Читайте также:
|
Рекомендуемая литература:
Тимановская Н.А. Взгляд на англоговорящие страны. 4-е изд. – Тула: Автограф, 2000.
Токарева Н.Д. Страницы истории Великобритании и США. Пособие по страноведению на англ. яз: Для ин-тов и фак. иностр. яз.-М.:Высш. Шк., 1985.
Великобритания. Лингвострановедческий словарь. А.Р.У.Рум,
Л.В.Колесников и др. – М.: Рус. Яз., 1978.
Абросимова Л.С. История и культура стран изучаемого языка. Ч. 1. История и
культура Великобритании. – Ростов-на-Дону, 2007.
David Mc.Dowall. An Illustrated History of Britain. – Longman, 1995 and later.
Голицинский Ю.Great Britain. - С-П.: КАРО, 1999.
Бурова И.И. The History of England. Absolute Monarchy. Питер Пресс, С-П., 1997.
N. D. Tokareva. Pages of History. Glimpses of Britain and USA.
Москва. Высшая школа, 1997.
Bamber Gascoigne. Encyclopedia of Britain.
Модуль 3. Образование в Великобритании. Школы, университеты, учебные планы, экзамены. Образовательные реформы.
Система народного образования Англии.
Основы его современной организации. Управление народным образованием. Роль министерства образования. Финансирование школ. Субсидируемые школы. «Независимые», или частные, школы. Религиозное воспитание в школах.
Система школьного образования.
Начальное образование. Две ступени начального образования.
Звено среднего образования. Закон о реформе образования 1944 г. Становление системы среднего образования. Отмена экзаменов-тестов для определения «коэффициента умственной одаренности». Распределение детей в разные виды школ на основе результатов экзаменов. Антидемократический характер такого распределения.
Типы средних школ и их характеристика. Грамматическая школа. Особенности обучения в грмматических школах. Средняя современная школа. Кризис среднего образования и попытки его преодоления. Объединенная средняя школа – новый тип школы.
Элитарные «паблик-скулз». Особенности процесса обучения и воспитания в «паблик-скулз». Некоторые особенности - школьного образования в, Шотландии и Северной Ирландии.
Система высшего образования. Наука.
Университеты и университетские колледжи. Государственные и частные колледжи. Финансирование университетов. Старейшие университеты (Оксфордский, Кембриджский), их элитарный характер. Особенности их традиционной организации обучения. Шотландские университеты (Абердинский, Эдинбургский, университеты в Глазго, Сент-Эндрюсе). Лондонский университет. Бирмингемский, Шеффилдский и другие провинциальные университеты. Новые университеты (Эссекский, Сассекский, Брадфордский, университет Саррии др.) Высшие технические колледжи, их преобразование в университеты (
Слияние мелких колледжей в более крупные. Новый вид учебных заведений - «политекникс». Создание 30 крупных «политекникс» В Англии и 14 - в Шотландии. «Открытый» университет - система заочного обучения по телевидению.
Научные учреждения и организации современной Англии (Лондонское королевское общество развития естествознания, Британская академия, Королевская академия искусств и др.).
Комплексная цель (модуль 3):
Систематизация и расширение социокультурных знаний студентов об образовательной системе Соединенного королевства Великобритании и Северной Ирландии, развитие умений собирать, систематизировать и обрабатывать различные виды страноведческой информации, интерпретировать и использовать ее при решении коммуникативно-познавательных задач, овладение студентами лингвострановедческими компетенциями, развитие коммуникативной культуры и социокультурной образованности студентов, позволяющих общаться на английском языке в социокультурной и учебно-профессиональной сферах.
Краткое проблемное изложение материала:
British EDUCATION
The British educational system has three levels: schools, further education (post-school) and higher education (universities).
Schools
Schooling is compulsory for 12 years for all children aged 5 to 16. There are two voluntary years of schooling thereafter. Pupils attend primary schools in the state sector from the age of 5 and then move to secondary schools normally at the age of 11. Primary school is divided into infant (5-7 year-old) and junior (7-11).
