Professional Documents
Culture Documents
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UNIVERSITY OF MINDANAO
Language Discipline
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AND NOT FOR REPRODUCTION AND DISTRIBUTION OUTSIDE OF ITS INTENDED USE.
THIS IS INTENDED ONLY FOR THE USE OF THE STUDENTS WHO ARE
OFFICIALY ENROLLED IN THE COURSE/SUBJECT.
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PART 1:
QUALITY ASSURANCE POLICIES…………………………………………………………………………………… 1
PART 2: INSTRUCTION PROPER………………………………………………………………………………………………… 5
BIG PICTURE…………………………………………………………………………………………………………………. 5
UNIT LEARNING OUTCOME (ULO)………………………………………………………………………………… 5
METALANGUAGE………………………………………………………………………………………………………….. 5
WEEK 1: HUMANITIES AND ARTS………………………………………………………………………………….. 5
ESSENTIAL KNOWLEDGE…………………………………………………………………………………… 5
1. Definition, Nature, and Importance of Humanities……………………………………. 6
2. Definition, Importance, and Functions of Arts………..………………………………….. 7
SELF-HELP………………………………………………………………………………………………………… 8
LET’S CHECK……………………………………………………………………………………………………… 8
LET’S ANALYZE…………………………………………………………………………………………………. 9
IN A NUTSHELL…………………………………………………………………………………………………. 10
Q&A LIST………………………………………………………………………………………………………….. 12
KEYWORDS INDEX……………………………………………………………………………………………. 12
BIG PICTURE…………………………………………………………………………………………………………………… 13
UNIT LEARNING OUTCOME (ULO)…………………………………………………………………………………… 13
METALANGUAGE…………………………………………………………………………………………………………… 13
WEEK 2: ELEMENTS AND PRINCIPLES OF VISUAL ARTS………………………………………………..…. 13
ESSENTIAL KNOWLEDGE…………………………………………………………………………………… 13
1. Elements of Arts………………………………………………………………………………………….. 13
2. Principles of Arts………………………………………………………………………………………… 17
SELF-HELP………………………………………………………………………………………………………… 20
LET’S CHECK……………………………………………………………………………………………………….. 21
LET’S ANALYZE………………………………………………………………………………………………….. 22
IN A NUTSHELL…………………………………………………………………………………………………. 23
Q&A LIST………………………………………………………………………………………………………….. 25
KEYWORDS INDEX……………………………………………………………………………………………… 25
BIG PICTURE…………………………………………………………………………………………………………………… 26
UNIT LEARNING OUTCOME (ULO)…………………………………………………………………………………… 26
METALANGUAGE…………………………………………………………………………………………………………… 26
WEEK 3: SUBJECTS AND METHODS OF PRESENTING THE ART………………………………………… 26
ESSENTIAL KNOWLEDGE……………………………………………………………………………………… 26
1. Subjects of Arts……………………………………………………………………………………………. 26
2. Methods of Presenting the Arts…………………………………………………………………… 29
SELF-HELP………………………………………………………………………………………………………… 33
LET’S CHECK……………………………………………………………………………………………………….. 34
LET’S ANALYZE………………………………………………………………………………………………….. 35
IN A NUTSHELL…………………………………………………………………………………………………. 36
Q&A LIST………………………………………………………………………………………………………….. 38
KEYWORDS INDEX……………………………………………………………………………………………… 38
BIG PICTURE…………………………………………………………………………………………………………………… 39
UNIT LEARNING OUTCOME (ULO)…………………………………………………………………………………… 39
METALANGUAGE…………………………………………………………………………………………………………… 39
WEEK 4: MEDIUMS OF PAINTING……………………………………………………………………………………. 39
ESSENTIAL KNOWLEDGE……………………………………………………………………………………. 39
1. Oil Painting………………………………………………………………………………………………….. 39
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2.
Fresco………………………………………………………………………………………………………….. 40
3. Water Color…………………………………………………………………………………………………. 41
4. Tempera……………………………………………………………………………………………………… 41
5. Pastel…………………………………………………………………………………………………….……. 42
6. Acrylic…………………………………………………………………………………………….…………… 42
7. Encaustic……………………………………………………………………………………………………… 43
SELF-HELP…………………………………………………………………………………………………………. 44
LET’S CHECK……………………………………………………………………………………………………….. 45
LET’S ANALYZE…………………………………………………………………………………………………… 46
IN A NUTSHELL………………………………………………………………………………………………….. 47
Q&A LIST…………………………………………………………………………………………………………… 49
KEYWORDS INDEX……………………………………………………………………………………………… 49
BIG PICTURE…………………………………………………………………………………………………………………. 50
UNIT LEARNING OUTCOME (ULO)………………………………………………………………………………… 50
METALANGUAGE………………………………………………………………………………………………………….. 50
WEEK 5: ARCHITECTURE……………………………………………………………………………………………….. 50
ESSENTIAL KNOWLEDGE…………………………………………………………………………………… 50
3. Roles of the Architect ………………………………………………………………………………... 50
4. Theory of Architecture ………..…………………………………………………………………….. 50
5. History of Architecture……………………………………………………………………………….. 50
6. Functions of Architecture……………………………………………………………………………. 55
SELF-HELP………………………………………………………………………………………………………… 58
LET’S CHECK……………………………………………………………………………………………………… 59
LET’S ANALYZE………………………………………………………………………………………………….. 61
IN A NUTSHELL…………………………………………………………………………………………………. 63
Q&A LIST………………………………………………………………………………………………………….. 65
KEYWORDS INDEX…………………………………………………………………………………………….. 65
BIG PICTURE…………………………………………………………………………………………………………………… 66
UNIT LEARNING OUTCOME (ULO)…………………………………………………………………………………… 66
METALANGUAGE…………………………………………………………………………………………………………… 66
WEEK 6: SCULPLTURE………………………….………………………………………………………………………… 66
ESSENTIAL KNOWLEDGE……………………………………………………………………………………. 66
1. Processes of Sculpture…………………………………………………………………………. 66
2. Classification of Sculpture …………………………………………………………………… 67
3. Historical Background of Sculpture ……………………………………………………… 69
4. Rediscovering the Roots of Philippine Sculpture …………………………………. 73
SELF-HELP………………………………………………………………………………………………………….. 76
LET’S CHECK……………………………………………………………………………………………………….. 77
LET’S ANALYZE…………………………………………………………………………………………………… 78
IN A NUTSHELL………………………………………………………………………………………………….. 79
Q&A LIST……………………………………………………………………………………………………………. 81
KEYWORDS INDEX……………………………………………………………………………………………… 81
BIG PICTURE……………………………………………………………………………………………………………………. 82
UNIT LEARNING OUTCOME (ULO)…………………………………………………………………………………… 82
METALANGUAGE……………………………………………………………………………………………………………. 82
WEEK 8: ELEMENTS OF MUSIC, CLASSICAL MUSIC AND ORCHESTRAL INSTRUMENTS…….. 83
ESSENTIAL KNOWLEDGE……………………………………………………………………………………. 83
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1.
Kinds of Classical Music……………………………………………………………………………….. 83
2. The Orchestral Instruments…………………………………………………………………………. 87
3. Elements of Music……………………………………………………………………………………….. 89
SELF-HELP………………………………………………………………………………………………………… 91
LET’S CHECK……………………………………………………………………………………………………… 92
LET’S ANALYZE………………………………………………………………………………………………….. 94
IN A NUTSHELL…………………………………………………………………………………………………. 95
Q&A LIST………………………………………………………………………………………………………….. 96
KEYWORDS INDEX…………………………………………………………………………………………….. 96
BIG PICTURE…………………………………………………………………………………………………………………… 97
UNIT LEARNING OUTCOME (ULO)………………………………………………………………………………….. 97
METALANGUAGE…………………………………………………………………………………………………………… 97
WEEK 8: DANCE……………………………………………………………………………………………………………… 97
ESSENTIAL KNOWLEDGE……………………………………………………………………………………. 97
1. Why do people dance? ……………………………………………………………………………….. 97
2. Kinds of Dance…………………………………………………………………………………………….. 98
3. Elements of Dance…………………………………………………………………………..………….. 101
SELF-HELP………………………………………………………………………………………………………… 102
LET’S CHECK……………………………………………………………………………………………………….. 103
LET’S ANALYZE………………………………………………………………………………………………….. 105
IN A NUTSHELL…………………………………………………………………………………………………. 107
Q&A LIST………………………………………………………………………………………………………….. 108
KEYWORDS INDEX……………………………………………………………………………………………… 108
BIG PICTURE…………………………………………………………………………………………………………………… 109
UNIT LEARNING OUTCOME (ULO)…………………………………………………………………………………… 109
METALANGUAGE…………………………………………………………………………………………………………… 109
WEEK 9: DRAMA AND THEATER……………………………………………………………………………………… 109
ESSENTIAL KNOWLEDGE……………………………………………………………………………………. 109
1. Development of Drama………………………………………………………………………………. 109
2. Philippine Drama ………………………………………………………………………………………… 112
3. Japanese Drama ………………………………………………………………………………………….. 115
4. Chinese Drama ……………………………………………………………………………………………. 116
5. Kinds of Theatre…………………………………………………………………………………………… 117
6. Functions of Theatre……………………………………………………………………………………. 117
7. History of Theatre………………………………………………………………………………………… 117
8. Elements of Theatre…………………………………………………………………………………….. 117
SELF-HELP………………………………………………………………………………………………………….. 118
LET’S CHECK……………………………………………………………………………………………………….. 119
LET’S ANALYZE…………………………………………………………………………………………………… 120
IN A NUTSHELL………………………………………………………………………………………………….. 121
Q&A LIST……………………………………………………………………………………………………………. 122
KEYWORDS INDEX……………………………………………………………………………………………… 122
College of Arts and Sciences Education
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Phone No.: (082)300-5456/305-0647 Local 118
1
College of Arts and Sciences Education
2nd
Floor, DPT Building
Matina Campus, Davao City
Telefax: (082)
Phone No.: (082)300-5456/305-0647 Local 118
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College of Arts and Sciences Education
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Phone No.: (082)300-5456/305-0647 Local 118
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College of Arts and Sciences Education
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Contact
Details of the Program Head DR.EDWIN L. NEBRIA
Email: edwin_nebria@umindanao.edu.ph
Phone: (082)-237-4564
Students with Special Needs Students with special needs shall communicate with
the course coordinator about the nature of his or her
special needs. Depending on the nature of the need,
the course coordinator, with the approval of the
program coordinator, may provide alternative
assessment tasks or extension of the deadline for
submission of assessment tasks. However, the
alternative assessment tasks should still be in the
service of achieving the desired course learning
outcomes.
