4. Factors that Contributed to the
Beginning of the Renaissance
• Trade and commerce increased during and after Crusades
• Cities grew larger and wealthier due to trade
• Newly wealthy merchants and bankers supported the
growth of the arts and learning
• The Renaissance was an age of recovery from the disasters
of the 14th century, such as the plague, political instability,
and a decline of Church power
• Recovery went hand-in-hand with a rebirth of interest in
ancient culture (e.g., ancient Greece and Rome)
• A new view of human beings emerged as people in the
Italian Renaissance began to emphasize individual ability
5. Do Now
What was one of the factors that contributed
to the beginning of the Renaissance?
6. Lesson 2 Objectives
Discuss what the Renaissance was and where
it began.
Sequence events related to the
rise of Italian city-states and their political
development, including
Machiavelli’s theory of governing as
described in The Prince.
7. The Renaissance was a cultural movement
and a time of renewal (Europe was
recovering from the Dark Ages and the
Black Death/Bubonic Plague)
Renaissance means “rebirth” of classical
knowledge and “birth” of the modern
world (new intellectual and artistic ideas
that developed during the Renaissance
marked the beginning of the modern
world)
What was the Renaissance?
8. Where did the Renaissance begin?
•Italy
•Italian Cities
•Urban Societies
•Major Trading Centers
•Secular Movement
•People lost their faith in the church and began to
put more focus on human beings and material
possessions
9. When did the Renaissance Take
Place?
Roughly the 14th to the 17th century
10. How did the Crusades contribute
to the Renaissance?
Crusades (1095 – 1291) = Religiously
sanctioned military campaigns waged by
Roman Catholics against Muslims who had
occupied the near east since the Rashidun
Caliphate (founded after Muhammad’s
death in 632, the Rashidun Caliphate was
one of the largest empires of the time
period)
Increased demand for Middle Eastern
products
Stimulated production of goods to trade in
Middle Eastern markets
Encouraged the use of credit and banking
11. The Black Death: Bubonic Plague
• 1330s - An outbreak of deadly bubonic plague occurred in China
• Mainly affects rodents, but fleas can transmit the disease to people
• Once people are infected, they infect others very rapidly
• Plague causes fever, painful swelling of the lymph glands, and spots
on the skin that are red at first and then turn black = Black Death
• Since China was one of the busiest of the world's trading nations, it
was only a matter of time before the outbreak of plague in China
spread to western Asia and Europe
• In 1347, Italian merchant ships returned from a trip to the Black Sea,
one of the key links in trade with China. When the ships docked in
Sicily (Italy), many of those on board were already dying of plague.
• Within days the disease spread to the city and the surrounding
countryside
12. Bubonic Plague Continued
• After five years 25 million people were dead--one-third of
Europe's population.
• Even when the worst was over, smaller outbreaks
continued, not just for years, but for centuries. The
survivors lived in constant fear of the plague's return, and
the disease did not disappear until the 1600s.
• The disease took its toll on the church as well. People
throughout Christendom had prayed devoutly for
deliverance from the plague. Why hadn't those prayers
been answered? A new period of political turmoil and
philosophical questioning lay ahead.
13.
14. Political Ideas of the Renaissance
Niccolò Machiavelli (1469-1527)
An Italian Philosopher and Writer based in Florence
during the Renaissance
The Prince (Published in 1532)
Machiavelli believed:
“One can make this generalization about
men: they are ungrateful, fickle, liars,
and deceivers, they shun danger and are
greedy for profit”
Machiavelli observed city-state rulers of
his day and produced guidelines for how
to gain and maintain power.
Absolute Rule
He felt that a ruler should be willing to
do anything to maintain control without
worrying about conscience.
15. • Better for a ruler to be feared than to be loved
• Ruler should be quick and decisive in decision making
• Ruler keeps power by any means necessary
• The end justifies the means
• Be good when possible, and evil when necessary
Today, the term “Machiavellian”
refers to the use of deceit in
politics
17. Guided Practice
Excerpts from Machiavelli’s, The Prince
Chapter XVII
Whether it is better to be loved than feared
Chapter XVIII
How rulers should keep their promises
18. Do Now: Lesson 3A
How did Italian city-states influence the
Renaissance?