Great Britain does not have а written constitution, so there are nо constitutional provisions for education. The system of education is determined bу the National Education Acts.
Schools in England are supported from Public funds paid to the local education authorities. These local education authorities are responsible for organizing the schools in their areas.
The English school syllabus is divided into Arts and Sciences, which determine the division of the secondary school pupils into study groups: а Science pupil will study Chemistry, Physics, Mathematics, Economics, Technical Drawing, Biology, geography; аn Art pupil will do English Language and Literature, History, foreign languages, Music, Art, Drama.
Besides these subjects they must do some general education subjects like Physical Education, Ноmе Economics for girls, and Technical subjects for boys, General Science. Computers play аn important part in education. The system of options exists in аll kinds of secondary schools.
The National Сurriculum, which was introduced in 1988, sets out the subjects that children should study and the levels of achievement they should reach bу the ages of 7, 11, 14, and 16, when they are tested.
Today three types of state schools mainly provide secondary education: secondary modern schools, grammar schools and comprehensive schools. There is another type of schools, called specialist schools. The specialist school program was launched in 1993. Specialist schools are state secondary schools specializing in technology, science and mathematics; modern foreign languages; sports; arts.
Examinations
The main school examination, the General Certificate of Secondary Education (GCSE), is taken in England, Wales and Northern Ireland at around the age of 16.
After a further two years of study the General Certificate of Education Advanced Level Exam (GCE A level) is taken at the age of 18 and may be combined with the Advanced Supplementary level exam, introduced in 1989, to provide a wider range of subjects. These exams are the main standard for entry to university education and to many forms of professional training.
A new qualification was introduced in 1992 for pupils who are skills-oriented, t he General National Vocational Qualification (GNVQ).
Public Schools
The independent (or private fee-laying) school sector is separate from the state school system, and caters for some 7,6 % of all British children, from the ages of 4-18 at various levels of education in some 2400 schools. Their financing depends upon investments and from the fee paid by the pupils parents for their education.
Post-school Education
Further education is a broad term to cover education beyond the secondary stage. It includes vocational education, non-vocational education and adult education. Further education can be provided through evening classes, further education (FE) colleges, universities’ extra-mural departments.
Higher Education
The proportion of young people entering university and other advanced education rose from 1 in 8 in 1980 to 1 in 5 in 1990 and reached 1 in 3 by the year 2000.
The competition to enter universities is now very strong, and students who do not do well at a – level may be unable to find a place.
British education is now a matter of great concern to parents, employers, politicians, students and schoolchildren. School inspectors have criticised standards in mathematics, technology, writing and reading skills and English. Students can choose subject areas, and teaching is mainly by the lecture system, supported by tutorials (small groups) and seminars. Most students tend to live on campus in university accommodation, while others choose to live in rented property outside the university.
All universities have complete academic freedom. They appoint their staff, decide which students to admit, provide their own courses and award their own degrees.
University examinations are for Bachelor of Arts or of Science (BA or BSc) on completion of the undergraduate course, and Master of Arts or of Science (MA or MSc) on completion of postgraduate work, usually a one- or two-year course involving come original research. Some students continue to complete a three-year period of original research for the degree of Doctor of Philosophy (PhD).
A variety of other institutions also offer higher education. They are the Royal College of Art, the Canfield Institute of Technology, various business schools, agricultural, drama and art colleges.
The Open University -is an educational service that used television, radio and correspondence courses to teach its students. The Open University opened in 1969; its first courses started in 1971.
The standards at the Open University are the same as those of other universities. The degrees are awarded on a system of credits for each course completed. About 7,000 students of all ages and from very different walks of life receive degrees from the Open University each year.
