Outline of the MHC lesson “The emergence of new styles in the 17th – 18th centuries. Outline of the MHC lesson “The emergence of new styles in the 17th – 18th centuries. Style diversity of art.”
Lesson on blended learning technology
Module “Changing work areas”
Subject - World artistic culture Grade 11
Lesson topic “Diversity of styles in the culture of the 17th-18th centuries”
So much news in 20 years
and in the realm of the stars,
and in the area of planets,
The Universe crumbles into atoms,
All connections are broken, everything is crushed into pieces.
The foundations have been shaken, and now
everything has become relative for us.
John Donne (1572-1631) poet
The purpose of the lesson
Identify characteristic featuresvariety of cultural styles of the 17th and 18th centuries.
Tasks
Determine the pattern of changing artistic styles.
Develop students' ability to select and analyze information. The ability to verbalize your feelings and feelings
Cultivating in students a more conscious perception of works of art.
Lesson type – generalizingteaching lesson on the integrated application of knowledge/lesson of developmental control/.
Form of study : frontal, group
Formed UUD
Communication – acquiring the skills to take into account the position of the interlocutor (partner), organize and carry out cooperation and cooperation with the teacher and peers, adequately perceive and transmit information.
Cognitive
the ability to express the main idea and isolate the main meaning.
the ability to analyze a task from different points of view and based on different parameters.
Personal
the ability to listen and hear the interlocutor.
the ability to formulate one’s position in a correct and convincing form, showing respect for the position and opinions of other people.
Regulatory (reflexive)
The ability to control your speech, taking into account the communicative situation, ethical and sociocultural norms.
The ability to predict the perception of the interlocutor.
Lesson equipment : personal computer (4 pcs.), interactive whiteboard,multimediavideo projector, audio recordings, tape recorder, presentation for the lesson in program formatMicrosoftOfficePowerPoint, handouts (reproductions of works, cards with texts, test tasks).
Lesson Plan
1.Organizational moment1-2 min.
2. Introduction to the topic2-3 min.
3. Frontal survey3-5 min.
4.Main stage of the lesson25 -30 min.
5.Summing up the lesson3-5 min.
6.Reflection1-2 min.
7. Conclusion1-2 min .
During the classes
Organizing time - greetings.
/ On the slide is the name of the lesson topic, epigraph. The teacher begins the lesson with the sound in the background IV part of the cycle “The Seasons” by A. Vivaldi - “Winter” /
2.Introduction to the topic
XVII-XVIIIcentury - one of the brightest and most brilliant eras in the history of world artistic culture. This was a time when the familiar, seemingly unshakable picture of the world was rapidly changing, and the ideals of the Renaissance were collapsing in the public consciousness. This is the time when the ideology of humanism and faith in the limitless possibilities of man was replaced by a different sense of life.
Each time carries within itself its inherent laws and expediencies. It is known that works of architecture, sculpture, music, decorative and applied arts, painting, etc. are a kind of means of encoding “cultural messages.” We communicate with past eras using our ability to abstract perception. Knowing the “codes,” and in our case these are the features and characteristics of the art styles of the 17th and 18th centuries, we will be able to more consciously perceive works of art.
So, today our task is to try to identify the pattern of changing styles and learn to see the “code” of a particular style (slide concept “style”).Style is a stable unity of expressive means that characterizes the artistic originality of a work or a set of works.
3 . Frontal survey - Guys, who can name the main styles in the art of the 17th and 18th centuries?Students name the main styles of this period (mannerism, baroque, rococo, classicism, romanticism, realism).
Over the course of a series of lessons you have become familiar with each of them. We, of course, agree with the statementcontemporary Russian art critic Viktor Vlasov: “Style is the artistic experience of time”
Let's briefly describe each of them.A verbal definition of each style is given.
4.Main stage of the lesson . So, today we are working on the module “Changing work areas”. The class is divided into 4 groups, each of which performs its own task. Your ability to work together, consult with each other and come to a common opinion is very important.
Group “A” (weak students) works with handouts, which must be distributed according to the 6 named styles. Here you have a definition of style, and the features of each of them, reproductions of paintings, statements and poetic lines of famous people.
Group “B” (intermediate students) works with test tasks on our topic.
You need to correlate the name of the paintings with the name of the author, the style with the name of the painting, the features of the style with its name, etc.
