Ja, sehr gerne! Ich würde dir eine Französisch-Lernübersicht auf Matura-Niveau machen, die du direkt in eine Lernplattform kopieren kannst. Ich orientiere mich dabei an deinem Schulniveau und daran, dass du die Formen schnell lernen und dich anschliessend selbst abfragen können möchtest. Die Übersicht besteht aus drei Teilen: * Alle Zeitformen: Präsens, Passé composé, Imparfait, Plus-que-parfait, Futur simple, Conditionnel présent, Conditionnel passé und Subjonctif présent – jeweils mit Bildung, Hilfsverben und Beispielen. * Verben lernen: Die wichtigsten unregelmässigen Verben, ihre Stammformen und typische regelmässige Verben mit Besonderheiten. * Lernkarten und Quiz: So aufbereitet, dass du die Inhalte in eine Lernplattform übernehmen und dich damit abfragen lassen kannst. Wichtig: Bei den unregelmässigen Verben ist nicht nur das Präsens wichtig. Manche Verben haben beispielsweise einen unregelmässigen Stamm im Futur simple, aber eine ganz normale Endung. Genau diese Unterschiede nehme ich auf. 1. Die Zeitformen auf einen Blick Zeitform Bildung Présent Verbstamm + Präsensendungen Passé composé avoir/être im Präsens + participe passé Imparfait Stamm von nous im Präsens ohne -ons + -ais, -ais, -ait, -ions, -iez, -aient Plus-que-parfait avoir/être im Imparfait + participe passé Futur simple Infinitiv (bei -re ohne e) + -ai, -as, -a, -ons, -ez, -ont Conditionnel présent Futurstamm + Imparfait-Endungen Conditionnel passé avoir/être im Conditionnel présent + participe passé Subjonctif présent meistens Stamm von ils im Präsens ohne -ent + -e, -es, -e, -ions, -iez, -ent 1. Présent – Gegenwart Regelmässige Verben Person parler (-er) finir (-ir) vendre (-re) je parle finis vends tu parles finis vends il/elle/on parle finit vend nous parlons finissons vendons vous parlez finissez vendez ils/elles parlent finissent vendent Achtung: Nicht jedes Verb auf -ir funktioniert wie finir. Zum Beispiel wird partir zu nous partons, nicht nous partissons. 2. Passé composé – abgeschlossene Vergangenheit Bildung: avoir oder être im Présent + participe passé. * parler → j’ai parlé * finir → j’ai fini * vendre → j’ai vendu * aller → je suis allé(e) * partir → je suis parti(e) Die meisten Verben verwenden avoir. Einige Verben der Bewegung und reflexive Verben verwenden être. Bei être passt sich das participe passé normalerweise an Geschlecht und Anzahl an: elle est allée, ils sont allés. Wichtige unregelmässige participe-passé-Formen: Infinitiv Participe passé avoir eu être été faire fait prendre pris mettre mis voir vu lire lu écrire écrit dire dit ouvrir ouvert offrir offert pouvoir pu vouloir voulu devoir dû savoir su boire bu recevoir reçu venir venu naître né mourir mort 3. Imparfait – Gewohnheiten und Beschreibungen in der Vergangenheit Bildung: nous-Form im Présent ohne -ons + Imparfait-Endungen. Beispiel: nous parlons → parl- → je parlais. Person parler je parlais tu parlais il/elle/on parlait nous parlions vous parliez ils/elles parlaient Die Endungen sind immer gleich, auch bei unregelmässigen Verben. Die wichtige Ausnahme ist être → ét-: j’étais, tu étais, il était, nous étions, vous étiez, ils étaient. 4. Plus-que-parfait – Vorvergangenheit Bildung: avoir oder être im Imparfait + participe passé. * j’avais parlé * elle était partie * nous avions fini * ils s’étaient levés Es beschreibt etwas, das bereits geschehen war, bevor ein anderes Ereignis in der Vergangenheit eintrat. 5. Futur simple – Zukunft Bildung: Futurstamm + -ai, -as, -a, -ons, -ez, -ont. * parler → je parlerai * finir → tu finiras * vendre → il vendra * prendre → nous prendrons Bei Verben auf -re fällt das letzte -e weg: vendre → vendr-. 6. Conditionnel présent – würde-Form Bildung: Futurstamm + Imparfait-Endungen. * je parlerais * tu finirais * elle prendrait * nous irions * vous pourriez * ils seraient Bei vielen Verben ist der Stamm derselbe wie im Futur simple. Der Unterschied liegt in den Endungen: je parlerai (Futur) gegenüber je parlerais (Conditionnel). 7. Conditionnel passé – hätte/wäre-Form Bildung: avoir oder être im Conditionnel présent + participe passé. * j’aurais parlé * elle serait partie * nous aurions fait * ils auraient compris 8. Subjonctif présent Bildung: meistens Stamm der ils/elles-Form im Présent ohne -ent + -e, -es, -e, -ions, -iez, -ent. Beispiel parler: * que je parle * que tu parles * qu’il parle * que nous parlions * que vous parliez * qu’ils parlent Wichtige unregelmässige Formen: Infinitiv Subjonctif présent être que je sois, que nous soyons avoir que j’aie, que nous ayons aller que j’aille, que nous allions faire que je fasse, que nous fassions pouvoir que je puisse, que nous puissions savoir que je sache, que nous sachions vouloir que je veuille, que nous voulions venir que je vienne, que nous venions prendre que je prenne, que nous prenions Achte auf den Wechsel zwischen je und nous: Zum Beispiel que je vienne, aber que nous venions. 2. Die wichtigsten unregelmässigen Verben für die Matura Du musst nicht bei jedem Verb jede Form einzeln auswendig lernen. Am effizientesten ist es, pro Verb die wichtigsten Stämme und Sonderformen zu lernen. A. Die wichtigsten Verben im Présent Die Reihenfolge ist immer: je – tu – il/elle/on – nous – vous – ils/elles. Infinitiv Bedeutung Présent être sein suis, es, est, sommes, êtes, sont avoir haben ai, as, a, avons, avez, ont aller gehen vais, vas, va, allons, allez, vont faire machen fais, fais, fait, faisons, faites, font venir kommen viens, viens, vient, venons, venez, viennent tenir halten tiens, tiens, tient, tenons, tenez, tiennent prendre nehmen prends, prends, prend, prenons, prenez, prennent apprendre lernen apprends, apprends, apprend, apprenons, apprenez, apprennent comprendre verstehen comprends, comprends, comprend, comprenons, comprenez, comprennent mettre setzen/legen mets, mets, met, mettons, mettez, mettent dire sagen dis, dis, dit, disons, dites, disent lire lesen lis, lis, lit, lisons, lisez, lisent écrire schreiben écris, écris, écrit, écrivons, écrivez, écrivent voir sehen vois, vois, voit, voyons, voyez, voient croire glauben crois, crois, croit, croyons, croyez, croient boire trinken bois, bois, boit, buvons, buvez, boivent pouvoir können peux, peux, peut, pouvons, pouvez, peuvent vouloir wollen veux, veux, veut, voulons, voulez, veulent devoir müssen/sollen dois, dois, doit, devons, devez, doivent savoir wissen/können sais, sais, sait, savons, savez, savent connaître kennen connais, connais, connaît, connaissons, connaissez, connaissent recevoir erhalten reçois, reçois, reçoit, recevons, recevez, reçoivent vivre leben vis, vis, vit, vivons, vivez, vivent suivre folgen suis, suis, suit, suivons, suivez, suivent partir weggehen pars, pars, part, partons, partez, partent sortir hinausgehen sors, sors, sort, sortons, sortez, sortent dormir schlafen dors, dors, dort, dormons, dormez, dorment ouvrir öffnen ouvre, ouvres, ouvre, ouvrons, ouvrez, ouvrent mourir sterben meurs, meurs, meurt, mourons, mourez, meurent courir rennen cours, cours, court, courons, courez, courent rire lachen ris, ris, rit, rions, riez, rient plaire gefallen plais, plais, plaît, plaisons, plaisez, plaisent Besonders wichtig: être, avoir, aller, faire, venir, prendre, pouvoir, vouloir, devoir, savoir und dire. Diese solltest du wirklich sicher beherrschen. B. Unregelmässige Stämme im Futur simple und Conditionnel présent Diese Verben sind besonders wichtig, weil du den Stamm nicht einfach aus dem Infinitiv ableiten kannst. Infinitiv Futur-/Conditionnel-Stamm Beispiel Futur Beispiel Conditionnel être ser- je serai je serais avoir aur- j’aurai j’aurais aller ir- j’irai j’irais faire fer- je ferai je ferais venir viendr- je viendrai je viendrais tenir tiendr- je tiendrai je tiendrais pouvoir pourr- je pourrai je pourrais vouloir voudr- je voudrai je voudrais devoir devr- je devrai je devrais savoir saur- je saurai je saurais voir