Outline And Notesthe Renaissance 1450 1600i History And Cultureth ✓ Solved

Outline and Notes The Renaissance (1450 – 1600) I. History and Culture The term “Renaissance†is misleading because it implies a “sudden awakening†of intellectual awareness and rebirth of learning in history. But history is a continuum. The previous period (late Medieval period) was not stagnant, and the Renaissance was just the next phase in the development of Europe. The Renaissance originally flourished in Florence, Italy with several other movements in other parts of Europe.

It marks the passing of European society from a sacred to a more secular one, the passing from a more religious society to a society of reason and scientific inquiry. They began to rely on the senses rather than religious authority. The focus was on life of earth rather than the hereafter. People in Europe gained a new confidence in problem solving using reason and a rational ordering of the world. It was also an age of exploration, starting with searching for new trade routes to and from China and the Indies, which eventually lead to the “discovery†of North and South America and also dispelling the myth that the earth was flat!

In painting and sculpture, artists began to focus more on Realism rather than Symbolism. In architecture, the construction of palaces and villas replaced the construction of gothic cathedrals. There was a new interest in balanced proportion in architecture and visual art. The Renaissance marked the birth of a more modern European spirit and a rebirth of literacy. Much of this came through Italy because they were closer to Classical Greek and Roman culture.

There was a rediscovery of old writings from Greek and Roman culture, which pre-existed the Medieval period. Greek and Roman culture was a highly literate society, in which a “cultivated individual†focused on philosophy, math, early science and astronomy, music, the arts, athletics, and architecture. Intellectuals in Renaissance society looked back to the ancient Greek and Roman literati for answers and inspiration Things that shaped the era: Interest in ancient Greek and Roman ideas and writings The Humanists The invention of Gunpowder The Compass The Printing Press Martin Luther and the Lutheran Church Continued rise of the merchant class II. Music The best and most advanced Renaissance musicians could find support through the church, and through the aristocracy.

They could be employed as choirmasters, singers, organists, instrumentalists, printers, and publishers. There was also a growth in supporting institutions like schools, churches, civic wind bands and publishing houses. There was also a large growth in the development of better instruments and professional instrument builders. The rise of the merchant class had their own group of musical patrons, and an emergence of amateur musicians among the cultivated middle and upper class. A) The Renaissance Motet Even though the Catholic church was losing power to the kings, music in the church still developed by leaps and bounds.

The main development of music came through the church through polyphony . Polyphony is a texture which uses two or more simultaneous melodies. Gregorian chant was still used, but in a new way. Englishman John Dustaple and composers from Burgundy, France (known as The Burgundian School) developed a new and radical approach to writing “God’s musicâ€. The range of voices expanded to the soprano (high female voice), alto (lower female voice), tenor (high male voice) and bass (low male voice), known as SATB.

The composer would take a fragment of chant melody (called the cantus firmus ) and build a whole new composition based on it. The art of combining four melodies into a single texture is called counterpoint . This was done in three ways: 1. In imitation (close and distant) 2. In voice pairs (S/A, T/B or S/B, A/T or S/T, A/B) 3.

In homorhythm (all voices singing different pitches, but singing the exact same rhythm together, like a hymn. Not only did the composers have to pay attention to how the melodies moved horizontally/ linearly, but also vertically. They found a pleasing sound when notes lined up vertically to form what are called chords. They incorporated the intervals of 3rds and 6ths into the musical texture, thus filling out the sound, as well as using 4ths, 5ths, unisons, and octaves. This provided a rich full sound that was pleasing to Renaissance ears, and worthy of God’s ears.

The voices had to adjust the tuning of Pythagorean 3rds and 6ths instantaneously, because they sounded out of tune. This led to using Meantone tuning for voices and fixed-pitch instruments. They were still using the seven church modes, but eventually gravitating towards just two modes: the Ionian (major scale) and Aeolian (minor scale): Ionian c d e f g a b c Aeolian a b c d e f g a On EACH scale degree, they discovered that there could be a corresponding chord (triadic) formed when stacking 3rds from the root note. There are four chord types: From c C e g (Major), C eb g ((Minor), C eb gb (Diminished), C e g# (Augmented) A flat (b) moves the pitch down a half step, a sharp (#) raises the pitch up a half step.

These are called “accidentals†and were starting to be used more and more as the Renaissance period continued. Back then this was called Musica Ficta . The use of polyphony lead to the development of harmony , or “functional harmonyâ€, where each chord built upon the root notes of the scale has a function. The main purpose of functional harmony in conjunction with melody is to build tension and release. Motets were originally a more secular genre in its infancy but developed further in the church (written for Masses) by the Burgundian School, and the genre spread to churches throughout Europe.

But church authorities were concerned because imitation obscured the text, which was most important. The Council of Trent, during the Catholic Counter-Reformation, eventually made rules for the church composers to follow, demanding that they use mostly homorhythmic textures to make sure the text declamation was clear. Musical Example: Ave Maria by Josquin Des Prez of the Burgundian School. Follow the listening guide in your textbook and listen to how he uses imitation, voice pairs and homorhythm. The listening example is on D2L.

