| | TOEFL Analytics TM - Çй® ¶Ç´Â ¿¹¼úÀÇ Àç»ý, ºÎȰÀ̶ó´Â Àǹ̸¦ °¡Áø ¸£³×»ó½º¿¡ ´ëÇÑ ³»¿ëÀº µè±âÀÇ Lecture»Ó¸¸ ¾Æ´Ï¶ó, Àбâ Áö¹®¿¡¼µµ ÀÚÁÖ º¼ ¼ö ÀÖ´Ù. ¸£³×»ó½º ½Ã±â¿¡ Ȱ¹ßÇÏ°Ô ´ëµÎµÈ ¿¹¼ú, ¹®ÇÐ, ±â¼ú, °úÇÐ, ±³À° ºÐ¾ß¿¡ °üÇÑ ´Ù¾çÇÑ Áö¹®À» ÀÌÇØÇÏ·Á¸é ¸£³×»ó½º ½Ã´ë Àü¹Ý¿¡ °ÉÃļ ³ªÅ¸³ °íÀüÇй®¿¡ ´ëÇÑ °¡Ä¡¿Í Àǽĺ¯È¿¡ ´ëÇÑ ¹è°æÁö½ÄÀ» ½×¾Æ¾ß ÇÑ´Ù. À̹ø¿¡´Â °¡Àå µÎµå·¯Áö°Ô ¹ßÀüÀ» ÀÌ·é ºÐ¾ß Áß ÇϳªÀÎ ¸£³×»ó½º ȸȿ¡ ´ëÇØ¼ °øºÎÇØ º¸¸é¼ ¸£³×»ó½º¿¡ ´ëÇØ¼ ¾Ë¾Æº¸µµ·Ï ÇÏÀÚ. The Renaissance was a period of great social and cultural change lasting through the 15th and 16th centuries. It began in the city-states of Italy and spread throughout Europe, transforming the expressive culture and ideas of the entire continent. Renaissance painters were not simply artists, but also great thinkers and innovators. Through their work, they left a record of the remarkable times in which they lived and redefined art and culture in new ways. The development of Renaissance painting was part of a general revival of classical learning from ancient civilizations. This intellectual expansiveness gave birth to a movement called ¡°humanism.¡± Humanism placed man at the center of the world and focused on the importance of human perception and individual achievement. This shift had profound influences on the role of the painter in society. Viewed as mere artisans in the Middle Ages, the role of painters became highly valued during the Renaissance. The interest in classical art led to the rediscovery of ancient painting techniques, as well as the creation of new ones that pushed painting forward in novel ways. By the early 15th century, Italian painters had adopted the use of linear perspective to achieve the illusion of three-dimensional space on a flat surface. As a result, they brought greater depth, realism, and rational proportion to painting. Moreover, Renaissance painters put greater confidence in their observations of the world around them. They turned to the study of mathematics and