만나보세요 

Prezi AI.

새로운 프레젠테이션 도우미가 기다리고 있어요.

뎌욱 빠르게 컨텐츠를 다듬고, 보강하고, 편집하고, 원하는 이미지를 찾고, 시각자료를 편집하세요.

콘텐츠 로딩 중...
스크립트

A Background on the painter-

Jacques-Louis David

'Their father, upon learning their disposition,

rejoiced exceedingly, and lifting up his hands to

Heaven, said he rendered thanks to the gods for

having given him noble sons.'

'A treaty was concluded between the Romans

and the Albans, providing that the nation whose representatives proved victorious should receive the

peaceable submission of the other.'

'...they accepted the combat ...'

This is the earliest treaty recorded

'...sent ambassadors to the Alban to inform him that the Romans accepted his proposal and would offer the Horatii to fight for the sovereignty.'

"Hear, O Jupiter, hear! thou Pater Patratus of the people of Alba! Hear ye, too, people of Alba!

For full access, please visit:

http://www.archive.org/stream/roman

antiquities02dionuoft/romanantiquities

02dionuoft_djvu.txt

For full access, please visit:

http://mcadams.posc.mu.edu/txt/ah/Livy/Livy01.html

http://www.archive.org/stream/romanantiquities02dionuoft/romanantiquities02dionuoft_djvu.txt

The Roman

Antiquities of

Dionysius of

Halicarnassus (Book 3)

http://mcadams.posc.mu.edu/txt/ah/Livy/Livy01.html

Livy's History of

Rome (Book 1)

'Father, we would have accepted this combat for the supremacy and would have been ready to suffer whatever should be the will of Heaven'

"My aim is to make each spectator question his own heart, articulate his own feelings, and thus form a personal judgement and a vision based on his own character, tastes and predominant emotions- providing, that is, he has emotions because unfortunately they are essential for the appreciation of art."

- Stendhal (1824)

TWO SIDES: Horatii and Curiatii

Working towards inquiry-

'...rather be dead than to live

unworthy both of you and of our

ancestors'

analysis of historical background

'There happened to be in each of the armies a triplet of brothers, fairly matched in years and strength.'

The 'Oath of the

Horatii' is said to reflect David's...

http://www.archive.org/stream/romanantiquities02dionuoft/romanantiquities02dionuoft_djvu.txt

QUESTION:

'The kings suggested to them that they should each fight on behalf of their country, and where victory rested, there

should be the sovereignty. They raised no objection; so

the time and place were fixed.'

What effect do you think David's 'ACTIONS' would have on his painting?

INSPIRATION...

Write a ONE paragraph response to the question outlined above on page seven (7) of your worksheet.

  • Politically didactic purpose
  • Doctrine of the educational power of classical

form

  • Method of composing the Neoclassical picture

http://mcadams.posc.mu.edu/txt/ah/Livy/Livy01.html

It is said that David had THREE DIFFERENT sources of inspiration.

They were:

YOU BE THE JUDGE!

  • Copy these 3 points on page 8 of your worksheet
  • As we analyse David's painting, keep these 3 points in mind
  • Livy's History of Rome (Book 1)
  • The Roman Antiquities of Dionysius of Halicarnassus (Book 3)
  • Pierre Corneille's tragedy 'Horace'

- Does David's painting reflect these three points?

Joined scholars and artists in soliciting

the revolutionary government abolishing

the old Royal Academy

In its place, panels of experts were

established to guide the reformation of taste

David's position of power made him

DOMINANT in the TRANSFORMATION of STYLE

David was prepared as both

an artist and as a politician

Pierre Corneille's

tragedy 'Horace'

(Croix & Tansey, 1976)

The French Revolution offered the

opportunity to create a public art

'an art of propaganda'

The ACTIONS of Jacques-Louis David

(Croix & Tansey, 1976)

Jacques-Louis David

believed:

Additionally...

"The arts must contribute forcefully

to the education of the public"

Active in the Revolution

QUESTION:

A Jacobin friend of the radical Robespierre

What do you think David meant

by this?

