Art History: Marilyn Stokstad Michael W. Cothren

Fifth Edition
ART HISTORY
marilyn stokstad
Judith Harris Murphy Distinguished Professor of Art History Emerita
The University of Kansas
Michael w. cothren
Scheuer Family Professor of Humanities
Department of Art, Swarthmore College
Boston Columbus Indianapolis New York San Francisco Upper Saddle River

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Brief Contents
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Executive Marketing Manager: Kate Mitchell Senior Editor: Clare Double Contents iv • Letter from the Author xiv • What’s New xv • Pearson Choices xviii •
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1 Prehistoric Art 1 19 Fifteenth-Century Art in
Northern Europe 562
Pearson Imaging Center: Corin Skidds

2 Art of the Ancient Near East 26
Printer/Binder: Courier / Kendallville
Cover Printer: Lehigh-Phoenix Color / Hagerstown 20 Renaissance Art in Fifteenth-Century
Italy 594
3 Art of Ancient Egypt 48
Cover image: Pieter Bruegel the Elder, The Harvesters, 1565. Oil on wood panel, 467⁄80 3 633⁄40 (1.17 3
1.6 m). The Metropolitan Museum of Art, New York/Art Resource, NY/Scala, Florence.
4 Art of the Ancient Aegean 80
21 Sixteenth-Century Art in Italy 632
Credits and acknowledgments borrowed from other sources and reproduced, with permission, in this textbook
appear on the appropriate page within text or on the credit pages in the back of this book.
5 Art of Ancient Greece 100 22 Sixteenth-Century Art in Northern
Europe and the Iberian Peninsula 678
Copyright © 2014, 2011, 2008 by Pearson Education, Inc.

All rights reserved. Printed in the United States of America. This publication is protected by Copyright and
6 Etruscan and Roman art 156 23 Seventeenth-Century Art in Europe 712
permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval
system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or 7 Jewish and Early Christian Art 214
24 Art of South and Southeast Asia
after 1200 770
likewise. To obtain permission(s) to use material from this work, please submit a written request to Pearson
Education, Inc., Permissions Department, One Lake Street, Upper Saddle River, New Jersey 07458 or you 8 Byzantine Art 232
may fax your request to 201-236-3290.
25 Chinese and Korean Art after 1279 792
9 Islamic Art 264

26
Library of Congress Cataloging-in-Publication Data
Stokstad, Marilyn Japanese Art after 1333 814
Art history / Marilyn Stokstad, Judith Harris Murphy Distinguished
Professor of Art History Emerita, The University of Kansas, Michael W.
Cothren, Scheuer Family Professor of Humanities, Department of Art,
10 Art of South and Southeast Asia
before 1200 294 27 Art of the Americas after 1300 836
Swarthmore College. -- Fifth edition.
pages cm
Includes bibliographical references and index.
11 Chinese and Korean Art before 1279 330 28 Art of Pacific Cultures 860
ISBN-13: 978-0-205-87347-0 (hardcover)

ISBN-10: 0-205-87347-2 (hardcover)
1. Art--History--Textbooks. I. Cothren, Michael Watt. II. Title.
12 Japanese Art before 1333 360 29 Art of Africa in the Modern Era 880
N5300.S923 2013
709--dc23 13 Art of the Americas before 1300 382
30 Eighteenth- and Early Nineteenth-Century
Art in Europe and North America 904
2012027450
14 Early African Art 408
10 9 8 7 6 5 4 3 2 1 15 Early Medieval Art in Europe 428

31 Mid to Late Nineteenth-Century Art in
Europe and the United States 962
16 Romanesque Art 458

32 Modern Art in Europe and the Americas,
1900–1950 1016
17 Gothic Art of the Twelfth and

Thirteenth Centuries 494 33 The International Scene since 1950 1082
Student Edition
ISBN 10: 0-205-87347-2
ISBN 13: 978-0-205-87347-0
18 Fourteenth-Century Art in Europe 530
Instructor’s Review Copy

ISBN 10: 0-205-93834-5 Glossary 1138 • Bibliography 1147 •
ISBN 13: 978-0-205-93834-6 Credits 1159 • Index 1163
iii
Who Owns the Art? The Elgin Marbles and the Euphronios Krater 133
chapter
Contents
Women at a Fountain House 139
Art of the Ancient Greek Theaters 148
Aegean 80 The Celts 150
■ A Broader Look
The Tomb of the Diver 124
Letter from the Author xiv • What’s New xv • Pearson Choices xviii • ■ A Closer Look
The Bronze Age in the Aegean 82
Acknowledgments and Gratitude xix • Use Notes xxi • Starter Kit xxii • Introduction xxvi The Cycladic Islands 82
The Death of Sarpedon 119
■ Elements of Architecture
The Minoan Civilization on Crete 84 The Greek Orders 110
The Old Palace Period, c. 1900–1700 bce 84
Boxes The New Palace Period, c. 1700–1450 bce 85 ■ Technique
1
chapter
■ Art and Its Contexts The Spread of Minoan Culture 90 Color in Greek Sculpture 113
Prehistoric Art 1 Art as Spoils of War—Protection or Theft? 34 The Mycenaean (Helladic) Culture 92 Black-Figure and Red-Figure 118
“The Canon” of Polykleitos 134
The Code of Hammurabi 39 Helladic Architecture 92
■ A Broader Look Mycenaean Tombs 97 ■ Recovering the past
A Lyre from a Royal Tomb in Ur 32 Ceramic Arts 99 The Riace Warriors 127
The Stone Age 2 ■ A Closer Look Boxes
The Paleolithic Period 2 Enemies Crossing the Euphrates to Escape Assyrian Archers 42
6
■ A Broader Look
chapter
Shelter or Architecture? 4 ■ Technique
Artifacts or Works of Art? 5 Cuneiform Writing 30
The Lion Gate 95
Etruscan and
■ A Closer Look
Cave Painting 8
The “Flotilla Fresco” from Akrotiri 92 Roman Art 156
Cave Sculptures 11
■ Technique
3
The Neolithic Period 12
chapter
Aegean Metalwork 90
Architecture 13 Art of ■ Recovering the past The Etruscans 158
Sculpture and Ceramics 20
Ancient Egypt 48 Pioneers of Aegean Archaeology 85 Etruscan Architecture 158
New Metallurgy, Enduring Stone 23 The “Mask of Agamemnon” 90 Etruscan Temples 158
The Bronze Age 23 Tomb Chambers 160
Rock Carvings 24 Works in Bronze 164
The Gift of the Nile 50
5
Boxes The Romans 166
chapter
Early Dynastic Egypt, c. 2950–2575 bce 50
Art of
■ Art and Its Contexts The God-Kings 50 The Republic, 509–27 bce 166
The Power of Naming 6 Artistic Conventions 51 Ancient Greece 100 Portrait Sculpture 167
Intentional House Burning 16 Funerary Architecture 53 Roman Temples 171
■ A Broader Look The Early Empire, 27 bce–96 ce 171
The Old Kingdom, c. 2575–2150 bce 56
Prehistoric Woman and Man 22 Art in the Age of Augustus 172
The Great Pyramids at Giza 56 The Emergence Of Greek Civilization 102
■ A Closer Look Sculpture 58 Historical Background 102 The Julio-Claudians 172
A House in Çatalhöyük 15 Pictorial Relief in Tombs 61 Religious Beliefs and Sacred Places 102 Roman Cities and the Roman Home 176
■ Elements of Architecture Wall Painting 179
The Middle Kingdom, c. 1975–c. 1640 bce 62 Greek Art c. 900–c. 600 bce 102 The Flavians 184
Early Construction Methods 19 Portraits of Senusret III 62 The Geometric Period 102
■ Technique Rock-Cut Tombs 62 The Orientalizing Period 105 The High Imperial Art of Trajan and
Prehistoric Wall Painting 8 Funerary Stelai 63 The Archaic Period, c. 600–480 bce 105
Hadrian 190
Pottery and Ceramics 20 Town Planning 65 The Sanctuary at Delphi 107 Imperial Architecture 190
Temples 108 Imperial Portraits 200
■ Recovering the past The New Kingdom, c. 1539–1075 bce 65
How Early Art is Dated 12 The Great Temple Complexes 65 Free-standing Sculpture 114 The Late Empire, Third and Fourth
Hatshepsut 67 Painted Pots 117 Centuries ce 202
The Tomb of Ramose 69 The Early Classical Period, c. 480–450 bce 120 The Severan Dynasty 203
Akhenaten and the Art of the Amarna Period 70 Marble Sculpture 120 The Soldier Emperors 205
Constantine the Great 207
2
The Return to Tradition: Tutankhamun and Ramses II 73 Bronze Sculpture 120
chapter
Roman Art after Constantine 211

