2025 (Current Year) Faculty Courses Liberal arts and basic science courses Humanities and social science courses

Area Studies: Europe 2

Academic unit or major: Humanities and social science courses
Instructor(s): Yuma Kubo
Class Format: Lecture
Media-enhanced courses: -
Day of week/Period (Classrooms)
Class: 2
Course Code: LAH.A501
Number of credits: 100
Course offered: 2025
Offered quarter: 3Q
Syllabus updated: Mar 19, 2025
Language: Japanese

Syllabus

Course overview and goals

History of Western Renaissance Art of the 15th and 16th Centuries

This lecture will explore the cultural history of the Renaissance in the 15th and 16th centuries, which laid the foundation for modern European civilization, focusing on the history of art. We will examine famous artists such as Leonardo da Vinci and Michelangelo, as well as their major works. Moreover, we will investigate how the religious views and social conditions of the time influenced Renaissance artwork, how these works became symbols of their era, and broadly explore the mutual influence between art and society.

The term "Renaissance" originally means "rebirth" in French. Western civilization reached its peak during the period of classical antiquity in ancient Greece and Rome but declined with the fall of the Western Roman Empire, followed by a thousand-year dark age. Based on this historical perspective, the cultural figures of the Renaissance period believed that by relearning the scholarship and art of classical antiquity, they could "revive" the advanced Western civilization. Regardless of whether this historical view was correct, they immersed themselves in ancient texts, visited ancient Roman ruins, and contemplated ancient art. This led to a vibrant cultural climate where artists of later generations achieved increasingly lifelike expressions that their predecessors could not, culminating in the works of the three great masters: Leonardo da Vinci, Michelangelo, and Raphael, as well as the splendid Venetian school of painting represented by Titian.

However, this rare cultural prosperity in history was not achieved solely through the efforts of artists. Art of this period primarily consisted of Christian subjects that appealed to believers instead of the Bible, portraits that visualized the secular power of nobles and influential figures, and palace architecture. Artists rarely began creative activities spontaneously based on their interests; instead, they exercised their creativity under the patronage of the church, court, or influential city figures. At times, they may have faced ultimate choices between sacrificing their artistic vision to meet patrons' detailed requests or maintaining their artistic principles at the risk of damaging relationships with patrons. Overall, however, relying on patrons not only provided artists with economic stability but also allowed them to interact with philosophers and writers close to their patrons, benefiting from their knowledge in their work. Renaissance art can be seen as a cultural heritage built through cooperation between artists, patrons, and cultured intellectuals (humanists).

Even those with extensive museum viewing experience may find it difficult to imagine the historical background behind these works concretely. In this lecture, I will provide a systematic overview of Renaissance art history, chronologically and by region, while examining the close interrelationship between art and society, including the collaborative relationships among artists, patrons, and humanists, the religious meanings embedded in the works, and the influence of social conditions. I hope that through this lecture, you will deepen your understanding of Renaissance art history and early modern European cultural history, which will enhance your future art appreciation experiences in Japan or Western countries.

Course description and aims

- After learning a comprehensive overview of Western Renaissance art history in the 15th-16th centuries, be able to explain how the concept of "Renaissance" was established within the context of historical developments.

- Learn that the image of the artist as a "solitary figure" in society became established in the modern era and beyond. Understand through specific examples that Renaissance artists' works were created through collaboration with patrons and humanists.

- Learn that religious themes, particularly Christian subjects and Greek mythology, were predominant in artistic works before the early modern period. Deepen understanding of how the general religious views and social conditions of the time influenced the selection of these religious and mythological themes. Apply this understanding to future art appreciation.

Keywords

Western Art History, Renaissance Art, Italian Renaissance, Renaissance North of the Alps (Northern Renaissance), Art and Society

Competencies

Specialist skills
Intercultural skills
Communication skills
Critical thinking skills
Practical and/or problem-solving skills
I hope this lecture will be an opportunity for you all to acquire an international-level artistic education, with a view to each of you becoming active on the global stage in your respective fields.

