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  • 00:00

    (soft piano music)
    (soft piano music)

  • 00:04

    - [Voiceover] On the side of Saint Mark's Basilica in Venice
    - [Voiceover] On the side of Saint Mark's Basilica in Venice

  • 00:07

    is a sculptural group,
    is a sculptural group,

  • 00:08

    actually two pieces of stone put togther
    actually two pieces of stone put togther

  • 00:11

    that show the four tetrarchs.
    that show the four tetrarchs.

  • 00:13

    - [Voiceover] And they really are embedded in the corner
    - [Voiceover] And they really are embedded in the corner

  • 00:16

    of the church, they obviously don't belong.
    of the church, they obviously don't belong.

  • 00:19

    - [Voiceover] for one thing, the color is different.
    - [Voiceover] for one thing, the color is different.

  • 00:21

    - [Voiceover] That's true, and there is a sense in which
    - [Voiceover] That's true, and there is a sense in which

  • 00:23

    there are a lot of things here on the side of the basilica
    there are a lot of things here on the side of the basilica

  • 00:26

    that seem to have been just added.
    that seem to have been just added.

  • 00:29

    - [Voiceover] That's absolutely right,
    - [Voiceover] That's absolutely right,

  • 00:30

    we see all kinds of fabulously colored marbles
    we see all kinds of fabulously colored marbles

  • 00:33

    as well as columns, which we know were spoils
    as well as columns, which we know were spoils

  • 00:36

    from the Fourth Crusade when the Venetians
    from the Fourth Crusade when the Venetians

  • 00:38

    who had tried to get to the holy land,
    who had tried to get to the holy land,

  • 00:40

    didn't make it and instead sacked other Christians
    didn't make it and instead sacked other Christians

  • 00:43

    in Constantinople.
    in Constantinople.

  • 00:45

    - [Voiceover] So they brought back enormous spoils
    - [Voiceover] So they brought back enormous spoils

  • 00:47

    and The Tetrarchs likely came in that group.
    and The Tetrarchs likely came in that group.

  • 00:50

    - [Voiceover] But what's important to remember
    - [Voiceover] But what's important to remember

  • 00:52

    is that The Tetrarchs are not byzantine
    is that The Tetrarchs are not byzantine

  • 00:54

    The Tetrarchs are not even Christian.
    The Tetrarchs are not even Christian.

  • 00:56

    This is sculpture from the last phase
    This is sculpture from the last phase

  • 00:59

    of polytheistic Roman culture.
    of polytheistic Roman culture.

  • 01:01

    - [Voiceover] In the third century the Roman Empire
    - [Voiceover] In the third century the Roman Empire

  • 01:04

    suffered tremendous civil wars.
    suffered tremendous civil wars.

  • 01:06

    At the end of that century, the Emperor Diocletian
    At the end of that century, the Emperor Diocletian

  • 01:11

    decided that the empire might be more stable
    decided that the empire might be more stable

  • 01:14

    if he divided power.
    if he divided power.

  • 01:17

    - [Voiceover] And so what he did,
    - [Voiceover] And so what he did,

  • 01:18

    is he set up a structure called The Tetrarchy,
    is he set up a structure called The Tetrarchy,

  • 01:20

    which means four and refers to four rulers.
    which means four and refers to four rulers.

  • 01:22

    There were two augusti, that is two senior emporors
    There were two augusti, that is two senior emporors

  • 01:26

    and then there were two caesars, two junior emperors.
    and then there were two caesars, two junior emperors.

  • 01:29

    - [Voiceover] Our historians think that the four figures
    - [Voiceover] Our historians think that the four figures

  • 01:31

    that we see here represent the four emperors and co-emperors
    that we see here represent the four emperors and co-emperors

  • 01:37

    Diocletian, Maximianus, Galerius and Constantius.
    Diocletian, Maximianus, Galerius and Constantius.

