HST 150 Module #14
Paint By Numbers
Art has played a significant role throughout history, and ancient and medieval times are no exception. The artwork from these eras provides an insight into the values, beliefs, and customs of the people who created it. From the Pyramids of Giza to the Gothic cathedrals of Europe, ancient and medieval art has left an indelible mark on the world. This essay will explore the significance of art in ancient and medieval history and discuss its relevance in contemporary times.
Ancient art spans from the earliest human civilizations, including Mesopotamia, Egypt, Greece, and Rome. Ancient art often had a religious or political purpose and was created for the ruling class, who commissioned it. For example, the Pyramids of Giza in Egypt, built between 2580 and 2560 BCE, were constructed as tombs for pharaohs and their consorts. These pyramids were massive structures that required an enormous amount of manpower to build, and their intricate decorations depict the pharaohs' divine status.
Similarly, Greek and Roman art often depicted gods and goddesses, heroes, and important political figures. The Parthenon, a temple dedicated to the goddess Athena, was built in Athens during the 5th century BCE. It is a masterpiece of ancient Greek architecture and is decorated with intricate sculptures depicting Athena and other gods and goddesses. The Romans also commissioned art to celebrate their military conquests and leaders, such as Trajan's Column in Rome, which depicts scenes from the Dacian Wars.
Medieval art, which spanned from the 5th to the 15th century, was heavily influenced by religion and the Catholic Church. The Gothic cathedrals of Europe, such as Notre Dame in Paris and Westminster Abbey in London, were built during this time and are some of the most impressive architectural achievements of the period. These cathedrals were not only places of worship but also cultural centers where art, music, and literature flourished.
One of the most famous works of medieval art is the Bayeux Tapestry, which dates back to the 11th century. It depicts the events leading up to the Norman conquest of England in 1066 and is nearly 230 feet long. The tapestry tells a vivid and detailed story of the Battle of Hastings, and its intricate designs and use of color make it a masterpiece of medieval art.
The significance of ancient and medieval art cannot be overstated. These artworks provide a window into the past and help us understand the cultures, beliefs, and customs of the people who created them. They also serve as a reminder of the great achievements of these civilizations and the legacy they left behind.
However, there are also some negatives associated with ancient and medieval art. Much of the artwork from these periods was created for the ruling class, and the majority of the population did not have access to it. Additionally, much of this art was created for religious or political purposes and was often used as a tool of propaganda.
Despite these negatives, the study of ancient and medieval art is essential in contemporary times. It provides us with a better understanding of our cultural heritage and helps us appreciate the incredible achievements of our ancestors. Additionally, it allows us to reflect on our own cultural values and how they have evolved over time.
In conclusion, art has played a vital role in ancient and medieval history. From the Pyramids of Giza to the Bayeux Tapestry, these artworks are not only beautiful but also provide a glimpse into the past. While there are some negatives associated with ancient and medieval art, their study is essential in contemporary times. They allow us to better understand our cultural heritage and reflect on our own cultural values.
THE RUNDOWN
QUESTIONS
Works Cited
The Editors of Encyclopaedia Britannica. “Bayeux Tapestry.” Encyclopædia Britannica, Encyclopædia Britannica, Inc., 22 Jan. 2021, https://www.britannica.com/topic/Bayeux-Tapestry.
“Gothic Architecture.” The Metropolitan Museum of Art, The Metropolitan Museum of Art, https://www.metmuseum.org/toah/hd/mgot/hd_mgot.htm.
“Parthenon.” Encyclopædia Britannica, Encyclopædia Britannica, Inc., 6 Aug. 2020, https://www.britannica.com/topic/Parthenon.
“Pyramids of Giza.” Encyclopædia Britannica, Encyclopædia Britannica, Inc., 28 Apr. 2021, https://www.britannica.com/topic/Pyramids-of-Giza.
“Trajan's Column.” Encyclopædia Britannica, Encyclopædia Britannica, Inc., 3 May 2021, https://www.britannica.com/topic/Trajans-Column.
Art has played a significant role throughout history, and ancient and medieval times are no exception. The artwork from these eras provides an insight into the values, beliefs, and customs of the people who created it. From the Pyramids of Giza to the Gothic cathedrals of Europe, ancient and medieval art has left an indelible mark on the world. This essay will explore the significance of art in ancient and medieval history and discuss its relevance in contemporary times.
Ancient art spans from the earliest human civilizations, including Mesopotamia, Egypt, Greece, and Rome. Ancient art often had a religious or political purpose and was created for the ruling class, who commissioned it. For example, the Pyramids of Giza in Egypt, built between 2580 and 2560 BCE, were constructed as tombs for pharaohs and their consorts. These pyramids were massive structures that required an enormous amount of manpower to build, and their intricate decorations depict the pharaohs' divine status.
Similarly, Greek and Roman art often depicted gods and goddesses, heroes, and important political figures. The Parthenon, a temple dedicated to the goddess Athena, was built in Athens during the 5th century BCE. It is a masterpiece of ancient Greek architecture and is decorated with intricate sculptures depicting Athena and other gods and goddesses. The Romans also commissioned art to celebrate their military conquests and leaders, such as Trajan's Column in Rome, which depicts scenes from the Dacian Wars.
Medieval art, which spanned from the 5th to the 15th century, was heavily influenced by religion and the Catholic Church. The Gothic cathedrals of Europe, such as Notre Dame in Paris and Westminster Abbey in London, were built during this time and are some of the most impressive architectural achievements of the period. These cathedrals were not only places of worship but also cultural centers where art, music, and literature flourished.