And the group - "D"(excellent students), she is working with the presentation “Styles in Art of the 17th-18th Centuries...” on laptops with Internet access. This is practical work, it contains difficult tasks that require deep knowledge in the subject “MHC”.
Guys, you complete the tasks for 10-12 minutes, and then change your work areas: group “A” moves to the place of group “B” and vice versa; group "C" changes with the working area of group "D" I am a teacher, I work closely with group “A”, and my assistants, winners of MHC Olympiads, work with the other three, let’s call them tutors.On the slide - « Tutor - from the English “tutor” - curator, mentor, educator. A tutor can help solve organizational issues, support the desire to complete tasks and independence, solve organizational problems, establish contact between students, psychologically prepare the mentee for productive work, and is a link between students and the teacher.”
During the lesson, you are asked to find out the reason for the change in styles and try to identify the patterns of this process. This will be the result of our work today.
Students work in groups. The teacher unobtrusively monitors the process of completing assignments and, if possible, corrects answers within the group. Tutors coordinate the work in each group.
Group “A” requires more painstaking and carefully controlled work. For higher motivation, it is necessary to create problematic situations and set individual tasks. For example, when determining the style of a painting, pay students special attention to the details in the reproduction, which will help them cope with the task more accurately. And when working with a poetic text, find key words or phrases that help determine the style and direction in art.
5. Summing up the lesson.
Well, let's find out how you completed the task and what conclusions you drew?Representatives of each group express their point of view…. The teacher indirectly leads students to the correct formulation of answers: creative people have always strived for something new, unknown, which made it possible to create new masterpieces; The 17th-18th centuries were a time of scientific discoveries, which led to changes in all spheres of life, including art; changing styles is a natural process of mastering the world according to the laws of beauty, a natural reflection of human life...
Final word from the teacher - Thus, you and I have come to the conclusion that the environment, surroundings and reflection of the world in motion becomes the main thing for artXVII – XVIIIcenturiesHowever, art is by no means limited to the aesthetic sphere. Historically, works of art performed not only aesthetic (artistic) functions in culture, although the aesthetic has always been the essence of art. Since ancient times, society has learned to use the powerful effective power of art for a variety of social and utilitarian purposes - religious, political, therapeutic, epistemological, ethical.
Art is a settled, crystallized and fixed form of exploration of the world according to the laws of beauty. It is aesthetically meaningful and carries an artistic concept of the world and personality.
6.Reflection
Now try to evaluate today’s lesson and your attitude towards it. The questionnaire is anonymous.
/ against the background of the sound of L. Beethoven’s play “Fur Elise” /
7. Conclusion
Now all we have to do is evaluate your work. Participants in each group receive the same grades. So, the ratings are…. (Group “A” receives a well-deserved “B”, and the rest of the students, I think you will agree with this, receive a grade of “Five”).
Thanks everyone for the lesson!
Vanyushkina L.M., Modern lesson: World artistic culture, St. Petersburg, KARO, 2009.
Dmitrieva N.A., A Brief History of Art, Moscow, “Iskusstvo”, 1990.
Danilova G.I., World artistic culture: programs for educational institutions. 5-11 grades, Moscow, Bustard, 2010.
Danilova G.I., World artistic culture. 11th grade, Moscow, Interbook 2002.
Polevaya V.M., Popular art encyclopedia: Architecture. Painting. Sculpture. Graphic arts. Decorative art, Moscow, “Soviet Encyclopedia”, 1986.
Slide 1
Style diversity of art of the 17th-18th centuries
Prepared by the teacher of fine arts and MHC MKOU secondary school with. Brut Guldaeva S.M.
Slide 2
In Europe, the process of dividing countries and peoples has ended. Science has expanded knowledge about the world. The foundations of all modern natural sciences were laid: chemistry, physics, mathematics, biology, astronomy. Scientific discoveries of the early 17th century completely shattered the image of the universe, at the center of which was man himself. If earlier art affirmed the harmony of the Universe, now man was afraid of the threat of chaos, the collapse of the Cosmic world order. These changes also affected the development of art. The 17th – 18th centuries are one of the brightest pages in the history of world artistic culture. This is the time when the Renaissance was replaced by the artistic styles of Baroque, Rococo, Classicism and Realism, which saw the world in a new way.
Slide 3
ART STYLES
Style is a combination of artistic means and techniques in the works of an artist, an artistic movement, an entire era.
