Instructor manual discovering the humanities 3rd by sayre

INSTRUCTOR’S MANUAL
DR. LAURA L. STEVENS
Valencia College

DISCOVERING
THE HUMANITIES
THIRD EDITION

Henry M. Sayre

Boston Columbus Indianapolis New York San Francisco
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Delhi Mexico City São Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo


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for the purpose of teaching courses and assessing student
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Copyright © 2016, 2013, 2010 by Pearson Education, Inc. or its affiliates.

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10 9 8 7 6 5 4 3 2 1

ISBN 10: 0-13-397634-3
ISBN 13: 978-0-13-397634-2


Contents
Chapter 1

1

Chapter 2

5

Chapter 3

9

Chapter 4

12

Chapter 5

16

Chapter 6

19

Chapter 7

23

Chapter 8

27

Chapter 9

30

Chapter 10

34

Chapter 11

38

Chapter 12

41

Chapter 13

45

Chapter 14

49

Chapter 15

53

3

Copyright © 2016, 2013, 2010 by Pearson Education, Inc. or its affiliates. All rights reserved.


CHAPTER

1
The Prehistoric Past and the Earliest Civilizations:
The River Cultures of the Ancient World
Learning Objectives
1.1
1.2
1.3
1.4

Discuss the rise of culture and how developments in art and architecture reflect the growing
sophistication of prehistoric cultures.
Describe the role of myth in prehistoric culture.
Distinguish among the ancient civilizations of Mesopotamia, and focus on how they differ
from that of the Hebrews.
Account for the stability of Egyptian culture.

Chapter at a Glance

The Beginnings of Culture
Agency and Ritual: Cave Art
Paleolithic Culture and Its Artifacts
The Rise of Agriculture
Neolithic Çatalhưk
Neolithic Pottery Across Cultures
Neolithic Ceramic Figures
The Neolithic Megaliths of Northern Europe
Myth in Prehistoric Cultural Life
Myth in the Native American Cultures of the Southwest
Japan and the Role of Myth in the Shinto Religion
Mesopotamia: Power and Social Order in the Early Middle East
Sumerian Ur
Akkad
Babylon
Mesopotamian Literature and the Epic of Gilgamesh
The Hebrews
The Persian Empire
The Stability of Ancient Egypt: Flood and Sun
The Nile and Its Culture
Pictorial Formulas in Egyptian Art
The Old Kingdom
The New Kingdom and Its Moment of Change
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Continuity & Change: Egyptian and Greek Sculpture

Transition Guide
Images Deleted

Images Added

Fig. 1.4 Reconstruction of a mammoth-bone
House, Mezhirich

Fig. 1.4 Woman seated between two felines,
Çatalhưk, Turkey

Fig. 1.11 Kachina doll (Maalo), Hopi Culture

Fig. 1.5 Reconstruction of a “shrine,” Çatalhưk,
Turkey

Fig. 1.19 The Ark of the Covenant and sanctuary
implements, mosaic floor decorations from
Hammath, Israel

Fig. 1.8 Neolithic menhir alignments at Menec,
Carnac, Brittany, France
Fig. 1.20 Menorahs and Ark of the Covenant,
wall painting in a Jewish catacomb, Villa
Torlonia, Rome. 3rd century.

MyArtsLab Multimedia Library
Closer Looks:

• Nok Head
• Stonehenge
• Ise Shrine
• The Standard of Ur
• The Palette of Narmer
• Akhenaten and His Family

Continuing Presence of the Past:
• Marjane Satrapi, page from the “Kim Wilde” chapter of Persepolis, 2001
• Andy Goldsworthy, Sandwork, Sand Sculpture, Time Machine, installation at the British
Museum, 1994
Architectural Simulations:
• The Pyramids
ã Post and Lintel Construction
Study and Review

Revel Multimedia

ầatalhửyỹk
Closer Look: Head from Nok
The Ancient City of Ur
Closer Look: Marjane Satrapi, page from "Kim Wilde," Persepolis
Closer Look: Andy Goldsworthy, Sandwork, Sand Sculpture, Time Machine
Closer Look: The Palette of Narmer
5

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Closer Look: Akhenaten and His Family

Teaching with Pearson Multimedia
Homework assignment for Closer Look: Akhenaten and His Family
• Consider techniques used in ancient objects of art and ritual. What technique is used, for
example, in Akhenaten and His Family? What does this technique (used to carve the
limestone) reveal about the intent of the Akhenaten’s message to the viewer?
In-Class assignment for Closer Look: Marjane Satrapi, page from "Kim Wilde," Persepolis
• Speculate on the intended message within the variety of sculptural figures within the Palace
of Darius and Xerxes. This palace, with its artistic variety, serves as the setting for Satrapi’s
Persepolis. What cultural nuances serve as an inspirational backdrop on which Satrapi
creates Persepolis? Consider other examples in which culture has influenced a greater
work’s setting or message.