Instructional Help Desk Contact artsciences@umindanao.edu.ph
Details Phone: (082)300-5456/305-0647 Local 134
Library Contact Details Brigida E. Bacani
Email: library@umindanao.edu.ph
Phone: 0951-376-6681
Well-being Welfare Support Held Carizza Mari C. Tinanac
Desk Contact Details Email: crizzamari_tinanac@umindanao.edu.ph
Phone: 0977-805-8911
CC’s Voice: Hello there! Welcome to this course GE 7: Arts Appreciation. I am glad to know
that you are interested in learning about arts. But first, you must understand the
very essence of humanities to fully appreciate arts in general.
CO This course enables you to identify the basic elements and principles of Visual
Arts. Through this, you can exemplify creativity and imaginative ability which
are essential in appreciating culture, traditions, beliefs and life in general. Also,
it allows you to produce creative presentations using the different facilities of
arts. And lastly, it develops your analytical and critical skills in describing,
comparing, critiquing and deliberating both Visual Arts & Performing Arts.
Let us begin!
Big Picture
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Week 1-3:
Unit Learning Outcomes (ULO)
At the end of the unit, you are expected to:
a. Demonstrate deep knowledge on the definition, nature, and importance of
Humanities and Arts;
b. Develop creativity and comprehensive understanding on the basic elements and
principles of visual art; and
c. Demonstrate deep knowledge and creativity on the different subjects and methods
of presenting the art.
Metalanguage
In this section, the most essential terms relevant to the study of GE 7 (Arts
Appreciation) and to demonstrate ULOa will be operationally defined to establish a common
frame of reference.
1. Art. It is derived from the Latin word “ars,” meaning ability or skill.
2. Humanities. It comes from the Latin stem “homin,” “hominem,” referring to man.
3. Nature of Humanities. It generally refers to art, literature, music, architecture, dance
and the theatre—in which human subjectivity is emphasized and individual
expressiveness is dramatized (Cambridge Dictionary).
4. Quadrivium. A medieval university curriculum involving the “mathematical arts” of
arithmetic, geometry, astronomy, and music.
5. Trivium. An introductory curriculum at a medieval university involving the study of
grammar, rhetoric, and logic.
Essential Knowledge
To perform the aforesaid big picture (unit learning outcomes) for the first three
(3) weeks of the course, you need to fully understand the following essential
knowledge that will be laid down in the succeeding pages. Please note that you are
not limited to exclusively refer to the these resources. Thus, you are expected to
utilize other books, research articles and other resources that are available in the
university’s library e.g. ebrary, search.proquest.com etc.
1. Humanities (its Meaning, History, and Importance). “Humanities may be defined as the
study of man’s nature, his culture, the evolution, of his thinking, and ideas, his
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aspirations
and ideals, acquired through the examination of his works by historical analysis”
(Humanities Committee as cited by Pasigui et. al, 2009).
1.1 In studying humanities, man learns to be human. Through humanities, man seeks to
enrich and enable his early life by uplifting his potentials. He acquires the right behavior
towards others: softness, understanding and proper conduct.
1.2 In Renaissance period, humanities began to be studied rather than practiced with a
corresponding shift away from the traditional fields into areas such as literature and
history.
1.3 During the Roman times, the concept of seven liberal arts evolved, involving grammar,
rhetoric and logic (the Trivium), along with arithmetic, geometry, astronomy and music
(the Quadrivium).
2. Nature of Arts (its Meaning, Importance, Functions, and Theories). Art is derived from
the Latin word “ars” meaning ability or skill. It covers those areas of artistic creativity
that seek to communicate beauty primarily through the senses.
2.1 Art begins as a human encounter or experience of nature in all its depth and variety.
2.2 Art begins with encountering something primarily outside of us and applying human
invention, capturing it as a significant and worthwhile encounter – at least to ourselves.
2.2.1 Intrapersonal. Inner world of thoughts, imagination, feelings, and desire.
2.2.2 Societal and Interpersonal. Large group encounters and one-on-one encounters.
2.2.3 Metapersonal and Transcendent. Those who don’t believe in reality beyond
human senses, or our understanding and day to day experience, we pick and
choose.
2.3 A popular term used to designate art today is design, as in graphic design. Design comes
from the Italian word “designare” which means to draw or to draw line; it also means to
set boundaries.
2.4 It represents or reflects the individual, the character of the period and the place where it
was produced.
2.5 According to Leo Tolstoy that art is to evoke in oneself a feeling one has experienced
and having evoked it in oneself, then by means of movements, lines, colors, sounds, or
forms expressed in words, so to transmit that feeling that others may experience the
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same
feeling.
2.6 Art is not nature. Art is made by man; even if it resembles nature, it remains to be
different from nature. What is art is not nature; what is nature is, is not art.
Scenario: A customer in a boutique saw a painting that seems to be a real woman…
Customer: “I never saw a woman look like that!”
Sales lady: “Madam that is not a woman that is a painting. A woman must be looked at
as a woman, and painting as a painting.”
2.7 Importance of Arts. It helps us to open our mind to the richness and beauty around us.
It teaches us to know our own history and culture, as well as other people. It also helps
us to communicate our ideas and feelings by means of sensuous medium, like color,
words, film, and other media. Moreover, it helps us to appreciate the aesthetic beauty
that arouses our emotions, enchants our senses, opens our mind and kindles our
imagination. Furthermore, it cultivates or practices one’s abilities for self-expression,
imagination and creativity.
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Self-Help: You can also refer to the sources below to help you further understand the lesson:
Adajar, C. & Corbita, D. (2011) Art in a Capsule: Introduction to Painting, Sculpture and
Architecture. Valenzuela City: Mutya Publishing House, Inc.
Javella, R. (2018). Understanding, Valuing, and Living Art: Art Appreciation for College,
Davao City: Vibal Group, Inc.
Pasigui et. al. (2009) Art Appreciation: Looking Beyond. Valenzuela City: Mutya Publishing
House, Inc.
Let’s Check
Activity 1. Now that you know the important concepts of humanities, let us try to check
how well you understand the topic. Read the following sentences carefully. Write TRUE if
the statement is correct and FALSE if otherwise.
_________6. The nature such as birds and trees belong to visual arts.
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Let’s
Analyze
Activity 1. To further understand the concepts of arts and humanities, explain the following
in your own words.
1. What is Art?
In a Nutshell
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Activity 1.
Based from the definition of the most essential terms of humanities, arts, and the learning
exercises that you have done, please feel free to write your arguments or lessons learned. I
have indicated mine below.
1. The study of humanities and arts is indeed important to us humans. Through this,
man learns to be human.
2. Art is an imitation of what the real world is.
Your Turn
3.
4.
5.
6.
7.
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8.
9.
10.
Q&A List
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Questions/Issues
Answers
1.
2.
3.
4.
5.
Keywords Index
Metapersonal and
Transcendent Encounter
ULOb. Develop creativity and comprehensive understanding on the basic elements and
principles of visual art.
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Metalanguage
For you to demonstrate ULOb, you will need to have an operational understanding of
the following terms below.
Essential Knowledge
Before we proceed to the creation of art, it is highly important that we learn the basic
elements and principles of visual arts.
1.1 Line. A mark with length and direction. A continuous mark made by a moving point.
Linear pattern in Leonardo da Vinci’s Virgin and Child with St. Anne (Encyclopædia Britannica)
1.1.1 Horizontal lines suggest a feeling of rest or repose because objects parallel to the earth
are at rest. In this landscape, horizontal lines also help give a sense of space.
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1.1.2 Vertical lines often communicate a sense of height because they are perpendicular to the
earth, extending upwards toward the sky.
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1.2 Color.
Consists of Hue (another word for color), Intensity (brightness) and Value (lightness or
darkness).
Colour (Left) Colour wheel made up of the primary colours and their basic secondary and tertiary
mixtures. (Right) Colour wheel with approximate, inherent tonal values (Encyclopædia Britannica).
1.4 Shape. An enclosed area defined and determined by other art elements; 2-dimensional.
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M. C. Escher’s Reptiles, 1943 Francis Campbell Boileau Cadell, The Blue Fan,
1922
1.5 Form. A three-dimensional object; or something in a two-dimensional artwork that
appears to be three-dimensional. For example, a triangle, which is 2-dimensional, is a
shape, but a pyramid, which is 3-dimensional, is a form.
1.6 Space. The distance or area between, around, above, below, or within things.
(Morris Louis's acrylic painting Alpha-Phi, 1961) It directs the spectator's eye outside the picture
surface. In the Tate Gallery, London. 2.59 × 4.58 metres (Encyclopædia Britannica).