sciences like anatomy and botany to represent the human body and the observable world more naturally. In their exploration of the natural world, Renaissance painters ventured beyond the narrow religious subject matter of art in the Middle Ages. In Italy, and in the low countries of Flanders and Holland, landscape painting flourished, as did the portrayal of scenes from history and myth. Even in Renaissance paintings with religious themes, saints and sinners alike had more flexible bodies, more subtle facial expressions, and more intriguing surroundings than in the less expressive works of the Middle Ages. Renaissance artists added layers of meaning to paintings that seem, at first glance, to be straightforward. For example, the Italian painter Titian (ca. 1490-1576) in his oil painting, Bacchus and Ariadne, focuses on Bacchus as he leaps from his chariot toward Ariadne, with whom he has suddenly fallen in love. This might have been only a trite, though well-crafted, romantic tableau, but Titian surrounds the two mythological characters with a riot of visual puzzles. Symbols and clever references throughout the piece add depth. Bacchus¡¯s chariot, for instance, is pulled by cheetahs, not by panthers as usual, possibly a tribute to the pet cheetah kept by the nobleman who commissioned the painting. The best artists of any era are clever people. Painters of the Renaissance, however, had the great advantage of artistic hindsight, used to utilize the works of ancient people created over two millennia ago. Technological inventions also aided the growth of Renaissance painting. For instance, easels and oil-based paint allowed the artist to capture the observed or imaginary world in greater detail. Unlike earlier tempera paints, oils dried slowly and could be blended to create a previously unimaginable range of colors. The patterns of light and shadow¡ªwith brightness struggling though murky shades and breaking out at just the right spots¡ªin the