  • 01:41

    Now it's really impossible to tell who's who,
    Now it's really impossible to tell who's who,

  • 01:45

    and I think it's important to put this in the context
    and I think it's important to put this in the context

  • 01:47

    of the history of portraits of emperors.
    of the history of portraits of emperors.

  • 01:50

    There are portraits of emperors
    There are portraits of emperors

  • 01:51

    going back to the first emperor Augustus.
    going back to the first emperor Augustus.

  • 01:54

    - [Voiceover] And they had been very individualized
    - [Voiceover] And they had been very individualized

  • 01:56

    these were real portraits, yes they might be idealized,
    these were real portraits, yes they might be idealized,

  • 01:59

    but there was always enough specificity so that
    but there was always enough specificity so that

  • 02:01

    you could recognize, in fact, their very purpose
    you could recognize, in fact, their very purpose

  • 02:04

    was so that the likeness of the emperor
    was so that the likeness of the emperor

  • 02:06

    could be distributed throughout the empire.
    could be distributed throughout the empire.

  • 02:09

    - [Voiceover] And we see during this period of the tetrarchy
    - [Voiceover] And we see during this period of the tetrarchy

  • 02:13

    that is completely gone.
    that is completely gone.

  • 02:15

    - [Voiceover] It's all gone.
    - [Voiceover] It's all gone.

  • 02:16

    - [Voiceover] First of all the figures stand
    - [Voiceover] First of all the figures stand

  • 02:17

    in very similar positions,
    in very similar positions,

  • 02:19

    their bodies are the same sizes, aside from the fact that
    their bodies are the same sizes, aside from the fact that

  • 02:22

    in each pair one is bearded and one isn't,
    in each pair one is bearded and one isn't,

  • 02:25

    their faces look exactly the same and are very abstracted.
    their faces look exactly the same and are very abstracted.

  • 02:29

    - [Voiceover] The costume is identical as well.
    - [Voiceover] The costume is identical as well.

  • 02:31

    I want to go back to that idea of the beards
    I want to go back to that idea of the beards

  • 02:33

    for just a moment.
    for just a moment.

  • 02:34

    Scholars have hypothesized that it's the augusti
    Scholars have hypothesized that it's the augusti

  • 02:37

    who were bearded, these are the elders,
    who were bearded, these are the elders,

  • 02:40

    whereas the clean shaven figures are the caesars.
    whereas the clean shaven figures are the caesars.

  • 02:42

    - [Voiceover] Look at their faces,
    - [Voiceover] Look at their faces,

  • 02:44

    their eyes have been reduced to lozenge shapes.
    their eyes have been reduced to lozenge shapes.

  • 02:47

    I use the word abstract where facial features
    I use the word abstract where facial features

  • 02:50

    have none of the subtlety of the way that our faces
    have none of the subtlety of the way that our faces

  • 02:53

    really look in the world.
    really look in the world.

  • 02:55

    - [Voiceover] And it's not just the faces,
    - [Voiceover] And it's not just the faces,

  • 02:57

    it's the structure of the body.
    it's the structure of the body.

  • 02:59

    Where is the contrapposto?
    Where is the contrapposto?

  • 03:00

    Where is the understanding of the musculature
    Where is the understanding of the musculature

  • 03:02

    of the bone structure?
    of the bone structure?

  • 03:04

    This is the art that has inherited the legacy
    This is the art that has inherited the legacy

  • 03:07

    of ancient Greece and Rome
    of ancient Greece and Rome

  • 03:09

    and yet there is clearly this rejection
    and yet there is clearly this rejection

  • 03:12

    of all of the naturalism that had come before.
    of all of the naturalism that had come before.

  • 03:15

    Now part of this may have to do with the fact
    Now part of this may have to do with the fact

  • 03:17

    that this is carved in porpyhry.
    that this is carved in porpyhry.

