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Textbook Excerpt 7-49 Pantheon (looking south), Rome, Italy, 118-125 CE

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Textbook Excerpt 7-49 Pantheon (looking south), Rome, Italy, 118-125 CE. ?? The Pantheon's traditional facade masked its revolutionary cylindrical drum and its huge hemispherical dome. The interior symbolized both the orb of the earth and the vault of the heavens. Augustus, but the Augustan models were Greek images of young athletes. The models for Hadrian's artists were Classical statues of bearded men. Hadrian's beard was a Greek affectation at the time, but thereafter beards became the norm for all Roman emperors for more than a century and a half. PANTHEON Soon after Hadrian became emperor, work began 7-48 Portrait bust of Hadrian, from Rome, ca. 117-120 CE. Marble, l' 4¼" high. Museo Nazionale Romano-Palazzo Massimo alle Terme, Rome. Hadrian, a lover of all things Greek, was the first Roman emperor to wear a beard. His artists modeled his idealized official portraits on Classical Greek statues such as Kresilas's Pericles (FIG. 5-41 ). Hadrian Hadrian (FIG. 7-48), Trajan's chosen successor and fellow Spaniard, was a connoisseur and lover of all the arts, as well as an author, architect, and hunter (FIG. 7-48A). He greatly admired Greek culture and traveled widely as emperor, often in the Greek East. Everywhere he went, local officials set up statues and arches in his honor. That is why more portraits of Hadrian exist today than any other emperor 7-48A Hadrianic hunting tondi, except Agustus. Hadrian, who was 41 years old at ca. 130-138 CE. the time of Trajan's death and who ruled for more than two decades, always appears as a mature man, but one who never ages. His likenesses more closely resemble Kresilas's portrait of Pericles (FIG. 5-41) than those of any Roman emperor before him. Fifth-century BCE statues also provided the prototypes for the idealizing official portraits of on the Pantheon (FIGS. 7-2, no. 5, and 7-49), the temple of all the gods, one of the best-preserved buildings of antiquity. It also has been one of the most influential designs in architectural history. In the Pantheon, an unknown architect revealed the full potential of concrete, both as a building material and as a means for shaping architectural space. The original approach to the temple was from a columnar courtyard, and, like temples in Roman forums, the Pantheon stood at one narrow end of the enclosure (FIG. 7-50, left). Its facade of eight Corinthian columns-almost all that could be seen from ground level in antiquity-was a bow to tradition. Everything else about the Pantheon was revolutionary. Behind the columnar porch is an immense concrete cylinder covered by a huge hemi• spherical dome 142 feet in diameter. The dome's top is also 142 feet from the floor (FIG. 7-50, right). The design is thus based on the intersection of two circles (one horizontal, the other vertical). The interior space can be imagined as the orb of the earth and the dome as the vault of the heavens. If the Pantheon's design is simplicity itself, executing that design took all the ingenuity of Hadrian's engineers. The builders constructed the cylindrical drum level by level using concrete of varied composition. Extremely hard and durable basalt went into the mix for the foundations, and the recipe gradually changed until, at the top of the dome, featherweight pumice replaced stones to lighten the load. The dome's thickness also decreases as it nears the oculus, the circular opening 30 feet in diameter that is the only light source for the interior (FIG. 7-51). The use of coffers (sunken decorative 7-50 Restored cutaway view (left) and lateral section (right) of the Pantheon, Rome, Italy, 118-125 CE (John Burge). Originally, the approach to Hadrian's "temple of all gods" was from a columnar courtyard. Like a temple in a Roman forums (FIG 7-12), the Pantheon stood at one narrow end of the enclosure. panels) lessened the dome's weight without weakening its structure, further reduced its mass, and even provided a handsome pattern of squares within the vast circle. Renaissance drawings suggest each coffer once had a glistening gilded-bronze rosette at its center, enhancing the symbolism of the dome as the starry heavens. Below the dome, much of the original marble veneer of the walls, niches, and floor has survived. In the Pantheon, visitors can appreciate, as almost nowhere else (compare FIG. 7-67), how magnificent the interiors of Roman concrete buildings could be. But despite the luxurious skin of the Pantheon's interior, on first entering the structure, visitors do not sense the weight of the enclosing walls but the vastness of the space they enclose. In pre-Roman architecture, the form of the enclosed space was determined by the placement of the solids, which did not so much shape space as interrupt it. Roman architects were the first to conceive of architecture in terms of units of space that could be shaped by the enclosures. The Pantheon's interior is a single unified, self.