Key Terms
agency
animism
anthropomorphis
m
civilization
cromlech
cuneiform
writing
emergence tale
epic
epithets
ground line
hieratic scale
hominids
hunter-gatherers
kiva

megaliths
menhirs

metaphors
modeling
myth
narrative genre
naturalism
patriarchs
perspectival
drawing
post-and-lintel
prehistoric
registers
ritual
shaman
similes
social perspective
stele
ziggurat

Class Discussion Topics and Questions

Discussion Topic: Discuss the creative endeavors of the prehistoric culture with a focus on the
artistic contributions of primitive/ancient humans.
Question: Consider the advancements of primitive/ancient humans. What works of art and/or
architecture serve as the best example of an emerging civilization? How might the creation and use
of these items signify a turning point in humanity’s social development?

6

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Question: Consider the female votive figures (such as Woman (Venus of Willendorf) and Woman
Seated Between Two Felines). What concepts might be important to the primitive/ancient human
based on these examples?
Discussion Topic: A myth is a story that a culture assumes is true. Ancient myths were often used to
explain natural phenomena (cosmology), such as creation, fertility, and the afterlife. Consider the
importance of these myths within the context of the primitive/ancient human.
Question: What is the shaman’s role in preserving myth, and why is it significant?

Thinking Back
1.1 Discuss the rise of culture and how developments in art and architecture reflect the growing
sophistication of prehistoric cultures.
1.2 Describe the role of myth in prehistoric culture.
1.3 Distinguish among the ancient civilizations of Mesopotamia, and focus on how they differ from
that of the Hebrews.
1.4 Account for the stability of Egyptian culture.

7

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CHAPTER

2
The Greek World: The Classical Tradition
Learning Objectives

2.1
2.2
2.3
2.4

Outline how the Cycladic, Minoan, and Mycenaean cultures contributed to the later Greeks’
sense of themselves.
Define the polis and explain how it came to reflect the values of Greek culture.
Describe how Pericles defined and shaped Golden Age Athens.
Characterize the values of the Hellenistic world in terms of politics, philosophy, and art.

Chapter at a Glance
Bronze Age Culture in the Aegean
The Cyclades
Minoan Culture in Crete
Mycenaean Culture on the Mainland
The Homeric Epics
The Rise of the Greek Polis
The Greek Gods
The Greek Architectural Tradition
Greek Sculpture and the Taste for Naturalism
Athenian Pottery
The Poetry of Sappho
The Rise of Democracy and the Threat of Persia
The Golden Age
The Architectural Program at the Acropolis
The Sculptural Program at the Parthenon
Philosophy and the Polis
The Theater of the People
The Hellenistic World

The Empire of Alexander the Great
Toward Hellenistic Art: Sculpture in the Late Classical Period
Aristotle: Observing the Natural World
Alexandria
Pergamon: Hellenistic Capital
Continuity & Change: Rome and Its Hellenistic Heritage

8

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Transition Guide
Images Deleted

Images Added

Map 2.2 Athens as it appeared in the late 5th
century

Fig. 2.23 Polygnotos, Two Women, One Playing a
Lyre, 5th century BCE

Fig. 2.28 Model of the Athena Parthenos by
Phidias

Fig. 2.33 The Amasis Painter (?), Satyrs Making
Wine, detail of Athenian black-figure amphora
Fig. 2.41 Reconstructed west staircase frieze of
the Altar of Zeus, from Pergamon

Fig. 2.43 Epigonus (?) Gaul, Roman copy of an
original bronze
Fig. 2.44 Epigonus (?) Dying Gaul, Roman copy of
an original bronze

MyArtsLab Multimedia Library
Closer Looks:
• Miniature Ship Fresco (“Flotilla Fresco”)
• Snake Goddess
• Euphronius Krater
Architectural Panoramas:
• Parthenon
Continuing Presence of the Past:
• Thomas Struth, Pergamon Museum I, Berlin, 2001
Architectural Simulations:
• Greek Orders
Study and Review

