- •History through art
- •Развитие речевой способности в контексте диалога культур и цивилизаций
- •С.В. Сомова
- •Part II
- •Part III
- •Step 1: Understanding the Information Historical Background
- •Archaic Period
- •Classical Period
- •Hellenistic Period
- •Part II Words to be pronounced and learnt
- •Part III
- •Step 2: Spelling and Vocabulary
- •Ancient rome Historical Background
- •Step 1: Understanding the Information Historical Background (509 bc – ad 476)
- •Part I
- •Part II
- •Part III
- •Step 2: Spelling and Vocabulary
- •Step 4: Shaping Ideas and Facts in English
- •Step 5: Subject and Thesis
- •Part II
- •The middle ages
- •The MiDdLe aGeS
- •Historical Background
- •Part I
- •Part II
- •Part III
- •Step 1: Understanding the Information Historical Background 800 bc – 146 bc
- •Part I
- •Part II
- •Part III
- •Step 2: Spelling and Vocabulary
- •Step 3: Punctuation and Logic
- •Step 4: Shaping Ideas and Facts in English
- •Hildegard of bingen
- •Part III
- •The renaissance
- •The renaissance
- •Historical Background
- •Part I
- •Part II
- •Step 1: Understanding the Information Historical Background
- •Part I
- •Part II
- •Step 2: Spelling and Vocabulary
- •Step 3: Punctuation and Logic
- •Step 4: Shaping Ideas and Facts in English
- •Портрет высокого возрождения
- •Vincenzo perugia
- •Part IV
- •The baroque
- •The baroque
- •Historical Background
- •Part I
- •Part II
- •Step 1: Understanding the Information Historical Background
- •Part I
- •Part II
- •Part III
- •Step 2: Spelling and Vocabulary
- •Step 3: Punctuation and Logic
- •Step 4: Shaping Ideas and Facts in English
- •Giovanni lorenzo bernini
- •Part V
- •The enlightenment
- •The enlightenment
- •Historical Background
- •Part I
- •Step 1: Understanding the Information Historical Background
- •Part I
- •Versailles
- •Part II
- •Step 2: Spelling and Vocabulary
- •Step 3: Punctuation and Logic
- •Thomas gainsborough
- •Step 4: Shaping Ideas and Facts in English
- •Franz joseph haydn
- •George frideric handel
- •Part VI
- •Romanticism
- •Romanticism
- •Historical Background
- •Part I
- •Step 1: Understanding the Information Historical Background
- •Part I
- •Part II
- •Step 2: Spelling and Vocabulary
- •Step 3: Punctuation and Logic
- •John constable
- •Step 4: Shaping Ideas and Facts in English
- •Part VII the new times
- •Historical Background
- •Part I
- •Step 1: Understanding the Information Historical Background
- •Part I
- •Part II
- •Part III
- •Step 2: Spelling and Vocabulary
- •The twentieth century Historical Background
- •Part I
- •Step 1: Understanding the Information Historical Background
- •Part I
- •Part II
- •Step 2: Spelling and Vocabulary
- •Step 3: Punctuation and Logic
- •Step 4: Shaping Ideas and Facts in English
- •Step 5: Writing an Essay
- •Topics for Your Essays
- •Reference
- •1. Writing technique
- •1.1. How to Start to Write
- •1.2. How to Take Notes
- •1.3. Library Resources for Writing
- •1.4. Effective Sentences
- •1.5. Paragraphing
- •1.6. Paraphrasing
- •2. Written forms
- •2.1. Précis-writing
- •2.2. Synopsis-making
- •2.3. Composition and Essay-Writing
- •3. Elements of style. Expressive means of the english language
- •3.1. Metaphor
- •3.2. Metonymy
- •3.3. Simile.
- •Compare
- •3.4. Epithets
- •Compare
- •3.5. Hyperbole and understatement.