Mannerism Baroque Classicism Rococo Realism
Slide 4
MANNERISM
Mannerism (Italian manierismo, from maniera - manner, style), a direction in Western European art of the 16th century, reflecting the crisis of the humanistic culture of the Renaissance. Outwardly following the masters of the High Renaissance, the works of the Mannerists are distinguished by their complexity, intensity of images, mannered sophistication of form, and often sharp artistic solutions.
El Greco "Christ on the Mount of Olives", 1605. National. Gal., London
Slide 5
Characteristic features of the Mannerism (pretentious) style:
Sophistication. Pretentiousness. An image of a fantastic, otherworldly world. Broken contour lines. Light and color contrast. Lengthening figures. Instability and difficulty of poses.
Slide 6
If in the art of the Renaissance man is the ruler and creator of life, then in the works of Mannerism he is a small grain of sand in the chaos of the world. Mannerism covered various types of artistic creativity - architecture, painting, sculpture, decorative and applied arts.
El Greco "Laocoon", 1604-1614
Slide 7
Uffizi Gallery
Palazzo del Te in Mantua
Mannerism in architecture expresses itself in violations of the Renaissance balance; the use of architecturally unmotivated structural solutions that cause the viewer a feeling of anxiety. The most significant achievements of Mannerist architecture include the Palazzo del Te in Mantua (the work of Giulio Romano). The building of the Uffizi Gallery in Florence is designed in a mannerist spirit.
Slide 8
BAROQUE
Baroque (Italian barocco - whimsical) is an artistic style that prevailed from the late 16th to the mid-18th centuries. in the art of Europe. This style originated in Italy and spread to other countries after the Renaissance.
Slide 9
CHARACTERISTIC FEATURES OF THE BAROQUE STYLE:
Pomp. Pretentiousness. Curvature of shapes. Brightness of colors. Abundance of gilding. An abundance of twisted columns and spirals.
Slide 10
The main features of Baroque are pomp, solemnity, splendor, dynamism, and life-affirming character. Baroque art is characterized by bold contrasts of scale, light and shadow, color, and a combination of reality and fantasy.
Cathedral of Santiago de Compostela
Church of the Mother of God of the Sign in Dubrovitsy. 1690-1704. Moscow.
Slide 11
It is especially necessary to note in the Baroque style the fusion of various arts in a single ensemble, a large degree of interpenetration of architecture, sculpture, painting and decorative arts. This desire for a synthesis of arts is a fundamental feature of the Baroque.
Versailles
Slide 12
CLASSICISM
Classicism from lat. classicus - “exemplary” - an artistic movement in European art of the 17th -19th centuries, focused on the ideals of ancient classics.
Nicolas Poussin "Dance to the Music of Time" (1636).
Slide 13
CHARACTERISTIC FEATURES OF CLASSICISM:
Restraint. Simplicity. Objectivity. Definition. Smooth contour line.
Slide 14
The main themes of the art of classicism were the triumph of social principles over personal principles, the subordination of feelings to duty, and the idealization of heroic images.
N. Poussin “The Shepherds of Arcadia”. 1638 -1639. Louvre, Paris
Slide 15
In painting, the logical development of the plot, a clear balanced composition, a clear transfer of volume, with the help of chiaroscuro the subordinate role of color, and the use of local colors acquired the main importance.
Claude Lorrain "The Departure of the Queen of Sheba"
The artistic forms of classicism are characterized by strict organization, balance, clarity and harmony of images.
Slide 16
In European countries, classicism existed for two and a half centuries, and then, changing, was revived in the neoclassical movements of the 19th – 20th centuries.
Works of classicist architecture were distinguished by strict organization of geometric lines, clarity of volumes, and regularity of layout.
Slide 17
ROCOCO
Rococo (French rococo, from rocaille, rocaille - a decorative motif in the shape of a shell), a style movement in European art of the 1st half of the 18th century.
Church of Francis of Assisi in Ouru Preto
Slide 18
CHARACTERISTIC FEATURES OF ROCOCO:
Refinement and complexity of forms. The whimsicality of lines and ornaments. Ease. Grace. Airiness. Flirtyness.
Slide 19
Originating in France, Rococo in the field of architecture was reflected mainly in the nature of the decor, which acquired emphatically elegant, sophisticatedly complicated forms.
Amalienburg near Munich.
