SIBUGAY TECHNICAL INSTITUTE INCORPORATED

Lower Taway, Ipil, Zamboanga Sibugay

www.sibugaytech.edu.ph
Email Address: alface01@yahoo.com
Telefax: (062)222-2469, Mobile No.: 09285033733
1ST Semester Academic Year 2021-2022

COURSE SYLLABUS

COURSE CODE: GE 4 COURSE NAME: ART APPRECIATION COURSE 3 UNITS

CREDITS:
CONTACT 54 HOURS PRE-REQUISITE: NONE TYPE OF BLENDED
HOURS: COURSE: LEARNING
PRE-REQUISITE COURSE None TOTAL NUMBER OF HOURS INCLUDING LAB SESSION : 54 HOURS/ NO LAB SESSION
TO:
COURSE Art appreciation is a three-unit course that develops student’s ability to appreciate, analyse and critique works
DESCRIPTION: of art through interdisciplinary and multi modal approaches, this course equips students with a broad knowledge of
the practical, historical, philosophical and social relevance of the arts in order to hone student’s ability to articulate
their understanding of the arts. The course also develops student’s competency in reaching and creating arts as well
as conceptualizing, mounting, and evaluating art graduate as the course aims to develop students genuine
appreciation for Filipino culture and of course.

VISION: A leading educational institution that advocates holistic transformational development for global competitiveness.

MISSION: To provide responsive, relevant and innovative education and training that equip students with the knowledge,
attributes, values and skills to become successful in their chosen careers and meet the demands of the national and
global industry.

1
GOALS: SERVANT LEADERSHIP
INNOVATIVENESS
COLLABORATION
ADAPTABILITY
TRUSTWORTHINESS
COMPASSION
ACADEMIC EXCELLENCE

COURSE LEARNING OUTCOMES

At the end of the course, the students should be able to:

 Demonstrate an understanding and appreciation of arts in general, including their function, value, and historical significance
 Define and demonstrate the elements and principles of design
 Explain and evaluate different theories of art
 Analyze and appraise works of art based on aesthetic value, historical context, tradition and social relevance
 Mount an art exhibit (concept development, production and postproduction, marketing, documentation, critiquing)
 Create their own works of art and curate their own production or exhibit.
 Utilize art for self-expression and for promoting advocacies
 Deepen their sensitivity to self, community, and society
 Discover and deepen their identity through art with respect to their nationality, culture and religion
 Develop an appreciation of the local arts

2
 TIME FRAME TOPIC OBJECTIVES LEARNING ACTIVITIES ASSESSMENT LEARNING ASSESSMENT REMARKS
(ONLINE) ACTIVITIES
(OFFLINE)
WEEK 1-2 Introduction: School’s Task performances- (for
Vision, Mission, Core At the end of this module, students who cannot Individual quiz/
Aug. 23-28 to Values, Course the learners must be able attend online classes Individual Learning
Interactive Discussion refer to your respective
August 31- Description and Course to:
modules and answer the
September 4, Objectives a. Recognize the role of a. Listing Activity activities.
2021 humanities and arts in CONSULTATION
b. Critique Online Quiz DATE:
LESSON 1: What Is man’s attempt at fully c. Essay (Google AUGUST 28 and
Art: Introduction and realizing his end; Classroom) Learning Activities: September 4, 2021
Assumptions b. Clarify misconceptions Individual task
Performance a. Listing Activity *One on one
the art; b. Critique
c. Characterize the phone call and
https://bit.ly/3c566ey c. Essay
assumptions of arts; consultation
d. Formative
hours with the
and (with Rubrics) Assessment
teacher.
d. Write and categorize art
works by citing personal (with Rubrics)
experiences.

WEEK 3-4 LESSON 2: ART At the end of this module, Individual quiz/
APPRECIATION: the learners must be able to: Individual
September Creativity, Imagination, Learning
6-11; 13-15, a. Differentiate art Interactive Discussion Learning Activities:
and Expression
2021 from nature; a. Written Report a. Written
b. Essay CONSULTATION
b. Characterize artistic Report DATE:
c. Providing examples Online Quiz b. Essay SEPTEMBER 11,
expression based
(Google c. Providing 2021
on personal Individual task Performance Classroom) examples
experiences with d. Formative *One on one
art; https://bit.ly/3vDFN6S Assessment phone call and
c. Discuss the nature (with Rubrics) consultation
of art’s preliminary (with Rubrics) hours with the
3
teacher.
expression; and
d. Categorize works of
 art by citing
personal
experiences.

