Ge 7 Arts Appreciation 2021

College of Arts and Sciences Education
2ndFloor, DPT Building

Matina Campus, Davao City
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UNIVERSITY OF MINDANAO
Language Discipline
Physically Distanced but Academically Engaged
Self-Instructional Manual (SIM) for Self-Directed Learning (SDL)
Course/Subject: GE 7 (ARTS APPRECIATION)
Name of Teacher: ANA LOUELLA N. NAVARRO
THIS SIM/SDL MANUAL IS A DRAFT VERSION ONLY. THIS IS NOT FOR SALE
AND NOT FOR REPRODUCTION AND DISTRIBUTION OUTSIDE OF ITS INTENDED USE.
THIS IS INTENDED ONLY FOR THE USE OF THE STUDENTS WHO ARE
OFFICIALLY ENROLLED IN THE COURSE/SUBJECT.
EXPECT REVISIONS OF THE MANUAL.
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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
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
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
METALANGUAGE…………………………………………………………………………………………………………… 39
WEEK 4: MEDIUMS OF PAINTING……………………………………………………………………………………. 39
ESSENTIAL KNOWLEDGE……………………………………………………………………………………. 39
1. Oil Painting………………………………………………………………………………………………….. 39
2. Fresco………………………………………………………………………………………………………….. 40
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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
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
METALANGUAGE…………………………………………………………………………………………………………… 66
WEEK 6: SCULPTURE………………………….………………………………………………………………………… 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
METALANGUAGE……………………………………………………………………………………………………………. 82
WEEK 8: ELEMENTS OF MUSIC, CLASSICAL MUSIC, AND ORCHESTRAL INSTRUMENTS…….. 83
1. Kinds of Classical Music……………………………………………………………………………….. 83
2. The Orchestral Instruments…………………………………………………………………………. 87
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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
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
METALANGUAGE…………………………………………………………………………………………………………… 109
WEEK 9: DRAMA AND THEATER……………………………………………………………………………………… 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
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Course Outline: GE 7 – Arts Appreciation
Course Coordinator: Ana Louella N. Navarro

Email: annavarro@umindanao.edu.ph
Student Consultation: Done by online (LMS) or thru emails
Mobile: -
Effectivity Date: May 2020
Mode of Delivery: Blended (On-Line with face to face or virtual sessions)
Time Frame: 54 hours
Student Workload: Self-Directed Expected Learning
Requisites: None
Credit: 3
Attendance Requirements: A minimum of 95% attendance is required at all
scheduled Virtual or face to face sessions.
Course Outline Policy

Areas of Concern Details
Contact and Non-contact Hours This 3-unit course self-instructional manual is designed
for blended learning mode of instructional delivery with
scheduled face to face or virtual sessions. The
expected number of hours will be 54, including the face
to face or virtual sessions. The face to face sessions
shall include the summative assessment tasks (exams)
if warranted.
Assessment Task Submission Submission of assessment tasks shall be on the 3rd,
6th, and 8th weeks of the term. The assessment
paper shall be attached with a cover page
indicating the title of the assessment task (if the
task is a performance), the name of the course
coordinator, date of submission, and the name of the
student. The document should be emailed to the
course coordinator. It is also expected that you
already paid your tuition and other fees before the
submission of the assessment task.
If the assessment task is done in real-time through the

features in the Blackboard Learning Management
System, the schedule shall be arranged ahead of time
by the course coordinator.
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Turnitin Submission To ensure honesty and authenticity, all assessment

tasks are required to be submitted through Turnitin
with a maximum similarity index of 30% allowed. This
means that if your paper goes beyond 30%, the
students will either opt to redo her/his paper or explain
in writing addressed to the course coordinator the
reasons for the similarity. In addition, if the paper has
reached more than 30% similarity index, the student
may be called for disciplinary action following with the
University’s OPM on Intellectual and Academic
Honesty.
Please note that academic dishonesty such as cheating

and commissioning other students or people to
complete the task for you have severe punishments
(reprimand, warning, and expulsion).
Penalties for Late Assignments/ The score for an assessment item submitted after the
Assessments designated time on the due date, without an approved
extension of time, will be reduced by 5% of the possible
maximum score for that assessment item for each day
or part-day that the assessment item is late.
However, if the late submission of the assessment

paper has a valid reason, a letter of explanation should
be submitted and approved by the course coordinator.
If necessary, you will also be required to present/attach
pieces of evidence.
Return of Assignments/ Assessment tasks will be returned to you two (2) weeks
Assessments after the submission. This will be returned by email or
via the Blackboard portal.
For group assessment tasks, the course coordinator

will require some or few students for online or
virtual sessions to ask clarificatory questions to validate
the originality of the assessment task submitted and
ensure that all the group members are involved.
Assignment Resubmission You should request in writing to the course coordinator
his/her intention to resubmit an assessment task. The
resubmission is premised on the student’s failure to
comply with the similarity index and other reasonable
grounds such as academic literacy standards or other
reasonable circumstances, e.g., illness, accident, or
financial constraints.
Re-marking of Assessment Papers You should request in writing addressed to the program
and Appeal coordinator your intention to appeal or contest the
score given to an assessment task. The letter should
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explicitly explain the reasons/points to contest the

grade. The program coordinator shall communicate
with the students on the approval and disapproval
of the request.
If disapproved by the course coordinator, you can

elevate your case to the program head or the dean with
the original letter of request. The final decision will
come from the dean of the college.
Grading System All culled from BlackBoard sessions and traditional
contact:
Course discussions/exercises – 30%

1st formative assessment – 10%
2nd formative assessment – 10%
3rd formative assessment – 10%
All culled from on-campus/onsite sessions (TBA):
Final exam – 40%
Submission of the final grades shall follow the usual

University system and procedures.
Preferred Referencing Style APA 6th Edition
Student Communication You are required to create a umindanao email
account, which is a requirement to access the
BlackBoard portal. Then, the course coordinator shall
enroll the students to have access to the materials and
resources of the course. All communication formats:
chat, submission of assessment tasks, requests, etc.
shall be through the portal and other university
recognized platforms.
You can also meet the course coordinator in

person through the scheduled face to face sessions
to raise your issues and concerns.
For students who have not created their student email,

please contact the course coordinator or program
head
Contact Details of the Dean DR. KHRISTINE MARIE D. CONCEPCION
Email: khristinemarie_concepcion@umindanao.edu.ph
Phone: (082)300-5456/305-0647 Local 134
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Contact Details of the Program DR.EDWIN L. NEBRIA

Head 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
Course Information: see/download course syllabus in the Blackboard LMS
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 of 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.
Big Picture in Focus:
ULOa. Demonstrate deep knowledge on the definition, nature, and importance of

Humanities and Arts.
Metalanguage
In this section, the 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 Humanities began to be studied in the Renaissance period. Rather than practicing with a
corresponding shift away from the traditional fields into literature and history.
1.3 During 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).
1.4 Importance of Humanities. The study of humanities provides man a thorough

knowledge of his history and his cultural tradition. It also helps man acquire the values
and wisdom essential for human survival and progress. It helps man develop critical
thinking, which is important in everyday life, by exposing him to varied concepts, ideas,
and forms that man has created. And, Humanities like similar fields of study “can help
promote man’s intellectual, social, moral and aesthetic development.”
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 the human
invention, capturing it as a significant and worthwhile encounter – at least to ourselves.
2.2.1 Intrapersonal. The 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. We pick and choose those who don’t believe in
reality beyond human senses or our understanding and day-to-day experience.
2.3 A popular term used to designate art today is design, as in graphic design. The design
comes from the Italian word “design,” which means drawing or drawing a line; it also
means setting 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, art is to evoke in oneself a feeling one has experienced and
have evoked it in oneself, then through movements, lines, colors, sounds, or forms
expressed in words to transmit that others may experience the same feeling.
2.6 Art is not in nature. Man makes art; even if it resembles nature, it remains 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!”
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Saleslady: “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 minds to the richness and beauty around us.
It teaches us to know our history and culture, as well as other people. It also helps us
communicate our ideas and feelings through sensuous mediums, like color, words, film,
and other media. Moreover, it helps us appreciate the aesthetic beauty that arouses our
emotions, enchants our senses, opens our minds, and kindles our imagination.
Furthermore, it cultivates or practices one’s abilities for self-expression, imagination,
and creativity.
3.10 The Functions of the Arts.