Art of the Ancient The Books of the Dead 77 Ceramic Painting 126
The Third Intermediate Period, The High Classical Period, c. 450–400 bce 127
Near East 26 c. 1075–715 bce 77 The Akropolis 128
Boxes
The Parthenon 129 ■ Art and Its Contexts
Late Egyptian Art, c. 715–332 bce 78 The Propylaia and the Erechtheion 135 Roman Writers on Art 167
The Temple of Athena Nike 137 Roman Portraiture 168
The Fertile Crescent and Mesopotamia 28 Boxes The Athenian Agora 137 Augustus Mau’s Four Styles of Pompeian Painting 182
Sumer 28 ■ Art and Its Contexts City Plans 138 A Painter at Work 183
Akkad 35 Egyptian Symbols 51 Stele Sculpture 139
Ur and Lagash 37 ■ A Broader Look
■ A Broader Look Painting 140 The Ara Pacis Augustae 174
Babylon 37
The Temples of Ramses II at Abu Simbel 74 The Late Classical Period, c. 400–323 bce 141
■ A Closer Look
The Hittites of Anatolia 37 ■ A Closer Look
Sculpture 142 Sarcophagus with the Indian Triumph of Dionysus 202
The Art of the Goldsmith 145
Assyria 38 The Palette of Narmer 52
Painting and Mosaics 145 ■ Elements of Architecture
Kalhu 38 ■ Elements of Architecture Roman Architectural Orders 161
Dur Sharrukin 41 The Hellenistic Period, 323–31/30 bce 147
Mastaba to Pyramid 55 The Roman Arch 170
Nineveh 42 The Corinthian Order in Hellenistic Architecture 147
■ Technique Sculpture 149 Roman Vaulting 187
Neo-Babylonia 44 Preserving The Dead 53 Concrete 194
Egyptian Pictorial Relief 64 Boxes ■ Technique
Persia 44
Glassmaking 76 ■ Art and Its Contexts Roman Mosaics 199
■ Recovering the past Greek and Roman Deities 104 ■ Recovering the past
How Early Art is Dated 79 Classic and Classical 120 The Capitoline She-Wolf 165
The Mildenhall Treasure 212
iv contents contents v
■ A Closer Look
7 9 12
chapter
chapter
chapter
The Great Departure 304
Jewish and Islamic Art 264 ■ Elements of Architecture
Japanese Art
Early Christian Art 214 Stupas and Temples 302 before 1333 360
Jews, Christians, and Muslims 216 Islam and Early Islamic Society 266 Prehistoric Japan 362
11
chapter
Jomon Period 362
Judaism and Christianity in the Late Roman
World 216
The Early Period: Ninth through
Twelfth Centuries 268
Chinese and Korean Art Yayoi Period 362
Kofun Period 362
Early Jewish Art 216 Architecture 269 before 1279 330
Early Christian Art 220 Calligraphy 275 Asuka Period 364
Lusterware 276 Horyuji 365
Imperial Christian Architecture and
Art 223 The Later Period: Thirteenth through Nara Period 367
Rome 223 Fifteenth Centuries 277 The Middle Kingdom 332
Ravenna and Thessaloniki 227 Architecture 277 Heian Period 369
Neolithic Cultures 332 Esoteric Buddhist Art 369
Luxury Arts 283 Painted Pottery Cultures 332
The Arts of the Book 284 Pure Land Buddhist Art 371
Boxes Liangzhu Culture 332 Secular Painting and Calligraphy 373
■ Art and Its Contexts Art and Architecture of Later Empires 286 Bronze Age China 334
The Life of Jesus 230 The Ottoman Empire 286 Kamakura Period 376
Shang Dynasty 334 Pure Land Buddhist Art 377
■ A Broader Look The Safavid Dynasty 289 Zhou Dynasty 335 Zen Buddhist Art 381
The Oratory of Galla Placidia in Ravenna 228 The Modern Era 291 The Chinese Empire: Qin Dynasty 336
■ A Closer Look Boxes
The Mosaic Floor of the Beth Alpha Synagogue 219 Boxes Han Dynasty 338
Philosophy and Art 338 ■ Art and Its Contexts
■ Elements of Architecture ■ Art and Its Contexts Architecture 341 Writing, Language, and Culture 365
Longitudinal-Plan and Central-Plan Churches 225 The Five Pillars of Islam 271 Buddhist Symbols 368
■ Recovering the past ■ A Broader Look
Six Dynasties 341 Arms and Armor 377
Painting 341
Dura-Europos 221 The Great Mosque of Cordoba 272
Calligraphy 343 ■ A Broader Look
■ A Closer Look Buddhist Art and Architecture 344 Daruma, Founder of Zen 380
A Mamluk Glass Oil Lamp 279 ■ A Closer Look
Sui and Tang Dynasties 345 The Tale of Genji 374
■ Elements of Architecture Buddhist Art and Architecture 345
8
Arches 274 Figure Painting 347 ■ Technique
chapter
■ Technique Joined-Block Wood Sculpture 372

Byzantine Art 232 Ornament 268
Song Dynasty 348
■ Recovering the past
Northern Song Painting 351
Carpet Making 292 Southern Song Painting and Ceramics 354 The Great Buddha Hall 370
The Arts of Korea 356

The Three Kingdoms Period 356
Byzantium 234
13
The Unified Silla Period 357
chapter
10 Art of the Americas
Goryeo Dynasty 358
chapter
Early Byzantine Art 235

The Golden Age of Justinian 235 Art of South and Southeast
Objects of Veneration and Devotion 244 Asia before 1200 294 Boxes before 1300 382
Icons and Iconoclasm 246 ■ Art and Its Contexts
Middle Byzantine Art 248 Chinese Characters 337
Architecture and Wall Painting in Mosaic and Fresco 248 Daoism 338
Confucius and Confucianism 342 The New World 384
Precious Objects of Commemoration, Veneration, and Geography 296
Devotion 255 ■ A Broader Look Mesoamerica 384
Art of South Asia 296 The Silk Road during the Tang Period 349 The Olmec 384
Late Byzantine Art 258 The Indus Civilization 296 Teotihuacan 387
Constantinople: The Chora Church 258 The Vedic Period 299 ■ A Closer Look
The Maya 390
Icons 262 The Maurya Period 299 A Reception in the Palace 340
The Period of the Shunga and Early Satavahana 301 ■ Elements of Architecture Central America 396
Boxes The Kushan Period 306 Pagodas 351
The Gupta Period and its Successors 308 South America: The Central Andes 397
■ Art and Its Contexts ■ Technique Chavin de Huantar 398
Other Developments, Fourth–Sixth Century 312
Naming Christian Churches: Designation + Dedication + Piece-Mold Casting 335 The Paracas and Nazca Cultures 399
The Pallava Period 315
Location 239 The Moche Culture 399
Scroll and Codex 245
The Seventh Through Twelfth Centuries 317
Iconoclasm 247
The Chola Period 320 North America 401
The East 401
■ A Broader Look Art of Southeast Asia 321 The North American Southwest 404
The Funerary Chapel of Theodore Metochites 260 Early Southeast Asia 321
Sixth to the Ninth Century 323
■ A Closer Look Boxes
Tenth Through Twelfth Centuries 327
Icon of St. Michael the Archangel 257 ■ Art and Its Contexts
■ Elements of Architecture Boxes Maya Writing 390
Pendentives and Squinches 238 The Cosmic Ballgame 395
■ Art and Its Contexts
Buddhism 301 ■ A Broader Look
Mudras 308 Rock Art 406
Hinduism 309 ■ A Closer Look
■ A Broader Look Shield Jaguar and Lady Xok 394
Shiva Nataraja of the Chola Dynasty 322 ■ Technique
Andean Textiles 397
vi contents contents vii
Boxes Boxes
14 17 Gothic Art of the

chapter
chapter
■ Art and Its Contexts ■ Art and Its Contexts
Early African Art 408 Defining the Middle Ages 431 Twelfth and A New Spirit in Fourteenth-Century Literature 533
The Medieval Scriptorium 438 The Black Death 550
■ A Broader Look
Thirteenth Centuries 494 ■ A Broader Look
The Lindisfarne Gospels 436 An Ivory Chest with Scenes of Romance 552
The Lure of Ancient Africa 410 ■ A Closer Look The Emergence of the Gothic Style 496 ■ A Closer Look
Psalm 23 in the Utrecht Psalter 450 The Rise of Urban and Intellectual Life 496 The Hours of Jeanne d’Évreux 551
Africa—The Cradle of Art and ■ Recovering the past The Age of Cathedrals 497 ■ Technique
Civilization 410
Sutton Hoo 434 Buon Fresco 539
Gothic Art in France 497
African Rock Art 410 The Birth of Gothic at the Abbey Church of Saint-Denis 498 Cennino Cennini on Panel Painting 546
Saharan Rock Art 411 Gothic Cathedrals 499
Sub-Saharan Civilizations 412 Art in the Age of St. Louis 514
16
chapter
Nok 412 Gothic Art in England 515
Romanesque Art 458
19
Igbo-Ukwu 414 Manuscript Illumination 515
chapter
Ife 415
Benin 416
Architecture 518 Fifteenth-Century Art
Other Urban Centers 419
Gothic Art in Germany and the Holy in Northern Europe 562
Roman Empire 520
Jenné 422 Architecture 521
Great Zimbabwe 423 Europe in the Romanesque Period 460 Sculpture 523
Aksum and Lalibela 424 Political, Economic, and Social Life 460
Kongo Kingdom 425 The Church 460 Gothic Art in Italy 525 The Northern Renaissance 564
Sculpture: The Pisano Family 525 Art for the French Ducal Courts 564
Exporting to the West 427 Romanesque Art 461 Painting 527 Painting and Sculpture for the Chartreuse de Champmol 564
Boxes
Architecture 462 Manuscript Illumination 568
“First Romanesque” 463 Boxes Textiles 570
■ Art and Its Contexts Pilgrimage Churches 463 ■ Art and Its Contexts
The Myth of “Primitive” Art 412 Cluny 465 Painting in Flanders 573
Abbot Suger on the Value of Art in Monasteries 497
Southern African Rock Art 414 The Cistercians 468 The Founders of the Flemish School 573
Master Masons 504 Painting at Mid Century: The Second Generation 582
■ A Broader Look Regional Styles in Romanesque Architecture 469 Villard de Honnecourt 511
A Warrior Chief Pledging Loyalty 420 Secular Architecture: Dover Castle, England 477 Europe Beyond Flanders 585
■ A Broader Look
■ A Closer Look Architectural Sculpture 478 France 586
The Sainte-Chapelle in Paris 512
Roped Pot on a Stand 416 Wiligelmo at the Cathedral of Modena 478 Germany and Switzerland 588
The Priory Church of Saint-Pierre at Moissac 479 ■ A Closer Look
■ Technique Psalm 1 in the Windmill Psalter 516 The Graphic Arts 591
The Church of Saint-Lazare at Autun 482 Single Sheets 591
Lost-Wax Casting 418
■ Elements of Architecture Printed Books 592
Sculpture in Wood and Bronze 485 Rib Vaulting 499
Christ on the Cross (Majestat Batlló) 485
The Gothic Church 503 Boxes
Mary as the Throne of Wisdom 485
Tomb of Rudolf of Swabia 486 ■ Technique ■ Art and Its Contexts
15
Reiner of Huy 487
chapter
Stained-Glass Windows 501 Altars and Altarpieces 566

