- •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:
Step 4: Shaping Ideas and Facts in English
Exercise 1: Render the piece of information below into Russian without consulting a dictionary.
The Baroque style was characterized by ornamentation, dynamism, theatricality, and overstatement. What could better exemplify this style than the reign of Louis XIV and the Palace of Versailles?
The French court clearly was a model of pomp and pageantry, and the Spanish court to the south was eager to emulate that model. King Philip IV of Spain reigned for a shorter time than his French counterpart and could not begin to match Louis in either power or ability. Philip had one asset, however, that Louis never quite managed to acquire - a court painter of the first rank. That painter was one of the geniuses of Spanish art - Diego Velazquez.
In his capacity as court painter Velazquez created his masterpiece, Las Meninas (The Maids of Honor). At left we see the artist, working on a very large canvas, but we can only guess at the subject he is painting. Perhaps it is the young princess, the infanta, who stands regally at center surrounded by her attendants ("las meninas"), one of whom is a dwarf. Or perhaps Velazquez is actually painting the king and queen, whom we see reflected in a mirror on the far wall. Their participation is clear, but where are they standing? Possibly they are outside the picture, standing next to us, the observers. This ambiguity is part of the picture's fascination, as is the dual nature of the scene. Although it shows a formal occasion, the painting of an official portrait, Velazquez has given the scene a warm, "everyday" quality, almost like that of a genre painting. Some experts believe Velazquez is painting the king and queen, and the little infanta has just wandered in to disrupt the proceedings.
Like Caravaggio, Velazquez uses light to create drama and emphasis, but light also serves here to organize and unify a complex space. The major light source comes from outside the top right corner of the painting, falling most brilliantly on the infanta, leaving the others in various degrees of shadow. Another light source illuminates the mysterious figure in the open doorway at back. Velazquez may have put him there to direct attention to the reflected images of the king and queen. Light also strikes the artist's face and the mirror reflection. What could have been a very disorderly scene has been pulled together by the device of spotlighting, much as a designer of stage lighting would control what the audience sees. The theatricality of the Baroque is more subtle in Velazquez than in Bernini, but it is no less skillful.
Exercise 2: Give exact equivalents for the underlined words and word combinations. Use them in nice English sentences of your own, but change the reference of your statements (speak of other subjects, though they may be closely related to that of the piece of information above).
Exercise 3: Translate into English.
Искусство Барокко занимает важное место в мировой истории. Искусство, музыка, литература Барокко отражают ту атмосферу, в которой они были созданы. Период Барокко в Европе был полон суматохи (беспорядка). Волнения наблюдались во всех сферах человеческой деятельности: в политике, религии, науке. Борьба между католической и протестантской религиями и признание Протестантизма находили свое отражение в искусстве того периода.
В этом хаосе католическая церковь искала способы поддержания веры. Изобретались пышные обряды. Строились новые соборы, которые были украшены витиеватыми позолоченными скульптурами и яркими картинами. Таким образом, искусство перешло на службу церкви и слабо отражало основные противоречия того времени. Такого рода показной стиль Барокко продолжил свое развитие в XVII и XVIII столетиях по всей Европе.
Если говорить в более общем смысле об искусстве Барокко, то можно выделить следующие характерные черты: это было искусство движения, а не спокойствия; искусство тревожной неустойчивости, силы (неистовства) и зрелищ. Искусство Барокко эстетично и чувственно. Это искусство отражает любовь к праздникам, любовь к музыке и наслаждение плотскими удовольствиями.
Эра Барокко достигла своей самой эксцентричной точки с развитием стиля, называемого Рококо. Этот стиль долгое время оставался популярным у знати, даже после того, как некоторые художники, ученые и философы "вступили" в век Просвещения. Так или иначе художники Барокко внесли огромный вклад в то, что в современной западной цивилизации расценивается как нечто пышное, буйное и роскошное.
Exercise 4: Design a completed piece of judgment to make certain statements from the above extract more relevant. The point is to resort to evidence where necessary and not to make your text too long.
STEP 5: Evidence
Exercise 1: Read the jumbled text below and order the paragraphs into a biography. Give a brief account of the order.