September 16- (UNIT TEST EXAM)

18, 2021
.Learning Objectives: At the Learning Activities:
WEEK 5-6 LESSON 3: Functions end of this module, the Interactive Discussion Individual quiz/
a. Listing Individual Learning
and Philosophical learners must be able to:
September 20- Perspective on Art a. Listing Activity Online Quiz Activity
CONSULTATION
25; September a. Distinguish directly b. Reflective Essay (Google b. Reflective DATE:
28-October 2, functional and c. Picture Analysis Classroom) Essay SEPTEMBER 27 and
2021 indirectly functional c. Picture October 2, 2021
art; Individual task Performance Analysis
b. Explain and discuss d. Formative *One on one
https://bit.ly/3vDFN6S Assessment phone call and
the different
(with Rubrics) consultation
theories of art; hours with the
(with Rubrics)
c. Realize the function teacher.
of some art forms in
daily life; and

d. Apply concepts and

theories on beauty
and aesthetic value
in real life
scenarios.

4
WEEK 7-8 LESSON 4: Subject At the end of this module , Interactive Discussion Learning Activities: Individual quiz/
and Content the learner should be able a. Listing Activity Individual
October 4-9; 12- to: b. Essay and Providing a. Listing Learning
13, 2021 a. Differentiate examples Online Quiz Activity
representational art and c. Reflective Essay (Google b. Essay and
CONSULTATION
non-representational Classroom) Providing DATE:
art; Individual task Performance examples October 9, 2021
b. Discuss the difference https://bit.ly/3fxWH0W c. Reflective
between an artwork’s Essay/Making *One on one
(with Rubrics)
subject and its content; a reflection phone call and
c. Identify the subject paper consultation
matter and content of d. Formative hours with the
d. specific examples of Assessment teacher.
art; and
e. Enumerate the sources
of the subjects of some
of the most
recognizable works of
art in Philippine art
history.

October PRE-LIM EXAMINATION

14-16, 2021

5
 At the end of this module,
the learners must be able to:
a. Outline the history of
the emergence of
artists and artisans;
b. Recognize and
critically discuss the
function of state
sponsorship in the
field of arts and
culture through the
National Artists Individual quiz/
WEEK 9 LESSON 5: Artists and Award and the Individual
Artisans Gawad sa Manlilikha Interactive Discussion Learning
Learning Activities:
October 18-23, ng Bayan a. Self-Evaluation a. Self-
2021 (GAMABA); b. Essay Evaluation CONSULTATION
c. Identify and define c. Analyze research Online Quiz b. Essay DATE:
the different (Google c. Analyze October 23, 2021
individuals and Individual task Performance Classroom) research
groups who take on *One on one
varied roles in the https://bit.ly/34uWS6Y (with Rubrics) phone call and
world of art and (with Rubrics) consultation
culture; and hours with the
d. Classify the practices teacher.
of artists in terms of
form, medium, and
technique.

6
WEEK 10-11 LESSON 6: Elements At the end of this module,
and Principles of Art the student must be able;
October25-30; a. Enumerate the Interactive Discussion Learning Activities: Individual quiz/
November 3-6; different elements of a. Drawing/Illustration Individual
8-10, 2021 visual and auditory b. Poster making Online Quiz a. Drawing/Illust Learning
art; c. Essay (Google ration
Classroom) b. Poster
b. Differentiate the CONSULTATION
Individual task Performance making
principles of art; c. Essay DATE:
c. Provide examples of OCTOBER 30 and
https://bit.ly/34v9MlB November 6, 2021
the interrelatedness (with Rubrics)
(with Rubrics)
of some of the *One on one
elements and phone call and
principles of design; consultation
d. Explain the relevance hours with the
of the elements and teacher.
principles of art in the
study of art and its
product (artworks);
and
e. Illustrate examples of
hybrid art and dissect
what art forms are
combined therein.