verr- je verrai je verrais envoyer enverr- j’enverrai j’enverrais recevoir recevr- je recevrai je recevrais courir courr- je courrai je courrais mourir mourr- je mourrai je mourrais falloir faudr- il faudra il faudrait pleuvoir pleuvr- il pleuvra il pleuvrait acquérir acquerr- j’acquerrai j’acquerrais Merksatz: Futur simple = Stamm + Zukunftsendung. Conditionnel présent = gleicher Stamm + Imparfait-Endung. C. Wichtige Verben mit unregelmässigem participe passé Diese Formen brauchst du im Passé composé, Plus-que-parfait und Conditionnel passé. Infinitiv Participe passé Beispiel être été j’ai été avoir eu j’ai eu faire fait j’ai fait dire dit j’ai dit écrire écrit j’ai écrit prendre pris j’ai pris apprendre appris j’ai appris comprendre compris j’ai compris mettre mis j’ai mis permettre permis j’ai permis voir vu j’ai vu boire bu j’ai bu lire lu j’ai lu croire cru j’ai cru pouvoir pu j’ai pu vouloir voulu j’ai voulu devoir dû j’ai dû savoir su j’ai su recevoir reçu j’ai reçu connaître connu j’ai connu vivre vécu j’ai vécu venir venu je suis venu(e) devenir devenu je suis devenu(e) revenir revenu je suis revenu(e) tenir tenu j’ai tenu ouvrir ouvert j’ai ouvert offrir offert j’ai offert souffrir souffert j’ai souffert naître né je suis né(e) mourir mort il est mort conduire conduit j’ai conduit traduire traduit j’ai traduit atteindre atteint j’ai atteint éteindre éteint j’ai éteint répondre répondu j’ai répondu perdre perdu j’ai perdu apprendre appris j’ai appris battre battu j’ai battu résoudre résolu j’ai résolu suivre suivi j’ai suivi Achte darauf, dass ähnliche Verben oft ähnliche Formen haben: prendre → pris, comprendre → compris, apprendre → appris. 3. Regelmässige Verben und Verben mit Besonderheiten Neben den wirklich unregelmässigen Verben solltest du diese Gruppen kennen. Gruppe Infinitiv Besonderheit / Beispiel -er parler meistens regelmässig: je parle -ir finir -iss- bei nous/ vous/ ils: nous finissons -re vendre meistens regelmässig: je vends -ger manger zusätzliches e: nous mangeons -cer commencer c wird zu ç: nous commençons -yer envoyer y → i in vielen Formen: j’envoie -yer payer je paie oder je paye -eler appeler Verdopplung: j’appelle -eter jeter Verdopplung: je jette -eler geler je gèle -eter acheter j’achète -é + Konsonant + er préférer je préfère, nous préférons -é + Konsonant + er répéter je répète, nous répétons -ir partir kein -iss-: nous partons -ir dormir Stamm verändert sich: je dors, nous dormons -ir ouvrir Endungen ähnlich wie bei -er: j’ouvre, vous ouvrez Auch diese Verben solltest du kennen: essayer, employer, nettoyer, appeler, rappeler, acheter, lever, mener, espérer, céder, protéger, partager, lancer. 4. Subjonctif: weitere wichtige unregelmässige Formen Infinitiv je/il-Form nous-Form être que je sois que nous soyons avoir que j’aie que nous ayons aller que j’aille que nous allions faire que je fasse que nous fassions pouvoir que je puisse que nous puissions savoir que je sache que nous sachions vouloir que je veuille que nous voulions venir que je vienne que nous venions tenir que je tienne que nous tenions prendre que je prenne que nous prenions boire que je boive que nous buvions devoir que je doive que nous devions recevoir que je reçoive que nous recevions voir que je voie que nous voyions croire que je croie que nous croyions mourir que je meure que nous mourions falloir qu’il faille keine normale nous-Form pleuvoir qu’il pleuve keine normale nous-Form Die Endungen sind normalerweise -e, -es, -e, -ions, -iez, -ent. Einige Verben haben zwei verschiedene Stämme, beispielsweise venir: que je vienne, aber que nous venions. 5. Lernkarten zum direkten Kopieren Du kannst diesen Abschnitt in eine Lernplattform einfügen, die Text in Karteikarten umwandeln kann. Jede Zeile enthält eine Frage und eine Antwort, getrennt durch einen Tabulator. Französisch Matura – Zeitformen und unregelmässige Verben Wie bildet man das Passé composé? Présent von avoir/être + participe passé. Wie bildet man das Imparfait? Nous-Form im Présent ohne -ons + -ais, -ais, -ait, -ions, -iez, -aient. Wie bildet man das Plus-que-parfait? Imparfait von avoir/être + participe passé. Wie bildet man das Futur simple? Futurstamm + -ai, -as, -a, -ons, -ez, -ont. Wie bildet man das Conditionnel présent? Futurstamm + Imparfait-Endungen. Wie bildet man das Conditionnel passé? Conditionnel présent von avoir/être + participe passé. Wie bildet man den Subjonctif présent? Meistens Stamm von ils ohne -ent + -e, -es, -e, -ions, -iez, -ent. Was ist der Imparfait-Stamm von être? ét-. Was ist der Futurstamm von être? ser-. Was ist der Futurstamm von avoir? aur-. Was ist der Futurstamm von aller? ir-. Was ist der Futurstamm von faire? fer-. Was ist der Futurstamm von venir? viendr-. Was ist der Futurstamm von pouvoir? pourr-. Was ist der Futurstamm von vouloir? voudr-. Was ist der Futurstamm von devoir? devr-. Was ist der Futurstamm von savoir? saur-. Was ist der Futurstamm von voir? verr-. Was ist das participe passé von être? été. Was ist das participe passé von avoir? eu. Was ist das participe passé von faire? fait. Was ist das participe passé von prendre? pris. Was ist das participe passé von mettre? mis. Was ist das participe passé von voir? vu. Was ist das participe passé von lire? lu. Was ist das participe passé von écrire? écrit. Was ist das participe passé von boire? bu. Was ist das participe passé von pouvoir? pu. Was ist das participe passé von vouloir? voulu. Was ist das participe passé von devoir? dû. Was ist das participe passé von savoir? su. Was ist das participe passé von venir? venu. Was ist das participe passé von naître? né. Was ist das participe passé von mourir? mort. Wie lautet der Subjonctif von être mit je? Que je sois. Wie lautet der Subjonctif von avoir mit je? Que j’aie. Wie lautet der Subjonctif von aller mit je? Que j’aille. Wie lautet der Subjonctif von faire mit je? Que je fasse. Wie lautet der Subjonctif von pouvoir mit je? Que je puisse. Wie lautet der Subjonctif von savoir mit je? Que je sache. Wie lautet der Subjonctif von vouloir mit je? Que je veuille. Wie lautet der Subjonctif von venir mit je? Que je vienne. Wie lautet die nous-Form von manger im Présent? Nous mangeons. Wie lautet die nous-Form von commencer im Présent? Nous commençons. Wie lautet die nous-Form von finir im Présent? Nous finissons. Wie lautet die nous-Form von partir im Présent? Nous partons. Was ist der Unterschied zwischen Futur simple und Conditionnel présent? Futur: Futurstamm + Zukunftsendungen. Conditionnel: Futurstamm + Imparfait-Endungen. Wie bildet man das Imparfait von être? J’étais, tu étais, il était, nous étions, vous étiez, ils étaient. Wie bildet man das Passé composé von aller? Je suis allé(e). Wie bildet man das Plus-que-parfait von faire? J’avais fait. Wie bildet man das Conditionnel passé von prendre? J’aurais pris. Wie bildet man das Futur simple von venir? Je viendrai. Wie bildet man das Conditionnel présent von pouvoir? Je pourrais. 6. Welche kostenlose Lernplattform empfehle ich? Ich würde dir diese zwei Optionen empfehlen: * Knowt – . Ähnlich wie Quizlet, mit Karteikarten und verschiedenen Lernmodi. Viele Funktionen gibt es gratis, wobei KI-Funktionen begrenzt sein können. * Anki – . Sehr gut, wenn du langfristig lernen möchtest. Am Computer und auf Android kostenlos; die offizielle iPhone-App ist kostenpflichtig. Mein Tipp: Probiere zuerst Knowt aus, weil du dich damit unkompliziert abfragen kannst. Kopiere die Lernkarten hinein und übe zuerst die Zeitformen, dann die unregelmässigen Stämme und zuletzt die participe-passé-Formen. Und noch wichtig: Diese Übersicht deckt die zentralen Formen ab, aber was du für deine konkrete Matura genau können musst, hängt von euren Unterrichtsvorgaben ab. Wenn du mir deine Liste mit den geforderten Verben oder ein Foto eurer Grammatikübersicht schickst, kann ich sie exakt daran anpassen.

