...ByZantine Music culture Body What is known today as Byzantine music has been developed and refined for over two millennia. With its earliest roots going back to Pythagoras' philosophy on the division of chords, its latest and final revision took place in 1881 in the city of Istanbul; the city still referred to by the practitioners of this complex art by its more ancient name of Constantinople. For the purposes of this essay, the name Constantinople will refer to the city up to and including the present day. To provide for a clearer understanding of the theory of Byzantine music, the process of the development of Byzantine music as it is known today will be divided into two eras. We will call these two eras pre-Byzantine, and Byzantine periods of musical development. The pre-Byzantine part of the essay will cover developments made before the foundation of Constantinople. This period includes everything before c. 330 C.E. The Byzantine period will include all of the advancements made after the founding of Constantinople and the Byzantine Empire. Every refinement made up to the present day, the most important dates being the simplification of the notation in 1821 by John Koukouzeles and the great council of 1881, will be included in this period, but not, unfortunately in the essay. Although there is a very significant part played by notational theory on the development of Byzantine music theory and Hymnography, the scope of this essay does not allow for us to delve into...
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...Barbarians are often thought of as men who are like savages and only desire war and empowerment. After some research, however, one can see that, that is not the case. Most people were thought to be barbarian if they were a different group of people from a different place. In fact, the word barbarian is a Greek word that means “anyone who didn’t speak Greek” (Fascinate). This essay will examine how barbarians were interpreted in European art and how it influenced European Christian art. As the Roman Empire spread all through Europe and Northern Africa, they experienced different clans and groups of people. Some battled against the Roman armed forces, and kept striking after Roman triumph of their countries. The Romans, with their efficient...
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...The ethereal dome, above the prayer hall, rests on eight muqarnas-corbelled squinches that are supported by eight large columns. Muqarnas are used to bridge a point of transition. This time for the dome and the columns. The muqarnas steps outward it rises, creating a corbelled effect, and allowing for a more open space. The squinches are the architectural support, which is different. The base is also an octagon, much like the San Vitale. Essay: How do various works from Early Christian, Byzantine, and Islamic cultures express or relate to the beliefs and practices of each religion? Paragraph 1: When you first think of Art in Islam, Christianity, and Byzantine, you may believe that since the religions are different, then the architecture must be different too. Although religion heavily impacts art, there are similarities in architecture. They both use light for divinity and open space in their architecture, with influences from past cultural periods. A major difference would be in Islamic Art does not have humans or animals, while it is allowed in Christian and...
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...Shop Search Heilbrunn Timeline of Art History World Regions Timelines Thematic Essays Works of Art Index About the Timeline Metpublications Postmodernism: Recent Developments in Art in India Thematic Essays By Category Recent Additions All Thematic Essays Artists Rulers African Art American Art Ancient Near Eastern Art Art of the Americas Asian Art Byzantine Art Egyptian Art European Art Greek and Roman Art Islamic Art Medieval Art Modern and Contemporary Art Oceanic/Pacific Art Prehistory By Geographical Region & Time Period By Department View Slideshow The political climate in India has been volatile in recent years. The hard-line Hindu nationalist Bharatiya Janata Party (BJP) took over the government. Ongoing tensions with Pakistan escalated to the brink of nuclear war in 2002. At the same time, India is a growing democracy with a population reaching a billion. Indian mass culture has also expanded, as its commercial film industry, known as "Bollywood," becomes the most productive in the world. Some artists take inspiration from or appropriate actual elements of local mass culture; some also address current events in their works. A few artists and art critics in India have begun to conceptualize their unique position in international contemporary art. Related Cited Works of Art or Images (4) Nalini Malani, Remembering...