Revel Multimedia
Closer Look: The Snake Goddess or Priestess from Crete
Closer Look: Vapheio Cups
Closer Look: Death of Sarpedon
Closer Look: Technique: Black-Figure and Red-Figure Vase Painting
The Acropolis
The Sculptural Program at the Parthenon
Theater of Dionysus
Altar of Zeus
Closer Look: Thomas Struth, Pergamon Museum 1
Students on Site: Dying Gaul
Closer Look: Nike (Victory) of Samothrace

9

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Teaching with Pearson Multimedia
Homework Assignment for Revel, Closer Look: The Snake Goddess or Priestess from Crete, or
MyArtsLab, Snake Goddess
• What is the controversy surrounding the Snake Goddess? Address the scholarly concerns by
examining the figure critically. Approach this figure as though you are an
archeologist/historian attempting to verify its authenticity. Create a list of pros and cons
wherein you discuss how the “additions” to this work may help or hinder the understanding
or analysis of such an important figure.
In-Class Assignment for Closer Look: Thomas Struth, Pergamon Museum 1
• Does Struth’s technique of staging his photos create a more animated scene? How does the
individual viewer within the photo become “art” as a result of this process? What other
commentary might Struth reveal by the placement and manipulation of viewers within a
museum setting?

Key Terms

10

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acropolis
agora
abacus
adyton

amphora
antae
antagonist
architrave
black-figure
cella
colonnades
column
comedy
contrapposto
Corinthian order
cyclopean masonry
dialectic method
Doric order
elevation
enchinus
entablature
entasis
expressionism
farce
feudal
Golden Mean
humanism
idealism
inductive reasoning
Ionic order
kouros
krater

lyric poems

metopes
Orchestra
Orders
pantheon
parados
parapet
pediment
peristyle
platform
pre-Socratics
pronaos
proscenium
protagonist
psyche
red-figure
repoussé
satyr play
scientific method
skene
Sophists
stylobate
syllogism
symposium
tetralogies
tetralogy
tragedy
triglyphs

Class Discussion Topics and Questions
Discussion Topic: Discuss the period known as The Golden Age. Consider the unique qualities and

contributions of this period, with a focus on Pericles, the polis, and the emergence of democracy.
Question: While exploring the period known as The Golden Age, focus on what characteristics are
particular to this period historically, politically, and artistically. What new conventions of
government and society emerged, and how might these ideas translate into the modern era?
Question: With a focus on the stability of the polis and the success of democracy, how did the
creative arts of architecture, philosophy, and drama manifest these new social conditions?

11

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Thinking Back
2.1 Outline how the Cycladic, Minoan, and Mycenaean cultures contributed to the later Greeks’ sense of
themselves.
2.2 Define the polis and explain how it came to reflect the values of Greek culture.
2.3 Describe how Pericles defined and shaped Golden Age Athens.
2.4 Characterize the values of the Hellenistic world in terms of politics, philosophy, and art.

12

Copyright © 2016, 2013, 2010 by Pearson Education, Inc. or its affiliates. All rights reserved.


CHAPTER

3
Empire: Urban Life and Imperial Majesty in Rome,
China, and India
Learning Objectives

3.1
3.2

Characterize imperial Rome, its dual sense of origin, and its debt to the Roman Republic.
Describe the impact of the competing schools of thought that flourished in early Chinese
culture—Daoism, Confucianism, and Legalism.
Discuss the ways in which both Hinduism and Buddhism shaped Indian culture.

3.3

Chapter at a Glance
Rome

Republican Rome
Imperial Rome
Literary Rome: Virgil, Horace, and Ovid
Augustus and the City of Marble
Pompeii
China
Early Chinese Culture
Imperial China
Ancient India
Hinduism and the Vedic Tradition
Buddhism: “The Path of Truth”
Continuity & Change: Christian Rome

Transition Guide
Images Deleted

Images Added

Fig. 3.6 Augustus of Primaporta. ca. 20 BCE.
(shown with spear)

Fig. 3.6 Augustus of Primaporta. ca. 20 BCE.
(shown without spear)