-sufficient whole, uninterrupted by supporting solids. It encloses people without imprisoning them, opening through the Oculus to the drifting clouds, the blue sky, the sun, the gods. In this space, the architect used light not merely to illuminate the darkness but to create drama and underscore the symbolism of the building's shape. On a sunny day, the light passing through the oculus forms a circular beam, a disk of light that moves across the coffered dome in the course of the day as the sun moves across the sky itself. Escaping from the noise and heat of a Roman summer day into the Pantheon’s cool, calm, and mystical immensity is an experience not to be missed. 7-51 Interior of the Pantheon, Rome, Italy, 118-125 CE The coffered dome of the Pantheon is 142 feet in diameter and 142 feet high. Light entering through its oculus forms a circular beam that moves across the dome as the sun moves across the sky. ART 1 DLA 1 Name: Click or tap here to enter text. Instructor: Click or tap here to enter text. Studying for Art History Overview: To prepare you for success in your Art 1 class, you will practice finding the key information for tests and quizzes, extracting and condensing that information from the textbook, and organizing it for study purposes. By the end of this DLA, you will be able to: • Extract important information from your text • Condense and organize information by subject matter/art piece Materials Needed: • Art 1 DLA #1 Supplement Warm-up: What do I need to know for Art 1? For most of your courses, you will want to choose the most important facts or concepts from each chapter you read or lecture you attend. Hopefully you have learned about the structure of your Art 1 textbook, how it’s organized and where information can be found. In your Art 1 class, your instructor will let you know which art pieces you will need to know. In what ways does your instructor let you know which pieces will be important for you to remember? Click or tap here to enter text. Many instructors will: • list art pieces • mention them repeatedly in class or spend a great deal of time discussing them in class • ask you to read or review supplemental materials (aside from your book) related to important pieces • provide study guides to help you focus your study time on certain pieces Step 1: What about the art piece itself? Since you know which pieces to study, you then need to consider what information about each piece you may need to remember. Open the supplement file for this DLA – it is a textbook excerpt. Let’s look at the Pantheon. First of all, you should be able to identify any important structure or piece visually. There are many ways to help you remember the images you learn about in class. For example, you could: • Make a copy from the textbook, cut them out and label them. • Go online and look for the images and print them out, labeling them and pasting to a notecard or other study tool. Multidisciplinary Success Center 1 Updated 1/6/2020 ART 1 DLA 1 • Take advantage of the memory boost you get from writing/drawing, and sketch a simple representation of the artwork. Multidisciplinary Success Center 2 Updated 1/6/2020 ART 1 DLA 1 1a. What other ways can you think of? Click or tap here to enter text. 1b. Which of these methods do you use? Why? Click or tap here to enter text. 1c. How effective are the methods you use? That is, do you get the results you want on tests by using this method? How do you know? Click or tap here to enter text. 1d. On your tests, your instructors will also expect you to discuss several aspects of each of the important pieces of art you study. List those important details / pieces of information below. Click or tap here to enter text. Click or tap here to enter text. Click or tap here to enter text. Click or tap here to enter text. Click or tap here to enter text. Click or tap here to enter text. Click or tap here to enter text. Click or tap here to enter text. Not sure? Whichever method you use to study, you will need the following information for each art piece: • Artist • Medium/Materials • Subject • Country & Date • *Art Elements • Historical Context • Meaning/Significance *Art Elements include: line, volume, weight/mass, color, scale, space/depth, movement. Review the definitions on the last page of this activity. In order to find this important information, we need to know what each of these mean. Artist: Who created the item? Sometimes this is known, sometimes it is not. We may have the artist’s or architect’s name or perhaps only the person who is believed to be the artist. Sometimes we may only know that it was built by someone of a certain culture. Country/Date: We should be able to tell where, at least in general, the piece was made and/or was found. This can be as detailed as “Tomb 779, Royal Cemetery, Ur, Iraq” or as general as “Rome.” We should also know the date it was created or built. Often knowing the general historical era, such as “Sumerian” or a date range such as “3500-2332 BC” is specific enough for instructors. 