One of the most famous works of medieval art is the Bayeux Tapestry, which dates back to the 11th century. It depicts the events leading up to the Norman conquest of England in 1066 and is nearly 230 feet long. The tapestry tells a vivid and detailed story of the Battle of Hastings, and its intricate designs and use of color make it a masterpiece of medieval art.
The significance of ancient and medieval art cannot be overstated. These artworks provide a window into the past and help us understand the cultures, beliefs, and customs of the people who created them. They also serve as a reminder of the great achievements of these civilizations and the legacy they left behind.
However, there are also some negatives associated with ancient and medieval art. Much of the artwork from these periods was created for the ruling class, and the majority of the population did not have access to it. Additionally, much of this art was created for religious or political purposes and was often used as a tool of propaganda.
Despite these negatives, the study of ancient and medieval art is essential in contemporary times. It provides us with a better understanding of our cultural heritage and helps us appreciate the incredible achievements of our ancestors. Additionally, it allows us to reflect on our own cultural values and how they have evolved over time.
In conclusion, art has played a vital role in ancient and medieval history. From the Pyramids of Giza to the Bayeux Tapestry, these artworks are not only beautiful but also provide a glimpse into the past. While there are some negatives associated with ancient and medieval art, their study is essential in contemporary times. They allow us to better understand our cultural heritage and reflect on our own cultural values.
THE RUNDOWN
- Art has played a significant role throughout history, providing insight into the values, beliefs, and customs of the people who created it.
- Ancient art often had a religious or political purpose and was created for the ruling class who commissioned it.
- Greek and Roman art depicted gods, goddesses, heroes, and political figures.
- Medieval art was heavily influenced by religion and the Catholic Church, with Gothic cathedrals being some of the most impressive architectural achievements of the period.
- The Bayeux Tapestry is a famous medieval artwork that tells the story of the Norman conquest of England.
- The study of ancient and medieval art is essential in contemporary times as it helps us understand our cultural heritage, reflect on our cultural values, and appreciate the achievements of our ancestors.
- Although much ancient and medieval art was created for the ruling class and for propaganda purposes, their study remains crucial in modern times.
QUESTIONS
- What is the significance of ancient and medieval art, and how does it provide insight into the cultures, beliefs, and customs of the people who created it?
- How has the study of ancient and medieval art influenced contemporary art and culture, and what lessons can be learned from it?
- How does the study of ancient and medieval art contribute to a broader understanding of human history and civilization?
Works Cited
The Editors of Encyclopaedia Britannica. “Bayeux Tapestry.” Encyclopædia Britannica, Encyclopædia Britannica, Inc., 22 Jan. 2021, https://www.britannica.com/topic/Bayeux-Tapestry.
“Gothic Architecture.” The Metropolitan Museum of Art, The Metropolitan Museum of Art, https://www.metmuseum.org/toah/hd/mgot/hd_mgot.htm.
“Parthenon.” Encyclopædia Britannica, Encyclopædia Britannica, Inc., 6 Aug. 2020, https://www.britannica.com/topic/Parthenon.
“Pyramids of Giza.” Encyclopædia Britannica, Encyclopædia Britannica, Inc., 28 Apr. 2021, https://www.britannica.com/topic/Pyramids-of-Giza.
“Trajan's Column.” Encyclopædia Britannica, Encyclopædia Britannica, Inc., 3 May 2021, https://www.britannica.com/topic/Trajans-Column.
#14: Expertise Is Not Real
The next rule of history: "expertise," as we understand it is mainly fake. In academia, there's a saying that instead of measuring what we value, we value what we can measure. Researchers can manipulate numbers and facts to support any hypothesis or be a stronghold for confirmation bias. But history academics also rely on non-statistical data, meaning you read history and try to get some lessons. And historical specialization can cause an issue within academic learning.
Specialization sounds good and is ultimately rooted in a desire for a more egalitarian intellectual culture. In this way of thinking, a PhD is just as much of a "doctor" as a Noble Prize-winning physicist and has much more credibility in any field. Not everyone can engage in careful analysis of data in a way that can withstand scrutiny, but lower the standards enough and create enough areas, and a lot of people can be experts. Since people aren't getting more competent, more experts mean that the average intelligence of those influencing public policy drops. Part of the reason that specialization is terrible is that people have to justify the field's existence. Some historians have some terrible takes because they need to be original to get published.
Don't tune into the History channel and expect to find much-involving history. Historical thought has given up its death rattle and has been replaced by reality shows. And this happens because of how the world works. There are two kinds of people – those who don't care about past events and who soak it in. You can guess which sample size would be more prominent. An alternative now is video platforms like YouTube. As a form of social media, YouTube has moved beyond vapid videos of cute animals to something where historians can discuss every topic under the sun. This ubiquitous social media allows those interested in history to find an audience, which is a good thing.
Nonetheless, this emerging trend has a drawback: anyone with a camera can hit record and share their knowledge. Although many history videos on YouTube are visually appealing, their information is often superficial. Instead of thoroughly researched documentaries with multiple sources, viewers are presented with polished lectures that reflect one person's interpretation of past events or historical items. These individuals rarely disclose their research methods or how they arrived at their conclusions, resulting in inaccurate or biased information. The proliferation of false information on the platform has enabled conspiracy theorists and other purveyors of dubious narratives to propagate their ideas. Consequently, almost anyone can present themselves as an authoritative source of knowledge. These video narrators speak to the camera with an air of supreme expertise on the subject matter.
Throughout history, readers have had to scrutinize the quality of research. In the past, this has been accomplished by perusing footnotes and bibliographies. Readers could always verify a writer's sources to assess the accuracy or authenticity of the printed material, unlike today, where it is predominantly misleading.
