Unit SOUL MAKING (Art Making)

Module The Concept of ‘Soul Making’

GE6-AA Art Appreciation Units: 3 Page |1

Finals Activity:

 The following topics will be divided to groups of students to report on. But they will have to give additional information
and do some research works, too.
 Reporters, at the same time, will be the one to give their written questions to their audience.
 Actual reporting will be graded as their Recitation, while the written report submitted will be their Quiz.

Students Learnings:

 Research and Analysis. Collecting more data and information.

 Be able to distinguish the different arts.

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SOUL MAKING - Art Making

It is a fun and rewarding way for people to express themselves and to learn a broad range of
skills and concepts. In making art, students explore the materials and techniques used by artists
and architects, and experience the decision-making practices that artists have used over the
centuries.

a) Crafting Images:

Social subjects, classified by their classifications, distinguish themselves by the distinctions they
make, between the beautiful and the ugly, the distinguished and the vulgar, in which their
position in the objective classifications is expressed or betrayed. (Bourdieu, Distinctions 1984)

Image-crafting is not limited to any one genre or any one narrowly defined historical moment. It
can be found in any genre, and examples can likely be found from any era. But the
concentration of literary works invested in the potential overlap of the aesthetic and erotic
discourses sets the post-Classical period apart. It is little stretch to see that these works do all
share a loosely characterized context of production: a sense of cultural delayed that has refined
a critical discourse for distinguishing between the classics of earlier generations in the shadow
of which contemporary artists and authors create. The post-Classical world was an era of the
critic and the dilettante, but rather than making for a derivative poetry, hopelessly aspiring to
lost glories, the best authors of that world were able to mine the discourses of the critic for
poetic innovation. In their works, they reveal that the seemingly natural and universal impulses
PREPARED BY: APPROVED FOR IMPLEMENTATION:

FINAL WEEK 1st

TERM 1 Meeting Mrs. LOURDES FLORENCE A. AUREUS Mr. WILBERT A. MAÑUSCA

Instructor School Administrator

 Unit SOUL MAKING (Art Making)

Module The Concept of ‘Soul Making’

GE6-AA Art Appreciation Units: 3 Page |2

of Eros are characterized by the same discourse as the cultivated performances of aesthetic
criticism, and also that the refined and cultivated performances of aesthetic criticism are
charged with an intensity of desire. Their baroque involved wheels of rhetoric do not set their
works at an aesthetic distance from life, but instead harness and explore movements of
language and social feeling that are essential to the life-world in which they were written.
Bourdieu can help us see how.

Critical attention to image-crafting in post-Classical literature does not demand or announce a

sociological cast of mind; image-crafting, trucking for social status, and critical discourse are so
crucial to these works of literature that sociology provides invaluable concepts for formalist
descriptions and readings. But it is not only overt critics who attest to the central preoccupation
post-Classical authors and works have with status and authority. We can look to later poets
writing in English also, reading them too as covert critics. No post-Classical poet has mattered
as much for English poetry as Theocritus. He was not the only Greek poet to be read, but his
influence is repeatedly announced over the waxing and waning of his critical reputation.

Though dissertation has taken in a great many authors, the approach has repeatedly paid
dividends when applied to Theocritus' work.

b) Crafting Stories:

Stories are masterfully crafted pieces of art authors pull from the depths of their imaginations.
While they are not required to publish them for anyone else eyes to see, publishing them does
push their work out for specific people to read.

5 C’s of Story Writing:

1. Connect

Part one of this story structure is about creating an emotional connection with your
audience. We may think through things rationally, but we make decisions based on
emotion. Emotion trumps rationality when push comes to shove. If you’re frightened,
excited, hopeful, sad, it will take over your rational mind and influence you to make
decisions that would not normally make sense.

PREPARED BY: APPROVED FOR IMPLEMENTATION:

FINAL WEEK 1st

TERM 1 Meeting Mrs. LOURDES FLORENCE A. AUREUS Mr. WILBERT A. MAÑUSCA

Instructor School Administrator

 Unit SOUL MAKING (Art Making)

Module The Concept of ‘Soul Making’

GE6-AA Art Appreciation Units: 3 Page |3

Emotions help you build relationships with your audience. Relationships that last longer
than the vanity-driven world of a Tweet or banner-ad click. If you connect personally
with your audience, the relationship is a lifelong journey. It’s a partnership. And quite
often one that will be very fruitful for your goals.

If someone can crack a smile, shed a tear or throw their book/computer/kindle out the
window—you’ve sparked an emotional reaction. So try and deliver your message to one
person, keep it simple and be generous.

2. Challenge

The second part of the story structure is about highlighting a common pain point or
challenge your audience is facing – with the goal of helping them overcome that
challenge by the end of your story. So get to know your audience. I mean REALLY get to
know them.

Observe your audience from afar and see what they engage with, what they share and
what they truly care about. Your writing should appeal to many but talk directly to only
one person. Make them feel special, you need to make them really feel the pain.

3. Conflict

Use vivid details at this stage so your audience resonates with the characters in your
story. Walk them through the worst parts of the problem they are trying to solve… All of
the nasty symptoms and side-effects. Hop back and forth between the challenges,
excuses, hurdles to them achieving their goals. And compound it with the desire to
reach another destination. Provide glimmers of hope along the way.

4. Conquer

Now it’s time to provide some hope. You are putting your readers in the shoes of your
characters, and making them feel like the solution to all their problems is in their hands.
Don’t hold back. Convince your reader that everything is possible and glory is much
closer than they first thought.