  • 03:19

    This is a purple porpyhry
    This is a purple porpyhry

  • 03:20

    and it's a stone that was reserved for the emperor,
    and it's a stone that was reserved for the emperor,

  • 03:23

    it was a very rare stone, it was imported from Egypt.
    it was a very rare stone, it was imported from Egypt.

  • 03:26

    It's quite hard and so unlike marble,
    It's quite hard and so unlike marble,

  • 03:29

    this would have been much more difficult to get
    this would have been much more difficult to get

  • 03:31

    the kind of fine features that we associate
    the kind of fine features that we associate

  • 03:33

    with much classical sculpture.
    with much classical sculpture.

  • 03:35

    Nevertheless, there is finely carved porphyry,
    Nevertheless, there is finely carved porphyry,

  • 03:38

    and so this was a decision.
    and so this was a decision.

  • 03:40

    - [Voiceover] And the figures, although lacking
    - [Voiceover] And the figures, although lacking

  • 03:42

    the naturalism of the tradition of ancient Greece and Rome
    the naturalism of the tradition of ancient Greece and Rome

  • 03:45

    express valor, a sense of working together, of harmony,
    express valor, a sense of working together, of harmony,

  • 03:49

    they grasp each other, their faces are turned
    they grasp each other, their faces are turned

  • 03:52

    toward each other, their bodies are turned toward
    toward each other, their bodies are turned toward

  • 03:55

    each other, they express a solidity that I imagine
    each other, they express a solidity that I imagine

  • 03:58

    was somewhat reassuring in the face
    was somewhat reassuring in the face

  • 04:00

    of all the turmoil of the third century.
    of all the turmoil of the third century.

  • 04:02

    - [Voiceover] I think that's exactly right.
    - [Voiceover] I think that's exactly right.

  • 04:04

    I mean they are rendered as military figures
    I mean they are rendered as military figures

  • 04:06

    and there is a real sense of solidarity.
    and there is a real sense of solidarity.

  • 04:08

    - [Voiceover] Look at how they grasp their swords.
    - [Voiceover] Look at how they grasp their swords.

  • 04:10

    - [Voiceover] And those are great swords.
    - [Voiceover] And those are great swords.

  • 04:12

    They seem to have eagle hilts if you look closely.
    They seem to have eagle hilts if you look closely.

  • 04:15

    But look at the way that the drapery is rendered
    But look at the way that the drapery is rendered

  • 04:18

    for instance in the forearms.
    for instance in the forearms.

  • 04:20

    And this so makes the point if you look at the drapery
    And this so makes the point if you look at the drapery

  • 04:22

    of a classical figure.
    of a classical figure.

  • 04:24

    If you look at the drapery on east pediment of the Parthenon
    If you look at the drapery on east pediment of the Parthenon

  • 04:27

    for example, they have this wonderful billowing
    for example, they have this wonderful billowing

  • 04:29

    flowing drapery that reveals the structure of the
    flowing drapery that reveals the structure of the

  • 04:32

    body below it.
    body below it.

  • 04:33

    Here, instead, you have a series of simply cut linear forms.
    Here, instead, you have a series of simply cut linear forms.

  • 04:38

    These are just lines
    These are just lines

  • 04:39

    that are decoratively added to the surface
    that are decoratively added to the surface

  • 04:41

    but in no way reveal the structure of the body below.
    but in no way reveal the structure of the body below.

  • 04:45

    - [Voiceover] Their proportions are also not natural.
    - [Voiceover] Their proportions are also not natural.

  • 04:47

    Their heads are too big for their bodies,
    Their heads are too big for their bodies,

  • 04:50

    their shoulders are narrow.
    their shoulders are narrow.

  • 04:53

    We are at the edge of the end of The Roman Empire
    We are at the edge of the end of The Roman Empire

  • 04:57

    and the beginning of the Christian period.
    and the beginning of the Christian period.