Проектное задание:
Составьте сравнительную таблицу сведений об образовательных системах Великобритании и России по следующей схеме:
дошкольное образование
начальное образование
среднее образование
высшее образование
вступительные требования
экзамены
финансирование
организации, контролирующие образование в странах
реформы
Тест рубежного контроля (модуль 3):
Test № 3. Education in the UK
(“The History and Culture of the UK”)
Рекомендуемая литература:
Тимановская Н.А. Взгляд на англоговорящие страны. 4-е изд. – Тула: Автограф, 2000.
Токарева Н.Д. Страницы истории Великобритании и США. Пособие по страноведению на англ. яз: Для ин-тов и фак. иностр. яз.-М.:Высш. Шк., 1985.
Великобритания. Лингвострановедческий словарь. А.Р.У.Рум,
Л.В.Колесников и др. – М.: Рус. Яз., 1978.
Абросимова Л.С. История и культура стран изучаемого языка. Ч. 1. История и
культура Великобритании. – Ростов-на-Дону, 2007.
Голицинский Ю.Great Britain. - С-П.: КАРО, 1999.
David McDowall. Britain in Close-Up. Longman, 1993.
Bamber Gascoigne. Encyclopedia of Britain.
UK 2003. The Official Yearbook of the United Kingdom of Great Britain and Northern Ireland
Модуль 4. Государственный и политический строй в Великобритании. Законодательная и исполнительная власть. Монархия. Британская конституция и ее особенности. Избирательная система.
Британская конституция и ее особенности. Документы конституционной важности. Магна Карта, Билль о правах и др. Роль традиций и прецедентовкак конституционных установлений.
Королевская власть, ее история и ее роль в современной Англии..
3аконодательная, исполнительная и юридическая власть.
Социальный состав парламента. Палата общин, ее структура и права. Палата лордов, ее права и значение. Традиции в Британском парламенте. Принятие законов.
Премьер министр, правительство; кабинет министров, государственный аппарат. Местные власти.
Избирательное право и избирательная система Великобритании.
Двухпартийная система. Консерваторы и лейбористы – либеральное существование. Политические партии и их роль в общественной и государственной жизни страны.
Комплексная цель (модуль 4):
Систематизация и расширение социокультурных знаний студентов о политическом строе Соединенного королевства Великобритании и Северной Ирландии, развитие умений собирать, систематизировать и обрабатывать различные виды страноведческой информации, интерпретировать и использовать ее при решении коммуникативно-познавательных задач, овладение студентами лингвострановедческими компетенциями, развитие коммуникативной культуры и социокультурной образованности студентов, позволяющих общаться на английском языке в социокультурной и учебно-профессиональной сферах.
Краткое проблемное изложение материала:
POLITICAL SET-UP OF GREAT BRITAIN
The United Kingdom is a constitutional monarchy; the official head of state is the monarch (at present Elisabeth the Second), whose powers are limited by the constitution.
The UK is also one of the independent members of the Commonwealth, all of whose members recognise the Queen as head of the Commonwealth (the loose association of independent countries which has emerged from the British empire).
Constitution
The constitution is a set of rules, many of which are customs or "conventions" (unwritten rules) that have come to be accepted through the fact of being observed though they have no defined authority. There are the laws of major constitutional importance, such as Magna C(h)arta, Bill of Rights, Habeas Corpus, the laws deciding the succession of the royal family, the Parliament Act which decided the position of the House of Lords, the acts relating to the franchise the electoral system and the conduct of elections.
Parliament is the supreme legislative body and is the supreme authority in the UK
The executive power consists of:
a) government - Cabinet and other ministers who are responsible for introducing and directing national policy;
b) government departments (учреждения) which are responsible for national administration;
c) local authorities, which administer and manage many local services;
d) public corporations (гос. корпорации) are responsible for the operation of particular nationalised industries or, for example, of a social or cultural service.
The Monarchy
The Monarchy is the most ancient institution in the United Kingdom.
