters in all of their individuality and all their folly. Machiavelli Advises Rulers The Prince (1513) by Niccolo Machiavelli (MAK ee uh VEHL-ee) also examines the imperfect conduct of human beings. It does so by taking the form of a political guidebook. In The Prince, Machiavelli examines how a ruler can gain power and keep it in spite of his enemies. In answering this ques- tion, he began with the idea that most people are selfish, fickle, and corrupt. To succeed in such a wicked world, Machiavelli said, a prince must be strong as a lion and shrewd as a fox. He might have to trick his enemies and even his own people for the good of the state. In The Prince, Machiavelli was not concerned with what was morally right, but with what was politically effective. He pointed out that most people think it is praiseworthy in a prince to keep his word and live with integrity. Nevertheless, Machiavelli argued that in the real world of power and politics a prince must sometimes mis- lead the people and lie to his opponents. As a historian and political thinker, Machiavelli suggested that in order for a prince to accomplish great things, he must be crafty enough to not only overcome the - suspicions but also gain the trust of others: PRIMARY SOURCE From this arises the question whether it is better to be loved more than feared, or feared more than loved. The reply is, ,_~ ~ ' ');( that one ought to be both feared and loved, but as it is MJ(h!i difficult for the two to go together, it is much safer to be 11,.clr 1r feared than loved, if one of the two has to be wanting. pie/I'. For it may be said of men in general that they Of l~r- are ungrateful, voluble [changeable], dissemblers (liars), 0 Ar". anxious to avoid danger, and covetous of gain; as long as you benefit them, they are entirely yours; they offer you their blood, their goods, their life, and their children, as I have before said, when the necessity is remote; but when it approaches, they revolt And the prince who has relied solely on their words, without making preparations, is ruined. NICCOLO MACHIAVELLI, The Prine e  The Northern Renaissance r ~.. ~~ ~--~ ,.. ~ QJUURAL INTERACTlON In the Renaissance ideas such as the utopia 1400s, the ideas of the Italian importance of the individual are William Shakespeare Renaissance began to spread a-strong part of modem thought Johann Gutenberg to Northern Europe. SETTING THE STAGE The work of such artists as Leonardo da Vinci, P,c.-c: Michelangelo, and Raphael showed the Renaissance spirit. All three artists demon- (L) &-- strated an interest in classical culture, a curiosity about the world, and a belief in human potential. Humanist writers expanded ideas about individuality. These ideas impressed scholars, students, and merchants who visited Italy. By the late 1400s, Renaissance ideas had spread to Northern Euro~specially England, France, to, ,~ Gennany, and Flanders (now part of France and the Netherlands). The Northern Renaissance Begins By 1450 the population of northern Europe, which had declined due to bubonic plague, was beginning to grow again. When the destructive Hundred Years' War Use the graphic organizer between France and England ended in 1453, many cities grew rapidly. Urban mer- online to take notes on chants became wealthy enough to sponsor artists. This happened first in Flanders, important events of the Northern Resnaissance. which was rich from long-distance trade and the cloth industry. Then, as wealth increased in other parts of Northern Europe, patronage of artists increased as well. As Section 1 explained, Italy was divided into city-states. In-contrast, England and France were unified under strong monarchs. These rulers often sponsored the arts by purchasing paintings and by supporting artists and writers. For example, Francis I of France invited Leonardo da Vinci to retire in France, and hired Italian artists and architects to rebuild and decorate his castle at Fontainebleau (FAHN tihn BLOH). The castle became a showcase for Renaissance art. As Renaissance ideas spread out of Italy, they mingled with northern traditions. As a result, the northern Renaissance developed its own character. For example, the artists were especially interested in realism. The Renaissance ideal of human dignity inspired some northern humanists to develop plans for social reform based on Judeo-Christian values. Artistic Ideas Spread In 1494, a French king claimed the throne of Naples in southern Italy and launched an invasion through northern Italy. As the war dragged on, many Italian artists and writers left for a safer life in Northern Europe. They brought with them the styles and techniques of the Italian Renaissance. In addition, Northern European artists who studied in Italy carried Renaissance ideas back to their homelands. 