Class flow

I will upload PowerPoint materials to T2SCHOLA by the day before each class whenever possible. While the PowerPoint materials will be projected on the screen in the classroom during the lecture, you may use the uploaded PowerPoint materials if you wish to view the artwork images on your personal device during the class. Of course, there is no problem attending the lecture without bringing a PC or other device.
In the classroom, please feel free to actively express your opinions, impressions, and questions, especially during opportunities for artwork analysis. Although this will be a lecture in a large classroom, if you wish to speak voluntarily, I will provide you with a microphone. Sharing opinions, impressions, and questions is one of the great pleasures of art appreciation. Please feel free to speak up about anything that interests you (of course, you will never be forced to speak).
You will be asked to submit about three small assignments during the course period. These will be very simple questions related to the lecture content, so a brief response on T2SCHOLA will suffice. You are also welcome to include any questions or comments when submitting these small assignments. I will provide feedback as much as possible.

Course schedule/Objectives

	Course schedule	Objectives
Class 1	Review of Renaissance Art History: Formation of the Concept of “Renaissance,” Ancient Revival, and Differences with Modern and Contemporary Art	"Renaissance" was originally a French word meaning "rebirth." What was the process by which such a common word came to represent a specific cultural-historical period from the late Middle Ages to the early modern era? In the lecture, I will introduce examples of the revival of antiquity during the Renaissance period and discussions from previous research. Please advance your out-of-class learning by reviewing reference books and lecture materials.
Class 2	Italian Renaissance Art of the 15th Century I: Brunelleschi, Masaccio, Donatello	The early Italian Renaissance culture of the first half of the 15th century first blossomed in Florence. In the second lecture, we will study the artists who brought innovation to early Renaissance art in Florence, such as the architect Brunelleschi, the painter Masaccio, and the sculptor Donatello. The lecture will introduce their careers and major works, along with themes such as the reception of ancient art and the establishment of geometric perspective. Please advance your out-of-class learning by reviewing reference books and lecture materials on topics that interest you.
Class 3	Italian Renaissance Art of the 15th Century II: Botticelli and Neoplatonism	Building on the development of early Florentine Renaissance art discussed in the second lecture, the third lecture will delve deeper into the works of the painter Botticelli, who was active in Florence in the latter half of the 15th century. Beyond his famous works that everyone knows, such as "Spring" and "The Birth of Venus," Botticelli created various mythological and allegorical paintings. We will interpret the meaning of each of these works while explaining the Neo-Platonic philosophy that forms their background. Please advance your out-of-class learning by reviewing reference books and lecture materials on topics that interest you.
Class 4	Early Flemish Renaissance Painting of the 15th century: Jan van Eyck, Roger van der Weyden	At the same time as Brunelleschi and others were putting ancient architectural and geometric perspective theories into practice in Florence, artists in the Netherlands (present-day Belgium, the Netherlands, and Luxembourg) were also striving to create realistic art that differed from what came before. I will lecture on how they pursued minute realistic expression while utilizing the newly developed oil painting technique. Please continue your studies outside of class by reviewing reference books and lecture materials on the topics that interest you.
Class 5	German Renaissance Art of the Late 15th and Early 16th Centuries: Dürer, Grünewald	In 15th-16th century Germany, which lacked the humanistic tradition of the Italian Renaissance, artists remained in a medieval artisanal status and could hardly be said to have established an independent position in society. Reflecting on the life of Dürer, who visited Italy twice, highlights the differences in the social environment surrounding artists north and south of the Alps. In the lecture, in addition to this cultural comparison and exchange between the north and south of the Alps, I will also introduce the technical differences between woodcut and copper engraving. Please continue your studies outside of class by reviewing reference books and lecture materials on the topics that interest you.
Class 6	High Renaissance in Italy: Leonardo da Vinci, Michelangelo, Raphael	Leonardo da Vinci, Michelangelo, and Raphael are generally referred to as the three great masters of the Renaissance, but their styles and life trajectories were distinctly different. I will explain in as much detail as time allows about each artist's works and the background of their creations, including their relationships with patrons. What these three have in common is that, compared to earlier periods, the independent status of artists in society was becoming more established. Please compare the changing relationships between artists and patrons, and between art and society, with the content of the first five lectures. Then, continue your studies outside of class by reviewing reference books and lecture materials on the topics that interest you.
Class 7	Late Renaissance Art of the 16th Century: Mannerism, Venetian School Painting	Around 1520, when Raphael died, the Renaissance art in Florence and Rome is generally considered to have entered the "Mannerism" period. This era is often regarded as a time of formalized culture, which is also the origin of the Japanese word "manneri" (meaning monotonous or routine). However, please form your own opinions about whether such negative evaluations, which were mainstream before the 19th century, are appropriate by examining the artworks themselves. Venice, a maritime city in northern Italy, reached the peak of Renaissance art later than central Italian cities like Florence and Rome. While the Florentine school emphasized drawing (sketching), Venetian school paintings were known for their excellence in coloring. Please enjoy the allure of the magnificent Venetian paintings developed by artists such as Titian and pay attention to the differences between Venetian and Florentine paintings. Please continue your studies outside of class by reviewing reference books and lecture materials on the topics that interest you.

