AP Art History Unit 5 Indigenous Americas

AP Art History Course Study Guide Unit 5: Indigenous Americas 153. Chavín de Huántar. (Northern highlands, Peru. Chavín. 900–200 B.C.E. Stone (architectural complex); granite (Lanzón and sculpture); hammered gold alloy (jewelry)) a. Context i. Archaeological and religious site of the andes of Peru ii. Has a transportation of ceramics and textile to the temple iii. Made by the Chavin cult iv. Capital and religious center of Chavin cult and Pre-Inca civilization v. Set at the connection between two of the largest rivers in Peru vi. Agriculture of maize and potatoes b. Content i. Jewelry made of gold alloy( the serpent nose ornament ) ii. Temple had a lot of tunnels( built around 900 BCE iii. The old temple is shaped in a U iv. New temple was built around 500 BCE v. vi. c. Form i. ii. iii. iv. Quarried stone building, terraces around palazas, internal gallery Had artifacts and stylistic Made of stone Rough shapes of stone Lanzon and sculpture made of granite 10,330 feet above sea level AP Art History Course Study Guide d. Function i. Religious center for the their primary god ii. Held many spiritual ceremonies iii. Designed to unify people iv. An important pilgrimage 154. Mesa Verde cliff dwellings. (Montezuma County, Colorado. Ancestral Puebloan (Anasazi). 450–1300 C.E. Sandstone) a. Context: i. Mesa Verde means “green table” ii. Ancestral Puebloans iii. They were mainly sedentary farmers iv. Abandoned around 1300 CE due to lack of resources, drought , or violence b. Content: i. Kivas = underground circular rooms used for ritual purposes 1. Wooden roof held up by sandstone columns 2. Firepit in the center 3. Had a small hole in the ground called sipapu for ceremonial purposes ii. Plastered and painted murals, many are now fragmented iii. Other paintings also decorated the walls 1. Geometric depictions of plants and animals 2. Were used to depict the geography of the land c. Form: i. Built into the cave ii. Dwellings built on the top and bottom of the Mesas iii. Over 600 structures iv. Made of stone, mortar and plaster v. Used a building technique called Adobe 1. Adobe = type of brick made from clay, sand, straw and/or sticks AP Art History Course Study Guide vi. 155. The paintings and murals were made from clay, minerals, and other organic materials d. Function: i. Used for ceremonies and residential ii. Were covered but now have no roofs iii. The space around the buildings were used as a plaza iv. Circular and rectangular for living space v. One room facing the plaza for family gatherings vi. Smaller rooms were used for storage Yaxchilán. (Chiapas, Mexico. Maya. 725 C.E. Limestone (architectural complex)) a. Context: i. Yaxchilan dynasty 4th century 1. Lord shield Jaguar II who ruled for 60 years beginnings in 681 2. He commissioned famous sculpture work at site 3. Bird Jaguar IV followed his father ( built famous buildings and sculpture) ii. Bloodletting was common iii. Lintels iv. Lady took burned the paper to allow the blood to ascend to the gods b. Content i. Carved lintel ii. Stairs with carved hieroglyphs writing and steeles iii. Depicted ritual moment in the life of Lady Xooks iv. Lintel 24:Lady Xook pulls a throned cord through her tongue so that she can bleed on a paper that fills a basket on the ground( bloodletting) v. Her husband holds a lit torch above her vi. Beautiful diamond decorated vii. Lintel 25:from central doorway also a bloodletting ritual by Lady Xook in front of a serpent viii. She holds the bowl in her hand while looking up at the serpent ix. Bowl had papers that she bleed on x. Figure images from serpent’s mouth with a shield, spear, and war helmet xi. Backward inscription xii. Structure 33 1. Three enterways 2. Decorated with stucco ornamentation 3. Limestone blocks AP Art History Course Study Guide xiii. 4. Displays ruler like Bird Jaguar II in intricate clothing and with his son 5. Elaborate roof comb= a masonry wall Structure 40 1. Unusual concept of beauty 2. Often had chacmool ( half sitting half lying down) c. Form i. Relief structures ii. Structure 33 built by Bird Jaguar IV d. Function i. To legitimize ruler ii. To