46 Chapter I  hap s the mo st fam ous per son to do th. German Painters Per(D" 1sd wa.s the German "U to Ita ly t 0 b h D.. , R uh r). He trav ele d stu Y tn 1494. Aft er arti st Al rec t ure r _ uts and eng ra" ·ing s M f b. , rer pro duc ed wo odc · i any. landIS O ret urn ing to Ge rm any, Dub" 1·.. tra y cla ssi cal nttA ho - tra y re I ,g, ou s SU ~ects. Others por "'JU..., or rea 1St1c Prin ts por ead Ren ais san ce st. ty of D ure.r's wo rk hel ped to spr 1 s. ye scapes. Th e po pu lan. the r German art isl , has. nce d the wo rk of ano Du rer s emp 1s upo n rea lism mt lue d in painting portraits (H OH L b yn! t~e You~ger. Ho lbe in specialize Hans Ho lbe in d where he painted ost pho tog rap hic m det ail. He em igr ate d to Englan that are alm English royal family. J and oth er me mb ers of the por tra its of Kin g He nry VJJ familie s in Flanders helped to por t of we alth y me rch ant Flemish Painters Th e sup The first gre at Fle mis h nde rs the art isti c cen ter of nor the rn Eu rop e. ent ly ma ke Fla YK ). Van Eyck used rec Jan van Ey ck (ya hn van Re nai ssa nce pai nte r wa s t painters still use. By apply- to dev elo p tec hni que s tha dev elo ped oil -ba sed pai nts variety of subt.le col ors upo n lay er of pai nt, van Ey ck was abl e to cre ate a ing lay er and spread 10 Italy. pai nti ng bec am e pop ula r in clo thi ng and jew els. Oil display unusually realist ic ques, van Ey ck' s pai nti ngs In add itio n to new tec hni influen ced late r artists AArl',Wef nch rev eal the per son ali ty of the ir sub jec ts. His work.,, v,,,d details, details and ;;J i~ U5eO f in No rth ern Eu rop e. work of Pieter B~ eg~ I.,.;·e Fle mi sh pai nti ng rea che d its pea k aft er 1550 with the realistic details and md,- the Eld er. Bru ege l wa s als o interested in re cd (BR 03/ gu hl) s of people. He cap -. He wa s ver y ski llfu l in por tra yin g large number s-u,iDlf vidual peo ple ddings, dances. and har ve~ ts. t l'itld! tffhniques ed sce nes fro m eve ryd ay pea san t life suc h as we sen se of llfe tur of spa ce give a ire Bruegel use id det ails , and bal anc ed use Bru ege l's ric h col ors , viv tti g,,f Ide to his pdtMgsl and fee lin g. -AJ ' J.. ◄ >Analyzing Art Peasant life The Remish painter Pieter Bruegel's paintings provide information about peasant life in the 1500s. Peasant Wedding (!568) portrays a wedding feast ' The Bride The bride sits under the paper crown hanging on the green doth. 'The Servers Men who may be her brothers are passing 0ut plates. 'Th h e Cuests Several children ave come to the party. ' The Musicians They are · bagpipes. One car'Ying glances hungrily at the food. ~klLLBUILDER; ~~ fet ing Visual Sources In % ng Generalizations Point Ways does this of ng Present a snapshot Peasant life? UDENTS RUCTION: GIFTED AND TALENTED ST  Northern Writers Try to Reform Society Italian humani sts were very interest ed in revivin g classica l languag es and classical texts. When the Italian humani st ideas reached the north, people used them to examin e the traditio nal teachin gs of the Church. The norther n humani sts were crit- ical of the failure of the Christia n Church to inspire people to live a Christia n life. This criticism produc ed a new movem ent known as Christi an humani sm. The focus of Christia n humani sm was the reform of society. Of particu lar importa nce to humani sts was educati on. The humani sts promot ed the educati on of women and founded schools attende d by both boys and girls. Christian Humanists The best known of the Christi an humani sts were Desiderius Erasmu s (oEHz ih DEER ee uhs ih RAZ muhs) of Holland and Thoma s More of England. The