History has been a fancy-pants part of academics for centuries. Those who call themselves historians, with their big brains and fancy degrees, are supposed to be the top dogs when understanding the past. Their fancy interpretations shape the way we see history as a whole. But some eggheads reckon that all this expertise stuff is just a bunch of nonsense, especially when it comes to history. They say that the nature of digging up old stuff, with all its biases and different points of view, makes it impossible to claim the absolute truth about what happened back in the day. Let's look at that argument and what it means for studying history today.
We need to have a reality check about history - it's got its flaws, just like any other discipline. The past is a murky, mysterious beast we can never fully grasp. Historians can only do their best to piece it together using limited sources. And even then, the accounts they come up with are influenced by the political, social, and cultural contexts in which they were written. These factors can twist and turn the facts until they're barely recognizable. The result? A narrative that serves the interests and biases of the historian who wrote it. That means historical interpretations are far from absolute truths. They reflect the historian's perspective and how they interpret the available evidence.
So, if you want to understand the past truly, you've got to be aware of the limitations of history. Otherwise, you may be getting a skewed version of the story.
If you delve into the annals of history, you'll find an intriguing case study on how our interpretations of past events can be shaped by our current times. It's the tale of Christopher Columbus, a once-revered figure in the Western world who was believed to have "discovered" America and ushered in a new era of enlightenment. But as the years went by, a different version of the story emerged that challenged conventional wisdom and exposed the darker side of Columbus's arrival.
The modern-day scholarship on Columbus is a fascinating exercise in cultural reevaluation. On the one hand, you have the traditional narrative, which portrays Columbus as a visionary explorer who brought the light of civilization to a savage land. On the other hand, you have a more nuanced perspective that acknowledges the profound violence and oppression that accompanied Columbus's expedition. This alternative view highlights the atrocities committed against the indigenous peoples of the Americas, including their enslavement and genocide.
What's intriguing about this revisionist take on Columbus is that it reflects our own time's shifting values and interests. We recognize that our understanding of the past is always subject to revision and that the stories we tell about our forebears are not set in stone. As we grapple with social justice issues and reckon with the legacies of colonialism, we are increasingly inclined to view historical figures like Columbus through a more critical lens.
The story of Columbus is a potent reminder of how contemporary concerns can shape historical interpretation. It prompts us to question our assumptions and challenge conventional wisdom, and it underscores the vital importance of ongoing dialogue and debate about our shared past. Ultimately, the story of Columbus reminds us that history is not a fixed entity but a living, breathing thing constantly evolving and adapting to the world around us.
You see, historical knowledge is like a compass guiding us through the complex issues of our time. By understanding the past, we gain insight into the present and can navigate the treacherous waters of our society with greater ease. Take conflicts, for example. By studying history, we can uncover the root causes of these disputes and find ways to resolve them.
But history isn't just about conflict, my friends. It's about learning from the successes and failures of the past and using that knowledge to shape a better future. Public policy, for instance, can be informed by historical precedent. By examining past initiatives, we can determine what works and doesn't and create genuinely effective policies.
And let's remember the diversity of human experience. History shows us countless ways of living and being in this world, and it challenges us to question our assumptions and prejudices. We can build a more inclusive and compassionate society by appreciating the richness and complexity of our shared history. This is the dilemma, then. "Trust the experts" can lead the public astray, and so does "don't trust the experts." While that's an issue for most people, for intellectuals, the problem is more soluble. When you don't have the time to research something for yourself, you should trust those who have good intellectual habits.
THE RUNDOWN
The next rule of history: "expertise," as we understand it is mainly fake. In academia, there's a saying that instead of measuring what we value, we value what we can measure. Researchers can manipulate numbers and facts to support any hypothesis or be a stronghold for confirmation bias. But history academics also rely on non-statistical data, meaning you read history and try to get some lessons. And historical specialization can cause an issue within academic learning.
Specialization sounds good and is ultimately rooted in a desire for a more egalitarian intellectual culture. In this way of thinking, a PhD is just as much of a "doctor" as a Noble Prize-winning physicist and has much more credibility in any field. Not everyone can engage in careful analysis of data in a way that can withstand scrutiny, but lower the standards enough and create enough areas, and a lot of people can be experts. Since people aren't getting more competent, more experts mean that the average intelligence of those influencing public policy drops. Part of the reason that specialization is terrible is that people have to justify the field's existence. Some historians have some terrible takes because they need to be original to get published.
Don't tune into the History channel and expect to find much-involving history. Historical thought has given up its death rattle and has been replaced by reality shows. And this happens because of how the world works. There are two kinds of people – those who don't care about past events and who soak it in. You can guess which sample size would be more prominent. An alternative now is video platforms like YouTube. As a form of social media, YouTube has moved beyond vapid videos of cute animals to something where historians can discuss every topic under the sun. This ubiquitous social media allows those interested in history to find an audience, which is a good thing.
Nonetheless, this emerging trend has a drawback: anyone with a camera can hit record and share their knowledge. Although many history videos on YouTube are visually appealing, their information is often superficial. Instead of thoroughly researched documentaries with multiple sources, viewers are presented with polished lectures that reflect one person's interpretation of past events or historical items. These individuals rarely disclose their research methods or how they arrived at their conclusions, resulting in inaccurate or biased information. The proliferation of false information on the platform has enabled conspiracy theorists and other purveyors of dubious narratives to propagate their ideas. Consequently, almost anyone can present themselves as an authoritative source of knowledge. These video narrators speak to the camera with an air of supreme expertise on the subject matter.
Throughout history, readers have had to scrutinize the quality of research. In the past, this has been accomplished by perusing footnotes and bibliographies. Readers could always verify a writer's sources to assess the accuracy or authenticity of the printed material, unlike today, where it is predominantly misleading.
