- •History through art
- •Развитие речевой способности в контексте диалога культур и цивилизаций
- •С.В. Сомова
- •Part II
- •Part III
- •Step 1: Understanding the Information Historical Background
- •Archaic Period
- •Classical Period
- •Hellenistic Period
- •Part II Words to be pronounced and learnt
- •Part III
- •Step 2: Spelling and Vocabulary
- •Ancient rome Historical Background
- •Step 1: Understanding the Information Historical Background (509 bc – ad 476)
- •Part I
- •Part II
- •Part III
- •Step 2: Spelling and Vocabulary
- •Step 4: Shaping Ideas and Facts in English
- •Step 5: Subject and Thesis
- •Part II
- •The middle ages
- •The MiDdLe aGeS
- •Historical Background
- •Part I
- •Part II
- •Part III
- •Step 1: Understanding the Information Historical Background 800 bc – 146 bc
- •Part I
- •Part II
- •Part III
- •Step 2: Spelling and Vocabulary
- •Step 3: Punctuation and Logic
- •Step 4: Shaping Ideas and Facts in English
- •Hildegard of bingen
- •Part III
- •The renaissance
- •The renaissance
- •Historical Background
- •Part I
- •Part II
- •Step 1: Understanding the Information Historical Background
- •Part I
- •Part II
- •Step 2: Spelling and Vocabulary
- •Step 3: Punctuation and Logic
- •Step 4: Shaping Ideas and Facts in English
- •Портрет высокого возрождения
- •Vincenzo perugia
- •Part IV
- •The baroque
- •The baroque
- •Historical Background
- •Part I
- •Part II
- •Step 1: Understanding the Information Historical Background
- •Part I
- •Part II
- •Part III
- •Step 2: Spelling and Vocabulary
- •Step 3: Punctuation and Logic
- •Step 4: Shaping Ideas and Facts in English
- •Giovanni lorenzo bernini
- •Part V
- •The enlightenment
- •The enlightenment
- •Historical Background
- •Part I
- •Step 1: Understanding the Information Historical Background
- •Part I
- •Versailles
- •Part II
- •Step 2: Spelling and Vocabulary
- •Step 3: Punctuation and Logic
- •Thomas gainsborough
- •Step 4: Shaping Ideas and Facts in English
- •Franz joseph haydn
- •George frideric handel
- •Part VI
- •Romanticism
- •Romanticism
- •Historical Background
- •Part I
- •Step 1: Understanding the Information Historical Background
- •Part I
- •Part II
- •Step 2: Spelling and Vocabulary
- •Step 3: Punctuation and Logic
- •John constable
- •Step 4: Shaping Ideas and Facts in English
- •Part VII the new times
- •Historical Background
- •Part I
- •Step 1: Understanding the Information Historical Background
- •Part I
- •Part II
- •Part III
- •Step 2: Spelling and Vocabulary
- •The twentieth century Historical Background
- •Part I
- •Step 1: Understanding the Information Historical Background
- •Part I
- •Part II
- •Step 2: Spelling and Vocabulary
- •Step 3: Punctuation and Logic
- •Step 4: Shaping Ideas and Facts in English
- •Step 5: Writing an Essay
- •Topics for Your Essays
- •Reference
- •1. Writing technique
- •1.1. How to Start to Write
- •1.2. How to Take Notes
- •1.3. Library Resources for Writing
- •1.4. Effective Sentences
- •1.5. Paragraphing
- •1.6. Paraphrasing
- •2. Written forms
- •2.1. Précis-writing
- •2.2. Synopsis-making
- •2.3. Composition and Essay-Writing
- •3. Elements of style. Expressive means of the english language
- •3.1. Metaphor
- •3.2. Metonymy
- •3.3. Simile.
- •Compare
- •3.4. Epithets
- •Compare
- •3.5. Hyperbole and understatement.
- •3.6. Oxymoron
- •3.6. Irony
- •4. Punctuation
- •4.4. The comma
- •4.5. The semi-colon
- •4.6. The colon
- •4.7. Quotation marks
- •4.8. Apostrophe
- •4.9. Hyphen
- •4.10. Marks of Parenthesis
- •4.11. A series of periods
- •4.12. Punctuating within the Compound Sentences
- •4.13. Punctuating within the Complex Sentence
- •5. Capitalization
- •6. Numbers spelled out or used in figures
- •Appendix 1
- •Appendix 2
- •Dictation 1 Early Years of Christianity
- •Dictation 4
- •Dictation 5 Socrates, Plato, and Aristotle
- •Dictation 6 The Roman Republic
- •Dictation 7 The Gladiators
- •Dictation 8 The Roman Empire
- •Dictation 9 Ancient Rome
- •Dictation 10
- •Keys to
- •Ancient Rome step 1: Understanding the Information
- •Step 2: Spelling and Vocabulary
- •Step 3: Punctuation and Logic
- •Step 4: Shaping Ideas and Facts in English
- •Part II. The Middle Ages step 1: Understanding the Information
- •Step 2: Spelling and Vocabulary
- •Step 3: Punctuation and Logic
- •Part III. The Renaissance
- •Step 2: Spelling and Vocabulary
- •Step 3: Punctuation and Logic
- •Vincenzo perugia
- •Part IV. The Baroque
- •Step 2: Spelling and Vocabulary
- •Step 3: Punctuation and Logic
- •Giovanni Lorenzo bernini
- •Part V. The Enlightenment
- •Step 3: Punctuation and Logic
- •Thomas gainsborough
- •Part VI. Romanticism
- •Step 2: Spelling and Vocabulary
- •Step 3: Punctuation and Logic
- •John constable
- •Part VII. The New Times
- •Step 2: Spelling and Vocabulary
- •The Twentieth Century
- •Step 2: Spelling and Vocabulary
- •Step 3: Punctuation and Logic
- •Resource List
- •Contents
- •Авторы-составители:
Part III
Give the proper English equivalents
защитник (покровитель)
протестантов
официальный художник при дворе
умело использовать свет и тень
иезуит
разнообразие фактур
и поверхностей
находиться в огне
религиозного экстаза
приводить в движение (вызывать)
накопить состояние путем
тяжелой работы и бережливости
узурпировать
обеспечивать великолепную
обстановку для монарха
и его двора
располагаться параллельно
плоскости картины
прятать в углу
определять настроение
величественный
и спокойный
поймать румянец лиц
искусство движения,
беспокойной
неустойчивости
отражать любовь
к наслаждениям
наслаждение
удовольствиями плоти
Check the pronunciation and spelling of the proper names (parts 2, 3)
Giorgione
Pieta
Titian
Versailles
the Armada
the Escorial
Diego Velasquez
Louis
Leibnit
z
Questions to answer
What was the subject of most Baroque painting in Spain – religion or everyday life and landscapes? Why? What effect might this have had on the Spanish people? What about Dutch people?
