PARITARY PRIVATE HIGH SCHOOL
DECREE N.338 MITF005006
DECREE N.1139 MITNUQ500H
DECREE N.2684 MIPMRI500E
IT

ART HISTORY - GENERAL OUTLINES AND SKILLS

ART HISTORY - GENERAL OUTLINES AND SKILLS

At the end of the high school course, the student has a clear understanding of the relationship between works of art and the historical situation in which they were produced, thus of the multiple links with literature, philosophical and scientific thought, politics, and religion. Through reading pictorial, sculptural, and architectural works, he or she has also become familiar with the specific languages of different artistic expressions and is able to grasp and appreciate their aesthetic values.
Among the skills acquired are necessarily: the ability to correctly place the artists and works studied in their specific historical context; to be able to read works using an appropriate method and terminology; to be able to recognize and explain iconographic and symbolic aspects, stylistic features, functions, materials and techniques used.
Finally, the student has an awareness of the great cultural value of the archaeological, architectural and artistic heritage of our country and is familiar with the essential aspects of issues related to protection, conservation and restoration.
From the first year, it is therefore necessary to make it clear that there are many ways of looking at works of art, providing students with the essential elements of knowledge of the main historiographical methods, and to emphasize that a work of art is not only a set of formal and symbolic values, nor the result of a generic creative activity, but also involves specific technical expertise.
In addition, it is important that in a lecture on, say, the Flavian Amphitheater or the Sistine Chapel's "Judgment" also find a place for considerations of the changes it has undergone, its state of preservation, and the problems of restoration.

SPECIFIC LEARNING OBJECTIVES

SECOND TWO-YEAR PERIOD
During the second two-year period, the study of artistic production from its origins in the Mediterranean area to the end of the 18th century will be addressed.
In view of the extended time span and the number of hours available, the teacher must realistically plan a program that first of all envisages some indispensable contents (artists, works, movements) on account of the decisive importance they had in certain historical contexts, limiting as far as possible monographic treatises, and from time to time enucleating the most significant themes and the most appropriate keys to interpretation.

In-depth examinations of the artistic tradition or of significant archaeological, architectural or museum complexes in the urban and territorial context may then be envisaged.
Among the key contents: Greek art, choosing the most significant works from the different periods in order to illustrate an aesthetic conception that is at the root of Western art; the close link with the political dimension of art and architecture in Rome; early Christian art and the symbolic dimension of images; essential elements of knowledge of early medieval artistic production, in particular suntuary art; Romanesque art, studied through formal constants and major centers of development; the structural inventions of Gothic architecture as a prerequisite for a new spatiality; the "birth" of Italian art, with Giotto and the other great masters active between the second half of the 13th century and the first half of the 14th century.
For the art of the Renaissance in particular, given the extreme richness and complexity of the artistic production of this period, a rigorous selection of artists and works and the identification of a path and criteria-guides capable, however, of providing students with a clear overall picture and a certain number of significant insights is necessary on the part of the teacher.
Key contents include: the early Renaissance in Florence and the "precursor artists"; the discovery of perspective and its consequences for the figurative arts; classicism in architecture, and its developments in European architectural culture; the main Italian artistic centers; the relationship between Italian art and Flemish art; the initiators of the "third manner": Leonardo, Michelangelo, Raphael; the Classicism-Mannerism dialectic in 16th-century art; the great season of Venetian art.
Given the great variety of artistic experiences of large and small Renaissance centers, the choice of topics to be covered may be guided not only by the cultural and educational choices of the teacher but also by the territorial reality of the high school.
Similar criteria of selection and integration of content should be applied to the treatment of the seventeenth and eighteenth centuries. Among the fundamental contents: the novelties proposed by the naturalism of Caravaggio and the classicism of Annibale Carracci and the influence exerted by both on later production; the exemplary works of the Roman Baroque and its most important masters; art and illusion in late Baroque and Rococo decoration; Vedutism.

FIFTH YEAR.
The fifth year includes the study of the nineteenth and twentieth centuries, starting with the Neoclassical and Romantic movements, following the main lines of art development from the avant-garde movements to the middle of the last century, with a look at contemporary experiences.
Key contents include: the rediscovery of antiquity as a civic and aesthetic ideal in the neoclassical movement; the art of Romanticism and its links to historical context, literary production, and philosophical thought; the reflections of the political and social climate of the mid-nineteenth century in the painting of the realists; the importance of photography and studies of light and color for the birth of Impressionism; artistic research from Postimpressionism to the break with tradition made by the historical avant-gardes; the historical and cultural climate in which the Futurist movement was born and developed; art between the wars and the return to order; the birth and developments of the Modern Movement in architecture; the main lines of research in contemporary art.


S. Freud Paritary Institute - Private School Milan - Paritary School: IT Technical Institute, Tourism Technical Institute, High School of Human Sciences and High School
Via Accademia, 26/29 Milano – Viale Fulvio Testi, 7 Milano – Tel. 02.29409829 Virtuale fax 02.73960148 – www.istitutofreud.it
Milan High School - Private IT School Milan
Milan Private Tourism School - Human Sciences High School, Social and Economic Address Milan
Liceo Scientifico Milano
Contact us for more information: [email protected]

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