Reformation and Renaissance Guided Notes - 2014
 Christian Humanism – combined _____________________learning with a desire to reform the
Catholic Church; believed that humans could improve themselves along with society
 Erasmus – thought that external forms of medieval religion such as pilgrimages, fasts, and
relics were ________________________ and that inner piety derived from religious philosophy
was more important.
 Dutch Renaissance humanist, Catholic priest, social critic, teacher, early proponent
of religious _____________________________, and theologian.
 Reasons for Reform of the Catholic Church:
Catholic Popes were more concerned with ______________________ and material goods than
________________________________________________.
Parish priests seemed ignorant of their spiritual ________________________.
 Indulgences – the idea that people could ___________________their way to salvation or a
reduced amount of time in ____________________________________
 Martin Luther – was a monk and professor at the University of Wittenberg in Germany;
believed that humans would be saved by their _______________________ in God and not by the
good works done in His name.
 Martin Luther – did not want to break away from the Church, only to reform it. He
wrote a list of his grievances, known as the _________________________________, and
copies were sent all over Germany.
 Martin Luther – In 1521, Luther was ___________________________________ for attempting
to get German princes to overthrow the papacy and establish a reformed German
church.
 Edict of Worms – made Luther an ________________________, and his works were banned;
German princes who supported Luther confiscated Church land, and a government church
was established.
 Charles V – _________________________ who wanted the empire to remain Catholic
Holy Roman Empire included Spain, Austria, Bohemia, Hungary, the Low Countries, Milan, and
Naples.
 Peace of Augsburg – allowed princes to ___________________ either _____________________________
or _____________________________ within the domains they controlled; citizens who did not wish
to conform to the prince's choice were given a period in which they were free to emigrate
to different regions in which their desired religion had been accepted.
 Lutheranism – new religious service which consisted of reading the Bible, preaching the
word of God, and songs; became the basis of doctrine for the first
____________________________________ faith
 Johannes Gutenberg – the first printer in the West to print by using
__________________________________ and to use a press. By c. 1455, he had produced what later
became known as the __________________________________________.
 Ulrich Zwingli – Swiss, _________________________ reformer who was influenced by the
writings or Erasmus and challenged or changed many aspects of the Church in
_________________________________ (also opposed Anabaptists)
 John Calvin – a Frenchman whose conversion to Protestantism forced him to flee to
Switzerland where he developed and preached his belief in an all-powerful God and the
idea of _________________________________________
 Predestination – the belief that God has determined in advance who will be
__________________________(the elect) and who will be ____________________________ (the reprobate)
 Calvinism – soon became more _______________________ than Lutheranism and spread
throughout Europe from _______________________, Switzerland (new center of Protestant
Reformation)
 Henry VIII – established the Church of __________________ _____when the pope refused to
_________________________ his marriage to Catherine of Aragon
 Queen Mary I – daughter of Henry VIII, came to power and attempted to restore Roman
_______________________________________; the burning of more than 300 Protestants, earned her
the nickname of “___________________________________________”
 Church of England – very similar to ____________________________________, but Act of Supremacy
of 1534 declared the king of England the official head of religious doctrine, with control
over discipline, clerical appointments, and breaking ties with the _________________________
 Anabaptists – Protestant reformers who did not want to give power to the state; believed
that religion should be voluntary; ______________________________ occurred as an adult, all
believers were equal; any member could become a minister, and separation of
___________________and ____________________; refused to bear arms or serve in military positions
 Reformation’s Effects on Society –
End of _________________________________ for Church leaders
Women are expected to be subservient, obedient, and produce sons
Protestants expected Jews to convert to Lutheranism or face violence and
__________________________________________
 Counter- Reformation – the ______________________and __________________________ of the
_______________________________ Church during the 16th and 17th centuries that was stimulated
by the Protestant Reformation
 Ignatius of Loyola – founded the ___________________________, a group who swore allegiance to
the ____________________________.
 Council of Trent – meetings of Church leaders that clarified and redefined the church's
______________________________, abolished many church ____________________________, and
strengthened the authority of the ____________________________________________.
Pt.2 – Renaissance
 Renaissance – a time period from 1350 – 1550 that was characterized by a
_____________________________ or rebirth of the cultural achievements of ancient Greece
and _____________________
 Medici Family – powerful Italian family of ______________________________ and merchants
who ruled Florence and were also great _____________________________________________
 Urban Society – during the Italian Renaissance life, once again, became centered
around powerful _______________________________________
e.g. Milan, Venice, and Florence
 Secular – attitudes, activities, or other things that have no _________________________ or
________________________________ basis
 Renaissance Art – sought to imitate nature through a ___________________________________;
___________________________ portrayal of the individual, especially nude depictions,
became one of the chief aims of Italian Renaissance art
 Perspective – Artistic technique that shows ______________________________ on a flat surface
 Frescos – a painting done rapidly in __________________________ on __________________________
on a wall or ceiling, so that the colors penetrate the plaster and become fixed as it
dries; created the illusion of _________________ dimensions, leading to a new realistic
style of painting
 Leonardo da Vinci– an artist, scientist, engineer and true “______________________________,”
he mastered the art of realistic painting and sought to advance to idealized forms of
nature and humans; his work is characterized by the technique, “______________________.”
 Polymath – a person of wide-ranging knowledge or learning.
 Sfumato – technique of allowing tones and colors to _____________________ gradually into
one another, producing _________________________________ outlines or hazy forms.
 Michelangelo – a painter, sculptor, and architect. His depictions of
_____________________________________ humans are meant as a reflection of divine beauty.
Known as the greatest practitioner of the _______________________________________ style.
 Cangiante – meaning to ____________________ colors in order to illustrate shadow and
_________________ instead of using black ; characterized by the painter's changing to a
different, lighter, hue when the original hue cannot be made light enough or, on the
converse, changing to a darker hue when the original hue cannot be made dark
enough.
 Raphael – Italian painter and architect; was a well-known artist for his paintings of
the Madonna. His works reveal a world of balance, ___________________________, and order.
Known for his _____________________________ technique.
 Unione – came about as a response to _____________________________ style and thought of as
a blend of _________________________ and bellezza di colore/cangiante. (brilliance of color)
 Donatello – Italian sculptor; born Donato di Betto Bardi. He was one of the pioneers
of ________________________________________________________ and is especially known for his
lifelike __________________________________, including the bronze David
 Caravaggio – Italian artist active in Rome, Naples, Malta and Sicily between 1593
and 1610. His use of ________________________________ gives his work a sense of intensity
and ________________________________ of the moment
 Chiaroscuro – “_________________________” is the treatment of light and shade in drawing
and painting; contrasted light and shadow created by light falling _______________________
or from a particular direction on something
 Tenebrism – using very pronounced chiaroscuro, where there are violent
_____________________________ of light and dark, and darkness becomes a dominating
feature of the image.
 Baroque Art – highly ornate and _________________________________ style developed at the
end of the High Renaissance that used exaggerated motion and clear, easily
interpreted detail to produce _______________________, tension, exuberance, and grandeur