Teaching AP* Art History Chapter Guide to Gardner s 12 th Edition Chapter 10 From Seven Hills to Three Continents The Art of Ancient Rome

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1 Teaching AP* Art History Chapter Guide to Gardner s 12 th Edition Chapter 10 From Seven Hills to Three Continents The Art of Ancient Rome 1. Lecture Strategies and Key Ideas. This chapter introduces the art of the Romans. Together with the previous chapter on Greek art, it is a crucial text for AP* students as it forms the second half of their classical art studies. Students should be aware of the geography of Italy and teachers might pass out maps for students to study. (See MAP 9-1 and MAP 10-1). It is not absolutely necessary for students to be well versed in Roman history, but a short background lecture, illustrated with a map transparency, would help them understand its art within the context of Roman civilization and conquests. The list on page 262 will help students see the chronological development of Rome. As always, it is useful for students to examine two slides at once, and in the case of this chapter it is helpful for students to view a Roman art slide while also seeing a Greek one. Showing a Greek temple and a Roman one simultaneously, for example, will show the similarities but more importantly it would also point out the dissimilarities. The two cultures art alternately was idealistic and real, and students might ponder how the Greek statuary moved from high classical ideals to a Hellenistic real world portrayal, just as the Romans would move from realism during the Republic period to Roman classicism later. But it is in architecture that the Romans made their greatest contributions and students can be assured that they will be expected to know the great public buildings when they confront the AP* Art History Exam. Fortunately, most students will find the subject fascinating, and they will already be somewhat familiar with structures such as the Colosseum and Pantheon. (The graceful beauty of the Pont du Gard will probably be a pleasant but new sight for them.) Patronage. The long list of emperor s names need not be memorized, but AP* students should know Caesar Augustus, Hadrian, Marcus Arelius and Constantine and the parts they played as patrons of the arts. Heads Up Note. It would be well for teachers to divide the chapter into four lessons and give quizzes at the end of each. These four sub-chapters are listed below along with the key vocabulary that is associated with each part. Again, be particularly certain that students are versed in the architectural achievements of the Romans. 1. Republic. 509 BCE-27 BCE. This is the period that saw, in 211 BCE, the beginning of the Roman craze for Greek art. In architecture, students should be aware of the place 1

2 concrete had in the Roman ability to create molded and complex forms. This Roman architectural revolution (see page 250) allowed the building of spatial envelopes. Students should be able to visualize the arch, barrel vault, groin vault and dome construction. In sculpture, Republican Roman art is characterized by a brutal realism called verism. Roman genius for city planning is found at Pompeii. In painting, the text differentiates among the first, second, third and fourth styles. Students should know the characteristics of each, and appreciate that Roman painters were familiar with single point perspective and aerial perspective, although these views were not always employed. Key Vocabulary for Republican Art. Temple of Fortuna Virilis concrete arch Dome barrel vault groin vault Verism forum basilica Nave aisles impluvium Pompeii point perspective aerial perspective 2. Early Empire. 27 BCE- 96 CE. This era begins with the reign of Caesar Augustus and leads to his Pax Romana. Just as Alexander helped spread classical ideals, so the Romans took with them during this period their art ideals as they conquered nations east and west. The statue of Augustus of Primaporta is illustrative of the iconography and return to classicism of the period. Students should know the panels of the Ara Pacis and its narrative as state propaganda. (A good example of a contextual question in AP Art history is to have students describe the style and purpose of the Ara Pacis panels.) There are also public structures that students should know, especially the Pont du Gard, Maison Carrée, Colosseum, and Arch of Titus with its narrative of the Roman conquest of Palestine. Key Vocabulary for Early Empire Art. Augustus of Primaporta Ara Pacis Pont du Gard Maison Carrée Pont du Gard, Maison Carrée Colosseum triumphal arch Arch of Titus Spoils of Jerusalem 3. High Empire. 97BCE-192 CE The period when the Roman Empire was at its peak. The patronage of the various emperors led to the building of some of Rome s grandest structures, including Trajan and his arch and column, and the justly famous domed Pantheon and Villa built on orders from Hadrian. The Pantheon should be known by students for its Archtecture of space. The equestrian statue of Marcus Arelius is the first of a long line of man on horseback statues that students will find in art history. Key Vocabulary for High Empire Art. Arch of Trajan Trajan s column Pantheon Hadrian s Villa Ostia equestrian statue mummy portrait apotheosis 2