Most of the functions of the Queen are purely of a symbolic nature. But there are still important acts of government, which require participation of the Queen. They include:
• summony (созыв парламента);
• proroguing (перерыв в сессиях парламента);
• dissolving of the Parliament;
• giving Royal Consent to Bills, passed by both Houses of Parliament;
• appointing every important office holder, including government ministers judges. officers of the armed forces, diplomats and bishops;
• conferring peerages, knighthoods and other honours.
• an important function is appointing the Prime Minister and, by convention, the Queen invites the leader of the political party which commands a majority in the House of Commons to form a government.
Parliament.
The supreme legislative authority in the United Kingdom is the Queen in Parliament that is to say, the Queen and the two Houses of Parliament -the House of Lords and the elected House of Commons. Like the Monarchy, Parliament is an ancient institution, dating from the middle of the 13-th century.
Since 1911 every Parliament is limited to 5-years term of work. It is divided into annual sessions, running normally from October to October with breaks for public holidays and for a long summer “recess” (usually late July until October).
The House of Lords
The House of Lords, the upper chamber in P., consists of the Lords Temporal (светские) and the Lords Spiritual (духовные лорды, владыки духовные). The Lords Temporal may be sub-divided into:
1) all hereditary peers and peeresses of the UK who have not disclaimed (отрекаться) their peerages under the Peerage Act in 1963;
2) all life peers and peeresses created by the crown under the Life Peerages Act 1958 and
3) Lords of Appeal in Ordinary (лорды-судьи по аппеляциям) who are appointed under the terms of the Appellate Jurisdiction Act 1876 to assist the House in the performance of its judicial duties and who remain members of the House after their retirement.
The Lords Spiritual are the Archbishops of Canterbury and York, the Bishops of London, Durham and Winchester, and 21 other Bishops of the Church of England.
The House of Lords has almost no real powers at all, and it generally agreed that it could not properly use any real power in a modern democratic state.
The House of Commons
The House of Commons is a lower but more powerful chamber in P., made up of the MPs who won a seat at the most recent general election or by-election.
Elections are of two kinds: general elections held after a P. has been dissolved and a new P. summoned by the Sovereign; and by-elections, held when a vacancy occurs in the House as a result of death or resignation of a member, or as a result of his elevation to the House of Lords.
The Speaker is the chief officer of the Houses of Commons, who is elected by the members. He is not a Minister. Voting in the House of Commons is carried out under the direction of the Speaker and it is his duty to announce the final result.
The main functions of Parliament are:
1) to pass laws regulating the life of the community;
2) to take formal action,, cast in legislative form; to make available finance (определять бюджет) for the needs of the community;
3) to put relevant facts and issues before the electorate.
The Prime Minister
The Prime Minister is appointed by the Queen, and all the other ministers are appointed by the Queen on the recommendation of the Prime Minister. The Prime Minister is normally the leader of the Party which secured a majority in the House of Commons as a result of a general election.
The P.M. always sits in the House of Commons. He is assisted by other ministers. All ministers who are chiefs of departments carry the title "Secretary of State".
Government and Opposition
The party with the next largest number of seats is officially recognised as "Her Majesty's Opposition" (or the "Official Opposition") with its own leader (who receives a salary in addition to a parliamentary salary) and its own "Shadow Cabinet", whose members speak on the subjects for which government ministers have responsibility.
The Cabinet
The Cabinet is the executive organ of government. It is a body of senior ministers, most of them are heads of departments. Each new Prime Minister may make changes in the size of his Cabinet and may create new ministries and make other changes. There are usually 20-25 members of the Cabinet. It's the most important body in the British system of government since it is the Cabinet which formulates the policy of the government. The Cabinet is constitutionally responsible to Parliament. However in practice the Cabinet dominates Parliament. Inside a big Cabinet there nearly always develops an "Inner Cabinet" - the small group of ministers who are consulted by the Prime Minister beforehand and who prepare and guide important decisions.