Early Medieval Art Textiles and Books 487 Women Artists in the Middle Ages and the Renaissance 568
in Europe 428 Chronicling History 487 ■ A Broader Look
Sacred Books 490 The Ghent Altarpiece 578
18
chapter
■ A Closer Look
Boxes Fourteenth-Century Art A Goldsmith in his Shop 583
The Early Middle Ages 430 ■ Art and Its Contexts
The Pilgrim’s Journey to Santiago 464
in Europe 530 ■ Technique
The Art of the “Barbarians” in Europe 431 Oil Painting 573
The Merovingians 431 Relics and Reliquaries 467 Woodcuts and Engravings on Metal 592
The Norse 433 St. Bernard and Theophilus:
The Celts and Anglo-Saxons in Britain 433 The Monastic Controversy over the Visual Arts 470
The Paintings of San Climent in Taull:
Fourteenth-Century Europe 532
The Early Christian Art of the British Mozarabic Meets Byzantine 473 Italy 533
Isles 435
20
Hildegard of Bingen 492 Florentine Architecture and Metalwork 533
chapter
Illustrated Books 435
■ A Broader Look Florentine Painting 536 Renaissance Art in
Mozarabic Art in Spain 439 Sienese Painting 542
Beatus Manuscripts 439
The Bayeux Embroidery 488 Fifteenth-Century Italy 594
■ A Closer Look France 548
The Viking Era 441 The Last Judgment Tympanum at Autun 483 Manuscript Illumination 549
The Oseberg Ship 441 Metalwork and Ivory 554
■ Elements of Architecture
Picture Stones at Jelling 442 The Romanesque Church Portal 478 England 554 Humanism and the Italian Renaissance 596
Timber Architecture 442 Embroidery: Opus Anglicanum 554 Florence 596
The Carolingian Empire 444 Architecture 556 Architecture 597
Carolingian Architecture 444 The Holy Roman Empire 557 Sculpture 604
Illustrated Books 448 Mysticism and Suffering 557 Painting 609
Carolingian Metalwork 450 The Supremacy of Prague 559 Painting in Florence after Masaccio 613
Ottonian Europe 452 Italian Art in the Second Half of the
Ottonian Architecture 452 Fifteenth Century 617
Ottonian Sculpture 454 Urbino 617
Illustrated Books 456 Mantua 620
Rome 621
Florence 622
Venice 629
viii contents contents ix
Boxes Boxes Boxes Edo Period 823
■ Art and Its Contexts ■ Art and Its Contexts ■ Art and Its Contexts Rinpa School Painting 823
The Competition Reliefs 603 The Castle of the Ladies 692 Foundations of Indian Culture 774 Naturalistic Painting 826
The Morelli–Nerli Wedding Chests 616 Sculpture for the Knights of Christ at Tomar 695 Southeast Asian Ceramics 785 Literati Painting 827
Armor for Royal Games 709
Ukiyo-e: Pictures of the Floating World 828
■ A Broader Look ■ A Broader Look Zen Painting: Buddhist Art for Rural Commoners 830
The Foundling Hospital 600 ■ A Broader Look Painting of Jahangir and Shah Abbas 778 Cloth and Ceramics 830
■ A Closer Look Bruegel’s Cycle of the Months 704 ■ A Closer Look
The Modern Period 832
Primavera 628 ■ A Closer Look The Sukhothai Buddha 787
Meiji-period Nationalist Painting 833
■ Technique The French Ambassadors 706 ■ Technique Japan After World War II 833
Renaissance Perspective 610 ■ Technique Indian Painting on Paper 782
German Metalwork: A Collaborative Venture 682 Boxes
21
Foundations of Japanese Culture 819
chapter
25
Sixteenth-Century Art Craftsmakers as Living National Treasures 834
chapter
Chinese and Korean Art
23
■ A Broader Look
in Italy 632
chapter
Seventeenth-Century Art after 1279 792 Lacquer Box for Writing Implements 824
in Europe 712 ■ A Closer Look

Kosode Robe 831
Europe in the Sixteenth Century 634 ■ Elements of Architecture
Italy in the Early Sixteenth Century: The Mongol Invasions 794 Shoin Design 821
The High Renaissance 634 “Baroque” 714 Yuan Dynasty 794 ■ Technique
Three Great Artists of the Early Sixteenth Century 635 Inside a Writing Box 826
Architecture in Rome and the Vatican 652 Italy 714 Ming Dynasty 797
Architecture and Sculpture in Rome 714 Japanese Woodblock Prints 828
Architecture, Painting, and Sculpture in Northern Italy 652 Court and Professional Painting 797
Painting 720
Venice and the Veneto 656 Decorative Arts 799
Mannerism 661 Spain 730 Architecture and City Planning 800
Painting 662 Painting in Spain’s Golden Age 730 The Literati Aesthetic 802
27
Architecture in Spain 735
chapter
Sculpture 667 Qing Dynasty 806
Art and the Counter-Reformation 668 Flanders and the Netherlands 736 Orthodox Painting 806 Art of the Americas
Art and Architecture in Rome and the Vatican 668 Flanders 736 Individualist Painting 807 after 1300 836
The Dutch Republic 742
Later Sixteenth-Century Art in Venice The Modern Period 807
and the Veneto 672 France 757
Architecture and its Decoration at Versailles 758 Arts of Korea: The Joseon Dynasty to the
Oil Painting 672 Modern Era 808
Architecture: Palladio 673 Painting 760 The Aztec Empire 838
Joseon Ceramics 809 Tenochtitlan 839
England 766 Joseon Painting 809
Boxes Architecture 766 Sculpture 840
Modern Korea 811 Featherwork 841
Manuscripts 842
The Vitruvian Man 639 Boxes Boxes
St. Peter’s Basilica 653 ■ Art and Its Contexts ■ Art and Its Contexts
The Inca Empire 843
Women Patrons of the Arts 660 Science and the Changing Worldview 756 Cuzco 843
Foundations of Chinese Culture 795
Veronese is Called before the Inquisition 673 Grading the Old Masters 763
Machu Picchu 844
Marco Polo 796
Textiles 845
■ A Broader Look ■ A Broader Look ■ A Broader Look Metalwork 846
Raphael’s Cartoons for Tapestries in the Sistine Chapel 648 Caravaggio in the Contarelli Chapel 724 Poet on a Mountaintop 803 The Aftermath of the Spanish Conquest 846
■ A Closer Look ■ A Closer Look ■ A Closer Look
The School of Athens 642
North America 846
Prometheus Bound 740 Spring Dawn in the Han Palace 801 The Eastern Woodlands 847
■ Elements of Architecture ■ Technique The Great Plains 850
Garden Design 761 Formats of Chinese Painting 799 The Northwest Coast 851
22
The Southwest 853
Sixteenth-Century Art in ■ Technique The Secret of Porcelain 800
chapter
Etchings and Drypoint 748 A New Beginning 857

Northern Europe and the
Iberian Peninsula 678 Boxes
26
chapter
Japanese Art
24
Craft or Art? 857
chapter
The Reformation and the Arts 680

Art of South and Southeast after 1333 814 ■ A Broader Look
Germany 681
Sculpture 681 Asia after 1200 770 Hamatsa Masks 854
■ A Closer Look
Painting 683 Calendar Stone 841
France 691 Muromachi Period 816 ■ Elements of Architecture
A French Renaissance under Francis I 691 South Asia after 1200 772 Zen Ink Painting 816 Inca Masonry 843
Spain and Portugal 694 Changes in Religion and Art 772 The Zen Dry Garden 818 ■ Technique
Architecture 695 Mughal Period 776 Momoyama Period 819 Basketry 848
Painting 696 British Colonial Period and the Independence Movement 782 Architecture 820
The Netherlands 698 Southeast Asia after 1200 785 Decorative Paintings for Shoin Rooms 820
Art for Aristocratic and Noble Patrons 698 Buddhist Art and Kingship 785 The Tea Ceremony 822
Antwerp 702 Islamic Art in Southeast Asia 789
England 707 The Modern Period 789
Artists in the Tudor Court 707 Modern South Asia 789
Architecture 710 Modern Southeast Asia 791
x contents contents xi
Italy: The Grand Tour and Boxes
28 33
chapter
chapter
Neoclassicism 913
Art of Pacific Cultures 860 Grand Tour Portraits and Views 913
Orientalism 968
The International Scene
Neoclassicism in Rome 915 The Mass Dissemination of Art 978 since 1950 1082
Neoclassicism and Early Romanticism Art on Trial in 1877 985
in Britain 917 ■ A Broader Look
The Classical Revival in Architecture and Design 918 Modern Artists and World Cultures: Japonisme 996
The Peopling of the Pacific 862 The Gothic Revival in Architecture and Design 921 The World Since the 1950s 1084
Trends in British Painting 922 ■ A Closer Look The Art World Since the 1950s 1084
Australia 863 Mahana no atua (Day of the God) 1000
Later Eighteenth-Century Art in The Expanding Art World 1084
Melanesia 864 ■ Elements of Architecture
Assemblage 1084
New Guinea 865 France 932 The City Park 1010
Architecture 932 Happenings and Performance Art 1087
New Ireland 867 ■ Technique Photography 1089
New Britain 868 Painting and Sculpture 934
The Photographic Process 971 Pop Art 1091
Micronesia 869 Art in Spain and Spanish America 940
Portraiture and Protest in Spain: Goya 940 The Dematerialization of the Art
Polynesia 870 The Art of the Americas under Spain 943 Object 1095
Marquesas Islands 871 Minimalism 1095
32
Early Nineteenth-Century Art: Modern Art in Europe
chapter
Hawaii 874 Conceptual and Performance Art 1096
Monumental Moai on Rapa Nui 874 Neoclassicism and Romanticism 945 Process Art 1099
Samoa 875 Developments in France 946 and the Americas, 1900– Feminism and Art 1101
Romantic Landscape Painting 954
Recent Art in Oceania 876 1950 1016 Earthworks and Site-Specific Sculpture 1102
Pacific Arts Festival 876 Gothic and Neoclassical Styles in Early Architecture: Mid-century Modernism to
Central Desert Painting 876 Nineteenth-Century Architecture 958 Postmodernism 1104
Shigeyuki Kihara 878 Europe and America in the Early Mid-century Modernist Architecture 1104
Boxes Twentieth Century 1018 Postmodern Architecture 1106
Boxes ■ Art and Its Contexts
Early Modern Art in Europe 1019 Postmodernism 1107
■ A Broader Look Academies and Academy Exhibitions 926
The Fauves: Wild Beasts of Color 1019 Painting 1107
Te-Hau-ki-Turanga 872 ■ A Broader Look Picasso, “Primitivism,” and the Coming of Cubism 1021 Postmodernism and Gender 1109
■ A Closer Look The Raft of the “Medusa” 948 The Bridge and Primitivism 1026 Postmodernism and Race or Ethnicity 1111
Man’s Love Story 878 ■ A Closer Look Independent Expressionists 1028 Sculpture 1114
Georgian Silver 921 Spiritualism of the Blue Rider 1029
Extensions of Cubism 1031 Art, Activism, and Controversy:
■ Elements of Architecture Toward Abstraction in Traditional Sculpture 1036 The Nineties 1116
The Culture Wars 1116
29
Iron as a Building Material 928 Dada: Questioning Art Itself 1037
chapter
Activist Art 1120
Art of Africa ■ Technique
Lithography 954
Modernist Tendencies in America 1040 Postcolonial Discourse 1124
in the Modern Era 880 Stieglitz and the “291” Gallery 1040
The Armory Show and Home-Grown Modernism 1041
High Tech and Deconstructivist Architecture 1125
Video and Film 1128
Early Modern Architecture 1044 Globalism: Into the New Millennium 1129
European Modernism 1044 Art and Technology 1130
31
Traditional and Contemporary Africa 882 Mid to Late Nineteenth- American Modernism 1046 Art and Identities 1132
chapter
Domestic Architecture 884
Children and the Continuity of Life 885 Century Art in Europe and Art Between the Wars in Europe 1050
Utilitarian Art Forms in Russia 1050
Boxes
Initiation 886
The Spirit World 890
the United States 962 De Stijl in the Netherlands 1052 ■ Art and Its Contexts
The Bauhaus in Germany 1054 The Guerrilla Girls 1110
Leadership 892 Surrealism and the Mind 1057 Controversies Over Public Funding for the Arts 1118
Death and Ancestors 898 Unit One in England 1060
Europe and the United States in the Mid to ■ A Broader Look
Contemporary Art 900 Late Nineteenth Century 964 Modern Art in the Americas Between the The Dinner Party 1100
French Academic Architecture and Wars 1060 ■ A Closer Look
Boxes The Harlem Renaissance 1060
Art 964 Plenty’s Boast 1117
■ Art and Its Contexts Academic Architecture 965 Rural America 1065
Foundations of African Cultures 885 Academic Painting and Sculpture 966 Canada 1067
Divination among the Chokwe 893 Mexico 1068
Early Photography in Europe and the Brazil 1070
■ A Broader Look Glossary 1138 • Bibliography 1147
United States 968 Cuba 1071
Kuba Funerary Mask 896
Credits 1159 • Index 1163
■ A Closer Look Realism and the Avant-Garde 972 Postwar Art in Europe and the
Kongo Nkisi Nkonde 894
Realism and Revolution 972 Americas 1071
Manet: “The Painter of Modern Life” 976 Figural Responses and Art Informel in Europe 1071
Responses to Realism beyond France 980 Experiments in Latin America 1072
Impressionism 987 Abstract Expressionism in New York 1073
Eighteenth- and Early
30
Landscape and Leisure 987
chapter
Nineteenth-Century Art Modern Life 991 Boxes
in Europe and North The Late Nineteenth Century 994