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1.7 Texture. The surface quality or "feel" of an object, its smoothness, roughness, softness,
etc. Textures may be actual or implied.
2.1 Balance. The way the elements are arranged to create a feeling of stability in a work.
2.1.1 Symmetrical Balance. The parts of an image are organized so that one side
mirrors the other.
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2.1.2
Asymmetrical Balance. When one side of a composition does not reflect the design of
the other.
2.2 Emphasis. Focal point of an image, when one area or thing stands out the most.
2.3 Contrast. A large difference between two things to create interest and tension.
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2.4 Rhythm and Movement. A regular repetition of elements to produce the look and feel
of movement.
2.6 Unity. All the elements and principles work together to create a pleasing image.
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2.7 Variety. The use of differences and change to increase the visual interest of the work.
(http://teresabernardart.com/principles-of-good-design-proportion/)
Self-Help: You can also refer to the sources below to help you further understand the lesson:
Adajar, C. & Corbita, D. (2011) Art in a Capsule: Introduction to Painting, Sculpture and
Architecture. Valenzuela City: Mutya Publishing House, Inc.
Adajian, T. (2018). The Definition of Art. The Stanford Encyclopedia of Philosophy. Date retrieved
May 2, 2020 from https://plato.stanford.edu/entries/artdefinition/#ConDefArt.
ARTYFACTORY.COM. (2020). Shape as a Visual Element of Art. Date retrieved May 10, 2020
from https://www.artyfactory.com/art_appreciation/visual-elements/shape.html.
Javella, R. (2018). Understanding, Valuing, and Living Art: Art Appreciation for College, Davao City:
Vibal Group, Inc.
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McNee, L. (2020). Understanding Value and Tone for Better Painting. Golden Peak Media.
Date retrieved May 10, 2020 from https://www.artistsnetwork.com/art
subjects/understanding-value-and-tone-for-better-painting/.
Owen, P. (2019). Elements of design. Encyclopaedia Britannica, Inc. Date retrieved May 5,
2020 https://www.britannica.com/art/painting/Elements-of-design.
Pasigui et. al. (2009) Art Appreciation: Looking Beyond. Valenzuela City: Mutya Publishing
House, Inc.
Scott, D. (2019). Variety in Art. Draw Paint Academy Pty Ltd. Date retrieved May 15, 2020
from https://drawpaintacademy.com/variety/.
The Editors of Encyclopaedia Britannica. (2014). Art. Encyclopaedia Britannica, Inc. Date retrieved
May 10, 2020 from https://www.britannica.com/topic/humanities.
Let’s Check
Activity 1. Now that you know the basic elements and principles of visual art, let us try to
check how well you understand the topic. Please choose the best answer.
1. This is what the eyes see when light is reflected off an object. It also refers not only to the hue but
also to the value, which means the amount of white or black in the hue, intensity or brightness.
a) Colors c) Form
b) Line d) Shape
3. It is an element of art that refers to the distance between, around, above, below and within things.
a) Texture c) Form
b) Line d) Space
4. It is an element of art that refers to the way things felt or perceived (whether smooth or rough), as
to how they might feel, if touched.
a) Texture c) Form
b) Line d) Space
5. It is an element of art that refers to an area clearly set off by one or more of the other elements of
arts. This element limits to two dimensions- length and width.
a) Colors c) Form
b) Line d) Shape
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7. It refers to the
lightness or darkness of a color.
a) Form c) Line
b) Texture d) Value
Let’s Analyze
Activity 1. To further understand the basic elements and principles of visual art, analyze and
evaluate the painting below. Look at the artwork in its entirety and answer the following
questions.
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3. Overall, do you like Vincent van Gogh’s painting? Explain your answer.
In a Nutshell
Activity 1. Now that you have a comprehensive understanding on the basic elements and
principles of visual art, let us do the coffee painting! Please watch the coffee painting
tutorial on YouTube (https://youtu.be/qdadvGj7xt0). Do not forget to apply the basic
elements and principles of visual art in your masterpiece. Have fun!
Materials:
A4-sized bond paper (or other alternatives like 1/8 illustration board), instant coffee, and
paint brush.
Criteria:
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[Sample]
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[Short
description]
Q&A List
Questions/Issues Answers
1.
2.
3.
4.
5.
Keywords Index
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Shape
Form Space
Texture Balance Emphasis
Contrast Rhythm and Movement Pattern and Repetition
Unity Variety Proportion
ULOc. Demonstrate deep knowledge and creativity on the different subjects and
methods of presenting the art.
Metalanguage
For you to demonstrate ULOc, you will need to have an operational understanding of
the following terms below.
Essential Knowledge
Before we proceed to the creation of art, it is highly important that we learn the
different subjects and methods of presenting the art.
1. Subjects of Art. Any identifiable object, individual, thing, place or event in a work of art.
1.1 Landscapes, Seascapes and Cityscapes. Landscapes are a genre of art that captures scenic view.
A cityscape is a work that showcases aspects of cities. Seascapes refer to art works that depict
the sea.
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1.2 Animals. Along with the human form, animals were subjects of the earliest art ever created. For
prehistoric artists, beasts represented food but were also sacred, spiritual beings. Animals
remained a vital component of all art in all cultures.
1.3 Human Figures, Portraits, Couples. In aesthetics, the human figure or human form in art,
sculpture and other art forms involves a study and appreciation of the beauty of the human
body in its depiction or presentation. Kant refers to the human figure as the ideal of beauty.
1.4 Everyday Life or Genre. Painting of scenes from everyday life, of ordinary people in work or
recreation, depicted in a generally realistic manner.
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1.6 Image of Divinity. Any artwork that has a Christian or Biblical theme.
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Spoliarium by Juan Luna. Roman history centered on the bloody carnage of gladiatorial matches.
(https://www.nationalmuseum.gov.ph/nationalmuseumbeta/Collections/Spoliarium.html)
2. Methods of Presenting the Art. The artist uses different methods to express the idea he
wants to make clear.
2.1 Realism. It is the attempt to portray the subject as is. The artist selects, changes, and arranges
details to express the idea he wants to make clear. The artist main function is to describe
accurately what is observed through the senses.
2.2 Abstract. It means to move away or separate. The art work is not realistic.
2.2.1 Distortion. A kind of abstract method where the subject is in misshaped condition.
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Harmen Steenwyck 'Still Life: An Allegory Of The Vanities Of Human Life', 1640
2.4 Fauvism. It is an art movement of the 1900s by Henri Matisse, Andre Derain, Raoul Dufy, and
George Rouault. Fauve artists used pure, brilliant colour aggressively applied straight from the
paint tubes to create a sense of an explosion on the canvas. (Read more about Fauvism
https://www.britannica.com/art/Fauvism).
Matisse, Henri: Portrait of Madame Matisse. The Green Line (Encyclopædia Britannica)
2.5 Dadaism. A protest movement formed in 1916 by a group of artist in Zurich, Switzerland. They
try to provoke the public with outrageous forms of arts. Came from the French word “dada”
meaning “hobby horse”. (Read more about Dadaism https://www.britannica.com/art/Dada).
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MAX ERNST
'Murdering Airplane' 1920 (photomontage)
https://www.artyfactory.com/art_appreciation/art_movements/dadaism.htm
2.6 Futurism. Its’ works aims to capture the speed and force of modern industrial society and to
glorify the mechanical energy of modern life.
2.7 Surrealism. Founded in Paris in 1924 by French poet Andre Breton. It tries to reveal a new and
higher reality than that of daily life. They claim to create a magical world more beautiful than the
real one through art. It came from the slang of super realism. (Read more about Surrealism
https://www.britannica.com/art/Surrealism).
2.8 Expressionism. It can be described as pathos, morbidity, violence or chaos, and tragedy
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Self-Help: You can also refer to the sources below to help you further understand the lesson:
Adajar, C. & Corbita, D. (2011) Art in a Capsule: Introduction to Painting, Sculpture and
Architecture. Valenzuela City: Mutya Publishing House, Inc.
Adajian, T. (2018). The Definition of Art. The Stanford Encyclopedia of Philosophy. Date retrieved
May 2, 2020 from https://plato.stanford.edu/entries/artdefinition/#ConDefArt.
Javella, R. (2018). Understanding, Valuing, and Living Art: Art Appreciation for College, Davao City:
Vibal Group, Inc.
Pasigui et. al. (2009) Art Appreciation: Looking Beyond. Valenzuela City: Mutya Publishing
House, Inc.
Pine, K. (n.d.) The subject of art meanings, kinds and functions of subject meanings, kinds and
functions of subject. Date retrieved April 26, 2020 from
https://www.academia.edu/14874159/THE_SUBJECT_OF_ART_Meanings_Kinds_an _Func
ons_of_Subject_Meanings_Kinds_and_Functions_of_Subject.
The Editors of Encyclopaedia Britannica. (2014). Art. Encyclopaedia Britannica, Inc. Date retrieved
May 10, 2020 from https://www.britannica.com/topic/humanities.
The Painters Keys. (2020). Distortion in figurative art. Date retrieved May 10, 2020 from
http://painterskeys.com/distortion/#prettyPhoto.
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Let’s Check
Activity 1. Now that you know the different subjects and methods of presenting the art, let us
try to check how well you understand the topic. Please choose the best answer.