History has been a fancy-pants part of academics for centuries. Those who call themselves historians, with their big brains and fancy degrees, are supposed to be the top dogs when understanding the past. Their fancy interpretations shape the way we see history as a whole. But some eggheads reckon that all this expertise stuff is just a bunch of nonsense, especially when it comes to history. They say that the nature of digging up old stuff, with all its biases and different points of view, makes it impossible to claim the absolute truth about what happened back in the day. Let's look at that argument and what it means for studying history today.
We need to have a reality check about history - it's got its flaws, just like any other discipline. The past is a murky, mysterious beast we can never fully grasp. Historians can only do their best to piece it together using limited sources. And even then, the accounts they come up with are influenced by the political, social, and cultural contexts in which they were written. These factors can twist and turn the facts until they're barely recognizable. The result? A narrative that serves the interests and biases of the historian who wrote it. That means historical interpretations are far from absolute truths. They reflect the historian's perspective and how they interpret the available evidence.
So, if you want to understand the past truly, you've got to be aware of the limitations of history. Otherwise, you may be getting a skewed version of the story.
If you delve into the annals of history, you'll find an intriguing case study on how our interpretations of past events can be shaped by our current times. It's the tale of Christopher Columbus, a once-revered figure in the Western world who was believed to have "discovered" America and ushered in a new era of enlightenment. But as the years went by, a different version of the story emerged that challenged conventional wisdom and exposed the darker side of Columbus's arrival.
The modern-day scholarship on Columbus is a fascinating exercise in cultural reevaluation. On the one hand, you have the traditional narrative, which portrays Columbus as a visionary explorer who brought the light of civilization to a savage land. On the other hand, you have a more nuanced perspective that acknowledges the profound violence and oppression that accompanied Columbus's expedition. This alternative view highlights the atrocities committed against the indigenous peoples of the Americas, including their enslavement and genocide.
What's intriguing about this revisionist take on Columbus is that it reflects our own time's shifting values and interests. We recognize that our understanding of the past is always subject to revision and that the stories we tell about our forebears are not set in stone. As we grapple with social justice issues and reckon with the legacies of colonialism, we are increasingly inclined to view historical figures like Columbus through a more critical lens.
The story of Columbus is a potent reminder of how contemporary concerns can shape historical interpretation. It prompts us to question our assumptions and challenge conventional wisdom, and it underscores the vital importance of ongoing dialogue and debate about our shared past. Ultimately, the story of Columbus reminds us that history is not a fixed entity but a living, breathing thing constantly evolving and adapting to the world around us.
You see, historical knowledge is like a compass guiding us through the complex issues of our time. By understanding the past, we gain insight into the present and can navigate the treacherous waters of our society with greater ease. Take conflicts, for example. By studying history, we can uncover the root causes of these disputes and find ways to resolve them.
But history isn't just about conflict, my friends. It's about learning from the successes and failures of the past and using that knowledge to shape a better future. Public policy, for instance, can be informed by historical precedent. By examining past initiatives, we can determine what works and doesn't and create genuinely effective policies.
And let's remember the diversity of human experience. History shows us countless ways of living and being in this world, and it challenges us to question our assumptions and prejudices. We can build a more inclusive and compassionate society by appreciating the richness and complexity of our shared history. This is the dilemma, then. "Trust the experts" can lead the public astray, and so does "don't trust the experts." While that's an issue for most people, for intellectuals, the problem is more soluble. When you don't have the time to research something for yourself, you should trust those who have good intellectual habits.
THE RUNDOWN
- Historians can manipulate data and have confirmation bias.
- Being a specialist in history can sometimes mean you're competent in data analysis.
- Reality shows have replaced the history channel, but YouTube has historians sharing information.
- Anyone can make history videos on YouTube, but the information can be inaccurate or biased.
- Historians try to piece together the past, but various contexts can twist it.
- Historical interpretations reflect the historian's perspective and available evidence.
- Christopher Columbus's tale shows how current values can shape our interpretations of past events.
STATE OF THE WORLD
HIGHLIGHTS
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We've got some fine classroom lectures coming your way, all courtesy of the RPTM podcast. These lectures will take you on a wild ride through history, exploring everything from ancient civilizations and epic battles to scientific breakthroughs and artistic revolutions. The podcast will guide you through each lecture with its no-nonsense, straight-talking style, using various sources to give you the lowdown on each topic. You won't find any fancy-pants jargon or convoluted theories here, just plain and straightforward explanations anyone can understand. So sit back and prepare to soak up some knowledge.
LECTURES
LECTURES
- COMING SOON
READING
This class utilizes the following textbook:
Bentley, Jerry. Traditions & Encounter Volume 1 from Beginning to 1500, 7th ed.: McGraw Hill, 2021 .
Jerry H. Bentley was a historian and academic who specialized in world history, with a focus on cultural and economic exchange, comparative history, and the study of empires. He was a professor at the University of Hawaii and served as the President of the American Historical Association. Bentley wrote several books on world history and globalization, including "Old World Encounters" and he made significant contributions to the field. He passed away in 2014.
- Bentley, Chapter 27: Empires in South and Southwest Asia
- Bentley, Chapter 28: Revolutions and National States in the Atlantic World
This class utilizes the following textbook:
Bentley, Jerry. Traditions & Encounter Volume 1 from Beginning to 1500, 7th ed.: McGraw Hill, 2021 .
Jerry H. Bentley was a historian and academic who specialized in world history, with a focus on cultural and economic exchange, comparative history, and the study of empires. He was a professor at the University of Hawaii and served as the President of the American Historical Association. Bentley wrote several books on world history and globalization, including "Old World Encounters" and he made significant contributions to the field. He passed away in 2014.
