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THE ULTIMATE CREDIT-BY-EXAM STUDY GUIDE FOR: Humanities 2 nd Edition 2/3/2023

Acknowledgments We would like to thank the authors, Frances Ann Aguda, Chasen Tangdong, and Hanette Stimie for their patience, support, and expertise in contributing to this study guide; Dr Garrett Eriksen and our team of editors for their invaluable efforts in reading and editing the text. We would also like to thank those at Achieve Test Prep whose hard work and dedication to fulfilling this project did not go unnoticed. Lastly, we would like to thank the Achieve Test prep students who have contributed to the growth of these materials over the years.

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Contents Chapter 1: Introduction to Humanities

A. What are the Humanities?

Chapter 2: Overview of the Arts

A. Modes of Expression and Reflection

2 7

B. Elements of Paintings

C. Sculpture

16 18 19 21 22 26 28

D. Architecture

E.Music F. Dance

G. Literature

H. Poetry

Chapter 2: Review Questions

Chapter 3: Prehistoric Era (290,000–5,000 BCE)

A. Paleolithic Era Art (40,000–10,000 BCE) B. Mesolithic Era Art (12,000–10,000 BCE) C. Neolithic Era (10,000–4,500 BCE)

30 32 32 33

Chapter 3: Review Questions

Chapter 4: The Ancient World (5000 BCE–500 CE)

A. Civilizations of Mesopotamia B. The Assyrians (1500–612 BCE) C. The Ancient Persians (550–331 BCE)

34 35 36 37 42 45 47 49 50 52 53 54 59 59 64 47

D. Ancient Egypt (4300–30 BCE)

E. Asia: India, Myanmar, and China (5000 BCE–1000 CE)

Chapter 4: Review Questions

Chapter 5: The Classical Age

A. Ancient Greece: Archaic, Classical, and Hellenistic (2700–30 BCE)

B. Ancient Greece (2700–750 BCE)

C. The Minoan Civilization (2700–1500 BCE) D. The Mycenaeans Civilizations (1600–1100 BCE) E. Ancient Greek Amphora Pottery (700 BCE–33 CE)

F. Classical Greece G. Hellenistic Greece

H. Ancient Rome: Kingdom, Republic, and Empire (753 BCE–476 CE)

Chapter 5: Review Questions

Chapter 6: An Empire Divided - Rome and Byzantine (272–1453 CE)

A. Christian Rome - The Western Empire (380–476 CE) B. Byzantine - The Eastern Empire (395–1453 CE)

67 70 74

Chapter 6: Review Questions

Chapter 7: The Middle Ages (500–1500 CE)

A. The Early Middle Ages (476–1000 CE) B. The High Middle Ages (1000–1300 CE) C. Romanesque Art and Architecture

77 83 85 88 95

D. The Gothic Awakening Chapter 7: Review Questions

Chapter 8: The Renaissance and Reformation

A. The Italian Renaissance (1400–1600 CE) B. The Early Renaissance (1400–1490 CE) C. High Renaissance (1490–1527 CE)

102 104 108 110 110 112

D. Mannerism (1520–1620 CE)

E. The Late Renaissance: The Reformation and Counter-Reformation (1520–1600 CE)

F. Northern Renaissance (1430–1580 CE)

Chapter 8 Review Questions

Chapter 9: The Baroque Period (1584–1723 CE)

114

A. The Baroque Period

114 114 115 119

B. Baroque Art & Architecture C. Dutch Baroque (1600–1750) Chapter 9 Review Questions

Chapter 10: The Rococo Style and Neoclassicism

121

A. The Rococo Style (1702–1780) B. Neoclassicism (c. 1660–1850) Chapter 10 Review Questions

121 122 125

Chapter 11: Romanticism (c. 1780–1850)

127

A. The Age of Revolution (c. 1775–1848)

127 127 128 131

B. Romanticism

C. Romantic Artists

Chapter 11 Review Questions

Chapter 12: Modernism in Art (c. 1800–1945)