2. It is the process by which subject matter in art is pared down or simplified in order to capture the
intrinsic or essential qualities there in.
a) Abstraction c) Illusionism
b) Baroque d) Cubism
4. Its’ works aims to capture the speed and force of modern industrial society and to glorify the
mechanical energy of modern life.
a) Expressionism c) Futurism
b) Surrealism d) Dadaism
6. A painting or drawing of an arrangement of objects, typically including fruit and flowers and
objects contrasting with these in texture, such as bowls and glassware.
a) Everyday Life c) Image of Divinity
b) Still Life d) Narration and Historical
7. They claim to create a magical world more beautiful than the real one through art. It came from the
slang of super realism.
a) Expressionism c) Futurism
b) Surrealism d) Dadaism
8. The presentation of an invisible sign such as an idea or a quality into something visible.
a) Futurism c) Elongation
b) Symbolism d) Cubism
9. This is what the artist uses to express the idea he wants to make clear.
a) Subject c) Style
b) Medium d) Genre
Let’s Analyze
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Activity 1. To further understand the subjects and methods of presenting the art, analyze
and evaluate the painting below. Look at the artwork in its entirety and answer the
following questions.
2. What is the method used in presenting the work of art? Explain your answer.
In a Nutshell
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Activity 1. Now
that you have a comprehensive understanding on the different subjects and methods of
presenting the art, it is time to create your own art work! You have to choose your subject
(e.g. Still Life, Animals, or Everyday Life) and decide what method to use in presenting your
subject (e.g. Realism, Abstraction, or Distortion). By the way, you need to explain your
subject and method later on. Also, apply the basic elements and principles of visual art in
your masterpiece. Please watch the painting tutorial on YouTube for your guidance
(https://youtu.be/qARrNEx-b2Y).
Materials:
A4-sized bond paper (other alternatives e.g. illustration board, canvas), coloring materials
(e.g. crayons/water color), and pen/pencil.
Criteria:
Subject - 10 points
Method - 10 points
Elements and Principles of Art - 20 points
Presentation/Impact - 10 points
----------------------------------------------------------------------
TOTAL - 50 points
[Sample]
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Q&A List
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Questions/Issues Answers
1.
2.
3.
4.
5.
Keywords Index
Visual Art Methods of Art Subjects of Art
Expressionism Realism Abstract
Cubism Distortion Mangling
Elongation Symbolism Fauvism
Dadaism Futurism Surrealism
Big Picture
Week 4-6: Unit Learning Outcomes (ULO)
At the end of the unit, you are expected to:
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a.
Demonstrate creativity and deep knowledge on the different mediums of painting;
b. Develop creativity and comprehensive understanding on the different architectural
functions; and
c. Produce sculpture craft using different materials and methods of treatment.
ULOa. Demonstrate creativity and deep knowledge on the different mediums of painting.
Metalanguage
In this section, the most essential terms relevant to the study of GE 7 (Arts
Appreciation) and to demonstrate ULOa will be operationally defined to establish a common
frame of reference.
Essential Knowledge
To perform the aforesaid big picture (unit learning outcomes) for the next three (3)
weeks of the course, you need to fully understand the following essential knowledge that
will be laid down in the succeeding pages.
1. Mediums of Painting. The different mediums used in art are oil, fresco, water color,
tempera, pastel, acrylic, and encaustic.
1.1 Oil painting. This is done with the use of ground pigments (from minerals, coal tar,
vegetable matter, etc.) Oil paintings are long-lasting, slow in drying, easy to handle
(Read more https://www.britannica.com/art/oil-painting).
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“Fishermen” by Ang Kiukok. Ang Kiukok's work combined the hope and struggle of fishermen
working together for their haul, the crimson sun hovering above them, representing perpetual energy.
(https://www.spot.ph/arts-culture/63814/10-expensive-filipino-paintings)
1.2 Fresco. (Italian for Fresh) A method of painting water-based pigments on freshly applied
plaster, usually on wall surfaces. The colours, which are made by grinding dry-powder
pigments in pure water, dry and set with the plaster to become a permanent part of the
wall. The Fresco paintings are durable. It is quick to dry. Fresco paintings are not
movable because they are permanently attached to the walls; and fresco paintings are
subject to loss in the event that the walls are destroyed. (Read more
https://www.britannica.com/art/fresco-painting).
1.2.1 When the plaster is wet, it is described as buon fresco or true fresco.
1.2.2 When the plaster is dry, it is described as fresco secco or dry fresco.
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1.4 Tempera. A tempera painting is done with the use of ground pigments mixed with an
albuminous or colloidal vehicle (egg yolk, gum, glue, or casein).
(Watch this video https://www.youtube.com/watch?v=e2qRDvMw12U.)
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1.6 Acrylic. Acrylic painting is done with the use synthetic paints called acrylics mixed with a
vehicle capable of being thinned with water. (To learn more about Acrylic painting
watch this video https://www.youtube.com/watch?v=LJzB6bNsuDo.)
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1.7 Encaustic. Encaustic painting is done with the use of hot wax as a vehicle to bind
pigments to a wooden panel or a wall. (To learn more about Encaustic painting watch
this video https://www.youtube.com/watch?v=JM_esbnC2Jc.)
Fayum Funerary Portraits: Man with a beard, 2nd century, Part of the Myers Collection, Eton College,
Windsor; Portrait of the Boy Eutyches AD 100 - 150, The Met Museum; A portrait from the late 1st
century CE. Walters Art Museum, Baltimore. (https://www.widewalls.ch/magazine/encaustic-ancient-
painting-technique)
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Self-Help: You can also refer to the sources below to help you further understand the lesson:
Adajar, C. & Corbita, D. (2011) Art in a Capsule: Introduction to Painting, Sculpture and
Architecture. Valenzuela City: Mutya Publishing House, Inc.
Adajian, T. (2018). The Definition of Art. The Stanford Encyclopedia of Philosophy. Date
retrieved May 2, 2020 from https://plato.stanford.edu/entries/art
definition/#ConDefArt.
Javella, R. (2018). Understanding, Valuing, and Living Art: Art Appreciation for College,
Davao City: Vibal Group, Inc.
Pasigui et. al. (2009) Art Appreciation: Looking Beyond. Valenzuela City: Mutya Publishing
House, Inc.
The Editors of Encyclopaedia Britannica. (2014). Oil painting. Encyclopaedia Britannica, Inc.
Date retrieved May 10, 2020 from https://www.britannica.com/art/oil-painting.
Learning Videos:
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Let’s Check
Activity 1. Now that you know the different mediums of painting, let us try to check how
well you understand the topic. Identify the answer to the following questions.
__________1. This is the art of applying pigments to a surface to present a picture of the
subject.
__________2. This is done with the use of earth pigments mixed with water and applied to
fresh plaster or glue which attaches the color to the surface like a wall.
__________3. This is done with the use of hot wax as a vehicle to bind pigments to a
wooden panel or a wall.
__________4. This is done with the use of closely resembling dry pigments bound to form
crayons, which are directly applied to the surface.
__________5. This is done with the use synthetic paints called acrylics mixed with a vehicle
capable of being thinned with water.
__________6. This is done with the use of ground pigments (from minerals, coal tar,
vegetable matter, etc.).
__________7. This is done with the use of pigments mixed with water and applied to fine
white paper.
__________8. This is done with the use of ground pigments mixed with an albuminous or
colloidal vehicle (egg yolk, gum, glue, or casein).
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Let’s Analyze
Activity 1. To further understand the different mediums of painting, discuss the advantages
and disadvantages of the following mediums.
1. Oil Painting
Advantages Disadvantages
A. A.
B. B.
C. C.
2. Fresco Painting
Advantages Disadvantages
A. A.
B. B.
C. C.
Advantages Disadvantages
A. A.
B. B.
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In a Nutshell
Activity 1. Now that you have a comprehensive understanding on the different mediums of
painting, it is time to create your own painting! You have to choose your own medium (e.g.
oil, fresco, watercolor, pastel, acrylic etc.) Please apply the basic elements, principles,
subjects, and methods of presenting the arts in your masterpiece.
Criteria:
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[Sample]
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Q&A
List
Questions/Issues Answers
1.
2.
3.
4.
5.
Keywords Index
Painting Medium Oil Painting
Fresco Water Color Tempera
Pastel Acrylic Encaustic
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Metalanguage
In this section, the most essential terms relevant to the study of GE 7 (Arts
Appreciation) and to demonstrate ULOb will be operationally defined to establish a common
frame of reference.
1. Architecture. Is the art of designing structures. Architecture comes from the Latin
term, “architectura” and ultimately from Greek, “arkitekton” meaning “chief,”
“builder, carpenter, and mason." (Cambridge Dictionary).
2. Architect. A person who designs buildings and in many cases also supervises their
construction.
Essential Knowledge
1. Roles of the Architect. Fletcher, Alberti gives a definite definition of the role of the
architect: construction, articulation, and aesthetics.
2. Theory of Architecture. It was originally simply the accepted translation of the Latin
term ratiocinatio as used by Vitruvius, a Roman architect-engineer of the 1st century
CE, to differentiate intellectual from practical knowledge in architectural education.
(Read more https://www.britannica.com/topic/architecture/Theory-of-architecture).
2.1 Durability (firmitas). It should stand up robustly and remain in good condition.
2.2 Utility (utilitas). It should be useful and function well for the people using it.
2.3 Beauty (venustas). It should delight people, and raise their spirits.
3. Greek Architecture. Architectural structures during this period are best seen on a
hill, the “Acropolis.” (Read more https://www.britannica.com/art/Western-
architecture/Ancient-Greek).
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4. Roman
Architecture. First to use bricks and cement can be seen in their public buildings:
Coliseum, basilicas (Pantheon), arches, aqueducts (Nimes), and amphitheaters.
(Read more https://www.britannica.com/art/Western-architecture/Construction).
The Alexander Column in Palace Square, outside the Hermitage Museum, St. Petersburg. The
granite structure is 165 feet (50 metres) tall and weighs 600 tons.