Suppression of the Avant-Garde in Nazi Germany 1056
America 904 Post-Impressionism 994
Symbolism 999 Federal Patronage for American Art During the Depression 1066
French Sculpture 1003 ■ A Broader Look
Industrial, Intellectual, and Political Art Nouveau 1004 Guernica 1062
Revolutions 906 The Beginnings of Modernism 1007 ■ A Closer Look
European Architecture: Technology and Structure 1007 Portrait of a German Officer 1042
Rococo 907
Rococo Salons 907 The Chicago School 1009 ■ Elements of Architecture
Rococo Painting and Sculpture 908 Cézanne 1012 The Skyscraper 1049
Rococo Church Decoration 912 The International Style 1057
xii contents contents xiii
Letter from the Author What’s New
Dear Colleagues Why Use This New Edition? Other highlights of the new edition
include the following:
Energized by an enthusiasm that Emma’s question, posed while I was planning this fifth edition Art history—what a wonderful, fascinating, and fluid discipline
was fueled by conviction, I taught of Art History, inspired me to pause and reflect more broadly on that evolves as the latest research becomes available for debate and
• The chapters are coordinated with significantly expanded
MyArtsLab resources that enrich and reinforce student learning
my first introductory art history what it is that we seek to accomplish in art history survey courses. consideration. The fifth edition of Art History has been revised to
(see p. xvi).
survey course in the late 1970s, I initiated a series of conversations with professors across the coun- reflect these new discoveries, recent research and fresh interpretive
soon after the dawn of a period try to take me beyond my own experience and into a national perspectives, and also to address the changing needs of the audi-
• Crosscurrent Questions at the end of each chapter encourage
students to compare works from different chapters and probe
of crisis and creativity in the disci- classroom. Many of you provided illuminating feedback, sharing ence—both students and educators. With these goals in mind, and
the relationship of recurrent themes across cultures, times,
pline of art history that challenged goals and strategies, searching with me for a way of characterizing by incorporating feedback from our many users and reviewers, we
and places.
the fundamental assumptions a shared set of learning outcomes that underlie the survey courses have sought to make this fifth edition an improvement over its ear-
behind the survey and questioned we teach as a way of introducing our students in the present to the lier incarnations in sensitivity, readability, and accessibility without
• Enriched Recovering the Past boxes document the discovery,
re-evaluation, restoration, or conservation of works of art, such
the canon of works that had long study of art from the past. Talking with you helped me formulate losing anything in comprehensiveness, in scholarly precision, or in
as the bronze She-Wolf that was once considered Etruscan and
served as its foundation. Some language for the essential ideas we want our students to grasp, and its ability to engage readers.
has recently been interpreted as medieval.
professors and programs abandoned the survey altogether; others characterize succinctly the kinds of knowledge and skills that are To facilitate student learning and understanding of art history,
made it more expansive and inclusive. We all rethought what we required to master them. From these conversations and your feed- the fifth edition is centered on four key Learning Outcomes. These
• Closer Look features appear in each chapter, guiding students
in their exploration of details within a single work of art and
were doing, and the soul searching this required made many of us back, I developed a set of four fundamental outcomes envisioned overarching outcomes helped steer and shape this revision with
helping students to understand issues of usage, iconography,
better teachers—more honest and relevant, more passionate and for the book as a whole, outcomes that would be reflected within their emphasis on the fundamental reasons we teach art history
and style. Each Closer Look is expanded and narrated within
convincing. It was for the subsequent generation of students and each chapter in four coordinated learning objectives at the begin- to undergraduates:
MyArtsLab to explore technique, style, subject matter, and cul-
teachers, ready to reap the benefits of this refined notion of art his- ning, and four assessment questions at the end. These overall learn-
tural context.
tory, that Marilyn Stokstad conceived and created her new survey ing outcomes aim to encompass the goals we share as we introduce LEARNING OUTCOMES FOR ART HISTORY
textbook during the 1990s, tailored for students whose lives would the history of art to beginners. Thinking about them has already Explore and understand the developing traditions and cultural
• Broader Look boxes in each chapter offer an in-depth contex-
tual treatment of a single work of art.
unfold in the twenty-first century. It is a humbling honor to have helped me refocus on what it is I am trying to accomplish in my exchanges represented by major monuments of world art by
become part of this historic project. own classroom. It certainly has alleviated the frustration I shared • Global coverage has been deepened with the addition of
1. Identifying the hallmarks of regional and period styles in rela- new works of art and revised discussions that incorporate new
Reconsidering and refining what we do as professors and with Emma about my students’ performance on slide IDs. I am
tion to their technical, formal, and expressive character; scholarship, especially in the area of South and Southeast Asia,
students of art history, however, did not cease at the turn of the now working on new ways to assess their engagement in relation to
2. Understanding the principal themes, subjects, and symbols in whose chapters have been expanded.
century. The process continues. Like art, our teaching and learn- two fundamental goals—the “big ideas” that are embodied in these
ing changes as we and our culture change, responding to new learning outcomes: building a knowledge base to anchor cultural the art of a variety of cultures, periods, and locations; • Throughout, images have been updated whenever new
3. Probing the relationship of works of art to human history by and improved images were available or works of art have been
expectations and new understandings. Opportunities for growth understanding, and encouraging the extended examination of
exploring their cultural, economic, political, social, spiritual, cleaned or restored.
sometimes emerge in unexpected situations. Recently, while I works of art, what I call “slow looking.”
was inching through sluggish suburban traffic with my daughter I hope these ideas, goals, and outcomes resonate as much with moral, and intellectual contexts, and • New works have been added to the discussion in many chap-
4. Recognizing and applying the critical thinking, creative inquiry, ters to enhance and enrich what is said in the text. For example,
Emma—a gifted fifth-grade teacher—I confessed my disappoint- you as they have with me, that they will invite you to continue to
and disciplined reasoning that stand behind art-historical the Disk of Enheduanna, Sphinx of Taharqo, garden mural from
ment in my survey students’ dismal performance on the identifica- think with me about the reasons why we believe the study of art
interpretation, as well as the vocabulary and concepts used to Livia’s villa at Primaporta, and monastery of St. Catherine’s
tion portion of their recent exam, lamenting their seeming inability history is meaningful and important for our students. After all, our
describe and characterize works of art with clarity and power. on Mount Sinai. In addition, the following artists are now dis-
to master basic information about the set of works I expected them discipline originated in dialogue, and it is rooted in the desire—
cussed through new, and more representative, works: Bihzad,
to know. “Why,” I asked rhetorically, “was it so difficult for them maybe even the need—to talk with each other about why works Each chapter opens with Learn About It objectives to help Giovanni Pisano, Duccio, Verrocchio, Giambologna, Bronzino,
to learn these facts?” Emma’s unexpected answer, rooted in her of art matter and why they affect us so deeply. I would love to hear students focus on the upcoming chapter material and ends with Gentileschi, Hals, Steen, Rubens, Sharaku, Turner, Friedrich,
exploration of Grant Wiggins and Jay McTigue’s Understanding from you—mcothre1@swarthmore.edu. corresponding Think About It assessment questions. These tools Monet, Degas, Gauguin, Cézanne, and Warhol.
by Design during a graduate course on curriculum development, are rooted in the four learning outcomes stated above and help
shifted the question and reframed the discussion. “Dad,” she said, Warm regards, students think through, apply the chapter material, and synthesize
• New artists have been added, notably, Sultan Muhammad,
Joan Mitchell, Diane Arbus, and Ed Ruscha.
“you are focusing on the wrong aspect of your teaching. What are their own viewpoints.
you trying to accomplish by asking your students to learn those • The language used to characterize works of art—espe-
cially those that attempt to capture the lifelike appearance of
facts for identification on the exam? Question and explore your
the natural world—has been refined and clarified to bring
objectives first, then determine whether your assessment is actually
greater precision and nuance.
the best way to encourage its accomplishment.” Michael Cothren
• response to readers’ requests, discussion of many major
In
monuments has been revised and expanded.
• Byzantine art has been separated from the treatment of Jewish
and Early Christian art for expanded treatment in a new chapter
(8) of its own.
xiv xv
MyArtsLab lets your students experience A visual engaging way to learn
and interact with art The new MyArtsLab Challenge offers
students a visual and rewards-based way
to progress through chapter assessment as
This program will provide a better teaching and learning experience for you and your
they master the study of art history. Upon
students. Here’s how:
successful completion of each quiz level,
The new MyArtsLab delivers proven results in helping individual students succeed. Its students unlock works of art and artifacts
automatically graded assessments, personalized study plan, and interactive eText provide to create their own personal galleries to
engaging experiences that personalize, stimulate, and measure learning for each student. share with their peers.
• The Pearson eText ( ) lets students

