FilmQ04b2_Ch.17: Renaissance Florence, Italy.
How to Use Video as a Source
Step #1: Familiarize yourself with film questions prior to viewing the film. By reading the questions and understanding the vocabulary contained within, you allow yourself the luxury of viewing the film without having to look at the questions continuously.
Step #2: View and Listen Attentively. Unlike a book, a video provides information via visual images and audio. Both forms of data are ‘more valuable together’ than separately. For example, turn the volume off on your TV during your favorite program. Then, raise the volume while ‘blacking out’ the image. Under which conditions was the data most richly delivered? Always make sure that you have unobstructed viewing of a film and that the sound is audible.
As you view the video, pay attention to visual and/ or audio cues that reflect the issues raised by the questions below. Your responses should refer to video content as well as your current knowledge and understanding of history.
Step #3: Organize Your Thoughts. Unlike a book, the data from a video is often delivered at a constant rate. With a book, you can slow your reading speed when you encounter a particular segment that is complicated. You can also turn back to a previous page to review information. A film is a bit different in that you may not always have the option to use ‘slow motion’ or ‘rewind’. Therefore, maintaining focus on the imagery and sound is important. Targeted Notes will reduce the amount of time you’re looking away from the film. By writing quick and simple phrases of a few words each, you maintain greater attention to film events. Targeted notes use key words/ phrases that will ignite a thought or idea when you read them later. There is no concern for grammar or spelling while doing this. After the film has ended, you look at your targeted notes and manipulate the data to compile responses in complete sentences.
Organizational Tip: Vertically divide your sheet of paper (where you’ll write your responses). On the ‘left’ half, take targeted notes for each question given. After viewing the video, use the targeted notes to compose complete responses to each question (on the ‘right’ half of the sheet).
Your responses to these film questions will form the foundation of, or supplement, your notes for this lesson. Europe emerges from the Medieval period led by the Northern Italian city-states. The accumulation of wealth from commercial activities coupled with the civic pride that ran very high among these cities, provided the kindling to set Europe’s creativity ablaze. As the mind is illuminated, old notions are increasingly challenged.
SOURCE: CNN’s Millennium Video Series:The 15th Century: Century of the Sail ©1999. Narrated by Ben Kingsley. CNN Productions, Inc. ©1999 [~9 min.]
Context: 13th – 16th C., Florence, Europe.
1. How did bankers get involved in the areas of:
* Fashion/ Arts?
2. Florence came under the power of one of the most powerful banking families of Europe. Please identify that family?
3. Who advised this family on political matters? What are the traits of ‘man’ that a wealthy banking family can take advantage of?
4. Identify the ‘qualities’ of a work of art that would inflate its price?
5. Why might the quest to create these qualities generate scientific investigation? How does an artist bridge the gap between Art and Science?
Question to Ponder: This segment of the film begins by mentioning ‘investment’. From what we have already discussed in class concerning the collapse of feudalism, where could this investment of money be coming from?