Opening Scene:
Camera pans right past
different framed paintings on the wall before reaching the frame where the
narrator sits in an old sofa-chair. He sits in a relaxed position and
acknowledges the camera’s presence. To the narrator’s right is a standing lamp
and to the left is a table with a few ordinary objects on it. Some stray, old
books are stacked near the chair and on a shelf. The colors of the scene are warm,
but not bright, giving an old, cozy, homey feel. The narrator himself is dressed
in well-worn clothes, and has aged features and a warm face. He appears to be
thinking intently about something and is about to speak.
Camera is still and
focused on the narrator for the entire scene. Ten full seconds pass from the
time the camera turns on until the narrator speaks. Time: 0:10
“Shapes and stars. Canvases and telescopes. Creativity and
logic.”
·
Narrator
presents the contrast by holding his two hands like scales, keeping eye contact
with the camera. Time: 0:20
“Have you ever wondered if there is really such a difference
between these things?”
·
Pause.
Narrator speaks as if the question just occurred to him and he wants an answer
from the audience. Time: 0:30
“A long time ago, these tools were held in the same hand.”
·
Pause. Reflectively,
he tells the audience this as if he just remembered that memory. Time: 0:35
“During the Renaissance, science and art were used together. People
used both science and art to present new ideas and change the world.”
·
He
continues on this train of thought, speaking directly to the audience. Time:
0:50
“Join me as I travel back in time.”
·
He leans
forward, keeping straight eye contact with the camera. He talks as if he is
letting the audience in on a secret. A white flash a full second later notifies
the audience that there is a jump in the timeline. Time: 0:55
Soft music fades in
through the white flash, beginning at the word “time.” Content images appear. The
entire opening scene takes about 1 minute. Time: 1:00
Anatomy Scene:
At the close of the
opening scene, the first image appears as the camera fades from the light
flash. A series of images appear in quick intervals, showing old art and ways
of life in a quick 3 second series. The images of this series progress from
ancient to near-Renaissance times. This effect makes the audience feel as if a
lot of time has passed. To start the scene, a new image is projected that
correlates with the first sentence of narration.
The narrator starts the
second scene with changes in tone, to begin the historical information in a
strong, intriguing way.
"Before the Renaissance, art was made with no feeling, like
drawing a stick figure. It usually was placed in a church or bible for a
practical purpose."
·
A
pre-Renaissance art piece is shown, exemplifying the aesthetic described.
"Around the year 1300, art began to say more than a religious
story."
·
The
narrator says this in an ominous tone, as the major topics are about to be
revealed.
"Renaissance thinkers were coming up with brand new ideas, like
the idea of humanism that focused on
the achievements and nature of people."
·
Pieces
that show what Renaissance people were doing at the time are displayed.
"This new thinking made people question what they thought they
knew about the world and led to many important discoveries.
It made people want to experiment and be curious about science,
art, and expression."
·
The
narrator is still talking with an intriguing tone, stressing the words
“science,” “art,” and “expression.”
"Giotto di Bondone was the first major artist to show the human
body in a realistic way. This new kind of art let the viewer see more than just
a scene. The characters showed emotion and drama, like actors in a play. Giotto
made his art more impactful by painting realistically and dramatically."
·
Examples
of Giotto’s dramatic, emotional pieces are shown.
"As the Renaissance began, artists became more and more
interested in anatomy, which is the study of the body and how it works."
·
As the
very important word “anatomy” is said for the first time, the narrator stresses
the word and its definition, pausing before and after for dramatic effect.
"Geniuses like Michelangelo Buonarroti, Leonardo da Vinci, and
Peter Paul Rubens wanted to understand how the body parts worked.
Renaissance artists told more than a simple story. Their art
showed brand new ideas of the Renaissance like humanism."
·
The
narrator says this in an ominous tone, as the statement will be explained
throughout the film. Images of labored painting details are shown. Time:
1:45
"How did they get this stunning accuracy?
They had to understand the way the body works. Like looking at
an x-ray, artists needed to know what structures made us human."
·
More
paintings and sculptures are shown on the screen that exhibits accurate body
proportions and realistic figures.
"So doctors and artists worked together. Artists made charts
for the doctors. And the doctors shared their knowledge with the artists."