(Symonds, Portley & Tansey, 1980)

A member of the National Convention that voted for the death of the king

Anita Brookner (1974) said:

A quasi-dictator of the Committee on Public Education- directed art programs of the

new republic

(Croix & Tansey, 1976)

...it comes from

(Croix & Tansey, 1976)

'Neo classicism is an element of the purest hope of creating a better, or at least an alternative world in which virtue, morality and the desire for good would prevail.'

somewhere

Draw's on Livy's account between the battle of the Horatii and the Curiatii

TERM:

'Neoclassicism'

(Winkler, 2009)

  • A revival of classical antiquity inspired directly from the classical period (Ancient Greece & Ancient Rome)

  • Prominent in Europe and North America from about 1750 through to the first decades of the 19th century

  • More than just an antique revival- it was linked to political events

French born (1748-1825)

INTERPRETING...

A BRIEF BACKGROUND

Consolidating the meaning of terms

BRAINSTORMING IDEAS!

TASK:

Using the dot points provided, write a ONE sentence definition for each term in your own words on page 5 of your workbook.

(Vaughan & Weston, 2000)

Napoleon

Neoclassicism

French Revolution

  • A French painter/ideologist who introduced neoclassicism in France

  • A leading exemplar from the time of the French Revolution to the fall of Napoleon

Using Livy's AND Dionysius'

accounts, create a 30 second tragedy play to inspire Jacques-Louis David!

The Construction & Interpretation of History Over Time

TERM:

'FRENCH REVOLUTION'

Below is Jacques-Louis David's 'Oath of the Horatii' painting.

TERM:

'Napoleon'

An Introduction to the ORIGINS of the 'Oath of the Horatii'

(Croix & Tansey, 1976)

  • Duration: 1789-1799
  • A period of radical social and political upheaval in France
  • All groups of people came together and divested the authority of the king
  • Changed Europe irrevocably
  • "Liberty, Equality, Fraternity"

- These ideals became the platform of liberal reforms in ..............France and Europe in th 19th century.

- Continue to remain a part of our present day democracy.

  • 1769-1821
  • One of the greatest military commanders of all time
  • Consolidated and institutionalised the reforms of the French Revolution
  • Greatest falling: 'attitude rather than technique' (underestimating enemies)
  • 1812: defeat of Napoleon and the end of the Napoleonic Wars

Working towards inquiry-

(Johnson, 2006)

Individually, take a look at the painting and brainstorm ideas around the question:

the influence of historical sources

(Croix & Tansey, 1976)

(Johnson, 2006)

DISCUSS:

Our Class Ideas...

Let's see if we

can now add to

our ideas...

... and even more ideas

What does this painting show us?

Collaborate and record our ideas as a class

More ideas....

Did David represent a specific historical source (Livy, Dionysius), or was David's 'Oath of the Horatii' a product of his own?

Ideas

Write each idea in a separate cloud.

HINT: branch similar ideas with falling raindrops

Subject: early Roman history

Record your ideas in your workbook on page three (3).

'...Shrouded in mythic-heroic...'

The moment depicted in the

'Oath of the Horatii' is

David's INVENTION

CASE STUDY:

Neoclassicism and the French Revolution- Jacques-Louis David's 'Oath of the Horatii'

Compare these points to your first brainstorm (page 3 of your workbook)

...fictional stories since antiquity'

Summarising the ANALYSIS of the

'Oath of the Horatii'

For a summary of the analysis of the 'Oath of the Horatii', watch the following short video...

Responding to Inquiry Questions

'Changing Thoughts'

CONCLUDING IDEAS

Did you have different ideas? Why do you

think this is the case?

(Winkler, 2009)

Having spent several lessons on this case study, it is now time to consolidate our understanding and respond to our four (4) inquiry questions!

Having learnt about Jacques-Louis David's background and the origins for the idea of 'Oath of the Horatii' do you now see and think different things when you look at the painting?

Write down your response to this question on page 10 of your workbook.

Write down 3 dot points on page 10 of your workbook to the question:

What does this painting show me?

When France was making the transition from monarchy to republic, David was making a difficult artistic transition, moving away from depicting ancient history to representing contemporary events.

