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APE Unit 3 > 3.4 > Flashcards

3.4 Flashcards

1
Q

rococo

A
  • 18th and 17th
  • affected decoration and architecture
  • VIP: : Antoine Watteau ( Pilgrimage to Cythera and Return from Cythera)
  • stressed grace and gentle action
  • liked curves
  • highly secular
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2
Q

baroque period

A
  • stressed majesty, power and movement

- liked geometrical patterns

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3
Q

Baroque-Rococo

A
  • as other people copied Versailles they modeled it after the Italian Baroque instead of French classical style
  • 18th
  • VIP: Balthasar Neumann ( pilgrimage church of Vierzehnheiligen and bishop’s palace/ Residenz)
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4
Q

Neoclassicism

A
  • 18th and french
  • key figure were depicted as classical heroes
  • works showed classical virtues of self-sacrifice and devotion to state
  • liked the simplicity, restraint, and symmetry of classical style of greece and rome
  • VIP: Jacques-Louis David (oath of horatii)
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5
Q

Music in the 17th and 18th century

A

opera, oratorio, sonata, concerto, symphony

  • musicians depended on rich person or patron
  • Italy and Germany were leaders
  • VIP: Bach and Handel
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6
Q

Johann Sebastian Bach

A
  • German, with a quiet local life
  • work: Saint matthew’s passion and cantatas and motets
  • saw music as a means to worship God
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7
Q

Handel

A
  • German
  • wrote music for large public audiences
  • was secular
  • wrote operas
  • well known for religious music; Messiah
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8
Q

Classical Era of Music

A
  • musical center changed to Austrian Empire

- VIP: Haydn and Mozart

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9
Q

Haydn

A
  • wrote for hungarian princes then went to england and saw that they were writing for public courts
  • prolific
  • austrian
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10
Q

Mozart

A
  • child prodigy
  • prolific
  • composed with melody, grace, precision and emotion
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11
Q

The Novel

A

-8th century
-came from 16th century, medieval times
used for fictional writings
-VIP: Samuel Richardson and Henry Fielding

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12
Q

Samuel Richardson

A

his book (Pamela or Virtue Rewarded) got his a large audience because he appealed to the growing interest of sensibility and sentiment and emotional

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13
Q

Henry Fielding

A
  • in The History of Tom Jones, a Foundling, he showed the real English society and emphasized action rather than inner feeling
  • he was teaching a moral lesson through the hypocrisy of his age
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14
Q

writings of history by philosophes

A
  • because of secular orientation, they eliminated the role of God in history and looked for actual causes
  • paid attention to economic, social, intellectual, cultural, political developments
  • weakness was that they wanted to change society and used history to do this
  • VIP: Edward Gibbon
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15
Q

writing by humanists

A
  • did not remove God with the same intensity as philosophes

- emphasized politics

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16
Q

Edward Gibbon

A
  • book: The Decline and Fall of the Roman Empire

- believed the growth of Christianity caused Rome’s fall

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17
Q

High Culture

A
  • literary and artistic world of educated and wealthy ruling classes
  • work of wealthy literate group
18
Q

Expansion of reading public and publishing

A
  • books were aimed at educated elites and middle class
  • publishing houses made it possible for authors make money from their works instead of going to patrons
  • 18th century
  • the development of magazines for the general public, like the Spectator, were important
  • daily newspapers were cheap and sometimes free
  • public libraries offered books for rent
19
Q

Criticizing Universities

A
  • did not like how they emphasized the classics and aristotelian philosophy
  • in the end, they brought in these new ideas and clinical experience
  • few scientific discoveries happened in universities
20
Q

Crime and Punishment

A
  • they tortured people to obtain evidence and was part of the trial
  • public executions and punishments were meant to scare potential offenders
  • at the end, they changed from corporal and capital punishment to imprisonment where they worked
21
Q

Cesare Beccaria

A
  • thoughts punishments should be deterrents and not an exercise in brutality
  • thought imprisonment instead of punishment made a most lasting impression
22
Q

medicine during the 18th century

A
  • physicians had clinical practice in universe and needed to be a license
  • surgeons were to bleed patients which was seen as beneficial and perform surgery
  • surgeons examined patients like physicians, and began to be licensed
  • apothecaries, midwives, and faith healers provide herbs and potions
  • apothecaries sold and diagnose illness independently
  • midwives became guys
  • hospitals were a problem in dealing with disease and illness
23
Q

medicine during the middle ages

A
  • physicians have no clinical practice
  • surgeons also bled patients and performed operations and set in broken bones and were one an equal level with physicians because of their practical knowledge
  • midwives delivered babies
  • apothecaries prescribed drugs
  • faith healing
24
Q