1e. What has your instructor told you about memorizing dates? Click or tap here to enter text. Multidisciplinary Success Center 3 Updated 1/6/2020 ART 1 DLA 1 Medium/materials: Basically, what is it made of? Bronze, marble, wood? Or perhaps a combination of materials such as gilt bronze, gems, pearls and enamel. Is this important- that is, perhaps it is the first time in history this type of medium or material was used or used in this way. Subject: Who or what does the piece depict? Is it the likeness of a specific person or animal? Is it built or created in honor of someone or some event, such as a banquet? Does it represent an idea or concept such as power, triumph or victory in battle? Historical context: In which historical era was the piece made? What was going on at that time AND how does the piece relate to it? What does the piece say or represent about the time in history it was made? Why was this piece chosen to represent this part of history? What elements of its design or decoration are unique or new to this period of history? Meaning/Significance: Basically, why is this piece so important? AND what meaning does it carry or what did it mean to the people who viewed it at that time? What would they have thought that it represented? Art Elements: In another Art 1 DLA, you will explore art elements further, but for Art 1, you’ll focus mostly on: • Line • Weight/mass • Scale • Movement • Volume • Color • Space /depth Step 2: Finding the information that is important for this DLA and ART 1 This is a lot to know! Since we may have to study many pieces of art for a test, we want to be efficient studiers. We want to get the most studying done in the least amount of time AND get our desired test results! Therefore, we have to be able to locate and identify the seven key pieces of information quickly and accurately. 2a. Let’s focus on the Pantheon. Quickly scan the textbook excerpt in the supplement file. One place to start is checking to see if any of the key information items are located in the headings or subheading under the pictures. If so, fill in the blanks below. HINT: Some information may not be provided or unknown. Artist: Click or tap here to enter text. Country & Date: Click or tap here to enter text. Medium/Materials: Click or tap here to enter text. Art Elements: Click or tap here to enter text. Subject: Click or tap here to enter text. Historical Context: Click or tap here to enter text. Meaning/Significance: Click or tap here to enter text. Multidisciplinary Success Center 4 Updated 1/6/2020 ART 1 DLA 1 Just from looking at the pictures, you should have been able to find the country and date (Rome, Italy 118-125 CE). You might also have read under figure 7-49 the words, “revolutionary cylindrical drum and its huge hemispherical dome.” The use of the words “revolutionary” and “huge” – strong adjectives - are a clue that this information is significant. Multidisciplinary Success Center 5 Updated 1/6/2020 ART 1 DLA 1 2b. Where does this information fit in the list of key information? Click or tap here to enter text. The word revolutionary tells us it was new for its time. The word “huge” means it was very large for its time. So, this probably can be listed under historical context and/or significance. It tells us how and why it was important for that time in history. 2c. Under figure 7-50, we see “the approach to Hadrian’s ‘temple of all gods’….” Where can this information fit in the list of key information? Click or tap here to enter text. This tells us that Hadrian wanted this structure to serve as a temple to the gods of the time. This was the purpose or meaning of the structure to the people who would have viewed it at that time, AKA the Subject of the structure. 2d. Looking at the 3 pictures ONLY on the Textbook Excerpt pages, which of the Art Elements (in the list below) seem to stick out at you? Why? Click or tap here to enter text. ?Line ?Shape ?Texture ?Color ?Direction ?Form ?Size or scale In each of the 3 pictures, the shape of the building is emphasized. There is the circle of dashed lines in figure 7-50, the interior photo of the circular dome in figure 7-51 and the triangular pediment (the part above the columns) in figure 7-49. And when one re-reads the descriptions, figure 7-49 mentions the “cylindrical drum,” “hemispherical dome” and the “orb” of the earth – all shapes! Reading the descriptions for figure 7-49 and 7-51 also reminds us that the word “huge” was used and the dome is described as “142 feet in diameter and 142 feet high.” 2e. Which Art Element do these pieces of information relate to? Click or tap here to enter text. So obviously, we can find a lot of information just by looking at the pictures and headings. BUT, we need to hunt down the rest and confirm what we’ve already found by reading the longer text on these 2 pages that describe the Pantheon! A quick way to start to look for the other information is to read the headings and first sentence or two of each paragraph. For example, by reading the first sentences in the first paragraph under the heading “PANTHEON,” Multidisciplinary Success Center 6 Updated 1/6/2020 ART 1 DLA 1 we learn that the Pantheon was built after Hadrian became emperor and that it was indeed “the temple of all the gods.” Reading the 2nd sentence, we learn it was one of the “most influential designs in architectural history.” What?! “Most influential in history?!?” We KNOW this is important because ANYTIME you read superlative adjectives such as “most” “best” “earliest” “greatest,” it’s a clue that what you are reading is important. 