132

19 th -Century Modernism in Art A. 19 th Century Architecture

132 132

B. Realism (1840 – 1880) C. Modern Art (1860s–1970s) D. Impressionism (1862–1892) E. Beyond Impressionism F. Post-Impressionists G. Pointillism (1880–1890) H. Fauvism (1899–1908) 20 th -Century Modernism in Art A. Expressionism (1905–1933)

133 134 136 140 142 145 146 146 147 147 150 151 151 151 155 156 157 157 157 162

B. Cubism (1907–1922) C. Dadaism (1916–1924)

D. Harlem Renaissance (1920–1940s)

Mid-Century Modernism in Art (c. 1900–1940s)

A. Surrealism (1924–1966) B. Regionalism (1928–1943) C. Abstract Impressionism

Modernism in Architecture (c. 1900–1980s)

A. Art Deco (1900–1945)

B. Modern Architecture (1914–1970)

Chapter 12 Review Questions

Chapter 13: Postmodernism (c. 1950s–Present)

164

A. Postmodern Art

164 165 168

B. Pop Art (1950s–1970s) Chapter 13 Review Questions

Chapter 14: Literature of the Ancient & Classical Periods

170

A. The Ancient World (5000 BCE–500 CE) B. Ancient Greece (2700–30 BCE) C. Ancient Rome (753 BCE–476 CE) D. The Rise of Monotheism (2000 BCE–600 CE)

170 171 176 179 183

Chapter 14 Review Questions

Chapter 15: Literature of the Middle Ages (500–1500 CE)

185

A. The High Middle Ages (1000–1300 CE) B. The Late Middle Ages (1300–1500 CE) C. The Renaissance and Reformation

185 186 188 194

Chapter 15 Review Questions

Chapter 16: Literature of the 17 th to18 th Century

196

A. Baroque Literature and Philosophy (1584–1723 CE)

196

B. Neoclassical Literature (1660–1798)

198 201

Chapter 16 Review Questions

Chapter 17: Literature of the 19 th Century to Present

203

A. The Late Modern Period (1800–1945)

203 216 218 221 222 223 224 225 227 229 229 230 234 236 239 241 241 244 245 245 246 250 253 254 258 260 261 264 272 227 241

B. 20th Century Literature

C. Notable American Modern Novelists: Lewis, Fitzgerald, Mitchell, and Walker

D. Remarque & Cook: War and Thrillers E. American Modernist Non-Fiction Novels F. The Beat Generation (c.1950–1960) G. Modern Era Poetry & Political Poetry

Chapter 17 Review Questions

Chapter 18: Performance Arts of the Ancient to Romantic Periods

A. The Classical Age: Ancient Greece (2700–30 BCE)

B. The Late Middle Ages (1300–1500 CE) C. The Renaissance and Reformation D. The Baroque Period (1584–1723 CE)

E. Enlightenment Music

F. Late Modern Period (1800–1945)

Chapter 18 Review Questions

Chapter 19: Performance Arts from the 19 th Century to Present

The19 th Century

A. Realist Theater: Chekhov & Ibsen

B. Atonality Writers

C. Composers

The 20th Century A. Music and Opera

B. Dance

C. Film

D. Theater

Chapter 19 Review Questions

Works Cited

Chapter Review Answer Key

Practice Exam

Practice Exam Answer Key

Chapter1: Introduction to Humanities Ove r view In this chapter, we will shortly discuss the basis of humanities and share a brief summary of what is expected throughout the learning experience of humanities. Objectives At the end of this chapter, you should be able to: 1. learn about the experiences of humans throughout time 2. understand other cultures 3. think about your own world experiences A. What are the Humanities? The Humanities are the study of the creative processes that humans have historically used to express themselves. These include, but are not limited to, arts such as paintings, sculptures, dance, music, and literature. It involves studying how people document the human process, especially through creative outlets like art and literature. Each generation learns from the previous yet finds a new way to express their own experiences as humans. Additionally, you must be aware of the different period markers. Originally, terms such as Before Christ (BC) and Anno Domini ( AD ; Latin for “in the year of our Lord”) were used to note years and timelines. However, in this Study Guide, we will use Before Common Era ( BCE) and Common Era (CE) insteadof BC/AD. BCE and CE are the more secular terms and the current international scientific standard and are also used in the CLEP exam. The table below illustrates their differences.