access their textbook anytime, any-
where, and any way they want—includ-
ing downloading to an iPad or listening
to chapter audio read by Michael
Cothren and Brian Seymour. Includes
a unique scale feature showing students
the size of a work in relation to the
human figure.
• Personalized study plan for each student

promotes critical-thinking skills. Assess-
ment tied to videos, applications, and
chapters enables both instructors and
students to track progress and get imme-
diate feedback.
• New: Henry Sayre’s Writing About Art 6th edition is now available online in its entirety Students on Site videos, produced by students for students—reviewed and approved by
as an eText within MyArtsLab. art historians—deliver a sense of “being there.” To learn more about how your students
can participate, please visit www.pearsonfreeagent.com
• New and expanded: ( ) Closer Look
tours—interactive walkthroughs featur-
ing expert audio—offer in-depth looks
at key works of art. Now optimized for
mobile.
• New and expanded: Over 75 in total,
360-degree architectural panoramas and
simulations of major monuments help
students understand buildings—inside
and out. Now optimized for mobile.
• New: Students on Site videos—over
75 in total, produced and edited by
students for students, these 2–3 minute
videos provide “you are there” impres-
sions of major monuments, reviewed
and approved by art historians.
xvi xvii
Give Your Students Choices Acknowledgments and Gratitude
ordering options Instructor Resources Art History, which was first published in 1995 by Harry N. Abrams, work of Fletcher Coleman and Andrew Finegold, who helped with
Pearson arts titles are available in the following formats to give you All of our instructor resources are found on MyArtsLab and are Inc. and Prentice Hall, Inc., continues to rely, each time it is revised, research on the previous edition. I also have been supported by a host of
on the work of many colleagues and friends who contributed to the colleagues at Swarthmore College. Generations of students challenged
and your students more choices—and more ways to save. available to faculty who adopt Art History. These resources include:
original texts and subsequent editions. Their work is reflected here, me to hone my pedagogical skills and steady my focus on what is at
MyArtsLab with eText: the Pearson eText lets students access PowerPoints featuring nearly every image in the book, with cap- and we extend to them our enduring gratitude. stake in telling the history of art. My colleagues in the Art Depart-
their textbook anytime, anywhere, and any way they want, includ- tions and without captions. In preparing this fifth edition, we worked closely with two gifted ment—especially Stacy Bomento, June Cianfrana, Randall Exon, Laura
ing listening online or downloading to an iPad. and dedicated editors at Pearson/Prentice Hall, Sarah Touborg and Holzman, Constance Cain Hungerford, Patricia Reilly, and Tomoko
Teaching with MyArtsLab PowerPoints help instructors make Helen Ronan, whose almost daily support in so many ways was at the Sakomura—have answered all sorts of questions, shared innumerable
MyArtsLab with eText Combined:0-205-88736-8 their lectures come alive. These slides allow instructors to dis- center of our work and created the foundation of what we have done. insights on works in their areas of expertise, and offered unending
MyArtsLab with eText Volume I: 0-205-94839-1 play the very best rich media from MyArtsLab in the classroom— We are continually bolstered by the warm and dedicated support of encouragement and support. I am so lucky to work with them.
MyArtsLab with eText Volume II: 0-205-94846-4 quickly and easily. Yolanda de Rooy, Pearson’s President of the Social Sciences and the Many art historians have provided assistance, often at a moment’s
Arts, and Craig Campanella, Editorial Director. Also at Pearson, Bar- notice, and I am especially grateful to Betina Bergman, Claudia Brown,
Build your own Pearson Custom e-course material. Pearson bara Cappuccio, Marlene Gassler, Melissa Feimer, Cory Skidds, Brian Elizabeth A.R. Brown, Brigitte Buettner, David Cateforis, Madeline
offers the first eBook-building platform that empowers educators Mackey, David Nitti, and Carla Worner supported us in our work. At Harrison Caviness, Sarah Costello, Cynthia Kristan-Graham, Joyce de
with the freedom to search, choose, and seamlessly integrate multi Laurence King Publishing, Clare Double, Kara Hattersley-Smith, Julia Vries, Cheri Falkenstien-Doyle, Sharon Gerstel, Kevin Glowaki, Ed
media. Contact your Pearson representative to get started. Ruxton, and Simon Walsh oversaw the production of this new edition. Gyllenhaal, Julie Hochstrasser, Vida J. Hull, Penny Jolly, Barbara Kel-
For layout design we thank Nick Newton and for photo research we lum, Alison Kettering, Benton Kidd, Ann Kuttner, Anne Leader,
The Books à la Carte edition offers a convenient, three-hole- thank Evi Peroulaki. Much appreciation also goes to Brandy Dawson, Steven A. LeBlanc, Cary Liu, Elizabeth Marlowe, Thomas Morton,
punched, loose-leaf version of the traditional text at a discounted Director of Marketing, and Kate Stewart Mitchell, Marketing Man- Kathleen Nolan, David Shapiro, Mary Shepard, Larry Silver, David
price—allowing students to take only what they need to class. ager extraordinaire, as well as the entire Social Sciences and Arts team Simon, Donna Sadler, Jeffrey Chipps Smith, and Mark Tucker.
Books à la Carte editions are available both with and without at Pearson. I was fortunate to have the support of many friends. John Bren-
access to MyArtsLab. dler, David Eldridge, Stephen Lehmann, Mary Marissen, Denis Ott,
From Marilyn Stokstad: The fifth edition of Art History rep- and Bruce and Carolyn Stephens, patiently listened and truly relished
Books à la Carte edition Volume I: 0-205-93840-X resents the cumulative efforts of a distinguished group of scholars my enjoyment of this work.
Books à la Carte edition Volume I plus MyArtsLab: 0-205-93847-7 and educators. Over four editions, the work done in the 1990s by My preparation for this work runs deep. My parents, Mildred
Books à la Carte edition Volume II: 0-205-93844-2 Stephen Addiss, Chutsing Li, Marylin M. Rhie, and Christopher and Wat Cothren, believed in me from the day I was born and made
Books à la Carte edition Volume II plus MyArtsLab: 0-205-93846-9 D. Roy for the original book has been updated and expanded by significant sacrifices to support my education from pre-school through
David Binkley and Patricia Darish (Africa); Claudia Brown and Rob- graduate school. From an early age, Sara Shymanski, my elementary
The CourseSmart eTextbook offers the same content as the ert Mowry (China and Korea); Patricia Graham (Japan); Rick Asher school librarian, gave me courage through her example and loving
printed text in a convenient online format—with highlighting, (South and Southeast Asia); D. Fairchild Ruggles (Islamic); Claudia encouragement to pursue unexpected passions for history, art, and the
online search, and printing capabilities. www.coursesmart.com Brittenham (Americas); Sara Orel and Carol Ivory (Pacific Cultures); search to make them meaningful in both past and present. Françoise
Instructor’s Manual and Test Item File and Bradford R. Collins, David Cateforis, Patrick Frank, and Joy Celly, my painting professor during a semester abroad in Provence, by
Art History Portable edition has all of the same content as the Sperling (Modern). For this fifth edition, Robert DeCaroli reworked sending me to study the Romanesque sculpture of Autun, began my
This is an invaluable professional resource and reference for new
comprehensive text in six slim volumes. If your survey course is the chapters on South and Southeast Asia. journey toward art history. At Vanderbilt, Ljubica Popovich fostered
and experienced faculty.
Western, the Portable Edition is available in value-package com- In addition, I want to thank University of Kansas colleagues Sally this new interest by teaching me about Byzantine art. My extraordi-
binations to suit Western-focused courses (Books 1, 2, 4, and 6). The Class Preparation Tool collects these and other presentation Cornelison, Susan Craig, Susan Earle, Charles Eldredge, Kris Ercums, nary daughters Emma and Nora remain a constant inspiration. I am
Portable Edition volumes are also available individually for period resources in one convenient online destination. Sherry Fowler, Stephen Goddard, Saralyn Reece Hardy, Marsha Hau- so grateful for their delight in my passion for art’s history, and for
or region specific courses. fler, Marni Kessler, Amy McNair, John Pulz, Linda Stone Ferrier, and their dedication to keeping me from taking myself too seriously. My
John Younger for their help and advice. My thanks also to my friends deepest gratitude is reserved for Susan Lowry, my wife and soul-mate,
Book 1 – Ancient Art (Chapters 1–6): 978-0-205-87376-0 Katherine Giele and Katherine Stannard, William Crowe, David who brings joy to every facet of my life. She is not only patient and
Book 2 – Medieval Art (Chapters 7–9, 15–18): Bergeron, and Geraldo de Sousa for their sympathy and encourage- supportive during the long distractions of my work on this book; she
978-0-205-87377-7 ment. Of course, my very special thanks go to my sister, Karen Leider, has provided help in so very many ways. The greatest accomplishment
Book 3 – A View of the World, Part One (Chapters 9–14): and my niece, Anna Leider. of my life in art history occurred on the day I met her at Columbia
978-0-205-87378-4 in 1973.
From Michael Cothren: Words are barely adequate to express If the arts are ultimately an expression of human faith and integ-
Book 4 – Fourteenth to Seventeenth Century Art (Chapters 18–23):
my gratitude to Marilyn Stokstad for welcoming me with such trust, rity as well as human thought and creativity, then writing and produc-
978-0-205-87379-1
enthusiasm, and warmth into the collaborative adventure of revis- ing books that introduce new viewers to the wonders of art’s history,
Book 5 – A View of the World, Part Two (Chapters 24–29): ing this historic textbook, conceived and written for students in a and to the courage and visions of the artists and art historians that stand
978-0-205-87380-7 new century. Working alongside her—and our extraordinary edi- behind it—remains a noble undertaking. We feel honored to be a part
Book 6 – Eighteenth to Twenty-first Century Art (Chapters 30–33): tors Sarah Touborg and Helen Ronan—has been delightful and of such a worthy project.
978-0-205-87756-0 rewarding, enriching, and challenging. I look forward to continuing
the partnership. Marilyn Stokstad Michael W. Cothren
My work was greatly facilitated by the research assistance and cre- Lawrence, KS Swarthmore, PA
ative ideas of Moses Hanson-Harding, and I continued to draw on the Spring 2012
xviii xix
In Gratitude: As its predecessors did, this fifth edition of Art History benefited University of California, Davis; Donna Sandrock, Santa Ana College; Michael Schwartz,
from the reflections and assessments of a distinguished team of scholars and educators.
The authors and Pearson are grateful to the following academic reviewers for their
Augusta State University; Diane Scillia, Kent State University; Joshua A. Shannon, Uni-
versity of Maryland; Karen Shelby, Baruch College; Susan Sidlauskas, Rutgers Univer- Use Notes
numerous insights and suggestions for improvement: Kirk Ambrose, University of Col- sity; Jeffrey Chipps Smith, University of Texas, Austin; Royce W. Smith, Wichita State
orado, Boulder; Lisa Aronson, Skidmore College; Mary Brantl, St. Edward’s Univer- University; Stephanie Smith, Youngstown State University; Stephen Smithers, Indiana
sity; Denise Budd, Bergen Community College; Anne Chapin, Brevard College; Sheila State University; Janet Snyder, West Virginia University; Laurie Sylwester, Columbia The various features of this book reinforce each other, helping the reader to become by chapter, that are basic to the study of art history today, as well as
Dillon, Duke University; William Ganis, Wells College; Sharon Gerstel, University College (Sonora); Carolyn Tate, Texas Tech University; Rita Tekippe, University of comfortable with terminology and concepts that are specific to art history. works cited in the text.
of California, Los Angeles; Kevin Glowacki, Texas A&M University; Amy Golahny, West Georgia; James Terry, Stephens College; Michael Tinkler, Hobart and William
Lycoming College; Steve Goldberg, Hamilton College; Bertha Gutman, Delaware Smith Colleges; Amelia Trevelyan, University of North Carolina at Pembroke; Julie Learn About It Placed at the beginning of each chapter, this feature
County Community College; Deborah Haynes, University of Colorado, Boulder; Eva Tysver, Greenville Technical College; Jeryln Woodard, University of Houston; Reid Starter Kit and Introduction The Starter Kit is a highly concise captures in bulleted form the key learning objectives, or outcomes, of
Hoffman, Tufts University; Mary Jo Watson, University of Oklahoma; Kimberly Jones, Wood, Lorain County Community College. Our thanks also to additional expert read- primer of basic concepts and tools. The Introduction explores the way the chapter. They point to what will have been accomplished upon