November
11-13, 2021 (MIDTERM EXAMINATION)

WEEK 12-13 LESSON 7: Art in Early At the end of this module,

Civilizations the student must be able;
November 15- a. Discuss how art was Interactive Discussion Learning Activities: Individual quiz/
20; 22-27, 2021 used by prehistoric a. Test Case Scenario a. Test Case Individual Learning

people to depict b. Journal Entries Online Quiz Scenario

c. Essay (Google b. Journal CONSULTATION
everyday life;
Classroom) Entries DATE:
b. Identify the central c. Essay November 20 and 27,
Individual task Performance
themes of prehistoric 2021
https://bit.ly/3yT4UEz
art; (with Rubric)
(with Rubrics) *One on one
7
 c. Differentiate the phone call and
techniques used consultation
during the three hours with the
kingdoms of early teacher.
Egypt; and
d. Explain how art is
linked with religion in
early Egyptian
civilization.

WEEK 14 LESSON 8: Art of At the end of this module,

Emerging Europe the learners must be able to:
November 29- a. Identify the major Interactive Discussion Individual quiz/
December 4, a. Drawing/Illustration Learning Activities: Individual
periods in Western Online Quiz a. Drawing/Illust Learning
2021 art history; b. Compare and (Google
Contrast ration
b. Compare and Classroom)
c. Essay b. Compare and
contrast the artworks Contrast CONSULTATION
produced during the c. Essay DATE:
Individual task Performance December 4, 2021
different time periods
https://bit.ly/3wKVWaJ
and art movements; (with Rubrics)
(with Rubrics) *One on one
and
phone call and
c. Discuss the
consultation
importance of art in
hours with the
aesthetic value,
teacher.
tradition and social
relevance in the
development of
Western culture.

8
WEEK 15-16
LESSON 9: Caught in At the end of this module, Interactive Discussion Learning Activities: Individual quiz/
December 6-11; Between: Modern and the students must be able a. Writing Concept a. Writing Individual
13-15, 2021 Contemporary Art to: b. Drawing/Illustration Online Quiz Concept Learning
a. Differentiate modern c. Essay (Google b. Drawing/Illust
and contemporary Classroom) ration CONSULTATION
art; Individual task Performance c. Essay DATE:
b. Show the https://bit.ly/34yCthu December 11, 2021
(with Rubrics) (with Rubrics)
interrelation of
*One on one
modern and
phone call and
contemporary art; consultation
c. Isolate and discuss hours with the
function, value and teacher.
significant historical
events that informed
and inspired the
different movements
under contemporary
art; and
d. Classify specific
artworks into the
different movements
under contemporary
art.

December 16- PRE-FINAL EXAMINATION

19, 2021
WEEK 17 LESSON 10:
Soulmaking, At the end of this module, Individual quiz/
January 3-8, the learners must be able to: Interactive Discussion Learning Activities: Individual
Appropriation, and
2022 a. Explain how a. Guessing Pictures a. Drawing Learning
Improvisation
meanings can be b. Listing Activity Online Quiz b. Guessing
derived from art; c. Written Report (Google Pictures
b. Discuss how d. Essay Classroom) c. Listing CONSULTATION
Activity DATE:
improvisation can
d. Written January 8, 2022
make an artwork Individual task Performance
Report
9
 distinctive; and e. Essay *One on one
c. Identify the issues https://bit.ly/35md9vn phone call and
and problems that (with Rubrics) (with Rubrics) consultation
can arise because of hours with the
appropriation of art. teacher.
d. Create an artwork
that depicts
soulmaking,
appropriation, and
improvisation.

WEEK 18 At the end of this module,

LESSON 11: Art in the learners must be able to: Interactive Discussion
January 10-12, Asia a. Identify key a. Drawing/Illustration Learning Activities: Individual quiz/
2022 influences to Chinese b. Written Report Online Quiz a. Drawing/Illust Individual
c. Essay (Google ration Learning
art;
d. Art exhibit Classroom) b. Written
b. Identify key
(multimedia Report
characteristics of c. Essay CONSULTATION
Japanese art; presentation) DATE:
c. Compare and January 12, 2022
Individual task Performance (with Rubrics)
contrast Chinese and
*One on one
Japanese artworks; https://bit.ly/3guh3aK phone call and
d. Trace the (with Rubrics) consultation
development of hours with the
Philippine art; teacher.
e. Create an artwork
that depicts the
identity through art
with respect to
nationality, culture
and religion of Art in
Asia.
f. Mount an art exhibit
(concept
development,
production and

10
 postproduction,
marketing,
documentation,
critiquing) through
video presentation.