late-Renaissance paintings of Rembrandt van Rijn, would not have been possible without oils. 1. According to paragraph 2, humanism emphasized (A) the importance of achievements by individuals (B) the glories of classical civilization (C) the central role of religion in human affairs (D) the need for painters to study classical civilizations The central theme of humanism ¡°focused on the importance of human perception and individual achievement.¡± 2. According to paragraph 4, all of the following characteristics of Renaissance paintings were different from medieval paintings EXCEPT (A) high levels of expressiveness (B) flexible human figures (C) topics based on ancient myths (D) religious subject matter Renaissance painters did venture beyond religious subject matter, but they did not abandon it. 3. What can be inferred from paragraph 6 about painting before the use of oil paints? (A) Paintings rarely depicted nature (B) Painters had to use dark colors. (C) Painters had to work quickly. (D) Paintings had imaginary subjects. The passage states that ¡°unlike tempera paints, oils dried slowly.¡± 1. A, 2. D 3. C Á¦°ø: ¢ßÄÄÆÛ½º¹Ìµð¾î toefl@compasspub.com ¸£³×»ó½º´Â 15¼¼±â¿Í 16¼¼±â¿¡ °ÉÃÄ Áö¼ÓµÈ »çȸÀû ¹®ÈÀû ´ëº¯Çõ ½Ã±â¿´´Ù. ±×°ÍÀº ÀÌÅ»¸®¾ÆÀÇ µµ½Ã±¹°¡µé¿¡¼ ½ÃÀÛÇÏ¿© Àü À¯·´¿¡ ÆÛÁ³´Âµ¥, ´ë·ú ÀüüÀÇ Ç¥Çö ¹®È¿Í »ç»óµéÀ» ¹Ù²Ù¾î³õ¾Ò´Ù. ¸£³×»ó½º Ȱ¡µéÀº ´Ü¼øÈ÷ ¿¹¼ú°¡ÀÏ »Ó¸¸ ¾Æ´Ï¶ó À§´ëÇÑ »ç»ó°¡¿ä Çõ½Å°¡µéÀ̾ú´Ù. ±×µéÀº ±×µéÀÇ ÀÛǰÀ» ÅëÇÏ¿© ±×µéÀÌ »ê ³î¶ó¿î ½Ã´ëÀÇ ±â·ÏÀ» ³²°å°í ¿¹¼ú°ú ¹®È¸¦ »õ·Î¿î ¹æ½ÄÀ¸·Î Á¤ÀÇÇß´Ù. ¸£³×»ó½º ȸÈÀÇ ¹ßÀüÀº °íÀüÇй®¿¡ ´ëÇÑ °ü½ÉÀÇ º¸ÆíÀû ºÎȰÀÇ ÀϺο´´Ù. ÀÌ ÁöÀû ÆØÃ¢Àº ¡°Àκ»ÁÖÀÇ¡±¶ó°í ºÎ¸£´Â ¿îµ¿À» ź»ý½ÃÄ×´Ù. Àκ»ÁÖÀÇ´Â Àΰ£À» ¼¼°èÀÇ Á߽ɿ¡ µÎ¾ú°í Àΰ£ÀÇ Áö°¢°ú °³ÀÎÀÇ ¼ºÃëÀÇ Á߿伺¿¡ ÃÊÁ¡À» µÎ¾ú´Ù. ÀÌ º¯È´Â »çȸ¿¡ ÀÖ¾î¼ È°¡µéÀÇ ¿ªÇÒ¿¡ Áö´ëÇÑ ¿µÇâÀ» ÁÖ¾ú´Ù. Áß¼¼¿¡´Â ´Ü¼øÇÑ ¿¹¼ú°¡µé·Î º¸¾Ò´ø Ȱ¡µéÀÌ ¸£³×»ó½º ½Ã´ë¿¡´Â À§´ëÇÑ »ç»ó°¡µéÀÇ ÀϺηΠ±×¸®°í ´ç´ëÀÇ ¹®ÈÀû °³Çõ°¡µé·Î ´ëµÎÇß´Ù. °íÀü¿¹¼ú¿¡ ´ëÇÑ °ü½ÉÀÌ ¿¾ ȸȱâ¹ýÀ» Àç¹ß°ßÇÏ°Ô Çϰí, ȸȸ¦ »õ·Î¿î ¹æ½ÄÀ¸·Î ÃßÁøÇÏ°Ô