ART APPRECIATION: HUMANITIES, ASSUMPTIONS, AND THE NATURE OF ARTS Art Appreciation helps us understand the meaning, purpose, and value of art. It explores the relationship between the humanities and the arts, the common beliefs people have about art, and the different ways art can be understood and interpreted. I. Humanities and Their Relationship to the Arts A. What Are the Humanities? Humanities are fields of study that focus on human beings, experiences, ideas, values, beliefs, creativity, and culture. The word humanities is associated with the Latin term humanitas, which refers to qualities and learning related to being human. The humanities help us understand human life by exploring questions such as: What does it mean to be human? Why do people create? What do people consider beautiful? How do people express their emotions and beliefs? How does culture influence people’s thinking? How have human ideas changed throughout history? The word humanus means “human” and is associated with being refined, cultured, and worthy of dignity. The humanities are also connected to the philosophical idea expressed by the Greek thinker Protagoras: “Man is the measure of all things.” This emphasizes the role of human beings in understanding and interpreting the world. According to the Webster Dictionary, the humanities include fields such as philosophy, literature, language, and art, excluding theology and the natural and social sciences in the traditional classification. The study of the humanities includes the appreciation of art, which can deepen our understanding of life, reality, and human experiences. B. What Is Art? The word art comes from the Latin word ars, which means skill or ability. Art is a form of human expression through which people communicate their thoughts, emotions, experiences, imagination, beliefs, and perspectives. Art is not limited to beauty. It can also express sadness, anger, humor, social issues, personal experiences, and different views of the world. Art can be understood as a way of grasping the world, particularly human society and spiritual experiences, rather than focusing only on the physical world. Art can take many forms, including the following fine arts: Painting Sculpture Architecture Literature Dance Music Film Works of art can also be classified as verbal or non-verbal. Verbal art uses words to express ideas and emotions. Example: Poems, novels, and plays. Non-verbal art communicates through images, sounds, movements, or forms without relying primarily on words. Example: Paintings, instrumental music, and dance. Art is also influenced by how an artist uses a medium, applies techniques, and expresses the content of an artwork. C. What Is Art? Art is a way for people to share how they experience and understand the world. It can communicate personal feelings, cultural beliefs, social issues, and human experiences. An artwork can be beautiful, emotional, meaningful, thought-provoking, disturbing, humorous, symbolic, or intentionally ordinary. Therefore, art is not limited to objects that people consider beautiful. Its meaning also depends on the artist’s purpose, the methods used, the context, and the viewer’s interpretation. D. Relationship Between Humanities and the Arts The humanities and the arts are closely connected because both explore and communicate human experiences, ideas, emotions, and culture. The humanities help us understand human experiences, while the arts provide ways to express and interpret those experiences. For example, consider a painting depicting poverty. Art communicates the experience of poverty through images, colors, and composition. History explains the social conditions during the period represented. Philosophy encourages us to think about justice and human dignity. Literature presents stories about people experiencing poverty. Sociology helps explain the social relationships and circumstances connected to poverty. This shows that appreciating art involves more than deciding whether an artwork is beautiful. It also requires understanding the artist, society, culture, history, ideas, and emotions behind the work. E. Differences Between Humanities and Art Arts focus more on the creative and expressive aspects of human culture. They involve creating works that communicate ideas, emotions, and experiences. Humanities focus more on studying, analyzing, and interpreting human experiences and cultural works. Arts often emphasize the form, style, techniques, and materials used to create an artwork. Humanities often emphasize the content, meaning, values, and historical or cultural context of a work. Art can be personal and subjective because people may interpret an artwork differently. The humanities use analysis and interpretation to understand human experiences, although interpretations may also vary. F. Importance of Arts and Humanities Arts and humanities help students become well-rounded individuals who can: Become adaptable by understanding different situations and perspectives. Think creatively by developing original ideas and solutions. Develop critical thinking by analyzing and interpreting information. Become responsible citizens by understanding society, culture, and human differences. Improve communication by learning different ways to express ideas and emotions. Understand others by recognizing different experiences, beliefs, and values. II. Why Do We Study Art? Art Appreciation develops our ability to observe, interpret, analyze, and evaluate works of art. 1. Art Develops Creativity Art encourages people to think beyond ordinary ideas and explore different possibilities. Example: Creating a sculpture using clay allows an artist to experiment with different shapes and forms. 2. Art Communicates Emotions Art allows people to express feelings that may be difficult to communicate through ordinary language. Example: Music can communicate sadness, excitement, peace, or nostalgia. 3. Art Reflects Culture Art shows the traditions, beliefs, lifestyles, and values of a particular community. Example: Traditional Filipino weaving, dances, architecture, and music provide insights into Filipino culture. 4. Art Records History Artworks can provide evidence of past events, traditions, people, and ways of life. Example: Historical paintings can show how people dressed and how important events were represented in the past. 5. Art Develops Empathy Art allows us to understand experiences and perspectives that may be different from our own. Example: A film about poverty can help viewers understand the struggles of people living in difficult conditions. 6. Art Encourages Critical Thinking Art encourages viewers to examine and question what they see rather than simply accepting an artwork at face value. When appreciating art, ask: Why did the artist create this? What does the artwork mean? What message is being communicated? Why did the artist use these materials? How does the artwork make me feel? Does the artwork reflect the society in which it was created? These questions help us understand an artwork beyond its physical appearance. COMMON ASSUMPTIONS ABOUT ARTS An important part of Art Appreciation is examining our assumptions. People often have preconceived ideas about what art should be. Assumption 1: "Art must be beautiful." Assumption 2: "I can't appreciate art because I am not talented." Assumption 3: "Art is only for talented people." Assumption 4: "Art must look realistic." Assumption 5: "Expensive art is automatically good art." Assumption 6: "Art has no practical purpose." CLASSIFICATIONS OF ARTS Art can be classified in different ways. One common approach is to group it according to the medium or form used. Visual Arts Performing Arts Literary Arts Applied Arts Traditional and Contemporary Art The Nature of Art Functions and Theories of Arts Art has existed in virtually every human society. Across time and cultures, people have created artworks not only for beauty but also for communication, worship, political expression, social identity, education, remembrance, and personal expression. Understanding the functions of art helps explain why art is made, while studying art theories provides different ways of interpreting and evaluating artworks. Lesson 2. I. Functions of Art The function of art refers to the purpose, role, or use that an artwork serves for an individual, a community, or society. A single artwork can perform several functions at the same time. 1. Personal Function Art can serve the personal needs of the artist or viewer. Artists often create art to express emotions, experiences, beliefs, dreams, memories, or personal identity. Personal functions may include: expressing emotions and feelings; exploring personal experiences; relieving stress or emotional tension; developing creativity; expressing identity and individuality; communicating ideas that may be difficult to express through words. For example, a painter may create an artwork after experiencing sadness, happiness, fear, or loss. The resulting work becomes a visual representation of the artist's emotional experience. Art can also affect viewers personally. A song, painting, sculpture, or film may inspire someone, remind them of an experience, or help them understand their own feelings. Example: Vincent van Gogh's The Starry Night is often discussed in relation to emotion and personal experience. Its swirling sky, intense movement, and expressive colors contribute to its emotional impact. 