Fig. 3.35 Lion capital, Ashokan pillar at Sarnath,
Uttar Pradesh, India

Fig. 3.24 The Canal (reflecting pool) at Hadrian’s
Vila, Tivoli

13

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MyArtsLab Multimedia Library
Closer Looks:
• Augustus of Primaporta
• Roman Forum
• Column of Trajan
• Pantheon
Architectural Panoramas:
• Colosseum
• Great Stupa at Sanchi
• Basilica of Maxentius and Constantine (Basilica Nova)
Continuing Presence of the Past:
• Cai Guo-Qiang, Project to Extend the Great Wall of China by 10,000 Meters: Project for

Extraterrestrials No. 10, 1993
Architectural Simulations:
• Round Arch
• Barrel and Groin Vaults
Study and Review

Revel Multimedia
Closer Look: Augustus of Primaporta
Students on Site: Augustus of Primaporta
Architectural Simulation: Round Arch
Architectural Simulation: Barrel and Groin Vaults
Closer Look: The Roman Forum
Students on Site: Arch of Titus
The Pantheon (Visual Media-Multimedia Gallery)
Closer Look: Guo-Qiang, Project to Extend the Great Wall
Closer Look: The Tomb of Qin Shihuangdi
Architectural Panorama: Colosseum (Rome, Italy; 72–80)
Architectural Panorama: Colosseum (Rome, Italy; 72–80)
Architectural Panorama: The Great Stupa

Teaching with Pearson Multimedia
Homework assignment for Closer Look: Augustus of Primaporta
• The Augustus of Primaporta reveals details about the Roman military attitude. Identify other
meanings and messages displayed within this work. What do these reveal about Roman
culture and leadership?
In-class assignment for Architectural Simulation: Round Arch

14

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•

Form groups and work together to identify other specific works of architecture (civic,
private, commercial, etc.) where round arches are used. Examine the application of the arch
to determine its function: decorative or structural. Consider other uses or applications for
the round arch.

Key Terms

apse
arcade
atrium
barrel vault
basilica
bay
bodhisattvas
buttress
coffers
dactyl
dactylic hexameter
domus
feet
groin vault
jambs

keystone
mandala
occulus

patricians
peristyle courtyard
piers
plebeians
rhetorician
round arch
spandrels
spondee
verism
voussoirs

Class Discussion Topics and Questions

Discussion Topic: The greater Roman Empire is considered by scholars to be a successful model on
which to build culture. With consideration to the Roman military—indeed, social leadership and
politics at large—explore the transition and resulting cultural impact of the Roman Republic to the
Roman Empire.
Question: What was the direct influence of the Roman emperors on the artistic endeavors of Roman
style?
Question: What events or individuals served as the inspiration of such examples? What examples of
American political leadership are commemorated within the United States currently? How are they
similar or different from the Roman examples?

Thinking Back

3.1 Characterize imperial Rome, its dual sense of origin, and its debt to the Roman Republic.
3.2 Describe the impact of the competing schools of thought that flourished in early Chinese culture—
Daoism, Confucianism, and Legalism.
3.3 Discuss the ways in which both Hinduism and Buddhism shaped Indian culture.

15

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CHAPTER

4
The Flowering of Religion: Faith and the Power of
Belief in the Early First Millennium
Learning Objectives
4.1
4.2
4.3
4.4
4.5

Examine the impact of Roman rule on Judaic culture.
Discuss the development of Christianity from its Jewish roots to its rapid spread through the
Roman world.
Describe the new Byzantine style of art and discuss how it reflects the values of the
Byzantine emperors, especially Justinian.
Outline the principal tenets of the Muslim faith, and account for its rapid spread.
Characterize the spread of Buddhism from India north into China.

Chapter at a Glance
Developments in Judaic Culture
The Rise of Christianity
The Evangelists
Symbols and Iconography in Christian Thinking and Art

Christian Rome
The Byzantine Empire and Its Church
Justinian’s Empire
The Rise and Spread of Islam
The Qur’an
The Hadith
The Hijra and Muslim Practice
The Spread of Islam
The Spread of Buddhism
Continuity & Change: Byzantine Influences

16

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Transition Guide
Images Deleted

Images Added

Fig. 4.6 Reconstruction drawing of the Old St.
Peter’s, Rome. ca. 320–327.

Fig. 4.6 Domenico Tasselli, The Nave and Aisles
of the Ancient Basilica of Constantine in Rome
Looking Toward the Entrance Wall and plan. ca.
319–326.

Fig. 4.18 Left page of double frontispiece to

volume VII of the Qur’an of Baybars Jashnagir,
from Egypt

Fig. 4.8 Interior of Saint Paul’s Outside the Walls,
Rome. 386 CE.