19. Lesson 3 Objectives
1) sequence events related to the rise of Italian city-
states and their political development and
2) identify the economic foundations of the Italian
Renaissance (e.g., explain the importance of the
growth of towns, the rise of a money economy,
and the development of independent city-states
to the birth and spread of Renaissance ideas)
20. Major Italian
City-States
Milan Venice
Florence
Milan
One of the richest cities, it controls
trade through the Alps.
Venice
Located on the Adriatic Sea, it is a
major trade route between Asia &
Europe.
Florence
Controlled by the Medici Family, who
became great patrons of the arts.
Genoa
Genoa
Had Access to Trade Routes
All of these cities:
• Had access to trade routes connecting
Europe with Middle Eastern markets
• Served as trading centers for the
distribution of goods to northern Europe
Rome
Headquarters of the Catholic
Church
Rome
21.
22. Italian City-States
Because Italy failed to become united during the Dark
Ages, many independent city-states emerged in Italy.
Each city-state was controlled by a powerful family and
dominated by a wealthy merchant class. Their interest
in art and emphasis on personal achievement helped to
shape the Italian Renaissance.
Example: The Medici family of Florence ranked among
the richest merchants and bankers in Europe; they
ruled Florence for over 70 years.
23. Centralized Power
One governing authority (ex. U.S. Federal
Government; principals) controls power
over several smaller entities (ex. State
governments; teachers)
28. Activity: Act-It-Out
• Work in groups
• Each group will receive role cards
• Review role cards and use info. from the
Reading (28.3) to generate ideas for how to
accurately bring your character to life
• Take a few minutes to prepare and practice
• Each group will conduct the ‘Act-It-Out’
29. Do Now
Why do you think art was so influential
during the Renaissance?
30. Lesson 4 Objectives
SWBAT cite artistic, literary, and
philosophical creativity, as contrasted with
the medieval period, by:
1. Learning about the elements of classical,
medieval, and Renaissance art
2. Identifying the period – classical,
medieval, or Renaissance – in which six
artworks were created
31. The Renaissance produced new ideas that
were reflected in the arts, philosophy, and
literature.
Patrons, wealthy from newly expanded
trade, sponsored works which glorified
city-states in northern Italy. Education
became increasingly secular.
32. Classical art showed the importance of people
and leaders, as well as gods and goddesses
Medieval art and literature focused on the
Church and salvation
Renaissance art and literature focused on the
importance of people and nature, along with
religion
33. Activity:
Classical, Medieval, or Renaissance?
• Think, Pair, Share
– Look at each piece of artwork and determine
which period the artwork is from: Classical,
Medieval, or Renaissance
– List three reasons for your choice
– Use your notes and the information from your
reading (History Alive! 28.2) for help
34.
35. Share
Now, let’s see how we did!
• Classical = Raise 1 Finger
• Medieval = Raise 2 Fingers
• Renaissance = Raise 3 Fingers
36. Classical Art
History Alive! Pg. 316 ‘Discobolus’
• Figures were lifelike but often idealized (more
perfect than in real life)
• Figures were nude or draped in togas (robes)
• Bodies looked active, and motion was believable
• Faces were calm and without emotion
• Scenes showed either heroic figures or real people
doing tasks from daily life
37. Medieval Art
History Alive! Pg. 317 ‘Narthex Tympanum'
• Most art was religious, showing Jesus, saints,
people from the Bible, and so on
• Important figures in paintings were shown as
larger than others around them
• Figures looked stiff, with little sense of movement
• Figures were fully dressed in stiff-looking clothing
• Faces were serious and showed little feeling
• Paint colors were bright
38. Renaissance Art
History Alive! Pg. 317 ‘The School of Athens’
• Artists showed religious and nonreligious scenes
• Art reflected a great interest in nature
• Figures were lifelike and three-dimensional, reflecting an
increasing knowledge of anatomy
• Bodies looked active and were shown moving
• Figures were either nude or clothed
• Scenes showed real people doing everyday tasks
• Faces expressed what people were thinking
• Paintings were often symmetrical (balanced, with the right
and left sides having similar or identical elements)
40. Lesson 5 Objectives
SWBAT:
1. Cite artistic, literary, and philosophical
creativity, as contrasted with the medieval
period, including Leonardo da Vinci,
Michelangelo, and Petrarch
2. Compare the Italian and the Northern
Renaissance, and citing the contributions
of writers
41. Renaissance artists embraced some of the ideals
of ancient Greece and Rome in their art.