Describe the piece in your essay. B) Secular Instrumental Music in the Medieval and Renaissance. As stated earlier, musicians were mainly employed by the church and the court. The aristocrats hired musicians to play for different feasts and other occasions, even playing in the bed chamber of the king. There were also musicians who lived and played on the fringes of society, called troubadours.

Also known as “wandering minstrels†or “buskersâ€, these musicians were members of troupes who wandered the countryside for entertainment and news exchange. These types of musicians were not only musicians, they also performed feats of magic, they acted in skits, performed animal acts, juggled etc. In the Medieval period, the instruments were usually hand-made by the musician himself, but toward the Renaissance, as technology advanced, instruments were made by professional instrument builders. With the advent of the printing press during the Renaissance, sheet music and books of musical collections were made available. The first book of musical pieces was called the Odhecaton, published in 1498.

These types of collections contained the musical parts, but no specific instrumentation. Musicians would play the parts on whatever instruments they had on hand. Instruments can be classified as strings, winds, keyboard, and percussion, but during these historical periods there were two classifications: Bas (indoor instruments) Haut (outdoor instruments) For more information about the instruments from the Medieval and Renaissance, go to . Musical Example: Three Dances by Tielmann Susato. From a collection of dance pieces called the Dansereye, published in 1551.

Again, follow along with your listening guide and listen to the example on D2L. Describe the piece in your essay. jessica 1234 CSCI 428 – Spring 2021 Final Project 100 points + 10 bonus points Note: This is an individual assignment. Each student MUST complete the work on his/her own. Any code sharing/plagiarism is not tolerated. Overview This project consists of two tasks.

The goal is to explore how to design various class through encap- sulation, inheritance, composition, and polymorphism, to examine how to create GUI applications using JavaFX. Glance at “What to Submit†when you start working on a task so that you know what information to provide from each task. Submission Example CSCI428-project-XX CSCI428-project-XX.doc Task1 Person.java Date.java Address.java ExistingPerson.java AddressBook.java Data.txt Task1XX.java Task2 task2aXX.java task2bXX.java README.txt What to Submit 1. One doc file “CSCI428-project-XX.doc†including the text source code and screenshots of the outputs of all programs. Please replace XX with your first name and last name.

You can copy/paste the text source code from Eclipse,IntelliJIDEA, or other IDEs into the doc file. Hopefully, based on the screen snapshots of the output, you can show that your programs passed tests and were well. 2. Java class files for all programs. In well-defined programs, proper comments are required.

For programs without comments, they will be deducted greatly in grade. – For task 1, there are 6 java files (including Person.java, Date.java, Address.java, Existing- Person.java, AddressBook.java, and Task1XX.java) and 1 text file named “Data.txtâ€. – For task 2, there is just 1 java file, task2XX.java. 3. Note that if any program or code does not work, you can explain the status of the program or code and then attach your explanation and description in a file “README.txtâ€. 4. Optional.

Anything you want to attract the attention of instructor in grading. Task 1 (50 points): (Online Address Book Application) Using classes, design an online address book to keep track of the names, addresses, phone numbers, and birthdays of family mem- bers, close friends, and certain business associates. Your program should be able to handle a maximum of 500 entries. (a) Define the class Address that can store a street address, city, state, and zip code. Use the appropriate methods to print and store the address. Also, use constructors to automatically initialize the data members. (b) Define the class ExistingPerson using the class Person (provided in the student folder), the class Date (provided in the student folder), and the class Address.

Add a field to this class to classify the person as a family member, friend, or business associate. Also, add another field to store the phone number. Add (or override) methods to print and store the appropriate information. Use constructors to automatically initialize the data members. (c) Define the class AddressBook using previously defined classes. An object of type Address- Book should be able to process a maximum of 500 entries. (d) Use the test file Task1XX.java to guide your design and test your classes, where XX should be replaced with your first name and last name.

Note the class Task1XX is not finished in a good shape and you are suggested to add more statements if needed. The program should perform the following operations: (d-i) Load the data into the address book from a disk. (d-ii) Sort the address book by last name. (d-iii) Search for a person by last name. (d-iv) Print the address, phone number, and date of birth (if available) of a given person. (d-v) Print the names of the people whose birthdays are in a given month or between two given dates. (d-vi) Print the names of all the people between two last names. Grading Rubric – 5 points for each class (e.g. Address, ExistingPerson, and AddressBook) with the function toString. – 5 points for using the Keyword super in the classes ExistingPerson in order to access superclass members in the class Person. – 5 points for meeting the requirement on the capacity (500 entries) – 10 points for the test program.

Task 2 (50 points): Write two GUI programs using JavaFX to finish the following sub-tasks: (a) Draw a detailed clock: Modify the ClockPane class provided to draw the clock with more details on the hours and minutes, as shown in Figure 1. Save the java file as Task2aXX.java. (a) Displays two clocks. The hour, minute, and second values are 4, 20, 45 for the first clock and 22, 46, 15 for the second clock, as shown in Figure 2. Save the java file as Task2bXX.java. The figures below show example GUI of this program for subtask 1 and subtask2.

