![]() The rise of the merchant class (equivalent to today’s middle class) led to the spread of education and wealth among new segments of society. In the midst of this ongoing turmoil over politics and religion, as well as decades of disruption and destruction caused by war, the Netherlands also experienced a time of tremendous economic growth, revolutionary scientific exploration, dominance in worldwide trade, and flourishing of the arts. With the signing of the Peace of Westphalia in 1648, the Spanish crown officially acknowledged the republic of Holland. Fighting continued on and off between the Dutch and Spanish until 1618 when they both became embroiled in a larger European War known as the Thirty Years War (1618-1648). The southern area that remained under Catholic Spanish rule was known as Flanders and is modern Belgium. In 1581, the seven northern provinces of the Netherlands were declared independent, forming what we still know as Holland today. William I, Prince of Orange, a Dutch nobleman, turned away from his position in the court of the Habsburg rulers to lead his country into the Dutch War for Independence from Spain, more commonly known as the Eighty Years War (1568-1648). Followers of the new Protestant faith were at first tolerated by the Catholic Spanish rulers, but they were soon treated as heretics, and their faith was seen as a rebellion to be crushed. At the same time, the Protestant Reformation that originated in Wittenberg, Germany, under Martin Luther in 1517 had spread through much of northern Europe, including parts of the Netherlands. Tension created by family members who remained in place to rule led to friction with the Dutch and eventually to revolt beginning in 1566. Charles V left the Netherlands in 1515, however, to become King of Spain. What is today the Netherlands (or Holland) and Belgium were together ruled first by the Dukes of Burgundy, the Burgundians, beginning in 1433 and then by Charles V of the Habsburg family in 1506. There are a number of things going on in the Netherlands in the 1600s known as the Dutch Golden Age that can help explain why Heda and de Heem included some of the objects in their paintings. Each was well known for his ability to depict a variety of textures and surfaces often displayed side-by-side, as we can see here, to create a dazzling and sumptuous visual array. Both Heda and de Heem specialized in painting still lifes that were beautifully arranged and stunningly lifelike. A still life falls into a subject category known as genre subjects or scenes of everyday life. He briefly returned to Utrecht but settled back in Antwerp in the 1670s where he remained until his death.Īlthough depicting different types of things, each of these paintings is a still life, an arrangement of objects both made by humans and found in nature, such as flowers, fruit, insects, sea creatures, and animals from the hunt. (Figures 5.1 and 5.2) Heda lived in his native Haarlem his entire life de Heem was born in Utrecht but traveled in the Netherlands and then lived in Antwerp for the majori- ty of his career, c. ![]() de Heem painted Still Life with Flowers around 1660. Heda (1594-1680, Netherlands) created Still Life with a Gilt Cup in 1635, and Jan Davidsz. ![]() We can learn about the historical context to help us interpret the content and understand the meaning of two seventeenth-century Dutch paintings. 2014 International Conference on Teaching and Learning in Computing and Engineering.\) Instructional scaffolding in online learning environment: a meta-analysis. Sociocultural theory in second language education: An introduction through narratives. Socio-cultural influences on situated cognition in nature. Early Childhood Education: Becoming a Professional. ![]() In: Gordon Biddle KA, Garcia-Nevarez A, Roundtree Henderson WJ, Valero-Kerrick A. Teaching in a play-based curriculum: Theory, practice and evidence of developmental education for young children. ![]() Sharpening a tool for teaching: the zone of proximal development. The social origins of logic: The contributions of Piaget and Vygotsky. The mediation of learning in the zone of proximal development through a co-constructed writing activity. The predictive and discriminant validity of the zone of proximal development. The zone of proximal development: An affirmative perspective in teaching ELLs/MLLs. NYSED Office of Bilingual Education and World Language. Tools of intellectual adaptation.īritannica. Sociocultural perspective.Īmerican Psychological Association. Eastern Illinois University.Īmerican Psychological Association. sociocultural perspectives on human mate selection: The role of women's academic achievement on their need for financial stability. ![]()
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