PAMANTASAN NG LUNGSOD NG MAYNILA

College of Humanities, Arts, and Social Sciences

Department of Social Sciences and Humanities

.............................................................................................................................................................................................................................................................................................
Course Title ART APPRECIATION
Course Code AAP 0005
Course Credit 3 UNITS
Course Description Nature, function and appreciation of the arts in contemporary society.
Course Objectives
At the end of the course the students will
1. Demonstrate higher level of art appreciation grounded on philosophical, historical, social, political, and personal level;
2. Critically analyze and interpret art;
3. Cultivate a great sense of respect and appreciation for art;
4. Engage in substantive personal reflection about the relationship between art and life.

COURSE OUTLINE

WEEK TOPICS LEARNING OUTCOMES (LO) TEACHING AND LEARNING RESOURCES ASSESSMENT TOOL/S MODE OF LEARNING
NUMBE ACTIVITIES (TLA) (AT)/OUTPUT/S (ONLINE)
R
Orientation on:  To orient the participants on the  Facilitated by the Syllabus Comments, questions and  Interactive
 Syllabus objective of the course, expected faculty insights on sharing Discussion
 House Rules activities and outputs, and outcomes Via Zoom
 Requirements (including Seat at the end of the course.
Plan, Directory)  To determine the expectations of the
 Grading System course
I. Assumptions and Nature of Art:  To know why the need to study  Interactive
Creativity, Imagination, and Expression Art discussion on:
A. Why Study the Art?  Understand the link of Man, Art 1. What is the role of art
B. Art and/or Humanities? and Society in man’s life?
C.How the art influences society? 2. How is art related to
 To grasp well how artinfluences
society society?
3. How does the
language of art
facilitate critical
appreciation and
enhance cultural
breadth and human
experience.
II. Art and Life  To integrate Art and its implication to The class will be divided into
A. Art and the Value of Aesthetic five (5) groups. Each group will
practical aspects of culture and life
B. Art and Mathematics choice one topic to study and
C. Cultural Relativism in Aesthetics present a webinar on:
D. The Concept of Beauty Group 1: Art and
E. Art and Education Mathematics
F. Art and Psychology Group 2: Cultural
Relativism in Aesthetics
Group 3: The Concept of
Beauty
Group 4: Art and Education
Group 5: Art and Psychology
Drost, M. P. 1991. The students will work on the  Interactive
Aristotle and Nietzsche
theme, “What is Art?” Discussion
on art as imitation of
nature. Guidelines: Via Zoom
http://smjegupr.net/wp-  Make a DIGITAL ART  SYNCHRONOUS
content/uploads/2016/06/ collage that would focus
Aritotle-and-NIetzsche-
on-art-as-imitation-of-
on the students’
natureMark-P.-Drost.pdf understanding and/or
perception of art based on
Casey. E. S. 1971. the discussion of the
Expression and
communication in art.
lesson.
The Journal of Aesthetics
and Art Criticism, Vol. 30,
No. 2, pp. 197-207.
https://pdfs.semanticscho
lar.org/8d60/b3fede5b18
dfe3c46b8f2516aef87a04
b59f.pdf
“Functions of
Art”https://www.thoughtc
o.com/what-are-the-
functions-of-art-182414
Group 1: Art and Mathematics Create an Exhibition  The faculty
 Mathematics in the Art of Catalogue
Leonardo Da Vinci
discusses the
http://blog.mathnasium.com/ma
Guidelines: assigned group
thematics-in-the-art-of-  The exhibition catalogue tasks and the
leonardo-da-vinci should include specific mechanics on the
 Leonardo Da Vinci aspects of how art
Mathematics
the webinar they
influences man’s will facilitate via
http://www.leonardo-da-
vinci.net/mathematics/ existence. zoom with
 Vitruvian Man – Math+Art  Artworks should be appropriate slide
https://mathinart.weebly.com/vit properly cited.
ruvian-man.html presentation.
 Proportion: Da Vinci’s “ –  The faculty clearly
Math discuss the
http://math.afterschooltreats.co evaluation tool
m/wfdata/frame119-
1019/pressrel2.asp which is the
 Donald Duck Teaches the creation of exhibit
Golden Mean (YouTube) catalogue via zoom
https://www.youtube.com/watch with appropriate
?v=qVlW97e_UKI
slide presentation.
Group 2: Cultural Relativism in  SYNCHRONOUS and
Aesthetics ASYNCHRONOUS
 Aesthetic Relativism
http://www.artandpopularculture
.com/Aesthetic_relativism
 Foot Binding in China (check
YouTube documentation)
http://factsanddetails.com/china
/cat4/sub21/item1030.html
 Traditional African Murci Lip
Plates
https://tatring.com/piercing-
types/Have-Mursi-on-the-
Lip-Plate
 Kayan Neck Ring Culture
(check YouTube
documentation)
http://www.kangalifestyle.com/h
ome/2017/7/17/kayan-coil-
culture