·
Images of
scholarly Renaissance-era scientists and artists are shown.
"Da Vinci studied the shape and parts of the human skull. Da
Vinci’s drawings are artistic but also practical. He used these drawings to
learn more about how we think."
·
Appropriate
images shown.
"Peter Paul Rubens studied the different parts of an arm so his
paintings would be more realistic."
·
Images of
his studies and paintings are shown.
"When Michelangelo was preparing to paint a female character in
the Sistine Chapel, he practiced by drawing the position and shapes of the
figure."
·
Images of
his studies and painting are shown. Time: 2:00
"Using what they learned about the human body and how it
worked, Renaissance artists made a whole new genre of art."
·
Pause. The
narrator says this with drama.
"Painters and sculptors made beautiful creations that looked
like they could come to life and jump out at you.
Michelangelo’s sculpture of the bible character David is an
example of how realistic and beautiful art had become. The sculpture is 17 feet
tall, and experts say the body is almost completely perfect. Michelangelo
completed several studies of how muscles, bones, limbs, and body parts worked
to get the proportions just right."
·
The
sculpture is examined fully, with zoomed in shots of important details that
show the anatomical grandness of the masterpiece.
"Michelangelo’s painting in the Sistine Chapel of Ezekiel shows
not only a biblical character but also a picture of what humans are: strong,
stressed, determined, and unsure."
·
The painting
of Ezekiel is shown, with zoomed in shots of the features that show emotion.
"In da Vinci’s painting The
Last Supper, each character has a different emotion."
·
Zoomed in
shots of each character are shown.
"When you look at Renaissance art, you can feel what the
characters are feeling, you can tell what they are thinking, and you can hear
what the artist wanted you to know.
That was the result of studying and hard work in the field of
anatomy."
·
The
narrator says this in a way that reflects the profound importance of the
Renaissance art pieces discussed. Time: 2:45
Astronomy Scene:
To transition from Anatomy
to Astronomy topics, the camera turns black momentarily.
"Renaissance thinkers also wanted to learn more about things
outside of our world. So they picked up more interest in astronomy, which is the
study of space, the planets, and the stars."
·
As the very
important word “astronomy” is said for the first time, the narrator stresses
the word and its definition, pausing before and after for dramatic effect.
"When they wanted to talk to other scientists and governments
about their ideas, astronomers had to draw and chart on paper."
·
The
narrator explains how the subject of astronomy relates to the overall
conjunction of art and science.
"When Galileo Galilei was studying the phases of the moon, he recorded
his observations. He painted and drew what he saw in the telescope."
·
Appropriate
images shown.
"As astrologist Johannes Kepler was observing the ways the
planets and the stars moved, he created elaborate drawings that are quite
beautiful. But they are also proof of his unique and groundbreaking ideas."
·
Appropriate
images shown.
"Scientists studying math, the stars, the human body, diseases,
and how the universe worked made their ideas physical by putting them on paper."
·
Narrator
says this and then pauses. Time: 3:00
"You can see astronomy in many Renaissance art pieces."
·
The
narrator stresses the word “astronomy.” Images of pieces showing astronomers
and astrological objects are shown.
"This painting by Johannes Vermeer shows an astronomer hard at
work."
·
The
painting The Astronomer by Johannes
Vermeer is shown.
"All of the astronomer’s things are there to give meaning to
the scene. For example, the painting on the wall references a story in the
bible about the Egyptians’ work in astronomy. The tool and the globe on the
table were common things for an astronomer to have."
·
Each piece
of the painting is zoomed in on when being referenced by the narrator.
"Everything about the painting is pretty ordinary for the day,
except one thing."
·
The
narrator says this with an element of suspense, stressing the last phrase.
"The light from the window shines only on the astronomer’s
face. He looks like he is about to discover something profound. The focus of
the painting is not on riches, beautiful objects, or even people. The light
shines on knowledge in this painting."
·
A
zoomed-in shot of the astronomer in the painting and the light shining on him
is shown. The narrator stresses the word “knowledge” and “light.”
"The Astronomer shows
just how much Renaissance artists and scientists valued knowledge, human
accomplishments, and discovery."