show power 156. Great Serpent Mound. (Adams County, southern Ohio. Mississippian (Eastern Woodlands). c. 1070 C.E. Earthwork/effigy mound) a. Context: i. Created by Native American tribes ii. Effigy mounds depicting animals were quite common among Native American tribes iii. Believed snakes to have supernatural powers iv. Possibly influenced by Mississipian rattlesnake worshipping practices b. Content: i. A snake (probably a rattlesnake) that is slightly crescent shaped ii. Snake’s head is pointed to the east while the tail is pointed to the west iii. The ovoid shape at the eastern end the snake is thought be either the head, an eye, an egg, or maybe even the sun to represent a solar eclipse iv. In some Native American cultures, snakes are believed to be a powerful deity from the underworld c. Form: i. Dirt ii. Largest snake effigy mound in the world iii. The mound confroms into the natural topography in the area iv. National historical landmark d. Function: i. Snakes were often included into spiritual rituals ii. The astrological alignment of the snake suggest that it was used to mark seasons iii. The North Pole star aligns with the first curve of the serpent so it could represent the constellation Draco iv. May have marked the day the Haley’s Comet appeared AP Art History Course Study Guide 157. Templo Mayor (Main Temple). (Tenochtitlan (modern Mexico City, Mexico). Mexica (Aztec). 1375–1520 C.E. Stone (temple); volcanic stone (The Coyolxauhqui Stone); jadeite (Olmec-style mask); basalt (Calendar Stone)) a. Context: i. Aztec Empire ii. Means “The Greater Temple” iii. Taken apart and destroyed by the Spanish in 1521 iv. Thousands of ritual objects have been recovered v. The Aztec invasion in which its purpose was spread their Aztec ideas and religions to neighboring territories vi. Could hold 200,000 people by the 16th century vii. Trade center (gold, pottery, food exports) b. Content: i. Main temple of the Mexica people ii. Design is inspired by Mixica mythology iii. Either side of the temple was dedicated to two primary gods iv. Wooden statues represented each god 1. God of War and Sun a. Huitzilopochtli i. Included sacrificial stone and bearer figures and serpents ii. This side represente Snake mountain or Coatepec iii. Painted red = symbolized the dry season during the winter solstice iv. The steps leading to Huitzilopochtli were painted red to symbolize war and blood 2. God of Agriculture and Rain a. Tlaloc i. Included an altar and chacmool sculpture to receive offerings ii. This side symbolized mountain of sustenance, which produced rain and allowed crops to grow iii. Painted with blue stripes = symbolized the wet season during the summer solstice iv. Stairs leading to Tlaloc were painted blue and white to represent water v. These halves were very opposite and contradicting of each other AP Art History Course Study Guide c. Form: i. Volcanic stone and covered in stucco ii. The post classic period and Mesoamerican style iii. A large symmetrical building with twin staircases leading up to two identical temple towers iv. Was a focal point in society and taller than all other building in the area d. Function: i. A place of worship of their gods ii. Rituals, ceremonies, and reenactment of their myths iii. Represented Aztec warfare and conquest as well as their power 158. Ruler's feather headdress (probably of Motecuhzoma II). (Mexica (Aztec). 1428– 1520 C.E. Feathers (quetzal and cotinga) and gold) a. Context i. Belonged to Motecuhzoma II, ruler of the Aztec Empire ii. Capital of Aztec empire Tenochtitlan iii. Stolen by Hernan Cortes ( a spanish conquistador ) iv. Europe called it a moorish hat v. Then was taken by Archduke Fredinad b. Content i. Originally had a golden bird beak ii. 450 feathers iii. Quetzal tail feathers from the male birds located in Yucatan peninsula iv. Made by amantecas ( feather workers)highly skilled artist c. Form i. Feather, gold, wood, plant fibers ii. 3.8 feet tall iii. 5.75 feet wide iv. Feathers mounted on wood sticks layered in semi- circle v. Vibrant colors d. Function i. For the ruler 159. City of Cusco, including Qorikancha (Inca main temple), Santo Domingo (Spanish colonial convent), and Walls at Saqsa Waman (Sacsayhuaman). (Central highlands, Peru. Inka. c. 1440 C.E.; convent added 1550–1650 C.E. Andesite) a. Context: i. Inca Empire 1. Known for monumental architecture and extensive road networks 2. Did not have a money system AP Art History Course Study Guide a. Instead exchanged labor and goods b. Taxes were paid in a form of labor 3. Inti Raymi a. Ceremony of the sun and sun god b. It was later limited and banned when the Spanish came 4. Mea and Women were seen as equal in Incan culture 5. The Spanish saw the women as slaves 6. Women could own land - inheritance went through both mother and father ii. 16th Century Spanish Conquest 1. City of Cusco was preserved 2. Temples, monasteries, and manor houses were built over the Inca city 3. Showed juxtaposition between the two cultures iii. One of the most important centers for religious art creation iv. Today it is recognized as cultural heritage and a monumental area b. Content: i. City may have been laid out in the form of a puma (a symbol of strength) ii. The noble houses were isolated from the rest of the city iii. The architecture showcased the city’s political power iv. They had an extensive understanding of masonry 1. Each stone was modified with tools to fit other stones 2. Each stone had a bit of space in between so they wouldn’t collapse during an earthquake v. Gods (captured) and mummies were used to further control followers vi. Qorikancha 1. Cheques served as markers of time and “landscape calendar and cosmogram” 2. Renovated by an emperor who had a divine revelation 3. Doorways and wall niches are inca trapezoids a. Doorways are double jammed to indicate importance c. Form: i. Red roofs ii. Buildings are close together iii. Fertile land AP Art History Course Study Guide iv. Technical stone structures v. Urban layout d. Function: i. Capital of Tawantinsuyu (“Land of the Four Quarters”) 1. Divided into four quarters that represent the four divisions in the empire 2. Axis Mundi = center of existence 3. Inca rulers and nobles lived in cusco 4. Gods and mummies kept in the capital ii. Qorikancha 1. Most sacred shrine = to the sun god Inti 2. Was later turned into a Christian temple iii. Sacsayhuaman 1. Built as a fortress but function is still unsure 160. Maize cobs. (Inka. c. 1440–1533 C.E. Sheet metal/repoussé, metal alloys) a. Context i. Maize was very important food in Central america and the civilization there ii. Inka art iii. Displayed in a metal garden in City of Cusco b. Content i. Life size sculpture of maize( corn) c. Form i. Made of gold and metal( mix of copper and silver) ii. Corn kennels were individually sculpted d. Function i. Honor an important aspect of the life there 161. City of Machu Picchu. (Central highlands, Peru. Inka. c. 1450–1540 C.E. Granite (architectural complex)) a. Context i. Originally a palace for Inca rulers ii. Overlooks the Urubamba river iii. Near the city of Cusco iv. Fertile climate v. Chosen because of its location close to the Adean landscape vi. Emperors only lived there for part of the year vii. Pachacuti thought he was the descendant of the sun AP Art History Course Study Guide d. 162. a. b. c. d. viii. Yanaconas and Mitimas b. Content i. Main building= typical Inca elite architecture ii. Buildings show social divisions iii. Emperor lived on the southwest iv. Contains religious structures v. Had a observatory vi. Intihuatana- a carved border located in the ritual area c. Form i. Porturding stones Function i. Show that the emperor is connected to the gods ii. Solidify rule and power iii. At first was a palace for elites but more of a city All-T’oqapu tunic. (Inka. 1450–1540 C.E. Camelid fiber and cotton) Context i. Textiles with the finest cloth ( qompi ) were made by acallas ( chosen women) ii. Allacs performed important rituals across the Inca empire Content i. Designs represented people/ethnicities, places and social roles ii. Contains a black and white checkerboard like pattern for the ones worn in the military iii. Patterns demonstrate the sapa inca ( unique inca ) was an important person who claimed the tunic Form i. Tunic: A woven rectangle