Group 3: The
Concept of Beauty
 Early Theories of Beauty
http://www2.uiah.fi/projects/met
odi/15k.htm
 Beauty
https://plato.stanford.edu/entrie
s/beauty/
 The Concept of Beauty
http://lightbringers.net/content/c
oncept-beauty
 Why Beauty Matters? (get
the highlight of his
documentation)
https://topdocumentaryfilms.co
m/why-beauty-matters/
 The Ugly Truth: The Beauty
of Ugliness
https://www.architectural-
 review.com/essays/viewpoin
ts/the-ugly-truth-the-beauty-
of-ugliness/8641754.article

Group 4: Arts and

Education
 10 Salient Studies on the
Arts in Education
https://www.onlinecolleges.net/
10-salient-studies-on-the-
arts-in-education/
 Aesthetic Development in
Higher Education: An
Interdisciplinary Dialogue
http://community.dur.ac.uk/pest
lhe.learning/index.php/pestlh
e/article/viewFile/61/76
 Six Good Reasons for
Advocating the Importance
of Arts in School, pp. 37-44
http://www.steam-
notstem.com/wp-
content/uploads/2010/11/Ne
uroeducation.pdf
 Teaching Art or Teaching to
Think like an Artist?
https://www.youtube.com/watch
?v=ZcFRfJb2ONk
 Connecting Art and
Education
https://www.youtube.com/watch
?v=4gPi8UR06KI

Group 5: Arts and Psychology

 Gestalt Principles
http://facweb.cs.depaul.edu/sgr
ais/gestalt_principles.htm
 The Designer’s Guide to
Gestalt Theory
https://www.creativebloq.com/g
raphic-design/gestalt-theory-
 10134960
 The Relationship Between
Art and Psychology
http://jlsb.science-
line.com/attachments/article/
16/JLSB-%202012-
%20B26,%20129-133.pdf
 Gestalt Theory in Art
https://www.youtube.com/watch
?v=57QmN8xt0xo
 Gestalt Principles of
Perception
https://www.youtube.com/watch
?v=ZWucNQawpWY
MIDTERM EXAM

III. Understanding Filipino Identity through To deepen one’s rootedness on Filipino  The following  Nedelcu, A.(n.d.). Feature an ARTWORK:  Interactive
the Arts expressiveness, our concept of aesthetics pictures will be Aesthetic experiences (Create a power point discussion via zoom
A.Filipino Expressiveness in everyday life as well as the Filipino presented to the of our everyday life at presentation on: and WEBINAR
1. The Filipino Concept of Aesthetics in aesthetic dimension. students and their file:///C:/Users/pc1/Do What contemporary through an invited
everyday life. wnloads/CKS Filipino art reflects our speaker on the topic
2. The Filipino practice of filling up space. %202014_education_a aesthetic dimension as of “Filipino
B.Filipino Aesthetic Dimension nd_sociology_art.095. people?) Aesthetic
pdf With proper citation of Dimension”.
 Jocano, L. (2001). art and artist’s  SYNCHRONOUS
Aesthetic dimension. description.
Filipino Worldview,
Quezon City. PUNLAD
Research House. Pp.
tasks is to list down 135-144.
Filipino
characteristics that
 Tan, M. (2008). Life
the pictures
and Style. The
Philippine Daily
represent:
Inquirer.
 Introduce to the
http://www.mysinchew.
students the term,
com/node/18457
 Horror Vacui and  Lorenzo, C. (2015).
initiate a discussion Filipino culture of filling
about it. Lead the up space in a gated
students in identifying community. Urban
the concept of horror Planning and
vacui in Philippine Architectural Design
arts. for Sustainable
 Discuss de Leon’s Development
Maximalism (2011) https://ac.els-
as reference to the cdn.com/S1877042815
Filipinos’ inclination 061972/1-s2.0-
to fill up space. S1877042815061972-
 Engage the students main.pdf?
in a discussion about _tid=ad0cd788-a2de-
the Filipinos’ concept 4769-9189-
of ganda. 25445ca1dfff&acdnat=
1528429933_3650333
eb3bad7c3c67e01b06
61ddc7d
IV. Soulmaking (Soul, Sound, Structure) To deepen on art appreciation by learning 1. Ask the students about their  Art and Art History An ART CRITIQUE:  Interactive
A. Finding Meaning in Art: Objective and the various ways of finding meaning in art. opinion of art based on the https://www.uvm.edu/w discussion vis zoom
Subjective Means 1. Why critique art? following images. id/writingcenter/tutortip 1. Picture of the art with the use of
1. Formal Analysis 2. What are the different levels of meaning that s/ArtPage.pdf form that will be power point
2. Subject influence art appreciation?  How Art Speaks- analyzed. presentation.
3. Context 3. How to write a critique paper using formal Finding Meaning 2. Concise biography  SYNCHRONOUS
4. Iconography and subjective analysis? https://ccs.instructure.c of the artist.
4.How knowledge of art appreciation enriches “The Palay Maiden” “Weeping Woman”
om/courses/1269129/p 3. Analysis of the
man’s understanding and appreciation of life? Fernando Amorsolo
Pablo Picasso ages/how-art-speaks- artwork.
finding-meaning
“Laughter”
Anita Magsaysay-Ho
“Sabel”
BenCab
 What does the term
‘form’ mean in regards
to art?
https://www.thoughtco.
com/definition-of-form-
in-art-182437
 Historical and Cultural