3.10.1 Contextual Function of Art. First, proceed with this caution: No piece of art can be
"assigned" a function (or functions), either in essay form or in casual conversation,
if it isn't first considered within the proper context. Trying to classify
function depends on context (Essak as cited by Pasigui et al., 2009).
3.10.2 Physical Function of Art. If you see a Fijian war club, however wonderful the
craftsmanship may be, you may assume that it was created to perform smashing
skulls' physical function.
3.10.3 Social Function of Art. To influence the human behavior created primarily in public
and public situations; and express or describe social or collective aspects of human
existence (e.g., Religions, Social Classes).
3.10.4 Personal Function of Art. It is the most difficult to explain in any great detail. This
is self-expression or gratification (e.g., a fashion model). It also varies from person
to person. It can be therapeutic for both the artist and the viewer.
3.10.5 Socio-Cultural Function of Art. It gives form to fundamental beliefs and feelings;
they serve as conduits for culture and culture carriers. This is essential to engage in
the rituals that serve as the ingredients required to nurture and sustain society.
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.
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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). Humanities. Encyclopedia Britannica, Inc.

Date retrieved May 10, 2020, from https://www.britannica.com/topic/humanities.
Let’s Check
Activity 1. Now that you know the important humanities concepts let us check how well you
understand the topic. Read the following sentences carefully. Write TRUE if the statement is
correct and FALSE if otherwise.
_________1. The “Trivium” includes: grammar, geometry and ethics.
_________2. Humanities is regarded as a theoretical subject rather than a practical

the subject during the Renaissance.
_________3. The word “humanities” is Latin term.
_________4. Humanities is generally defined as the study of human nature.
_________5. Social function of art is self-expression or gratification and it varies from

person to person
_________6. Nature such as birds and trees belong to visual arts.
_________7. The study of humanities develops man’s critical thinking.
_________8. The design generally means to draw a line and to set boundaries.
_________9. A specific function of an art depends on its context.
_________10. Humanities is a science.
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?
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2. Art is not Nature, and Nature is not Art.
In a Nutshell
Activity 1. Based on the definition of the essential terms of humanities, arts, and the
learning exercises you have done, please feel free to write your arguments or lessons
learned. I have indicated mine below.
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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
Do you have any questions for clarification?
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Questions/Issues Answers
1.
2.
3.
4.
5.
Keywords Index
Humanities Arts Nature of Humanities
Functions of Art Trivium Quadrivium
Visual Arts Intrapersonal Encounter Interpersonal Encounter
Metapersonal and
Transcendent Encounter
ULOb. Develop creativity and comprehensive understanding on the basic elements and
principles of visual art.
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Metalanguage
To demonstrate ULOb, you will need to have an operational understanding of the
following terms below.
1. Art. It encompasses diverse media such as painting, sculpture, printmaking, drawing,

decorative arts, photography, and installation (Encyclopædia Britannica).
2. Elements of Art - The building blocks or ingredients of art.
3. Principles of Art - The tools we use to organize the elements of arts.
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. Elements of Arts. These are the main ingredients of art.
1.1 Line. A mark with length and direction. A continuous mark made by a moving point.
A linear pattern in Leonardo da Vinci’s Virgin and Child with St. Anne (Encyclopædia Britannica)
Lines can be horizontal, vertical, or diagonal, straight or curved, thick or thin.
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.
1.1.3 Horizontal and vertical lines used in combination communicate stability and solidity.
1.1.4 Diagonal lines convey a feeling of movement. Objects in a diagonal position are unstable.
1.1.5 Curve lines convey energy. Soft, shallow curves recall the curves of the human body and
often have a pleasing, sensual quality and a softening effect on the composition.
1.2 Color. It consists of Hue (another word for
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color), Intensity (brightness), and Value (lightness or darkness).
Colour (Left) Colour wheel consists of the primary colors and their basic secondary and tertiary
mixtures. (Right) Colour wheel with approximate, inherent tonal values (Encyclopædia Britannica).
1.3 Value. The lightness or darkness of a color.
“Approaching Shadows” (McNee, 2020)
1.4 Shape. An enclosed area defined and determined by other art elements; 2-dimensional.
M. C. Escher’s Reptiles, 1943 Francis Campbell Boileau Cadell, The Blue Fan, 1922
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1.5 Form. A three-dimensional object; or something in a two-dimensional artwork that

appears to be three-dimensional. For example, a 2-dimensional triangle is a shape, but
a 3-dimensional pyramid is a form.
ANTHONY CARO’s Paul's Turn, 1971 (cor-ten steel)
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 meters (Encyclopædia Britannica).
1.7 Texture. The surface quality or "feel" of an object, its smoothness, roughness, softness,
etc. Textures may be actual or implied.
Detail of Bouquet of Flowers in an Urn, 1724 by Jan Van Huysum

https://www.artyfactory.com/art_appreciation/visual-elements/texture.html
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2. The Principles of Art. The tools to make art.
2.1 Balance. The way the elements are arranged creates a feeling of stability in work.
2.1.1 Symmetrical Balance. The parts of an image are organized so that one side
mirrors the other.
Leonardo da Vinci: Last Supper (Encyclopædia Britannica)
2.1.2 Asymmetrical Balance. When one side of a composition does not reflect the
design of the other.
Whistler’s Mother by James McNeill

https://www.worldatlas.com/articles/where-to-see-the-10-most-famous-painting-of-the-world.html
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2.2 Emphasis. The focal point of an image, when one area or thing stands out the most.
Francisco Goya The Shootings of May Third, 1808 (https://artclasscurator.com/artworks-that-show-

emphasis/)
2.3 Contrast. A large difference between two things creates interest and tension.
Claude Monet, Juan-Les-Pins, 1888 (https://drawpaintacademy.com/contrast/)
2.4 Rhythm and Movement. Regular repetition of elements to produce the look and feel of
movement.
The Starry Night Vincent van Gogh 1889. Oil on canvas

(https://www.moma.org/learn/moma_learning/vincent-van-gogh-the-starry-night-1889/)
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2.5 Pattern and Repetition. Repetition of a design.
Ghanaian Kente Cloth (https://www.sophia.org/tutorials/design-in-art-repetition-pattern-and-rhythm)
2.6 Unity. All the elements and principles work together to create a pleasing image.
Johannes Vermeer Dutch Young Woman with a Water Pitcher 1662

(https://www.metmuseum.org/art/collection/search/437881)
2.7 Variety. The use of differences and change increase the visual interest of the work.
Tom Thomson Opulent October, Winter, 1915 (https://drawpaintacademy.com/variety/)
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2.8 Proportion. The comparative relationship of one part to another with respect to size,
quantity, or degree; SCALE.
(http://teresabernardart.com/principles-of-good-design-proportion/)
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.
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. Encyclopedia Britannica, Inc. Date retrieved May 5, 2020,
https://www.britannica.com/art/painting/Elements-of-design.
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. Encyclopedia Britannica, Inc. Date retrieved
May 10, 2020, from https://www.britannica.com/topic/humanities.
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Let’s Check
Activity 1. Now that you know visual art's essential elements and principles let us 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 to the hue and the
value, which means the amount of white or black in the hue, intensity, or brightness.
a) Colors c) Form
b) Line d) Shape
2. It is an element of art that refers to an object with three dimensions, depth.

a) Colors c) Form
b) Line d) Shape
3. It is an art element 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 how things felt or perceived (whether smooth or rough) and
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
art. This element limits to two dimensions- length and width.
a) Colors c) Form
b) Line d) Shape
6. This line conveys a feeling of movement.

a) Horizontal c) Horizontal and Vertical
b) Vertical d) Diagonal
7. It refers to the lightness or darkness of a color.

a) Form c) Line
b) Textured) Value
8. These are the tools to make art.

a) Elements c) Subjects
b) Principles d) Methods
9. These are the main ingredients of art.

a) Elements c) Subjects
b) Principles d) Methods
10. These lines communicate stability and solidity.

a) Horizontal c) Horizontal and Vertical
b) Vertical d) Diagonal
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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.
The Starry Night by Vincent van Gogh
1. Discuss the elements of visual art in Vincent van Gogh’s piece.
2. Discuss the principles of visual art in Vincent van Gogh’s piece.
3. Overall, do you like Vincent van Gogh’s painting? Explain your answer.
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In a Nutshell
Activity 1. Now that you have a comprehensive understanding of visual art's basic elements
and principles, 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:
In an A4-sized bond paper (or other alternatives like 1/8 illustration board), instant coffee,
and a paint brush.
Criteria:
Elements of Visual Art - 15 points

