¶ … Icons and Early Modern Portraits" adds a fascinating new twist to the investigation of the material culture of the Renaissance, which may be brought to bear directly on the study of Renaissance art. Nagel is concerned here with a question of artistic influence, which he sees being transmitted through a lively trade in Greek and other eastern religious icons. To a certain extent, this fact is self-evident but Nagel persuasively argues for several reasons that it has been underemphasized in discussion of the subject. Nagel first notes that contemporary Renaissance viewers of these icons made several erroneous assumptions about them, which may have obscured the inability of contemporary art scholars today to view these pieces through the eyes of the Renaissance, as it were. Nagel notes from papers related to acquisition and provenance dating from the early modern period that the antiquity of these objects was greatly exaggerated, and on many occasions we can see direct...
Nagel also traces broader issues of visual influence: he analyzes the frequency of depiction of portrait subjects in the Renaissance and discovers that, while sculpture had numerous ways to depict a portrait bust (whether in bas relief on coinage or life-size and in marble), the only reliable visual depiction of the human figure in bust format in painting had come from icons and provided a sort of model as painters discovered ways of using that template with the advanced Renaissance techniques of perspective and color. Classical portrait busts were structured as objects in themselves, with rounded bottoms that completed the object in three-dimensional space -- whereas the Byzantine and Greek icons were usually cut cleanly at the bottom of the image, glimpsing it as though through a window.
Many of the writings cited were produced decades after Christ died, and not by men who knew him but by those reacting to the stories they heard. The gospels as well were accounts written by men who did not know Jesus directly, and the desire to promote a religious ideal and to help shape the emerging church makes some of these suspect. Many existing writings and stores were brought
From girlhood," Sula shows a natural gift for daring, Lorie Watkins Fulton writes in African-American Review (Fulton, 2006). Sula in fact persuades Nel to join up with her in order to confront the bullies on Carpenter's Road; and when Sula shows the guts to pull her grandma's paring knife from her pocket and slice a piece of her finger off, the boys star "open-mouthed at the wound" (Morrison 54). If I
In "Piaf," Pam Gems provides a view into the life of the great French singer and arguably the greatest singer of her generation -- Edith Piaf. (Fildier and Primack, 1981), the slices that the playwright provides, more than adequately trace her life. Edith was born a waif on the streets of Paris (literally under a lamp-post). Abandoned by her parents -- a drunken street singer for a mother and a
Later on, throughout the 1930s, fashion photographs were principally created in studios, to take advantage of being able to carefully control lighting, composition and pose (Grossman 1). However, outdoor photo shoots were not unheard of. It has been noted that these outdoor photographs "carried an allusion of authenticity and spontaneity that made the fashionable clothes appear more vibrant than the sculptural effects of studio photographs could achieve" (Grossman 1). With
82). Both desktop and Web widgets have the same basic components. Fundamentally, they use Web compatible formats, even if intended to run in a desktop environment. This means that the core of the widget is HTML and CSS code which contains the actual content of the widget, namely text, linked images/video or content pulled from a server of Web service. Alternatively, the widget content can be created using Flash, although
EDSE 600: History and Philosophy of Education / / 3.0 credits The class entitled, History and Philosophy of Education, focused on the origin of education and the "philosophical influences of modern educational theory and practice. Study of: philosophical developments in the Renaissance, Reformation, and revolutionary periods; social, cultural and ideological forces which have shaped educational policies in the United States; current debates on meeting the wide range of educational and social-emotional
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