“Girl with a Pearl “Mona Lisa”

Earring” Leonardo Da
Jan Vermeer Vinci
 2. Discuss the levels of
meaning in art based on
formal analysis, subject,
context, & iconography.
3. Explore other art forms like
sculpture, architecture,
music, dance, literature,
theater and film.
V. Creating & Expressing Art Understanding important theories of art 1. Present the following
A. Understanding some theories of the and be able to use the power of art as creative works to the
arts expression in forming one’s advocacy. students and ask them about
B. Art as Expression the possible message that
1. Why advocacy matters?
C. Promoting advocacy through the arts 2. How to create an advocacy plan using the each picture would like to
arts? communicate.
3. What are the habits of an effective advocate?
“Washington “Sunrise
Monument”
USA
Kempinski Hotel”
Beijing, China
Context
https://valenciacollege.
edu/west/arts-and-
humanities/writing/hist
orical-cultural.cfm
 Contextual Analysis
https://arthistoryrules.w
ordpress.com/essays/c
ontextual-anal/
 Iconography-
Methodology
http://science.jrank.org
/pages/9729/Iconograp
hy-Methodology.html
 Reading: Analyzing
Symbols (Iconography)
https://courses.lumenle
arning.com/masteryart
1/chapter/reading-the-
fourth-level-of-
meaning-iconography/
 The Aesthetics of Create an ADVOCACY  Interactive
Mixing the Senses PLAN using ONLINE discussion vis zoom
http://www.david- with the use of
howes.com/senses/aesth
PLATFORM.
power point
eticsofmixingthesenses.p presentation.
df
 Empathy and the Art of  WEBINAR of an
Living invited speaker on
https://www.romankrznari
the topic of
c.com/wp-
“Promoting
content/uploads/2011/12/
advocacy through
Empathy%20and%20the
%20Art%20of%20Living the arts”.
%20200907.pdf
 Art as Expression  SYNCHRONOUS
 https://www.britannica.co
m/topic/philosophy-of-
art/Art-as-expression

2. Start a discussion about the

following:
 How does the use of the
arts contributed to the
message that is being
communicated?
 How did the elements and
principles of art help in
communicating the
message?
 What personal advocacy
would you like to
communicate through the
arts?
FINAL
EXAM
Course Assessment:
Grading System: A. CLASS STANDING
 Assessment
Outputs
60%
B.MIDTERM
EXAMINATION
20%
 C. FINAL EXAMINATION
20%
References:
Core References: Adams, L. (2005). Exploring the humanities: creativity and culture in the west (combined edition). Prentice Hall.
Getlein, M. (2015). Living with art. McGraw-Hill Education.
Grieder, T. (1996). Artist and audience. Holt, Rinehart and Winston, Inc.
Matthews, R. & Platt, D. W. (2013). Experience humanities volume 2: the renaissance to the present . McGraw-
Hill Education.
Preble, D. & Preble, S. (2003). Artforms: an introduction to the visual arts. Prentice Hall
Tionson, N. (ed.). 1991. Tuklassining: essays on the Philippine Arts. Cultural Center of the Philippines
Witt, M. et al. (2000). The humanities: cultural roots and continuities, 6th ed. Houghton Mifflin Company.