University of Texas, Austin; Barbara Kellum, Smith College; Sarah Kielt Costello, Uni- ers including: Susan Cahan, Yale University; David Craven, University of New Mexico; they are used to come to an understanding of the history of art. its completion.
versity of Houston; Cynthia Kristan-Graham, Auburn University; Paul Lavy, Univer- Marian Feldman, University of California, Berkeley; Dorothy Johnson, University of
Captions There are two kinds of captions in this book: short and Think About It These critical thinking questions appear at the end
sity of Hawaii at Manoa; Henry Luttikhuizen, Calvin College; Elizabeth Mansfield, Iowa; Genevra Kornbluth, University of Maryland; Patricia Mainardi, City University
New York University; Michelle Moseley Christian, Virginia Tech; Eleanor Moseman, of New York; Clemente Marconi, Columbia University; Tod Marder, Rutgers Univer- long. Short captions identify information specific to the work of art or of each chapter and help students assess their mastery of the learning
Colorado State University; Sheila Muller, University of Utah; Elizabeth Olton, Uni- sity; Mary Miller, Yale University; Elizabeth Penton, Durham Technical Community architecture illustrated: objectives (Learn About It) by asking them to think through and apply
versity of Texas at San Antonio; David Parrish, Purdue University; Tomoko Sakomura, College; Catherine B. Scallen, Case Western University; Kim Shelton, University of what they have learned.
Swarthmore College; Erika Schneider, Framingham State University; David Shapiro; California, Berkeley. artist (when known)
Richard Sundt, University of Oregon; Tilottama Tharoor, New York University; Sarah title or descriptive name of work MyArtsLab prompts These notations are found throughout the
Many people reviewed the original edition of Art History and have continued to assist
Thompson, Rochester Institute of Technology; Rebecca Turner, Savannah College of date chapter and are keyed to MyArtsLab resources that enrich and
with its revision. Every chapter was read by one or more specialists. For work on the
Art and Design; Linda Woodward, LSC Montgomery.
original book and assistance with subsequent editions thanks goes to: Barbara Abou-el-
original location (if moved to a museum or other site) reinforce student learning.
This edition has continued to benefit from the assistance and advice of scores of other Haj, SUNY Binghamton; Roger Aiken, Creighton University; Molly Aitken; Anthony material or materials a work is made of
Dates, Abbreviations, and Other Conventions This book uses the
teachers and scholars who generously answered questions, gave recommendations on Alofsin, University of Texas, Austin; Christiane Andersson, Bucknell University; Kath- size (height before width) in feet and inches, with meters and
designations bce and ce, abbreviations for “Before the Common Era”
organization and priorities, and provided specialized critiques during the course of work ryn Arnold; Julie Aronson, Cincinnati Art Museum; Michael Auerbach, Vanderbilt Uni- centimeters in parentheses
and “Common Era,” instead of bc (“Before Christ”) and ad (“Anno
on previous editions. versity; Larry Beck; Evelyn Bell, San Jose State University; Janetta Rebold Benton, Pace present location
We are grateful for the detailed critiques from the following readers across the coun- University; Janet Berlo, University of Rochester; Sarah Blick, Kenyon College; Jonathan Domini,” “the year of our Lord”). The first century bce is the period
try who were of invaluable assistance during work on the third and fourth editions: Craig Bloom, Boston College; Suzaan Boettger; Judith Bookbinder, Boston College; Marta The order of these elements varies, depending on the type of work from 99 bce to 1 bce; the first century ce is from the year 1 ce to 99
Adcock, University of Iowa; Charles M. Adelman, University of Northern Iowa; Fred Braun, Ryerson University; Elizabeth Broun, Smithsonian American Art Museum; Glen illustrated. Dimensions are not given for architecture, for most wall ce. Similarly, the second century ce is the period from 199 bce to 100
C. Albertson, University of Memphis; Kimberly Allen-Kattus, Northern Kentucky Uni- R. Brown, Kansas State University; Maria Elena Buszek, Kansas City Art Institute; Rob- paintings, or for most architectural sculpture. Some captions have one bce; the second century ce extends from 100 ce to 199 ce.
versity; Frances Altvater, College of William and Mary; Michael Amy, Rochester Institute ert G. Calkins; Annmarie Weyl Carr; April Clagget, Keene State College; William W. or more lines of small print below the identification section of the
of Technology; Susan Jane Baker, University of Houston; Jennifer L. Ball, Brooklyn Clark, Queens College, CUNY; John Clarke, University of Texas, Austin; Jaqueline caption that gives museum or collection information. This is rarely
College, CUNY; Samantha Baskind, Cleveland State University; Tracey Boswell, John- Clipsham; Ralph T. Coe; Robert Cohon, The Nelson-Atkins Museum of Art; Alessandra required reading; its inclusion is often a requirement for gaining per-
son County Community College; Jane H. Brown, University of Arkansas at Little Rock; Comini; James D’Emilio, University of South Florida; Walter Denny, University of Mas- 100’s 99–1 1–99 100’s
mission to reproduce the work. second first first second
Stephen Caffey, Texas A&M University; Charlotte Lowry Collins, Southeastern Loui- sachusetts, Amherst; Jerrilyn Dodds, City College, CUNY; Lois Drewer, Index of Chris-
siana University; Roger J. Crum, University of Dayton; Brian A. Curran, Penn State tian Art; Joseph Dye, Virginia Museum of Art; James Farmer, Virginia Commonwealth
Longer, discursive captions contain information that complements century BCE century BCE century CE century CE
University; Cindy B. Damschroder, University of Cincinnati; Michael T. Davis, Mount University; Grace Flam, Salt Lake City Community College; Mary D. Garrard; Paula the narrative of the main text.
Holyoke College; Juilee Decker, Georgetown College; Laurinda Dixon, Syracuse Uni- Gerson, Florida State University; Walter S. Gibson; Dorothy Glass; Oleg Grabar; Ran-
Definitions of Terms You will encounter the basic terms of art Circa (“about”) is used with approximate dates, spelled out in the
versity; Rachael Z. DeLue, Princeton University; Anne Derbes, Hood College; Caro- dall Griffey, Amherst College; Cynthia Hahn, Florida State University; Sharon Hill, Vir- text and abbreviated to “c.” in the captions. This indicates that an
history in three places:
line Downing, State University of New York at Potsdam; Laura Dufresne, Winthrop ginia Commonwealth University; John Hoopes, University of Kansas; Reinhild Janzen, exact date is not yet verified.
University; Suzanne Eberle, Kendall College of Art & Design of Ferris State University; Washburn University; Wendy Kindred, University of Maine at Fort Kent; Alan T. Kohl, In the Text, where words appearing in boldface type are defined,
An illustration is called a “figure,” or “fig.” Thus, figure 6–7 is
April Eisman, Iowa State University; Dan Ewing, Barry University; Allen Farber, State Minneapolis College of Art; Ruth Kolarik, Colorado College; Carol H. Krinsky, New or glossed, at their first use.
University of New York at Oneonta; Arne Flaten, Coastal Carolina University; John York University; Aileen Laing, Sweet Briar College; Janet LeBlanc, Clemson University;
the seventh numbered illustration in Chapter 6, and fig. Intro-3 is
In Boxed Features, on technique and other subjects, where la- the third figure in the Introduction. There are two types of figures:
Garton, Cleveland Institute of Art; Richard Gay, University of North Carolina, Pem- Charles Little, The Metropolitan Museum of Art; Laureen Reu Liu, McHenry County
beled drawings and diagrams visually reinforce the use of terms. photographs of artworks or of models, and line drawings. Drawings
broke; Regina Gee, Montana State University; Rosi Gilday, University of Wisconsin, College; Loretta Lorance; Brian Madigan, Wayne State University; Janice Mann, Buck-
Oshkosh; Mimi Hellman, Skidmore College; Julie Hochstrasser, University of Iowa; nell University; Judith Mann, St. Louis Art Museum; Richard Mann, San Francisco In the Glossary, at the end of the volume (p. 1138), which are used when a work cannot be photographed or when a diagram
Eunice D. Howe, University of Southern California; Phillip Jacks, George Washing- State University; James Martin; Elizabeth Parker McLachlan; Tamara Mikailova, St. contains all the words in boldface type in the text and boxes. or simple drawing is the clearest way to illustrate an object or a place.
ton University; Evelyn Kain, Ripon College; Nancy Kelker, Middle Tennessee State Petersburg, Russia, and Macalester College; Anta Montet-White; Anne E. Morganstern, When introducing artists, we use the words active and documented
University; Patricia Kennedy, Ocean County College; Jennie Klein, Ohio University; Ohio State University; Winslow Myers, Bancroft School; Lawrence Nees, University of Maps At the beginning of each chapter you will find a map with all
with dates, in addition to “b.” (for “born”) and “d.” (for “died”).
Katie Kresser, Seattle Pacific University; Cynthia Kristan-Graham, Auburn University; Delaware; Amy Ogata, Cleveland Institute of Art; Judith Oliver, Colgate University; the places mentioned in the chapter.
“Active” means that an artist worked during the years given.
Barbara Platten Lash, Northern Virginia Community College; William R. Levin, Cen- Edward Olszewski, Case Western Reserve University; Sara Jane Pearman; John G. Ped-
Boxes Special material that complements, enhances, explains, or “Documented” means that documents link the person to that date.
tre College; Susan Libby, Rollins College; Henry Luttikhuizen, Calvin College; Lynn ley, University of Michigan; Michael Plante, Tulane University; Eloise Quiñones-Keber,
Mackenzie, College of DuPage; Elisa C. Mandell, California State University, Fullerton; Baruch College and the Graduate Center, CUNY; Virginia Raguin, College of the Holy
extends the narrative text is set off in six types of tinted boxes. Accents are used for words in French, German, Italian, and Spanish
Pamela Margerm, Kean University; Elizabeth Marlowe, Colgate University; Marguerite Cross; Nancy H. Ramage, Ithaca College; Ann M. Roberts, Lake Forest College; Lisa Art and Its Contexts and A Broader Look boxes expand on only. With few exceptions, names of cultural institutions in Western
Mayhall, Kean University; Katherine A. McIver, University of Alabama at Birming- Robertson, The Cleveland Museum of Art; Barry Rubin; Charles Sack, Parsons, Kansas; selected works or issues related to the text. A Closer Look boxes use European countries are given in the form used in that country.
ham; Dennis McNamara, Triton College; Gustav Medicus, Kent State University; Lynn Jan Schall, The Nelson-Atkins Museum of Art; Tom Shaw, Kean College; Pamela Shein- leader-line captions to focus attention on specific aspects of important
Titles of Works of Art It was only over the last 500 years that paint-
Metcalf, St. Cloud State University; Janine Mileaf, Swarthmore College; Jo-Ann Mor- gorn, Baruch College, CUNY; Raechell Smith, Kansas City Art Institute; Lauren Soth; works. Elements of Architecture boxes clarify specifically architectural
gan, Coastal Carolina University; Johanna D. Movassat, San Jose State University; Beth A. Anne R. Stanton, University of Missouri, Columbia; Michael Stoughton; Thomas Sul-
ings and works of sculpture created in Europe and North America
features, often explaining engineering principles or building technol-
Mulvaney, Meredith College; Dorothy Munger, Delaware Community College; Jacque- livan, OSB, Benedictine College (Conception Abbey); Pamela Trimpe, University of were given formal titles, either by the artist or by critics and art
ogy. Technique boxes outline the techniques and processes by which
line Marie Musacchio, Wellesley College; Bonnie Noble, University of North Carolina Iowa; Richard Turnbull, Fashion Institute of Technology; Elizabeth Valdez del Alamo, historians. Such formal titles are printed in italics. In other traditions
certain types of art are created. Recovering the Past boxes highlight
at Charlotte; Leisha O’Quinn, Oklahoma State University; Lynn Ostling, Santa Rosa Montclair State College; Lisa Vergara; Monica Visoná, University of Kentucky; Roger and cultures, a single title is not important or even recognized.
the work of archaeologists who uncover and conservators who assure
Junior College; Willow Partington, Hudson Valley Community College; Martin Pat- Ward, Norton Museum of Art; Mark Weil, St. Louis; David Wilkins; Marcilene Witt- In this book we use formal descriptive titles of artworks where
rick, Illinois State University; Ariel Plotek, Clemson University; Patricia V. Podzorski, mer, University of Miami.
the preservation and clear presentation of art.
titles are not established. If a work is best known by its non-English
University of Memphis; Albert Reischuck, Kent State University; Margaret Richard- Bibliography The bibliography at the end of this book beginning on title, such as Manet’s Le Déjeuner sur l’Herbe (The Luncheon on the
son, George Mason University; James Rubin, Stony Brook University; Jeffrey Ruda,
page 1147 contains books in English, organized by general works and Grass), the original language precedes the translation.
xx acknowledgments and gratitude xxi

