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Baroque vs renaissance
Baroque vs renaissance
Essay about art during the renaissance and baroque period
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Two time capsules were found during renovations of the Basilica of San Lorenzo, Florence. One time capsule dates back to the Renaissance time period. Artifacts in this time capsule included a painting of The Birth of Venus, a lute, drawing of the Florence Cathedral’s dome, and a book called The Decameron. The second time capsule had artifacts from the Baroque time period. Artifacts in this time capsule included a painting of The Anatomy Lesson of Dr. Nicolaes Tulp, a stage painting in an opera house, canvas painting of St. Petersburg, and a play called Le Bourgeois Gentilhomme These artifacts give us a glimpse of world events, and cultural patterns in the Renaissance and Baroque time period.
The first artifact that is pulled out of the Renaissance time capsule is painting called the Birth of Venus, by Sandro Botticelli, painted in 1487. The Birth of Venus was painted using Tempera paint on a canvas that is about 5ft. 9in. by 9.5 ft. This painting shows the birth of the Goddess Venus and three other Gods, and Goodness looking on. Venus is emerging from a pearlescent scallop as an adult (Fiero, 2011). The greater meaning of this painting has been pondered on by many people. During this time, people were rediscovering and studying Ancient Greeks. Their artwork reflected not only Ancient Greeks, but also the artist’s own interpretation of the Greek mythology. This painting also shows how artiest weren’t as focuses on making religious art, but started to base their artwork on other studies such as mythology.
Lying underneath the painting The Birth of Venus was a lute. A lute is a stringed instrument that was played during the Renaissance time period, by plucking the strings. During the Renaissance time period secular compositi...
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...class. This play also reflects the beginning class structure of the early modern European society. The European society was based sex and classes (Fiero, 2011).
The time capsules have given people an opportunity to look back into history of the Renaissance and Baroque era and there cultures patterns. The artifacts in the time capsules will also help people to understand events that were taking place in world during these time periods, and what effect it had on those people. Understanding the past helps the people understand their culture of today.
Works Cited
Fiero, G. K. (2011). The humanistic tradition, Book 4: Faith, reason, and power in the early modern world (6th ed.). New York, NY: McGraw Hill.
Fiero, G. K. (2011). The humanistic tradition, Book 3: The European renaissance, the Reformation, and the Global Encounter (6th ed.). New York, NY: McGraw Hill.
· The social class system at the time when the play is set, (rich and
The contextual values and ideas of a time are inevitably reflected within the works produced by a composer of that era, serving as a commentary of society. The Shakespearean play Othello reflects the adversarial nature of society, consisting of the interactions of outsiders and society. Shakespeare presents the struggles faced by the subjugated female gender, caused by the naivety of men within society. Similarly, Geoffrey Sax’s contemporary reinterpretation of Othello parallels the gender inequalities present within Elizabethan society, criticising society’s unjust treatment of women. Likewise, Shakespeare highlights the presence of prejudicial values within the Elizabethan era towards foreign ethnicities, criticising society’s unjust perception
Throughout the plays, the reader can visualize how men dismiss women as trivial and treat them like property, even though the lifestyles they are living in are very much in contrast. The playwrights, each in their own way, are addressing the issues that have negatively impacted the identity of women in society.
The humanist preoccupation with the glory of the ancients spans the entire length of the Italian Renaissance and surfaces in nearly all the writers from Petrarch to Castiglione. The precise use of classical writers varies depending on the purpose of the Renaissance writer’s particular work—they are held up as examples to be emulated by historians, as works essential to shaping good character in their readers by the educational writers, and as personal guides in the letters and treatises of the correspondents and philosophers. However, their invocations in humanist texts exhibit a common sense of the rediscovered continuity of human nature, a continuity that had been rashly denied by the monastic tradition of the Middle Ages but was now being revived as part of the humanist project. It would not be entirely accurate to say that the humanists longed for “a return to a better past,” because they largely accepted Christianity as the final truth, and to return to a pre-Christian age would be to return to perhaps a more vigorous secular life, but also to a spiritual darkness. Instead, they aimed to synthesize the learning of the ancients with the modern Christian world and to create a unified literary and philosophical tradition that would link their seemingly disparate civilizations and could be passed on to later generations as a cohesive canon.
Shakespeare’s Much Ado about Nothing is, on the surface, a typical romantic comedy with a love-plot that ends in reconciliation and marriage. This surface level conformity to the conventions of the genre, however, conceals a deeper difference that sets Much Ado apart. Unlike Shakespeare’s other romantic comedies, Much Ado about Nothing does not mask class divisions by incorporating them into an idealized community. Instead of concealing or obscuring the problem of social status, the play brings it up explicitly through a minor but important character, Margaret, Hero’s “waiting gentlewoman.” Shakespeare suggests that Margaret is an embodiment of the realistic nature of social class. Despite her ambition, she is unable to move up in hierarchy due to her identity as a maid. Her status, foiling Hero’s rich, protected upbringing, reveals that characters in the play, as well as global citizens, are ultimately oppressed by social relations and social norms despite any ambition to get out.
In a society, social classes are always present – whether it was five hundred years ago or in present time. Social classes have always existed and will probably always exist. The question is whether social classes have an impact on the society of a little Italian town called Verona in the fifteenth century. Because one thing is for sure, compared to today norms, social classes and gender rolls in the story about Romeo Montague and Juliet Capulet differs a lot.
Major, J. Russell. "The Renaissance." The Western World: Renaissance to the Present. Philadelphia: J. B. Lippincott, 1966.
Botticelli depicts Venus standing a relaxing pose with long golden wavy hair that falls to her knees skin blemish free and pale as the seafoam she’s born from with one hand (right) gently placed over her right breast she uses the other (left) grasping for
Long, J.C., (2008). Botticelli’s Birth of Venus as wedding painting. Aurora, The Journal of the History of Art, 9, p.1. ISSN 1527-652X.
The shift between the Middle Ages and Renaissance was documented in art for future generations. It is because of the changes in art during this time that art historians today understand the historical placement and the socio-economic, political, and religious changes of the time. Art is a visual interpretation of one’s beliefs and way of life; it is through the art from these periods that we today understand exactly what was taking place and why it was happening. These shifts did not happen overnight, but instead changed gradually though years and years of art, and it is through them that we have record of some of the most important changes of historic times.
Long, J.C., (2008). Botticelli’s Birth of Venus as wedding painting. Aurora, The Journal of the History of Art, 9, p.1. ISSN 1527-652X.
The work is a colorful representation of the face of the goddess Venus as depicted
Merriman, John. A History of Modern Europe: from the Renaissance to the present, 3rd edition.
Gonzalez, Justo L. The Story of Christianity: The Reformation to the Present Day. 2nd ed. New York City, NY: HarperOne, 2010.
“The future depends on what we do in the present.”- Mahatma Gandhi I will be telling what my items are in the capsule and why did I choose these items to be placed in the capsule. I will also be telling the future how the past was and how we took part in our daily lives. In this paper I will discuss what items are going into the time capsule, what I want the future generations to know about the past, and why I put the items I put in the capsule and what they mean to me.