  • 05:00

    The next emperor who becomes himself a tetrarch,
    The next emperor who becomes himself a tetrarch,

  • 05:05

    is Constantine, although he defeats his co-emperor
    is Constantine, although he defeats his co-emperor

  • 05:10

    and establishes himself as the sole emperor once again
    and establishes himself as the sole emperor once again

  • 05:14

    of Rome, then he decriminalizes Christianity,
    of Rome, then he decriminalizes Christianity,

  • 05:17

    so Christianity becomes very soon
    so Christianity becomes very soon

  • 05:20

    the official religion of the Roman Empire.
    the official religion of the Roman Empire.

  • 05:22

    - [Voiceover] What's so interesting is that so much
    - [Voiceover] What's so interesting is that so much

  • 05:24

    early Christian art and certainly early medieval art
    early Christian art and certainly early medieval art

  • 05:26

    will abstract the human figure.
    will abstract the human figure.

  • 05:29

    And we understand that in relationship to the new religion
    And we understand that in relationship to the new religion

  • 05:32

    to trying to not celebrate our earthly experience
    to trying to not celebrate our earthly experience

  • 05:35

    but to look towards the heavenly.
    but to look towards the heavenly.

  • 05:37

    The problem when we look at something like this,
    The problem when we look at something like this,

  • 05:40

    is that we're seeing a similar kind of abstraction of the
    is that we're seeing a similar kind of abstraction of the

  • 05:43

    human body without that kind of religious overly.
    human body without that kind of religious overly.

  • 05:46

    And so we try to understand why there is this rejection
    And so we try to understand why there is this rejection

  • 05:50

    of the earlier classicism without the religious aspect
    of the earlier classicism without the religious aspect

  • 05:53

    at least at the highest levels of society.
    at least at the highest levels of society.

  • 05:56

    And we are left to wonder.
    And we are left to wonder.

  • 05:58

    (soft piano music)
    (soft piano music)

All

Portraits of the Four Tetrarchs

55,009 views

Video Language:

  • English

Caption Language:

  • English (en)

Accent:

  • English (US)

Speech Time:

96%
  • 5:55 / 6:08

Speech Rate:

  • 177 wpm - Fast

Category:

  • Education

Intro:

(soft piano music). - [Voiceover] On the side of Saint Mark's Basilica in Venice
is a sculptural group,. actually two pieces of stone put togther. that show the four tetrarchs.. - [Voiceover] And they really are embedded in the corner
of the church, they obviously don't belong.. - [Voiceover] for one thing, the color is different.
- [Voiceover] That's true, and there is a sense in which
there are a lot of things here on the side of the basilica
that seem to have been just added.. - [Voiceover] That's absolutely right,. we see all kinds of fabulously colored marbles. as well as columns, which we know were spoils. from the Fourth Crusade when the Venetians. who had tried to get to the holy land,. didn't make it and instead sacked other Christians. in Constantinople.. - [Voiceover] So they brought back enormous spoils. and The Tetrarchs likely came in that group..

Video Vocabulary

/ˈkələrd/

adjective noun verb

Having a certain color skin, usually dark. non-white person. To change or affect someone's opinion.

/ˈäbvēəslē/

adverb

In a way that is obvious/easy to see or understand.

/briNG/

verb

take someone or something to place.

/ˈskəlpCHər/

noun verb

art of making two- or three-dimensional representative or abstract forms. make or represent form by carving, casting, or other shaping techniques.

/ˈskəlpCH(ə)rəl/

adjective

relating to or resembling sculpture.

/imˈbedəd/

adjective verb

(of object) fixed firmly and deeply in surrounding mass. To place or set inside rock, etc..

/ˌpälēˌTHēˈistik/

adjective

relating to polytheism.

/ˈfabyələslē/

adverb

extremely well.

/ˈabsəˌl(y)o͞otlē/

adverb

totally.

/iˈnôrməs/

adjective

very large in size or extent.

/imˈpôrtnt/

adjective

of great significance or value.

/ˈak(t)SH(o͞o)əlē/

adverb

as truth or facts.

/inˈsted/

adverb

When one thing is replaced by another.