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Education, Architecture, and art in Middle Ages Europe

Western Civilization University High School 2011-12. Education, Architecture, and art in Middle Ages Europe. Middle Ages Politics Reminder: large empires giving way to smaller, localized power need for more/better-educated political leaders  rise of education & universities.

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Education, Architecture, and art in Middle Ages Europe

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  1. Western Civilization University High School 2011-12 Education, Architecture, and art in Middle Ages Europe

  2. Middle Ages Politics Reminder: large empires giving way to smaller, localized power • need for more/better-educated political leaders  rise of education & universities Medieval Education

  3. wealthy sons: (sometimes) got basics of reading/writing (esp. in Latin) • typically a religious education • peasant sons: needed permission of lord of manor • education  skilled job (church, trade)  leaving manor • limited # of serfs allowed education Early Middle Ages: Education

  4. movement from monasteries  schools attached to cathedrals in large cities • Italy = earliest universities (Bologna, Salerno) • “universitasmagistrorum et scholarium” (“universal society of teachers and students”) High Middle Ages: Education

  5. university education limited to wealthymales • students = low-level clergy members (so they must be boys!) • university = many years (so they must be wealthy!) High Middle Ages: Education

  6. end of 15th century: 80+ universities in Europe • developed curriculum, length of time of study, exam style, etc. High Middle Ages: Education

  7. Scholastics: earliest university professors (“schoolmen”) • Scholasticism: the attempt to provide rational explanations for faith-based beliefs • re-emergence of ancient thinkers • Aristotle  direct observation of nature; knowledge = explanation of causes • groundwork for modern scientific disciplines Enthusiasm for Education!

  8. studied from notes (own, or friend’s) • books very expensive, rare • 3-5 years of university • most school time spent listening to lectures, debating • challenging oral exams • passing  license to teach (“master”, “doctor”) The Life of a Middle Ages Student

  9. “Students did not spend all their time listening to lectures or debating, however. Much information about medieval students concerns what we might call their ‘extracurricular’ activities: university regulations forbade them to throw rocks at professors; sermons talked about students’ breaking and entering, raping local women, attacking town residents, or disturbing church services; court records discussed their engaging in drunken brawls and riots or stabbing each other in fights and duels.” The Life of a Middle Ages Student (McKay, pg. 349)

  10. “The money sent by parents or patrons was often not sufficient for all expenses, so students augmented this by begging, thieving, or doing odd jobs. They also delayed finishing their studies because life as a student could be very pleasant, without the responsibilities that came with becoming fully adult. Student life was also described by those who know it best – students themselves – in poems, usually anonymous, that celebrated the joys of Venus (the goddess of love), Bacchus (the god of wine), and Decius (the god of dice).” The Life of a Middle Ages Student (McKay, pg. 349)

  11. architecture = dominant form of Middle Ages art • explosion of religious architecture • France alone from 1180 – 1270: • tens of thousands of churches • 500 abbey churches • 80 cathedrals • cathedral: church of a bishop, from which he runs his diocese • Fun Fact! • more stone quarried in medieval France (churches) than in ancient Egypt (pyramids) Middle ages architecture & Art

  12. early Middle Ages: cross-shaped churches (earliest = wood) • nave: long part of the cross • where the congregation sits • typically lined with columns church architecture

  13. transept: arms of the cross • separates nave (and the people) from the altar church architecture

  14. apse: semicircular end of the church • typically has altar, where clergy sits church architecture

  15. choir: area of church beyond transept • sometimes site of altar, clergy, singing the service church architecture

  16. began making vaulted ceilings of stone (Romanesque architecture  10th – 12th centuries) • heavy ceilings (lots of downward/outward force)  walls needed to be thick & sturdy • small windows  dark & gloomy • led to increased use of bright paint, murals, sculptures, tapestries, etc. Vertical growth in medieval churches too…

  17. 12th century: transition to Gothic architecture bigger, more grandiose and open cathedrals with better weight distribution From romanesque to gothic architecture

  18. better weight distribution • ceilings made of stone ribs with plaster between  much lighter!  smaller walls needed, more windows (stained glass) • ribs came to pointed arches • flying buttresses: arched stone supports on the outside of a building that bear some of the building’s weight From romanesque to gothic architecture

  19. paid for by donations, royalty • often took generations to build (multiple architectural influences?) • everything was religiously symbolic • altar, apse pointed East (to Jerusalem) • West end faced setting sun  art = Last Judgment • North side (least sunlight)  art = events from Old Testament (living in darkness) • South side (most sunlight)  art = events from New Testament (illumination from Jesus, Gospels) Building a cathedral

  20. Discuss with a partner the following questions: • Why do you suppose the dominant art form in the middle ages was architecture? • In addition, why was art in the Middle Ages focused on Christian topics/themes? Closure

  21. Step 1: Draw a role • 1 King  4 Nobles  28 Serfs • Step 2: Organize classroom into 4 manors, with a Noble in charge of each. All 4 Nobles answer to the King. • Step 3: Distribute money (M&Ms) and banks (plastic cups) to everyone. Feudalism activity

  22. Step 4: Get to work! • Serfs must plant crops to earn money • 1 piece of paper per tile (elbows only!)  go back to desk and make a checkmark • Step 5: Get paid! • Serfs get 4 M&Ms for each crop planted. • Serfs may keep 1 of those 4 M&Ms. The other 3 go to their Noble. • For each 3 M&Ms that a Noble receives, 2 must go to the King. Feudalism activity

  23. 1. How many M&Ms did everyone end up with? 2. Is feudalism a fair system? 3. Why do you think that feudalism worked? 4. What need would the nobles and king have for all that food and material? Feudalism activity discussion questions

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