January
13-15, 2022 FINAL EXAMINATION

11
 RUBRICS FOR DIFFERENT LEARNING ACTIVITIES
Rubric for Art Criticism

Description Analysis Interpretation Evaluation

(4) Demonstrates exemplary
Advanced observation and thorough
understanding of technical
Exceeds application of media and/or the
Standards representation of visual elements
Demonstrates exemplary Demonstrates exemplary Demonstrates exemplary
performance in promoting a logical performance in establishing a performance in assessing the
inference of an artist intent or personal understanding and qualities, communication, and
meaning thoughtful reaction to a work of art aesthetics of a work of art

(3) Demonstrates competent Demonstrates competent Demonstrates competent Demonstrates competent

Proficient observation and understanding of performance in inferring an artist performance in establishing a performance in assessing the
technical application of media intent or meaning personal understanding and qualities, communication, and
Meets and/or the representation of visual thoughtful reaction to a work of art aesthetics of a work of art
Standards elements

(2) Makes errors; shows incomplete Makes errors; provides incomplete Makes errors; shows incomplete Makes errors; shows incomplete
Partially understanding or observation of inference of an artist intent or understanding and personal understanding of the qualities,
Proficient media, and inaccurate meaning reaction to a work of art communication, and aesthetics of a
representation of visual elements work of art
In Progress,
Emerging
(1) Demonstrates serious errors; Demonstrates serious errors in Demonstrates serious errors in Demonstrates serious errors in
Novice shows major misunderstanding inference of understanding and an understanding the qualities,
Unsatisfactory an artist intent or meaning undeveloped personal reaction communication, and aesthetics of a
to a work of art work of art

(0) Work is missing or no attempt Work is missing or no attempt was Work is missing or no attempt was Work is missing or no attempt was
was made made made made

Self –
Evaluation

12
Rubrics Reflective Essay

Scale Description
5 points Facts are consistently detailed/precise and very relevant. Uses correct spelling and grammar effectively almost all of the time. Addresses
the question completely.
4 points Most facts are detailed/precise and relevant. Uses spelling and grammar with considerable accuracy and effectiveness. Addresses the
question, but left out few details.

3 points Lacks few substantial details and examples to support ideas. Spelling and grammar require moderate editing. Addresses the question,
but provided few details.
2-1 points More specific details and examples are needed to support opinions. Spelling and grammar require considerate editing. Addresses the
question, but in very few details.

13
Rubrics for Reflection Paper
SKILLS 5 4 3 2 1
DEPTH OF Demonstrate a Demonstrate a Demonstrate the basic Demonstrate a limited Demonstrate little or no
REFLECTION conscious and through thoughtful understanding of the subject understanding of the subject understanding of the subject
understanding of the understanding of the matter. matter. The reflection needs matter. This reflection needs
subject matter. This subject matter. revisions. revisions.
reflection can be used as
an example for other
students.

USE OF TEXTUAL Use specific and Use relevant of example Use example from the text to Use incomplete or vaguely No example from the text are
EVIDENCE convincing example from from the text studied to support most claims in your developed example to only used in claims made in your
the text studied to support claims in your writing with some connection partial support claims with no own writing unsupported and
support claims in your own writing, making made between texts. connections made between irrelevant to the topic and
own writing making applicable connection texts. hand.
insightful and applicable between texts.
connection between
texts.

LANGUAGE USE Use language the Use language that Use basic but appropriate Use language that vague or Use language that unstable
precise and engaging fluent and original, with language, with a basic sense imprecise for the audience or for the audience and purpose
with notable sense of a sense of voice of voice and awareness of purpose with little sense of with little or no awareness of
voice, awareness of awareness of audience audience and purpose and voice awareness of vary sentence structure.
audience purpose and and purpose and the some attempt to vary sentence structure.
varied sentence ability to vary sentence sentence structure.
structure. structure.

CONVENTIONS Demonstrate control of Demonstrate control of Demonstrate partial control Demonstrate limited control Demonstrate little or no
the convention with the conventions of the convention, exhibit of conventions, exhibiting control of the convention and
essentially no errors, exhibiting occasionally occasionally errors that do frequent errors that make making comprehension
even with sophisticated errors only when using not hinder comprehensions. comprehension difficult. almost.
language. sophisticated