Principles of Visual Art - 15 points
Presentation/Impact - 10 points
Cleanliness - 10 points
----------------------------------------------------------------------
TOTAL - 50 points
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[Sample]
[Short description]
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Q&A List
1.
2.
3.
4.
5.
Keywords Index
Elements of Visual Art Principles of Visual Art Visual Art

Line Color Value
Shape Form Space
Texture Balance Emphasis
Contrast Rhythm and Movement Pattern and Repetition
Unity Variety Proportion
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ULOc. Demonstrate deep knowledge and creativity on the different subjects and
methods of presenting the art.
Metalanguage
To demonstrate ULOc, you will need to have an operational understanding of the
following terms below.
1. Art. It encompasses diverse media such as painting, sculpture, printmaking, drawing,

decorative arts, photography, and installation (Encyclopædia Britannica).
2. Subject - A term used for whatever is represented in a work of art.
3. Method - A way or representation that an artist uses to express the idea he wants to
make clear. Certain methods of presenting arts are employed for it to be effective.
Essential Knowledge
Before we proceed to create 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 the scenic
view. Cityscape is a work that showcases aspects of cities. Seascapes refer to artworks that
depict the sea.
John Constable Flatford Mill ‘Scene on a Navigable River’ (https://www.tate.org.uk/art/art-terms/l/landscape)
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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.
Bull, Cave art, Lascaux, Montignac and Dordogne (https://www.widewalls.ch/famous-animal-paintings/)
1.3 Human Figures, Portraits, Couples. In aesthetics, the human figure or human form in art,
sculpture, and other art forms involves studying and appreciating the human body's beauty in its
depiction or presentation. Kant refers to the human figure as the ideal of beauty.
Mona Lisa was painted by Leonardo da Vinci (https://www.worldatlas.com/articles/where-to-see-

the-10-most-famous-painting-of-the-world.html)
1.4 Everyday Life or Genre. The painting of scenes from everyday life, ordinary people in work or
recreation, is depicted in a generally realistic manner.
‘The Fruit Gatherer,’ 1950 © Fernando Amorsolo (https://theculturetrip.com/asia/philippines/articles/the-10-

most-famous-filipino-artists-and-their-masterworks/)
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1.5 Still Life. 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.
Oosterwyck, Maria van: Still Life with Flowers (https://www.britannica.com/art/still-life-painting)
1.6 Image of Divinity. Any artwork that has a Christian or Biblical theme.
Pieta by Michelangelo (https://aleteia.org/2018/03/26/picturing-the-passion-pieta-by-michelangelo/)
1.7 Narration and Historical. It depicts a moment in a narrative story.
Spoliarium by Juan Luna. Roman history centered on the bloody carnage of gladiatorial matches.
(https://www.nationalmuseum.gov.ph/nationalmuseumbeta/Collections/Spoliarium.html)
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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's main function is to describe
accurately what is observed through the senses.
“Realistic Painting of Cristiano Ronaldo”
2.2 Abstract. It means to move away or separate. The artwork is not realistic.
2.2.1 Distortion. A kind of abstract method where the subject is in misshaped condition.
“The Air of September” by Jeffrey Hessing (http://painterskeys.com/distortion/)
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2.2.2 Cubism. Subjects are shown in basic geometrical shapes.
STUART DAVIS’ Colonial Cubism, 1954 (oil on canvas)
2.2.3 Mangling. Subjects are cut, lacerated, mutilated, or hacked.
Mangling Art by Han Xiao (https://www.pinterest.ph/pin/145663369173629085/)
2.2.4 Elongation. The subject is lengthened for protraction or extension.
Akzhana Abdalieva Ego-AlterEgo (https://www.pinterest.ph/pin/448530444113112015/)
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2.3 Symbolism. The presentation of an invisible sign such as an idea or a quality into something
visible.
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 and brilliant colors 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 was formed in 1916 by a group of artists in Zurich, Switzerland.
They try to provoke the public with outrageous forms of art. It 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 aim to capture modern industrial society's speed and force and glorify
modern life's mechanical energy.
The dynamism of a Dog on a Leash, Giacomo Balla, 1912 (https://www.britannica.com/art/Futurism)
2.7 Surrealism. Founded in Paris in 1924 by the 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).
Gennady Privedentsev Bird`s Cocktail (https://sur-real-is-it-blog-

blog.tumblr.com/post/15664597489/gennady-privedentsev-birds-cocktail-and-an)
2.8 Expressionism. It can be described as pathos, morbidity, violence or chaos, and tragedy
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Edvard Munch The Scream (https://www.theartstory.org/movement/expressionism/artworks/)
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.
House, Inc.
Pine, K. (n.d.) The subject of art meanings, kinds, and functions of subject meanings, and functions of
the 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. Encyclopedia 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
check how well you understand the topic. Please choose the best answer.
1. It answers the question, “What is the painting all about?”

a) Subject c) Style
b) Medium d) Genre
2. It is the process by which subject matter in art is pared down or simplified to capture the intrinsic
or essential qualities therein.
a) Abstraction c) Illusionism
b) Baroque d) Cubism
3. Subjects are shown in basic geometrical shapes.

a) Abstraction c) Illusionism
b) Baroque d) Cubism
4. Its works aim to capture modern industrial society's speed and force and glorify modern life's
mechanical energy.
a) Expressionism c) Futurism
b) Surrealism d) Dadaism
5. They try to provoke the public with outrageous forms of art.

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.
8. The presence 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
10. This is an artwork that has a Christian or Biblical theme.

a) Everyday Life c) Image of Divinity
b) Still Life d) Narration and Historical
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Let’s Analyze
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.
The Scream by Edvard Munch, 1893
1. What is the subject of art? Explain your answer.
2. What is the method used in presenting the work of art? Explain your answer.
3. Overall, do you like Edvard Munch’s painting? Explain your answer.
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In a Nutshell
Activity 1. Now that you have a comprehensive understanding of the different subjects and
methods of presenting the art, it is time to create your artwork! You have to choose your
subject (e.g., Still Life, Animals, or Everyday Life) and decide what method to present 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 to
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/watercolor), and pen/pencil.
Criteria:
Subject - 10 points
Method - 10 points
Elements and Principles of Art - 20 points
----------------------------------------------------------------------
TOTAL - 50 points
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[Sample]
[Why I choose this subject and method]
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Q&A List
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
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Big Picture
Week 4-6: Unit Learning Outcomes (ULO)
a. Demonstrate creativity and deep knowledge of the different mediums of painting;
b. Develop creativity and comprehensive understanding of 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.
1. Visual Art. A visual object or experience is consciously created through an expression

of skill or imagination (Encyclopædia Britannica).
2. Panting. The art of applying pigments to a surface to present a picture of the subject.
3. Medium. Refers to the materials that are used to create a work of art.
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, watercolor,
tempera, pastel, acrylic, and encaustic.
1.1 Oil painting. This is done using 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 colors, 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 lose 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 a true fresco.
1.2.2 When the plaster is dry, it is described as fresco secco or a dry fresco.
Fresco painting of Leonardo da Vinci “The Last Supper” (Encyclopædia Britannica).
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1.3 Water Color. Water color is done using pigments mixed with water and applied to the
fine white paper.
Watercolor Painting of Vicente Manansala “Balut Vendors”

(https://www.pinterest.ph/pin/355502964311051509/)
1.4 Tempera. A tempera painting is done using 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.)
Master of the Codex of Saint George: The Crucifixion

(https://www.britannica.com/art/tempera-painting)
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1.5 Pastel. Pastel painting is done using pastel colors closely resembling dry pigments bound
to form crayons, which are directly applied to the surface.
Oil Pastel Painting On Paper By Pablo Picasso (https://www.byhien.com/famous-oil-pastel-

artists/#:~:text=A%20large%20number%20of%20famous,Daniel%20Greene%20and%20Wolf%20Kahn.)
1.6 Acrylic. Acrylic painting is done using 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.)
“Waterfront” by Hanna MacNaughtan, acrylic on canvas (https://www.artistsnetwork.com/art-

mediums/acrylic/25-acrylic-paintings-25-top-artists/)
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1.7 Encaustic. Encaustic painting is done using 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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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.
House, Inc.
The Editors of Encyclopaedia Britannica. (2014). Oil painting. Encyclopedia Britannica, Inc.
Date retrieved May 10, 2020, from https://www.britannica.com/art/oil-painting.
The Editors of Encyclopaedia Britannica. (2014). Fresco painting. Encyclopaedia Britannica,