Howard Zinn was a historian, writer, and political activist known for his critical analysis of American history. He is particularly well-known for his counter-narrative to traditional American history accounts and highlights marginalized groups' experiences and perspectives. Zinn's work is often associated with social history and is known for his Marxist and socialist views. Larry Schweikart is also a historian, but his work and perspective are often considered more conservative. Schweikart's work is often associated with military history, and he is known for his support of free-market economics and limited government. Overall, Zinn and Schweikart have different perspectives on various historical issues and events and may interpret historical events and phenomena differently. Occasionally, we will also look at Thaddeus Russell, a historian, author, and academic. Russell has written extensively on the history of social and cultural change, and his work focuses on how marginalized and oppressed groups have challenged and transformed mainstream culture. Russell is known for his unconventional and controversial ideas, and his work has been praised for its originality and provocative nature.
My classes utilize both Howard Zinn's A People's History of the United States and Larry Schweikart's Patriot's History of the United States, mostly in excerpts posted to the modules. You can access the full text of People's History or Patriot's History by clicking on the links.
My classes utilize both Howard Zinn's A People's History of the United States and Larry Schweikart's Patriot's History of the United States, mostly in excerpts posted to the modules. You can access the full text of People's History or Patriot's History by clicking on the links.
Zinn, A People's History of the United States
"... The New Deal gave federal money to put thousands of writers, artists, actors, and musicians to work-in a Federal Theatre Project, a Federal Writers Project, a Federal Art Project: murals were painted on public buildings; plays were put on for working-class audiences who had never seen a play; hundreds of books and pamphlets were written and published. People heard a symphony for the first time. It was an exciting flowering of arts for the people, such as had never happened before in American history, and which has not been duplicated since. But in 1939, with the country more stable and the New Deal reform impulse weakened, programs to subsidize the arts were eliminated.
When the New Deal was over, capitalism remained intact. The rich still controlled the nation's wealth, as well as its laws, courts, police, newspapers, churches, colleges. Enough help bad been given to enough people to make Roosevelt a hero to millions, but the same system that had brought depression and crisis-the system of waste, of inequality, of concern for profit over human need-remained..."
"... The New Deal gave federal money to put thousands of writers, artists, actors, and musicians to work-in a Federal Theatre Project, a Federal Writers Project, a Federal Art Project: murals were painted on public buildings; plays were put on for working-class audiences who had never seen a play; hundreds of books and pamphlets were written and published. People heard a symphony for the first time. It was an exciting flowering of arts for the people, such as had never happened before in American history, and which has not been duplicated since. But in 1939, with the country more stable and the New Deal reform impulse weakened, programs to subsidize the arts were eliminated.
When the New Deal was over, capitalism remained intact. The rich still controlled the nation's wealth, as well as its laws, courts, police, newspapers, churches, colleges. Enough help bad been given to enough people to make Roosevelt a hero to millions, but the same system that had brought depression and crisis-the system of waste, of inequality, of concern for profit over human need-remained..."
Larry Schweikart, A Patriot's History of the United States
"...If Washington was 'the American Zeus, Moses, and Cincinnatus all rolled into one,' he was not without faults. His rather nebulous personal religion left him exposed and isolated. Many of his biographers trumpeted Washington’s faith, and a famous painting captures the colonial general praying in a snowy wood, but if Washington had any personal belief in Jesus Christ, he kept it well hidden. Like Franklin, Washington tended toward Deism, a general belief in a detached and impersonal God who plays no role in human affairs. At any rate, Washington approached his new duties with a sense that although he appealed frequently to the Almighty for help, he was going it alone, and for better or worse, the new government rested on his large shoulders..."
"...If Washington was 'the American Zeus, Moses, and Cincinnatus all rolled into one,' he was not without faults. His rather nebulous personal religion left him exposed and isolated. Many of his biographers trumpeted Washington’s faith, and a famous painting captures the colonial general praying in a snowy wood, but if Washington had any personal belief in Jesus Christ, he kept it well hidden. Like Franklin, Washington tended toward Deism, a general belief in a detached and impersonal God who plays no role in human affairs. At any rate, Washington approached his new duties with a sense that although he appealed frequently to the Almighty for help, he was going it alone, and for better or worse, the new government rested on his large shoulders..."
Thaddeus Russell, A Renegade History of the United States
"...The Roosevelt administration appreciated the efforts of the Hays Office, which was busily purifying Hollywood films according to the Motion Picture Production Code. In 1938 Eleanor Roosevelt wrote in Photoplay magazine that she was happy to see that movie producers had taken on the responsibility of 'creating good taste' in the American public. And without the slightest embarrassment, she declared that censorship and the narrowing of artistic expression served the national interest:
The highly cultured people of the world are those who have good taste … some things in literature and the arts have always presaged decadence. Those things must be kept from the drama if we are to promote good taste. Here is the great challenge to the movie producer of the future—will movies be an instrument in the development of good taste and are we growing up to be a nation with artistic knowledge and appreciation..."
"...The Roosevelt administration appreciated the efforts of the Hays Office, which was busily purifying Hollywood films according to the Motion Picture Production Code. In 1938 Eleanor Roosevelt wrote in Photoplay magazine that she was happy to see that movie producers had taken on the responsibility of 'creating good taste' in the American public. And without the slightest embarrassment, she declared that censorship and the narrowing of artistic expression served the national interest:
The highly cultured people of the world are those who have good taste … some things in literature and the arts have always presaged decadence. Those things must be kept from the drama if we are to promote good taste. Here is the great challenge to the movie producer of the future—will movies be an instrument in the development of good taste and are we growing up to be a nation with artistic knowledge and appreciation..."
What Does Professor Lancaster Think?
