Lessons from
the Reformation and Renaissance

Diane Howard, Ph.D.
Copyright © 2001
The Reformation reacted to, stood against, and changed much of the religious distortion and degeneration of the Middle Ages. In 1643 Puritans closed the doors of theatres because they subverted, in their opinion, public morals. However, the arts, especially music and visual arts flourished in northern Europe within biblical boundaries and within the Christian conception of reality. During the Reformation and Renaissance, natural and realistic art replaced that which was mystical and symbolic. In Reformation countries, art was produced for the glory of God, who was at the center of the universe for Reformation man. (Schaeffer 1984:79-88)
As the Reformation took place in northern Europe, the Renaissance took place in southern Europe. In Renaissance countries, art was produced which glorified man, who was at the center of the universe for Renaissance thinkers. The Renaissance was generally humanistic in orientation with little reference to absolutes, universals, or a unified concept of ultimate truth.
Thomas Aquinas, as a Renaissance forerunner, had opened the door to the exalting of the
human mind and to individual relativism, when he stated that mans will had succumbed
to the Fall but not his mind. There was a return to the classical Greek philosophers, who
were to stand beside the great biblical figures, including the apostles. For example,
Michelangelos David was created with larger-than-life hands and body. This David was
not circumcised, indicating that he was a humanistic David (not necessarily the David of
the Bible).
Great art flourished in the Renaissance but morality in art gradually declined. Mary, for
example, was painted as a real figure, but the kings mistress was used as a model.
(Schaeffer 1984:71-72) Great dramatic literature flourished under the patronage of Queen
Elizabeth. Earlier religious plays were replaced with the sweeping histories, tragedies,
and comedies of Shakespeare and of other great Elizabethan playwrights.
William Shakespeare wrote in blank verse during this period. He followed Thomas Kyd, who had established this writing style as a hallmark of the period in The Spanish Tragedy. Shakespeare also borrowed from earlier fiction, histories, myths, and playwriting techniques. He contributed few new playwriting elements, but he brought them to greater aesthetic heights. Like the Greeks, he wrote about great philosophical issues, probed to the depths the complexities of his characters, and portrayed human emotion with intensity. Shakespeares theater, the Globe, was situated across the Thames from London, on the "wrong side" of the river.
Queen Elizabeth conceived this compromise arrangement to pacify the Puritans. The Globe
was a simple, open roofed, circular, wooden, tiered theater. Staging was simple.
Shakespeares dramatic literature was rich in aesthetic elements and
characterizations. Performances were energetic and intense. Members of all strata of
society were represented in Shakespearean plays, and they related to all classes of
people. (Brockett 1996:108-112) However, many of his plays, like those of other
playwrights of his time, included coarse elements for popular appeal.
Educators, writers, communicators, and performers can learn much from these periods. From the Reformation we can learn that great art and literature can be produced within Biblical, ethical, and moral boundaries. From the Renaissance we can realize that great art can be natural, simple, yet still philosophical and intense. It is most engaging, when it involves multi-dimensional characters developing over time. Great art can be specific and yet universal, relating to all people of all times.
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