Slide 20
The image of a person lost its independent meaning, the figure turned into a detail of the ornamental decoration of the interior. Rococo painting was predominantly decorative in nature. Rococo painting, closely associated with the interior, developed in decorative and easel chamber forms.
Antoine Watteau "Sailing to the Island of Cythera" (1721)
Fragonard "Swing" (1767)
Slide 21
REALISM
Realism (French réalisme, from Late Latin reālis “real”, from Latin rēs “thing”) is an aesthetic position according to which the task of art is to capture reality as accurately and objectively as possible. The term “realism” was first used by the French literary critic J. Chanfleury in the 50s.
Jules Breton. "Religious Ceremony" (1858)
Slide 22
CHARACTERISTIC FEATURES OF REALISM:
Objectivity. Accuracy. Specificity. Simplicity. Naturalness.
Slide 23
Thomas Eakins. "Max Schmitt in a Boat" (1871)
The birth of realism in painting is most often associated with the work of the French artist Gustave Courbet (1819-1877), who opened his personal exhibition “Pavilion of Realism” in Paris in 1855. In the 1870s. realism was divided into two main directions - naturalism and impressionism.
Gustave Courbet. "Funeral in Ornans." 1849-1850
Slide 24
Realistic painting became widespread outside France. In different countries it was known under different names, in Russia - itinerant movement.
I. E. Repin. "Barge Haulers on the Volga" (1873)
Slide 25
Conclusions:
In the art of the 17th and 18th centuries, various artistic styles coexisted. Heterogeneous in their manifestations, they still had unity and community. Sometimes completely opposite artistic decisions and images were only original answers to the most important questions in the life of society and man. It is impossible to express unambiguously what changes happened by the 17th century in people’s perception of the world. But it became obvious that the ideals of humanism did not stand the test of time. The environment, surroundings and reflection of the world in movement became the main thing for the art of the 17th – 18th centuries.
Slide 26
Basic literature: 1. Danilova G.I. World Art. Grade 11. – M.: Bustard, 2007. Literature for additional reading: Solodovnikov Yu.A. World Art. Grade 11. – M.: Education, 2010. Encyclopedia for children. Art. Volume 7.- M.: Avanta+, 1999. http://ru.wikipedia.org/
Slide 27
Complete test tasks:
There are several answer options for each question. Answers that you think are correct should be marked (underlined or with a plus sign). For each correct answer you receive one point. The maximum sum of points is 30. The sum of points scored from 24 to 30 corresponds to the test.
Arrange the following eras, styles, movements in art in chronological order: a) Classicism; b) Baroque; c) Romanesque style; d) Renaissance; e) Realism; f) Antiquity; g) Gothic; h) Mannerism; i) Rococo
Slide 28
2. Country - birthplace of Baroque: a) France; b) Italy; c) Holland; d) Germany. 3. Match the term and definition: a) baroque b) classicism c) realism 1. strict, balanced, harmonious; 2. reproduction of reality through sensory forms; 3. lush, dynamic, contrasting. 4. Many elements of this style were embodied in the art of classicism: a) antique; b) baroque; c) gothic. 5. This style is considered lush, pretentious: a) classicism; b) baroque; c) mannerism.
Slide 29
6. Strict organization, balance, clarity and harmony of images are characteristic of this style: a) rococo; b) classicism; c) baroque. 7. Works of this style are distinguished by intensity of images, mannered sophistication of form, sharpness of artistic solutions: a) rococo; b) mannerism; c) baroque. 8. Insert architectural style “The architecture of ……… (L. Bernini, F. Borromini in Italy, B. F. Rastrelli in Russia) is characterized by spatial scope, unity, and fluidity of complex, usually curvilinear forms. Often there are large-scale colonnades, an abundance of sculpture on the facades and in the interiors" a) Gothic b) Romanesque c) Baroque
Slide 30
9. Representatives of classicism in painting. a) Delacroix; b) Poussin; c) Malevich. 10. Representatives of realism in painting. a) Delacroix; b) Poussin; c) Repin. 11. Periodization of the Baroque era: a) 14-16 centuries. b) 15-16 centuries. c) 17th century. (late 16th - mid 18th century). 12. G. Galileo, N. Copernicus, I. Newton are: a) sculptors b) scientists c) painters d) poets
Slide 31
13. Match the works with the styles: a) classicism; b) baroque; c) mannerism; d) rococo
1
2
3
4
Slide 32
Slide 1
Slide 2
Art critic A.A. Anikst noted: “confidence in the imminent and inevitable triumph of the positive principles of life disappears. The feeling of its tragic contradictions becomes more acute. The old faith gives way to skepticism. Humanists themselves no longer trust reason as a good force. Capable of renewing life. They also have doubts about human nature—whether good principles really dominate it.”