Inc. Date retrieved May 10, 2020 from https://www.britannica.com/art/fresco
painting.
Learning Videos:
Encaustic Painting - https://www.youtube.com/watch?v=JM_esbnC2Jc

Acrylic Painting - https://www.youtube.com/watch?v=LJzB6bNsuDo
Pastel Painting - https://www.youtube.com/watch?v=Emf7nZ5dUGQ
Tempera Painting - https://www.youtube.com/watch?v=e2qRDvMw12U.
Fresco Painting - https://www.youtube.com/watch?v=-prAIz0urTE
Water Color Painting - https://www.youtube.com/watch?v=3kojEoKgrTY
Oil Painting- https://www.youtube.com/watch?v=w3hbZfX0Abg
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Let’s Check
Activity 1. Now that you know the different painting mediums let us 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 of 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).
__________9. This is a kind of fresco where the plaster is dry.
__________10. This is a kind of fresco where the plaster is wet.
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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
A. A.
B. B.
C. C.
3. Water Color Painting
A. A.
B. B.
C. C.
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In a Nutshell
Activity 1. Now that you have a comprehensive understanding of the different painting
mediums, 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:
Elements and Principles of Art - 20 points

Subject and Method - 10 points
Accuracy - 10 points
----------------------------------------------------------------------
TOTAL - 50 points
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[Sample]
Pastel Painting “Rooster”
[Short description about my painting]
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Q&A List
1.
2.
3.
4.
5.
Keywords Index
Painting Medium Oil Painting
Fresco Water Color Tempera
Pastel Acrylic Encaustic
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ULOb. Develop creativity and comprehensive understanding on the different

architectural functions.
Metalanguage
and to demonstrate ULOb will be operationally defined to establish a common frame of
reference.
1. Architecture. It 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
Before we proceed in simple architectural creation, it is highly important that we learn

its basic functions.
1. Roles of the Architect. Fletcher, Alberti clearly defines the architect's role:
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. During this period, architectural structures are best seen on a
hill, the “Acropolis” (Read more https://www.britannica.com/art/Western-
architecture/Ancient-Greek).
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3.1 Three Orders of Columns of Greek Architecture.

3.1.1 Doric. No base, simple capital, and grooved shaft.
3.1.2 Ionic. With the base, scrolled capital, and grooved shaft.
3.1.3 Corinthian. With base, acanthus-leaf, and fluted shaft.
Greek Orders by Pearson Scott Foremen

(https://www.ducksters.com/history/ancient_greece/architecture.php#:~:text=Greek%20Columns,do
wn%20the%20sides%20called%20fluting.)
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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), 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 meters) tall and weighs 600 tons.
(https://www.britannica.com/technology/column-architecture)
4.1 Roman Order of Columns.
4.1.1 Tuscan. Doric capital with base and plain shaft.

4.1.2 Composite. Combined Ionic-Corinthian capital with base and fluted shaft.
Comparison of three of the main Greek column styles—Doric, Ionic, and Corinthian.
(Encyclopædia Britannica, Inc. https://www.britannica.com/technology/column-architecture)
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5. Byzantine Architecture. The iconostasis was a typical feature found in practically all
Byzantine churches, and the floor plan was based on the Greek cross. (Read more
https://www.britannica.com/art/Byzantine-architecture).
Cathedral of St. Basil the Blessed in Moscow Istanbul: Basilica Cistern

(https://www.britannica.com/art/Western-architecture/The-Christian-East#ref488636)
6. Romanesque Architecture. It is an architectural style of medieval Europe

characterized by semi-circular arches. (Read more
https://www.britannica.com/art/Norman-style).
West facade of the cathedral in Santiago de Compostela, Spain

(https://www.britannica.com/art/Western-architecture/Romanesque)
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7. Gothic Architecture. Architectural style in Europe lasted from the mid-12th century
to the 16th century, particularly a style of masonry building characterized by
cavernous spaces with the expanse of walls broken up by overlaid tracery. (Read
more https://www.britannica.com/art/Gothic-architecture).
Chartres Cathedral, France

(https://www.britannica.com/art/Gothic-architecture)
8. Renaissance Architecture. the European architecture of the period between the

early 14th and early 16th centuries in different regions, demonstrating a conscious
revival and development of certain elements of ancient Greek and Roman thought
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)
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9. 19th Century Architecture. The use of new construction materials, hydraulic and
steel cable elevators made higher structures possible, and business concentration in
urban areas resulted in higher coats.
Bibliothèque Nationale by Henri Labrouste (https://www.britannica.com/art/Western-

architecture/20th-century-architecture).
10. Architectural Planning.

10.1 Orientation. this is the control of the effects of sun, wind, and rainfall
10.2 Design. The modification of the effects of natural forces. For example, porches, eaves,
roofs, etc.
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. Types of Architecture According to Function.

11.1 Domestic. It provides shelter and security for the basic physical functions of
life and, at times, commercial, industrial, or agricultural activities that involve
the family unit rather than the community.
Bahay Kubo (Photo taken by Augusto F. Villalon)

(http://www.seasite.niu.edu/tagalog/Tagalog_Default_files/bahay_kubo_and_the_filipino_conc.htm)
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11.2 Recreational. Buildings are used for sports, leisure activities, adventure, and
thrill activities.
Aerial view of the Colosseum, Rome (https://www.britannica.com/technology/stadium)
11.3 Commercial. These include offices, retail outlets, and other facilities where
the commercial business is conducted.
NCCC Mall, Maa Davao City

(https://edgedavao.net/latest-news/2017/08/23/dti-awards-16-nccc-stores-gold-seal/)
11.4 Religious. Construction of places of worship or sacred or intentional space,

such as churches, mosques, stupas, synagogues, and temples.
San Pedro Cathedral, Davao City

(http://davaocitybybattad.blogspot.com/2011/11/san-pedro-cathedral-of-davao-city.html)
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11.5 Military or Defense. The art of fortifications.
The United States established the first permanent military base in the heart of the Negev in Israel
(https://www.middleeastmonitor.com/20170920-us-builds-permanent-military-base-in-israel/)
11.6 Factories. Manufacturing plant or a production plant where workers

manufacture goods or operate machines processing one product into another.
A factory was taken from Bratislava, Slovakia (https://unsplash.com/photos/PAfgEDLOQH4)
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House, Inc.
Scruton, R., et al. (2019). Theory of Architecture. Encyclopedia Britannica, Inc. Date
retrieved May 10, 2020, from https://www.britannica.com/topic/humanities.
The Editors of Encyclopaedia Britannica. (, 2016). Classical architecture. Encyclopaedia

Britannica, Inc. Date retrieved May 11, 2020 from
https://www.britannica.com/art/Classical architecture.
The Editors of Encyclopaedia Britannica. (, 2016). Byzantine architecture. Encyclopedia

Britannica, Inc. Date retrieved May 11, 2020, from
https://www.britannica.com/art/Byzantine-architecture.
The Editors of Encyclopaedia Britannica. (2016). Gothic Architecture. Encyclopedia Britannica,

Inc. Date retrieved May 11, 2020, from https://www.britannica.com/art/Gothic-
architecture.
The Editors of Encyclopaedia Britannica. (2016). Norman Style Architecture. Encyclopedia

https://www.britannica.com/art/Norman-style.
The Editors of Encyclopaedia Britannica. (2020). Renaissance Architecture. Encyclopedia

https://www.britannica.com/art/Renaissance-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
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Let’s Check
Activity 1. Now that you have a better understanding of architecture let us check how well
you understand the topic. Choose the best answer to the following questions.
1. It is the art of designing a structure.

a) Painting c) Sculpture
b) Architecture d) Media Arts
2. One of the theories of Architecture is BEAUTY, which means ___.

a) It should be useful and function well. c) It should stand up robustly.
b) It should delight people and raise their spirits. d) It should remain in good condition.
3. Which of the following is the ROLE OF ARCHITECT?

a) Planning c) Oversight if building’s construction.
b) Designing d) All of the above
4. A Greek Architecture column with base, acanthus-leaf, and fluted shaft.

a) Ionic c) Composite
b) Doric d) Corinthian
5. A Roman Architecture column that has Doric capital with base and plain shaft.
a) Composite c) Corinthian
b) Tuscan d) Ionic
6. What function of Architecture is shown below?
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.
1. What is the specific function of a school or a university? Explain your answer.
2. What is the specific function of a hotel or a condominium? Explain your answer.
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3. What is the specific function of a cockpit arena? Explain your answer.
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 of the different architectural
functions, it is time to show your creativity in interior design! 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 box's interior 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 construction paper. Mold
the clay into tables, chairs, or a bed and glue it 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 it 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:
Design Effectiveness - 20 points

Model Quality - 10 points
Craftsmanship - 10 points
----------------------------------------------------------------------
TOTAL - 50 points
[Sample]
BUILDING A SHOEBOX HOUSE
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Q&A List
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
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 obsessed with the form and shape of things is not just the shape of
one thing but the shape of anything and everything.
3. Clay Sculpture. An object made of clay through carving or modeling.
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 a wide variety of metals by casting.
7. Repousse Sculpture. A method of decorating metals in which parts of the design are
raised in relief through hammers and punches (Encyclopædia Britannica).
8. Stone Sculpture. An object made of stone that has been shaped, usually by carving.
9. Wood Sculpture. A wood-working craft with the use of a 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.
1. Two Processes of Sculpture.