piece of cloth folded into a square, with a slit woven into the middle for the neck, with small red woven squares. ii. T’oqapu: composition of these square geometric motifs that make up the tunic, worn by upper class tunics. iii. Made from dyed camelid fiber and cotton ( rare and luxury dyes and fabric) iv. Required the work of numerous people v. Light and strong fabric and threads Function i. For the elite ii. Showed Inca power AP Art History Course Study Guide 163. Bandolier bag. (Lenape (Delaware tribe, Eastern Woodlands). c. 1850 C.E. Beadwork on leather) a. Context i. Inspired by the bags Europeans wore ii. Created by the tribe in Delaware iii. Called Aazhooningwa'on in Ojibwe language (“worn across the shoulder”) iv. Made by most tribes near the great lakes v. Women created the bags vi. Animalistic religion vii. Were removed from their land by the indian Removal act b. Content i. Thousands of beads strung together ii. Bandolier 1. Red trimming and tassels on the bag 2. Floral blue, black green and pink colors used in the patterns 3. Ends have trapezoidal shaped extensions 4. Long rectangle - bandolier iii. Bag 1. Follows the same color scheme as the bandolier 2. Tassels decorate the opening of the bag iv. Very decorative c. Form i. Very large ii. Silk ribbons- came from trading with europeans iii. Red wool tassel with metal cones iv. Abstract and asymmetrical v. Cotton and wool cloth d. Function i. For men to wear expressed social identities and groups 164. Transformation mask. (Kwakwaka’wakw, Northwest coast of Canada. Late 19th century C.E. Wood, paint, and string) a. Context i. Mask worn during ceremonies ii. Dancers open the mask during the ceremony iii. Carving techniques changed after Europeans iv. Transformation mask were very important to the culture v. Mask were worn with a cloak vi. Primogeniture political structure AP Art History Course Study Guide vii. Barter and trade economy b. Content i. Large, exaggerated bird ii. Opens to show a human face iii. In the shape of an eagle iv. Pull the chord and the mask opens v. The human face is the face of an ancestor c. Form i. Hair made of string ii. Bright colors d. Function i. Portrayed genealogy (like a family crest) ii. Worn at a potlatch iii. Conveyed high status 165. Painted elk hide. (Attributed to Cotsiogo (Cadzi Cody), Eastern Shoshone, Wind River Reservation, Wyoming. 1890–1900 C.E. Painted elk hide) a. Context i. Artist Cotsiogo american name: Cadzi Cody ii. Known for his animal paintings iii. Was a member of the Eastern Shoshone tribe iv. Animal painting tradition v. Extreme poverty on the Wind river reservation b. Content i. Painted on elk hide ii. Animals running ( horses and buffalo) iii. People hunting them with a bow and arrow even though most tribes had guns iv. Women sitting near fire c. Form i. Free- hand pencil sketches and paintings ii. Use of stencils d. Function i. Sold to white visitors/ tourist AP Art History Course Study Guide 166. Black-on-black ceramic vessel. (Maria Martínez and Julian Martínez, Tewa, Puebloan, San Ildefonso Pueblo, New Mexico. c. mid-20th century C.E. Blackware ceramic) a. Context i. Made by Maria Martinez and Julian Martinez ii. Made on the puebloan reservation iii. The reservation was poor iv. Maria Martinez became popular because europeans considered her pots as art deco b. Content i. Pictures of clouds, bird feathers, corn, and rivers c. Form i. Ceramics ii. Made by coiling clay into shape of the vase iii. Made with volcanic ash iv. Burnished- polished with a stone v. Ollas- a rounded pot d. Function i. Was able to buy things for the reservation ii. Functional uses Unit 6: Africa 167. Conical tower and circular wall of Great Zimbabwe. Southeastern Zimbabwe. (Shona peoples. c. 1000–1400 C.E. Coursed granite blocks) a. Context: i. Took over 30 years to complete ii. Conical tower believed to be made to worship the god Mulan iii. Built in a time of great wealth success of Great Zimbabwe b. Content: i. Zimbabwe=Judicial Center or Ruler’s court ii. Clay structure, excavations have revealed interior furnishings such as potstands, elevated surfaces for sleeping and sitting as well as hearth