2f. Where might this information fit in the list of key information needed? Click or tap here to enter text. Yes, you guessed it – it tells us the significance of this structure- AKA why it is so important and why the author devotes so much space on these pages to write about it. Now back to the first sentence thing: because the first sentence tells about significance/meaning and why it was built, you can be fairly certain that the rest of this paragraph does too. 2g. By reading the first 2 sentences of the next paragraph, what do you think it will describe and what information can you extract for the list of key information? Click or tap here to enter text. The first sentence states that “executing that design took all the ingenuity of Hadrian’s engineers.” To execute means to accomplish, to perform, or to do, so we can assume this paragraph will give us information on HOW it was built. The second sentence states that they did it “level by level using concrete of various composition.” 2h. Which part of our list of key information will this help us complete? Click or tap here to enter text. 2i. Looking back at all of Step 2, how many of the key pieces of information have we found just by looking at the pictures/figures and the first 2 sentences on these 2 pages? Click or tap here to enter text. How is it going so far? 2j. What questions do you have about using the pictures and first sentences of paragraphs to quickly find key information? Click or tap here to enter text. 2k. What other clues for finding important information did you read about on the previous pages? Click or tap here to enter text. Multidisciplinary Success Center 7 Updated 1/6/2020 ART 1 DLA 1 Although you can get a good idea about what to focus on simply by reviewing pictures, their descriptions and the first few sentences of the paragraphs, you’ll have to dig a little deeper to get the full meaning and significance of the piece. And, most pieces you will study will not have this many pictures from which you can extract needed information. Reading the accompanying text will help you find the descriptive details you need. In order to find and extract the information you need and make it usable for study purposes, you’ll have to often make inferences about certain things, as well as decisions as to what information is more significant than other information. This will make the extracted information usable for study purposes. a tion inform s i h to t Is for m e t n a t im por k now? 2L. How do you currently decide what information is important to study? Click or tap here to enter text. For the Pantheon, as for all other pieces you’ll study in Art 1, the Meaning/Significance is important. This one is often more difficult to find. Again, to answer questions about the meaning or significance of the work, you need to think about why this piece of art is even being mentioned. Clearly, there are many works of art from the same historical period, however, the authors of your textbook and your instructors selected these for a reason. Usually it is because they represent some idea or innovation from their period. When thinking about the meaning or significance of this particular artwork, ask yourself: • What ideas does the Pantheon represent to the people who originally created or viewed it? • What innovation or new art form does the Pantheon represent? • Why the Pantheon is important compared to other similar artworks of the same time-period? • What art elements of the artwork are related to the culture or history in which it was made? As practice, answer these questions by using some of the strategies on the previous pages of this DLA, and read all the Textbook Excerpt pages. 2m. What ideas does the Pantheon represent to the people who originally created or viewed it? (Hint: think about what it was intended to represent. Look for words such as “symbolized” or “represented.”) Click or tap here to enter text. 2n. What innovation or new art form does the Pantheon represent? (Hint: look for why it is different or how it is the first of its kind.) Click or tap here to enter text. Multidisciplinary Success Center 8 Updated 1/6/2020 ART 1 DLA 1 2p. Why is the Pantheon important compared to other similar artworks of the same time-period? (Hint: look for those superlative adjectives again: most, newest, largest, etc.) Click or tap here to enter text. 2q. How did the artwork relate to the culture or history in which it was made? (Hint: think about how it related to politics, religion or traditions of the time.) Click or tap here to enter text. Step 3: Condensing important information to use for study Now that you understand what information is important to know for Art 1, and you’ve had some practice locating it and writing about it in your own words, let’s practice condensing it so that you can effectively use it to study for tests and quizzes. 