1.1 Subtraction. The artist uses chisels, hammers, and other tools, for example, in
stone sculpture:
The famous Easter Island Moaistone sculptures (c.1250-1500 CE)

(http://www.visual-arts-cork.com/sculpture/stone.htm)
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1.2 Addition. By putting together bits of clay or by welding together the metal parts.
Jo Taylor’s clay sculpture https://ceramicartsnetwork.org/daily/ceramic-art-and-artists/ceramic-sculpture/a-

couple-of-cool-clay-sculpture-techniques/
2. Classification of Sculptures According to Materials and Methods of Treatment.
2.1 Stone Sculpture. This is a restricted sculpture in a restricted sense, which made
use of marble for its noblest and most excellent works.
Mandarin Duck with Scrolls, Jade Sculpture (https://www.britannica.com/art/sculpture/Materials)
2.2 Wood Sculpture. This flourished in the middle ages. It was encasing the carved
work with cloth covered with chalk to facilitate polychromy.
The Last Supper scene, by Gregorio Fernández (http://headforart.com/2016/05/27/wood-sculpture/)
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2.3 Sculpture in Metal. The most lasting work.
Cherkes and a Woman on Horse by Eugene Alexandrovich Lanceray (https://weldguru.com/metal-sculpture/)
2.4 Repousse Sculpture. The metal was beaten into form by hammer and puncheon.
This is used for smaller subjects only.
Silver Mask, Gerhard Herbst, Weimar (https://www.ganoksin.com/article/goldsmithing-repousse-chasing/)
2.5 Sculpture in Clay. An example of this is Terracotta. The clay is molded in a soft
substance, and it hardens either by firing or drying.
Terracotta Statuette, Nok culture of Nigeria (http://www.visual-arts-cork.com/sculpture/terracotta.htm)
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2.6 Sculpture in Ivory. Often used for small proportions and suitable for delicate and
pathetic subjects.
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, has
cultural importance rather than an artistic and aesthetic.
Roman intaglio portrait of Caracalla in amethyst (https://en.wikipedia.org/wiki/Engraved_gem)
3. Historical background of Sculpture.
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.
Cave of Altamira and Palaeolithic Cave Art of Northern Spain (https://whc.unesco.org/en/list/310/)
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3.2 Later on, the following materials were used for sculpture: basalt, diorite,
sandstone, and alabaster, copper, gold, silver, shells, and other precious stones
for high quality.
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 Akkadian periods. Large, staring eyes and long beards of men. For
example, a 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
Baghdad's Iraq Museum. (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.
(https://www.ancient.eu/assyria/)
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3.5 Egyptian. An example of this is The Palette of King Narmer. A palette is used for
mixing eye make-up. Also, sphinxes were statues of deities with a lion's body and
an animal's head or a human-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/
3.7 Classical Roman Sculpture.

3.7.1 Relief. Shallow 3-dimensional carvings on flat surfaces.
3.7.2 Free Standing Statues
3.7.3 Portrait. Busts of famous Romans
An allegorical scene from the Augustan Ara Pacis, 13 BCE (https://en.wikipedia.org/wiki/Roman_sculpture)
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3.8 Renaissance (rebirth). To serve a revived and militant Roman Catholicism.
Michelangelo’s David (http://www.accademia.org/explore-museum/artworks/michelangelos-david/)
3.9 Romanesque. Virility and a dignified naturalness.
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 are 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.
Later Gothic depiction of the Adoration of the Magi from Strasbourg Cathedral
(https://en.wikipedia.org/wiki/Gothic_art)
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3.11 English Sculpture. John Flaxman found his inspiration in Greek rather than in
Roman art. The great change happened in 1875 due to French influence.
471 Frederic, Lord Leighton (1830-1896) | The Sluggard

(https://www.lyonandturnbull.com/news/article/?i=118)
3.12 United States (19 century). Contemporary or cosmopolitan period, developed

under French influence.
Jean-Antoine Houdon, George Washington

http://arthistoryteachingresources.org/lessons/eighteenth-and-nineteenth-century-sculpture/
4. Rediscovering the Roots of Philippine Sculpture
4.1 Isabelo Tampico Y Lakandola. He is considered to be the greatest Filipino

sculptor of the 19th century. Isabelo’s entry to the Exposición Regional de
Filipinas (inaugurated in Manila in 1895) was a carving of an altar with a crucifix
enclosed, used with native plant motifs manifesting art nouveau sensibilities.
Frame designs of this sort were later known as “Tampinco frames.” (Read more
https://ph.asiatatler.com/society/the-life-and-art-of-isabelo-tampinco).
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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 at the 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 1970, he was generally considered the most avant-garde sculptor and was
labeled 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).
The Redemption Paghimud-os People Power Monument
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4.4 Napoleon Abueva. In 1976, he was proclaimed as National Artist of the

Philippines for Visual Arts by then President Ferdinand Marcos. He was the
youngest recipient of the title at age 46. Some of his major works include
Kaganapan (1953), Kiss of Judas (1955), Thirty Pieces of Silver, The
Transfiguration, Eternal Gardens Memorial Park (1979), UP Gateway (1967), Nine
Muses (1994), UP Faculty Center, Sunburst (1994)-Peninsula Manila Hotel. His
Sandugo or Blood Compact shrine in Bohol, Tagbilaran City, is a landmark at the
first international treaty of friendship between Spaniards and Filipinos.
(Read more https://peoplepill.com/people/napoleon-abueva/).
1991 "Siyam na Diwata ng Sining" sculpture by "Magdangal" sculpture by Napoleon V.

Abueva (9 Fairies of Theatre), University of Abueva (Jorge B. Vargas Museum and
the Philippines College of Arts and Letters. Filipiniana Research
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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.
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:
Stone Sculpture - https://www.youtube.com/watch?v=2q5IVRkXJtk

Wood Sculpture - https://www.youtube.com/watch?v=vW4hHULgZ3E
Metal Sculpture - https://www.youtube.com/watch?v=TD_Ty23PgKc
Repousse - https://www.youtube.com/watch?v=e-vy9jw4aI8
Clay Sculpture - https://www.youtube.com/watch?v=6NDEgdvCTos
Ivory Sculpture - https://www.youtube.com/watch?v=hoWl_NbbjB0
Glyptic - https://www.youtube.com/watch?v=xgTpGASqrKY
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Let’s Check
Activity 1. Now that you know the important sculpture concepts let us check how well you
understand the topic. Identify the answer to the following questions.
_____________1. This flourished in the middle ages. It was encasing the carved work with
cloth covered with chalk 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.
_____________4. This is the most lasting kind of sculpture.
_____________5. The art of cutting gems, e.g., engraving of medals, coins, and seals, has
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.
_____________8. He was a jewelry artist and designer, and he sculpted Paghimud-os.
_____________9. He is considered as the "Father of Philippine Arts" because of his great

works like the famous "Bonifacio Monument.
_____________10. He was the youngest recipient of the National Artist of the Philippines
for Visual Arts at age 46.
Activity 2. Sculptures of the World: Match Column A from Column B.
Column A Column B
_____________1. Sphinx A. Egyptian Sculpture