two were close friends. In 1509, Erasmu s wrote his most famous work, The Praise of Folly. This book poked fun at greedy mercha nts, heartsic k lovers, quarrel some scholar s, and pompou s priests. Erasmu s believe d in a Christia nity of the heart, not one of cere- monies or rules. He thought that in order to improv e society , all people should study the Bible. Thoma s More tried to show a better model of society. In 1516, he wrote the book Utopia. In Greek, utopia means "no place." In English it has come to mean an ideal place as depicte d in More's book. The book is about an imagin Christi.I ary land humanist where greed, corrupt ion, and war have been weeded out. In Utopia, because there Thomas lb was little greed, Utopian s had little use for money: PRIMA RY SOUR CE Gold and silver, of which money is made, are so treated... that no one values them more highly than their true nature deserves. Who does not see that they are far inferior to iron in usefulness since without iron mortals c.annot live any more than without fire and water? THOMAS MORE, Utopia More wrote in Latin. As his work became popular , More's works were translat ed into a variety of languages includin g French, Germa n, English , Spanish , and Italian. Women's Reforms During this period the vast majorit y of Europe ans were unable to read or write. Those families who could afford formal schooli ng usually sent only their sons. One woman spoke out against this practice. Christi ne de Piz.an was highly educate d for the time and was one of the first women to earn a living as a ,.. Christine de writer. Writing in French, she produce d many books, includi ng short stories, Pizan is best known biograp hies, novels, and manual s on military techniq ues. She frequently for her works wrote about the objectio ns men had to educati ng women. In one book, The Book defendin g women. of The City of Ladies, she wrote: PRIMA RY SOUR CE. I am amazed by the opinion of some men who daim that they do not want their daughters, wives, or kinswomen to be educate d because their mores (morals] would be ruined as a result... Here you can dearly see that not all opinions of men are based on reason and that these men are wrong. OtlUfflN E DE P1ZAN. The Boole of The City of Ladies Christin e de Piz.an was one of the first Europe an writers to question different treatme nt of boys and girls. However, her goal of formal educatio n for children of both sexes would not be achieved for several centuries. 48 Chapter I  The Elizabethan Age The Renaissance spread to England in the mid- I500s. The period was known as the Elizabethan Age, after Queen Elizabeth I. Elizabeth reigned from 1558 to 1603. She was well educated and spoke French, Italian, Latin, and Greek. She also wrote poetry and music. As queen she did much to support the development of English art and literature. William Shakespeare The most famous writer of the Elizabethan Age was WUli1m..Sbl.kn.l!Hff. Many people regard him as the greatest playwright of all time. Shakespeare was born in 1564 in Stratford-upon-Avon, a small town about 90 miles northwest of London. By 1592 he was living in London and writing poems and plays, and soon he would be performing at the Globe Theater. Like many Renaissance writers, Shakespeare revered the classics and drew on them for inspiration and plots. His works display a masterful command of the English language and a deep understanding of human beings. He revealed the souls of men and women through scenes of dramatic conflict. Many of these plays exam- c An~wer ;~ty ine human flaws. However, Shakespeare also had one of his characters deliver a '. ' nr" r }\ speech that expresses the Renaissance 's high view of human nature: " k ld' ,pia,, " ddrt'P h1J,1d ng ol PRIMARY SOURCE ~ tw n)!'i What a piece of work is a man, how noble in reason, how infinite in facu lties, in form and moving, how express and admirable; in action how like an angel, :nrmoJ in ap prehension [understanding] how like a god: the beauty of the world, the paragon s-urizins of animals. '> What are two WILLIAM SHAKESPEARE, Hamlet (Ad 2, Scene 2) waysm wh,ch Shalespeare's ~ I-showed Shakespeare 's most famous plays include the tragedies Macbeth, Hamlet, Rl'f\cJJS!>an