...across All Art Periods Final Project: Continuity and Transformation across All Art Periods Ansamma Paul Thomas Edison State College Grade 60% Question: Through the ages, artistic activity has often been focused in particular cities or groups of cities. Three of these concentrations stand out, each representative of a different time and era in the history of Western art: • The Rome-Florence-Venice triangle (Renaissance and High Renaissance) • Paris (Impressionism and Post-Impressionism) • New York (Abstract Expressionism). Consider all three locales and discuss artists, works of art, and historic periods associated with each locale. The evolution of art from the early Hellenistic to the later Roman period was made possible through the modification of features as the sculptors and artists saw fit. As such, the Romans "add[ed] to, subtract[ed] from... and innovate[d]" Hellenistic art (Soltes, L7, 3:18) upon taking over Greece. Roman works such as "The Laocoon" (Soltes, L7, 3:22) and "Soldier-Farmer" (Soltes, L7, 11:30) among many showed continuity and transformation. In the former work, the element of pathos is continuous from the Hellenistic while the addition of a son and an extended serpent shows transformation; in the latter work, the excessive wrinkles across the man's face serves to evoke pathos and a sense of respect through pietas (Soltes, L7, 12:10). From Roman art to Etruscan...
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...Greek and Roman Comparison Lisa Lain HIS275CA June 1, 2015 Zachary Lenz Greek and Roman Comparison The Greek and Roman empires were very important to the history of the world. With their empires came religions and philosophies. While their religions were much different, both the Greeks and the Romans turned to Christianity at some point. Their philosophies were also quite different. They each studied the building blocks of the universe and created their own theories. With any empire come societal struggles. Both the Greek and Roman empires dealt with such struggles but the main aspect of the struggles varied. Territorial expansion was very important in both the Greek and the Roman empires. They both sought out to find more land and fought for the land they found through wars and battles. Trade and commerce were a major contribution to both empires as well. While both empires traded different things both within their empires, they also traded outside of it. The Roman and Greek civilizations also dealt with a decline in civilization. The reasoning behind their declines was different, but both empires contributed to their own decline. Religions and Philosophies While the Greek and Roman religions differed greatly, they both turned to Christianity at one point. In the beginning religions, the Greeks and Romans alike believed in many gods. Each of these gods was believed to be a god of certain events. Both the Greek and the Romans worshipped their gods at temples...
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...ALEXANDER THE GREAT: HERO, HUMANITARIAN, OR MANIAC? INTRODUCTION Alexander the Great is by all historical accounts one of the most influential figures of history. He was the son of Philip II, the King of Macedon who conquered Greece in 338 B.C. but was assassinated soon thereafter. Alexander thus became king at the age of seventeen (in 336 B.C. ), and at the age of twenty he set off to conquer the known world. In a series of lightning campaigns he conquered the Persian Empire that had until then been invincible, and in a certain sense he avenged Greece for the earlier Persian Wars. He marched through Asia Minor, Syria, Egypt, Mesopotamia, and Persia, conquering all before him. In monumental battles he defeated the Persians at Granicus (334 B.C.), Issus (333 B.c.), and Gaugamela (331 B.c.). He drove his soldiers on, crossing the mountains and deserts of central Asia, until he reached the borders of India (326 B.C.). There he finally turned back, retreating to Babylon, where he established his court. At Babylon he fell sick and suddenly died, at only thirty-two years of age (323 B.c.). Alexander hardly had time to organize his new empire, and this makes it all but impossible to know how he would have been as a ruler, instead of a conqueror. After his death, Alexander's empire fell apart and was ruled by his successors, Macedonian generals who became kings of independent areas. Most of these rulers continued Alexander's policies of toleration and cultural integration. Alexander's...
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...ancient authorities, but uncertainty is a constant feature of scholarly work dealing with Homer's era of Greek history. The Greeks hailed him as their greatest poet, as well as their first. Although the Greeks recognized other poets who composed in Greek before Homer, no texts from these earlier poets survived. Perhaps they were lost, or perhaps they were never written down‹Homer himself was probably on the cusp between the tradition of oral poetry and the new invention of written language. Texts of the Iliad and the Odyssey existed from at least the sixth century BC, and probably for a considerable span of time before that. These two great epic poems also had a life in performance: through the centuries, professional artists made their living by reciting Homer, performing the great epics for audiences that often know great parts of the poem by heart. It is impossible to pin down with any certainty when Homer lived. Eratosthenes gives the traditional date of 1184 BC for the end of the Trojan War, the semi-mythical event which forms the basis for the Iliad. The great Greek historian Herodotus put the date at 1250 BC. These dates were arrived at in a very approximate manner; Greek historians usually used genealogy and estimation when trying to find the dates for events in the distant past. But Greek historians were far less certain about the dates for Homer's life. Some said he was a contemporary of the...