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...Classical conditioning shapes many of society's common, everyday tasks. Whether we know it or not, many actions we do numerous times a day are a direct result of classical conditioning. To better understand why we act the way we do in society, classical conditioning must be defined and described. Classical conditioning is defined as: a process by which a previously neutral stimulus acquires the capacity to elicit a response through association with a stimulus that already elicits a similar or related response. Discovered by Ivan Pavlov, classical conditioning is a form of learning. Pavlov revealed this trait when experimenting with dog's amounts of saliva in response to meat. He started noticing that after many repetitions, the dogs were salivating before the meat was even introduced. Pavlov concluded that some other stimulus that was repetitively associated with the meat was triggering the salivation. This simple concept describes how many actions are carried out in society today. Many times classical conditioning is not something that is purposefully done, but rather an incidental outcome. Conditioning may take a variable amount of time to occur. For example, humans are not born associating red with stop. As we grow, and ride in cars, we begin to consciously or subconsciously figure out that when a stoplight is red-you stop. Stop signs are red, stoplights are red, and brake lights are red. All of these things symbolize stopping. Yes, when you turn sixteen and you get your...
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...developed leading to more success in the art industry. Artists were inspired by the recovery of Greco-Roman heritage from the East and the importation of Byzantine examples to the West (Zirpolo, 2008). This essay discusses the relationship between the Middle Ages and Renaissance historical art periods. The Middle Ages was considered a period of ignorance, barbarism and superstition (Hanawalt, 1998). This period was called the dark ages due to the negative practices involved, but Scholars saw the period differently stating that the history was a continuous process from biblical times to their time. Most of them wrote about battles, feudalism, crusades, manorialism, kings and emperors, rise of towns, Universities and churches (Hanawalt, 1998). Representations of art during this period were modestly scaled with little creativity because artists did their work collectively and mainly for religious purposes. There was no competition in the art industry and traditional techniques were used to design objects. Art was used to spread religion in Europe and throughout other parts of the world and was viewed as a mere utilitarian object which did not have much value. The Renaissance was a historical art period that led to the abandonment of the Middle Ages practice (Zirpolo, 2008). The artists abandoned the Middle Ages representations which were modestly scaled for monumental images that reflected their abilities. The field of art became more valuable and attractive to...
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...Question: Explain the development and the nature of the Byzantine institutions (church and state), social and urban life, and cultural achievements? Answer: Byzantine art is the term commonly used to describe the artistic products of the Eastern Roman Empire from about the 5th century until the fall of Constantinople in 1453. (The Roman Empire during this period is conventionally known as the Byzantine Empire.) The term can also be used for the art of states which were contemporary with the Byzantine Empire and shared a common culture with it, without actually being part of it, such as Bulgaria, Serbia or Russia, and also Venice, which had close ties to the Byzantine Empire despite being in other respects part of western European culture. It can also be used for the art of peoples of the former Byzantine Empire under the rule of the Ottoman Empire after 1453. In some respects the Byzantine artistic tradition has continued in Greece, Russia and other Eastern Orthodox countries to the present day. The finest work, the most elegant, and the most accomplished technically, was, naturally enough, associated with the Byzantine capital, Constantinople, which was the very hub of the civilized world from the foundation of the city as capital around 330 till its conquest by the Turks in 1453. But there were other great centers too. In Rome, Milan, Ravenna, and elsewhere in the West works of the greatest importance that were in no way provincial were executed in the early years of Christendom...
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...Acropolis’, a Pantelic marble structure, dating between 447 and 432 BCE, Ancient Greece. The original building on the site was built as an offering in honor of the Greek goddess Athena built in 490 BCE but destroyed in the Persian invasion of 480BCE. However in 447 BCE, Perikles commissioned a much grander and larger temple to be built over the existing foundation. The image to the right is of the ‘Hagia Sophia’, dated between 532-537, Byzantine Period. In a similar way to the Parthenon the Hagia Sophia was built over an existing fourth-century church that had been destroyed during the Nika Revolt in 532. An apparent similarity between both the places of prayer is that they were both aesthetically magnificent and groundbreaking works of art at the time, and are respectively one of the greatest examples of Greek and Byzantine architecture at it’s best. The building of the Parthenon required extraordinary skills of all forms -mathematical, mechanical, architectural, sculptural, and the culmination of this skill resulted in a beautifully harmonious monument. The Hagia Sophia was also planned and developed by the best scholar-theoreticians of the time who managed to create a truly complex, awe-inspiring form. However, the style of the...