Slide 3
The stylistic diversity of art of the 17th-18th centuries. Mannerism Baroque Classicism Rococo Realism
Slide 4
Mannerism (Italian manierismo, from maniera - manner, style) is a movement in European art of the 16th century, reflecting the crisis of the humanistic culture of the High Renaissance. The main aesthetic criterion is not following nature. The mannerists distorted the harmonious principle inherent in them, cultivating ideas about the precariousness of human destiny, which is at the mercy of irrational forces. The works of these masters are distinguished by sharp coloristic and light-and-shadow dissonances, complexity and exaggerated expressiveness of poses and movement motifs, elongated proportions of figures, and virtuoso drawing, where the line outlining the volume acquires independent meaning. G. Arcimboldo El Greco El Greco “Christ Carrying the Cross”
Slide 5
P. Rubens. Marchioness Brigitte Spinola Doria Renbrant. “Christ during a storm on the Sea of Galilee” V.V. Rastrelli. Embassy Staircase Baroque (Italian barocco, literally - bizarre, strange), one of the dominant styles in the architecture and art of Europe and Latin America of the late 16th - mid-18th centuries. Baroque embodied new ideas about the unity, boundlessness and diversity of the world, about its dramatic complexity and eternal variability; his aesthetics was built on the collision of man and the world, ideal and sensual principles, reason and irrationalism. Baroque art is characterized by grandeur, splendor and dynamics, intensity of feelings, a passion for spectacular spectacle, a combination of the illusory and the real, strong contrasts of scale and rhythm, materials and textures, light and shadow.
Slide 6
Bryullov Karl. Last day of Pompeii Bryullov Karl. Narcissus looking into the water Nicolas Poussin. The Triumph of Neptune Poussin Nicolas Classicism, an artistic style in European art of the 17th–early 19th centuries, one of the most important features of which was the appeal to the forms of ancient art as an ideal aesthetic and ethical standard. The principles of rationalistic philosophy underlying classicism determined the view of theorists and practitioners of the classical style on a work of art as the fruit of reason and logic, triumphing over the chaos and fluidity of sensory life. In the painting of classicism, line and chiaroscuro became the main elements of form modeling; local color clearly reveals the plasticity of figures and objects, and separates the spatial plans of the painting.
Slide 7
Pompeo Batoni Diana and Cupid Watteau Antoine Dance SebastianoRicci Abraham and the Three Angels Rococo (French rococo, from rocaille, rocaille - a decorative motif in the shape of a shell), a style movement in European art of the 1st half of the 18th century. A predilection for refined and complex shapes, fancy lines, much like the silhouette of a shell. Subtle shifts of color and at the same time somewhat faded in color are Rococo paintings. Complex love affairs, fleeting hobbies, daring, risky human actions that challenge society, adventures, fantasies. Rococo artists were characterized by a subtle culture of color, the ability to build a composition with continuous decorative spots, achieving overall lightness, emphasized by a light palette, and a preference for faded, silvery-bluish, golden and pink shades.
Slide 8
Realism (from the French realisme, from the Latin realis - material) - in art in a broad sense, a truthful, objective, comprehensive reflection of reality using specific means inherent in the types of artistic creativity. The general features of the realism method are reliability in the reproduction of reality. Accuracy, specificity, impartiality of perception of life, attention to common folk types, heartfelt perception of life and nature, simplicity and naturalness of human feelings. Ilya Repin Barge Haulers on the Volga
Slide 9
In the art of the 17th-18th centuries. There were different artistic styles. Heterogeneous in their manifestations, they had deep internal unity and community. Sometimes completely opposite artistic decisions and images were only original answers to the most important questions of life and society
teacher of MHC MBOU gymnasium
Safonov, Smolensk region
Slide 2
Artistic culture of the 17th – 18th centuries.
Slide 3
Style (Latin) - 2 meanings:
1) the constructive principle of the structure of objects and phenomena of the cultural world (lifestyle, clothing, speech, communication, architecture, painting, etc.),
2) features of artistic creativity, art schools and movements (Hellenistic style, classicism, romanticism, modernism, etc.)