ÇÑ »õ·Î¿î ±â¹ýµéÀ» â¾ÈÇÏ°Ô Çß´Ù. 15¼¼±â ÃÊ¿¡, ÀÌÅ»¸®¾Æ Ȱ¡µéÀº ÆòÆòÇÏ°Ô ±×·ÁÁø Ç¥¸é¿¡ »ïÂ÷¿ø °ø°£ÀÇ È¯»óÀ» ÀÌ·ç±â À§ÇÏ¿© Á÷¼±¿ø±Ù¹ýÀÇ »ç¿ëÀ» äÅÃÇß´Ù. ±× °á°ú, ±×µéÀº ȸȿ¡ ´õ ³î¶ó¿î ½Éµµ, »ç½Ç¼º, ÇÕ¸®Àû ºñÀ²À» µµÀÔÇß´Ù. ´õ¿íÀÌ, ¸£³×»ó½º Ȱ¡µéÀº ±×µéÀÇ ÁÖÀ§¿¡ ÀÖ´Â ¼¼°è¿¡ ´ëÇÑ °üÂû¿¡ ´õ Å« ÀڽۨÀ» °¡Á³´Ù. ±×µéÀº ¼öÇаú, Àΰ£ÀÇ ½Åü¸¦ Ç¥ÇöÇϱâ À§ÇÏ¿© ÇØºÎÇаú °°Àº °úÇÐ, ±×¸®°í ´õ ÀÚ¿¬½º·´°Ô °üÂûÇÒ ¼ö ÀÖ´Â ¼¼°è¸¦ ¿¬±¸Çß´Ù. ÀÚ¿¬°èÀÇ Å½ÇèÀ¸·Î, ¸£³×»ó½º Ȱ¡µéÀº Áß¼¼ÀÇ ÆíÇùÇÑ Á¾±³Àû ÁÖÁ¦¸¦ ÃÊ¿ùÇÏ¿© ÀüÁøÇß´Ù. ÀÌÅ»¸®¾Æ¿¡¼ ±×¸®°í Çöõ´õ½º¿Í ȶõÀÇ ÀúÁö´ë¿¡¼´Â, ¿ª»ç³ª ½ÅÈÀÇ Àå¸éÀ» ¹¦»çÇß´ø °Íó·³, dz°æÈ°¡ ¹øÃ¢Çß´Ù. Á¾±³Àû ÁÖÁ¦¸¦ °¡Áø ¸¹Àº ¸£³×»ó½º ȸȵéÁ¶Â÷µµ, ¼ºÀεé°ú ÁËÀεéÀÌ Çϳª°°ÀÌ ´õ À¯¿¬ÇÑ ¸ö¸Å¸¦ °¡Á³°í, ´õ ¹Ì¹¦ÇÑ ¾ó±¼ Ç¥Á¤À» °¡Á³À¸¸ç, ÀϹÝÀûÀ¸·Î ±»°í ¹«Ç¥Á¤ÇÑ Áß¼¼ ÀÛǰµéº¸´Ù ´õ¿í´õ Èï¹Ì·Î¿î ¹è°æÀ» °¡Á³´Ù. ¸£³×»ó½º Ȱ¡µéÀº ¾óÇÍ º¸¾Æ¼´Â Á÷¼³ÀûÀÌ°í ´Ù¼Ò Áö·çÇϱâ±îÁö ÇÑ ±×¸²µé¿¡ ¿©·¯ °ãÀÇ Àǹ̸¦ ºÎ¿©Çß´Ù. ¿¹¸¦ µé¸é, ÀÌÅ»¸®¾Æ Ȱ¡ Titian (1490¡ª1576)Àº ±×ÀÇ ±×¸² ¹ÙÄ¿½º¿Í ¾Æ¸®¾Æµå³×¿¡¼ ¹ÙÄ¿½º°¡ °©ÀÛ½º·´°Ô ¹ÝÇÑ ¾Æ¸®¾Æµå³×¿¡°Ô·Î ÀüÂ÷¿¡¼ ¶Ù¾î³»¸®´Â ¸ð½À¿¡ ÃÊÁ¡À» ¸ÂÃß¾ú´Ù. À̰ÍÀº ºñ·Ï Àß ¸¸µé¾îÁø ³¶¸¸Àû ÀÛǰÀÌÁö¸¸ ´Ü¼øÈ÷ ÁøºÎÇÑ ÀÛǰÀÏ ¼ö ÀÖ´Ù. ±×·¯³ª TitianÀÇ ÀÛǰÀº µÎ ½ÅÈÀû Àι°µéÀ» dzºÎÇÑ ½Ã°¢Àû ½Åºñ·Î °¨½Î°í ÀÖ´Ù. ±× ÀÛǰ ÀüüÀÇ »ó¡µé°ú ±â¹ßÇÑ ÀοëÀº ½Éµµ¸¦ ´õÇØÁØ´Ù. ¿¹¸¦ µé¾î, ¹ÙÄ¿½ºÀÇ ÀüÂ÷´Â ´Ã ±×·¸µíÀÌ Ç¥¹üµéÀÌ ¾Æ´Ñ ġŸµéÀÌ ²ô´Âµ¥, ¾Æ¸¶µµ ±× ±×¸²À» ÀÇ·ÚÇÑ ±ÍÁ·ÀÌ ±â¸£´Â ¾Ö¿Ï¿ë ġŸ¿¡ ´ëÇÑ Âù»çÀÏ ¼ö ÀÖ´Ù. ÇÑ ½Ã´ë ÃÖ°íÀÇ È°¡µéÀº ¿µ¸®ÇÑ »ç¶÷µéÀÌ´Ù. ±×·¯³ª ¸£³×»ó½º Ȱ¡µéÀº Àΰ£ ¹®È ÀÌõ ³âÀ» ÅëÇØ¼ ³Î¸® Æ÷°ýÇÒ ¼ö ÀÖ´Â Å« ÀÌÁ¡À» °¡Á³´Ù. ±â¼úÇõ½Å¿¡ ÀÇÇÑ ¹ß¸íµé ¶ÇÇÑ ¸£³×»ó½º ȸÈÀÇ ¼ºÀåÀ» µµ¿Ô´Ù. ¿¹¸¦ µé¾î, ÀÌÀüÀÇ ÅÛÆä¶ó ¹°°¨°ú´Â ´Ù¸£°Ô, ±â¸§¹°°¨Àº õõÈ÷ ¸»¶ó¼ Àü¿¡´Â »ó»óµµ ¸øÇÒ ºû±òµéÀ» ¸¸µé¾î³¾ ¼ö ÀÖµµ·Ï ¼¯À» ¼ö ÀÖ¾ú´Ù. °ÇÁ¶½Ã°£ÀÌ ±æ´Ù´Â °ÍÀº ±â¸§¹°°¨À¸·Î ÀÛ¾÷Çϴ Ȱ¡°¡ ¸çÄ¥¿¡ °ÉÃļ ±×¸²À» ¹Ì¼¼ Á¶Á¤ÇÒ ¼ö ÀÖ¾úÀ½À» ÀǹÌÇß´Ù. Rembrandt van Rijn°ú °°Àº Çöõ´õ½º °ÅÀåµéÀÇ Èı⠸£³×»ó½º ±×¸²µé ¼Ó¿¡ Àִ¡ª¹àÀ½ÀÌ Å¹ÇÑ ±×¸²ÀÚ¸¦ ¶Õ°í ÀûÀýÇÑ Àå¼Ò·Î Æ¢¾î³ª¿À´Â¡ªºû°ú ±×¸²ÀÚÀÇ ¹®¾çµéÀº ±â¸§¹°°¨ÀÌ ¾ø¾ú´Ù¸é ºÒ°¡´ÉÇßÀ» °ÍÀÌ´Ù. |
|