The Renaissance Objectives The student will demonstrate knowledge

The Renaissance

Objectives The student will demonstrate knowledge of developments leading to the Renaissance in Europe in terms of its impact on Western Civilization by: – Identifying the economic foundations of the Italian Renaissance – Sequencing events related to the rise of Italian city-states and their political development, including Machiavelli’s theory of governing as described in The Prince – Citing artistic, literary, and philosophical creativity, as contrasted with the medieval period, including Leonardo da Vinci, Michelangelo, and Petrarch – Comparing the Italian and the Northern Renaissance, and citing the contributions of writers

The Renaissance Late Middle Ages, Europe suffered from both war and plague Those who survived wanted to celebrate human life and the human spirit People began to question institutions like the church In Northern Italy, writers began to express this new spirit and experiment with different styles

“rebirth” Renaissance means rebirth Between 1350 - 1550 Italians witnessed a rebirth of the ancient Greek and Roman worlds Rival of art and learning Italy of three advantages – Thriving cities – Wealthy merchant class – Classical heritage of Greece and Rome Three Characteristics of the Renaissance – Urban society – Recovery from disasters – Emphasizing individual ability

Urban Society Powerful city-states emerged from the Middle Ages City-states center of Italian political, economic, and social life Italy urban compared to rural Europe Had a growing secular, or worldly, viewpoint Increasing wealth, enjoyment of material things Cities conducive to spreading of ideas

City-States No centralized monarchy developed during the Middle Ages – lack of single strong ruler Three city-states remained independent – Milan, Venice, and Florence Prospered from – Flourishing trade during the Middle Ages Profited from the Crusades – Able to extend trading into Eastern ports – Developed Mercantile fleet Merchants did not inherit wealth, earned it (and status) with, believed they deserved wealth and power because of their individual merit

Milan Northern Italy – Crossroads of main trade routes from Italian cities to Alps Mountains One of the richest Italian cities Rulers – Visconti family dominated the region starting in the 14 th century – Became Dukes of Milan and the Lombardy region – Last Visconti ruler died in 1447 – Francesco Sforza conquered the city and became its new duke Was a leader of mercenaries Built strong centralized state Created an efficient tax system - generated enormous revenues for the government

Venice Link between Asia and Western Europe Republic with a Doge as leader – Really ran by small group of merchant-aristocrats Traders that became wealthy through crusades Ran government affairs for their own self-interests Tremendous trading power and international economic power

Florence Region of Tuscany 14 th century controlled by small group of wealthy merchants that controlled government – Led successful wars that established Florence as a major city The Medici Family – Cosimo de’Medici 1434, took control of city Controlled government, did not seek office himself, Dictator of Florence Had banks throughout Italy Wealthiest man in Europe – Lorenzo de’Medici “ The Magnificent” Grandson of Cosimo Dominated the city, patron of the Arts Economic Decline – – Late 1400 s Increased cloth competition drove down profits

Renaissance Society Middle Ages: three estates or social classes – Nobility, peasants, and townspeople Renaissance Nobility – Only 2 - 3% of population – Held important political posts – Expected to fulfill certain ideals Peasants – Mass of population, 8590% – Serfdom declined with end of Middle Ages and end of Manorial system – Labor converted to rent paid in money Townspeople – Merchants and artisans

Society in towns or cities Patricians – Top of society – Wealth from trade, industry, and banking – Dominated communities economically, politically, and socially Burghers – Shopkeepers, artisans, guild masters, guild members – Produce goods and services Workers and Unemployed – – – Pitiful wages 30 -40% of population Urban poverty increased in late 14 th and early 15 th century

Family and Marriage Family bond important during Renaissance Center of family – Father-husband was center of family Gave it his name Managed finances Made decisions Marriage – Arranged by parents Often to strengthen business ties – Most important part of contract was dowry Money paid to husband by wife’s family upon marriage Father’s Authority – – Absolute Children did not reach “adulthood” until they went before a judge and they were formally freed – Varied between early teens and late twenties

Humanism Study of Classical Texts – Leads to Humanism Intellectual movements focused on human potential and achievements – Studied Ancient Greek values, tried to reconcile them with Christian teachings Influenced art and architects to carry on classical traditions – Popularized study of subjects common to classical education Emphasizing individual ability – High regard for human worth – Well-rounded universal person Leonardo da Vinci – – – Painter Sculptor Architect Inventor mathematician

Renaissance Man Educated men should master almost every area of study – Called “universal man”, today called “renaissance man” Baldassare Castiglione (1528) – The Book of the Courtier by Baldassare Castiglione Described characteristics: have character, talent, skills of warrior and an education, follow certain standard of conduct, aim was to serve prince in effective and honest way Should be charming, witty, and educated in the classics Should sing, dance, play music, and write poetry

The “Renaissance Man” defined Leonardo Da Vinci – – – Painter sculptor inventor scientist Best known for painting the Mona Lisa and the Last Supper

Writers changing Literature Petrarch – One of the earliest and most influential humanists – Father Renaissance Humanism – Great poet, wrote in both Latin and Italian – Looked at forgotten Latin manuscripts, spread Cicero, Homer, and Virgil – Typically wrote sonnets (14 -lined poems) – Used pure classical Latin Boccaccio – Wrote Decameron – Uses cutting humor to illustrate the human condition – Presents his characters in all their individuality and all their folly