2. Aesthetic Function The aesthetic function of art focuses on beauty, visual pleasure, harmony, creativity, and appreciation of form. Art may be created simply because people enjoy looking at beautiful or interesting things. Artists achieve aesthetic qualities through elements such as: color; line; shape; texture; balance; proportion; rhythm; harmony; contrast; composition. Aesthetic value does not necessarily mean that an artwork must be traditionally beautiful. Some works may be strange, unsettling, or unconventional yet still provide a powerful aesthetic experience. Example: Decorative patterns found in textiles, pottery, architecture, and jewelry often serve both practical and aesthetic purposes. 3. Social Function Art performs a social function when it influences, reflects, or addresses relationships among people and communities. Art can help strengthen: community identity; cultural traditions; shared values; social relationships; collective memory. It can also draw attention to social problems such as: discrimination; poverty; inequality; violence; environmental destruction; human-rights concerns. Murals, films, posters, songs, photography, and public performances are commonly used to communicate social messages. Example: Community murals may depict local history, important personalities, cultural traditions, or social struggles. 4. Political Function Art has long been used to influence political thought and public opinion. Political art may: support governments or leaders; criticize political systems; encourage nationalism; promote revolution or reform; protest injustice; expose corruption; defend human rights. Throughout history, governments have also commissioned art to demonstrate political power. Statues, monuments, portraits, architecture, posters, and propaganda are examples of artworks that may have political functions. Example: Political cartoons often use humor, exaggeration, symbolism, and satire to comment on government policies or public officials. 5. Religious and Spiritual Function Religion has been one of the most important influences on art throughout history. Art has been used to: represent gods, saints, ancestors, or spiritual beings; tell religious stories; decorate sacred spaces; support prayer or meditation; communicate religious teachings; strengthen faith; perform rituals. Examples include: church paintings; religious icons; Buddhist sculptures; Islamic calligraphy; Hindu temple sculptures; Indigenous ritual objects. Many great works of architecture were created primarily for religious purposes, including churches, mosques, temples, shrines, and cathedrals. 6. Cultural Function Art preserves and expresses the culture of a society. Through art, communities communicate their: beliefs; customs; traditions; values; historical experiences; symbols; languages; ways of life. Traditional dances, textiles, music, pottery, architecture, festivals, and crafts preserve cultural identity from one generation to another. Philippine example: Indigenous weaving traditions such as T'nalak, Inabel, and other regional textiles demonstrate local craftsmanship, cultural identity, symbolism, and community traditions. 7. Historical Function Art can act as a visual record of history. Paintings, sculptures, architecture, photographs, monuments, and other works may reveal information about: clothing; technology; social classes; occupations; beliefs; political events; wars; ceremonies; daily life. Although an artwork should not always be treated as a completely objective historical record, it can provide valuable evidence about how people understood their world. Example: Historical paintings may portray important national events and help preserve collective memory. 8. Educational Function Art can teach people ideas, values, skills, or information. Before widespread literacy, paintings, sculptures, and stained-glass windows often communicated religious or historical stories to people who could not read. Today, art continues to educate through: posters; illustrations; films; documentaries; infographics; cartoons; theater; murals; educational videos. Art can make complicated ideas easier to understand because it combines information with visual or emotional experience. 9. Economic Function Art also contributes to economic activity. Artists and creative professionals work in industries such as: painting; sculpture; architecture; fashion; advertising; graphic design; photography; filmmaking; animation; music; theater; game design; crafts. Museums, galleries, concerts, cultural festivals, tourism, and art markets also generate employment and income. Art therefore has both cultural and economic value. 10. Practical or Utilitarian Function Some artworks combine beauty with practical use. Examples include: pottery; furniture; clothing; architecture; jewelry; baskets; textiles; household decorations. A chair, for example, has the practical function of providing a place to sit. However, its design may also demonstrate artistic creativity. This connection is especially visible in applied arts, crafts, architecture, and industrial design. 11. Commemorative Function Art can preserve the memory of important people, places, or events. Examples include: monuments; statues; memorials; portraits; historical markers. Commemorative artworks allow societies to remember historical achievements, tragedies, sacrifices, and national heroes. 12. Entertainment Function Art can also provide enjoyment and recreation. Examples include: movies; theater; music; dance; animation; comics; digital games. Although entertainment may seem simple, it can also communicate important cultural, moral, social, or political ideas. II. Functions of Art Across History and Cultures The functions of art change depending on historical and cultural context. Prehistoric Societies Prehistoric art includes cave paintings, carvings, small sculptures, and ritual objects. Possible functions included: communication; ritual practices; storytelling; hunting-related beliefs; spiritual expression; recording community life. For example, cave paintings depicting animals may have been connected to rituals, teaching, or beliefs about hunting. Ancient Civilizations In ancient societies such as Egypt, Greece, Rome, Mesopotamia, India, and China, art often supported religion, government, and social hierarchy. In Ancient Egypt, art was closely connected with religion and beliefs concerning the afterlife. In Ancient Greece, artists emphasized idealized human bodies, proportion, balance, and harmony. Ancient Roman art often celebrated military victories, political leaders, and imperial authority. l Medieval Period European medieval art was strongly influenced by Christianity. Art commonly appeared in: churches; manuscripts; mosaics; sculptures; stained-glass windows. Its primary purpose was often religious education and worship. Renaissance During the Renaissance, artists increasingly studied: anatomy; perspective; nature; mathematics; humanism. Art still performed religious functions, but there was greater emphasis on humanity, individuality, intellectual achievement, and realistic representation. Modern Period Modern artists experimented with new ideas and rejected many traditional artistic rules. Art increasingly became a way to: express individuality; explore emotions; question society; experiment with color and form; challenge artistic conventions. Movements such as Impressionism, Expressionism, Cubism, Surrealism, and Abstract Expressionism introduced radically different approaches to creating art. Contemporary Period Contemporary art may address issues such as: identity; gender; globalization; migration; technology; consumerism; climate change; inequality; politics; human rights. Contemporary artists frequently work with photography, installation, performance, video, digital art, and mixed media in addition to traditional painting and sculpture. III. Major Theories of Art An art theory is a perspective or framework used to understand what makes something art and how an artwork should be interpreted or evaluated. Several theories can be applied to the same artwork. Three major approaches are Formalism, Expressionism, and Social Commentary. 1. Formalism Formalism focuses primarily on the visual or structural qualities of an artwork. Instead of concentrating on the artist's biography or political message, formalists analyze how the artwork is organized. Formal analysis examines the elements of art, including: line; shape; form; color; value; texture; space. It also examines the principles of design, including: balance; contrast; emphasis; movement; pattern; rhythm; proportion; unity; variety. Main Question of Formalism How is the artwork visually constructed? A formalist might ask: What colors dominate the artwork? How are shapes arranged? Is the composition balanced? Where does the viewer's eye move? How do lines create movement? How does texture affect the work? How are contrast and emphasis created? Example When analyzing The Starry Night formally, a student may discuss: swirling curved lines; strong contrast between the bright stars and dark landscape; movement created by the sky; exaggerated color; visual balance between the village and the sky. The analysis concentrates on what is visually present rather than the artist's biography. 