If time allows, you can also create animation for a running clock for 10 bonus points. Grading Rubric Figure 1: A detailed clock Figure 2: Two clocks – (10 points) for classes with necessary functions and key details – (10 points) for the workable classes and functions without any syntax or runtime errors. – (10 points) for appropriate comments Challenges in This Project 1. For 10% extra credit, you are welcome to explore the design of each task. Note: You still have to finish all tasks required by this project. 2. You should install the IntelliJIDEA to facilitate the development of Task 2. —————x———— Good Luck ————x————–

Paper for above instructions

Outline and Notes: The Renaissance (1450 – 1600)

I. History and Culture

A. Definition of the Renaissance
- The term “Renaissance” suggests a sudden awakening of intellectual thought and the rebirth of learning. However, it should be viewed as part of a continuous historical development, not as a distinct break from the Middle Ages (Burke, 2000).
B. Origin and Geography
- The Renaissance began in Florence, Italy and later spread to other areas of Europe such as France, the Netherlands, and England. This movement was influenced by the proximity to classical Greek and Roman cultures (Harrison, 2009).
C. Shift in Societal Values
1. Transitioning from a sacred to a secular understanding of the world.
2. Increased reliance on scientific inquiry and human reason rather than religious dogma.
3. Emergence of a focus on earthly life rather than the afterlife; rekindling interest in humanistic values (Gies, 1994).
D. Age of Exploration
- The era marked significant explorations, driven by the quest for new trade routes that eventually led to the discovery of the Americas (Tyson, 2013).
E. Artistic and Architectural Developments
1. Artists began emphasizing realism and naturalism in their work, breaking from the symbolic nature of medieval art.
2. Architecture transitioned from Gothic designs to harmonious proportions and classical styles, characterized by symmetry and the use of columns (Murray, 1983).
F. Rediscovery of Classical Texts
- There was a revival of ancient Greek and Roman literature, philosophy, and arts, which shaped the Renaissance intellectual landscape (Rabil, 2002).
G. Influential Components
1. Humanism - An intellectual movement emphasizing human potential and achievements.
2. Technological Advancements - Innovations such as the printing press revolutionized communication and education (Febvre & Martin, 1958).
3. Social Changes - The merchant class rose in prominence, challenging the established feudal order (Kishlansky et al., 2013).

II. Music

A. Rise of Music during the Renaissance
1. Composers found patronage from the church and aristocratic courts, leading to the growth of professional music and better instruments.
2. Amateurs emerged among the middle and upper classes, facilitating a broader embrace of music (Harrison, 2009).
B. The Renaissance Motet
1. Development of polyphony - the combination of multiple independent melodies (Murray, 1983).
2. Important contributors included figures such as Josquin Des Prez and the Burgundian School who reimagined sacred compositions.
3. The use of SATB (soprano, alto, tenor, bass) voices became standard, and techniques like counterpoint were meticulously developed (Carson, 2011).
C. Instrumentation and Structure
1. Playing styles evolved, and instruments improved due to advancements in craftsmanship.
2. The proliferation of printed music facilitated accessibility for various ensembles, which included both "bas" (indoor) and "haut" (outdoor) instruments (Grout & Palisca, 2001).
D. Development of Secular Music
1. The entertainment scenes expanded through troubadours and street musicians.
2. Increases in literacy and printing meant broader dissemination of musical works (Alfredo, 2014).
E. Notable Works
- Vocal examples include “Ave Maria” by Josquin Des Prez which showcases complex polyphony and the use of imitation.
- Instrumental examples include Tielmann Susato’s "Three Dances," highlighting the celebrative and communal nature of Renaissance music (Palisca, 1996).
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Conclusion

The Renaissance period was not merely a revival of what had been lost but a transformative era that dramatically reshaped European cultural, artistic, and intellectual landscapes. With influences spanning from humanism to advancements in music and exploration, it marked the transition towards modernity and the values characteristic of contemporary society.

References

1. Alfredo, F. (2014). The Renaissance and the Dawn of Modernity. Cambridge University Press.
2. Burke, P. (2000). The Renaissance. Macmillan.
3. Carson, C. (2011). Renaissance Music: Music in Western Europe, 1400-1600. WCB/McGraw-Hill.
4. Febvre, L., & Martin, H.-J. (1958). The Coming of the Book: The Impact of Printing, 1450-1800. Verso.
5. Gies, F. (1994). Life in a Medieval Castle. HarperCollins.
6. Grout, D. J., & Palisca, C. V. (2001). A History of Western Music. W.W. Norton & Company.
7. Harrison, M. (2009). A Cultural History of the Renaissance. Bloomsbury Academic.
8. Kishlansky, M., Geary, P., & O'Brien, R. (2013). Civilization in the West. Pearson.
9. Murray, C. (1983). The Renaissance: A Short History. Penguin.
10. Rabil, A. (2002). Renaissance Humanism: An Anthology of Sources. Hackett Publishing Company.
The Renaissance period (1450–1600) marked a pivotal point in European history, serving as a creative and intellectual bridge between the Middle Ages and modernity, which can be studied through its diverse cultural, artistic, and intellectual developments.