How did King Louis XIV affect the subject of much Baroque art in France?
What did he hope to accomplish by becoming the focus of the French art world?
What are the major common elements found in all Baroque art, regardless of its subject or in what country it was produced?
Explain and expand on the following:
The Baroque period was a time when man’s knowledge of the world around him was expanding at a frightening rate, when the old governments were torn by political strife, when the traditions of the church were called into question by the development of “modern” religious ideas. Such a situation is very similar to that of the present day.
Compare the present day with the Baroque using this paragraph as a guide. (Try to use as many items of active vocabulary as possible.)
Tasks to the Pictures
Look at Picture 9.
This painting by Peter Paul Rubens is called “The Arrival of Marie de Medici at Marseilles”. Who was Marie de Medici?
the queen who lost her head during the French Revolution
Peter Paul Rubens’ wife
an allegorical figure from classical mythology
the wife of Henry IV, the first Bourbon King of France
Step 2: Spelling and Vocabulary
Exercise 1: Pronounce the words below. Match a word with a picture (not all the pictures have their names!)
Plate 5
The Baroque Art __
|
The Types of Vault __
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Plate 6
Historical Costumes
French lady [ca. 1600] ___
millstone ruff (cartwheel ruff, ruff) ___
corseted waist (wasp waist) ___
gentleman [ca. 1650] ___
wide-brimmed felt hat (cavalier hat) ___
falling collar (wide-falling collar) of linen ___
white lining ___
jack boots (bucket-top boots) ___
lady [ca. 1650] ___
full puffed sleeves (puffed sleeves) ___
Exercise 2: Developing spelling skills. Fill in the blanks with missing letters. Remember the spelling and the pronunciation.
Dis - iple, c - - ling, f - - rce, in - - isition, tr - - ps, - - amber, t - - moil, mean - - ile, herita - e, ostentati - - s, -ltar, grand - - r, ch - - s.
Exercise 3: Derivatives. In the following pairs of nouns and adjectives add the missing one.
Prosperous |
- _____________ |
dramatic |
- _____________ |
______________ |
- theatre |
_______________ |
- religion |
symmetrical |
- _____________ |
geometric |
- _____________ |
______________ |
- music |
_______________ |
- clarity |
glorious |
- _____________ |
desperate |
- _____________ |
______________ |
- mystery |
_______________ |
- anger |
opulent |
- _____________ |
reasonable |
- _____________ |
______________ |
- turbulence |
_______________ |
- precision |
sensual |
- _____________ |
high |
- _____________ |
______________ |
- sculpture |
_______________ |
- harmony |
cultural |
- _____________ |
imaginative |
- _____________ |
______________ |
- vibrancy |
_______________ |
- violence |
triumphant |
- _____________ |
aristocratic |
- _____________ |
______________ |
- extravagancy |
_______________ |
- architecture |
Exercise 4: Form the nouns denoting the doer of the action, using the given verbs. Add suffixes –er, -or.
Reform, defend, conquer, teach, build, explore, compose, paint, view, invent.
Exercise 5: Negative prefixes are used to form antonyms. But you need to think before you choose the proper prefix to form a new word.
Prefixes:
Un- |
In- |
Im- |
Words:
usual |
balanced |
rest |
known |
aware |
balance |
leash |
mortal |
formal |
possible |
Exercise 6: Compound words consist of two words. Match the parts of compound words from different columns.
Life Brush Business Ship Half House Back Birth Spot Breath |
man way ground place style builder work light taking hold |
Exercise 7: Match the pairs of sentences from the columns and combine them with the help of the conjunctions and, but, because. Sometimes variations are possible.
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a) Certain Baroque musical works are embedded in our cultural heritage. b) Vivaldi’s Four Seasons is another musical favorite in the Baroque style. c) Now the sweeping diagonal lines lend an air of excitement. d) It was also a church and a monastery and a symbol of the power and glory of Spain. e) It is also the art of the common man. f) These extravagances were soon emulated in the palaces of the nobility. |