The goals for this module are (1) to learn the different concepts in defining art from various

perspectives and (2) to examine the relevance of art from an individual to a societal standpoint.
And to achieve these goals, several activities were done by the class.

On the first activity, we gathered around the Oblation and had our respective spots wherein we
looked and observed the sculpture within two minutes. I always pass by and see the Oblation,
mainly because my classes are just within that area, but because of this activity, I have seen
new details on the sculpture, which I have never noticed before. Also, even though everyone in
the class did the same activity and answered the same questions, we all had different answers,
which are primarily based on our perspectives.

The second activity was titled "Jigsaw Classroom." In this activity, each group will represent a
country for the "international conference" where the "delegates" from other countries will
meet and discuss the contents of their section. They should be able to discuss the definition(s)
or theories for the assigned topic, the personalities involved, and the problems with the
definitions/theories. After the international conference, each delegate will return to their
respective country or group and plan for a 2-minute skit that shows at least three instances
where something can or can not be considered as art backed up by an appropriate definition.

For the international conference, the section assigned to me was Formalism. The topic was
relatively easy to understand; that is why we did not have any problem when we brainstormed
about it, and we were also able to define it based on the readings. As per Clive Bell, art is
something that has a significant form. We were able to identify the difference between "form" -
which talks about colors, shapes, lines, and other layouts of objects, and "significant form" -
which pertains to the aesthetic emotion or the positive reaction given to the audience by the
art itself. However, Formalism rules out the possibility of bad art.

For the 2-minute skit, our group planned to act as if we were a group of tourists in a museum.
One of our groupmates (Jemuel) acted as a sculpture. Then the tourists described the sculpture,
which they examined, based on the three definitions of art (Art as Expression, Formalism, and
Historical Functionalism of Art) that our group agreed on. All groups did well and had their ways
to present the different definitions of art creatively.

In this module, we also discussed John Berger's Ways of Seeing and focused on five points-
looking, perspective, mystification, the status of original work, and reproduction. Berger says
that "the way we see things is affected by what we know or believe." I agree with this. For
example, when I look around my room and see my laptop, I make the distinction of using the
word "laptop." I could have used a PC, computer, work station, and such because all of these
objects share the same purpose. But I recognized that the one in my room is a "laptop" because
of what that definition has come to mean to me throughout my experiences.

To end this module, we summarized the response of each group about the relevance of art
from an individual to a societal point of view. First, art reflects the state of a society at a given
place and time. It also gives perspectives on a society's history, establishes a connection
between the artist and the audience, promotes unity and awareness, and lastly, art is a vehicle
for social change. The class has also learned that art is essential for it conveys or communicates
a message, idea, or concept that awaken a feeling. It also tells a story, teaches a lesson, and,
most importantly, it serves as a mirror of the past and the present.