2. Expressionism or Expressive Theory Expressive theory views art as a means of communicating the emotions, experiences, imagination, or inner life of the artist. The value of the artwork is often connected to its ability to communicate feelings effectively. Main Question What emotion or personal experience does the artwork communicate? Students might ask: What emotion seems to dominate the artwork? How do colors communicate emotion? How does the artist's brushwork affect the mood? What personal experience may have influenced the artwork? How does the artwork make the viewer feel? Example Edvard Munch's The Scream may be interpreted through expressive theory. The distorted figure, dramatic sky, curving lines, and intense colors may communicate feelings such as: anxiety; fear; isolation; emotional distress. From an expressive perspective, the emotional effect of the artwork is particularly important. 3. Social Commentary Theory Social commentary views art as a way of examining, criticizing, or communicating ideas about society. Artists may address issues such as: injustice; poverty; war; oppression; inequality; discrimination; corruption; environmental problems; political power. Main Question What does the artwork say about society? Other questions include: What social problem does the artist address? Who is represented in the artwork? What social groups or institutions are being criticized? What message does the artwork communicate? Does the artist encourage social change? Example Pablo Picasso's Guernica can be interpreted as a powerful response to the suffering caused by war. The distorted figures, chaotic arrangement, and dramatic imagery communicate destruction and human suffering. Through social commentary, the artwork can be understood as an anti-war statement. IV. Additional Art Theories Although formalism, expressionism, and social commentary are important, students can also understand several additional theories. 4. Representational or Imitational Theory This theory emphasizes an artwork's ability to represent or imitate reality. The idea is historically associated with the concept of mimesis, meaning imitation. Questions include: How accurately does the artwork represent reality? Are the human figures realistic? Are perspective, proportion, and anatomy convincing? Does the artwork resemble its subject? Realistic portraits and landscapes are often analyzed through this approach. However, artistic value does not depend entirely on realism because many important artworks are abstract or highly stylized. 5. Institutional Theory Institutional theory argues that something may become recognized as art partly because it is accepted within the art world. The art world may include: artists; critics; museums; galleries; curators; collectors; art historians. This theory becomes useful when discussing modern and contemporary works that may not resemble traditional art. For example, an ordinary object placed in a museum may lead viewers to question: What makes something an artwork? 6. Functional Theory Functional theories emphasize what art does. An artwork may be valuable because it: teaches; communicates; decorates; inspires; entertains; supports rituals; encourages reflection. Under this perspective, the purpose and effect of the artwork are important. 7. Contextual Theory Contextual approaches emphasize the historical, cultural, religious, political, or economic circumstances surrounding an artwork. Questions include: When was the artwork created? Where was it created? What was happening in society at the time? Who commissioned the artwork? What beliefs influenced the artist? Who was the intended audience? Context can dramatically affect interpretation. V. Comparison of Major Art Theories Theory Primary Focus Central Question Formalism Elements and principles of art How is the artwork visually organized? Expressionism Emotion and personal experience What feelings does the artwork communicate? Social Commentary Social and political meaning What does the artwork say about society? Representational Theory Realistic representation How successfully does the work represent reality? Functional Theory Purpose of the artwork What function does the artwork perform? Contextual Theory Historical and cultural background How does context influence the artwork's meaning? Institutional Theory Recognition by the art world Why is this considered art? The important point is that no single theory must completely explain an artwork. Theories provide different perspectives. For example, one painting can be analyzed formally because of its colors and composition, expressively because of its emotional intensity, and socially because it addresses injustice. VI. Applying Art Theories to Specific Artworks Students can use a simple four-step process: Step 1: Describe Identify exactly what can be observed. Questions: What do you see? What colors are present? What people, objects, or symbols appear? What materials were used? Avoid interpretation at this stage. Step 2: Analyze Examine how the elements of art are organized. Consider: line; color; texture; shape; balance; contrast; emphasis; movement. Step 3: Interpret Determine possible meanings. Ask: What message does the artwork communicate? What emotions does it express? What symbols are present? What cultural or social ideas are represented? Step 4: Evaluate Make a reasoned judgment. Ask: Is the artwork effective? What makes it important? Does it successfully communicate its message? Which art theory best helps explain it? VII. Sample Applications Artwork 1: Vincent van Gogh's The Starry Night Formalist Perspective A formalist may focus on the painting's: curved lines; swirling movement; contrasting colors; strong visual rhythm; exaggerated shapes. The night sky dominates the composition and creates energetic movement. Expressionist Perspective An expressive interpretation may emphasize the intense emotional quality of the painting. The exaggerated sky and dramatic colors may suggest powerful emotions, imagination, or inner experience. Social Commentary Perspective Social commentary is less central to this particular artwork because it does not primarily address a specific political or social problem. This demonstrates an important principle: Not every theory is equally useful for every artwork. Artwork 2: Pablo Picasso's Guernica Formalist Analysis Students may observe: fragmented shapes; distorted figures; dramatic contrasts; crowded composition; strong movement; limited color palette. These formal qualities create tension and disorder. Expressionist Analysis The distorted human and animal figures communicate: fear; suffering; panic; grief. The emotional intensity contributes strongly to the artwork's impact. Social Commentary Analysis This is especially important. The artwork is associated with the destruction and suffering caused by war. It may therefore be interpreted as a powerful criticism of violence and conflict. Thus, Guernica demonstrates how one artwork can be studied using several theories. Artwork 3: Juan Luna's Spoliarium The Spoliarium is particularly important when discussing Philippine art. Formalist Perspective Students can examine: dramatic lighting; contrast; composition; scale; human figures; movement; use of color. The arrangement directs attention toward the fallen figures. Expressionist Perspective The artwork may communicate: tragedy; suffering; exhaustion; loss; human vulnerability. Social and Historical Perspective Because of its historical context and later associations with Philippine nationalism, the work may also invite broader interpretations relating to power, oppression, dignity, and historical experience. VIII. Functions and Theories Are Different Students sometimes confuse functions of art with theories of art. A simple distinction is: Function asks: Why was the artwork created or what does it do? Theory asks: How can we understand, interpret, or evaluate the artwork? For example, a political mural may have the social function of raising awareness. However, we can analyze the same mural using: formalism to examine its colors and composition; expressionism to examine emotion; social commentary to interpret its political message. IX. Relationship Between Artist, Artwork, Audience, and Society Art can be understood through four interconnected components: Artist → Artwork → Audience → Society The artist produces the work. The artwork contains visual forms, symbols, ideas, and materials. The audience interprets the artwork based on personal knowledge and experiences. Society and culture influence both the artist and the audience. Because people come from different backgrounds, the same artwork can produce different interpretations. WEEK 3 1. Broad Chronological Development of Art History Art history charts how humanity expresses beliefs, values, and environments over time through visual mediums: Prehistoric & Ancient Art (c. 40,000 BCE – 400 CE): Begins with cave paintings (e.g., Lascaux) and fertility artifacts, evolving into formal artistic conventions in Ancient Egypt, Greece, and Rome that focused on mythology, idealism, human proportion, and architectural grandeur. Medieval Art (c. 500 – 1400): Dominated by religion in Western art (Byzantine, Romanesque, Gothic), prioritizing spiritual symbolism and devotional function over naturalism. Renaissance & Baroque (c. 1400 – 1750): Marked by a "rebirth" of classical values, perspective, anatomical realism, and humanism (Da Vinci, Michelangelo), transitioning into the dramatic lighting, emotional intensity, and dynamic motion of the Baroque period. Modern Art (c. 1860s – 1970s): Key movements—including Impressionism, Cubism, Surrealism, and Abstract Expressionism—broke away from traditional representation, questioning the very definition and purpose of visual art. Contemporary Art (c. 1970s – Present): Focuses on concepts, diversity, digital mediums, and global issues rather than unified styles, inviting viewer participation and critique. 