_____________2. Lion Gate B. Philippine Sculpture
_____________3. Pieta C. Mycenaean Sculpture
_____________4. Bonifacio Monument D. Roman Sculpture
_____________5. People Power Monument E. Renaissance Sculpture
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Let’s Analyze
Activity 1. To further understand the concepts of sculpture, explain the following in your
own words.
1. [Additive process type of sculpture]
2. [Subtractive process type of sculpture]
3. [What is Sculpture vs. What is Sculptor]
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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
[Short description about my craft]
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Q&A List
1.
2.
3.
4.
5.
Keywords Index
Sculpture Sculptor Addition
Subtraction Stone Wood
Metal Repousse Clay
Ivory Glyptic
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Big Picture
Week 7-9: Unit Learning Outcome (ULO)
a. Develop a comprehensive understanding of the elements of music, classical music,
and orchestral instruments;
b. Demonstrate creativity and apply dance concepts to performing arts; and
c. Demonstrate creativity and a comprehensive understanding of the basic concepts of
drama and theatre.
ULOa. Develop comprehensive understanding on the elements of music, the classical

music, and orchestral instruments.
Metalanguage
In this section, the 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. Music. It is the art of combining sounds into a coherent perceptual experience,

typically following conventional patterns and aesthetic purposes.
2. Musicologist. Through their research, an expert studies the history of music in the
distant past, and much of what we have known about music today.
3. Classical Music. Serious or conventional music following long-established principles
rather than a folk, jazz, or popular tradition.
4. Orchestral Instruments. An extensive instrumental ensemble is typical of classical
music, which combines instruments from different families.
Elements of Music
5. Rhythm. The time element of music; 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 tempo changes freely and expressively. The technique,
commonly encountered in Romantic Era music, is also used in K-Pop when the band
goes into a slow solo segment 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.
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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 overtones' characteristic patterns.
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 of the elements of music, classical music,
and different orchestral instruments.
1. Kinds of Classical Music.

1.1 Cantata. A work for choir or chorus and usually with an orchestra.
[Sample Cantata performance] https://www.youtube.com/watch?v=3ffg4mU7FNE
1.2 Concerto. A long piece of music usually in several movements, for a solo instrument and
an orchestra.
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[Sample Concerto performance] https://www.youtube.com/watch?v=IMn_cDR8OSg
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.
[Sample Madrigal performance] https://www.youtube.com/watch?v=XsE7sPMtJdk
1.4 Minuet. Originally a dance that became a piece of instrumental music.
[Sample Minuet piece] https://www.youtube.com/watch?v=kSE15tLBdso

1.5 Nocturne. A short piano piece with a quiet, reflective mood. Nocturne means “night
piece.”
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[Sample Nocturne piece] https://www.youtube.com/watch?v=UCr-eIp97_I
1.6 Oratorio. A large work for a big choir or chorus or even two choirs, several solo singers,
and an orchestra.
[Sample Oratorio performance] https://www.youtube.com/watch?v=nhcmn8i8ReA

1.7 Passion. An oratorio is based on the biblical stories of the suffering, death, and
resurrection of Christ.
[Sample Passion performance] https://www.youtube.com/watch?v=9mqWzwX7VPY
1.8 Serenade. A piece of music intended for an evening performance.
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[Sample Serenade piece] https://www.youtube.com/watch?v=0bjB-IWEYI0
1.9 Sonata. A piece that is played rather than sung, but mainly a long work for one or two
instruments with several movements.
[Sample Sonata piece] https://www.youtube.com/watch?v=4Tr0otuiQuU
1.10 Symphony. A long work for orchestra, sometimes including a chorus and solo
singers in several movements.
[Sample Symphony performance] https://www.youtube.com/watch?v=rOjHhS5MtvA

2. The Orchestral Instruments.
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2.1 Woodwind Instruments. Woodwinds are basically tubes pierced with holes. They
produce sound through the vibration of the air column inside the tube. Some
woodwinds have reeds. A reed is a thin piece of cane that vibrates when blown across.
2.1.1 Piccolo: Highest Pitched; Mimics sound of a bird; Smallest of family
2.1.2 Flute: No Reed
2.1.3 Clarinet: Single Reed; Expressive tone
2.1.4 Oboe: Double Reed; Sad tone
2.1.5 Bassoon: Double Reed; Lowest Pitched
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: The smallest member of the family
2.2.2 Viola: Slightly larger than violin with a much warmer and lower tone
2.2.3 Cello: Bass member of the family; musician, must sit to play the instrument.
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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 composition
should be applied to achieve form. 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 music:
https://www.youtube.com/channel/UChlLV7LOMHDVNzrq_ekAXhQ
https://www.youtube.com/watch?v=QoLWvT1iMoA
3.1 Rhythm. The time element of music; 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 takes up four beats or one measure. If you have seen
Pitch Perfect 1, where Ana Kendrick played the character Beca, she uses the plastic cup to
create a beat while singing Miss Me When I'm Gone. When we talk of rhythm, it is
important to note that 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 called measure, which are 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 every second; finger drumming is commonly done. The
duration may also refer to the silence between sounds.
Italian terms are used to indicate the tempo:
Largo – large or labored is the slowest.

Adagio – slow
Andante – fast
Moderato – moderate
Allegro – fast tempo
Presto – very fast
Ritardando – gradually slowing down the tempo
Accelerando – gradually speeding up the tempo
3.1.3 Meter – refers to compromise beats organized in recurring patterns of accent. A

conductor indicates meter through hand gestures.
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3.1.4 Another term related to rhythm is syncopation, an “off-the-beat” accent, an extra

beat between the recurring beats.
3.1.5 Music does not always have a steady beat; sometimes, what people hear is what
we call rubato section; it is when a musician is no longer following a steady beat
and just going on to producing beats that play around the musician’s head as a way
of expressing without the worry of keeping with the beat.
3.1.6 Rubato. This is the subtle tempo changes, freely and expressively. The technique,
commonly encountered in Romantic Era music, is also used in K-Pop when the
band goes into a slow solo segment between the song's lively rock.
3.2 Dynamics. It refers to the relative loudness or softness of a sound. Dynamics are indicated
by the following Italian terms that describe 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 theme variation. These are a common structure in
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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 theme changes 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 – This 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.
3.5 Timbre or Tone Color – Refers to the uniqueness of sound produced by an instrument or
the human voice because of overtones' characteristic patterns.
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
particular 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 is keeping its own
distinctiveness.
Javellana, R. (2018). Understanding, Valuing, and Living Art: Art Appreciation for College.
Ogan, J. (2001). Music in the Middle Ages. Date retried May 20, 2020, from
https://uh.edu/~tkoozin/projects/ogan/MIDAGES.html.
House, Inc.
Let’s Check
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Activity 1. Now that you know the basic concept of music let us check how well you
understand the topic. Would you mind choosing 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
2. It is considered as the internal clock of music.

A. Notes C. Drum
B. Tempo D. Beat
3. Use to describe a musical sound as high or low is called _________.

A. Variations C. Theme
B. Syncopations D. Pitch
4. Beethoven’s composition 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
5. Refers to a very soft sound of dynamics in music

A. Pianissimo C. Forte
B. Mezzo Piano D. Fortissimo
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
7. What does this symbol > mean in music?

A. Accelerando C. Crescendo
B. Ritardando D. Decrescendo
8. What is the time signature of Lupang Hinirang?

A. 2/2 B. 3/2 C. 4/2 D. 4/4
9. Does this refer to the uniqueness of sound produced by an instrument or the human
voice?
A. Timbre or Tone Colors C. Melody
B. Harmony D. Texture
10. How many elements are there in music?

