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A comparison of the baroque art pieces made by rembrandt and rubens

  • Who left a most impressive legacy?
  • However, if compared to Rubens, Rembrandt did paint many more portraits;
  • His paintings were calm, logical and at the same time imbued with philosophical musings;
  • Due to his expertise over the principles and elements of Baroque art, R Categories.

Show students the reproduction of The Entombment by Rubens. Ask them to share their impressions of the painting. Show students the reproduction of The Deposition.

  1. While Samson may be the main focal I point, every figure can be acknowledge because of the expert balance that Rembrandt port says, Rubens and Rembrandt. In addition, 5 Baroque architects made full use of the mural painting skills of painters like Andrea Pozzo and Pietro da Cortona, whose trompe l'oeil fresco ceilings continue to inspire to this day.
  2. Obviously the idea of using a wall to display a painted scene was as old as art; what was new, or almost new, was the use made of this technique of mural painting by Baroque artists. Major differences between renaissance and baroque art appear when we study how artists in the two periods deal with light and plane let's take a moment to define our terms in the art world, artists incorporate light into their works in many different ways, but they focus primarily on the contrasts between light and darkness and the gradations of shadow in between.
  3. This painting is housed in the Palazzo Pitti in Florence. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

Go over the definitions of the Renaissance and Baroque artistic movements, and how these movements were manifested in Northern European art. Background information on these movements can be found by searching these terms on Wikipedia or the Metropolitan Museum of Art's Timeline of Art History. Have students compare the two artworks to determine differences between the two movements as evidenced in these two paintings.

Students should discuss possible reasons for the differences. Pass out paper and pencils. Have students do a quick-write on both paintings based on the conclusions reached in the class discussion.

Ask students to read Luther's 95 Theses on the Power and Efficacy of Indulgences in class in groups of four. Within their groups, have students discuss the reforms that Luther proposed. Have students share their observations of the painting. Provide students with the background information about the painting, and share the story of Daniel and Cyrus.

Ask students to think about and make connections between this painting and Luther's 95 Theses on the Power and Efficacy of Indulgences. Provide students with primary sources, such the Spiritual Exercises by Ignatius of Loyola and excerpts from the Council of Trent.

Have students do further research on the Reformation and Counter Reformation. Have the groups use a graphic organizer, such as a T chart, to help them understand how Protestantism and Catholicism differed after the Reformation. Have students work together in their groups to draw parallels between each painting and the beliefs of each artist. Ask students to consider the time and place in which the artist lived. Ask them to consider how different institutions and practices may have influenced each artist.

In their groups, have students discuss a current institution that may be in need of reform. Have them generate lists and come to a group consensus on what to reform. Within the four-person groups, have students write three to five paragraphs—two students writing to defend the institution as it exists and two students writing to advocate for its reform.

Have students brainstorm ideas about symbols or images that they can use to defend the institution as it exists or to advocate for its reform. Then have each student make a series of drawings reflecting his or her position, and then choose one drawing to share with the class. Have a discussion to see if the class can determine which position is represented by each drawing.

  1. Have them generate lists and come to a group consensus on what to reform.
  2. Rembrandt painted far less historical and mythological paintings than Rubens.
  3. Ask students to read Luther's 95 Theses on the Power and Efficacy of Indulgences in class in groups of four.

The Entombment, Peter Paul Rubens, 1612 Assessment Students will be assessed on participation in group and class discussions and their understanding of the Reformation and Counter Reformation.

Students will also be assessed on their writings and drawings of an institution that they support as it exists or that they wish to reform. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Research to Build and Present Knowledge 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

Draw evidence from literary or informational texts to support analysis, reflection, and research.

A comparison of the baroque art pieces made by rembrandt and rubens

Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.

Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. Students compare the present with the past, evaluating the consequences of past events and decisions and determining the lessons that were learned. Historical Research, Evidence, and Point of View 2. Students identify bias and prejudice in historical interpretations. Students interpret past events and issues within the context in which an event unfolded rather than solely in terms of present-day norms and values.