2. Primary and Secondary Sources in Art History Art historical research relies on evaluating both direct artifacts and academic interpretations: Primary Sources: Direct, firsthand evidence from the time period or artist being studied. The Artwork Itself: The physical object (paintings, sculptures, architecture, textiles) revealing material, medium, brushwork, and condition. Historical Artifacts: Letters, artist diaries, sketchbooks, manifests, contract documents, or contemporary reviews written at the time of creation. Secondary Sources: Analyses, interpretations, or reviews created after the event by non-eyewitnesses. Academic Works: Art history textbooks, peer-reviewed journal articles, biography monographs, and museum exhibition catalogs that analyze primary materials. 3. Art in Its Social, Political, and Economic Contexts Art does not exist in a vacuum; it functions as a mirror and driver of its environment: Social Context: Reflects cultural values, religious doctrines, gender roles, and community identity. For example, medieval stained-glass windows served a educational social function for an illiterate public. Political Context: Serves as propaganda, power projection, or resistance. Rulers throughout history commissioned monumental architecture and portraits to assert legitimacy, while modern artists often use art to protest state policies or social injustices. Economic Context: Driven by patronage, trade, and market systems. The rise of a wealthy merchant class in 17th-century Holland shifted art production away from church altarpieces toward portraits, landscapes, and still lifes bought on an open market. History of Art and Sources of Art In Art Appreciation, the study of the History of Art and Sources of Art helps us understand not only how artworks changed through time, but also why they were created and what they tell us about society. 1. Broad Chronological Development of Art History Art developed alongside human civilization. A simplified chronological view is: Prehistoric Art – cave paintings, carvings, and sculptures created to express beliefs, experiences, and daily life. Ancient Art – Egyptian, Greek, Roman, and other civilizations produced art connected with religion, rulers, mythology, and society. Medieval Art – art was strongly influenced by Christianity and religious institutions. Renaissance Art – renewed interest in classical ideas, humanism, science, and realistic representation. Baroque and Rococo Art – emphasized drama, emotion, movement, decoration, and religious or royal power. Modern Art – artists experimented with new styles, ideas, materials, and ways of representing reality. Contemporary Art – reflects current social issues, technology, culture, identity, politics, and everyday experiences. 2. Primary and Secondary Sources in Art History Primary sources are original materials or direct evidence from the period being studied. Examples include: Original paintings, sculptures, buildings, and photographs Artists' letters, journals, and sketches Historical documents and inscriptions Objects and artifacts Secondary sources are materials created later that analyze, interpret, or discuss primary sources. Examples include: Art history books Scholarly articles Museum catalogs Biographies and documentaries Critical studies of artists and artworks Simple distinction: Primary = direct/original evidence Secondary = interpretation or analysis of evidence 3. Art and Its Social, Political, and Economic Contexts Art does not exist separately from society. The social, political, and economic conditions of a particular period can influence what artists create, what subjects they choose, and how their works are received. Social context – Art can reflect traditions, beliefs, customs, identity, and everyday life. Political context – Art may represent rulers, national identity, political events, or social concerns. Economic context – Wealth, trade, patronage, and access to materials can influence the production and development of art. Key Idea: Art is both a product of its time and a record of human experience. By studying an artwork's history, sources, and context, we can better understand the artwork, the artist, and the society that produced it. WEEK 4 1. The Creative Process in Art The creative process maps the journey from an abstract concept to a finished artwork or craft: Idea / Conceptualization: Sparked by observation, emotion, social issues, or personal experience. The artist or artisan brainstorms, sketches, and researches to refine the core vision. Preparation & Materials Selection: The creator plans the composition and gathers the physical media, tools, and technical equipment required for the project. Execution & Production: The physical transformation phase where skill meets medium. This involves drafting, sculpting, weaving, or painting, often marked by trial, error, and dynamic problem-solving. Refinement & Completion: Final adjustments, detailing, surface finishing, or polishing to ensure the work matches the intended aesthetic and functional standards. Exhibition & Reflection: Presenting the finished product to an audience, allowing viewer feedback, critique, and personal reflection to complete the artistic cycle. 2. Art Mediums, Techniques, and Materials Medium: The primary substance or material used to create an artwork (e.g., oil paint, clay, bronze, digital pixels, watercolor, wood). Technique: The specific manner, method, or technical skill an artist applies to manipulate the medium (e.g., chiaroscuro in painting, coiling in pottery, carving vs. casting in sculpture, cross-hatching in drawing). Materials & Tools: The physical instruments used alongside the medium, such as brushes, chisels, kilns, canvases, palettes, or digital tablets. Artist vs. Artisan: An artist primarily focuses on creating works for aesthetic, emotional, or conceptual expression (fine arts), whereas an artisan is a skilled craftsperson who creates functional or decorative objects (e.g., pottery, woodworking, textiles) using master-level traditional craftsmanship. 3. The Role of the Curator The curator acts as the storyteller, bridge, and custodian between the artwork, the artist, and the public: Selection & Acquisition: Researching, selecting, and collecting artworks or artifacts that align with an exhibition theme or institutional mission. Spatial Design & Presentation: Strategically arranging works in a gallery—considering lighting, sightlines, color schemes, and sequencing—to guide the visitor's physical and emotional experience. Interpretation & Contextualization: Writing wall texts, catalogs, and educational guides that provide historical, cultural, or philosophical context, shaping how the public understands and values the art. Preservation & Stewardship: Ensuring optimal environmental conditions (humidity, lighting, handling) to preserve artworks for future generations. Art and Artisan: Process, Medium, Technique, and Curation In Art Appreciation, understanding how art is made and presented helps us appreciate not only the finished artwork but also the artist's creativity, skills, choices, and purpose. 1. Creative Process in Making Art The creative process refers to the steps an artist goes through in developing an artwork. It may include: Idea or Inspiration – identifying a subject, message, or concept. Planning – deciding the composition, materials, colors, and techniques. Creation – transforming the idea into an actual artwork. Revision – making adjustments or improvements. Finalization – completing and preparing the artwork for presentation. The process may differ from one artist to another. Creativity can involve experimentation, imagination, problem-solving, and personal expression. 2. Art Mediums, Techniques, and Materials Medium refers to the material or form used to create an artwork. Examples include: Medium Examples Painting Oil, acrylic, watercolor Drawing Pencil, charcoal, ink Sculpture Clay, wood, stone, metal Printmaking Woodcut, engraving, lithography Photography Digital or film photography Digital Art Computer-generated images and digital illustrations Technique refers to the method or way an artist uses a medium. For example, a painter may use blending, layering, or brushwork, while a sculptor may use carving, modeling, or casting. The choice of medium, material, and technique affects the appearance, texture, meaning, and overall effect of an artwork. 3. Role of the Curator A curator is a professional who selects, organizes, researches, and presents artworks in a museum, gallery, or exhibition. The curator helps shape how audiences experience and understand art by: Selecting artworks for an exhibition Organizing artworks according to a theme or concept Providing labels, descriptions, and historical information Designing the arrangement and flow of the exhibition Connecting artworks to their cultural and historical contexts Therefore, curation influences how viewers see, interpret, and appreciate artworks. Key Idea Art is more than the finished product. It involves the artist's creative process, the choice of medium and technique, and the curation and presentation of the artwork. Understanding these elements allows us to appreciate both the skill of the artisan and the meaning of the art.