A. 8 C. 5
B. 9 D. 6
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Activity 2. Look at the image below and decide what type of orchestral instrument is
introduced.
A. Woodwind B. Brass Family C. Percussion D. String

1. Trombone 2. Viola 3. Tambourine
4. Oboe 5. Flute 6. French Horn
7. Cymbals 8. Harp 9. Drum
10. Tuba
Let’s Analyze
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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.
1. Describe the characteristics of classical music.
2. Describe the characteristics of modern music.
3. Which do you prefer, classical music or the modern one? Explain your answer.
In a Nutshell
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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 music genre (e.g.,
Rock, Pop, Jazz, Rhythm and Blues, Classical Music, etc.). Please apply the different elements
of music. Have fun!
Criteria:
Energy and Projection - 10 points

Diction and Expression - 10 points
Pitch Accuracy and Tone Quality - 10 points
Correct Rhythm - 10 points
Over-all Performance/Impact - 10 points
----------------------------------------------------------------------
TOTAL - 50 points
Q&A List
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1.
2.
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

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ULOb. Demonstrate creativity and apply dance concepts to performing arts.
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Metalanguage
and to demonstrate ULOb will be operationally defined to establish a common frame of
reference.
1. Dance. An expression in a rhythmic movement of an intensified sense of life. It is a visual

and auditory feast of meanings, costumes, props, and music.
2. Body. Dance employs no other instrument but the human body itself. The body is the
mobile figure or shape, felt by the dancer, seen by others.
3. Energy. This is about how the movement happens. Choices about energy include
variations in movement flow and the use of force, tension, and weight. An arm gesture
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 laid down in the succeeding pages.
1. Why do people dance?
1.1 To bring magical powers
1.2 To worship
1.3 For courtship
1.4 For socialization and companionship
1.5 To restore health to life
1.6 For therapeutic purposes
1.7 To have fun
1.8 To entertain
1.9 To give beauty and inspiration

2. Kinds of Dance.
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2.1 Communal Dance. Primitive tribal cultures invented dance. Themes include magic,
strategy, method, survival, and way of life.
Daling-daling dance of the Tausūg people performed by the Parangal Dance Company.
(https://en.wikipedia.org/wiki/Philippine_dance)
2.2 Ritual Dance. It celebrates mythology rather than magic.
Sinulog Festival in Cebu every January

(https://guidetothephilippines.ph/articles/history-culture/sinulog-festival-cebu-guide)
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2.3 Folk Dance. A dance developed that reflects the lives of people from a certain country
or region.
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, popularized by
the Bayanihan Philippine National Folk-Dance Company. (https://jiebelle.weebly.com/singkil.html)
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2.4 Social Dance. A dance with gay and lively characters. It elaborates and bulky fashions
in clothes.
Ballroom Dance (http://www.whoinventedfirst.com/invented-ballroom-dance/)
2.5 Philippine Dance Forms
Participatory Theatrical
Ritual Dances or Sacred Dances Ballet
Ethnic and Folk Dances Flamenco
Catholic Influenced Tango
Subli
Sayaw sa Obando
Turumba
Sinulog
Singhayag
Gapnod
Ethnic and Folk Dances
Courtship and Wedding Dance
Mimetic Dance
Langka
Lunsay
Martial Dance
Hispanic-Influenced Dance Variety Show
Balitaw Kuratsa Bodabil
Balse Lanceros Dancing for Television
Escotis Martial Dance Cultural Dancing
Game Dance Mascota Jazz
Habanera Mazruka
Jota Pandanggo
Kumintang Pantomina
Kuradang Paseo
Paso Doble Polka
Rigodon de honor
Pateado/Zapateado
Modern Dance Dance in Drama Productions
Aerobic
Polynesian and Tahitian
Ballroom Dancing
Disco
Rock and Roll
Hip-hop
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3. Elements of Dance.
3.1 Body. The body is the basic component of dance. How the body initiates movement
and the inner self-perceptions, emotions, imaginations, thoughts, and intentions- are
all classified as “body.”
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)
3.4.1 Space. Area or environment

3.4.2 Time. Determines the rhythm, tempo, and duration of movements.
3.4.3 Duration. Length of time
3.4.4 Force. Energy
3.3.4.1 Dynamics. Force of movement
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3.5 Techniques. Skill in executing the 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.
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. The setting of background; place of action.
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:
Elements of Dance by KQED Arts https://www.youtube.com/watch?v=UGuD9Geeb2k
The Evolution of Dance (from 1950 to 2019) By Ricardo Walker's Crew

https://www.youtube.com/watch?v=p-rSdt0aFuw
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Let’s Check
Activity 1. Now that you know the dance concept, let us check how well you understand the
topic. Choose the best answer to the following questions.
1. It is an expression in a rhythmic movement of an intensified sense of life.
a) Music c) Drama
b) Architecture d) Dance
2. It refers to the message conveyed by the dance.
a) Design c) Movement
b) Theme d) Space
3. Refers to the plan or organization of movement in time and space.
b) Theme d) Space
4. Is the action of dancers as they use their bodies to create or organize a pattern?
b) Theme d) Space
5. The energy when motion occurs.
a) Space c) Time
b) Force d) Duration
6. It refers to the length of time expended by a movement.
a) Space c) Time
7. It refers to the utilization to determine the rhythm, tempo, and duration of movements.
a) Space c) Time
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8. It refers to the area that surrounds us.
a) Space c) Time
9. It refers to skill in executing the movement.
a) Music c) Costume and Props

b) Techniques d) Choreography e) Scenery
10. Refers to the setting of the background, the place of action to make the dance more
artistic and beautiful.

11. It refers to the forms and arrangement and organization of dance steps and movements.

12. It enhances the effect of the dance.

13. It motivates the movement of the dancers.

14. It is a kind of dance where members of primitive tribal cultures invented dance as magic,
a strategy, a survival method.
a) Communal dance c) Folk dance

b) Ritual dance d) Social dance
15. This is a conscious dance, organized volitionally in its design, purpose, and meaning.
a) Communal dance c) Folk dance

b) Ritual dance d) Social dance
Let’s Analyze
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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, analyze and discuss the following elements of dance.
1. Did you like the dance performance? On a scale from one (1) to ten (10), where one
is the lowest and ten is the highest, how would you rate dance performance?
Support your answer.
2. What is the theme of the dance?
3. Discuss the elements of movements in the dance performance.
4. How was the choreography? Explain.
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5. How was the technique? Explain.
6. How were the music, props, and costume in the dance performance? Explain.
In a Nutshell
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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
Q&A List
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1.
2.
3.
4.
5.
Keywords Index
Dance Body Energy
Theme Design Scenery
Space Time Duration
Force Dynamics Techniques
Music Costume and Props Choreography
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ULOc. Demonstrate creativity and comprehensive understanding on the basic concepts
of drama and theatre.
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Metalanguage
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 things' surface, but it is a creative process.
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 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 Greece in the 6th century BCE when
the dithyramb was developed. This form of choral song chanted at festivals in
honor of Dionysus, the god of wine, fruitfulness, and vegetation (Encyclopædia
Britannica).
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Amphitheatre at the site of the ancient city of Epidaurus, Greece (Encyclopædia Britannica, Inc.)
1.1 Medieval Drama. During the Middle Ages, the theatre began a new
development cycle that paralleled the theatre's emergence from ritual activity in
the early Greek period (Read more https://www.britannica.com/art/Western-
theatre/Medieval-theatre).
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 an everyday character such as lawyers, the
merchant, the student, the young wife, and the foolish old 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 performed classical comedies on stages with no
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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).
Teatro Olimpico, Vicenza, Italy; designed by Andrea Palladio and completed by Vincenzo Scamozzi,
1585 (Encyclopædia Britannica, Inc.).
1.3 The drama of the 17th, 18th, and 19th Centuries. In England, in the middle of the
18th century, the theater was briefly revived by manners' comedy. French drama
emerged in the 17th century, from its medieval and religious influences, with the
classical tragedies. In the 19th century, romantic drama flourished throughout
Europe.
(Encyclopædia Britannica, Inc.).

1.4 Modern Drama. Credit should be given to Henrik Ibsen, a Norwegian dramatist,
for the development of modern drama. Ibsen’s influence on modern drama was
immense (Read more about Henrik Ibsen
https://www.britannica.com/biography/Henrik-Ibsen)
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Henrik Ibsen, 1870 (Encyclopædia Britannica, Inc.)
1.5 Oriental Drama. Dramas from Asian countries. The drama is originated as the
elaboration of liturgical practices. Asian actors long ago rejected realistic
presentation in favor of abstraction and symbolism.
1.5.1 Philippine Drama

1.5.1.1 Two early forms of Philippine drama are Duplo and Karagatan. Duplo
was a poetical debate held by trained men and women on a ninth
night, the last night of the dead's mourning period. While the
Karagatan was also a poetic debate like Duplo, but its participants
were amateurs.
1.5.1.2 Cenakulo. A very heavy drama is shown concerning 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
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staged in Manila in 1637 to commemorate Governor-General