The New Deal's Federal Art Project (FAP) was one of the most significant efforts to support the arts in American history. This initiative created employment opportunities for thousands of artists, writers, actors, and musicians, and enabled them to showcase their work to a broader audience, including the working-class population. The FAP created murals on public buildings, put on plays for new theater-goers, published books and pamphlets, and presented symphonies to those who had never experienced them before. However, the elimination of art subsidies and the continuation of capitalist values after the New Deal period left the arts vulnerable to censorship and the narrowing of artistic expression, creating a tension between promoting good taste and preserving artistic freedom.
The FAP emerged as part of President Franklin D. Roosevelt's New Deal program, which aimed to address the economic challenges of the Great Depression by providing relief to Americans through the creation of jobs and economic opportunities. The FAP provided opportunities for artists to develop their skills while earning a living, and it also encouraged the creation of public art to enhance the cultural environment of the country. The project was successful in creating over 5,000 murals, 17,000 sculptures, and 108,000 easel paintings, among other works, many of which still adorn public spaces today.
The FAP also provided a unique opportunity for artists to reach out to working-class audiences, who had previously been excluded from the cultural world due to financial constraints. The FAP created programs that brought theater, music, and visual arts to these audiences, providing an opportunity for them to experience art and culture for the first time. This outreach helped to democratize the arts and make them more accessible to a broader cross-section of society.
However, the elimination of art subsidies and the continuation of capitalist values after the New Deal period created a difficult environment for artists. With the cessation of government funding, artists were forced to rely on private patronage or market forces to support their work. This shift had a significant impact on the nature of the art produced, with some artists tailoring their work to fit the tastes of private patrons or the commercial market.
Furthermore, the continuation of capitalist values left the arts vulnerable to censorship and the narrowing of artistic expression. The Motion Picture Production Code, which censored films for their content, was one example of this trend. The Hays Office, which was responsible for enforcing the code, was praised by the Roosevelt administration for promoting good taste and creating a culture of refinement. However, this effort also resulted in the suppression of certain themes and ideas in films, limiting the artistic freedom of filmmakers.
The tension between promoting good taste and preserving artistic freedom remains a significant issue in the arts today. The FAP provides a historical context for understanding this tension and the challenges that artists face when navigating between artistic expression and the demands of the market or society.
In conclusion, the FAP was a significant initiative that provided employment opportunities for artists and enabled them to reach out to working-class audiences. However, the elimination of art subsidies and the continuation of capitalist values left the arts vulnerable to censorship and the narrowing of artistic expression. Today, the tension between promoting good taste and preserving artistic freedom remains an important issue for artists and society as a whole. By studying the history of the FAP, we can gain a greater understanding of the challenges that artists face and the importance of supporting the arts in a democratic society.
THE RUNDOWN
QUESTIONS
Works Cited:
Kuspit, Donald. "The New Deal Art Programs: Art for the Millions?" Journal of Social History 7, no. 2 (1973): 183-196.
MacDonald, Scott. "The New Deal's Federal Arts Projects." Smithsonian Magazine, August 2009.
Taylor, Alan. "New Deal Art During the Great Depression
The New Deal's Federal Art Project (FAP) was one of the most significant efforts to support the arts in American history. This initiative created employment opportunities for thousands of artists, writers, actors, and musicians, and enabled them to showcase their work to a broader audience, including the working-class population. The FAP created murals on public buildings, put on plays for new theater-goers, published books and pamphlets, and presented symphonies to those who had never experienced them before. However, the elimination of art subsidies and the continuation of capitalist values after the New Deal period left the arts vulnerable to censorship and the narrowing of artistic expression, creating a tension between promoting good taste and preserving artistic freedom.
The FAP emerged as part of President Franklin D. Roosevelt's New Deal program, which aimed to address the economic challenges of the Great Depression by providing relief to Americans through the creation of jobs and economic opportunities. The FAP provided opportunities for artists to develop their skills while earning a living, and it also encouraged the creation of public art to enhance the cultural environment of the country. The project was successful in creating over 5,000 murals, 17,000 sculptures, and 108,000 easel paintings, among other works, many of which still adorn public spaces today.
The FAP also provided a unique opportunity for artists to reach out to working-class audiences, who had previously been excluded from the cultural world due to financial constraints. The FAP created programs that brought theater, music, and visual arts to these audiences, providing an opportunity for them to experience art and culture for the first time. This outreach helped to democratize the arts and make them more accessible to a broader cross-section of society.
However, the elimination of art subsidies and the continuation of capitalist values after the New Deal period created a difficult environment for artists. With the cessation of government funding, artists were forced to rely on private patronage or market forces to support their work. This shift had a significant impact on the nature of the art produced, with some artists tailoring their work to fit the tastes of private patrons or the commercial market.
Furthermore, the continuation of capitalist values left the arts vulnerable to censorship and the narrowing of artistic expression. The Motion Picture Production Code, which censored films for their content, was one example of this trend. The Hays Office, which was responsible for enforcing the code, was praised by the Roosevelt administration for promoting good taste and creating a culture of refinement. However, this effort also resulted in the suppression of certain themes and ideas in films, limiting the artistic freedom of filmmakers.
The tension between promoting good taste and preserving artistic freedom remains a significant issue in the arts today. The FAP provides a historical context for understanding this tension and the challenges that artists face when navigating between artistic expression and the demands of the market or society.
In conclusion, the FAP was a significant initiative that provided employment opportunities for artists and enabled them to reach out to working-class audiences. However, the elimination of art subsidies and the continuation of capitalist values left the arts vulnerable to censorship and the narrowing of artistic expression. Today, the tension between promoting good taste and preserving artistic freedom remains an important issue for artists and society as a whole. By studying the history of the FAP, we can gain a greater understanding of the challenges that artists face and the importance of supporting the arts in a democratic society.
