We picked up on the continuation of the Baroque Art Period by introducing Gianlorenzo Bernini. He was a playwright and architect, which played a part in his art style. He created a sculpture of David out of marble in Rome. we realized that the sculpture showed two movements that show the development of the drama. He shows an instantaneous pose to engage the audience in the sequence of David killing Goliath. We then looked at his other sculptures like The Ecstasy of St. Teresa, in which we then elaborated on that the illustration of the figures moving was a part of the Baroque art style. We then shifted to analyzing Ignatius of Loyola’s practice of spiritual exercise that played a part in Berini’s art. After understanding the spiritual influence on Berini we looked at Baldacchino a marker for St. Peter. We also broke down the Piazza before St. Peter and Francesco Borromint San Carlo which have elliptical strictures and allude its height to viewers. After we then turned our attention to Spain and Juan Sanchez Cotan. He painted still-life portraits like The Quince, Cabbage, Melon, and Cucumber. Also Jespe de Ribera and his portrait of a boy with a club foot. We wrap up class with the theory of painting and its use in Spanish art.
Author: Tori (Page 2 of 2)
In class, we focused on the North of Europe during the High Renaissance. We started discussing the artist Pieter Bruegel who created many pieces of art such as the blind leading the blind. While analyzing the blind leading the blind we concluded he based the art off a verse from Matthews, the showcase of diagonals, and mannerism. We then talked about his other works like The Return of the Hunters which also had diagonals and the art seeps into our real world. We then turn our focus to the Italian Baroque Art Period which took place during the 17th century. The style was thriving during the counter-reformations and when art was used as an advertising against the catholic church. We also noticed how the Carracci family created an academy that repelled mannerisms. We continued to analyze some of the Carracci family art pieces until we looked at Artemisia Gentileschi who was a Caravaggist. We analyzed how her replica of Judith which was a derivative of Caravaggio’s style and artwork.
In class today we picked up on Agnolo Bronzino and his mannerist style in his “Allegory with Venus and Cupid” painting. We discussed the elaborate subject matter and its history during the sixteenth century. During class, we broke down the composition of the art piece and how some figures have been interpreted differently by historians. We then transitioned to another piece of art from Agnolo that we noticed lacked expression and emotions, which we noticed among other artists was very popular. After wrapping up Bronzino we then turned to the High Renaissance in Northern Europe which was an easy transition from mannerism. We discussed many aspects in the north that speak to the shift in how artists conveyed their artwork. During our lecture, we then shifted our eyes to the works of Albrecht Durer who had much experience as a goldsmith which contributed to his unique techniques. After a brief history of Durer, we concluded that he was a German replica of Leonardo. We then visited some of his artwork that we noticed he signed all the time and his Italian influence.
In our most recent class, we finished talking about the high Renaissance and moved on to the shift in art. The shift in art started with Michelangelo and his mural in the Sistine Chapel from 1508 to 1512. This work showcased a more chaotic and vibrant color palette. With this change in the art form Michelangelo, we were able to spot more of those patterns among other artists. We then moved into mannerisms that we established were created to give art a style and allow the artist to showcase their skills. After this part of the lesson we then defined what a pieta came from originally and how each one differentiate from one another. Then notice how art changed in the 16th century with more androgyny, more chaos, and less balance like we see in the 15 century. We also talked about the “ Rape of the Sabines ” which was challenging for the artist and had no real message. We finished class with a final piece of art from Agnolo Bronzino.
in today’s lecture, we wrapped up part two of Italian art and moved on to the high Renaissance period. In this period of art, we started by analyzing the different interests of Leonardo da Vinci. After breaking down his ideology we talked about his “ Vitruvian ” sketch that showed the systems and proportions of a man. We also discover that Leonardo used art to solve problems which is why he did not finish many paintings like “ The Madonna on Rocks ”. After elaborating on his other pieces of work we then talked about the history of portraits and how some small details would assume the status of the person being envisioned. In this class, we wrapped up by concluding that during the high Renaissance balance and harmony were the main themes in art.
After wrapping up the first part of 15th-century art we moved onto the second part of Italian art. We started with Masaccio an influential artist during this time. He created the frescoes on the wall of the Brancacci Chapel but focused on “ The Tribute Money ” which we dissected from its continuous narrative, which scene of the testament is being portrayed, to finally how the color and highlights add to the volume and definition of the artwork. We were also able to spot the starting point of the painting with the pillars on the side of the scene. We then moved to how Masaccio copied a Roman copy of Venus. After breaking down Masaccio’s art in the chapel we then to “ The Holy Trinity with the Virgin, St. John, and Two Donors ” where we started to develop the theme and importance of religion at this time. We were also able to capture the importance of perception and illusion in the 15th century and to artists and how they chose to convey those themes.
Today we started off class by defining the centuries and the early to high parts of the Renaissance. We defined that contemporary art in this period was deemed more modern and that humanism the study of human works etc was a form of art being used in this time. After defining a few terms we picked up with printing and its introduction to Italy in 1464. We broke down the period we were in to start understanding how the wart was handled and created being that artists were now starting to become known. We elaborate on merchants and bankers governing, the roles of the guilds, and the many associations such as Arte di Calimala. We shifted our session back to a contest held that was to see who would create the panel. The winner was Ghiberti, who led Burnechelli on to become an architect and create the Dome of Santa Maria del Fiore, the Ospedale degli Innocenti, and also figured out ratios. We then talked about how Donatello used the tiles on the floor as a starting point and a vanishing line. We then discussed how the illusions of his sculpture lead the audience to see movement and depth. We then broke down his linear perspective which created the perception of illusions.
In today’s class, we finished the 14th century by finishing off the well of Moses. We wrapped up the sculpture by talking about its importance and illusionistic theme. That form of sculpting was an important part of the North in the 14th and 15th centuries. After the Well of Moses, we moved to disguised symbolism, which was used prominently during the time. A known great artist Jan Van Eyck created “The Arnolfini Portrait” which we dissected and pointed out all of the symbols to understand the painting. We inspected the small details like the shoes, the setting, the fruits, the dog, and other small details. We were able to convey that the portrait was of a wedding that was a holy scene that was not witnessed by all but a priest and one other person. We then shift to Rogier Van Der Weyden a prodigy of Van Eyck who created “ St. Luke Drawing the Virgin ”. We discussed the modern tech being used by St. Luke in the portrait that was held in a contemporary Nothern Europe. After dissecting the piece of art we then moved to Conrad Witz’s commission of “ The Miraculous Draught of Fishes ” which we also inspected for disguised symbols. We then wrapped up the lecture with printmaking.
In class, we discussed the 13th and 14 century Madonna and Child art pieces by Ciambue and Giotto. During the lecture, we could point out small important details that showed the different representations and meanings of the paintings. In Ciambue’s piece, he positions the angels holding the throne and the Madonna delivering her child Jesus. While Ciambue chose to use the angels in an assisting fashion in Giottos it stood out to me that he chose to position the angels surrounding the Madonna and child. These two differences were also valuable details we talked about in class. We also discussed the significance of the bright rings around the heads of the figures in paintings, which represent their righteousness. We also elaborate on how some higher-ranked families that collected art would take an inventory of all their belongings such as art, castles, and its inhabitants. They would usually do this in the form of art by portraying a good bad government that was established by the Limburg brothers.