logical fallices

Logical Fallaices

Prov 21/9 1. Källkritik S. 26 2. Nordens forntid (komp) 3. Nordisk medeltid s. 110–117 Källkritik: att vara källkritisk betyder att man ska vara neutral. För att veta om en källa är bra eller inte måste man ha koll på fyra saker: Äktheten, tid, beroende och tendens • Äktheten: om en källa är trovärdig eller inte • Tid: Källan måste vara aktuell i tid. Annars är källan osäker. • Beroende: bygger källan på en annan källa? Har den påverkats på ett annat sätt? • Tendens: Försöker källan påverka oss? Risk att källan är vinklad. Visa bara det man vill visa, t.ex. Genom propaganda. Hur kan vi veta om källan är bra eller inte 1. Brev 2. Interjuver 3. Dokument 4. Arkeologisk fynd Kvarlevor och berättande källor. Berättande källa: t.ex. Tidningsartikel, bok Kvarleva: Man kan lita mer på den än på en berättande källa. Det är spår eller lämningar av vad som hänt. T. ex. Bevarade vapen. Narrativ smitta: innebär att personers minnen och berättelser om en händelse omedvetet förändras när de pratar med andra som var med om samma sak Perioder/epoker Mekanisk periodisering ex. 1700-talet, 1800-talet osv Teoretisk periodisering Delar historien efter saker som är utmärkande för perioden. ex. 1900 talet 1914–1918 var första världskriget 1919–1938 var mellankrigstiden 1939–1945 var andra världskriget Epokindelning Dela vad som har hänt i historien i epoker till exempel Medeltiden. Ibland kan flera länder eller kontinenter ha samma indelning och ibland olika. Ex. Vi i Sverige/Norden kallar perioden ca 800–1100 för vikingatid. Men södra Europa hade ingen vikingatid. Nordisk forntid Äldre stenålder (jägarstenålder/paleolitikum) ca 12 000 f.Kr. - ca 4000 f.kr  För ca 15 000 år sedan började inlandsisen i Norden att smälta.  De äldsta spåren av människor i Norden är ca 14 000 år gamla. Livet under stenåldern • Levde som samlare och jägare och folket var nomader (att människor rörde sig hela tiden och hade ingen fast bostad). • Lever oftast i små grupper och är inte bofasta • Troligtvis relativt jämlikt mellan män och kvinnor och det fanns inga sociala skillnader • Vet ganska lite om hur människor levde under den här tiden • Vet inte vilken sorts religion man hade. Yngre stenålder (bonde-stenålder/neolitikum) ca 4 000 f.Kr. – 1 700 f.kr.  För 6000 år sedan började man bruka jorden och ha tamdjur. Jordbruks konsekvenser.  Mer mat  Ökad befolkning  Bofasta  Ökad spridning av sjukdomar  Samhället blev mindre jämlikt (början av klassamhälle)  Våld mellan människor ökar (mer vapen utvecklats, makt ta över område och skellet/spår av döda människor) Dösar och gånggrifter (megalitgravar)  I början av yngre stenålder uppstod sedan att grava de döda i stora stengravar, megalitgravar  Först i dosar och sen i gånggrifter s Bronsåldern 1700 f.Kr - 500 f.Kr Från 1700 f.Kr. Började nordborna att kunna framställa brons? Brons användes främst till vapen och smycken. Brons består av tenn och koppar Det var främst hövdingar och krigare som hade tillgång till brons. Det var en status- och maktmarkör. De första små hövdingarikena är i Norden. Människor började använda oxar och hästar som dragdjur. Boskap började hållas inte bara för köttet, utan för t.ex. Mjölk och ull. Under bronsåldern utvecklades jordbruket ytterligare i Norden. På en del ställen började man hålla djuren i speciella fähus. Bronsåldern i Sverige är speciellt känd för sina hällristningar. Järnåldern 500 f.Kr- 750 e.Kr Ca 500 f.Kr. Lärde sig skandinaverna att framställa föremål av järn. Den får en mycket större betydelse än brons eftersom Sverige är rikt på järnmalm. Man började göra många olika redskap av metall och inte bara smycken och vapen. Under den tiden får vi vårt första skriftspråk: runalfabetet ca 200 e.Kr Vid slutet av järnåldern anlades flera s.k. fornborgar. Främst i Mälardalen, på Öland och på Gotland. Arkeologer och historiker tolkade det som att tiden blev oroligare, med ökade konflikter. Under 500-talet uppfördes stora begravningshögar vid Gamla Uppsala, där mäktiga kungar och hövdingar begravdes. Det vittnar om den Gamla Uppsala som ett politiskt och religiöst centrum och om Upplands växande makt. Nordisk medeltid och vikingatid. Svensk epokindelning  Järnålder ca 500 f.Kr- 750 e.Kr  Vikingatid ca 750–1100 Medeltiden ca 1100–1523 6 juni blev Gustav Vasa kung  Äldre medeltid-1100-1250  Högmedeltid 1250–1350  Senmedeltid 1350–1523 Europeisk epokindelning  Antiken 700 f. Kr. 500 e. Kr Medeltiden 500-1500  Äldre medeltid 500–1000  Högmedeltid 1000–1300  Senmedeltid 1300–1500 Vikingatid ca 750–1100  Vid mitten av 700-talet bestod Skandinavien av flera små kungar och hövdingadömen.  Det som förenade vikingarna i Skandinavien var att man hade gemensam: kultur, språk (fornnordiska) och religion (asatron) Asatron Under den äldre järnåldern blev nordborna asatroende. Asatron liknar den grekiska och romerska religionen under antiken. Vikingarnas språk Fornnordiska delas in i västnordiska och östnordiska. Skillnaden i dialekt Västnordiska (språk) isländska och norska Östnordiska (språk) Danska och svenska. I Norden började man använda runskrift på 200-talet e.Kr. Flest runstenar finns i Sverige; ca 2500 De flesta är resta i slutet av vikingatiden. Under 900- och 1000-talet. Vikingar tågen  Handelsfärder: syftet är att köpa, sälja eller byta varor.  Plundringståg; att stjäla resurser, skatter och värdeföremål från ett annat område eller folk, ofta genom våld och förstörelse  Invasioner; att man försöker ta över ett område  Kolonisering att ta över ett område (land) Ofta så sammanföll de olika orsakerna Vikingarna var en viktig länk i handeln mellan Asien och Europa Varför blev vikingatågen så framgångsrika? Skeppsbyggnads- och sjöfartskunskap Politisk svaghet nere i Europa Varför upphörde vikingatågen successivt under 1000-talet? Länderna på kontinenten blev starkare Kristendomens införande i Norden. (vikingatåg blir korståg) ett försök att sprida kristendomen med våld Kristnandet av Norden. Under slutet av vikingatiden blir Norden kristet. Danmark kan räknas som ett kristet rike från mitten av 900-talet och Norge från början av 1000-talet. Här gick också kristnande och riksbyggande hand i hand. Sverige De första kristna församlingarna finns redan på 800-talet, men de är små och kortvariga. Stor kristen mission i Sverige på 1000-talet. Sverige räknas som kristet från slutet av tusentalet/början av 1100-talet. Kristendomen och asatron levde länge parallellt i Sverige. Övrigt från vikingatid År 793 anföll och plundrade vikingar klostret på ön Lindisfarne i England. Detta räknas som början på vikingatiden. Ibn Fadlan är en författare som beskriver vikingarna som långa, starka och välbyggda. Han skrev också att de hade många smycken och tatueringar, men att deras hygien var dålig. Vikingarna lockades av handel, rikedomar, plundring, mark