Study advice (preparation and review)

To enhance effective learning, students are encouraged to spend approximately 100 minutes preparing for class and another 100 minutes reviewing class content afterwards (including assignments) for each class.
They should do so by referring to textbooks and other course material.

Textbook(s)

No textbook is specified.

Reference books, course materials, etc.

There are far more overview books on Western art history in English than in Japanese, but if you must choose one, I recommend the following, which has also been translated into Japanese.

Ernst H. Gombrich, The Story of Art (16th edition), Phaidon Press, 1995 (in a compact format, Phaidon Press, 2023)

References regarding the content of each lecture will be provided during class. Lecture materials will be uploaded to T2SCHOLA as described above.

Evaluation methods and criteria

- Final Report 70%
Choose one Renaissance artwork from the 15th-16th century and write an essay of approximately 4,000 characters. Please avoid overly abstract or broad themes such as general characteristics of Renaissance art. However, a report that extends its analysis to religious views and social conditions of the time through the artwork analysis will be highly evaluated. Ideally, the report should clearly present both historical facts that formed the background of the artwork's creation and your own opinions upon viewing the work, with these elements organically connected. Please submit a Word or PDF file to T2SCHOLA. The due date will be announced during class.

- Minor Assignments 30%
As mentioned above, I plan to have about three very simple minor assignments during the course period to confirm that you are continuously participating in the class and understanding the content. The minor assignments will be evaluated based on submission status. It is sufficient to provide brief answers on the T2SCHOLA browser.

Related courses

LAH.A502 ： Area Studies: East Asia
LAH.A503 ： Area Studies: Latin America
LAH.A504 ： Area Studies: Middle East and Africa
LAH.A505 ： Area Studies: South and Southeast Asia
LAH.A506 ： Area Studies: North America and Oceania
LAH.H102 ： Art A
LAH.H202 ： Arts B, Esthetics B
LAH.H302 ： Arts C, Esthetics C

Prerequisites

No specific prior knowledge is required, but those who are unsure about the history of early modern Europe might find it helpful to briefly review it for easier understanding.
While classroom lectures are important, visiting art museums and viewing actual artworks can also be a good way to learn. I encourage you to visit art exhibitions on your own when possible.
I welcome those who are not very familiar with art history to take this course as well.

Contact information (e-mail and phone) Notice : Please replace from ”[at]” to ”@”(half-width character).

e-mail: yuma.kubo[at]gmail.com, kubo.y.aj[at]m.titech.ac.jp

Office hours

If you have any questions or concerns, please feel free to contact me anytime at the above e-mail address. Also, I am often free after class on Wednesdays, so please feel free to ask me any questions you may have about the class.

Other

This course is 500-level course.
Science Tokyo (science and engineering fields) provides a wedge-shaped style education that allows students to continuously take liberal arts courses from a Bachelor’s Program to a Doctoral Program. Students are recommended to take liberal arts courses in ascending order of course level. In the semester right after enrollment in the Master’s Degree Program – i.e., 1Q and 2Q for students who enroll in spring, and 3Q or 4Q for students who enroll in fall – students may register only in 400-level Humanities and Social Science Courses.
Students may take 500-level Humanities and Social Science Courses after studying at least six months after enrollment, i.e., in 3Q and 4Q for students who enroll in spring, and in 1Q and 2Q of the following year for students who enroll in fall.