All ministers are classified according to their functions:
1 -st - (highest) - departmental ministers, they are in charge of governmental departments. They are known as Secretaries of State;
2-nd - non-departmental ministers or ministers without portfolio. They can perform different functions;
3-d - ministers of State. They are assistants of departmental Ministers, representing these departments abroad;
4-th -junior ministers.
Проектное задание:
Создайте схематическую модель государственного управления в Соединенном королевстве Великобритании и Северной Ирландии. Подготовьте ее описание на английском языке.
Тест рубежного контроля:
Test № 4. The Political Set-Up of the UK
(“The History and Culture of the UK”)
Рекомендуемая литература:
Тимановская Н.А. Взгляд на англоговорящие страны. 4-е изд. – Тула: Автограф, 2000.
Токарева Н.Д. Страницы истории Великобритании и США. Пособие по страноведению на англ. яз: Для ин-тов и фак. иностр. яз.-М.:Высш. Шк., 1985.
Великобритания. Лингвострановедческий словарь. А.Р.У.Рум,
Л.В.Колесников и др. – М.: Рус. Яз., 1978.
Абросимова Л.С. История и культура стран изучаемого языка. Ч. 1. История и
культура Великобритании. – Ростов-на-Дону, 2007.
Голицинский Ю.Great Britain. - С-П.: КАРО, 1999.
David McDowall. Britain in Close-Up. Longman, 1993.
Bamber Gascoigne. Encyclopedia of Britain.
UK 2003. The Official Yearbook of the United Kingdom of Great Britain and Northern Ireland
Модуль 5. Культура Великобритании. Изобразительное искусство, музыкальная жизнь, театр, кино, телевидение, средства массовой информации.
Выдающиеся художники (У. Хогарт, Т. Гейнсборо, Дж. Рейнолдс, Дж. Тернер, Дж. Констебл, Дж. Ромни, Т. Лоуренс и др.). Модернистские течения в современной английской живописи и скульптуре (Поль Неш, Генри Мур и др.).,
Музеи и картинные галереи (Британский музей, Национальная.галерея, картинная галерея Тейта и др.).
Архитектурные памятники XI-XIV вв. (церковные здания и соборы в Оксфорде, Винчестере, Линкольне, Кентербери, Йорке и др.). Выдающиеся английские архитекторы ХVII-ХVШвв. Иниго Джоунс, Кристофор Рен.
Музыкальная жизнь. Театр. Традиции и современные направления
Современные выдающиеся композиторы (Артур Блисс, Бенджамин Бриттен, Майкл Типетт, Алан Буш) и исполнители (Д. Огден). Оркестровые и хоровые коллективы (Лондонский симфонический оркестр, оркестр Королевской филармонии, Королевское хоровое общество, хор Лондонской филармонии и др.).
Народные музыкальные, традиции. Фестивали.
Кино, телевидение, средства массовой информации, радиовещательные корпорации.
Комплексная цель (модуль 5):
Систематизация и расширение знаний студентов о социокультурном развитии Соединенного королевства Великобритании и Северной Ирландии, развитие умений собирать, систематизировать и обрабатывать различные виды страноведческой информации, интерпретировать и использовать ее при решении коммуникативно-познавательных задач, овладение студентами лингвострановедческими компетенциями, развитие коммуникативной культуры и социокультурной образованности студентов, позволяющих общаться на английском языке в социокультурной и учебно-профессиональной сферах.
Краткое проблемное изложение материала:
THE ARTS
The Historical Context of the Arts
The United Kingdom has a long history of excellence in the arts. British contributions to literature are remarkable in their richness, variety, and consistency. For many centuries in Britain and elsewhere, art and music were the domain of the nobility, who patronized the arts and set the tone and style from early modern times to the Victorian era. Britain’s artistic output was focused on literature in the 16th and 17th centuries, and the country came late to Renaissance influences in art and architecture that had been prevalent on the Continent since the 15th century. As a Protestant nation, Britain did not experience the full flowering of the baroque era that followed the Renaissance in Roman Catholic countries, such as Italy and Spain, during the 17th and 18th centuries. English style during the late 18th century was more reminiscent of the classical world of the Greeks and Romans. In the 19th century, a movement called romanticism sought to make art more emotional. Exotic places, the beauty of nature, and fascination with the Middle Ages were themes that became the hallmarks of romantic artists and writers.