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...India India never invaded any country in her last 10,000 years of history. It is the only society in the world which has never known slavery. India was the richest country on Earth until the time of the British in the early 17th Century Robert Clive’s personal wealth amassed from the blunder of Bengal during 1750’s was estimated at around £401,102 It has been estimated that the total amount of treasure that the British looted from India had already reached £1,000,000,000 (£1Billion) by 1901. Taking into consideration interest rates and inflation this would be worth close to $1,000,000,000,000 ($1Trillion) in real-terms today. 2. Vedic Civilization Indus & Saraswati Civilizations Rise of Jainism and Buddhism Mauryan Period Golden Age of Indian Arts & Sciences Muslim Invasions The Mughal Empire Portuguese Invasion The British East-India Company The British Empire India's Freedom Struggle Independence Modern India 2020 Vision A Brief History of Time 3. India India invented the Number System. Zero was invented by Aryabhatta . The place value system, the decimal system was developed in India in 100 BC. Aryabhatta was the first to explain spherical shape, size ,diameter, rotation and correct speed of Earth in 499 AD. The World's first university was established in Takshila in 700 BC. Students from all over the World studied more than 60 subjects. The University of Nalanda built in the 4th century was one of the greatest achievements of ancient India in the field of...
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...Harappan Civilization (also known as Indus Valley Civilization) Submitted By: Sharad Thakran 1919 Table of Contents 1. Introduction 2. Discovery and history of excavation 3. Chronology 4. Geography 5. Early Harappan 6. Mature Harappan a. Cities b. Authority and governance c. Technology d. Arts and crafts e. Trade and transportation f. Subsistence g. Writing system h. Religion 7. Collapse and Late Harappan 8. Legacy 9. Historical context and linguistic affiliation Introduction The Indus Valley Civilization (IVC) was a Bronze Age civilization (3300–1300 BCE; mature period 2600–1900 BCE) extending from what today is northeast Afghanistan to Pakistan and northwest India (see map). Along with Ancient Egypt and Mesopotamia it was one of three early civilizations of the Old World, and of the three the most widespread. It flourished in the basins of the Indus River, one of the major rivers of Asia, and the Ghaggar-Hakra River, which once coursed through northwest India and eastern Pakistan. At its peak, the Indus Civilization may have had a population of over five million. Inhabitants of the ancient Indus river valley developed new techniques in handicraft (carnelian products, seal carving) and metallurgy (copper, bronze, lead, and tin). The Indus cities are noted for their urban planning, baked brick houses, elaborate drainage systems, water supply systems, and clusters of large...
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...Indus Valley Civilization – The Indus Valley Civilization was a Bronze Age civilization (3300–1300 BC; mature period 2600–1900 BC) extending from what today is northeast Afghanistan to Pakistan and northwest India. Along with Ancient Egypt and Mesopotamia it was one of three early civilizations of the Old World, and of the three the most widespread. It flourished in the basins of the Indus River, one of the major rivers of Asia, and the Ghaggar-Hakra River, which once coursed through northwest India and eastern Pakistan. The Indus Valley Civilization is also known as the Harappan Civilization, after Harappa, the first of its sites to be excavated in the 1920s, in what was then the Punjab province of British India, and is now in Pakistan. A uniform culture had developed at settlements spread across nearly 500,000 square miles, including parts of Punjab, Uttar Pradesh, Gujarat, Baluchistan, Sindh and the Makran coast. It was a highly developed civilization and derived its name from the main river of that region— Indus. |Year |Site |Discovered by | |1920 |Harappa |Rai Bahadur Daya Ram Sahni | |1922 |Mohenjodaro |R. D. Banerjee | |1927 |Sutkagen dor |R. L. Staine ...
