- •Before you read
- •1. Discuss the following questions:
- •2. Comment on the quotations. Do you agree with them? Explain your answers.
- •3. Read and translate the text. The Birth of Art
- •Glossary
- •Activities
- •1. Answer the questions to the text.
- •2. Look at the picture of «Venus of Willendorf». Describe it and answer the questions, use the cloud of clues or click on the link to read the Wikipedia article.
- •3. Translate the sentences from English into Russian.
- •4. Retell the text according to the plan:
- •Before you read
- •1. Discuss the following questions:
- •2. Mark the periods of Greek art and Roman art on the timeline.
- •3. Read and translate the text. Greece: they invented a lot more than the Olympics
- •Rome: the organizers
- •Glossary
- •Activities
- •1. Answer the questions to the texts.
- •Начало формы
- •5. Translate the sentences from English into Russian.
- •6. Retell the text according to the plan:
- •Before you read
- •1. Discuss the following questions:
- •2. Fill in the gaps in the chart below.
- •3. Read and translate the text. Medieval art
- •Glossary
- •Activities
- •1. Answer the questions to the texts.
- •2. Read the sentences about medieval art and fill in the gaps with the appropriate words or phrases.
- •3. Translate the sentences from English into Russian.
- •4. Retell the text according to the plan:
- •Before you read
- •1. Discuss the following questions:
- •2. Look at the map and describe the countries where the Renaissance started and took place, main artists and their masterpieces.
- •3. Read and translate the text. The Renaissance
- •The Early Renaissance
- •The Italian Renaissance
- •Glossary
- •Activities
- •1. Answer the questions to the texts.
- •2. Translate the sentences from English into Russian.
- •3 . Look at the two paintings. Compare them, use the words and phrases from the text.
- •4. Retell the text according to the plan:
- •5. Find the answer to the crossword puzzle.
- •Before you read
- •1. Discuss the following questions.
- •2. Comment on the quotations. Do you agree with them? Explain your answers.
- •3. Read and translate the text. The Northern Renaissance
- •The German Renaissance
- •Mannerism and the late Renaissance
- •T he Spanish Renaissance
- •Glossary
- •Activities
- •1. Answer the questions to the texts.
- •2. Translate the sentences from English into Russian.
- •3. Look at the pictures. Discuss the following questions.
- •5. Retell the text according to the plan:
- •Before you read
- •1. Discuss the following questions:
- •3. Read and translate the text. Baroque art
- •Italian Baroque
- •Flemish Baroque
- •Dutch Baroque
- •Glossary
- •Activities
- •1. Answer the questions to the texts.
- •2. Translate the sentences from English into Russian.
- •4. These sentences summarize the distinctive features of Baroque style. Decide which of them are true or false.
- •5. Retell the text according to the plan:
- •Before you read
- •1. Discuss the following questions:
- •2. Look at the chart and describe the difference between in Baroque style in these countries. Add your own examples of artists, sculptors and architects and their artworks.
- •3. Read and translate the text. English Baroque
- •Spanish Baroque
- •French Baroque
- •Glossary
- •Activities
- •1. Answer the questions to the texts.
- •2. Look at the picture. Whose artwork is it? Discuss these questions.
- •5. Translate the sentences from English into Russian.
- •3. The diagram below asks you to connect each genre of painting (center) with its correct description and example. An example has been provided.
- •5. Retell the text according to the plan:
- •Before you read
- •1. Discuss the following questions:
- •2. Look at the chart and make up your own sentences to describe the period of Neoclassicism. Give the examples of artists and their paintings.
- •3. Read and translate the text. Neoclassicism
- •American Neoclassicism
- •Glossary
- •Activities
- •1. Retell the text according to the plan:
The German Renaissance
I n the first quarter of the sixteenth century, Germans suddenly assimilated the pictorial advances of their Southern peers Leonardo, Michelangelo, and Raphael. Simultaneous with Italy's peak of artistic creativity was Germany's own High Renaissance.
Holbein. Hans Holbein is known as one of the greatest portraitists ever. Like Durer, he blended the strengths of North and South, linking the German skill with lines and precise realism to the balanced composition, chiaroscuro, sculptural form, and perspective of Italy. «The French Ambassadors» illustrates Holbein's virtuoso technique, with its linear patterning in the Oriental rug and damask curtain, accurate textures of fur and drapery, faultless perspective of the marble floor, sumptuous enameled color, and minute surface realism. He depicted faces with the same accuracy as Durer but with a neutral expression characteristic of Italy rather than the intensity of Durer's portraits. Holbein's exquisite draftsmanship set the standard for portraits, the most important form of painting in England for the next three centuries.
Durer. Albrecht Durer combined the Northern gift for realism with the breakthroughs of the Italian Renaissance. He was the first to be fascinated with his own image, leaving a series of self-portraits. In his «Self-Portrait» of 1500, he painted himself in a Christ-like pose, indicating the exalted status of the artist, not to mention his high opinion of himself. What assured Durer's reputation as the greatest artist was his graphic work. Before Durer, woodcuts were primitive studies of black and white contrasts. He adapted the form-creating hatching of engraving to the woodcut, achieving a sliding scale of light and shade. Like an engraver, he used dense lines to render differences in texture and tone as subtle as any oil painting. Durer was the first to use printmaking as a major medium for art.
THE INVENTION OF GRAPHIC ARTS |
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WOODCUT |
The oldest technique for making prints (long known in China) was the woodcut, which originated in Germany about 1400. In this method, a design was drawn on a smooth block of wood, then the parts to remain white were cut away, leaving the design standing up in relief. This was then inked and pressed against paper to produce thousands of copies sold for a few pennies each. Once printing with movable type was developed around the mid–fifteenth century, books illustrated with woodcuts became popular. |
ENGRAVING
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Begun about 1430, engraving was a technique opposite to the woodcut's raised relief. The method was one of several in printmaking known as intaglio (ink transferred from below the surface), where prints are made from lines or crevices in a plate. In engraving, grooves were cut into a metal (usually copper) plate with a steel tool called a burin. Ink was rubbed into the grooves, the surface of the plate wiped clean, and the plate put through a press to transfer the incised design to paper. Forms could be modeled with fine–hatched lines to suggest shading. |