Donatello Essays - Donatello, The Feast Of Herod, David, Free Essays

Donatello Essays - Donatello, The Feast Of Herod, David, Free Essays Donatello Michelle Hoell Professor Kranz Humanities 2 16 Nov. 2001 Donatello is known as the most important sculptor of the Early Renaissance. The author, John Pope-Hennessy noted him as one of the greatest artists who ever lived (Pope-Hennessy p.11). Donatello was a modest person who was very dedicated to his works. Because of his great dedication, he was able to create so much art in so many different varieties (Poeschke p.5). Donatellos origins, his accomplishments, and his impact are important aspects to appreciate the sculptor, Donatello. Donatello was born on 1386 in Florence, Italy by the name Donato di Niccolo di Betto Bardi. (library p.1). His father, Niccolo di Betto Bardi, was a wool comber. It is thought that he learned his career from one of the stone sculptors for the Cathedral of Florence around 1400 (britannica p.3). He assisted Filippo Brunelleschi, with whom he may have visited Rome and studied monuments of antiquity there (Blood p.1). Donatello started sculpting at the age of twenty. Donatello created masterpieces with stone, clay, bronze, or gold (Poeschke p.376). He is said to have worked in Lorenzo Ghiberti's shop and also had a shop of his own in Florence. Later in life he studied Roman Ruins and became a humanist. Donatello died on December 13, 1466 at the age of eighty. He never married and had no children (Blood p.1). Donatellos works can be separated into three periods. The first period is comprised of works done before the year 1425. During the first period, Donatello was greatly influenced by the Gothic style, yet classical and realistic influences were also Hoell 2 present. During this time Donatello identified himself as a realist. Most of his weeks of this period were spent in Florence (Blood p.2). One of the works completed during the first period is the marble David was one of Donatellos earliest works, which was completed around 1412 (britannica p.2). On February 20, 1408, Donatello was commissioned to make one of the buttresses, which were going to be placed on the choir of the Duomo in Florence. A total of twelve buttresses were supposed to be made by several different sculptors but the task was never completed. When Donatello finally completed his work, it was criticized of being too small to be placed in its location, which was eighteen meters high. The David ended up in the Duomo workshops for a few years. Then, in July 1416, it was moved to the Palazzo Vecchio. Donatello was then paid five extra florins to make some alterations to the statue. This may be when the very intricate details were added to Goliaths face and hair. He may have also added details to the clothing, such as seams, folds and fringes, during this time. Because of this, Donatello was noted of putting much more importance into the details of the sculpture more than any sculptor of this time puts (Poeschke p.27, 377). A while later the Prophet David was given a place of honor in the city hall to represent political freedom. Donatellos David was chosen for this place. Ghilberti, the leader in International Gothic Style, influenced this sculpture. International Gothic Style consisted of soft curves, which the Dav id processed. The construction of the drapery also had a Gothic look. This work was made for the Cathedral but was later moved to Palazzo Vecchio in 1416. There, the David symbolized civic patriotism. It was later shadowed Hoell 3 by the huge Michelangelo version of David (britannica p.2). The David can be seen on page nine and is image one. Another work done during the first period is St. George. It was one of Donatellos most powerful works. It had demonstrated personality and confidence, which has not been seen since the classical antiquity (britannica p.2). St. George is image four on page ten. There appears to be holes made into the marble. These holes are thought to have held a wreath or bronze helmet on the head. The right hand was carved to hold a sword of lance made of bronze. The statue was completed on 1415 and the tabernacle niche in which is placed was completed around 1417 (Pope-Hennessy p.63, 64). It is unsure if Donatello had anything to do with designing the tabernacle in

Food Lesson for an ESL Learner

Food Lesson for an ESL Learner Learning about food is an important part of any ESL or EFL class. This food lesson provides some fresh approaches to help students practice speaking, writing and dealing with everything related to food. Before using this lesson, it is a good idea to have students learn some basic food vocabulary including vocabulary related to different names of food, measurements, and containers, ordering food in restaurants, and preparing food. Once students are comfortable with this vocabulary, you can move on to some more inventive activities such as writing recipes in English and having students describe their favorite meals to each other in class. Use this lesson as a way to review and expand all the various vocabulary and expressions related to food that youve explored with students in your class. The premise of this lesson is that students identify a new type of dish theyd like to prepare, research and write a recipe and make a list of ingredients. Finally, students make a trip to the supermarket - virtually or in the real world - to price items. Youll need access to computers to complete this lesson, or you can do the old fashioned way by actually going to the store with students. It makes a fun, if slightly chaotic, class excursion. Aim Researching a recipe from A to Z Activity Working in teams to identify, research, plan and shop for an exotic meal Level Beginner to intermediate English learners Outline As a class, begin the discussion by describing a delicious meal you have had. Go into as much detail as youd like, students will enjoy this unless its dinner time!Have students get in pairs or small groups of three or four. Each group should share their own experiences with great meals.Once students have shared their experiences, ask them to decide on one of the meals that have been discussed.Each group should then use a computer to find an image that fits one or more of the dishes in the chosen meal. Suggest students google the dish and click on images to find the image. Each group should print out their chosen image.Tape the image of each group to the wall.Ask students to take a piece of paper and circulate around the room to choose a dish that looks tasty. Once theyve chosen the dish, students should write down the ingredients they feel are necessary to make the dish.When students have made their choice and written down the necessary ingredients, group students by who has chosen w hich image. Students should then compare notes on the necessary ingredients. Note that students should be taking down the ingredients for a new dish based on an image that appealed to them from another group. Next, have students find a recipe for their chosen dish by using a cookbook (old school), or by choosing a recipe online.Ask students to compare their list of ingredients to the recipe and make any changes or additions necessary.Once students have created their list, its time to go shopping. As a class, you can visit an online grocer such as Safeway, or you can take the class on a field trip to a local supermarket.Students then go shopping. They take note of the products they need, the price, etc. I like to insist that students include the name of the container to help practice this type of vocabulary.As a class, have each group report back on how many containers, boxes, heads of a certain produce item, etc. were bought and how much they paid including the total.Optional: For truly adventurous classes - Ask students to actually go shopping and purchase, cook, and serve up the dish they have chosen. This would make a great pot-luck lesson for all to enjoy which would be tied into a sp ecific learning objective.