To determine the year, we count down the closer we get to 0 BCE and count up the further we get from0CE . Also, as there was no “0 th century,” we refer to the years 0-100 CE as the “first (1 st ) century,” 100-200 as the “second (2 nd ) century” and so on, which means we are in the 21 st century now (2000–2100 CE). Lastly, you may also come across “c.” or “ circa ” which means “approximately.” Hence, “c. 3 rd century BCE” simply means “approximately in the 3 rd century BCE.” Lastly, this Study Guide will first give you an overview of art. After which, you will look back into the Visual Arts from Prehistoric times until the present times. Next, the same pattern will be used to discuss Literature and Performance Arts .

Chapter2: Overview of the Arts Overview This chapter will discuss the modes of expression and reflection in art, the elements of different art forms, and steps taken in evaluating art. Objectives At the end of this chapter, you should be able to: 1. identify the modes of expression and reflection in art and the elements of different art forms The humanities have several modes of expression . One of them is VisualArt , which includes sculpture, painting, photography, architecture, and film. Another one is Performing Arts (dance, theater, and music), and lastly, Literary Arts (poetry and prose). When analyzing these, one must look into the influence of philosophy, religion, and history and reflect on “what is the truth?” and “what is the meaning of the past?” Moreover, when studying humanities, we have five essential terms to remember when speaking about art: values, taste, artistic form, perception, and conception. Values , which can vary from person to person, are objectives and events we care about. Taste , on the other hand, is someone's personal preference. This can be anything from ice cream to music to perfume; it's what that individual likes. An artistic form is an artistic composition or structure that conveys meaning. Think of why an author or artist has chosen to create a novel rather than a play or an oil painting rather than a sculpture. Perception is, as it sounds, anything you can observe. Finally, Conception is what you already know about the work or the context. We will use these terms throughout the course to refer to the art we are studying. Analyzing Art Taken altogether, the analysis of artwork may be objective (or visual), which describes the elements as they are viewed, or subjective (or symbolic), which often describes our feelings when viewing the work of art. It can also be analyzed from a formal point of view (or aesthetic) that analyzes all the visual syntax or the composition, which includes its historical context, theme, and organization of the elements, which involves a more comprehensive search. Certain common criteria need to be taken into account: ● Time ● Technique ● Theme ● Resources used by the artist, etc. To analyze an artwork, all the parts and features work together as a whole. The step of analysis requires how the elements of the artwork work together in terms of the principles of art, for example, balance, 2. understand the different steps in evaluating art A. Modes of Expression and Reflection

contrast, emphasis, or movement. An analysis does not interpret or evaluate the work. However, a thorough study will set the stage for interpretation and assessment. Approach Appropriate research is the first step towards analyzing art and giving our first impression. Anything observable in the work of art is noteworthy and gives a reason for the analysis. Remember that we must always justify our findings so that others can relate to them and thus understand them. 1. Gather data on the author: such as date of birth and death, social origin, training, and other works 2. Recognise the subject: religious scene, historical, mythological, allegorical, portrait, landscape, etc.; if it is part of an exhibit, and what was its first public appearance, etc. 3. Analyze the subject: a description of what is represented, settings, frames, characters, actions, etc. You can also add data relating to its location, creating a brief caption: author, title, date of production, support/material, dimensions, and place of storage/display. Additionally, we can establish comparisons between several works, even between artists, and consider alternatives that the artists could have chosen. We can dwell on what might have affected the artist’s Part of analyzing art is art criticism , which is the analysis and evaluation of works of art that involves the effort to understand a particular work of art from a theoretical perspective and to establish its significance in the history of art. It is based on facts, not opinions. Similarly, art criticism in light of historical evidence or based on the context in which a work was created, includes facts about the artist’s life and the historical and social circumstances when the work was done. While understanding the physical properties and visual experience of art is important, it is also important to focus on the significance of works as cultural artifacts. There are four main steps to reflect on a work of art: choices in the particular work. Evaluating an Artwork

1. Descriptive criticism 2. Analyzing criticism

3. Interpretive criticism 4. Evaluative criticism

Descriptive Criticism In descriptive criticism, the focus is on the form, including important parts and characteristics. Various elements constitute a description:

Form of art: architecture, sculpture, painting

Medium of work: clay, stone, steel, paint, etc.