(https://www.britannica.com/technology/column-architecture)
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Comparison of three of the main Greek column styles—Doric, Ionic, and Corinthian.
(Encyclopædia Britannica, Inc. https://www.britannica.com/technology/column-architecture)
5. Byzantine Architecture. A typical feature found in practically all Byzantine churches
was the iconostasis and floor plan was based on the Greek cross. (Read more
https://www.britannica.com/art/Byzantine-architecture).
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and
material culture. (Read more https://www.britannica.com/art/Renaissance-
architecture).
Lantern on top of the Cathedral of Santa Maria del Fiore (the Duomo) of Florence, designed by Filippo
Brunelleschi, 1436. (https://www.britannica.com/art/Western-architecture/Early-Renaissance-in-Italy-1401-95)
9. 19th Century Architecture. Use of new construction materials, hydraulic and steel
cable elevators made higher structures possible, and concentration of business in
urban areas resulted in higher coats.
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10.3
Fenestration. control and distribution of windows for light, ventilation, and hearing
10.4 Walls. Insulation and heating control.
10.5 Color- It should be chosen for the practical and expressive qualities: reflection and
absorption of light.
10.6 Material and techniques. It depends on the nature of the materials used and the
intention for them.
11.3 Commercial. These include offices, retail outlets, and other facilities where
commercial
business is
conducted.
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United States established first permanent military base in the heart of the Negev in Israel
(https://www.middleeastmonitor.com/20170920-us-builds-permanent-military-base-in-israel/)
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Self-Help: You can also refer to the sources below to help you further understand the lesson:
Adajar, C. & Corbita, D. (2011) Art in a Capsule: Introduction to Painting, Sculpture and
Architecture. Valenzuela City: Mutya Publishing House, Inc.
Javella, R. (2018). Understanding, Valuing, and Living Art: Art Appreciation for College,
Davao City: Vibal Group, Inc.
Pasigui et. al. (2009) Art Appreciation: Looking Beyond. Valenzuela City: Mutya Publishing
House, Inc.
Scruton, R., et al. (2019). Theory of Architecture. Encyclopaedia Britannica, Inc. Date
retrieved May 10, 2020 from https://www.britannica.com/topic/humanities.
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The Editors of
Encyclopaedia Britannica. (2016). Byzantine architecture. Encyclopaedia Britannica, Inc.
Date retrieved May 11, 2020 from https://www.britannica.com/art/Byzantine-architecture.
Timmers, J., et al. (2018). Ancient Greek Architecture. Encyclopaedia Britannica, Inc. Date
retrieved May 10, 2020 from https://www.britannica.com/art/Western
architecture/Ancient-Greek.
Learning Video:
History of Architecture –
https://www.youtube.com/watch?v=lESEb2-V1Sg&list=PL3bE_J_PMVRWFpkwzSE-
_7F5AhcAoHQAB
Let’s Check
Activity 1. Now that you have a better understanding about architecture, let us try to check
how well you understand the topic. Choose the best answer to the following questions.
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5. A Roman
Architecture column that has Doric capital with base and plain shaft.
a) Composite c) Corinthian
b) Tuscan d) Ionic
a) Recreational
b) Commercial
c) Factories
d) Military or Defense
a) Recreational
b) Commercial
c) Factories
d) Military or Defense
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a) Recreational
b) Commercial
c) Religious
d) Domestic
a) Recreational
b) Commercial
c) Religious
d) Domestic
a) Recreational
b) Commercial
c) Religious
d) Domestic
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Let’s Analyze
Activity 1. To further understand the different functions of architecture, please answer the
following questions below.
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4. What is the specific function of The Great Wall of China? Explain your answer.
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In a Nutshell
Activity 1. Now that you have a comprehensive understanding on the different functions of
architecture, it is time to show your creativity on interior designing! Create and design your
own unique house constructions using a simple shoebox and everyday art materials. You
can try a more simplistic version, using basic shapes and artistic techniques.
Instructions:
1. Draw a blueprint for the shoebox house. Use colored pencils (preferably blue) and a
ruler on 8-by-10-inch or larger white drawing paper. Measure and draw a rectangle to
represent the shoebox's shape. The rectangle should be at least 4-by-6 inches in size.
Divide the space into room sections using the pencil and ruler.
2. Cover the exterior of the shoebox and lid with cut construction paper. Choose a color
that matches your house style. For example, use brown paper for a wooden house or red
paper for a brick structure. Cut the paper to fit each side (excluding the bottom). Glue
the cut paper directly onto the box and lid.
3. Re-create the rooms from the blueprint in the interior of the box by drawing lines on the
bottom or floor. Lay the shoebox with the cover off on a flat work surface with the
opening facing up toward you. Draw the room divisions with markers and a ruler.
4. Make 3-D furniture using small pieces of modeling clay and/or construction paper.
Mold the clay into tables, chairs or a bed and glue to the bottom of the box. As an
alternative, create pop-up furniture by cutting small (two-by-three-inch) rectangles from
construction paper. Fold approximately 1/4 inch of the paper underneath itself to create
a tab. Draw the furniture item onto the larger (non-tab) part. Glue the tab to the bottom
of the box.
5. Create decorative windows and doors on the exterior of the shoebox house. Use markers
or tempera paint and a thin brush to add color.
6. Leave the lid as is for a flat roof or construct a pitched rood using card stock or another
similar thick paper. Choose a size of paper that, when folded in half, will cover the
entire lid. The size will be based on the specific shoebox that you are using. Fold the
paper and attach to the lid with glue. Place a thin line of glue along the two long edges
of the box. Press the paper gently onto the glue.
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Criteria:
[Sample]
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Q&A List
Questions/Issues Answers
1.
2.
3.
4.
5.
Keywords Index
Architecture Architect Durability
Utility Beauty Functions of Architecture
Religious Recreational Commercial
Domestic Military or Defense Factories
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ULOc. Produce sculpture craft using different materials and methods of treatment.
Metalanguage
In this section, the most essential terms relevant to the study of GE 7 (Arts
Appreciation) and to demonstrate ULOc will be operationally defined to establish a common
frame of reference.
1. Sculpture. The art of forming solid objects that represent a thing, person, idea, etc.
out of a material such as wood, clay, metal, or stone, or an object made in this way
(Cambridge Dictionary).
2. Sculptor. A person who is obsessed with the form and shape of things, and it’s not
just the shape of one thing, but the shape of anything and everything.
3. Clay Sculpture. An object made of clay by means of carving or modelling.
4. Glyptic. The method of carving or engraving gems.
5. Ivory Sculpture. The carving or shaping of ivory into sculptures, ornaments, and
decorative or utilitarian articles (Encyclopædia Britannica).
6. Metal Sculpture. It is made of wide variety of metals by casting.
7. Repousse Sculpture. A method of decorating metals in which parts of the design are
raised in relief by means of hammers and punches (Encyclopædia Britannica).
8. Stone Sculpture. An object made of stone which has been shaped, usually by
carving.
9. Wood Sculpture. A wood-working craft with the use of cutting tool.
Essential Knowledge
Before you produce a sculpture craft, you need to fully understand the following
essential knowledge that will be laid down in the succeeding pages.
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2.1 Stone Sculpture. This is a sculpture in a restricted sense, which for its noblest
and most excellent works made use of marble.
2.2 Wood Sculpture. This flourished in the middle ages. Encasing the carved work
with cloth covered with chalk in order to facilitate polychromy.
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2.4 Repousse Sculpture. Metal was beaten into form by hammer and puncheon. This
is used for smaller subjects only.
2.5 Sculpture in Clay. Example for this is Terracotta. The clay is molded in a soft
substance and it hardens either by firing or drying.
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Barberini Diptych (c.500-550) Louvre Museum, Paris. Detail of the central panel showing the
triumphant emperor. (http://www.visual-arts-cork.com/sculpture/ivory-carving.htm)
2.7 Glyptic. The art of cutting gems e.g. engraving of medals, coins, and seals which
have a cultural importance rather than an artistic and aesthetic.
3.1 In Prehistoric Times. Statues were made of ivory or soft stone and some clay
human and animal figures have been found in Central Europe.
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Venus of Tan-Tan (200,000-500,000 BCE) One of the oldest known works of prehistoric art.
(http://www.visual-arts-cork.com/prehistoric/venus-of-tan-tan.htm)
3.3 Sumerian and Akkaidan period. Large, staring eyes and long beards of men.
Example, black-bearded golden bull’s head.
Bronze head of a king, perhaps Sargon of Akkad, from Nineveh (now in Iraq), Akkadian
period, c. 2300 BCE; in the Iraq Museum, Baghdad. (https://www.britannica.com/art/Mesopotamian-
art/Akkadian-period)
3.4 Babylonian and Assyria. It represents man in a conventional and typical manner.
It also represents animal combats and hunting scenes.
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(https://www.ancient.eu/assyria/)
3.5 Egyptian. Example for this is The Palette of King Narmer. A palette is used for
mixing eye make-up. Also, sphinxes were statues of deities with a body of a lion
and the head of an animal or a man made to look like Pharaoh.
The Narmer Palette (also known as Narmer's Victory Palette and the Great Hierakonpolis Palette) is
an Egyptian ceremonial engraving (https://www.ancient.eu/Narmer_Palette/).
3.6 Aegean Civilization.
3.6.1 Cycladic Period. Pottery and silver jewelry
3.6.2 Minoan Period. Statuettes and carved semi-precious stone steals
3.6.3 Mycenaean Period. Architecture with relief carvings
A Cycladic female figure. Marble. Cyclades, Greece. c. 2500 BCE / Metropolitan Museum of Art, New
York
https://brewminate.com/art-and-architecture-of-the-ancient-aegean-civilizations/
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Michelangelo’s David (http://www.accademia.org/explore-museum/artworks/michelangelos-
david/)
Vézelay Abbey, Burgundy, France: The tympanum of Vézelay Abbey in Burgundy, completed in the
1130s, has a great deal of decorative spiral detail in the draperies.