Texture, another attribute of form, is the tactile (or touch-perceived) time and place where the work was created as well as the objectives
Starter Kit quality of a surface. It is described by words such as smooth, polished,

rough, prickly, grainy, or oily. Texture takes two forms: the texture of
of individual artists. Pictorial depth (spatial recession) is a special-
ized aspect of composition in which the three-dimensional world is
the actual surface of the work of art and the implied (illusionistically represented on a flat surface, or picture plane. The area “behind” the
Art history focuses on the visual arts—painting, drawing, sculpture, another on the color wheel, such as red and green. Red, orange, and described) surface of objects represented in the work of art. picture plane is called the picture space and conventionally contains
prints, photography, ceramics, metalwork, architecture, and more. yellow are regarded as warm colors and appear to advance toward us. three “zones”: foreground, middle ground, and background.
Space is what contains forms. It may be actual and three-
This Starter Kit contains basic information and addresses concepts that Blue, green, and violet, which seem to recede, are called cool colors. dimensional, as it is with sculpture and architecture, or it may be
underlie and support the study of art history. It provides a quick refer- Black and white are not considered colors but neutrals; in terms of fictional, represented illusionistically in two dimensions, as when art-
ence guide to the vocabulary used to classify and describe art objects. light, black is understood as the absence of color and white as the ists represent recession into the distance on a flat surface—such as a picture plane
Understanding these terms is indispensable because you will encounter mixture of all colors. wall or a canvas—by using various systems of perspective.
them again and again in reading, talking, and writing about art. Y E LLO W
b
midd ackground
YELL le gr
AN
G E OW Mass and volume are properties of three-dimensional things. Mass is foreg
round ound
R -G
Let us begin with the basic properties of art. A work of art is a -O RE
EN solid matter—whether sculpture or architecture—that takes up space. ground plane
OW
material object having both form and content. It is often described and LL
YE Volume is enclosed or defined space, and may be either solid or hol- Various techniques for conveying a sense of pictorial depth have
categorized according to its style and medium. low. Like space, mass and volume may be illusionistically represented been devised by artists in different cultures and at different times. A
GR
GE
1
on a two-dimensional surface, such as in a painting or a photograph.
EE
AN
3 number of them are diagrammed here. In some European art, the use
N
3
OR
FORM Composition is the organization, or arrangement, of forms in a work of various systems of perspective has sought to create highly convincing
2
illusions of recession into space. At other times and in other cultures,
2
Referring to purely visual aspects of art and architecture, the term of art. Shapes and colors may be repeated or varied, balanced sym-
BL U E-G RE EN
RE D-O R AN GE
form encompasses qualities of line, shape, color, light, texture, space, mass, metrically or asymmetrically; they may be stable or dynamic. The indications of recession are actually suppressed or avoided to empha-
volume, and composition. These qualities are known as formal elements. possibilities are nearly endless and artistic choice depends both on the size surface rather than space.
3
When art historians use the term formal, they mean “relating to form.”
1
1
3
| Pictorial Devices for Depicting Recession in Space