Slide 4
The emergence of new styles and the Renaissance
Renaissance (Renaissance) is an era in the cultural and ideological development of a number of European countries (XIV – XVI centuries)
Dogmatic art was replaced by the desire for a realistic knowledge of the world, faith in the creative possibilities and power of the mind of the individual.
Slide 5
Distinctive features of Renaissance culture:
- secular character,
- humanistic worldview,
- appeal to the ancient heritage.
Slide 6
S. Botticelli. Birth of Venus
Slide 7
S. Rafael. Galatea
Slide 8
From Renaissance humanism to mannerism and baroque
Mannerism (from Italian - “technique”, “manner”) is the dominant artistic movement in European art of the late 16th century.
Representatives of mannerism in their work did not follow nature, but tried to express the subjective idea of an image born in the artist’s soul.
Slide 9
Titian. Bacchus and Ariadne
Slide 10
Baroque
Baroque (“bizarre”, “strange”) is one of the dominant styles in European architecture and art of the late 16th - mid-18th centuries.
A person in Baroque art appears to be involved in the cycle and conflict of the environment, a multifaceted personality with a complex inner world.
Slide 11
Baroque art is characterized by
- gracefulness,
- splendor and dynamics,
- combination of illusory and real,
- passion for spectacular spectacles,
- contrasts of scales and rhythms, materials and textures, light and shadow.
Slide 12
GuidoReni. Aurora
Aurora, 1614, fresco, Palazzo Pallavicini Rospigliosi, Rome
Slide 13
Peter Paul Rubens. Judgment of Paris
Slide 14
P.P.Rubens.Perseus and Andromeda
Slide 15
The Age of Enlightenment in the history of art development
- Classicism as an artistic embodiment of the ideas of the Enlightenment.
- Classicism is an artistic style in European art of the 17th – early 19th centuries.
- Appeal to the ancient heritage and humanistic ideals of the Renaissance.
- The subordination of personal interests to public interests, feelings to duty, and the idealization of heroic images are the main themes of the art of classicism.
Slide 16
F. Boucher. Diana's bath
Slide 17
Rococo
- Rococo is a style that was developed in European plastic arts of the first half of the 18th century.
- A passion for refined and complex shapes and fancy lines.
- The goal of Rococo art is to please, touch and entertain.
- Complex love affairs, fleeting hobbies, daring and risky actions of heroes, adventures and fantasies. Gallant entertainment and celebrations are the main subjects of Rococo works.
Slide 18
Realistic trends in the development of art of the 17th – 18th centuries.
- Objectivity, accuracy and specificity in conveying events in the surrounding world
- Lack of idealization
- Attention to common people
- Deep perception of life and nature
- Simplicity and naturalness in conveying the world of human feelings
Plan - lesson summary
Subject: "The emergence of new styles inXVII – XVIIIcenturies."
The purpose of the lesson:
– educational (give an idea of the main artistic styles that arose inXVII – XVIIIcenturies);
– developmental (to develop the ability to understand the stylistic diversity of art, the skills of analyzing specific works of art);
– educational (to foster interest in art and develop an understanding of its value).
Equipment:
– board (designation of the topic of the lesson, names of styles, new terms, names of masters who worked in each specific style);
– laptop with speakers (for showing illustrations of artists’ paintings and listening to audio recordings).
During the classes
Organizing time.
Good afternoon, class. Today we will study a new topic that will allow us to take a brief overview of what we will learn more about in the following lessons. We will talk about the styles that appeared in European art during the Late Renaissance and developed until the endXVIIIcenturies
Make sure you have notebooks and pens on your desks as... Today you have to record a lot of important information.
Explanation of new material.
So, the topic of our lesson is “The emergence of new styles inXVII – XVIIIcenturies."(I draw the children’s attention to the topic: it is written on the board and highlighted with chalk) .
Before we begin, let's try to remember what the situation was in Western European art at the endXVIV.
Starting from its second half, the decline of Italian painting is already noticeable, and the further it goes, the stronger and stronger it becomes. The heyday is followed by an imitative period. The individual traits of brilliant masters turn into mannerisms and canons among their imitators.
Many famous masters, with all the perfection of their technique and successful approach to samples, lack a sense of proportion - the first condition of beauty and serious dignity. There is a “fallout” from the principles of painting characteristic of the Renaissance into exaggeration. This exaggeration forms the basis of a new artistic style.
