The article “Academies of Art; Past and Present” by Nikolaus (1973) encompasses the history of academies in general. Beginning from the Plato’s time, the term “academy” has changed its connotations. The writing style is eloquent, yet covers the developments on the topic in every era. The writer used the article as a prologue for the reader to understand the term “academy” in order to make sense of the forthcoming chapters of the book. As the term had varied meanings, its reference in each century has different meanings and background. This summary consists of the description of the article, comments and discussion on the writing style and author’s arguments in the article.
The author has discussed the evolution of the term “academy” in the
…show more content…
Meanwhile, Renaissance and Antiquity became a synonym of university, which was used alternatively as its Latin translation ‘academy’. As Renaissance was over and was taken over by Mannerism in art, academies became more loose and informal and grew in number in Italy. Since 1540 even the associations liked to call themselves academies, which further made the understanding of its connotation complex. In Rome the academy found by Queen Christina changed the notion further as it became center of activities like reading and criticizing poetry, literature, performing drama and comedy plays. The author focused the meanings of academy getting broader. Feastings organized by peasants, lecturing, discussions and research by scholars were added aims to the academies in Italy. However the term was never used for the entire university or a school. In schools academies were referred as groups of students tutored privately by some noblemen. This spread in the use of academies affected the art abundantly after the Mannerism took over. Artists started to specialize in various genre of art i.e. still life, folk life, water color etc. in contrast with Renaissance academies the Mannerism academies were organized, with elaborated rules.
The history of the term academy is important, as the writer emphasized, in order to
The Italian Renaissance caused the majority of the upper class to get a useful education. Wealthy men and women got an education in the liberal arts; history, moral philosophy, eloquence, letters, poetry, mathematics, astronomy, and music. Vittorino da Feltre founded on of the most famous schools at Mantua. Vittorino based much of his educational system around
The National Art Honor Society, more commonly known at NAHS, is a club where students in grades 9-12 can volunteer to spread their love of art throughout the community and beyond. We are similar to the more widely known National Honor Society (NHS) in the fact that NAHS requires a certain amount of volunteer hours except all of our volunteer hours are art-related. The club is fairly new, but we have big plans for this year with projects such as, elementary school art workshops, face painting fundraisers, and murals in the works.
One of the basic themes of the book is that the thought and the art of classical Athens is full of meaning for people of later generations. It is the full of meaning for nations, cultures and societies beset by broad-scale and profound social and political change and the accompanying confusion and fear produced in the minds and souls of human beings.
This paperwork examines how the differences amongst the Hellenic along with the Hellenistic ages might appear in the artistic r cultural production of every era. The ideas presented in this article bases its focus on the Ancient period such as Ancient Greeks. Besides, the report also focuses on studying the impact that Hellenic had on other times like the medieval period, the Renaissance, together with modern times in appearing in the cultural production of each era. The presentation has the principal objective of examining the differences between the Hellenic or classical ages and the Hellenistic ages (Cicarma, 2014). This paperwork focuses on how the differences in these two generations influence daily lives of people in the society. Besides, the illustrations on this article examine how the differences between the ages reflected in the literature, art, art philosophy of the two periods. The paper shows how the shift from Hellenic together Hellenistic era represents the changes from the civilization dominated by ethnic Greeks. It, however, illustrates that scattered geographically to the culture are disseminated by natives and speakers of Greek of whatever ethnicity and from the dominance of political issues in the city-state to that of larger monarchies (Holladay, 2011). This presentation remains constrained in degree to Ancient culture between 510 BCE and 323 BCE, a period that alludes to as Classical Greece.
Based on the readings from The Republic of Plato, the central tension within the book is identifying the ideal form of guiding individuals either through a persuasive or compulsive path of becoming complete guardians. Through persuasion, those qualified to rule, similar to Adeimantus and Glaucon, are more adequately educated to lead a city than through compulsion. Within this essay, the defining important principle of persuasion that will be explained are listening, exhortation and dialectic. By examining Platos understanding of the importance of persuasion in education, it can be determined that qualified individuals are more adequately educated through an emphasis of persuasion over compulsion.