3a. Take the most important parts of the answers you wrote above about the Pantheon and combine them into a short paragraph, linking the ideas of each sentence together with whatever words or short phrases might be appropriate. Of course, in an Art History class, you should also include the historical context. Click or tap here to enter text. Multidisciplinary Success Center 9 Updated 1/6/2020 ART 1 DLA 1 Another way to approach it is to transfer the information onto notecards. The following sample is the most common format students select when creating notecards for Art 1, where an image and information about that image needs to be memorized. This sample also shows how information can be condensed. Front Back Column of Trajan • By Apollodorus of Damascus • Rome, Italy, High Empire = Early 2nd Cent. • Marble column drums • Sculptors worked top-to-bottom scenes: Rom. victory over Dacians. • 128’ high, 625’ Spiral frieze narrative/story of war • Shows Trajan addressing troops, troops building /preparing for war, sacrifices to gods. Can’t see all fr base. Top was statue of Trajan. Stairs inside = new exper. For Romans • Trajan: popular emperor, 1st non-Roman, extended Roman empire, base = his tomb. • Roman army shown organized /powerful, Dacians disorganized. • Huge size/scale = Trajan’s popularity, power & victories. Let’s Take it Step-by-Step Notice how several important aspects about the Column of Trajan are listed and organized. See if you can find the following aspects listed on the notecard. a) Artist c) Medium/Materials e) Subject b) Country & Date d) Art Elements f) Historical Context g) Meaning/Significance We can try condensing your notes on the Pantheon for a notecard like this! 3b. First, gather the important information you need! Refer back to all of Steps 1 & 2 (the previous pages). Write down all of the important information you found in the various sections of the Textbook Excerpt and the previous exercises of this DLA. They are the “notes” you took. In the future, your notes may come from lectures, readings or a combination of both and may also include additional sources of information. Multidisciplinary Success Center 10 Updated 1/6/2020 ART 1 DLA 1 3c. Then, condense your notes into short bullet points Now take all the information you wrote down about the Pantheon and use bullet points and headings to write each of the important items onto the box. Front Back Click or tap here to enter text. • Click or tap here to enter text. • Click or tap here to enter text. • Click or tap here to enter text. • Click or tap here to enter text. • Click or tap here to enter text. • Click or tap here to enter text. • Click or tap here to enter text. Continue creating and using study notecards! Congratulations, you have learned how to identify, extract and condense important information for your Art 1 class! Everyone learns differently, so feel free to create your notecards and other study tools in a way that works best for you. 3d. What are some ways you can adapt or use any of the strategies in this DLA for your Art 1 or any other classes? Click or tap here to enter text. Multidisciplinary Success Center 11 Updated 1/6/2020 ART 1 DLA 1 Last step: To complete this DLA, please schedule a follow-up session with our friendly staff: 1. Go the MDSC appointment request form. 2. Upload your completed DLA in Word or PDF format. 3. You will receive an email confirmation with further instructions. • • • PLEASE NOTE: It may take 48 hours to process your DLA appointment requests; please plan accordingly. For help at any time, please email mdsc@lbcc.edu or call (562) 938-4393 We’ll notify your instructor that you’ve completed your DLA after your follow-up appointment. Multidisciplinary Success Center 12 Updated 1/6/2020 ART 1 DLA 1 Principles and Elements of Design: How we learn to create strong visual imagery Elements of Design are the things you can see in a work of art: Line - linear shapes - but also the edge where two shapes meet; a mark with greater length than width. Lines can be horizontal, vertical or diagonal; straight or curved; thick or thin. Direction - horizontal lines tend to create calmness and stability (think the foundation of a house), vertical lines are more formal and alert (think the lines of a tall building) and curved lines have a lot of movement and sensuality. Shape - the flat outside silhouette of an object or line - think positive space vs. negative space. Shape is a closed line – they can be geometric, like squares and circles; or organic, like free form or natural shapes. Form - giving a having a sense of volume and thickness or dimensionality to a shape through the use of light and shade. Texture - the surface quality of a shape. It can be rough or smooth, soft or hard. Size or Scale - this would be either in relationship to other objects within the composition or even the size of an object relative to the space it’s located on. Color – Color has three main characteristics: Hue - red, green etc.; Value – how light or dark that color is; and Intensity – how bright or dull it is. Multidisciplinary Success Center 13 Updated 1/6/2020