The purpose of art would no longer be to glorify
God, as it had been in Medieval Europe. Artists
wanted their subjects to be realistic and focused
on humanity and emotion.
New Techniques also emerged.
42. Art and Patronage
Italians patrons (financial supporters) were willing to spend a
lot of money on art
– Art communicated social, political, and spiritual values
and therefore, the consumption of art was used as a
form of competition for social & political status.
43. What was different in the Renaissance?
Realism
Perspective
Emphasis on individualism
Geometrical arrangement of figures
Light and shadowing
Softening of edges
Artist able to live from commissions
47. 4. Emphasis on Individualism
Batista Sforza & Federico de Montefeltre:
The Duke & Dutchess of Urbino
Piero della Francesca, 1465-1466.
48. 5. Geometrical Arrangement of Figures
Leonardo da Vinci
1469
The figure as
architecture!
The Dreyfus Madonna
with the
Pomegranate
49. 6. Light & Shadowing/Softening Edges
Chiaroscuro:
use of light
and shade
Sfumato:
gradual
blending of
one area of
color into
another
without a sharp
outline
Ginevra de' Benci, a
young Florentine
noblewoman who, at
the age of sixteen,
married Luigi
Niccolini in 1474.
50. Born in 1475 in a small town near Florence, is
considered to be one of the most inspired men
who ever lived; he was a sculptor, painter,
engineer, architect, and poet.
53. Sistine Chapel
About a year after creating
David, Pope Julius II
summoned Michelangelo to
Rome to work on his most
famous project, the ceiling
of the Sistine Chapel.
Depicts the biblical history of
the world from the Creation to
the Flood
54. Creation of Eve Creation of Adam
Separation of Light and Darkness The Last Judgment
62. The School of Athens
1510 Fresco
Vatican City
An imaginary gathering of great thinkers
and scientists
Perspective
Subjects are mainly
secular, but can be
religious
Figures look idealized,
but can also look like
everyday ordinary people
Bodies are active
Clothed or unclothed
Faces are expressive
Detail
65. Northern Renaissance
The Renaissance in northern Europe (outside Italy)
• There was increased cultural exchange between
European countries
• Printed materials helped to spread ideas
• Centralization of political power made the
northern Renaissance distinct from the Italian
Renaissance (e.g., nation-states instead of Italian
city-states)
66. • Growing wealth in Northern Europe supported Renaissance ideas.
• Northern Renaissance thinkers merged humanist ideas with
Christianity.
• The movable type printing press and the production and sale of
books (Gutenberg Bible) helped disseminate ideas and allowed more
people to become educated.
67. •Cultural and educational reform
•The study of classical culture (ancient Greece and Rome),
in contrast with the study of things related to the church
and religion
• Celebrated the individual
•Was supported by wealthy patrons (financial supporters)
68. Literature flourished during the Renaissance and
spread Renaissance ideas, which can be greatly
attributed to Johannes Gutenberg.
In 1455 Gutenberg printed the first book produced
by using moveable type, The Bible, and started a
printing revolution that would transform Europe.
Literacy rates
increased
70. William Shakespeare
1564-1616
• English poet and playwright
• Well-known plays include:
Hamlet, Macbeth, Romeo and Juliet
• Influence and Impact on the Renaissance:
He expanded the dramatic potential of characterization (his
characters were very complex), plot, language (creative), and genre
71. Erasmus
(1466-1536)
Dutch humanist
Pushed for a Vernacular form of the
Bible
“I disagree very much with those who
are unwilling that Holy Scripture,
translated into the vernacular, be
read by the uneducated . . . As if the
strength of the Christian religion
consisted in the ignorance of it”
Wanted to reform the Catholic Church
Wrote: The Praise of Folly
Used humor to show the immoral and
ignorant behavior of people, including
the clergy. He felt people would be
open minded and be kind to others.
72. Sir Thomas More
(1478-1535)
English Humanist
Wrote: Utopia
A book about a perfect society in
which men and women live in
harmony, there is no private
property, no one is lazy, all people
are educated and the justice
system is used to end crime instead
of executing criminals
74. Important to Remember
• Accomplishments in the visual arts –
Leonardo da Vinci, Michelangelo, Raphael
• Accomplishments in literature (sonnets,
plays, essays) – Petrarch, Shakespeare
• Accomplishments in intellectual ideas
(humanism) – Erasmus