(https://courses.lumenlearning.com/boundless-arthistory/chapter/romanesque-sculpture/)
3.10 Gothic. Persons portrayed as: youthful appearance even though they are aged. Figures
are slender and well formed; long and smoothly flowing draperies; and thoughtful, spiritual,
and modest expression.
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4.2
Guillermo Tolentino.He represented the National Artist Awards for Sculpture in
1973. He is considered as the "Father of Philippine Arts" because of his great
works like the famous "Bonifacio Monument" symbolizing Filipinos cry for
freedom located in intersection of EDSA and Rizal Avenue and "The Oblation" in
UP signifying academic freedom. (Read more
http://noypicollections.blogspot.com/2011/07/life-and-works-of-guillermo-
tolentino.html).
4.3 Eduardo Castrillo. He was an award-winning Filipino sculptor. He was among the
youngest TOYM Awardees, having received the prestigious award at the age of
29. In the 1970, he was generally considered the most avant garde sculptor and
was labelled by a publication as "the Phenomenon of Philippine Art". He was also
a jewelry artist and designer. Some of his major works are People Power
Monument (1993), The Redemption (1974), and Paghimud-os (1975).
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The
Redemption Paghimud-os People Power Monument
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Self-Help: You can also refer to the sources below to help you further understand the lesson:
Adajar, C. & Corbita, D. (2011) Art in a Capsule: Introduction to Painting, Sculpture and
Architecture. Valenzuela City: Mutya Publishing House, Inc.
Borromeo, M., & Sorilla, F. (2020). The Life and Art of Isabelo Tampinco. Tatler Asia
Limited. Date retrieved May 2, 2020 from https://ph.asiatatler.com/society/the-life-and-
art of-isabelo-tampinco.
Pasigui et. al. (2009) Art Appreciation: Looking Beyond. Valenzuela City: Mutya Publishing
House, Inc.
__________. (2011). Life and Works of Guillermo Tolentino. The Father of Philippine Arts.
Awesome, Inc. Date retrieved May 2, 2020 from
http://noypicollections.blogspot.com/2011/07/life-and-works-of-guillermo
tolentino.html.
__________. (2019). Eduardo Castrillo. Philippine Center New York. Date retrieved May 2,
2020 from York https://philippinecenterny.com/artists/philippine-center-eduardo
castrillo/.
Learning Videos:
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Let’s Check
Activity 1. Now that you know the important concepts of sculpture, let us try to check how
well you understand the topic. Identify the answer to the following questions.
_____________1. This flourished in the middle ages. Encasing the carved work with cloth
covered with chalk in order to facilitate polychromy.
_____________2. Metal was beaten into form by hammer and puncheon. This is used for
smaller subjects only.
_____________3. Example for this is Terracotta. The clay is molded in a soft substance and
it hardens either by firing or drying.
_____________5. The art of cutting gems e.g. engraving of medals, coins, and seals which
have a cultural importance rather than an artistic and aesthetic.
_____________6. This is a sculpture in a restricted sense, which for its noblest and most
excellent works made use of marble.
_____________7. This is often used for small proportions and suitable for delicate and
pathetic subjects.
_____________10. He was the youngest recipient of the National Artist of the Philippines
for Visual Arts at age 46.
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Column A Column B
Let’s Analyze
Activity 1. To further understand the concepts of sculpture, explain the following in your
own words.
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In a Nutshell
Activity 1. Let’s do carving! In this activity, you can either use soap or clay for your sculpture
material. Also, choose your own subject. Be creative and have fun!
Criteria:
Concept - 10 points
Craftsmanship - 10 points
Composition - 10 points
Organization - 10 points
Display - 10 points
----------------------------------------------------------------------
TOTAL - 50 points
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[Sample]
SOAP/CLAY CARVING
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Q&A List
Questions/Issues Answers
1.
2.
3.
4.
5.
Keywords Index
Sculpture Sculptor Addition
Subtraction Stone Wood
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Metal
Repousse Clay
Ivory Glyptic
Big Picture
Week 7-9: Unit Learning Outcome (ULO)
At the end of the unit, you are expected to:
a. Develop comprehensive understanding on the elements of music, the classical
music, and orchestral instruments;
b. Demonstrate creativity and apply dance concepts to performing arts; and
c. Demonstrate creativity and comprehensive understanding on the basic concepts of
drama and theatre.
Metalanguage
In this section, the most essential terms relevant to the study of GE 7 (Arts Appreciation)
and to demonstrate ULOa will be operationally defined to establish a common frame of
reference.
Elements of Music
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5. Rhythm
. The time element of music; it is made up of beat, which is the structural rhythmic
or repetitive pulse of the music.
6. Tempo. The speed of a beat and duration is a measure of how long a sound lasts.
The duration may also refer to the silence between sounds.
7. Meter. It refers to compromise beats organized in recurring patterns of accent. A
conductor indicates meter through hand gestures.
8. Rubato. The subtle changes in tempo, freely, and expressively. The technique,
commonly encountered in the music of the Romantic Era, is also used in K-Pop,
when the band goes into a slow solo segment in between the lively rock of the song.
9. Dynamics. refers to the relative loudness or softness of a sound.
10. Pitch. The pitch is used to describe a musical sound as high or low. The linear
presentation of pitch is melody.
11. Melody. In music, there is a melody that becomes the bias for a longer musical work.
Melodies may be created from various scales or families of pitches like the minor
and major scales of tonal music.
12. Harmony. It has to do with melodies sung together at different pitches. Harmony is
also known as singing in parts, which puts together a different pitch to form a cord.
The notes are played together with blocks.
13. Timbre or Tone Color. It refers to the uniqueness of sound produced by an
instrument or the human voice because of the characteristic patterns of overtones.
14. Texture. It refers to the number of individual melodies and their harmony with one
another. Melodies are musical lines that do not refer to a single performer.
15. Monophony. (One Sound) Music consisting of a single line or melody without an
accompaniment.
16. Homophony. (Same Sound) Music concentrated on one voice or part with secondary
accompaniment and/or voice.
17. Polyphony. (Many Sounds) Music employing multiple parts, each keeping its
distinctiveness.
Essential Knowledge
This part presents the essential knowledge on the elements of music, the classical
music, and different orchestral instruments.
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1.2 Concerto. A long piece of music usually in several movements, for a solo instrument and
an orchestra.
1.3 Madrigal. A piece of music for several singers in which each singer has a separate part
and may sing different words from other singers.
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1.6 Oratorio. A large work for a big choir or chorus or even two choirs, several solo singers,
and an orchestra.
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1.9 Sonata. A piece that is played rather than sung, but mainly a long work for one or two
instruments with several movements.
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1.10
Symphony. A long work for orchestra, sometimes including a chorus and solo singers
in several movements.
2.2 String Instruments. Comprises the largest section of the orchestra. Crafted by carving,
shaping and gluing wood pieces together; no nails or screws are used. Each instrument
has four strings, the vibration of which makes the instrument sound. Come in many
sizes: the larger the instrument, the lower the sound, the smaller the instrument, the
higher the sound. Sound is made on string instruments by playing their strings two
ways; plucking or bowing.
2.2.1 Violin: Smallest member of family
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2.2.2 Viola
: Slightly larger than violin with a much warmer and lower tone
2.2.3 Cello: Bass member of family; musician must sit to play instrument.
2.3 Brass Instruments. Metallic loops of tubing, in different lengths, with a mouthpiece at
one end and a bell shape at the other. The longer the length of tubing, the lower the
sound. Brass players' lips act as reeds. Sound is produced by buzzing with the lips while
blowing in the mouthpiece. Most have valves that are pressed and released to change
and produce different tones.
2.4
Percussion Instruments. Made of naturally resonant materials like skin, wood or metal.
Sound is produced when the instrument is struck. The role of this section is to provide
rhythm and character to the orchestra. These instruments range from simple wooden
blocks to tuned instruments.
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3.
Elements of Music. Music has six elements: rhythm, dynamics, melody, harmony, texture
and color, and texture. The seventh form has been called an element; but to achieve
form, the principles of composition should be applied. Thus, the form will be treated
under the principles of composition. Please watch and listen to this video to have a better
understanding of how these elements come together in a music:
https://www.youtube.com/channel/UChlLV7LOMHDVNzrq_ekAXhQ
https://www.youtube.com/watch?v=QoLWvT1iMoA
3.1 Rhythm. The time element of music; it is made up of beat, which is the structural
rhythmic or repetitive pulse of the music. In rhythm, each note represents a different
number of beats; for example, in 1 whole note, it takes up four beats or one measure. If
you have seen Pitch Perfect 1 where the character Beca was played by Ana Kendrick, she
uses the plastic cup to create a beat while singing Miss Me When I'm Gone. It is important
to note when we talk of rhythm, it is interconnected with the beat, so what exactly is a
beat?
3.1.1 The beat is the internal clock of music. It is like a constant pulse that does not
change. In a march, the beat is usually sounded by the bass drum. In music, beats
are organized in two sections, which are called measure, which is separated by bar
lines. There are various ways to organize beats, and the most common way is
having four beats per measure, which is called 4/4; the same when you try to
compass the beat of Lupang Hinirang, which is 4/4.
3.1.2 Tempo – the speed of a beat and duration is a measure of how long a sound lasts.
Speed is measure in beats per minute or BPM. If the song is 65 beats per minute,
you will hear a beat in every second; it is commonly done by finger drumming.