THE RUNDOWN
- The New Deal's Federal Art Project (FAP) was a major effort to support the arts in the US.
- FAP provided employment opportunities for artists and brought art to working-class audiences.
- FAP created murals, plays, books, pamphlets, and symphonies, among other works.
- After the New Deal period, the arts became vulnerable to censorship and the narrowing of artistic expression due to the elimination of art subsidies and the continuation of capitalist values.
- The tension between promoting good taste and preserving artistic freedom remains an important issue for artists and society today.
- By studying the history of the FAP, we can understand the challenges that artists face and the importance of supporting the arts in a democratic society.
QUESTIONS
- What impact did the elimination of art subsidies and the continuation of capitalist values have on the nature of the art produced after the New Deal period?
- What was the role of censorship in the arts during the New Deal period, and how did it affect artistic expression?
- How has the democratization of the arts impacted society as a whole, and why is it important to support the arts in a democratic society?
Works Cited:
Kuspit, Donald. "The New Deal Art Programs: Art for the Millions?" Journal of Social History 7, no. 2 (1973): 183-196.
MacDonald, Scott. "The New Deal's Federal Arts Projects." Smithsonian Magazine, August 2009.
Taylor, Alan. "New Deal Art During the Great Depression
Horse painting from Lascaux cave system
RUNDOWN
The video explores the power of art to reveal insights into the habits and civilizations of ancient societies, such as ancient Egypt, Greece, and Rome. The article discusses how ancient art has influenced the present day, including the concept of the Renaissance person and the Apollo of Belvedere. The Pantheon in Rome is highlighted as an exceptional example of Roman architecture. The importance of art in human history is emphasized, including its ability to teach self-reflection, creativity, and evoke emotional responses. The accessibility of art through technology is also noted.
KEY TERMS
The video explores the power of art to reveal insights into the habits and civilizations of ancient societies, such as ancient Egypt, Greece, and Rome. The article discusses how ancient art has influenced the present day, including the concept of the Renaissance person and the Apollo of Belvedere. The Pantheon in Rome is highlighted as an exceptional example of Roman architecture. The importance of art in human history is emphasized, including its ability to teach self-reflection, creativity, and evoke emotional responses. The accessibility of art through technology is also noted.
KEY TERMS
- Neolithic Art
- c. 3500 BCE - The invention of writing in Mesopotamia
- c. 2580-2560 BCE - The construction of the Pyramids of Giza in Egypt
- c. 480-323 BCE - The development of Classical Greek art
- c. 210 BCE - The creation of the Terracotta Army in China
- 27 BCE - 476 CE - The establishment of the Roman Empire
- c. 500 BCE - The emergence of Buddhism in India
- c. 2000 BCE - 900 CE - The rise of Maya civilization in Mesoamerica
- 7th century CE - The establishment of the Islamic Caliphate
- 1st century CE onwards - The spread of Christianity in the Western world
- 2nd century BCE onwards - The development of the Silk Road
- 10th-12th centuries - Romanesque Art
- 12th-15th centuries - Gothic Art
- 1070s - The Bayeux Tapestry
- c. 700 - The Lindisfarne Gospels
- c. 800 - The Book of Kells
- 1194-1260 - The Chartres Cathedral
- 1508-1512 - The Sistine Chapel Ceiling
- c. 1500 - The Unicorn Tapestries
- c. 1130 - The Last Judgment Tympanum
- 1515-1517 - The Triumphal Arch of Maximilian I
DISCLAIMER: Welcome scholars to the wild and wacky world of history class. This isn't your granddaddy's boring ol' lecture, baby. We will take a trip through time, which will be one wild ride. I know some of you are in a brick-and-mortar setting, while others are in the vast digital wasteland. But fear not; we're all in this together. Online students might miss out on some in-person interaction, but you can still join in on the fun. This little shindig aims to get you all engaged with the course material and understand how past societies have shaped the world we know today. We'll talk about revolutions, wars, and other crazy stuff. So get ready, kids, because it's going to be one heck of a trip. And for all, you online students out there, don't be shy. Please share your thoughts and ideas with the rest of us. The Professor will do his best to give everyone an equal opportunity to learn, so don't hold back. So, let's do this thing!
Activity: "Guess the Civilization"
Objective: To familiarize students with the visual styles of different ancient civilizations.
Instructions:
Activity: Symbolism in Medieval Art
THE RUNDOWN
Activity: "Guess the Civilization"
Objective: To familiarize students with the visual styles of different ancient civilizations.
Instructions:
- Divide the class into small groups of 3-4 students each.
- Ask each group to choose a "leader" who will act as the "guesser" in the activity.
- Tell the leaders to step out of the room and wait until you call them back in.
- Once the leaders are out of the room, assign each group a different ancient civilization to focus on (e.g. Egypt, Greece, Rome, etc.).
- Ask the remaining group members to choose a well-known piece of art from their assigned civilization (e.g. the Great Sphinx for Egypt, the Parthenon for Greece, the Colosseum for Rome, etc.). They should keep this piece of art a secret from the leader.
- When the leaders return to the room, explain to them that their group members will be giving them verbal clues to help them guess which civilization their assigned piece of art is from.
- Give the groups 5-10 minutes to come up with a list of clues to describe their piece of art. Encourage them to think about the visual style, materials used, subject matter, etc. of the piece.
- Once the groups have their clues ready, have the leaders take turns listening to their group members' clues and trying to guess which civilization their assigned piece of art is from.
- After all the leaders have made their guesses, reveal the correct answers and discuss with the class the visual characteristics that distinguish each civilization's art from one another.
Activity: Symbolism in Medieval Art
- Divide the class into small groups of 3-4 students.
- Assign each group a different piece of medieval art (painting or sculpture) from the 11th to 14th century.