Supplemental References:

I. Assumptions and Nature of Art:

Creativity, Imagination, and Expression  Drost, M. P. 1991. Aristotle and Nietzsche on art as imitation of nature. http://smjegupr.net/wp-content/uploads/2016/06/Aritotle-and-
NIetzsche-on-art-as-imitation-of-natureMark-P.-Drost.pdf
 Casey. E. S. 1971. Expression and communication in art. The Journal of Aesthetics and Art Criticism, Vol. 30, No. 2, pp. 197-207.
https://pdfs.semanticscholar.org/8d60/b3fede5b18dfe3c46b8f2516aef87a04b59f.pdf
“Functions of Art” https://www.thoughtco.com/what-are-the-functions-of-art-18241
II. Art and Life
 “Principles for Interpreting Art” http://sites.psu.edu/sica/wp-
content/uploads/sites/6763/2013/10/Barrett_Ch8_PrinciplesforInterpretingArt_2003.pdf
 Jacobs, R. 2011. Aesthetic development on higher education: an interdisciplinary dialogue. Practice and Evidence of Scholarship of
Teaching and Learning in Higher Education, Vol. 6, No. 2, ECE Conference
III. Understanding Filipino Identity through  Miller, E. 2001. Aesthetics Introduction at http://users.rowan.edu/~millere/Introduction%20to%20Aesthetics.htm
the Arts
 Nedelcu, A.(n.d.). Aesthetic experiences of our everyday life at file:///C:/Users/pc1/Downloads/CKS
%202014_education_and_sociology_art.095.pdf
 Jocano, L. (2001). Aesthetic dimension. Filipino Worldview, Quezon City. PUNLAD Research House. Pp. 135-144.
 Tan, M. (2008). Life and Style. The Philippine Daily Inquirer. http://www.mysinchew.com/node/18457
 Art and Art History https://www.uvm.edu/wid/writingcenter/tutortips/ArtPage.pdf
 How Art Speaks-Finding Meaning https://ccs.instructure.com/courses/1269129/pages/how-art-speaks-finding-meaning
IV. Soulmaking  What does the term ‘form’ mean in regards to art? https://www.thoughtco.com/definition-of-form-in-art-182437
 Lorenzo, C. (2015). Filipino culture of filling up space in a gated community. Urban Planning and Architectural Design for Sustainable
 Development https://ac.els-cdn.com/S1877042815061972/1-s2.0-S1877042815061972-main.pdf?_tid=ad0cd788-a2de-4769-9189-
25445ca1dfff&acdnat=1528429933_3650333eb3bad7c3c67e01b0661ddc7d

 Art and Art History https://www.uvm.edu/wid/writingcenter/tutortips/ArtPage.pdf

 How Art Speaks-Finding Meaning https://ccs.instructure.com/courses/1269129/pages/how-art-speaks-finding-meaning
V. Creating and Expressing Art
 What does the term ‘form’ mean in regards to art? https://www.thoughtco.com/definition-of-form-in-art-182437
 Historical and Cultural Context https://valenciacollege.edu/west/arts-and-humanities/writing/historical-cultural.cfm
 Contextual Analysis https://arthistoryrules.wordpress.com/essays/contextual-anal/
 Iconography-Methodology http://science.jrank.org/pages/9729/Iconography-Methodology.html
 Reading: Analyzing Symbols (Iconography) https://courses.lumenlearning.com/masteryart1/chapter/reading-the-fourth-level-of-
meaning-iconography/

 The Aesthetics of Mixing the Senses http://www.david-howes.com/senses/aestheticsofmixingthesenses.pdf

 Empathy and the Art of Living https://www.romankrznaric.com/wp-content/uploads/2011/12/Empathy%20and%20the%20Art%20of
%20Living%20200907.pdf
 Art as Expression https://www.britannica.com/topic/philosophy-of-art/Art-as-expression
 Feeling, Emotion, and Imagination: In Defense of Collingwood’s Expression Theory of Art
https://static1.squarespace.com/static/5425e139e4b047c33e107611/t/59bfdfef4c0dbff04009fb6b/1505746928458/rgc_bjhp_final.pdf
 Between Collingwood’s and Croce’s Art –Theories: A Comparative Study https://www.kritike.org/journal/issue_7/pavo_june2010.pdf
 Expression of Emotions in (some of) The Arts http://rci.rutgers.edu/~tripmcc/phil/poa/stecker-expressionofexpresssion.pdf