Popular Culture

A

-written and unwritten knowledge of the masses which was mostly passed down orally
had group activity, and was collective and public nature
-included carnivals, taverns and alcohol, and chapbooks
-the rich gradually abandon popular culture and through a new scientific outlook saw the world differently and thought the things of popular culture were dumb dumb and were the weakest judgment and reason

25
Q

Carnival

A
  • happened weeks before Lent

- time of great indulgence of food, sex, and verbal aggression because during lent, this was not allowed

26
Q

Taverns and alcohol

A

places for people to gather and talk and drink
the poor drank gin (england) and vodka (russia)
the rich drank port and brandy

27
Q

Chapbooks

A
  • short brochures sold by traveling people to the lower class
  • showed that popular culture did not remain oral
28
Q

Spread of Literacy in the Popular Culture

A

-literacy rate grew
the upper class were mostly literate
-as more people were lower middle class artisans, -the literacy of artisans increased
-spread of literacy was because of primary education, but the schools didn’t teach or accomplish much

29
Q

Primary Education

A
  • spread of literacy was because of primary education (catholic europe: local, habsburg: state, but both didn’t do that great)
  • protestants take an interest in primary education because of emphasis on reading bible
  • because the ruling elites didn’t want the poor to question and not obey their superiors, they hindered the primary education
30
Q

Institutional (catholic and protestant) churches

A
  • the churches did experience much change even though there were new state policies
  • the parish was the center of religious practice
31
Q

Protestant Church

A
  • created the principle of state control over churches

- 18th, they spread all over europe

32
Q

Catholic Church

A
  • had power in Catholic european states and were wealthy
  • hierarchically structured
  • the upper class clergy were members of upper class, which is a sign of the gap between upper class and lower clergy
  • 18th century there was a decline of papal power
33
Q

“Nationalization” and Jesuits

A
  • the governments of catholic states wanted more authority over the churches and wanted to control the papacy which would mean then the Jesuits
  • the jesuits were successful and have political influence as advisers to catholic rulers and got some enemies
  • the jesuits were kicked out of paraguay, portugal, france and spain
  • pope clement XIV then broke up the Jesuits which was a victory for the state governments
34
Q

Religion Toleration

A
  • 17th century: they tolerated religion for politics, but some found it hard to do (louis XIV, burning of heretics)
  • Joseph II of Austria called for the Toleration Patent that made all subjects equal and gave jewish people some freedom, but still had restrictions
  • 18th: some thinkers accepted jews, but still said bad things about them
35
Q

Ashkenazic Jews

A

largest population in eastern europe and tolerated in Poland

had laws and restraints and were massacred

36
Q

Sephardic Jews

A
  • came from Spain and into cities

- able to participate in banking and commercial activities, but were still insecure because of their religion

37
Q

Catholic Reverence/ Piety

A
  • despite the rise of skepticism and deism, the parish was still an important center and people went to mass
  • still, people continued to do an externalized form of worship and were “more superstitious than devout”
38
Q

Protestant Revivalism

A
  • 16th century: protestantism bloomed
  • 17th: controlled by state authorities and became organized
  • because protestant religion didn’t give any spiritual experience, Wesley and deism became strong
  • because Protestants wanted a deeper personal devotion to God and influence rationalism and deism they had pietism
39
Q

Pietism

A
  • because Protestants in Germany wanted a deeper personal devotion to God and influence rationalism and deism they had pietism
  • to Count Nikolaus von Zinzendorf and Moravian Brethren, it is the mystical dimensions/ personal experience of God that constituted true religious experiences instead of using reason/ a rationalistic approach
40
Q

Wesley

A
  • because of his experience with God taking away his sins, wesley said everyone could be saved by experiencing God and opening the door to his grace
  • received opposition from the Anglican Church
  • tried to “lower religion to the level of the lowest people’s capacities”
  • founder of Methodism
41
Q

secondary schools

A
  • because they were aimed for higher class, they wanted to keep people in their own social class
  • focused on greek and latin
  • focused less on math, science, and modern languages
42
Q

new schools

A
  • came from compliaments from philosophe-reformers and middle class people
  • offered courses to prepare boys for careers in business
  • new schools for wealthy girls

APE Unit 3 (5 decks)

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