AP®︎ European History: Topic 7.8 Flashcards

Master key terms and definitions for Topic 7.8 of AP European History – 19th-Century Culture and Arts to help you prep for quizzes and the AP exam.


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Term

Academic Art

Definition

Officially favored art emphasizing technical finish, recognizable subjects, idealized beauty, and prestigious historical, religious, classical, or patriotic themes

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Academic Art
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Officially favored art emphasizing technical finish, recognizable subjects, idealized beauty, and prestigious historical, religious, classical, or patriotic themes

Unit 7: Learning Objective JKC-3.6.III.D
Romanticism
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Movement rejecting Neoclassical order and rationalism in favor of emotion, intuition, individuality, nature, the supernatural, and national history

Unit 7: Learning Objective JKC-3.6.I
The Sublime
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Romantic experience of awe mixed with fear before nature or forces that appear vast, violent, mysterious, or beyond human control

Unit 7: Learning Objective JKC-3.6.I.A
Francisco Goya
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Romantic precursor whose The Third of May 1808 used emotional immediacy and harsh contrasts to expose warfare's violence and suffering

Unit 7: Learning Objective JKC-3.6.I.A
Caspar David Friedrich
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Romantic painter whose solitary figures and mysterious landscapes, including Wanderer above the Sea of Fog, evoked sublime spiritual contemplation

Unit 7: Learning Objective JKC-3.6.I.A
John Constable
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Romantic painter who closely observed weather and light while presenting the English countryside as emotionally meaningful and harmonious

Unit 7: Learning Objective JKC-3.6.I.A
J. M. W. Turner
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Romantic painter who dissolved forms into light, color, mist, and motion, making nature and industry appear sublime

Unit 7: Learning Objective JKC-3.6.I.A
Eugène Delacroix
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Romantic painter whose Liberty Leading the People transformed the July Revolution into an emotional national myth through allegory and dramatic movement

Unit 7: Learning Objective JKC-3.6.I.A
Johann Wolfgang von Goethe
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German writer whose Faust explored intense striving and the creative but dangerous pursuit of knowledge and experience

Unit 7: Learning Objective JKC-3.6.I.B
William Wordsworth
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British Romantic poet who found moral and spiritual meaning in nature and ordinary rural life, contrasting them with urban industrial society

Unit 7: Learning Objective JKC-3.6.I.B
Lord Byron
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British Romantic poet associated with rebellious, alienated heroes and support for national liberation, especially Greek independence

Unit 7: Learning Objective JKC-3.6.I.B
Percy Bysshe Shelley
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British Romantic poet who connected imagination and emotional expression with political liberation and social transformation

Unit 7: Learning Objective JKC-3.6.I.B
John Keats
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British Romantic poet concerned with beauty, mortality, imagination, and the intensity of sensory experience

Unit 7: Learning Objective JKC-3.6.I.B
Mary Shelley
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Author of Frankenstein, which combined Gothic elements with questions about scientific ambition, isolation, creation, and moral responsibility

Unit 7: Learning Objective JKC-3.6.I.B
Victor Hugo
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French author whose Les Misérables combined Romantic heroism and emotion with criticism of poverty, law, and social injustice

Unit 7: Learning Objective JKC-3.6.I.B
Ludwig van Beethoven
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Composer who bridged Classical and Romantic music by transforming classical forms through dramatic contrasts, heroic intensity, and personal expression

Unit 7: Learning Objective JKC-3.6.I.A
Frédéric Chopin
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Romantic piano composer whose use of Polish dances such as the polonaise and mazurka gave his music nationalist significance

Unit 7: Learning Objective JKC-3.6.I.A
Richard Wagner
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Romantic composer who united music, drama, poetry, myth, and stage design in operas drawing on Germanic and Norse legends

Unit 7: Learning Objective JKC-3.6.I.A
Pyotr Ilyich Tchaikovsky
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Romantic composer known for emotional melody, dramatic contrasts, large orchestral expression, ballets, and historical works such as the 1812 Overture

Unit 7: Learning Objective JKC-3.6.I.A
Cultural Nationalism
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Use of language, folklore, music, medieval history, and legend to portray a nation as an ancient and distinctive cultural community

Unit 7: Learning Objective JKC-3.6.I.A
Positivism
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Belief that reliable knowledge comes from empirical and scientific investigation rather than metaphysical speculation

Unit 7: Learning Objective JKC-3.6.II.D
Realism
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Movement portraying contemporary ordinary life and material social conditions without heroic idealization, often highlighting poverty, labor, and inequality

Unit 7: Learning Objective JKC-3.6.II.D
Gustave Courbet
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Realist painter who gave ordinary labor and provincial life monumental treatment in works such as The Stone Breakers and A Burial at Ornans