English style during the late 18th century was more reminiscent of the classical world. During the Victorian era Britain became the world’s first urban, industrialized society, and a vast middle class developed. More people had the time, education, and inclination to appreciate the arts, and the middle class developed an interest in literature, art, and music. A close relationship evolved between this large audience and the creators of art and literature because authors wrote about and painters depicted characters, situations, and scenes either familiar or interesting to large numbers of middle-class people. Although some of the works created were trite and ordinary, such as sweet paintings of dogs and children, many others were not.
Аfter World War II popular music and film have had the widest audiences, although classical music and literature still attract significant numbers of people. In the postwar era, serious musical compositions by modern composers such as Cornelius Cardew, Peter Maxwell Davies, and Harrison Birtwistle have been controversial. The visual arts have also appealed to smaller segments of society. The modernistic sculpture of Sir Jacob Epstein is an example of modern artwork that has received mixed acceptance and appreciation.
Funding the Arts
Britain provides substantial public funding for the arts. The Arts Councils of England, Scotland, Wales, and Northern Ireland oversee independent local arts councils and allocate funds to national arts organizations such as the Royal Opera and the Royal Ballet. Local authorities work with the arts councils and supply funds as well. Opera, dance, drama companies, experimental groups, touring theaters, festivals, and orchestras all count on public financial assistance. Public funds also help train writers, choreographers, composers, artists, and photographers. Another source of funds is the National Lottery, begun in 1994, which allocates a fifth of its net proceeds to the arts. Even with these sources of public funds, many artists seek support from the private sector.
Visual Arts
The earliest visual arts in Britain were most likely ornamentations on ordinary objects. Scandinavian wood carvings date from the 8th century, after Scandinavians came to Britain in considerable numbers. Decorative arts were particularly notable in early Christian Ireland, especially from the 6th to the 9th century.
During the Middle Ages, the Catholic Church was the chief patron of artists and sculptors, who were hired to decorate the massive cathedrals as well as local churches.
In early modern times portrait painting became important, particularly for monarchs interested in marriage opportunities abroad, and paintings of prospective spouses were often sent before making marital arrangements. Noted artists who produced paintings in early modern England were foreigners, such as German artist Hans Holbein the Younger in the 16th century and Flemish painter Sir Anthony van Dyck in the 17th century.
By the 18th century a distinctive British style began to emerge that tended to be brighter and livelier than the darker European canvases. British artists also stayed within the confines of neoclassical rationalism; that is, their art exhibited the values of order, logic, and proportion. The etchings and paintings of William Hogarth show satirical scenes from ordinary life and were enormously popular. Sir Joshua Reynolds, Thomas Gainsborough, and George Romney became famous for their polished and elegant portraits. Gainsborough and others painted natural landscapes and seascapes. The artworks of Gavin Hamilton and John Flaxman depict Greek and Roman themes.
In the late 18th and early 19th centuries romantic painters appeared who emphasized the beauties and forces of nature. This is seen in the landscapes of John Constable and J. M. W. Turner, whose paintings directly influenced French impressionism. Noted poet William Blake was also a painter, and he illustrated his poems and stories with imaginative drawings.
Pre-Raphaelite Art English artist Edward Burne-Jones worked with the Pre-Raphaelite Brotherhood, a group of artists who found inspiration in medieval art.