Mannerism (from Latin technique, manner) (the new term and its translation are written on the board, as are the names of representatives of this style, I draw the children’s attention to these notes and ask them to transfer them to their notebooks) reflects the crisis of Renaissance ideas about the ideal.
Mannerism appeared in Italy, but very quickly became a pan-European style.
This was facilitated by 2 factors:
activities of Italian masters outside Italy;
wide distribution of paintings, graphics, engravings and prints by Mannerist masters.
The term itself belongs to the biographer and painter Giorgio Vasari, who calls it a new pictorial system, which is characterized by 3 main features:
The sharpness of the images;
Expression of poses, elongated proportions of figures;
Light and color contrasts(the above principles are also recorded by students and then analyzed using examples of paintings by artists representing the style).
All three principles were reflected in the works of mannerist masters, who are generally considered to be:
- Allesandro Allori ;
- Francesco Parmigianino;
- Jacopo Tintoretto.
Mannerists are also consideredrepresentatives of the Fontainebleau school in France andEl Greco in Spain.
In literature and music, the term "mannerism" is used more widely than in the visual arts; mannerist are literary works that are characterized by complexity of syllable and syntax, and the use of fanciful and fantastic images.
A striking example of this is the two-volume novel Euphues by John Lyly, which gave rise to the term “Euphuism”, meaning a highly artificial and pretentious style.
Mannerism in music is the work of Carlo di Vinosa, which is characterized by harmony, changes of tempo, and vivid expression.
Despite all of the above, very often art historians do not distinguish Mannerism as a separate style, but consider it only the early stage of one of the most ambitious movements in art.XVII – XVIIIcenturies –baroque .
Baroque is read as a synthetic style, i.e. artificially created on the basis of two previous trends - Renaissance and Mannerist. From the first he got pomp and solidity, from the second - dynamism and emotionality.
Baroque dominated European art from the endXVIto the middleXVIIIcentury and covered all types of creativity, most fully reflected in architecture and fine arts.
The term comes from the Portuguese wordbarocco , which means an irregularly shaped pearl. However, in Italian there is an equivalent -baroque – lush, red, strange. Actually, these three words - lush, red, strange - defined Baroque art - bright, luxurious, drowning in gold and velvet(the term and its interpretations are copied from the board) .
Baroque made a huge impression on people, so it very soon took deep roots in Catholic countries, becoming an indispensable attribute of the power and might of the Pope. It is for this reason that the greatest monuments of Baroque architecture are churches and monasteries.
A striking example of this is St. Peter's Square and Cathedral in Rome by architects Lorenzo Bernini and Francesco Borromini.
Traditionally, representatives of the Baroque are considered:
- architects Lorenzo Bernini and Francesco Borromini
- artists Caravaggio, Carracci, Peter Paul Rubens and Rembrandt Van Rijn (the names of the masters written on the board are copied by the children in their notebooks) .
Baroque art, both in architecture and in sculpture and painting, is characterized by:
Contrast, combination of light and shadow;
Dynamics;
Predilection for spectacular showmanship, pomp and brightness(the principles can be written down, or they can only be outlined orally, as they will be discussed in more detail in subsequent lessons) .
Multicolor sculpture, modeling, carvings, mirrors, paintings, ceiling paintings, tens of meters of silk, velvet and brocade in interior decoration - this is the extensive heritage that the Baroque left us.
All these decorative elements later helped Charles Lebrun and Louis Levo - the architect and sculptor - to realize the project of the greatest monument of palace and park architecture, Versailles. But more on that later.
In the meantime, we have a centuryXVIII, its first half. The Louis Kings, monarchs of the Bourbon dynasty, seek to consolidate their power by emphasizing their “chosen” status by all available means. A huge royal court requires entertainment and luxury. They are not satisfied with the pomp of the Baroque; they need something, something less pretentious, but more elegant. A new style of “gallant celebrations” - Rococo - becomes a discovery.
Rococo (from French. rocaille – decorative motif in the shape of a shell) - this is a style or stylistic direction in the art of France in the first halfXVIIIcentury(the name of the style is copied by the children from the board along with the names of its representatives) .
The term “rococo” did not arise immediately; later they began to despise the mannerism that was inherent in the style.