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...Art History 1 – Section1303 Essay # 3 Section # 1 In video #18, Early Christian, Byzantine, and Islamic Art (Part 1), Sant’ Apollinare in Classe housed the body of Saint Apollinare. The church is adorned with intricate mosaic jewels. The basilica end is semicircular apse; mosaic covers the semicircular apse and the triumphal arch. The upper part of the apse mosaic illustrates the transfiguration of Christ on the mount is symbolically represented and the three sheep facing the jeweled cross symbolically represent his disciples Peter, James and John. The hand of God is represented by the cloud above the jeweled cross, the jeweled cross, the fish symbol in the Greek word means Jesus Christ, Son of God and alpha and omega at the side signifies that Jesus Christ is the beginning and the end. At the bottom of the jeweled cross, the word “Salus Mundi” which means salvation to the world. On each side on the blue background with the clouds are four symbols for the Evangelists, winged figures holding books. The eagle, angel, lion and ox represent John, Matthew, Mark and Luke respectively. The twelve white sheep marching towards Christ symbolizes the Apostle emerging from the doors of two cities Jerusalem and Bethlehem which signifies the Jewish and Gentile Churches. The lowest register on the triumphal arch, Archangels Michael and Gabriel are shown as celestial guards. They are shown against a golden background. The lower part of the apse shows the center of green landscape...
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...UNIVERSITY OF CENTRAL ASIA FALL SEMESTER 2014 History of Art Dr Raymond-Josef Hoffmann Description: This course is an introduction to art as the embodiment of cultural, social, and political values, ranging from ancient civilizations to the modern period. The class examines painting, sculpture, and architecture , and both domestic and ornamental artifacts of Near Eastern, Mediterranean and Western civilisations. Various historical periods will be considered through an examination of creative practices, themes, and visual forms. Examples of the work of representative artists and movements, from Praxiteles in ancient Greece to recent artists will be explored. The course will also consider cultural and artistic exchanges between societies of Europe, the Americas, Asia (including central Asia), and Africa, when appropriate. Human beings have been culture-makers and illustrators from the beginning: the history of our species on earth can be traced from early cave drawings and implements for eating and hunting to decorative arts, gothic cathedrals, skyscrapers to non-cognitive forms of expression that defy interpretation. This course is an exploration of an essential aspect of our attempts to shape the world and to create an environment in which self-expression, pleasure, ideology and aspiration can thrive. 1. Structure: The course comprises two 80 minute discussion/seminars based on specific works of art each week. The topics and readings are given in the schedule...
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...Division of Fine Arts, Speech and Commercial Music Northwest College ARTS 1303 – Art History I CRN 42838 – Spring 2015 SPBR Campus - Room 602 / 8:00-9:30am / T,R Credit:3 / 3 hour lecture course / 48 hours per semester Course length : 16 weeks/ Type of Instruction Traditional (Face-to-Face) Instructor: David Swaim Instructor Contact Information: Email: david.swaim@hccs.edu Phone: (713) 718-5674 Due to changes in the state core curriculum this syllabus is subject to change!!!! Office location and hours SPBR room AD4 hours: 7:15-8:00 am and as per class discussion Please feel free to contact me concerning any problems that you are experiencing in this course. You do not need to wait until you have difficulties or have received a poor grade before asking for my assistance. Your performance in my class is very important to me. I am available to hear your concerns and just to discuss course topics. Feel free to come by my office anytime during these hours. Course Description This course is a global investigation of the styles and methods of artistic production covering Prehistoric through Gothic periods. Media studied include: drawing, painting, sculpture, architecture, printmaking, textiles, ceramics, and metal arts. Using this framework, universal themes are studied within their historical, political, economic, theological, sociological, and ethnic contexts. Prerequisites Must be placed into college-level reading and college-level writing Academic...