The duration may also refer to the silence between sounds.
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3.2 Dynamics. It refers to the relative loudness or softness of a sound. Dynamics is indicated
by the following Italian terms that describes dynamic sound level.
3.2.1 A crescendo which is represented by this symbol < this means that as the sound
progresses, it becomes louder and louder, while the decrescendo is the opposite of
crescendo which is represented by this symbol > which indicates that as the sound
progresses slowly, it becomes softer and softer until it is gone overtime.
3.2.2 Pitch. It is used to describe a musical sound as high or low. The linear presentation
of pitch is melody.
3.3 Melody. In music, there is a melody that becomes the bias for a longer musical work.
Melodies may be created from various scales or families of pitches like the minor and
major scales of tonal music.
3.3.1 Theme and Variations are often linked together because a sudden change in key in
long music creates a new variation of the theme. These are a common structure in
romantics music. One theme starts playing at first; then, the composer will
generally change a key or a melody to indicate a new variation. The composer may
keep adding new variations and could change up to 15 to 20 or more variations.
The changes in theme may be in the form of changes in melody, adding a new note
on a continuous sound. Another is a change in time signature, so from ¾ the
composer may change it to 4/4, or they may opt to change the chords or the rhythm
that all depends on the composer as how he would see the sound fit to the theme.
3.4 Harmony – Has to do with melodies sung together at different pitches. Harmony is also
known as singing in parts, which puts together a different pitch to form a cord. The notes
are played together with blocks.
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3.5 Timbre or
Tone Color – Refers to the uniqueness of sound produced by an instrument or the human
voice because of the characteristic patterns of overtones.
3.6 Texture – Texture refers to the number of individual melodies and their harmony with
one another. In other words, it is the combination of melody, harmony, and rhythm of a
certain musical piece. Texture has three technical modifiers:
3.6.1 Monophony. (One Sound) music consisting of a single line or melody without an
accompaniment; basically, it is very one-dimensional.
3.6.2 Homophony. (Same Sound) music concentrated on one voice or part with
secondary accompaniment and/or voice.
3.6.3 Polyphony. (Many Sounds) music employing multiple parts, each keeping its own
distinctiveness.
Self-Help: You can also refer to the sources below to help you further understand the lesson:
Adajar, C. & Corbita, D. (2011) Art in a Capsule: Introduction to Painting, Sculpture and
Architecture. Valenzuela City: Mutya Publishing House, Inc.
Javellana, R. (2018). Understanding, Valuing, and Living Art: Art Appreciation for College.
Davao City: Vibal Group, Inc.
Ogan, J. (2001). Music in the Middle Ages. Date retried May 20, 2020 from
https://uh.edu/~tkoozin/projects/ogan/MIDAGES.html.
Pasigui et. al. (2009) Art Appreciation: Looking Beyond. Valenzuela City: Mutya Publishing
House, Inc.
Let’s Check
Activity 1. Now that you know basic concept of music, let us try to check how well you
understand the topic. Please choose the best answer.
1. The sudden change in tempo as a way for a musician to express himself/herself without
worrying about keeping with the beat is called _________.
A. Largo C. Accelerando
B. Rubato D. Adagio
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A.
Variations C. Theme
B. Syncopations D. Pitch
4. What Beethoven’s composition that has a more tense feeling as it progresses by adding
a sudden outburst texture?
A. Third Harmony C. Fifth Harmony
B. Third Symphony D. Fifth Symphony
6. When the sound of a beating drum progresses, the sound becomes louder and louder as
in a march; this is called ________?
A. Pitch C. Crescendo
B. Volume D. Decrescendo
9. This refers to the uniqueness of sound produced by an instrument or the human voice?
A. Timbre or Tone Colors C. Melody
B. Harmony D. Texture
Activity 2. Look at the image below and decide what type of orchestral instrument is
introduced.
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10. Tuba
Let’s Analyze
Activity 1. Please click the link https://www.youtube.com/watch?v=OW3JuoVRSHg and watch
the video about the evolution of music. After you watch the video, answer the following
questions.
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3. Which do you prefer, the classical music or the modern one? Explain your answer.
In a Nutshell
Activity 1. Now that you have learned the basic concept of music, your final task in this unit
is to present a one-minute song performance. You are free to choose any genre of music
(e.g. Rock, Pop, Jazz, Rhythm and Blues, Classical Music etc.). Please apply the different
elements of music. Have fun!
Criteria:
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Correct
Rhythm - 10 points
Over-all Performance/Impact - 10 points
----------------------------------------------------------------------
TOTAL - 50 points
Q&A List
Questions/Issues Answers
1.
2.
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3.
4.
5.
Keywords Index
Elements of Music Classical Music Orchestral Instruments
Cantata Concerto Madrigal
Minuet Nocturne Oratorio
Passion Serenade Sonata
Symphony Orchestra Brass
String Percussion Woodwind
Rhythm Dynamics Melody
Harmony Texture Color
Metalanguage
In this section, the most essential terms relevant to the study of GE 7 (Arts
Appreciation) and to demonstrate ULOb will be operationally defined to establish a common
frame of reference.
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might be
free flowing or easily stopped, and it may be powerful or gentle, tight or loose, heavy or
light
Essential Knowledge
Before you make your own dance routine, you need to fully understand the following
essential knowledge that will be laid down in the succeeding pages.
1.2 To worship
1.8 To entertain
2.1 Communal Dance. Primitive tribal cultures invented dance. Themes include magic,
strategy, method, survival, and way of life.
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Daling-daling dance of the Tausūg people performed by the Parangal Dance Company.
(https://en.wikipedia.org/wiki/Philippine_dance)
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Pandango sa Ilaw is a dance from the Pangasinan province that entails balancing glass or
vigil lamps on the dancers’ heads and the back of the hands while going through frenetic
footwork. According to one interpretation, the lights symbolize fireflies fluttering at night.
(https://philnews.ph/2020/01/20/pandanggo-sa-ilaw-a-traditional-philippine-dance/).
Singkíl (or Sayaw sa Kasingkil) is a famous dance of the Maranao people of Lake Lanao, which was
popularized by the Bayanihan Philippine National Folk-Dance Company.
(https://jiebelle.weebly.com/singkil.html)
2.4 Social Dance. A dance with gay and lively characters. It elaborates and bulky fashions
in clothes.
Participatory Theatrical
Ritual Dances or Sacred Dances Ballet
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3.2 Theme. An important element and the message conveyed by the dance.
3.3 Design. Plan or organization of movement in time and space.
3.4 Elements of Movement. Is the medium of dance.
(https://www.proprofs.com/discuss/q/718790/what-are-the-three-levels-in-dance-movement)
(https://www.vox.com/2018/7/13/17556030/sytycd-dance-styles-guide)
3.6 Music. Motivates the movement of the dancers; melodic and harmonious
accompaniment background.
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3.7 Costume
and Props. It enhances the effect of the dance. It is also reflective of the customs,
beliefs, and environment of the people.
3.8 Choreography. Forms and arrangement.
3.9 Scenery. Setting of background; place of action.
Self-Help: You can also refer to the sources below to help you further understand the lesson:
Adajar, C. & Corbita, D. (2011) Art in a Capsule: Introduction to Painting, Sculpture and Architecture.
Javellana, R. (2018). Understanding, Valuing, and Living Art: Art Appreciation for College. Davao City:
Vibal Group, Inc.
Pasigui, Avila, Suyat, et. al. (2009) Art Appreciation: Looking Beyond.
Learning Videos:
Let’s Check
Activity 1. Now that you know the concept of dance, let us try to check how well you
understand the topic. Choose the best answer to the following questions.
a) Music c) Drama
b) Architecture d) Dance
a) Design c) Movement
b) Theme d) Space
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a) Design c) Movement
b) Theme d) Space
4. Is the action of dancers as they use their bodies to create or organize a pattern?
a) Design c) Movement
b) Theme d) Space
a) Space c) Time
b) Force d) Duration
a) Space c) Time
b) Force d) Duration
7. It refers to the utilization in ways that determine the rhythm, tempo, and duration of
movements.
a) Space c) Time
b) Force d) Duration
a) Space c) Time
b) Force d) Duration
10. Refers to the setting of background; the place of action to make the dance more artistic
and beautiful.
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11. It refers to the forms and arrangement and organization of dance steps and movements.
14. It is a kind of dance in which members of primitive tribal cultures invented dance as a
magic, a strategy, a method, for survival.
15. This is a conscious dance, organized volitionally in its design, purpose and meaning.
Let’s Analyze
Activity 1. To further understand the elements of dance, please watch this dance
performance (YouTube) https://www.youtube.com/watch?v=gN7KtPwu770. After you
watch the video, analyse and discuss the following elements of dance.
1. Did you like the dance performance? On a scale from one (1) to ten (10), where 1 is
the lowest and 10 is the highest, how would you rate dance performance? Support
your answer.
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6. How were the music, props, and costume in the dance performance? Explain.
In a Nutshell
Activity 1. Now that you have learned the basic concepts of dance, your final task in this unit
is to perform a one minute- dance routine. Please apply the different elements of dance.
Have fun!
Criteria:
Structure/Craft - 10 points
Choreography - 10 points
Time/Dynamics - 10 points
Motivation/Movement Intention - 10 points
Props and Costumes - 10 points
----------------------------------------------------------------------
TOTAL - 50 points
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Q&A List
Questions/Issues Answers
1.
2.
3.
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4.
5.