- Nonetheless, David kept alive in his painting the Roman spirit characterised by pietas virtus (bravery, moral uprightness) and severitas (sternness)

Write a 1,500 word essay (pages 18-20 of your workbooks) responding to all four inquiry questions:

  • Who made this artefact?
  • Why did they make this artefact?
  • What was their engagement with the classical world?
  • What does this engagement add to the understanding of the piece?

Anita Brookner (1974) states:

Working towards inquiry-

Visible...

...More specifically,

this male figure is the CENTRE of the painting- WHY?

finding meanings in sources

(Johnson, 2006

& Winkler, 2009)

Both arms

are raised

The brothers helmeted heads are all visible

QUESTION:

What other aspects of all four stoic males did David also make clearly visible in his painting? Why do you think this is the case?

The MOST

dominating aspect is

the presence of the four

stoic males

An Introduction to ANALYSING the 'Oath of the Horatii'

All the brothers legs are visible

'When one comes to analyse these paintings it can be proved that they contain many layers of meaning'

DID YOU KNOW?

The clothing and the helmets of all four men are all anachronistic

Empty right

hand- fingers

are stretched

out and

NOT touching

Working towards inquiry-

What makes

them dominant?

finding meaning in sources

David was an artist descendant of

the old academy. Subject matter must have 'grandeur and moral'

QUESTION:

Why do you think David kept all of the stoic male figures arms and hands in clear view?

His left hand is

holding up three

swords

Keeping this in mind, David described the 'Oath of the Horatii' as...

"the marks of heroism and civic virtue offered the eyes of the people will electrify its soul, and plant the seeds of glory and devotion to the fatherland"

Did David achieve

this in his

painting?

Why or why not?

What's the first

thing you notice?

Three sons

facing their father- swearing an oath

(Johnson, 2006 & Winkler, 2009)

Position of

arms is IMPORTANT

Dominance

Two Groups

As we go through an ANALYSIS of the painting, complete the activities in your workbooks (commencing on page 11)

What is the MOST dominant aspect

in the painting?

We are presented with TWO

groups in the Doric atrium

The POWER

of THREE (3)

A group of four men: three younger positioned across from an older man

The third brother

holds his left arm the

highest up

Women sadly sitting and consoling with one and other and their children

Each son extends

their hand to their

father

Three

Roman arches

(Johnson, 2006)

Three sons

swearing an oath

Three swords

Position of

arms is IMPORTANT

The

Stoic Male

Emotions-

heroic?

The second brother raises

his left arm higher than

the first brother

The

Pleading Female

Thomas Crow (1985):

The brother closest

to us is holding his right arm almost horizontally

"the body politics appears in the form

of the sons, its chosen representatives; they stand on equal footing with the father...and receive from him in a charged and ecstatic exchange the instruments of power"

"the women appear more unconscious than overcome by grief; their poses are slack, and they seem, though correct in their scale, strangely

diminished

creatures"

Reading the

meaning in the stoic arms and hands

  • A succession of arms raised progressively higher reminds us of the Fascist salute

THEREFORE...

  • The brothers palms face downward

Thinking

beyond the frames of paintings

(Winkler, 2009)

QUESTION:

'The virtues of masculinity are associated

with civic life and femininity aligned

with the private life.'

Who is more heroic in the painting- men or women?

CONSIDER:

Why are heroics portrayed through gender?

Do you agree or disagree?

Why or why not?

Has this view of heroism progressed or remained the same since the classical world?

(Johnson, 1980)

What about

the small boy?

QUESTION:

What is the purpose of this small boy in David's painting?

Write down your brainstormed ideas to the question on page 15 of your workbook

DISCUSS:

What boy?

Discuss why you think the women in the painting averted their heads and closed their eyes?

- How does this affect David's portrayal of heroism?

Collaborate and record ideas as a class

... even more ideas

More ideas....

The small boys'

purpose is...

Ideas

  • The small boy pulls down the fingers of the woman attempting to shield his eyes

  • This little boy becomes the ONLY eye-witness to the swearing of the oath taking place- they oath to fight to the death

  • All the secondary characters (women) have their eyes closed and heads adverted

Write each idea in a separate cloud

HINT: branch similar ideas with falling raindrops

프레지로 더욱 인상깊고 역동적인 프레젠테이션을 만들어 보세요