Scores of artists in the Victorian era painted specifically for middle-class tastes. Sir Edwin Henry Landseer was noted for paintings that often feature animals, such as dogs or wildlife. Frederick Leighton painted mythological and historical subjects and illustrated popular magazines. William Powell Frith painted large, busy canvases in the popular style known as genre painting, which realistically depicted scenes from everyday life. Sophie Anderson painted sweet children.
In reaction to Victorian art styles and middle-class materialism, with its concern for worldly objects, several painters came together in 1848 and founded a movement called the Pre-Raphaelite Brotherhood. They sought to return to an earlier, simpler time, and their works exhibited the brightness, color, and purity of medieval and Renaissance painting done before the time of Italian artist Raphael. These painters included William Holman Hunt, Dante Gabriel Rossetti, Sir Edward Burne-Jones, and Sir John Everett Millais. This return to earlier traditions affected other aspects of the arts as well. Artist and poet William Morris sought to return to medieval traditions in craftsmanship. He is credited with founding the Arts and Crafts movement, which became influential in furniture, decorative items, and textile designs.
Toward the end of the Victorian era, art nouveau (literally, “new art”) developed out of the Arts and Crafts movement. Art nouveau is a decorative style with strong elements of fantasy. It borrowed motifs from sources as varied as Japanese prints, Gothic architecture, and the symbolic paintings of William Blake. This style, which became popular in Europe, influenced many art forms as well as architecture and interior design. The art nouveau illustrations of Aubrey Beardsley, in particular, are still popular. Artists and architects from the Glasgow School were noted for their work in both the Arts and Crafts and art nouveau styles.
Britain has produced many artists in the 20th century. They include sculptors Jacob Epstein and Dame Elisabeth Frink, who both produced monumental figures, as well as abstract sculptors Barbara Hepworth and Henry Moore. Painters include Paul Nash, a war artist who painted scenes of landscapes and battles during both world wars; Sir Stanley Spencer, whose works often used biblical themes; and Graham Sutherland, who developed a unique style of landscape painting. After World War II such artists as Francis Bacon, whose paintings are steeped in the horrific, and David Hockney, who also designed opera sets, became noted for their unique achievements.
Architecture
After the Norman Conquest in 1066, Norman architecture became prevalent in the British Isles. The Normans built monumental castles and churches with enormous arches and huge columns. From the 12th to the 15th century gracefully soaring spires and arches marked the development of the great Gothic cathedrals; two of these, Westminster Abbey in London and Lincoln Cathedral, still dominate the skylines of their cities. Between 1485 and 1625, the English started to incorporate some classic Roman and ornate elements of the Italian Renaissance into Tudor, Elizabethan, and Jacobean styles.
The architecture of the late Italian Renaissance was introduced in England by Inigo Jones in the 17th century. Jones influenced Sir Christopher Wren, Britain’s greatest architect, who studied the baroque style popular in Europe in the mid-17th century. After the devastating Great Fire of London in 1666, Wren helped in the rebuilding of the city. As the premier architect of the time, he designed 52 new churches in London. Many of his churches still stand. The grandest of them, Saint Paul’s Cathedral in London, is an example of Wren’s distinctively graceful and monumental British style.
In the 18th century few English buildings followed the ornate patterns of the baroque and rococo architectures used in Europe. Rather, a more restrained, neoclassical style was introduced in Britain by Scottish architect Robert Adam. This style was based on the ancient ruins of Greece and Rome and incorporated such elements as colonnades and stone domes.
Victorian architecture borrowed from a variety of styles, including classical, Gothic, and Renaissance, and was characterized by ornate decoration. The most famous Victorian neo-Gothic building is Parliament, built between 1840 and 1870. In the early 20th century, Scottish architect Charles Rennie Mackintosh rejected elaborate Victorian architecture styles for a more modern, functional design. His work influenced 20th-century architects and interior designers.
Дата добавления: 2015-10-26; просмотров: 186 | Нарушение авторских прав
| <== предыдущая страница | | | следующая страница ==> |
| THE NORMAN CONQUEST | | | Museums, Galleries, and Libraries |