HUM2210, Chapter 12

HUM2210, Chapter 12 - 12 THEHIGHRENAISSANCE...

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12 THE HIGH RENAISSANCE AND EARLY MANNERISM 1494–1564 TEACHING STRATEGIES AND SUGGESTIONS The   period   1494–1564   embraces   two   different   but   related   cultural   styles:   the   High   Renaissance   and   Early  Mannerism. To introduce this complex period, the instructor can begin with a Standard Lecture organized as a  Historical Overview that stresses, in particular, the critical events of the 1520s as a watershed, including Luther’s  break with the church and the sack of Rome by the emperor Charles V’s troops. The instructor can then shift to a  Comparison/Contrast   approach   to   show   the   similarities   and   differences   between   the  two   cultural   styles,   the  humanistically oriented High Renaissance and the antihumanistically inclined Early Mannerism. A Slide Lecture is  indispensable for helping students to distinguish between the two styles in art and architecture. A Music Lecture  would also be appropriate to show developments in music, although there was no radical break between Early  Renaissance and High Renaissance music, and Mannerism as a term in music is meaningless. Having established the identifying characteristics of the High Renaissance and Early Mannerism, the instructor  can then focus on these contrasting styles. The best approach is to use the Reflections/Connections strategy in order  to demonstrate how each cultural style was affected by its historical setting. The Pattern of Change method can also  be used to illustrate how the High Renaissance evolved out of the Early Renaissance. In addition, the instructor  should highlight the influence of ancient Classicism on the High Renaissance—the most Classical period in Western  civilization after fifth-century  B . C . Greece. For this purpose the instructor’s best approach is the Diffusion model,  setting forth how Classical ideals were reborn and revised in High Renaissance Italy. A good way to conclude this unit is with a Case Study strategy. With this strategy the instructor can challenge the  students to ponder the peculiar fate of Classical ages in Western culture; these ages—such as fifth-century   B . C Greece, early-sixteenth-century Italy, and late-eighteenth-century France—were remarkably brief in duration and  were followed by periods of upheaval that sharply repudiated Classical ideals. The instructor can also include  observations on the current debate regarding the validity of the Western canon and the seemingly contradictory but  concurrent revival of Greek and Roman culture, such as the recent translations of Greek dramas and the  Iliad  and the  Odyssey. LECTURE OUTLINE
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This note was uploaded on 02/13/2010 for the course HUM 2210 taught by Professor Hopkins during the Spring '10 term at Saint Peter's College.

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HUM2210, Chapter 12 - 12 THEHIGHRENAISSANCE...

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