Closer Look: Ahmed Karahisari, Calligraphic
Qur’an frontispiece, Istanbul. ca. 1550.

Closer Look: Page from a Qur’an Manuscript,
probably Tunisia, late 9th–early 10th century.

Fig. 4.24 Portal of Saint Michel d’Aiguilhe, LePuy-en-Venay, France. ca. 1162–80.

Fig. 4.24 Saint Marks Cathedral, Venice, west
faỗade. 106394.

Fig. 4.25 Griffin, from the Islamic
Mediterranean, probably Fatimid Egypt. 11th
century.

MyArtsLab Multimedia Library
Closer Looks:
• Dome of the Rock
• Hagia Sophia
• The Bismillah and the Art of Caligraphy
• Tile Mosaic Mihrab
• Large Seated Buddha with Standing Bodhisattva
Architectural Panoramas:
• Santa Costanza

Continuing Presence of the Past:
• Wijdan (Jordanian, born Iraq, 1939), Karbala Series: Hussein, 1993
Architectural Simulations:
• Pendentives
• Adobe
Study and Review

Revel Multimedia

Architectural Simulation: Pendentives
Closer Look: Wijdan Ali, Karbala Series: Hussein
Closer Look: Large Seated Buddha at Yungang
Architectural Panorama: Santa Costanza, Rome, Italy, c. 350 CE

17

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Teaching with Pearson Multimedia
Homework assignment for Architectural Simulation: Pendentives.
• Consider the use of the pendentive in central-plan design. Besides structural, what other
functions might this component serve? Create a suitable design or decoration for a
contemporary pendentive. In what way does this design rely on the shape, function, and
location of this pendentive?
In-class assignment for Architectural Panorama: Santa Costanza, Rome, Italy, c. 350 CE
• Identify the various architectural details from earlier Greco-Roman designs. Discuss the
differences and similarities to other buildings of worship, with a focus on design, floor plan,
details, size decoration, narrative mosaic, and so on.

Key Terms
ambulatory
apocalypse
apse
bismillah
caliphs
central-plan church
chador
clerestory
council
dogma
ecumenical
hieratic
hijab
hijra
hypostyle
iconoclasm
iconography
icons
jihad
Latin Cross

liturgy
Messiah
messianic
mihrab
minbar
mosque
mudra
mystery cults

narthex
nave
qibla
reverse perspective
syncretism
tetrarchy
transept
type
typology
Vulgate

Class Discussion Topics and Questions
Discussion Topic: Consider the era of the late Roman to Byzantine Empire; the dynamic changes and
emergence of significant global religious movements within the era set a direction for cultural
history in the West. With Judaism under the persecution of Roman rule, Christianity emerging as
the Roman state religion, and the rise and spread of Islam, these movements all guided the
architectural traditions of what came to be known culturally as Byzantine style. Controversy
surrounds the visual arts with prohibitions and innovations within each tradition.
Question: Considering the limitations related to the visual representation of human form, how did
the early Christian artist render or create acceptable religious icons? What would be the result of
these actions?

18

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Question: What is the creative alternative to human form within Islam? How does architectural style
and design demonstrate similar thoughts or philosophies of monotheistic tradition?

Thinking Back
4.1 Examine the impact of Roman rule on Judaic culture.
4.2 Discuss the development of Christianity from its Jewish roots to its rapid spread through the
Roman world.
4.3 Describe the new Byzantine style of art and discuss how it reflects the values of the Byzantine
emperors, especially Justinian.
4.4 Outline the principal tenets of the Muslim faith, and account for its rapid spread.
4.5 Characterize the spread of Buddhism from India north into China.

19

Copyright © 2016, 2013, 2010 by Pearson Education, Inc. or its affiliates. All rights reserved.


CHAPTER

5
Fiefdom and Monastery, Pilgrimage and Crusade:
The Early Medieval World in Europe
Learning Objectives
5.1
5.2
5.3
5.4
5.5

Describe what Anglo-Saxon art and literature tell us about Anglo-Saxon culture.
Discuss Charlemagne’s impact on medieval culture and the legacy of his rule.
Define the Romanesque and its relation to pilgrimage churches and the Cluniac abbey.
Examine the motivations for the Crusades and appraise their outcome.

Explain the courtly love tradition as it manifests itself in the literature of the period.