Consuera’s victory over Mindanao's Muslims.
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 a 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 on 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 that has become an annual affair that
the natives look forward to with great expectation. The most
extravagant fiesta in the Philippines is 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 in June of 1967, founded
by Zenaida “Bibot” Amador and Baby Barredo.
1.5.2 Japanese Drama
1.5.2.1 Noh Play. The oldest Japanese drama developed in the 1300s. It is
shorter than Western plays and not dramatic performed by masked
actors.
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1.5.2.2 Joruri Play. A puppet drama. Founded in Osaka in 1864.
https://taiken.co/single/ningyo-joruri-the-greatest-puppet-show-on-
earth/#:~:text=Ningyo%20Joruri%20is%20a%20500,puppet%2C%20and%20Joruri%20means%20narrative.
1.5.2.3 Kabuki Drama. The most popular form of traditional Japanese drama.
Originated at the end of the 16th century. It focuses on the visual
aspects of theater, heavy make-up, exaggerated acting, and special
effects.
https://travel.gaijinpot.com/kaho-gekijou-kabuki-theater/
1.5.3 Chinese Drama
1.5.3.1 Vun Pan Shi. The oldest form and focuses on patriotism and filial
devotion. Music and action are meant to play on the audience’s
emotions.
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.
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2. Theater
2.1 Basic Styles of Theater

2.1.1 Presentational style. The actors seem to be shameless in expressing their
strong feelings.
2.1.2 Representational style. Creates an illusion on stage.
2.1.3 Eclectic style. Combination of the two styles plus the influence from
naturalism, expressionism, symbolism, surrealism, and other “isms.”
2.2 Functions of Theater
2.2.1 To effect change in the audience.

2.2.2 It is a platform for propaganda.
2.2.3 To entertain.
2.2.4 It is for-profit and a pleasure.
2.2.5 It challenges the mind and touches the heart.
2.3 Historical Survey of Theater.
2.3.1 Prehistoric Time. To define mysteries of their existence. To cope with

fears and to express wants and aspirations.
2.3.2 Greek Theater. Held during Dionysian festival. Aristotle’s poem, “The
Poetics,” using Sophocles’ Oedipus Rex as a model.
2.3.3 Roman Theater. Spectacle replete with gore and blood. Become part of
their curriculum.
2.3.4 Medieval Theater. Morality play, mystery play, miracle play.
2.3.5 Romantic Theater. Age glorified the individual as a man of reason.
2.3.6 Renaissance Theater. Plays of William Shakespeare and Christopher
Marlowe.
2.3.7 Modern Theater. Emphasis on “slice of life.”
2.3.8 Post-Modernism Theater. Combination of the “isms.”
2.4 Elements of Theater
2.4.1 Performers. The inhabiting characters. Acting is the heart of all theater.
Three challenges of acting: acquiring many skills, making characters believable,
and combining 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. The traditional director follows the playwright’s original intention.
Virtuoso director projects his idea and intentions. The functions of the director
are as follows:
2.4.3.1 He analyzes the text.
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2.4.3.2 He discovers the meaning & intention of the playwright.

2.4.3.3 He works with the actors & actresses, supervising rehearsals & guiding their
performances.
2.4.3.4 He selects an actor/actress for each role.
2.4.3.5 He works closely with scenes, costumes, and lightning.
2.4.3.6 He works on the overall artistic quality of the production.
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, lighting, and
sounds.
2.4.5.1 Trim Props. Any decorative objects which hang upon/attached

2.4.5.2 Set Props. Objects standing above the floor
2.4.5.3 Hand Props. Objects picked and used by the performers
2.4.5.4 Prop Visual Effects. Snowstorm, fire, and smoke
2.4.5.5 Prop Sound Effects. Any off-stage 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 the 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.
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.
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:
What is theatre capable of? https://www.youtube.com/watch?v=M6VFfGvAVZI
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Let’s Check
Activity 1. Now that you know basic drama and theater concepts, let us check how well you
understand the topic. Classify the following objects as to the kind of props they belong to.
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 to.
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Let’s Analyze
Activity 1. To further understand drama and theater, compare and contrast the following in
your own words.
1. Mystery Play vs. Morality Play
2. Duplo vs. Karagatan
3. Ablada vs. Kantada
4. Presentational Theater vs. Representational Theater
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In a Nutshell
Activity 1. Now that you have a comprehensive understanding of drama and theater,
you are ready for the next level! You have to mimic your favorite artist/personality
(singer, dancer, actor/actress, etc.), a character in a story, or an individual (locally or
internationally). Your mimicry presentation should be at least 30 seconds and not
more than one minute.
In Aristotle’s view, Imitation/Mimicry is not a mere photographic representation of

things' surface, but it is a creative process. Going back to Drama's definition, it comes
from the Greek word meaning “to do” or “to act.” Drama is the specific mode of
fiction represented in performance.
Mimicking Different Personalities or Story Characters
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
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Q&A List
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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KENNETH P. SUMATRA, MA-LIT

Faculty, Languages Discipline
RICHMOND J. PAGARAN, MA-LIT

MARY SHANE LOUIE SAYSON, MAEd

Reviewed by:
EDWIN L. NEBRIA, Ed.D.

Chair, Languages Discipline
Approved by:
KHRISTINE MARIE D. CONCEPCION, Ph.D.

Dean, College of Arts and Sciences Education
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College of Arts and Sciences Education

2ndFloor, DPT Building

College of Arts and Sciences Education

Physically Distanced but Academically Engaged

Self-Instructional Manual (SIM) for Self-Directed Learning (SDL)

Course/Subject: GE 7 (ARTS APPRECIATION)

Name of Teacher: ANA LOUELLA N. NAVARRO

PART 1: QUALITY ASSURANCE POLICIES…………………………………………………………………………………… 1

Course Outline: GE 7 – Arts Appreciation

Course Coordinator: Ana Louella N. Navarro

Course Outline Policy

If the assessment task is done in real-time through the

Turnitin Submission To ensure honesty and authenticity, all assessment

Please note that academic dishonesty such as cheating

However, if the late submission of the assessment

For group assessment tasks, the course coordinator

explicitly explain the reasons/points to contest the

If disapproved by the course coordinator, you can

Course discussions/exercises – 30%

All culled from on-campus/onsite sessions (TBA):

Final exam – 40%

Submission of the final grades shall follow the usual

You can also meet the course coordinator in

For students who have not created their student email,

Contact Details of the Program DR.EDWIN L. NEBRIA

Course Information: see/download course syllabus in the Blackboard LMS

Week 1-3: Unit Learning Outcomes (ULO)

Big Picture in Focus:

ULOa. Demonstrate deep knowledge on the definition, nature, and importance of

1.4 Importance of Humanities. The study of humanities provides man a thorough

3.10 The Functions of the Arts.

The Editors of Encyclopaedia Britannica. (2014). Humanities. Encyclopedia Britannica, Inc.

_________1. The “Trivium” includes: grammar, geometry and ethics.

_________2. Humanities is regarded as a theoretical subject rather than a practical

_________3. The word “humanities” is Latin term.

_________4. Humanities is generally defined as the study of human nature.

_________5. Social function of art is self-expression or gratification and it varies from

_________6. Nature such as birds and trees belong to visual arts.

_________7. The study of humanities develops man’s critical thinking.

_________9. A specific function of an art depends on its context.

_________10. Humanities is a science.

2. Art is not Nature, and Nature is not Art.

Do you have any questions for clarification?

Humanities Arts Nature of Humanities

Functions of Art Trivium Quadrivium

Visual Arts Intrapersonal Encounter Interpersonal Encounter

Big Picture in Focus:

1. Art. It encompasses diverse media such as painting, sculpture, printmaking, drawing,

1. Elements of Arts. These are the main ingredients of art.

Lines can be horizontal, vertical, or diagonal, straight or curved, thick or thin.

1.2 Color. It consists of Hue (another word for

color), Intensity (brightness), and Value (lightness or darkness).

1.3 Value. The lightness or darkness of a color.

“Approaching Shadows” (McNee, 2020)

1.5 Form. A three-dimensional object; or something in a two-dimensional artwork that

ANTHONY CARO’s Paul's Turn, 1971 (cor-ten steel)

Detail of Bouquet of Flowers in an Urn, 1724 by Jan Van Huysum

2. The Principles of Art. The tools to make art.

Leonardo da Vinci: Last Supper (Encyclopædia Britannica)

Whistler’s Mother by James McNeill

Francisco Goya The Shootings of May Third, 1808 (https://artclasscurator.com/artworks-that-show-

Claude Monet, Juan-Les-Pins, 1888 (https://drawpaintacademy.com/contrast/)

The Starry Night Vincent van Gogh 1889. Oil on canvas

2.5 Pattern and Repetition. Repetition of a design.