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...The Crusades: Salvation or Exploitation? Student’s Name University Affiliation The Crusades: Salvation or Exploitation? The crusades trace their origin to the eleventh century. Europe’s many states were at constant loggerheads over boundaries and territories (Bréhier, 1908). The head of Christendom, on the other hand, embroiled himself in arguments over investitures. At the time, the Pope had managed to keep the Church united. Faced with the threat of the Mohammedan tribes and the Byzantine Empire, the Church came under pressure to suppress the Muslim persecution of Christians in the East. According to Bréhier (1908), the Pope was the only figure who could institute such a conquest. However, his eminent authority was not enough to persuade the Western nations to take up arms to conquer the Holy Land and to regain the Holy Sepulcher (“The Crusades,” 2013). Nevertheless, the sour relations between Syria and the Western Nations favored the Pope’s intentions. According to “The Crusades (1095-1291)” (2013), most historians attribute the beginning of the Crusades to a sermon preached by Pope Urban II in November 1095. The Christian faithful considered these waves of military campaigns as divinely sanctioned and thus Christians executed them with the utmost vehemence. Ten centuries later, the question that lingers in our minds is,” Were the Crusades a quest for Salvation or was there an intention of exploiting the peasants in Europe...
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...Running Head: ART AND CULTURE THROUGH THE MIDDLE AGES AND BEYOND Art and Culture through the Middle Ages and Beyond IWT1 Abstract In this essay I compare the art of Middle Ages period to the art of the Pop Art period. I begin by explaining each period and the social and cultural factors contributing to art during the era. I then give examples of musical works from each time, a liturgical piece from Guillaume de Machaut, and a rock and roll song from Pop Art icon Elvis Presley. A summary includes a compare and contrast of the styles in whole and of the specific pieces, noting the impact of rock and roll on modern day music and society. Art and Culture through the Middle Ages and Beyond The subject of art throughout history is one that is widely debated and highly subject to interpretation. One thing that isn’t debatable is that cultural influences from centuries ago are as relevant as ever, from theming box office movies to manipulating the way we see the world around us. Of course, art forms are available in a wide variety, but I find music to be perhaps the most influential. To further elaborate, I will give an explanation of two separate periods of music through history in the following essay. The Middle Ages The Middle Ages, also referred to as the Medieval period, was a time when science and technology were being pursued perhaps more than ever, yet humanism wasn’t quite in the lead. “We are inclined today to romanticize the Middle Ages as a time when things...
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...form a fabric or cloth. It is one of the most ancient fundamental arts, as indicated by archaeological evidence. This essay is analyzing the history of weaving and the development of weaving technology. Evolution of Weaving No one knows exactly when weaving was first developed, but the history of weaving can be surmised from ancient woven artifacts. It's known that weaving came about thanks to the boundless creativity of mankind to fulfill a need over 9,000 years ago. 6000 years ago, Egyptians began making woven fabrics while Chinese made fine fabrics from silk over 4000 years ago. Then, in the 3rd century, a shedding mechanism was originally invented in China and introduced in Europe Although weaving sprang up independently in different parts of the world and was early known in Europe, its high development there in the Middle Ages was brought about by Eastern influences operating through Muslim and Byzantine channels of culture. Byzantium became a center of silk weaving in the 6th cent. In the 9th century, Greece, Italy, and Spain became proficient. In Flanders a high degree of skill was attained by the 10th cent., especially in the weaving of wool. Flemish weavers brought to England by William the Conqueror and later by Queen Elizabeth I gave a great impetus to the craft there, and Lancashire became an important center. Tapestry weaving was brought to a high art in France. In colonial America weaving was a household industry...
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...of (a) a written examination of at least three hours based on an individualized reading list, and (b) an oral examination following the written (though not immediately). If a student fails either part of the examination, he or she may be reexamined once more, if that is the recommendation of the examination committee and Chair of the department. In the case of the M.A. student specializing in literature, the Comprehensive Exam in literature may act as gateway to the Ph.D. It amounts to Part I of the Ph.D. Qualifying Exam. The Italian Literature Specialization The exam here is based on an individualized reading list, prepared by the student in consultation with the Director of Graduate Studies and a departmental faculty member of their choice. This list will be based on the much larger Comprehensive M.A. Reading List (available from the Graduate Student Officer). The chosen faculty member will chair and help form the M.A. exam committee, composed of three members, all Italian ladder faculty or, with approval of the Graduate Director, of ladder faculty and visiting faculty. The reading list must be submitted for approval to all members of the M.A. exam committee at least one month prior to the exam. The individualized list will follow these guidelines: • It must include between 15 and 25 texts, depending on length and complexity, chosen from the comprehensive list. Students can substitute texts not on that list with individual approval. • The chosen texts must be distributed...
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