Chapter at a Glance
Anglo-Saxon Artistic Style and Culture
Beowulf, the Oldest English Epic Poem
The Merging of Pagan and Christian Styles
Carolingian Culture
The Song of Roland: Feudal and Chivalric Values
Promoting Literacy
The Medieval Monastery
Capetian France and the Norman Conquest
Pilgrimage Churches and the Romanesque
Cluny and the Monastic Tradition
The Crusades
Eleanor of Aquitaine and the Art of Courtly Love
Continuity & Change: Toward a New Urban Style: The Gothic

Transition Guide
No Image Changes

20

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MyArtsLab Multimedia Library
Closer Looks:
• Sutton Hoo Clasp
• Saint Gall
• Bayeux Tapestry (Bayeux Embroidery)

• Krak des Chevaliers
Continuing Presence of the Past:
• Joseph Beuys, Untitled 1, 1962–81
Architectural Simulations:
• Romanesque Portal
Study and Review

Revel Multimedia
Closer Look: Carpet Page from the Lindisfarne Gospels
Closer Look: Saint Gall Plan
Traditional Kyrie eleison Cunctipotens genitor Deus
Closer Look: The Bayeux Tapestry
Closer Look: Joseph Beuys, Untitled 1
Architectural Panorama: Church of Saint Madeleine, Vezeley, France, c. 1120–32
Closer Look: Krak des Chevaliers and the Medieval Castle

Teaching with Pearson Multimedia
Homework assignment for Closer Look: Saint Gall Plan
• What was the intended purpose of the Plan of St. Gall? How might this plan be an important
reference for the nature of the monastic community? Create a community plan whereby the
important community features are included and reflect the priorities of contemporary
planning.
In-class assignment for Closer Look: Krak des Chevaliers and the Medieval Castle
• Consider the defensive design of the castle. What essential survival elements are missing
from the Krak des Chevaliers? What lines of defense made the later castles impermeable?
Gather in groups (or individually) and brainstorm the most important elements in defensive
architecture. Justify your choice of “most important” or “essential.”

Key Terms
a capella

melismatic organum
animal interlacememento mori
animal style
monophonic
archivolt
motte and bailey
21

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barrel vault
neumatic
carpet page
neume
chansons de geste
organum
chivalric code plainchant
cloisonné
polyphony
cloister
primogeniture
Divine Office refectory
feudalism
relics
free organum reliquary
Gregorian chantRomanesque
jambs
scriptorium
jongleurs

strophic
kennings
syllabic
knight
trobairitz
mandorla
troubadour
medieval romance
trumeau
melismatic
tympanum

Class Discussion Topics and Questions

Discussion Topic: Consider the emergence of feudalism, the feudal society and customs, as well as
great influential leaders of western medieval culture. With the decline of the Roman Empire in the
West and the rise in the political power of Church, much of medieval society was shaped by the
Church as the preeminent influence.
Question: With a focus on the influence of “Charles the Great,” Charlemagne, consider the political
and religious climate of the era. What are the changes Charlemagne implemented? What are some
of the cultural influences, such as chivalry, demonstrated in the great literary works of this era, such
as Song of Roland?
Question: With the emergence of communal asceticism, monastic orders contributed greatly to how
medieval culture is interpreted and understood. What creative endeavors or social movements were
results of these monastic orders? Looking further at the influence of the Church as a centerpiece of
life within medieval culture, discuss the motivations and results of the pilgrims and the pilgrimage
movement.

Thinking Back

5.1 Describe what Anglo-Saxon art and literature tell us about Anglo-Saxon culture.
5.2 Discuss Charlemagne’s impact on medieval culture and the legacy of his rule.
5.3 Define the Romanesque and its relation to pilgrimage churches and the Cluniac abbey.
5.4 Examine the motivations for the Crusades and appraise their outcome.
5.5 Explain the courtly love tradition as it manifests itself in the literature of the period.

22

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CHAPTER

6
The Gothic and the Rebirth of Naturalism: Civic
and Religious Life in an Age of Inquiry
Learning Objectives
6.1
6.2
6.3
6.4
6.5

Outline the ideas, technological innovations, and stylistic developments that distinguish the
Gothic style in France.
Explain why the University of Paris was preeminent among medieval institutions of higher
learning.
Define the Radiant style.
Compare and contrast art and civic life in Siena and Florence.
Examine the spread of a vernacular literary style in European culture.