Niccolo Machiavelli Wrote The Prince (1513) Central thesis – How to acquire and keep political power Ethics – Middle Ages stressed ethics of leaders – Machiavelli said that princes must understand human nature, which was self-centered Political policy should not be based on moral principles – Must be strong and shrewd, be able to trick his enemies and even own people for the good of the state World – Examines the imperfect conduct of humans – Idea that people are selfish, fickle, and corrupt – In real world, Prince must sometime mislead people and lie to opponents

Machiavelli saw himself as an enemy of oppression and corruption Critics attacked his cynical advice and even claimed he was inspired by the devil “Machiavellian” came to be a term used to refer to deceit in politics

Education in the Renaissance Humanists believed that education could dramatically change human beings At core were liberal studies – History, moral philosophy, rhetoric, letters, poetry, mathematics, astronomy, music, physical education Preparation for life – Aim was to create not just great scholars, but complete citizens – Model for basic education in Europe until the 20 th century Females – Some did attend school – Taught same subjects, as well as how to ride, dance, sing, play the lute, and appreciate poetry – Did not learn mathematics or rhetoric – Religion and morals were most important for education “Christian ladies” to become good wives and mothers

Artistic Renaissance in Italy Artists sought to imitate nature – Wanted people to see the reality of the objects or events they were portraying Developed a new world perspective – Human beings became the focus of attention New Techniques – Frescoes 1 st masterpieces of Renaissance were frescoes painted by Masaccio in Florence in 15 th century Fresco is a painting done on fresh, wet plaster with waterbased paints Looks like the paintings come alive, created a new realistic style of painting

Renaissance Art – New “Renaissance” style was modified by others – Two major developments Stressed technical side of painting – Understanding the laws of perspective – Organization of outdoor space and light through geometry Investigation of movement and human anatomy – Realistic portrayal of the individual person, especially the human nude

Artistic Renaissance in Italy Perspective – Making distant objects smaller than those close to the viewer – Scenes appeared threedimensional – Used shading to look more realistic Women Artists – – Work was secret Very few women were recognized Architecture – – Rejected Gothic style Adopted style of Ancient Greeks and Romans – Domes were used often

Artistic Renaissance in Italy Sculpture – Donatello Spent time in Rome studying sculpture and architecture – Copied statues of Greek and Romans Famous works include statue of St. George Made sculpture more realistic by carving natural postures and expressions that reveal personality Architecture – Filippo Brunelleschi Inspired by classical Rome Medici’s hired him to design the San Lorenzo Church in Florence Church unlike Medieval and Gothic offers warmth and comfort of spiritual needs Sought to reflect humancentered world

Donatello’s Sculptures

Brunelleschi

Masters of the Renaissance High Renaissance from 1490 – 1520 – Last stage of Renaissance painting Masters – Leonardo Wanted to capture the perfection of nature and the individual – Raphael Famous for Madonna paintings Tried to achieve an ideal of beauty far surpassing human standards Painted frescoes in Vatican Palace – Michelangelo Accomplished painter, sculptor, and architect Painted the ceiling of the Sistine Chapel – Depicts Biblical history from Creation to the Flood – Took four years to complete Humans with perfect proportions, beauty = godlike – Glorified human body Scupltures: Pieta and David

Raphael

Renaissance in the North Spread from Italy to the Low countries – Belgium, Luxembourg, and Netherlands – Invasion of French King into Italy drove artists and writers north in 1494 C. E. Did not decorate ceilings and walls of churches, made illustrations Flanders was important school of art – Jan van Eyck One of the 1 st to use oil painting Imitated nature by observing and portraying reality – Albrecht Durer German painter Visited Italy, copied Italian laws of perspective

Jan van Eyck

Albrecht Durer

Other Notable Contemporaries Erasmus – – – Christian Humanist Wrote The Praise of Folly Thought to improve society, everyone should read the Bible Sir Thomas Moore – Christian Humanist – Wrote Utopia which means “no place” About imaginary land inhabited by peace-loving people William Shakespeare – English Playwright – Themes included dramatic conflict, human flaws, and human nature – Famous works include: Macbeth, Hamlet, Romeo and Juliet, and A Midsummer Night’s Dream

The Printing Revolution Johann Gutenberg reinvented movable type around 1440 C. E. Then invented the printing press – Machine that pressed paper against a tray full of moveable type Printed completed Bible in 1455 C. E.

Effects of Printing Revolution Enabled a printer to produce hundred of copies of a single work Books became cheap, more people could afford More books meant more people could learn how to read People began to interpret the Bible for themselves, became more critical of priests and demanded reforms

Objectives The student will demonstrate knowledge of developments leading to the Renaissance in Europe in terms of its impact on Western Civilization by: – Identifying the economic foundations of the Italian Renaissance – Sequencing events related to the rise of Italian city-states and their political development, including Machiavelli’s theory of governing as described in The Prince – Citing artistic, literary, and philosophical creativity, as contrasted with the medieval period, including Leonardo da Vinci, Michelangelo, and Petrarch – Comparing the Italian and the Northern Renaissance, and citing the contributions of writers