Technique: toolsused Description of color and texture

Size and scale of work: relationship to the person and/or frame and/or context

Elements or general shapes: architectural structure, painting with several figures lined up in a row How line describes shape and space: distinguish lines of objects and composition

Description of axis: vertical, diagonal, horizontal, etc.

Description of line: thick, thin, variable, irregular, intermittent, indistinct, etc.

Contour: soft, planar, jagged, etc.

Relationships between shapes: large and small, overlapping, etc.

Context of object: original location and date

Analyzing Criticism Analyzing criticism focuses on the merits of a work. It is used to determine what the features suggest and conclude what the artist wants to convey. Elements for analysis include:

Determination of subject matter through naming iconographic elements: historical events, allegory, mythology, etc.

Identification of most distinctive features or characteristics: line, shape, color, texture, etc.

Analysis of the principles of composition: stable, repetitious, rhythmic, unified, symmetrical, harmonious, geometric, varied, chaotic, horizontal or vertically oriented, etc. Treatment of space and landscape: both real and illusionary, e.g. compact, deep, shallow, naturalistic, random Perceptions of balance, proportion, andscale: relationships of each part of the composition to each other and asawhole

Determine how elements contribute to the appearance of an image or function

Analysis of the use of light and color: contrast, shadow, illogical, warm, cool, symbolic, etc.

Portrayal of movement and how it is achieved

Effect of medium(s) used

Interpretive Criticism The focus for interpretive criticism is on the content or the subject matter. It establishes a broader context for the type of art based on facts. The various elements that comprise interpretation include: ● Main idea behind the work ● Why did the artist create it, and what does it mean? ● The evidence within and outside the artwork that supports the interpretation To interpret, it is helpful to know about other artworks by the same artist or other artworks from the same style or art movement. It provides valuable insight into the reason for the artwork. Evaluative Criticism Evaluative criticism is judging a piece of work about other works by considering its originality. It determines the effectiveness of an artwork according to specific criteria that are established by its style and the art movement. A good evaluation is based on the description, analysis, and interpretation for support.

Chapter3: Prehistoric Era (290,000–5,000 BCE) Overview This chapter will trace the earliest examples of visual art from more than 40,000 years ago or even before recorded history began ( prehistory ). It will cover how early humans attempted to control their surroundings by, for example, painting lifelike animals on the walls of caves as seen in Paleolithic art. After which, we’ll discuss mesolithic and neolithic artworks to see how art representations changed throughout prehistory. Objectives

At the end of this chapter, you should be able to: ● state the key artworks per prehistoric era ● discuss the speculations of why experts think these artworks were created

A. Paleolithic Era Art (40,000–10,000 BCE) Paleolithic artists painted graceful and realistic animals on the walls of caves and carved stone statuettes of females as symbols of fertility to master their environment. Caves in southwest Europe hold some of humanity's most ancient paintings and engravings Images often show animals and may have been ritual worship sites. Often these sculptures showed pregnant women or exaggerated female sexuality. The Paleolithic sites of Lascaux in France and Altamira in Spain have yielded some of the most famous examples of this type of art. Additionally, early humans carved stone statuettes of females, which were likely meant to symbolize fertility. The "Venus" figures of Willendorf, Lespugue, and Lausell are some of the best-known examples of this type of artifact.

Cave Art - Lascaux Cave (17,000–15,000 BCE)

Lascaux Cave is situated in southwestern France and is a Paleolithic cave. This means that the cave contains some of the earliest prehistoric drawings that humans have discovered. In total, there are nearly 600 paintings and 1,400 etchings have been found within Lascaux Cave.