3
RE Technique
E
2
U
D
BL
geometric
RE T
D-
VIO LE
IO
LET
L UE-V
B
VIOLET
biomorphic open closed

Value is the relative degree of lightness or darkness of a given
Shape color and is created by the amount of light reflected from an object’s
surface. A dark green has a deeper value than a light green, for ex-
Line and shape are attributes of form. Line is an element—usually ample. In black-and-white reproductions of colored objects, you see overlapping
overlappingoverlappingdiminution
overlapping diminution
diminution diminution
vertical vertical
perspective
vertical vertical diagonal
perspective
perspective perspective
diagonal
diagonal
perspective diagonal
perspective atmospheric
perspective
perspective atmospheric
perspective
atmospheric
perspective
atmospheric perspective
perspective
drawn or painted—the length of which is so much greater than the only value, and some artworks—for example, a drawing made with
width that we perceive it as having only length. Line can be actual, as black ink—possess only value, not hue or saturation. In overlapping, partially In diminution of scale, Vertical perspective Through atmospheric perspective, objects
when the line is visible, or it can be implied, as when the movement covered elements are successively smaller stacks elements, with the in the far distance (often in bluish-gray
of the viewer’s eyes over the surface of a work follows a path deter- meant to be seen as ortelements
orthogonal hogonal are
sor
s thogonal
or s perceived
thogonals as higher ones intended to hues) have less clarity than nearer
vani
vanishing shi
poi ng
nt
vani pointhor
vani
shing pois ing
hi
nt hor
zonpoi
lineizon
hor
nt line
izon lhor
inesi
vani zon
hi l
ine
vani
ng shi
poi ng
nt
vani points
vani
shing poihing point
nt
located behind those being progressively farther be perceived as deeper objects. The sky becomes paler as it
mined by the artist. Shape, on the other hand, is the two-dimensional,
covering them. away than the largest ones. in space. approaches the horizon.
or flat, area defined by the borders of an enclosing outline or contour. overlapping overlapping diminution diminution
vertical perspective diagonal perspective
vertical perspective diagonal perspective
Shape can be geometric, biomorphic (suggesting living things; sometimes Value scale from white to black.
called organic), closed, or open. The outline or contour of a three-dimen- one-point
one-
one-
point twnt
pointone-poio-point
tw o-
twpoi
o-nt
pointtw o-point
sional object can also be perceived as line. orthogonals orthogonals
divergent
divergent perspective
perspective
divergentdivergent perspective
perspective
intuitiveintuitive perspective
perspective
intuitive intuitive perspective
perspective vani
linear shi
ng
perspective
linear perspective
linear poi nt vani
linear hor
shingipoi
zonnt
perspective
perspective line horizon
vani shilng
inepoint vanishing point
Color has several attributes. These include hue, value, and saturation.
+ WHITE PURE HUE + BLACK
Hue is what we think of when we hear the word color, and the
terms are interchangeable. We perceive hues as the result of differ- Value variation in red.
ing wavelengths of electromagnetic energy. The visible spectrum, one-point one-pointtw o-point tw o-point
which can be seen in a rainbow, runs from red through violet. When Saturation, also sometimes referred to as intensity, is a color’s
divergent perspective
divergentintuitive
perspective
perspective
intuitive perspective linear perspective
linear perspective
the ends of the spectrum are connected through the hue red-violet, quality of brightness or dullness. A color described as highly saturated
the result may be diagrammed as a color wheel. The primary hues looks vivid and pure; a hue of low saturation may look a little muddy In divergent or Intuitive perspective takes the Linear perspective (also called scientific, mathematical,
reverse perspective, opposite approach from divergent one-point and Renaissance perspective) is a rationalization
(numbered 1) are red, yellow, and blue. They are known as primaries or grayed.
forms widen slightly perspective. Forms become or standardization of intuitive perspective that was developed
because all other colors are made by combining these hues. Orange,
and imaginary lines narrower and orthogonals converge in fifteenth-century Italy. It uses mathematical formulas to
green, and violet result from the mixture of two primaries and are called orthogonals the farther they are from the viewer, construct images in which all elements are shaped by, or
known as secondary hues (numbered 2). Intermediate hues, or tertiar- diverge as they approximating the optical arranged along, orthogonals that converge in one or more
ies (numbered 3), result from the mixture of a primary and a second- PURE HUE DULLED PURE HUE recede in space. experience of spatial recession. vanishing points on a horizon line.
ary. Complementary colors are the two colors directly opposite one
Intensity scale from bright to dull.
xxii starter kit xxiii

CONTENT Illusionism refers to a highly detailed style that seeks to create are made in multiple copies. The various forms of printmaking in- Sections reveal the interior of a building as if it had been cut
a convincing illusion of physical reality by describing its visual clude woodcut, the intaglio processes (engraving, etching, drypoint), vertically from top to bottom.
Content includes subject matter, but not all works of art have subject
appearance meticulously. and lithography.
matter. Many buildings, paintings, sculptures, and other art objects
include no recognizable references to things in nature nor to any Abstract styles depart from mimicking lifelike appearance to Photography (literally, “light writing”) is a medium that involves the
story or historical situation, focusing instead on lines, colors, masses, capture the essence of a form. An abstract artist may work from rendering of optical images on light-sensitive surfaces. Photographic
volumes, and other formal elements. However, all works of art— nature or from a memory image of nature’s forms and colors, which are images are typically recorded by a camera.
even those without recognizable subject matter—have content, or simplified, stylized, perfected, distorted, elaborated, or otherwise Sculpture is three-dimensional art that is carved, modeled, cast, or
meaning, insofar as they seek to communicate ideas, convey feelings, transformed to achieve a desired expressive effect. assembled. Carved sculpture is subtractive in the sense that the image
or affirm the beliefs and values of their makers, their patrons, and
Nonrepresentational (or Nonobjective) Art is a term often used for is created by taking away material. Wood, stone, and ivory are com-
usually the people who originally viewed or used them.
works of art that do not aim to produce recognizable natural mon materials used to create carved sculptures. Modeled sculpture is
Content may derive from the social, political, religious, and
imagery. considered additive, meaning that the object is built up from a
economic contexts in which a work was created, the intention of the
material, such as clay, that is soft enough to be molded and shaped.
artist, and the reception of the work by beholders (the audience). Art Expressionism refers to styles in which the artist exaggerates section
Section: Rome, Sta. Costanza
Metal sculpture is usually cast or is assembled by welding or a similar
historians, applying different methods of interpretation, often arrive at aspects of form to draw out the beholder’s subjective response or
means of permanent joining.
different conclusions regarding the content of a work of art, and single to project the artist’s own subjective feelings. Isometric drawings show buildings from oblique angles either
Sculpture is either free-standing (that is, surrounded by space)
works of art can contain more than one meaning because they are seen from above (“bird’s-eye view”) to reveal their basic three-
Linear describes both styles and techniques. In linear styles artists or in pictorial relief. Relief sculpture projects from the background
occasionally directed at more than one audience. dimensional forms (often cut away so we can peek inside) or from
use line as the primary means of definition. But linear paintings surface of the same piece of material. High-relief sculpture projects far
The study of subject matter is called iconography (literally, below (“worm’s-eye view”) to represent the arrangement of
can also incorporate modeling—creating an illusion of three-dimen- from its background; low-relief sculpture is only slightly raised; and
“the writing of images”) and includes the identification of symbols interior spaces and the upward projection of structural elements.
sional substance through shading, usually executed so that brush- sunken relief, found mainly in ancient Egyptian art, is carved into the
—images that take on meaning through association, resemblance,
strokes nearly disappear. surface, with the highest part of the relief being the flat surface.
or convention.
Painterly describes a style of representation in which vigorous, Ephemeral arts include processions, ceremonies, or ritual dances
(often with décor, costumes, or masks); performance art; earthworks;
STYLE evident brushstrokes dominate, and outlines, shadows, and highlights
are brushed in freely. cinema and video art; and some forms of digital or computer art. All
Expressed very broadly, style is the combination of form and composi- impose a temporal limitation—the artwork is viewable for a finite
tion that makes a work distinctive. Stylistic analysis is one of art history’s period of time and then disappears forever, is in a constant state of
most developed practices, because it is how art historians recognize MEDIUM AND TECHNIQUE change, or must be replayed to be experienced again.
the work of an individual artist or the characteristic manner of groups Medium (plural, media) refers to the material or materials from which
of artists working in a particular time or place. Some of the most com- Architecture creates enclosures for human activity or habitation. It
a work of art is made. Today, literally anything can be used to make
monly used terms to discuss artistic styles include period style, regional is three-dimensional, highly spatial, functional, and closely bound
a work of art, including not only traditional materials like paint, ink,
style, representational style, abstract style, linear style, and painterly style. with developments in technology and materials. Since it is difficult to
and stone, but also rubbish, food, and the earth itself.
capture in a photograph, several types of schematic drawings are
Period style refers to the common traits detectable in works of art Technique is the process that transforms media into a work of art.
commonly used to enable the visualization of a building:
and architecture from a particular historical era. It is good practice not Various techniques are explained throughout this book in Technique Isometric cutaway from above: Ravenna, San Vitale
boxes. Two-dimensional media and techniques include painting, Plans depict a structure’s masses and voids, presenting a view
to use the words “style” and “period” interchangeably. Style is the
drawing, prints, and photography. Three-dimensional media and from above of the building’s footprint or as if it had been sliced
sum of many influences and characteristics, including the period of its
techniques are sculpture (for example, using stone, wood, clay or horizontally at about waist height.
creation. An example of proper usage is “an American house from the
Colonial period built in the Georgian style.” cast metal), architecture, and many small-scale arts (such as jewelry,
containers, or vessels) in media such as ceramics, metal, or wood.
Regional style refers to stylistic traits that persist in a geographic
region. An art historian whose specialty is medieval art can recog- Painting includes wall painting and fresco, illumination (the
nize Spanish style through many successive medieval periods and can decoration of books with paintings), panel painting (painting on
distinguish individual objects created in medieval Spain from other wood panels), painting on canvas, and handscroll and hanging scroll
medieval objects that were created in, for example, Italy. painting. The paint in these examples is pigment mixed with a liquid
vehicle, or binder. Some art historians also consider pictorial media
Representational styles are those that describe the appearance of such as mosaic and stained glass—where the pigment is arranged in
recognizable subject matter in ways that make it seem lifelike. solid form—as a type of painting.
Realism and Naturalism are terms that some people used in-
Graphic arts are those that involve the application of lines and strokes Plan: Philadelphia, Vanna Venturi House
terchangeably to characterize artists’ attempts to represent the
to a two-dimensional surface or support, most often paper. Drawing Isometric projection from below: Istanbul, Hagia Sophia
observable world in a manner that appears to describe its
is a graphic art, as are the various forms of printmaking. Drawings
visual appearance accurately. When capitalized, Realism refers to
may be sketches (quick visual notes, often made in preparation for
a specific period style discussed in Chapter 31.
larger drawings or paintings); studies (more carefully drawn analyses
Idealization strives to create images of physical perfection of details or entire compositions); cartoons (full-scale drawings made
according to the prevailing values or tastes of a culture. The artist in preparation for work in another medium, such as fresco, stained
may work in a representational style and idealize it to capture an glass, or tapestry); or complete artworks in themselves. Drawings can
underlying value or expressive effect. be made with ink, charcoal, crayon, or pencil. Prints, unlike drawings,
xxiv starter kit starter kit xxv

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Fifth Edition

Boston Columbus Indianapolis New York San Francisco Upper Saddle River

Pearson Imaging Center: Corin Skidds

Copyright © 2014, 2011, 2008 by Pearson Education, Inc.

9 Islamic Art 264

ISBN-13: 978-0-205-87347-0 (hardcover)

10 9 8 7 6 5 4 3 2 1 15 Early Medieval Art in Europe 428

16 Romanesque Art 458

17 Gothic Art of the Twelfth and

Instructor’s Review Copy

Roman Art after Constantine 211

■ Technique Joined-Block Wood Sculpture 372

The Arts of Korea 356

Early Byzantine Art 235

14 17 Gothic Art of the

Stained-Glass Windows 501 Altars and Altarpieces 566

in Europe 712 ■ A Closer Look

Etchings and Drypoint 748 A New Beginning 857

The Reformation and the Arts 680

Nineteenth-Century Art Modern Life 991 Boxes

in Europe and North The Late Nineteenth Century 994

• The Pearson eText ( ) lets students

• Personalized study plan for each student

xx acknowledgments and gratitude xxi

Starter Kit quality of a surface. It is described by words such as smooth, polished,

| Pictorial Devices for Depicting Recession in Space

biomorphic open closed

xxii starter kit xxiii

xxiv starter kit starter kit xxv

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