·
Pause. The
narrator says this statement slowly and stresses important words, as this is a
crucial closing remark. The Astronomer is
shown in full view. Time: 3:30
Collaborations Scene:
To transition from
Astronomy to Collaboration topics, the camera turns black momentarily.
"Sometimes scientists worked with artists to help them present
their ideas on paper. Many times, though, collaboration between an artist and a
scientist taught both of them new things about the world."
·
Images of astrologists
and artists in the Renaissance era are shown. The narrator pauses dramatically.
"One German painter and printmaker, Albrecht Durer, worked with
scientists who studied diseases, the skies, and different animals to learn more
about the world.
His art became known everywhere for his deep understanding of
the subject of his art."
·
The
narrator pauses after last sentence to signify a new topic is following. Time:
3:40
"Durer worked with an astronomer, mathematician, and
cartographer to make this drawing of the northern and southern hemispheres of
the earth. It shows the constellations’ positions in the sky. Durer was so
interested in astronomy that he had an observatory over his house in Germany."
·
Durer’s
star chart is shown, with zoomed-in shots of important artistic and scientific
details. A photograph of Durer’s observatory is shown at the end of this
statement. Time: 3:50
"Durer’s engraving of a
Rhinoceros was a masterpiece in anatomy.
Durer never saw the rhinoceros. A scientist who had seen the rhinoceros
when he travelled to Africa described the strange beast to Durer. The rhino is
not at all realistic, but you can tell his drawing and anatomy skills were
advanced. He drew exactly the animal that the traveler described to him."
·
Durer’s
engraving of the rhinoceros is shown. When the narrator starts to talk about
the anatomical accuracy of the piece, zoomed-in shots of the piece are shown
that illustrate the narrator’s point.
"His print became a standard for scientists for the next 125
years."
·
The
narrator says this with drama, stressing the incredible amount of time Durer’s
engraving lasted. Time: 4:05
"Durer collaborated with doctors and physicians to depict
diseases like syphilis.
Like his rhino drawing, these studies became standards for the
field of medicine. Doctors and physicians used these charts for a very long
time."
·
Durer’s
depiction of syphilis is shown. Time: 4:10
"Durer didn’t just work for scientists who wanted their ideas
to be drawn. He contributed his own discoveries and thoughts as well."
·
The second
sentence of this statement is stressed and said with interest. The narrator
pauses.
"His drawings and engravings lasted and were used for hundreds
of years."
·
The
narrator stresses the time span Durer’s works lasted for. Pause. Time: 4:10
Closing Scene:
A white flash brings the
audience back to the present. The camera recovers slowly, revealing the
familiar room and narrator. He is not looking at the camera, but out the window
to his right. He is in the same relaxed position, and no evidence of the
passage of time is visible in the scene (i.e. changing natural light). Time: 5:05
"Important thinkers and experimenters of the Renaissance used
both art and science to express their ideas and make an impact."
·
The
narrator keeps intense eye contact with the camera now. He uses body language
to emphasize important words such as “art,” “science,” and “make an impact.” Time:
5:15
"Their accomplishments pushed society forward."
·
The
narrator stresses and recites slowly, due to the importance of the sentence. Time: 5:20
"Even after the Renaissance, art and science were joined to make
more progress."
·
The
narrator’s stare relaxes. He says this statement as if it just occurred to him
and is an add-on to his original thought. The statement forecasts the exhibits
the museum visitors will soon experience. Time: 5:25
"To advance knowledge like Durer and Vermeer did, you must
explore more than one part of your mind."
·
Pause. The
narrator turns back to his more serious persona. The narrator returns somewhat
back to the original topic. He is summarizing the video’s content with a
culminating statement of impact. The narrator pauses at the end of the opening
phrase and then speaks slowly to suggest the importance of the end of the
sentence. Time: 5:40
"If you used creativity and logic, what could you do for the
world?"
·
Pause. The
narrator leans forward with a curious and convincing look. The word “you” is
stressed verbally in each case. The narrator keeps the intense eye contact with
the camera and remains still. Time: 5:50
The camera keeps filming
the narrator for five more seconds after he is finished speaking. Then, the
camera goes black. Roll credits and soft music. The entire closing scene takes
about 55 seconds. Time: 5:55
