Mr D's AP Euro Review Renaissance
About this set
Created by:
cmdoherty30 on April 24, 2008
Subjects:
doherty, ap euro, ap european history, chs
Classes:
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18 terms
Italian | English |
|---|---|
 Vernacular Languages | The common speech of the masses. They were the alternative to Latin, the language of the learned. The late Middle Ages saw the rise of this form of literature which began to flourish in the 14th century as is exemplified by the works of Petrarch (1304-74), Boccaccio (1313-75). and Chaucer (1342-1400). Though Latin remained the universal tongue of scholarship, politics, and the Church in Western Europe until after the Middle Ages and the Reformation. |
| Jacob Burkhardt | Nineteenth-century historian who formulated the concept that the Renaissance was a "rebirth" or "resurgence" of classical humanism. |
| The Van Eyck Brothers | Flemish painters who applied great attention to the details in their workm particularly in their capturing of human facial expressions. Their altarpiece for a church in Ghent captures the expressions of Adam and Eve in a way that is more realistic than the symbolic depiction of the Middle Age's artists. |
| Johannes Gutenberg | The European inventor of the printing press, which allowed books to be printed quickly and economically. He used his invention to print copies of the Bible. This innovation aided the spread of Renaissance and Reformation ideas throughout Europe. |
| Albrecht Dürer | German artist who lived from 1471-1528. Famous for his woodcuts and copper engravings. Influenced by Venetian artists, he was versed in classical teachings and humanism. He was also the first to create printed illustrations in books. |
| Desiderius Erasmus | Dutch scholar known as "Prince of Northern Humanists." Lived from 1465-1536. The criticized the lack of spirituality in the Church in The Praise of Folly, which ridicules the superstition, ignorance, and vice of Christians on pilgrimages, in fasting, and the Church's interpretation of the Bible. |
| Thomas More | English humanist, contemporary of Erasmus, and author of Utopia, in which he condemned governments as corrupt, and private property. As the first lay chancellor of England, he was later executed by Henry VIII when he refused to agree that the King was the supreme head of the English Church. |
| Leonardo da Vinci | Renaissance sculptor, scientist, engineer, architect, and painter. His most famous works include The Last Supper, and Mona Lisa. His artistic style embodied the spirit of Renaissance investigation and its focus on the realistic portrayal of human life. He lived from 1452-1519. |
| Humanists | Renaiisance scholars of classical Greek and Roman works of literature and thought who were great advocates of liberal arts education and importance of the individual. |
| De Medicis | Wealthy merchant family of bankers who controlled the Italian city-state of Florence during the Renaissance era. Their subsidization of the arts, especially under Lorenzo, supported the flowering of the Renaissance. |
| Baldassare Castiglione | Italian diplomat who lived from 1478-1529. Published the most famous Renaissance book, THe Book of the Courtier. This became the archetype for the "Renaissance man," who was versed in liberal arts and social graces, as contrasted to the more unrefined Middle Ages knight. |
| Niccolo Machiavelli | Florentine diplomat and historian who lived from 1469-1527. Wrote the famous essay, The Prince, which described his view of realistic government with a strong leader concerned only with political power and success and embracing the ideal of seeking to be deared rather than loved by the masses. |
| Francesco Petrarch | Known as the father of Renaissance Humanism. He lived from 1304-1374 as a cleric and committed his life to humanistic pursuits and careful study of the classics. He resisted writing in the Italian vernacular except for his sonnets, which were composed to his "lady love" who spoke no Latin. |
| trivium | The first three - the foundational subjects of a liberal arts education: grammer, rhetoric, and logic. |
| Treaty of Lodi | A peace agreement signed in 1454 that ended decades of war between the major Italian city-states brought on by Milanese expanisionism. The high mark of Renaissance diplomacy, the treaty established a complex balance of power on the Italian peninsula and maintained stability until France invaded in 1494. |
| signori | Lords of Italian cities. As the Italian communes of the 13th century became increasingly fractiious, regional nobles saw this friction as politically advantageous and offered to become the lords of the cities. Their accession to power was often accomplished peacefully, as most communes were willing to accept repression for a lasting peace. |
| Renaissance | Era from 1300-1500, sometimes called the "age of transition," as it marked a period of innovation toward modern Europe from the Middle Ages. Literally meaning "rebirth," this epoch saw a return to classical Greek and Roman concepts and a flourishing of humanism. |
| Christian humanists | Intellectuals in the lae 15ht and early 16th centuries who dreamed of idealistic societies based on peace, morality, and Christian virtue and sought to realize the ethical ideals of the classical world and the Scriptures. Their ideals applied the techniques and outlook of renaissance humanism to Christianity and the Bible and strongly influenced Martin Luther adn other early Protestant reformer, such as Erasmus and Thomas More |
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