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...Western Europe than it was in the Asian Empires. * Comparison of the role that religions played in the declines * The impact of missionary outreach of the Christians and Buddhists in these empires RESOURCES * Upshur – “The Decline of Empires” * Stearns - Decline of Empires. * Frank Smitha - “Decline and Fall” * Johnson and Johnson – “Why Don’t Empires Last?” * Spodek – “China and Rome: How do they compare?” * Bulliet pages 168-170 and 186-189. ASSIGNMENT 1. Construct a Venn comparing and contrasting the causes for decline of the Roman, Han and Gupta empires. Information will come from the documents and not the lecture…you already wrote the lecture notes once, why write them again? Rome Han similarities Gupta 2. Write 3 comparative analytical mini-paragraphs about the decline of empires. (generalization, facts, analysis…) Remember that analysis answers the question “why?” Example: The AP World History teachers have very different tastes in beverages. Ms. Forswall likes tea while Ms. Patch likes cola. Green tea and Earl Grey are Ms. Forswall’s favorites; they taste nothing like Pepsi or Coke because soft drinks are much sweeter. Ms. Patch usually chooses a diet style of soda, because she is thinks regular soda is too sweet. Ms. Forswall likes tea because she lived in Britain and is hoity-toity and likes to drink from a porcelain cup with her pinky sticking out while Ms. Patch likes cola because she grew up in Texas where...
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...Physical characteristics – climate, vegetation and human characteristics 3. Human/environment interaction – how do humans interact/alter environ a. Leads to change 4. Movement – peoples, goods, ideas among/between groups 5. Regions – cultural/physical characteristics in common with surrounding areas b. E. Africa first people – 750,000 years ago started to move 1. moving in search of food c. Role of Climate – End of Ice Age 12000 BCE – large areas of N. America, Europe, Asia became habitable – big game hunters already migrated 1. Geographical changes - 3000 BCE Green Sahara began to dry up, seeds to forests – N. America 2. Effect on humans – nomadic hunters didn’t move so much a. Settle near abundant plant life – beginning of civilization b. Sedentary life w/ dependable food supply 3. milder conditions, warmer temperatures, higher ocean levels 2. Demography: Major population changes resulting from human and environmental factors 1. 2 million people during Ice Age – allowed for growth 1. big game gone 2. more usable land available 2. 50-100 million by 1000 CE 3. Regional changes altered skin color,...
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...Journal of World Business 37 (2002) 69±80 Eastern European cluster: tradition and transition     Gyula Bakacsi, Takacs Sandor, Karacsonyi Andras, Imrek Viktor1 Budapest University of Economic Sciences and Public Administration, 1093 Budapest, Hungary Abstract The eastern European cluster consists of Albania, Georgia, Greece, Hungary, Kazakhstan, Poland, Russia, and Slovenia. It has a population of 232 million and a gross domestic product (GDP) of U.S.$772 billion. The cluster's distinctive cultural practices are high power distance and high family and group collectivism. The region is facing signi®cant challenges during its period of transition from communist philosophy to market-based economies. The participating managers value a much greater degree of future and performance orientation, but are strongly attached to their cultural heritage of deep family and group cohesion. They are also highly value charismatic and team-oriented leadership. The challenges and complexities facing the region are explored in the paper. # 2002 Published by Elsevier Science Inc. 1. Introduction This article provides an in-depth look at the eastern European culture. This region is understudied due to its socialist past and was not (with the exception of Greece and Yugoslavia), included in Hofstede's seminal work (1980) or basic reviewing and synthesizing study of Ronen & Shenkar, 1985 comparative study of 25 countries. Over the past few years, a few writers have examined cultural and...
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...| Help with Some Confusing Subjects | 39 – 43 | Chinese Dynasties | 39 | Political, Economic, and Social Systems | 40 | Religions | 41 | Primary Sources | 42 | “Must Know” Years | 43 | * Many of the guidelines in this study packet are adapted from the AP World History Course Description, developed by College Board. The AP Exam Purchasing and taking the AP World History exam are requirements of the course. This year, the AP World History exam will be administered on: ___________________________________________ Format I. Multiple Choice a. You will have 55 minutes to answer 70 Questions. b. Each question has options A, B, C, and D. c. Questions are divided evenly between the five course themes (20% each) and six periods. d. Each questions addresses one of the four historical thinking skills. e. You should answer ALL 70 questions, even if you have to guess. There are no points off...