The Lascaux Cave drawings are mainly of animals , including bulls, aurochs, horses, stags, and felines. Horses are the most commonly depicted animal in the cave, though the reason for this is unknown. Scientists believe that the cave may have been used to record hunting successes or to perform ceremonies . Additionally, the paintings may have served as a way for ancient humans to make sense of the world around them. Other drawings found in the cave depict human figures alongside animals. It is interesting to note that no plant life or vegetation is depicted in the other drawings. Artists in the past used minerals and ores to create their pigments for paintings. Some examples of these materials are hematite, iron, manganese, clay, and charcoal. The most commonly seen colors throughout these artworks are red, yellow, and black. The paintings look to have been painted byhand . Sculpture - Venus of Willendorf (c. 22,000–24,000 BCE) The Venus of Willendorf is an important statue from the Paleolithic era. It is thought to date back to 22,000-24,000 BCE, making it one of the oldest examples of Paleolithic art. It was discovered on the left bank of the Danube in Willendorf II, Lower Austria on August 7, 1908, during excavations led by Josef Szombathy and supervised by Hugo Obermaier and Josef Bayer. The statue is remarkably well-preserved, providing valuable insights into the art and culture of this early period. This ancient sculpture, sometimes called the Woman of Willendorf or The Goddess of Willendorf , is made from oolitic limestone. Its original meaning is not clearly understood, but there are several theories about what it might represent.

1 . The religious symbol of a goddess can represent fertility or a good hunt. 2 . A fertility symbol may overemphasize female sexual characteristics, but it can also be a good luck charm for men. 3 . An aspirational totem is a lucky charm that is believed to bring prosperity . The statue is an important archaeological discovery because it depicts a woman with exaggerated features, such as large breasts, stomach, and thighs. The statue is faceless, which has led archaeologists to believe that it was not meant to represent any one specific individual. The stone it is made out of is not found in the area where the statue was discovered, leading researchers to believe that it was brought to the area by nomadic people from another location. One of the most interesting things about the Woman of Willendorf statue is that it is just one

Chapter4: The Ancient World (5000 BCE–500 CE) Overview This chapter will explore the different civilizations in the Ancient World from Mesopotamia, Egypt, and Asia, highlighting their notable visual art. (Note: We will sometimes be using the term “Ancient Near East” in this Study guide. “Near East” and “Middle East” essentially mean the same thing, but “Near East” is what the “Middle East” was called in the 19th century by early archaeologists when describing the ancient world in that area – the term stuck and so you will sometimes encounter it in the material we will be studying here.) Objectives At the end of this chapter, you should be able to: ● identify the renowned artworks or architecture of each ancient Near Eastern civilization ● explain how the religion and culture of each civilization shaped their artworks and architecture A. Civilizations of Mesopotamia One of the main areas referred to as the Near East is Mesopotamia, which is often considered the birthplace of civilization. It is often called part of the "Fertile Crescent" because of the natural water resources available for agriculture in the crescent-shaped area. It is located between the Tigris River and the Euphrates River to the northeast of Egypt. Major ancient civilizations like Sumer, Babylon, and

Assyria resided in ancient Mesopotamia. The Sumerians (4500–1900 BCE)

Mesopotamian culture and civilization began with the Sumerians, who settled in the South near the Persian Gulf. They were the first major civilization and created various city-states for 2000 years, located along the region's rivers. Each city-state had its ruler, army, and ziggurat. Ziggurats were ancient Mesopotamian temples that were shaped like flat pyramids with steps to each side. Each ziggurat was dedicated to a different deity and served as a seat of government for a city-state as well as a visual reminder of the king's power.

Photo: An ancient Sumerian Ziggurat The most famous Sumerian city-states were:

1. Uruk , theoldest city in Mesopotamia 2. Ur , home to the legendary Gilgamesh 3. Eridu , the city the Sumerians claimed to be theoldest

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