- •3.6. Oxymoron
- •3.6. Irony
- •4. Punctuation
- •4.4. The comma
- •4.5. The semi-colon
- •4.6. The colon
- •4.7. Quotation marks
- •4.8. Apostrophe
- •4.9. Hyphen
- •4.10. Marks of Parenthesis
- •4.11. A series of periods
- •4.12. Punctuating within the Compound Sentences
- •4.13. Punctuating within the Complex Sentence
- •5. Capitalization
- •6. Numbers spelled out or used in figures
- •Appendix 1
- •Appendix 2
- •Dictation 1 Early Years of Christianity
- •Dictation 4
- •Dictation 5 Socrates, Plato, and Aristotle
- •Dictation 6 The Roman Republic
- •Dictation 7 The Gladiators
- •Dictation 8 The Roman Empire
- •Dictation 9 Ancient Rome
- •Dictation 10
- •Keys to
- •Ancient Rome step 1: Understanding the Information
- •Step 2: Spelling and Vocabulary
- •Step 3: Punctuation and Logic
- •Step 4: Shaping Ideas and Facts in English
- •Part II. The Middle Ages step 1: Understanding the Information
- •Step 2: Spelling and Vocabulary
- •Step 3: Punctuation and Logic
- •Part III. The Renaissance
- •Step 2: Spelling and Vocabulary
- •Step 3: Punctuation and Logic
- •Vincenzo perugia
- •Part IV. The Baroque
- •Step 2: Spelling and Vocabulary
- •Step 3: Punctuation and Logic
- •Giovanni Lorenzo bernini
- •Part V. The Enlightenment
- •Step 3: Punctuation and Logic
- •Thomas gainsborough
- •Part VI. Romanticism
- •Step 2: Spelling and Vocabulary
- •Step 3: Punctuation and Logic
- •John constable
- •Part VII. The New Times
- •Step 2: Spelling and Vocabulary
- •The Twentieth Century
- •Step 2: Spelling and Vocabulary
- •Step 3: Punctuation and Logic
- •Resource List
- •Contents
- •Авторы-составители:
Part II
During the so called Dark Ages, the 7th and 8th centuries, when the centre of Christianity had moved East to Constantinople, the defunct Western Roman Empire was overrun by Northern European tribes and by the Islamic tribes from the South and East. As a result, many Christians drew together into communities to seek protection and salvation. These communities, or monasteries, were places of isolation and refuge. During this period of chaos, it was mainly in the monastery that learning and literacy were kept alive. The remote and isolated monastery and its abbey church became the focus of Christian life in these early Middle Ages. There, man could contemplate God within a disciplined and dedicated system. The larger monasteries became a world in miniature, away from the anarchy of the outer world. This plan of an abbey church and its outbuildings shows how complex a monastery could be. The monks took the triple oath of Chastity, Poverty and Obedience. And within the cloistered walls of the monastery they prayed, worked hard and pursued the arts: the practical arts and the fine arts. They translated and they copied both the religious and the secular writings of the past. The earliest manuscript illustrations produced by the recently converted barbarians consisted of the abstract twisting and turning lines which had been the basis of their pagan art. This unique style, when applied to animal or human forms, resulted in striking, abstract designs.
In 800 AD the powerful Charlemagne had himself made emperor of the fallen Roman Empire, whose centre he shifted north to what is now France. One of his first projects was to revive Early Christian tradition and classical learning outside the monastery. So he patterned his palace chapel after San Vitale in Ravenna. Monastic arts also continued to flourish. They portrayed everything from pious angelic visions to homely religious scenes and glimpses of daily life. But the Middle Ages mean more than monasticism. In fact, most people did not join a religious order or isolate themselves in remote cloisters. For the average man in the Middle Ages, ordinary existence was hard and perilous. There were few cities, and travel was difficult and dangerous. The greater portion of Europe’s population were serfs and peasants, bound by tradition to their native village. The estates, owned by the nobility, were worked by the serfs, who were at the bottom of the social and political ladder. The lives of the serfs were rigidly determined by the feudal lord and the church. Feudalism benefited only the select few. Among the nobility, there was a personal and political code of behaviour, but it did not extend to the peasants.
The great emperor Charlemagne represented the feudal ideal. He holds the imperial orb in his left hand. His right one holds the sword. Fighting was the principle occupation and way of life of the lords. Might was right. It was a rude, cruel, and masculine world. These hereditary warlords lived in castles, which were not much different than monasteries. The lord and his small army could sweep down upon bands of travelers and kidnap, kill, and extract ransom. From his fortified castle, he defended himself against other greedy and ambitious lords. The early Middle Ages are well symbolized by the massive, crude wall: monastic walls and castle walls. See how rugged medieval life was. The crudeness and necessary boldness of life is vividly reflected in the arts, such as in the Bayeux Tapestry, and in the castle architecture. This same vitality and crudeness can also be seen in the early medieval churches.
Note the unrefined masonry of this church and the varying thick and thin walls, indicated by the asymmetrical black lines in this ground plan. Many of the early medieval churches were assembled haphazardly of random pieces, such as these columns, borrowed from Roman buildings. That same crude, but vital, spirit animates this flame-like prophet. It causes this holy figure to spill out of his picture frame. No longer do classical logic or reason contain him within the limits of the frame. Mythical demons populated the medieval imagination. From the sculpture on the churches and from the manuscript page they threatened eternal damnation.