Renaissance

Published on November 2016 | Categories: Documents | Downloads: 50 | Comments: 0 | Views: 463
of 3
Download PDF   Embed   Report

Essay about the Renaissance

Comments

Content

2010-2011

To what extent is the term “Renaissance” a valid concept for a distinct period in early modern European history? In the late 14th century, Northern Europe was just recovering from the great disasters of the century, like the Black Death, the Great Famine, and the 100 Years’ War. But in the south, the Italian peninsula was going through a series of remarkable changes. Petrarch, an Italian humanist, believed that they were in a golden age of rebirth, or a Renaissance, unlike the Dark Ages. The term “Renaissance” perfectly describes the 15th and 16th centuries. Rebirth is shown through the ideas that were developed – individualism, humanism, and secularism. The development of individualism shows the Renaissance in the 15th and 16th centuries. During that time, thinkers began to realize that it was perfectly all right to be unique an different. People should try to achieve their potential and be proud of anything they created or did. Everyone had different talents and could be successful. So during this time, artists began signing their artwork and also incorporating themselves into their paintings – effectively “owning their work.” This was indeed a rebirth, because during the Dark Ages, uniqueness and being different were discouraged. People thought through a collective lens, rather than an individual one. Everyone followed the general opinion, rather than forming one of their own or daring to be different. Since in the 15th and 16th centuries, the belief that being special and different, and the idea that people should try to reach their potential was reborn through the GrecoRoman age, the time is correctly named a Renaissance. “Renaissance” also describes this time period because of the idea of humanism. In the 15th and th 16 centuries, people began to study the classics and humanities. People read the Greco-Roman classics and also studied grammar, rhetoric, logic, and history. By studying these subjects, they tried to learn more about human nature and how to act ethically and morally. This is a rebirth of the ancient learning in the time of the Romans and Greeks, and is starkly different from what people did in the Dark Ages. During the Dark Ages, people didn’t study these classics and humanities as much as they did in the Renaissance, and if they did, it was to reveal more about Christianity and God. Thus, humanism describes a rebirth of the Greco-Roman times, and is correctly labeled a Renaissance. Lastly, secularism shows why “Renaissance” is an appropriate description of the 15th and 16th centuries. During this time, people began to focus on worldly ideas, rather than God. They looked at life as something to be enjoyed instead of a difficult journey to God’s palace. Focusing on the present moment doing business or patronizing art did not leave any time to consider ideas like sin, purgatory, heaven, and hell. This is opposite of the Dark Ages because during that period of time, people saw life as a time to ponder God and think about acting in a Christian way – morally and lovingly. Everything one did in that time was a forward or backward step on their way to see God. This is a rebirth of the GrecoRoman times because then they did not focus their mental energies on trying to understand God. Thus, in the 15th and 16th centuries, the idea that life was not just a journey to heaven but rather something to be enjoyed moment by moment is a rebirth and change from the Dark Ages. A “Renaissance” correctly describes the 15th and 16th centuries. The term “Renaissance” is completely appropriate for the 15th and 16th centuries. A “renaissance,” or rebirth, was shown through the development of the ideas of individualism, humanism, and secularism. These Renaissance ideas led to a flowering of other ideas, like a stronger focus in art, social change, and political change. These ideas continued to grow and develop into the modern era. Commentary: This essay does a good job of laying out a clear and logical argument. The supporting points work well, and the author has written effective warrants that clearly indicate how the Renaissance differed from the Middle Ages. The author could beef up the data in each paragraph with a specific example from art or literature. There are some awkward sentence constructions, but for the most part the language is strong.

