- •Before you read
- •1. Discuss the following questions:
- •2. Comment on the quotations. Do you agree with them? Explain your answers.
- •3. Read and translate the text. The Birth of Art
- •Glossary
- •Activities
- •1. Answer the questions to the text.
- •2. Look at the picture of «Venus of Willendorf». Describe it and answer the questions, use the cloud of clues or click on the link to read the Wikipedia article.
- •3. Translate the sentences from English into Russian.
- •4. Retell the text according to the plan:
- •Before you read
- •1. Discuss the following questions:
- •2. Mark the periods of Greek art and Roman art on the timeline.
- •3. Read and translate the text. Greece: they invented a lot more than the Olympics
- •Rome: the organizers
- •Glossary
- •Activities
- •1. Answer the questions to the texts.
- •Начало формы
- •5. Translate the sentences from English into Russian.
- •6. Retell the text according to the plan:
- •Before you read
- •1. Discuss the following questions:
- •2. Fill in the gaps in the chart below.
- •3. Read and translate the text. Medieval art
- •Glossary
- •Activities
- •1. Answer the questions to the texts.
- •2. Read the sentences about medieval art and fill in the gaps with the appropriate words or phrases.
- •3. Translate the sentences from English into Russian.
- •4. Retell the text according to the plan:
- •Before you read
- •1. Discuss the following questions:
- •2. Look at the map and describe the countries where the Renaissance started and took place, main artists and their masterpieces.
- •3. Read and translate the text. The Renaissance
- •The Early Renaissance
- •The Italian Renaissance
- •Glossary
- •Activities
- •1. Answer the questions to the texts.
- •2. Translate the sentences from English into Russian.
- •3 . Look at the two paintings. Compare them, use the words and phrases from the text.
- •4. Retell the text according to the plan:
- •5. Find the answer to the crossword puzzle.
- •Before you read
- •1. Discuss the following questions.
- •2. Comment on the quotations. Do you agree with them? Explain your answers.
- •3. Read and translate the text. The Northern Renaissance
- •The German Renaissance
- •Mannerism and the late Renaissance
- •T he Spanish Renaissance
- •Glossary
- •Activities
- •1. Answer the questions to the texts.
- •2. Translate the sentences from English into Russian.
- •3. Look at the pictures. Discuss the following questions.
- •5. Retell the text according to the plan:
- •Before you read
- •1. Discuss the following questions:
- •3. Read and translate the text. Baroque art
- •Italian Baroque
- •Flemish Baroque
- •Dutch Baroque
- •Glossary
- •Activities
- •1. Answer the questions to the texts.
- •2. Translate the sentences from English into Russian.
- •4. These sentences summarize the distinctive features of Baroque style. Decide which of them are true or false.
- •5. Retell the text according to the plan:
- •Before you read
- •1. Discuss the following questions:
- •2. Look at the chart and describe the difference between in Baroque style in these countries. Add your own examples of artists, sculptors and architects and their artworks.
- •3. Read and translate the text. English Baroque
- •Spanish Baroque
- •French Baroque
- •Glossary
- •Activities
- •1. Answer the questions to the texts.
- •2. Look at the picture. Whose artwork is it? Discuss these questions.
- •5. Translate the sentences from English into Russian.
- •3. The diagram below asks you to connect each genre of painting (center) with its correct description and example. An example has been provided.
- •5. Retell the text according to the plan:
- •Before you read
- •1. Discuss the following questions:
- •2. Look at the chart and make up your own sentences to describe the period of Neoclassicism. Give the examples of artists and their paintings.
- •3. Read and translate the text. Neoclassicism
- •American Neoclassicism
- •Glossary
- •Activities
- •1. Retell the text according to the plan:
Glossary
idle – workers who are idle have no work.
precursor – something that exists before something else, and is related to it or influences its development.
daub – to spread a wet substance such as paint on a surface in acareless way.
pinnacle – the most successful or exciting part of someone’s life.
curlicue – a curl or twist used as a decoration.
Activities
1. Answer the questions to the texts.
What is the difference between Gainsborough’s and Reynolds’s style?
What are the main features of the period?
How did the interpretation of nature changed?
Who are the most famous Spanish artists of that period?
What are the distinctive features of Velazquez’s masterpieces?
What does the term «Rococo» mean?
Why did artists think that the subject of a painting should be a battle or epic scene?
2. Look at the picture. Whose artwork is it? Discuss these questions.
Texture:
1. Where in the artworks are there both rough and smooth parts?
2. Which artwork looks as if the artist used very thick paint to make texture?
3. How would you describe the texture of __________, __________,_________, and the _______________________ (name of objects).
4. In which artwork can you see the artist's brushstrokes?
5. In the tapestry (or certain paintings), we can see different kinds of textured clothing/material. If we touched the tapestry, how do you think it would really feel?
5. Translate the sentences from English into Russian.
1. Since religious art was forbidden in Puritan churches and the taste for mythological subjects never caught on, English art was limited almost exclusively to portraits.
2. Although Velazquez is considered a master of realism, he achieved his effects with loose brushstrokes that, when scrutinized at close range, seem to melt into blurred daubs of paint.
3. Left to his own devices, Poussin chose to paint in what he called «la manieramagnifica» (the grand manner) – is that the subject and the narrative should be grandiose, such as battles, heroic actions, and religious themes.
4. The pinnacle of Baroque opulence was the magnificent chateau of Versailles, transformed from a modest hunting lodge to the largest palace in the world.
5. Rococo was primarily a form of interior decoration, the name deriving from the «rocaille» motif of shellwork and pebbles ornamenting grottoes and fountains.
3. The diagram below asks you to connect each genre of painting (center) with its correct description and example. An example has been provided.
Description |
Genre |
Example |
1. small, intimate paintings of objects |
portraiture |
David’s The Death of Socrates, 1787 |
2. scenes from ancient Greek myths, Biblical narratives, or momentous contemporary events |
genre
painting
still
life
landscape
history
painting |
Boucher’s Portrait of Madame Pompadour, 1750 |
3. paintings of the countryside |
Chardin’s Soap Bubbles, 1734 |
|
4. scenes of everyday life |
Claude Lorrain’s View of La Crescenza, 1648–505 |
|
5. representations of significant persons |
Chardin’s Still Life with Fish, 1769 |