och äventyr. Deras framgångar grundade sig på deras snabba och sjövärdiga långskepp samt deras skicklighet som sjöfarare. De vanligaste varorna vikingarna hade var pälsar, skinn, järn, vapen, bärnsren och ibland slavar. A. Gånge – Rolf är en vikingahövding som grundade Normandie i norra Frankrike. B. Knut den store var kung över Danmark, England och Norge på 1000-talet. C. Vilhelm Erövraren var hertig av Normandie som erövrade England år 1066. Svensk medeltid 1100–1523 Romarriket har fallit (det var början av medeltiden). Kyrkan styr allt under denna tid. Justinadan pesten. Kyrkan var den enda starka organisationen. I feodalsamhället delades makten genom att den delades ut till olika riken. Detta skapade ett klassamhälle (kung, adel, präster och bönder). Sverige gick in i medeltiden när det omvandlades till kristendom. Islam expanderade och blev granne med de kristna. Den skapade en konflikt mellan dem. Första korståget från Europa till Jerusalem. Korståget pågår för att ta tillbaka det som var kristet. 1200-talets faller Jerusalem. Under högmedeltiden blev det ett utskott i mat och andra började flytta ut till andra städer. Digerdöden: under den tiden drabbades andra av pest och sjukdomar. Efter den tiden började kungen införa ett skattesystem. Äldre medeltid 1100–1250 Sverige är nu ett kristet kungadöme Men under 1100-talet pågår en ständig maktkamp mellan olika ätter (släkten) Sverige fungerar mer som en lös federation av självständiga landskap än som ett rike. Varje landskap har sina egna lagar. Kungens makt var svag. Övrigt om tidig medeltid i Sverige/kungamakt och kristendom Under medeltiden bestod Sverige av flera landskap med egna lagar. Kungmakten var svag men blev gradvis starkare. Kristendomen spreds och kyrkan fick stor betydelse.  Ansgar var en kristen missionär från Frankrike som försökte sprida kristendomen i Sverige på 800-talet. Ett bevis på kristendomen i Sverige är under 800-talet. En typ av belägg på kristendomen är skriftliga källor, bland annat berättelser om Ansgars resor och arkeologiska fynd som kristna gravar och kors. Olof Skötkonung är Sveriges första kristna kung och den första svenska kung som lät prägla mynt. Kungen och kyrkan samarbetade genom att kyrkan stödde kungen och hjälpte till att sprida kristendomen. Högmedeltid 1250–1350 Under den tiden betalade bönderna skatt och rika och riddare betalade ingen skatt. Det var extremt svårt att byta från fattig till rik (byta klass). Sverige tog över Finland med våld. Klass samhälle delades i Birger Jarl 1250–1275 Magnus Ladulås 1275–1290 Vid mitten av 1200-talet stärktes den svenska centralmakten. De första gemensamma lagarna införs Man inför central beskattning – skatt till kungen 1280 blir de svenska stormännen skattebefriade mot att de ställer upp med krigare när kungen behöver det (Alsnö stadgar (riddare/krigare)) Kyrkan var skattebefriad sen tidigare Det svenska ståndssamhället uppstår (det som hade skett tidigare på kontinenten) Finland blir successivt en del av Sverige under 1200-talet genom en rad korståg. Senmedeltiden 1350-1523 Digerdöden 1350–1355 (började i Europa) var en pest som kom till Sverige. Pesten kom från Italien till Sverige (4 år). Ca 25% av Sveriges befolkning dog. Det tog 100 år för befolkningen att återhämta sig. Innan digerdöden hade Sverige en befolkning på ca 1-1,2 miljoner Efter digerdöden ca 700 000–900 000 Man skiljer på judarna och att det var Guds straff TRONSTRIDER OCH SLÄKTFEJDER (MOT ETT STARKARE RIKE).  Birger Jarl var Sveriges mäktigaste man på 1200-talet. Han brukar kallas Stockholms grundare och stärkte kungamakten.  Magnus Ladulås var kung av Sverige 1275–1290. Han skyddade bönderna från att tvingas ge mat och husrum åt kungens män, därav namnet ”Ladulås”. Men han är mest känd för att ha skyddat bönderna från att kungens och adelns män kom och krävde gratis mat och husrum. Därför fick han smeknamnet "Ladulås" (som om han låste ladan så att ingen kunde ta böndernas mat). Sverige uppstod på 1200-taletdu. Stormän som ställde upp med ryttare och soldater åt kungen undvek skatt och blev adel. Frälsebonde: bonde som brukade adelsägd jord Krykobonde: bonde som brukade jord som ägdes av kyrkan. Kronobonde: bonde som brukade mark som ägdes av staten/kungen. Skattebonde: bonde som ägde sin egen jord och betalade skatt. Heliga Birgitta: en svensk adelskvinna, religiös ledare och helgon som grundade Birgittinorden på 1300-talet. Nyköpings gästabud: år 1317 bjöd kung Birger sina bröder Erik och Valdemar på fest i Nyköping. Efter festen fängslades de och svalt ihjäl. Kalmarunionen 1397–1521 • 1397 – Förenas Sverige, Norge och Danmark i en union under drottning Margareta. • Bakgrund till unionen. 1. Hotet från tyska Hansan (Hansan är ett handelsbolag som håller på att ta över handeln på östkusten med sin armé och motivet är pengar). Konkurrera Norden. Hansan var ett förbund av handelsstäder runt Östersjön och Nordsjön som kontrollerade mycket av handeln i norra Europa. 2. Maktstrider i Sverige- Adel missnöjd med den svenska kungen (Albrekt av Mecklenburg) 3. Släktskap mellan kungahusen i Norden Orsaken till Kalmarunionen var att de nordiska länderna ville samarbeta mot yttre fiender, särskilt tyska furstar och Hansan. Tillsammans blev de starkare politiskt och ekonomiskt. Margareta – Dotter till Danmarks kung Hon gifte sig med Norges kung – son till Sveriges ”gamla kung” – (Håkan Magnusson) Margareta blev först drottning i Danmark när hennes far dog. Sen dör hennes man; då blir hon även regerande drottning i Norge. Gör sen anspråk på tronen i Sverige. Från enighet till splittring inom unionen Till en början fungerade unionen bra Men en bit in på 1400-talet ökade splittringen och missnöjet, särskilt i Sverige (t.ex. Engelbrektupproret 1434–1436). Komplicerat maktspel Unionskungens – svenska riksföreståndaren (maktkamp) Adelsfaktioner – adelsfaktioner Maktkamp om vem som ska bli riksföreståndare. Vissa adelsmän och bönder vill att Sverige ska bli ett självständigt rike igen. Vissa vill bevara unionen – men unionskungens makt ska vara svag. Alla strider och maktkamper slutar med att unionen upplöses 1521 och Sverige blir åter ett självständigt rike under Gustav Vasa. Riksföreståndare 1521–1523 och kung 1523–1560. Norden kommer att från 1523 till början av 1800-talet bestå av två riken Danmark där Norge och Island ingår (Norden) Sverige där Finland ingår.

Fallen London

Fallen Angels Scene - JANE

Falkin Unit 1 Vocab List AP Environmental

Sea of Fallen Stars

jimmy fallon

Octopath 0: Bonfires of Battle -> Light as Seen by a Fallen Playwright

fallen

Bí Sláintiúil / Folláine

USAFA Fallen Comrades

comm 300 final exam - fallon sdsu

AAL, fallit tetrada, aortos koarktacija

Philosophy fillin

falkin unit 9 test

Falloir in allen Zeitformen

suchen, kaufen, fallen suchen, kaufen, fallen