Model Essay #1

2010-2011

Did women have a Renaissance?
Humanists discussed many ideas about the best way to educate; they not only talked about it but also put their ideas into action. During the Renaissance, numerous schools and academies were opened for men with every subject. However, the rule of only mate attendees led scholars to debate whether women had a Renaissance. While men of the upper and middle class experienced a reemergence of classical ideas and innovative thoughts, women were deprived the same opportunities due to lack of education and conforming stereotypes. Due to a lack of education, women did not have a true experience of the Renaissance as men did. While men flocked to the numerous schools being established, women remained at home, barred from the doors of education. Only wealthy, upper class women received a higher form of education, because of their ability to afford private tutors. Many humanists of the time debated whether women should be allowed access to the emergence of increased education, but many determined no. It was considered “inappropriate” for women to engage in public activities, such as education programs for eloquence and action. Even uneducated and seen as “secondary” to men, women with the privilege of higher learning set role models for other women of the time. In the sense of art, however, many of the famous, talented artists had similar backgrounds: wealthy families, daughters of painters, or were the eldest daughter of a family with no sons. Women artists had restrictions upon their education as well. All academies of art were for men only, and those women able to find a private tutor were prevented from studying the male nude. This was deemed inappropriate for a woman to study; however, the study of the nude male was a pivotal lesson in the case of painting male, historical pictures. Women’s education was clearly not seen as important in the time of the Renaissance, reflecting the attitudes toward women from the Middle Ages. The lack of education established for women during the Renaissance proves that women had no Renaissance, having been restricted from learning the new ideas and contributing their own opinions. Women also did not have a Renaissance because they suffered limitations due to stereotypes of the time. Many artists used the metaphor of the nail and the turtle to portray the virtues of women being “totally silent” and “never leaving the house.” In Castiglione’s The Courtier, he described the virtues that made a court lady or gentleman. Both required an education, talent in music and dancing, and good manners. Women, however, were given the duty of requiring beauty and modesty – some characteristics not deemed necessary for a court gentleman. Castiglione stereotypes women’s need to look pleasing, and to be modest – “favorable” traits of women, but not required for a man. Even power relationships were stereotypical, with the male dominant and woman subordinate, suggesting males were superior. A woman who was dominant in a relationship was ridiculed, the man being considered too weak-minded to “wear the pants” in the relationship. Machiavelli, too, addressed the stereotype. He stated in The Prince that an “effeminate” ruler was the worst type of ruler. He denounced “female” characteristics such as love and compassion, deeming them “weak.” This stereotype encouraged men to be careful how they portrayed themselves. They were constantly careful to remain “masculine” and in portraits were often painted as warriors to exemplify their masculinity. Leon Alberti wrote that women belonged in the house, tending to the children and watching the servants, further adding evidence to the conforming stereotypes placed on women at the time. To display any characteristic “inappropriate” form women would immediately place the offender in public ridicule. These stereotypes add evidence to the fact that for women, there was no Renaissance. Women were denied a Renaissance because of the lack of education and conforming stereotypes. While humanists developed individualism, women were treated no differently than in the Middle Ages. However, a few centuries after the Renaissance began women’s rights movements, pushing for men to see women as equals, not subordinates. After a long struggle, women gained rights to vote, own property, and the increasing respect they were denied for so long. In Renaissance times, no woman would have even thought of being in a political office; in the modern world, there are numerous women holding high government offices, proving that women are equal, if not occasionally superior to males. Commentary: This essay presents a persuasive argument with extensive data, including specific details, to support it. The author could have split the first paragraph into two, with one paragraph on education and one on women artists. The language could use some additional polish, but the idea development is logical and the writing is strong enough. This is a great example of how much detail should be in essays.

Model Essay #3

2010-2011

Model Thesis Statements
1. To what extent is the term “Renaissance” a valid concept for a distinct period in early modern European history? Thesis: The term “Renaissance” is valid in describing 14th to 16th-century Europe because of the newfound appreciation for art, the emergence of individualism, and the change of focus in education. Organization: I. Revival of awareness and appreciation for art II. Birth of individualism III. Education focused on the humanities 2. Compare and contrast Italian and Northern humanism, referring to specific writers/literature and artists/works of art. Thesis: Both Italian and Northern humanism focused heavily on education and used reason, while they differed in that while the Italians were secular, the Northern humanists emphasized Christian morality. Organization #1: I. Similarities – education and reason II. Differences – secularism vs. Christian morality Organization #2: I. Similarity – education II. Similarity – reason III. Difference – secularism vs. Christian morality Organization #3: I. Italian humanism II. Northern humanism 3. Did women have a Renaissance? Example #1: Thesis: Although women did not have a true “Renaissance,” this distinctive time period brought forth the rebellious notion that women might be able to overcome the limitations of their gender with education and pursue a career if born into an aristocratic family. Organization: I. Had no renaissance – common views and jobs of women – social stereotypes II. Could overcome limitations of gender with education (have higher status) and rule – pursue career if born into a noble family Example #2: Thesis: Women definitely did not have a Renaissance. This was exemplified by the lack of available education for women, their general exclusion from the arts, and their restriction to inferior social roles. Organization: I. Lack of schools, female education II. Exclusion from the arts: “minor” vs. “major” artwork III. Depiction as inferior/unworthy, confinement to domestic roles

Sponsor Documents

Or use your account on DocShare.tips

Hide

Forgot your password?

Or register your new account on DocShare.tips

Hide

Lost your password? Please enter your email address. You will receive a link to create a new password.

Back to log-in

Close