Rococo is characterized by:
Graceful, sophisticated forms,
Idyllic (pastoral) or sensual scenes,
Dim colors, subtle play of light, hazy images(each of the principles is illustrated using the examples of the artists’ paintings below) .
In modern art history, four outstanding French decorative artists are considered to be representatives of Rococo:Francois Boucher, Antoine Watteau, Nicolas Lancret and Jean Fragonard .
These four painters, in the course of their work, created the style whose paintings and furniture decorated the palaces of the richest people in France for many years.
Rococo is a chamber style (small forms), mainly painting and sculpture, a significant place in it is given to DPI.
The themes of the works fluctuate within the framework of mythological and pastoral subjects.
However, excessive attraction to cupids and Venuses, beautiful shepherds and shepherdesses, ultimately ruined this style.
In the mid 50sXVIIIcentury Rococo was criticized for its mannerisms, excessive sensuality and absurd complication of composition.
The Age of Enlightenment crept up unnoticed and dealt a crushing blow to the principles thanks to which Rococo developed. First of all, the Enlightenment with its new ideals influenced architecture, which was never the strong point of Rococo. Masters began to be attracted by the rigor and tranquility of ancient, mostly Greek architecture.
The growing interest in antiquity was facilitated by the discovery in 1755 of the city of Pompeii with its rich artistic heritage, as well as the study of architecture in southern Italy. The result of new trends was a high style in art and literature called classical.
So,classicism (children copy the term from the board) - a style in literature and artXVIII– startedXIX, who turned to the ancient heritage as the norm and ideal model.
This style appeared in France, then spreading to other countries with artists and architects who were actively invited to the courts of European monarchs, as bearers of the knowledge of “absolute harmony.”
Artists, writers and architects of classicism believed that a work of art is the fruit of reason and logic, therefore it should be devoid of chaos and fluidity of forms.
Based on ancient art, the masters developed a number of principles, in accordance with which all representatives of the style pledged to create:
Depiction of high (heroic and moral) ideals;
Strict organization of logical, clear images;
Color restraint(all of these principles are demonstrated to children using illustrations of works of art by classic masters) .
It may seem that the establishment of such rigid boundaries impoverished the artistic forms of style, turning them into templates. However, it is not. It is known that it was the architects of classicism who managed to create those palaces and park ensembles that now delight the whole world.
Three outstanding architects - Jules Hardouin-Mansart, Andre Le Nôtre, and later Louis Leveau - built Versailles - the brightest example of classical art.
Versailles, built of white marble, is the embodiment of all the canons of the ancient heritage. On the outside it is clarity, clarity, simplicity of form. Inside is the rebirth of the Baroque style. We will try to find out why this happened in the next lessons.
The largest representatives of classicism are:
- architects Jules Hardouin-Mansart, Andre Le Nôtre, Louis Levo;
- sculptor Antonio Canova;
- artists Jacques-Louis David and Nicolas Poussin (children copy the names of the masters in their notebooks) .
During the time of Napoleon, who saw the purpose of art in glorifying his personality and his exploits, classicism was reborn into a solemn and in many ways more integral style - the Empire style.
As for the music of the classical period, the “Viennese circle” stands out here - Haydn, Mozart and Beethoven. The literature of classicism is represented by the works of Moliere and Voltaire in the West, Lomonosov, Novikovsky and Griboedov in Russia.
Summarizing.
Today we got acquainted with four new styles of European art, analyzed the characteristic features of each of them, and also looked at illustrations of typical representatives. In the next lesson we will continue to study these styles, focusing in more detail on the grandest of them - Baroque.
Homework assignment.
Now write down your homework assignment. Read paragraph No. 1 in the textbook, parts 1 – 3. And think about the answer to the question: “Which styleXVII – XVIIIcenturies did you like it better?”, explain why. This is all. Thank you all for your attention, everyone is free.
Bibliography
Danilova G.I. World artistic culture: from the 17th century to the present. 11th grade Basic level: textbook. for general education institutions. – M.: Bustard, 2012. – 366, p.
Emokhonova L.G. World Art. Textbook for 10 – 11 grades. general education institutions. At 3 hours. Part 2. – M.: Education, 2012. – 255 p.
Virtual Museum of PaintingSmallBay. Electronic encyclopedia of the Art and History Museum/, 10/8/2016
October 8, 2016
< http:// smallbay. ru/ rocoko. html> , October 8, 2016
< http:// smallbay. ru/ classic. html> , October 8, 2016