The purpose of this work is to analyze two famous works of art that are the great examples of artistic tendencies in fourth and sixths AD. and were influence and inspiration for many artists. Most of the Christian art dates back not earlier than to the fourth century and the reason for it was the fact, that at that time the Christianity was against the law. Nevertheless, a number art works, frescoes and paintings show the beliefs, customs and traditions of the early
Due to the popularity, class, education, and influence of authoritative Romantics, Romantic ideology affected the structure of scholarship. Across Europe, schools had introduced new education models emphasising language, both ancient and modern. In addition, curriculums modelled on Greek forms intended to develop character and values were widespread. To satisfy the demand for a more authoritative and restricted community, classical study became specialised in the University of Gottingen, which established an Altertumswissenschaft (science of antiquity) course. This collated the many aspects of study or appreciation of ancient culture into one degree – inaccessible to many. What had been a disparate field open to amateur enthusiasts and professional linguists or theologians alike became a more rigid and dogmatic expert community. This community still retained the ideals it had been founded upon; elitism, mysticism, projection, and an obsession with language and its burgeoning racial implications permeated the new professional
The influence of universities and merchants, as seen, changed the kingdom. Medieval universities were first formed in the 12th century AD after a need for educated public officials became evident. Schools like the Law School at Bologna as well as medical schools gave towns lawyers, judges and capable local officials. Other schools like the University of Paris taught scholars literature and theology. The breed of Renaissance thinking was most likely developed in such places. Scholars like Peter Abelard and Thomas Aquinas led an interest in the study of classical Greek and Roman philosophy. This interest, along with challenged perspectives of the time eventually led to modern science. Guilds, as afore-mentioned, were monopolistic practices over certain trades set by merchants. They virtually eliminated competition and ensured quality. Compared to Renaissance art, and Shakespearean and Elizabethan literature the precursor saw little. However, works like Chaucer’s Canterbury Tales were popular, and the Gothic architectural style laid a foundation for many cathedrals and buildings. It is still a dominant facade in today’s world and was relished in modern Western Europe. A powerful education system and study of art are necessary for society’s to flourish and carry it’s roots into the next era;
As one of the most significant works in philosophy, The Republic has been one of the most historically and intellectually influential basis of many political theories and philosophical approaches since its first appearance. It is also crucial to mention that the book contains both Plato’s and Socrates’ arguments of life and the view of the Athenian Democracy in the ancient Greek world. Therefore, it can be confusing and complicated to decide to which philosopher the arguments belong. The main focus of the book is to find the definition and the whereabouts of order, justice and to establish a just state, as well as to prove that a just man is happier than the unjust man by providing examples. The true importance of The Republic lies in the fact that everything has meaning in it, not only the arguments, but also the people who act as metaphors for the different kind of roles, which they fulfill in the Athenian society, furthermore the way they speak symbolizes those roles and every one of them embodies a part of the soul and the city-state. Even though it is not obvious, Plato / Socrates criticizes the Athenian society and tries to establish a new, ideal one with the different people he meets and talks to in the book.
Abstract: In this paper I attempt to admire the spectator’s experience while viewing the Arch of Titus, and bring to the forefront why I find the Arch of Trajan to be underappreciated. I will compare the two by first analyzing the meaning of the Arch of Titus, and then analyzing and summarizing the Arch of Trajan. The source I used for the Arch of Trajan may be among the outliers of most scholars, but I find that I agree with their analysis of the arch in that it was not simply a list of Trajan’s accomplishments, but rather outcomes of his famed policy, unrightfully credited to Nerva, of alimenta.
As literary critics, Plato and Aristotle disagree profoundly about the value of art in human society. Plato attempts to strip artists of the power and prominence they enjoy in his society, while Aristotle tries to develop a method of inquiry to determine the merits of an individual work of art. It is interesting to note that these two disparate notions of art are based upon the same fundamental assumption: that art is a form of mimesis, imitation. Both philosophers are concerned with the artist's ability to have significant impact on others. It is the imitative function of art which promotes disdain in Plato and curiosity in Aristotle. Examining the reality that art
The University of Bologna claims that the organization of higher education in Italy began when the masters of Grammar, Rhetoric, and Logic devoted their studies to the
The appearance of universities was part of the same high-medieval education boom. Originally universities were institutions where students could attain specialized instruction in advanced studies. These types of studies were not available in the average cathedral schools. Advanced schools existed in the ancient world, but did not promote a fixed curricula or award degrees.
In 323 B.C., the Hellenic Humanistic civilization came to an end, and Hellenistic individualism was born. Hellenistic individualism was everything that Hellenic Greece was not. This new time period would be described as “Greekish” because it was not purely Greek in culture (Humanities, 83). Before the Individualistic era began, the civilization was united in language, philosophy and religion, having a strong historical impact that connected them. Hellenistic individualism was created in a time of loneliness and isolation. When the polis were replaced, individualism emerged, because people were searching for continuity, they were searching for identity through the individual (Humanities, 91). I will be contrasting the different viewpoints from Hellenic Age and the Hellenistic Age; focusing on the philosophy of Aristotle, the philosophy of Epicurus and the new art form.
When used in its modern sense as a place for advanced learning, it usually required the addition of other words such as “masters and scholars.” The term that was normally used to describe a legally chartered school of teachers and students was studium generale, meaning a place of study open to students from all parts. The universitas was a group of teachers or students (or perhaps both) within the studium. A studium was quite similar to a guild in both origin and composition. The beginners were essentially apprentices, called bachelors, while the teachers were the masters.