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...| Help with Some Confusing Subjects | 39 – 43 | Chinese Dynasties | 39 | Political, Economic, and Social Systems | 40 | Religions | 41 | Primary Sources | 42 | “Must Know” Years | 43 | * Many of the guidelines in this study packet are adapted from the AP World History Course Description, developed by College Board. The AP Exam Purchasing and taking the AP World History exam are requirements of the course. This year, the AP World History exam will be administered on: ___________________________________________ Format I. Multiple Choice a. You will have 55 minutes to answer 70 Questions. b. Each question has options A, B, C, and D. c. Questions are divided evenly between the five course themes (20% each) and six periods. d. Each questions addresses one of the four historical thinking skills. e. You should answer ALL 70 questions, even if you have to guess. There are no points off...
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... MODULE I & II Prepared by : House No. 21 “Pranaam” Keltron Nagar, Kolazhi, Thrissur Ms. GAYATHRI MENON .K MODULE III & IV Prepared by: Ms. SWAPNA M.S. Department of English K. K. T. M. Govt. College Pullut, Thrissur Dr. Anitha Ramesh K Associate Professor Department of English ZG College, Calicut © Reserved 2 Scrutinised by : Layout: Computer Section, SDE History and Philosophy of Science School of Distance Education Contents MODULE I ANCIENT HISTORY OF SCIENCE 1. Introduction 2. Origins of Scientific Enquiry 3. European Origins of Science 4. Contributions of Early India 5. Science in China 6. The role of Arabs in the History of Science MODULE 2 7. Science in the Middle Ages MODULE 3 MODERN SCIENCE 8. Newton and After 9. The Advancing Frontiers: Modern Medicine to Nanotechnology MODULE 4 PHILOSOPHY OF SCIENCE 10. Basic concepts in the Philosophy of Science 11. Some Issues in the Philosophy of Science Pages 5 10 17 24 31 36 44 53 64 79 88 History and Philosophy of Science 3 School of Distance Education History and Philosophy of Science 4 School of Distance Education MODULE 1 ANCIENT HISTORY OF SCIENCE UNIT – 1 INTRODUCTION Objectives This chapter will help you to: 1. Understand what is science 2. Understand...
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...ARTS TEACHERS’ GUIDE Grade 9 ARTS Teacher’s Guide Unit I WESTERN CLASSICAL ART TRADITIONS GRADE 9 Unit 1 ARTS TEACHERS’ GUIDE GRADE 9 Unit 1 WESTERN CLASSICAL ART TRADITIONS LEARNING AREA STANDARD The learner demonstrates an understanding of basic concepts and processes in music and art through appreciation, analysis and performance for his/her self-development, celebration of his/her Filipino cultural identity and diversity, and expansion of his/her world vision. key - stage STANDARD The learner demonstrates understanding of salient features of music and arts of the Philippines and the world, through appreciation, analysis, and performance, for self-development, the celebration of Filipino cultural identity and diversity, and the expansion of one’s world vision. grade level STANDARD The learner demonstrates understanding of salient features of Western music and the arts from different historical periods, through appreciation, analysis, and performance for self-development, the celebration of Filipino cultural identity and diversity, and the expansion of one’s world vision. CONTENT STANDARDs The Learner: demonstrates understanding of art elements and processes by synthesizing and applying prior knowledge and skills demonstrates understanding that the arts are integral to the development of organizations, spiritual belief, historical events, scientific discoveries, natural disasters/ occurrences and other external phenomenon ...
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...THE SYNOPTIC APOCALYPSE (MARK 13 PAR): A DOCUMENT FROM THE TIME OF BAR KOCHBA Hermann Detering* he thirteenth chapter of the Gospel of Mark belongs to those texts of the New Testament which have been examined particularly often in recent times. Despite many differences in detail, a certain consensus is apparent between exegeses in so far as they all assume that the text in question, the so-called “Synoptic Apocalypse” (hereafter abbreviated as the SynApoc), arose either in the first or the second half of the first century. This investigation, however, will show that there are a number of factors which exclude such a dating and that numerous of clues indicate rather an origin in the time of the Bar Kochba uprising (132-135 CE). To be sure, the possibility of assigning such a date, which diverges considerably from what is usually taken for granted, does not even occure to most scholars, since the conclusion of their investigation is clearly determined by a prior methodological assumption: since the common assumption is that both Mark and Matthew were written in the second half of the first century, the SynApoc must also belong to this period or even precede it. In my opinion, however, for various reasons, it is highly questionable whether the customary and generally accepted dating of Mark's gospel around 70 CE is correct. Whoever concerns himself with the question of when the Synoptic Gospels arose quickly notices that he has hit upon a genuine weak point in the scholarly study...
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