PREPARED BY: APPROVED FOR IMPLEMENTATION:

FINAL WEEK 1st

TERM 1 Meeting Mrs. LOURDES FLORENCE A. AUREUS Mr. WILBERT A. MAÑUSCA

Instructor School Administrator

 Unit SOUL MAKING (Art Making)

Module The Concept of ‘Soul Making’

GE6-AA Art Appreciation Units: 3 Page |4

5. Conclude

Deliver a resolution to the challenge, ending on a positive message the audience can
take away. The more personal you can make the experience, the greater the connection
will be, and the better your results. Keep your readers hooked for as long as you can, but
when the time is right, hand over the reins and let others tell the story for you.

c) Crafting Instruments:

Other types of instruments have evolved with changes in musical taste and technology. The
only significant change came in the 19th century when classical instruments were amplified
once music was performed in large public spaces, like opera houses, rather than the intimacy of
aristocratic salons. The 19th century saw the launch of a plethora of iconoclastic new stringed
instruments, but none of them caught on. There is a direct relationship between the structural
elements of a stringed instrument and its function, because the quality of sound is determined
by the choice of materials, their weight and shape.

The first stage of their work was to create prototype resonators from linden wood to test the
relationship between different shapes and sounds. To avoid repeating classical forms, Johanson
tried to create the shapes instinctively, drawing inspiration from nature. These prototypes were
tested at the Serpentine, and Egertsen will now refine them by analyzing the results on
computer simulation programs. The collaborators hope to secure funding for the next stages of
development: combining the resonators into one unit, and converting the electrical prototype
into a mechanical instrument. All of the research will feed into Egertsen's architecture, and
Eliason's installations.

d) Performance:

It is an art form that combines visual art with dramatic performance. Performance art is
a performance presented to an audience within a fine art context, traditionally
interdisciplinary. Performance may be either scripted or unscripted, random or carefully
orchestrated, spontaneous or otherwise carefully planned with or without audience
participation.

PREPARED BY: APPROVED FOR IMPLEMENTATION:

FINAL WEEK 1st

TERM 1 Meeting Mrs. LOURDES FLORENCE A. AUREUS Mr. WILBERT A. MAÑUSCA

Instructor School Administrator

 Unit SOUL MAKING (Art Making)

Module The Concept of ‘Soul Making’

GE6-AA Art Appreciation Units: 3 Page |5

I. 7 Da Vincian Principles:

“How To Think Like Leonardo da Vinci: Seven Steps to Genius Every Day,” Gelb invites readers
to take some lessons about living from Leonardo da Vinci. Michael J. Gelb ’73 is earning wide
acclaim by helping people live life to the fullest.

The book is based on what Gelb calls the Seven da Vincian Principles:

 Curiosita’ – an insatiable curiosity

 Dimostrazione – testing knowledge through experience
 Sensazione – continued refinement of the senses
 Sfumato – a willingness to embrace ambiguity
 Arte/Scienza – developing a balance between art and science
 Corporalita’ – cultivating fitness and poise
 Connessione – recognizing and appreciating that all phenomena are connected.

Gelb believes that following these principles leads to success, whether it be learning a new
language, cooking a gourmet meal, or being more effective on the job.

“Leonardo is truly the global archetype of human potential,” says Gelb. “We may not be able to
achieve his level of genius, but by thinking like he did, we can certainly develop our innate
abilities.”

Making the Connection

When his 1994 seminar “How to Think Like Leonardo da Vinci” was a huge success with top
executives, Gelb knew that more people could benefit from what he already knew about “the
most creative person who ever lived.”

Gelb studied Leonardo’s notebooks and art and made a pilgrimage through Europe, ending at
the chateau of Cloux in Amboise, France, where da Vinci spent his final years, There, he was
deeply moved by the spirit of “the maestro,”

PREPARED BY: APPROVED FOR IMPLEMENTATION:

FINAL WEEK 1st

TERM 1 Meeting Mrs. LOURDES FLORENCE A. AUREUS Mr. WILBERT A. MAÑUSCA

Instructor School Administrator

 Unit SOUL MAKING (Art Making)

Module The Concept of ‘Soul Making’

GE6-AA Art Appreciation Units: 3 Page |6

“How to Think Like Leonardo da Vinci,” has been a Washington Post bestseller, a New York
Times business bestseller, and an Amazon.com No. 1 pick. The book as been published in 18
languages including German, Japanese, and Hebrew, and Gelb is especially proud that the book
is selling very well in Italy.

Balancing Art and Science

While a student of psychology and philosophy at Clark, Gelb knew he would pursue a career
that combined his passions and a way of helping others. After graduating, he spent a year at the
International Academy of Continuing Education, near London, and three years studying the
Alexander Technique, a mind and body coordination method that brings about poise under
pressure. The Alexander Technique is also taught at the Julliard School and the Royal Academy
of Dramatic Arts and is studied by professional athletes, actors, executives and other people

Metaphorically Speaking
Da Vinci often used the human body as a metaphor for other aspects of life, Gelb uses chess,
juggling, and martial arts to teach people how to cope in our ever-changing, ever-stressful
business world. In addition to “How to Think Like Leonardo da Vinci,” Gelb has written “Lessons
from the Art of Juggling: How to Achieve Your Full Potential in Business, Learning, and Life,” and
“Samurai Chess: Mastering Strategy Through the Martial Art of the Mind,” co-authored with
chess Grand Master Raymond Keene.

He believes that now, more than ever, people are looking for personal and spiritual awakening
in response to information overload, dependence on the clock and constant need to deal with
change. Gelb hopes that by sharing the lessons he has learned from da Vinci, he can help others
not only cope in this world, but thrive.

PREPARED BY: APPROVED FOR IMPLEMENTATION:

FINAL WEEK 1st

TERM 1 Meeting Mrs. LOURDES FLORENCE A. AUREUS Mr. WILBERT A. MAÑUSCA

Instructor School Administrator