- Ask the groups to analyze the artwork by discussing and identifying the symbolism in the art. What do the different symbols represent? What is the context of the piece?
- After the groups have completed their analysis, have each group present their findings to the class.
- Engage the class in a discussion about the common themes and symbols found in medieval art. For example, what are the similarities and differences in the use of symbols between different pieces of art? What are some possible interpretations of these symbols?
- Wrap up the discussion by asking the class to reflect on the role of symbolism in medieval art and what it tells us about the culture and values of that time period.
THE RUNDOWN
- Art provides insight into the values, beliefs, and customs of people who created it throughout history.
- Ancient art had a religious or political purpose and was created for the ruling class.
- Greek and Roman art depicted gods, heroes, and political figures.
- Medieval art was heavily influenced by religion and the Catholic Church.
- The Bayeux Tapestry tells the story of the Norman conquest of England.
- Studying ancient and medieval art helps understand cultural heritage and values.
- Historical specialization can lead to issues within academic learning and public policy.
- The need to justify their field can lead historians to have terrible takes.
- YouTube provides a platform for historians to discuss topics, but false information and conspiracy theories may arise.
- Quality of research and sources should be weighed when reading historical information.
- The New Deal's Federal Art Project (FAP) supported the arts in the US.
- FAP created employment opportunities for artists and brought art to working-class audiences.
- The elimination of art subsidies and continuation of capitalist values narrowed artistic expression.
- Supporting the arts in a democratic society is important.
ASSIGNMENTS
Remember all assignments, tests and quizzes must be submitted official via BLACKBOARD
- Forum Discussion #4
Remember all assignments, tests and quizzes must be submitted official via BLACKBOARD
Forum Discussion #4
Watch this video and answer the following question:
Watch this video and answer the following question:
What do you think the role of marginalia was in medieval manuscripts? Do you believe that the purpose of marginalia was primarily decorative, or did it serve a more meaningful purpose in transmitting knowledge? How do these illustrations challenge our preconceived notions of the Middle Ages as a time of violence and narrow-mindedness? In what ways do the depictions of animals in marginalia reflect the interests and values of people during this time?
Need help? Remember the Discussion Board Rubric.
THE RUNDOWN
Medieval manuscripts contain creative and bizarre illustrations, known as marginalia, which challenge the commonly held view of the Middle Ages as a time of violence and narrow-mindedness. The purpose of marginalia is debated among scholars, but they may serve to illustrate points made in the text, make jokes, depict fantasies, or show everyday life. Animals are a popular subject in marginalia, reflecting people's interest in creatures both local and exotic, and often allegorically representing human traits.
WORK CITED
Hey, welcome to the work cited section! Here's where you'll find all the heavy hitters that inspired the content you've just consumed. Some might think citations are as dull as unbuttered toast, but nothing gets my intellectual juices flowing like a good reference list. Don't get me wrong, just because we've cited a source; doesn't mean we're always going to see eye-to-eye. But that's the beauty of it - it's up to you to chew on the material and come to conclusions. Listen, we've gone to great lengths to ensure these citations are accurate, but let's face it, we're all human. So, give us a holler if you notice any mistakes or suggest more sources. We're always looking to up our game. Ultimately, it's all about pursuing knowledge and truth, my friends.
LEGAL MUMBO JUMBO
Need help? Remember the Discussion Board Rubric.
THE RUNDOWN
Medieval manuscripts contain creative and bizarre illustrations, known as marginalia, which challenge the commonly held view of the Middle Ages as a time of violence and narrow-mindedness. The purpose of marginalia is debated among scholars, but they may serve to illustrate points made in the text, make jokes, depict fantasies, or show everyday life. Animals are a popular subject in marginalia, reflecting people's interest in creatures both local and exotic, and often allegorically representing human traits.
WORK CITED
Hey, welcome to the work cited section! Here's where you'll find all the heavy hitters that inspired the content you've just consumed. Some might think citations are as dull as unbuttered toast, but nothing gets my intellectual juices flowing like a good reference list. Don't get me wrong, just because we've cited a source; doesn't mean we're always going to see eye-to-eye. But that's the beauty of it - it's up to you to chew on the material and come to conclusions. Listen, we've gone to great lengths to ensure these citations are accurate, but let's face it, we're all human. So, give us a holler if you notice any mistakes or suggest more sources. We're always looking to up our game. Ultimately, it's all about pursuing knowledge and truth, my friends.
- "Science in the Ancient World." Ancient History Encyclopedia, April 7, 2021, https://www.ancient.eu/science/.
- "Science in the Medieval Islamic World." Wikipedia. Wikimedia Foundation, April 6, 2021, https://en.wikipedia.org/wiki/Science_in_the_medieval_Islamic_world.
- "Euclid." Encyclopædia Britannica. Encyclopædia Britannica, Inc., April 16, 2019, https://www.britannica.com/biography/Euclid.
- "Hippocrates." Encyclopædia Britannica. Encyclopædia Britannica, Inc., March 10, 2021, https://www.britannica.com/biography/Hippocrates.
- Cartwright, Mark. "The Spanish Conquest of Mexico: Causes and Consequences." Ancient History Encyclopedia.
- Ripley, Gabe. "The Indian Removal Act: Causes, Effects, and Legacy." National Park Service.
- Kruse, Kevin M., and Stephen Tuck. "Eugenics in America." The New York Times.
LEGAL MUMBO JUMBO
- (Disclaimer: This is not professional or legal advice. If it were, the article would be followed with an invoice. Do not expect to win any social media arguments by hyperlinking my articles. Chances are, we are both wrong).
- (Trigger Warning: This article or section, or pages it links to, contains antiquated language or disturbing images which may be triggering to some.)
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