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Session 13 and 14: From Renaissance to Romanticism - Coggle Diagram
Session 13 and 14: From Renaissance to Romanticism
The Craftsman
What is a craftsman for R.Sennet? What qualities does he attribute to the craftsman?
Sennett argues that "Making is thinking". Do you agree?
What is Sennett’s idea of skills? Whatare the processes he identifies for skilldevelopment?
Sennett explores the effects ofcraftsmanship as “an enduring, basic humanimpulse, the desire to do a job well for its ownsake”. Can we achieve this in the designprocesses in the digital world?
Which are the Conflicting Standards he refers to?
Enlightment
A scientific, philosophical and intellectual movement called the Age of Reason that believes in knowledge and reason as themeans for human progress
Ancient Regime: Catholic Church, Monarchy, Nobility, Feudalism and Servedom.
Enlightenment: Science, Natural World, New social, civic mentality, and Bourgeoisie.
French Enlightenment:
René Descartes
Scottish Enlightenment:
Adam Smith
German Enlightenment:
Christian Wolff
L'encyclopédie
L’Encyclopédie ou Dictionnaire raisonné des arts et des métiers was a publishing, philosophical and scientific enterprise that appeared in 17 volumes between 1751-1766
The Encyclopédie's aim was "to change the way people think”
The project was to bring together all the knowledge acquired by humanity, its spirit a critique of religious and political fanaticisms, and an apology for reason and freedom of thought
Diderot wanted to incorporate all of theworld's knowledge into the Encyclopédie andhoped that the text could disseminate all thisinformation to the public and futuregenerations. This is an example ofdemocratisation of knowledge.
Revolutions
Pre-Neoclassism
Aimed to regainfor art and design the purity ofform and expression which wasfelt lacking in the Rococo styleof the first half of the 18th c.
Rococó art to create surprise and the illusion of motion and drama
Neoclassism
New themes with moral an civic values, as a rejection to the frivolity amorality and superficiality of the French and Spanish Monarchs preferred style (Rococó).
Artists increasingly sought noble themes of public virtue and personal sacrifice from the history of ancient Greece or Rome
Establishment of Good Taste, supposedly based on universal aesthetic judgment but strongly based on the stylistic canon of Classicism.
Italian tours to study classicalremains became an essentialpart of artistic education
Grand-tour
Young, wealthy travellers would embark on an educationaltrip across Europe in search of arts and culture, also playeda pivotal role in the spread of Neoclassicism.
The discovery of Herculaneum in 1738 and of Pompeii in1748 in Italy where the source of a great impulse inthese aesthetic interests: Private collections and Cabinet of Curiosities.
Academies
The institutionalisation of art and sciences through Royal Academies' canons' established their aesthetics, structured knowledge networks and the artist's role in this time
Birth of the National Museums: Regulation of taste and access for the middle classes
Birth of Royal Academies: No master painters as mentors (opposite to guilds)Official recognition, qualification and prestige Regulated through Public Salon (established artists, difficult to admit innovation)
Romanticism
Since the Renaissance, objects and images regarded as works of art in the Euro-American culture have been understood as substitutes or replacements of subjects (usually the subject of the artist, but sometimes the employer, or the person portrayed).
But it is with Romanticism that the artist is seen as an innate genius and the artwork as an expression of tha tgeniality.
Artist’s quest was for personal expression and individual liberation, and in the process, the Romantics transformed the idea of art and the value of unique expression versus ability and virtuosity.
The artist as a genius: tortured emotions,passions, inner world, inspiration,expression: ART FOR ART’S SAKE