Keywords Index
Dance Body Energy
Theme Design Scenery
Space Time Duration
Force Dynamics Techniques
Music Costume and Props Choreography
Metalanguage
In this section, the most essential terms relevant to the study of GE 7 (Arts
Appreciation) and to demonstrate ULOc will be operationally defined to establish a common
frame of reference.
1. Drama. It comes from the Greek word meaning “to do” or “to act.” Drama is the
specific mode of fiction represented in performance.
2. Theatre. It is associated with drama. A building where plays, shows are performed
on stage.
3. Theatre Performers. They interpret characters, express emotion and display
creativity through acting, singing and dancing in front of a live audience.
4. Mimicry. In Aristotle’s view, Mimicry or Imitation is not a mere photographic
representation of the surface of things, but it is a creative process.
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5.
Oriental Drama. It includes plays from the Philippines, Japan, and China.
Essential Knowledge
To perform the aforesaid big picture (unit learning outcome) ULOc, you need to fully
understand the following essential knowledge that will be laid down in the succeeding
pages.
1. Development of Drama.
1.1 Ancient Drama. Among the Egyptians of about 2000 B.C.E, drama existed in
religious ceremonies for the worship of Osiris. But the drama, as known today, in
distinct forms of tragedy and comedy is in Greece, in the festivals of Dionysus in
the 5th and 6th centuries B.C.E. The first time theatre truly freed itself from
religious ritual to become an art form was in Greece in the 6th century BCE when
the dithyramb was developed. This was a form of choral song chanted at
festivals in honour of Dionysus, the god of wine, fruitfulness, and vegetation
(Encyclopædia Britannica).
Amphitheatre at the site of the ancient city of Epidaurus, Greece (Encyclopædia Britannica, Inc.)
1.1 Medieval Drama. During the Middle Ages, theatre began a new cycle of
development that paralleled the emergence of the theatre from ritual activity in
the early Greek period (Read more https://www.britannica.com/art/Western-
theatre/Medieval-theatre).
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1.1.1
Mystery Play. It was based on Holy Scripture.
1.1.2 Morality Play. Characters are represented in abstract qualities, such as
vice, humanity, or death, and the tone is generally philosophical.
1.1.3 Secular Drama. Dealing with everyday character such as lawyers, the
merchant, the student, the young wife, and the old foolish husband.
The Play of Abraham and Isaac at an English estate in 1482(Encyclopædia Britannica, Inc.)
1.2 Renaissance Drama. Also known as early modern English theatre or Elizabethan
theatre in England between 1562 and 1642. Most European countries had
established native traditions of religious drama and farce. Just before 1500,
Italian amateur actors were performing classical comedies on stages with no
decoration except for a row of curtained booths. By 1589, complex painted
scenery and scene changes were being featured in production in Florence. And
by 1650, Italy had developed staging practices that would dominate European
theatre for the next 150 years (Read more https://www.britannica.com/art/theater-
building/Developments-of-the-Renaissance).
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Teatro Olimpico, Vicenza, Italy; designed by Andrea Palladio and completed by Vincenzo
Scamozzi, 1585 (Encyclopædia Britannica, Inc.).
1.3 Drama of the 17th, 18th, and 19th Centuries. In England, in the middle of 18 th
century, the theater was briefly revived by the comedy of manners. French
drama emerged in the 17th century, from its medieval and religious influences,
with the classical tragedies. In the 19 th century, romantic drama flourished
throughout Europe.
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1.5
Oriental Drama. Dramas from Asian countries. The drama is originated as
elaboration of liturgical practices. Asian actors long ago rejected realistic
presentation in favor of abstraction and symbolism.
1.5.1.2 Cenakulo. A very heavy drama shown in relation to the life sacrifices
and death of Jesus Christ. There are two kinds of presenting the
Cenakulo: Ablada (oral) and Kantada (song).
https://www.hellotravel.com/events/senakulo
1.5.1.3 Moro-Moro. It’s a cloak-and-dagger play depicting the wars between
the Christians and Muslims with the Christians always on the winning
side. The first Moro-Moro was written by Fr. Jeronimo Perez and was
staged in Manila in 1637, to commemorate Governor General
Consuera’s victory over the Muslims of Mindanao.
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Comedia or Moro-Moro, a folk drama based on the battles between Christians and the Muslim Moro,
the Philippines (Encyclopædia Britannica, Inc.).
1.5.1.4 Zarzuela. It is a melodrama with songs and dances that have a three-
in-one-act play. It is intended to make the mass feeling towards love,
fear, grief, sorrow, or any emotional reactions sublime.
https://thestageandthestudio.wordpress.com/2013/10/11/philippine-zarsuela/
1.5.1.5 Moriones. Morion festival is Lenten ritual that is as colorful as it is
unique. Morion means mask or visor which is the top part of the
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medieval Roman armor covering the face. The climax of the festival is
the pugutan ceremony held at noon of Easter Sunday.
https://www.lonelyplanet.com/philippines/marinduque/events/moriones-festival/a/poi-
fes/1195156/1338215
1.5.1.6 Ati-Atihan. It is a pagan ritual which has become an annual affair that
the natives look forward to with great expectation. It is the most
extravagant fiesta in the Philippines celebrated in Kalibo, Aklan every
third Sunday of January in honor of the Infant Jesus.
https://en.wikipedia.org/wiki/Ati-Atihan_festival
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1.5.1.7
The Modern Philippine Drama was rejuvenated upon the establishment of
the Repertory Philippines on June of 1967 which was founded by
Zenaida “Bibot” Amador and Baby Barredo.
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1.5.2.1 Noh Play. Oldest Japanese drama developed in the 1300s. It is shorter
than Western plays and not dramatic performed by masked actors.
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https://taiken.co/single/ningyo-joruri-the-greatest-puppet-show-on-earth/#:~:text=Ningyo%20Joruri%20is%20a
%20500,puppet%2C%20and%20Joruri%20means%20narrative.
https://travel.gaijinpot.com/kaho-gekijou-kabuki-theater/
1.5.3.1 Vun Pan Shi. The oldest form and it focuses on patriotism and filial
devotion. Music and action are meant to play on the audience’s
emotion.
1.5.3.2 Sin Pan Shi. It presents civil and military conditions. It differs from the
Vun Pan Shi in the manner of singing certain roles and in the acting.
1.5.3.3 Vun Min Shi. The modern play. Colloquial dialects are allowed instead
of Mandarin.
2. Theater
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2.1.3
Eclectic style. Combination of the two styles plus the influence from naturalism,
expressionism, symbolism, surrealism, and other “isms.”
2.4.1 Performers. The inhabiting characters. Acting is the heart of all theater.
Three challenges of acting: to acquire many skills; to make characters
believable; and to combine skills with credibility.
2.4.2 Audience. The essence of a theater is the interaction between the performers
and the audience.
2.4.3 Director. The person who rehearses the performers. There are two kinds of
directors. Traditional director follows the playwright’s original intention.
Virtuoso director projects his own idea and intentions. Functions of director are
as follows:
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2.4.4
Theater Space/Set. It is a place where spectators either stand or sit
2.4.5 Designing Elements. Include costume, make-up, properties, lightning and
sounds.
2.4.6 Scene Design. Stage production. It helps set the tone and style of the production
and establishes the locale and period.
2.4.7 Costume Design. It helps establish the tone and style. It indicates the historical
period and the nature of individual. There are four elements of costume design:
line, color, fabric, and accessories.
2.4.8 Sounds and Lights. It helps create the mood and style of the play.
Self-Help: You can also refer to the sources below to help you further understand the lesson:
Adajar, C. & Corbita, D. (2011) Art in a Capsule: Introduction to Painting, Sculpture and
Architecture. Valenzuela City: Mutya Publishing House, Inc.
Barker, C. et. al. (2018). Developments of the Renaissance. Encyclopædia Britannica, Inc.
Date retrieved May 15, 2020 https://www.britannica.com/art/theater
building/Developments-of-the-Renaissance.
Izenour, B., et al. (2018). Developments of the Renaissance. Date retrieved May 15, 2020
from https://www.britannica.com/art/theater-building/Developments-of-the-Renaissance.
Pasigui et. al. (2009) Art Appreciation: Looking Beyond. Valenzuela City: Mutya Publishing
House, Inc.
Rea, K. (2019). Western Theatre. Encyclopædia Britannica, Inc. Date retrieved May 15, 2020
from https://www.britannica.com/art/Western-theatre/Ancient-Greece.
Learning Video:
Let’s Check
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Activity 1. Now
that you know basic concepts of drama and theater, let us try to check how well you
understand the topic. Classify the following objects as to the kind of props they belong.
A. Hand Prop B. Trim Prop C. Set Prop D. Prop Visual Effect E. Prop Sound Effect
Activity 2. Classify the following play or drama as to the historical trace they belong.
Let’s Analyze
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Activity 1. To
further understand drama and theater, compare and contrast the following in your own
words.
In a Nutshell
Activity 1. Now that you have a comprehensive understanding on drama and
theater, you are ready for the next level! You have to mimic your favorite
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Criteria:
Projection - 10 points
Expression/Gestures - 10 points
Understanding of Role - 10 points
Audience Impact - 10 points
Props and Costume - 10 points
----------------------------------------------------------------------
TOTAL - 50 points
Q&A List
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Do you
have any question for clarification?
Questions/Issues Answers
1.
2.
3.
4.
5.
Keywords Index
Drama Theater Performers
Mimicry Oriental Drama Duplo
Karagatan Cenakulo Moro-Moro
Zarzuela Moriones Ati-Atihan
Noh Joruri Kabuki
Vun Pan Shi Sin Pan Shi Vun Min Shi
Directors Audience Designing Elements
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Faculty,
Languages Discipline
Reviewed by:
Approved by:
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