Chapter at a Glance

Saint-Denis and the Gothic Cathedral
Stained Glass
Gothic Architecture
Gothic Sculpture
Music in the Gothic Cathedral: Growing Complexity
The Rise of the University
Thomas Aquinas and Scholasticism
The Radiant Style and the Court of Louis IX
The Gothic Style in the French Ducal Courts
The Miniature Tradition
Civic and Religious Life in Siena and Florence
Siena and Florence: Commune and Republic
Painting: A Growing Naturalism
The Spread of Vernacular Literature in Europe
Dante’s Divine Comedy
The Black Death and Its Aftermath
Continuity & Change: The Dance of Death

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Transition Guide
Images Deleted

Images Added

Fig. 6.10 West faỗade, Wells Cathedral, Wells,
England. 1230–50.

Fig. 6.16 Limbourg Brothers, January: The Feast
of the Duke of Berry, from Les Très Riches Heures
du Duc du Berry. ca. 1415.

Fig. 6.17 Limbourg Brothers, The Temptation of
Christ, from Les Très Riches Heures du Duc du
Berry. ca. 1415.
Fig. 6.18 Giovanni Pisano, lower faỗade, Siena
Cathedral. 128499.

Fig. 6.17 Limbourg Brothers, February: Winter
Scene, from Les Très Riches Heures du Duc du
Berry. ca. 1415.
Fig. 6.25 Wife of Bath, from Geoffery Chaucer’s
Canterbury Tales. ca. 1400–05.

Fig. 6.19 Giovanni Pisano, Mary, Sister of Moses.
1284–99.
Fig. 6.20 Santa Croce, Florence. Begun 1294.

Fig. 6.26 Anonymous, La Cité des Dames de
Christine de Pizan. ca. 1410.
Fig. 6.27 Dance of Death. ca. 1400.

Fig. 6.21 Santa Maria Novella, Florence.
Founded before 1246, nave begun after 1279.

Fig. 6.22 Interior of the Upper Church, Basilica
of San Francesco, Assisi, Umbria, Italy. 1228.
Fig. 6.23 Saint Francis Master, Saint Francis
Creates the First Christmas Creche, fresco in
Upper Church of San Francesco, Assisi, Umbria,
Italy. ca. 1295–1305.

MyArtsLab Multimedia Library

Closer Looks:
• Rose Window and Lancets from the North Transept of Chartres Cathedral
• Reims Cathedral, Annunciation and Visitation
• Limbourg Brothers, February, from Les Très Riches Heures
• The Effects of Good Government
• Scrovegni Chapel
Architectural Panoramas:
• Chartres Cathedral
• Sainte-Chapelle
Continuing Presence of the Past:
• Newton Harrison and Helen Mayer Harrison, Vision for the Green Heart of Holland,
installation view, Catheren Chapel, Gouda, Holland, 1995

24

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Architectural Simulations:
• Ribbed Vault
Study and Review

Revel Multimedia

Chartres Cathedral
Closer Look: The Stained Glass at Chartres
Closer Look: Harrison/Harrison, A Vision for the Green Heart of Holland
Closer Look: Duccio di Buoninsegna, Maestà
Closer Look: Giotto di Bondone, Scrovegni (Arena) Chapel
Architectural Panorama: Abbey Church of Saint-Denis Plan of Choir and Ambulatory, Saint-Denis,
France, 1140–44
Architectural Panorama: Chartres Cathedral Chartres, France, Begun 1194
Architectural Panorama: Cathedral of Notre Dame, Paris, France, ca. 1155–ca. 1250
Architectural Panorama: Cathedral of Notre Dame, Reims, France, Begun in 1211
Architectural Panorama: The Sainte-Chapelle, Paris, France, 1239–48

Teaching with Pearson Multimedia

Homework assignment for Architectural Panorama: Chartres Cathedral, Chartres, France, Begun
1194
• After exploring Chartres Cathedral, select an intriguing sculptural or architectural element
from both the interior and exterior of the cathedral. What is unique about these particular
elements? What does the artistic expression reveal about the message of this Gothic
Cathedral?
In-class assignment for Architectural Panorama: The Sainte-Chapelle, Paris, France, 1239–48
• After viewing the Architectural Panorama: The Sainte-Chapelle, Paris, France, 1239–48,
gather in small groups and consider the structural design of this Gothic arch, its elements,
and purpose. Select a local example (or iconic, well-known example) of architecture that is
unique in design. Discuss the purpose and function of this example and creatively
brainstorm new architectural additions.

Key Terms

25

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