3 4. Late Empire. 193 CE- 395 CE. This is the era of the ruthless rulers and, for the Empire, the beginning of the end. In art, we find also the demise of classicism in public art (See, for example, FIG ) and the beginning of art ideals that would last through the Middle Ages. The Four Tetrarchs (FIG ) is a charming introduction to these medieval art developments. The main monument showing the transition away from classicism to medieval art is found on the Arch of Constantine, and students should be able to tell the arch s history and describe its reliefs. Key Vocabulary for Late Empire Art. Four Tetrarchs Arch of Constantine Basilica Nova Constantine s Christianity Gender. Women are shown on the panels of the Ara Pacis as mothers with children at their sides. This depiction had a political purpose, as it was the Emperors wish to have an increase in Roman population. Narrative in Art. Examples are the Ara Pacis and its narrative as state propaganda and the panels of the Arch of Titus with its story of the conquest of Palestine. The interesting story of how Roman art turned from its classical roots to a medieval appearance can be found in Battle of Romans and Barbarians [Ludovisi Battle Sarcophagus] (FIG ) and in the reliefs of the Arch of Constantine, where artists mixed old classical motifs and style with those of the medieval world. 3. Key Images from Gardner s Art Through the Ages. [Image numbers from 12 th ed.] Artist Gardner Subject Key Idea FIG. Number Republic 10-2 Temple Virilus Greek & Etruscan Republic 10-3 Temple of Vesta Like Greek tholos Republic 10-4 Fortuna Primigenia Concrete Architecture See page 251 Variations on the arch Architecture Pompeii City planning Architecture House atrium House planning Painting Wall First style Painting Mystery frieze Second style Painting Wall Third style Painting 10-20/21 Wall Fourth style Early Empire Augustus Classicism Early Empire 10-27/29 Ara Pacis Political messages Early Empire Pont du Gard Public edifice Early Empire Maison Carrée Public temple Early Empire Colosseum Public spectacles High Empire Arch of Titus Triumphal arch 3

4 High Empire Trajan s column Spiral column High Empire 10-49/50 Pantheon Unique space High Empire Statue of Aurelius First equestrian Late Empire Ludovisi Reject perspective Late Empire Four Tetrarchs Reject classicism Late Empire Arch of Constantine Transition Late Empire 10-79/80 Basilica Model for church 4. Quizzes, Tests and Study Materials Be sure to reference the general art resources available for this Gardner book at From here there are online quizzes, a complete study guide, Internet activities, vocabulary flashcards, and more. Website(s). Good sources of online websites that contain images for all Art History are found at and at 5. Questions: Each chapter of Gardner s Art Through the Ages textbook has a corresponding quiz and test in the Instructor s Manual. The CD-ROM allows teachers to choose which questions to use and to create and print quizzes and tests. Essay Questions. 1.Augustus of Primaporta (FIG ) and Kritios Boy (FIG. 5-33). Question: Identify by name both these sculptures. Which came first? What qualities do both sculptures share and what qualities are different? (10 minutes) Students should remember Kritios Boy as the first classical statue (from the Greek chapter) and also know the statue of Augustus. While both share a classical ideal, students should note that the armored Augustus and the small associated statue of cupid make almost every facet of the statue a political and propagandistic message. Arch of Constantine (FIG ). 2. Arch of Constantine. (FIG ). Question: Identify the Roman Emperor for whom this arch is named. What stylistic qualities found on the arch s roundels and on the relief panel beneath them reflect influences from earlier cultures, and which suggest new trends in art? (8 minutes.) Students should discuss the arch as a transition art piece with classical style mixed with the style of the medieval world. 3. The Pantheon (FIG and 10-50). 4

5 Question: Identify the building shown by its name, purpose and culture that built it. Discuss its innovative engineering and the aesthetic effect achieved by its architects. (10 minutes.) The Pantheon should be discussed as a temple for the gods with its unique domed construction and its architecture of space. 5