Unit 7: Learning Objective JKC-3.6.II.D
Jean-François Millet
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Realist painter who dignified strenuous peasant labor while revealing rural poverty and class inequality, notably in The Gleaners

Unit 7: Learning Objective JKC-3.6.II.D
Honoré Daumier
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Realist artist and caricaturist who used paintings and mass-circulated prints to criticize corruption, bourgeois society, and urban inequality

Unit 7: Learning Objective JKC-3.6.II.D
Honoré de Balzac
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Realist novelist whose Human Comedy portrayed French society as a system shaped by money, ambition, status, and social mobility

Unit 7: Learning Objective JKC-3.6.II.D
Charles Dickens
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British novelist who used social observation, satire, sentiment, and serialized plots to expose industrial and urban problems

Unit 7: Learning Objective JKC-3.6.II.D
George Eliot (Mary Ann Evans)
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English novelist who examined provincial society and constraints imposed by family, gender, reputation, and moral choice

Unit 7: Learning Objective JKC-3.6.II.D
Fyodor Dostoevsky
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Russian Realist novelist who explored poverty, crime, religious doubt, alienation, and extreme psychological states

Unit 7: Learning Objective JKC-3.6.II.D
Leo Tolstoy
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Russian Realist novelist who portrayed families, social classes, warfare, and moral conflict with broad scope and psychological depth

Unit 7: Learning Objective JKC-3.6.II.D
Literary Naturalism
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Intensified form of literary Realism portraying behavior as shaped by heredity, environment, economic conditions, and bodily drives

Unit 7: Learning Objective JKC-3.6.II.D
Émile Zola
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French writer who developed literary naturalism and examined workers, miners, sexuality, and urban life in a quasi-scientific manner

Unit 7: Learning Objective JKC-3.6.II.D
Thomas Hardy
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English novelist who portrayed rural communities disrupted by convention, economic change, environment, and forces beyond individual control

Unit 7: Learning Objective JKC-3.6.II.D
Modern Art
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Umbrella term for movements that questioned conventional representation and emphasized subjective perception, expressive color and form, or abstraction

Unit 7: Learning Objective JKC-3.6.III.D
Impressionism
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Modern movement using visible brushstrokes and broken color to capture fleeting effects of light, atmosphere, movement, and immediate perception

Unit 7: Learning Objective JKC-3.6.III.D
Claude Monet
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Leading Impressionist who used broken color and changing light to emphasize temporary perception in Impression, Sunrise and his later series

Unit 7: Learning Objective JKC-3.6.III.D
Edgar Degas
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Impressionist associated with dancers, cafés, rehearsals, and racetracks, using cropped figures and unexpected viewpoints influenced by photography and Japanese prints

Unit 7: Learning Objective JKC-3.6.III.D
Édouard Manet
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Painter who bridged academic traditions and Impressionism through unconventional paint handling and provocative modernization of older artistic subjects

Unit 7: Learning Objective JKC-3.6.III.D
Salon des Refusés
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1863 exhibition of works rejected by the official Paris Salon, marking the declining monopoly of academic artistic institutions

Unit 7: Learning Objective JKC-3.6.III.D
Post-Impressionism
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Diverse movement building on Impressionism while emphasizing durable structure, symbolism, emotional intensity, or personal organization of color and form

Unit 7: Learning Objective JKC-3.6.III.D
Paul Cézanne
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Post-Impressionist who reconstructed landscapes and still lifes through simplified planes and geometric relationships, helping prepare the way for Cubism

Unit 7: Learning Objective JKC-3.6.III.D
Vincent van Gogh
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Post-Impressionist who used forceful brushstrokes and intensified, nonnaturalistic colors to express emotional and spiritual experience

Unit 7: Learning Objective JKC-3.6.III.D
Fauvism
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Early-20th-century movement using intense, nonnaturalistic color as an independent means of expression rather than merely imitating appearances

Unit 7: Learning Objective JKC-3.6.III.D
Henri Matisse
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Leading Fauvist who made bold, nonnaturalistic color an independent expressive element in works such as Woman with a Hat

Unit 7: Learning Objective JKC-3.6.III.D
Cubism
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Movement fragmenting subjects into geometric planes and combining multiple viewpoints, rejecting fixed Renaissance perspective and idealized representation

Unit 7: Learning Objective JKC-3.6.III.D
Pablo Picasso
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Co-developer of Cubism whose Les Demoiselles d’Avignon fractured bodies and space while rejecting idealized beauty and coherent classical perspective

Unit 7: Learning Objective JKC-3.6.III.D
Georges Braque
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French painter who co-developed Cubism with Picasso by fragmenting objects and space into geometric planes and multiple viewpoints

Unit 7: Learning Objective JKC-3.6.III.D