14
 Rubrics for Research Report
Criteria Unsatisfactory - Beginning
Paper 0-13 points
Focus: Fails to identify a relevant
Purpose/ research topic or is not clearly
Position defined and/or the paper lacks
Statement focus throughout.
0-22 points
Analysis Demonstrates a lack of
understanding and inadequate
analysis of the research topic and
thesis. Analysis is superficial
based on opinions and
preferences rather than critical
analysis.
Evidence 0-22 points
(Sources) Lacks sufficient research sources
to support the central position
and/or, if included, are generally
not relevant, accurate, or reliable.
Contains numerous factual
mistakes, omissions, or
oversimplifications. Sources, if
included, are not properly
referenced and cited in the paper.
Developing
14-15 points
Identifies a research topic but may
be too broad in scope and/or the
thesis is somewhat unclear and
needs to be developed further.
Focal point is not consistently
maintained throughout the paper.
21-23 points
Demonstrates general
understanding with limited critical
analysis of the research topic and
thesis (argument). Summarizes
perspectives, counter-arguments,
or opposing positions.
21-23 points
Provides some evidence to
support the central position with
only a few research sources.
Some sources may not be
relevant, accurate, and reliable
and/or appropriately referenced
and cited in the paper.
Accomplished
16-17 points
Identifies a relevant research topic
and a thesis that provides adequate
direction for the paper with some
degree of interest for the reader. The
thesis states the position, premise,
or hypothesis, and is the focal point
of the paper for the most part.
24-26 points
Demonstrates an understanding and
some critical analysis of the
research topic and thesis
(argument). Adequately
compares/contrasts perspectives,
counter-arguments, or opposing
positions but broader connections
and/or implications are not as
thoroughly explored.
24-26 points
Provides essential, accurate
evidence to support the central
position with the required (7)
research sources including 1 source
from a periodical database that are
mostly relevant, accurate, and
reliable. Sources are referenced and
cited appropriately throughout the
paper for the most part.
15
Exemplary Total
18-20 points /20
Identifies a relevant research topic and
a thesis that provides direction for the
paper that is engaging and thought
provoking, The thesis clearly and
concisely states the position, premise,
or hypothesis and is consistently the
focal point throughout the paper.
27-30 points /30
Demonstrates a sophisticated
understanding and careful, critical
analysis of the research topic and
thesis (argument).
Compares/contrasts perspectives,
considers counter arguments or
opposing positions, and draws
original and thoughtful conclusions
with future implications.
27-30 points /30
Provides compelling and accurate
evidence to support in-depth the
central position beyond the required
(7) research sources with at least 1
source from a periodical database.
Research sources are highly relevant,
accurate, and reliable and add to the
strength of the paper; and are
effectively referenced and cited
throughout the paper.
Rubrics for Poster Making

CATEGORY 4 3 2 1
Required The poster includes all All required elements are All but 1 of the required Several required elements were
Elements required elements as included on the poster. elements are included on the missing.
well as additional poster.
information.
Labels All items of importance Almost all items of importance Many items of importance on Labels are too small to view OR
on the poster are clearly on the poster are clearly the poster are clearly labeled no important items were labeled.
labeled with labels that labeled with labels that can with labels that can be read
can be read from at be read from at least 3 feet from at least 3 feet away.
least 3 feet away. away.
Graphics - All graphics are related All graphics are related to the All graphics relate to the topic. Graphics do not relate to the topic
Relevance to the topic and make it topic and most make it easier One or two borrowed graphics OR several borrowed graphics do
easier to understand. All to understand. Some have a source citation. not have a source citation.
borrowed graphics have borrowed graphics have a
a source citation. source citation.
Attractiveness The poster is The poster is attractive in The poster is acceptably The poster is distractingly messy
exceptionally attractive terms of design, layout, and attractive though it may be a bit or very poorly designed. It is not
in terms of design, neatness. messy. attractive.
layout, and neatness.
Grammar There are no There are 1-2 There are 3-4 There are more than 4
grammatical/mechanical grammatical/mechanical grammatical/mechanical grammatical/mechanical mistakes
mistakes on the poster. mistakes on the poster. mistakes on the poster. on the poster

16
Rubrics for Art

Category Accomplished Artist Developing Artist Beginning Artist

30-21 20-10 9-0
Material Application Demonstrates qualities and Demonstrates some qualities and Lack demonstration of qualities and
and Technique characteristics of various media, characteristics of various media, characteristics of various media,
techniques and processes. techniques and processes. techniques and processes.

30-21 20-10 9-0

Understanding of Insight and depth of content Some depth of content understanding Lacks content understanding and is
Content understanding are evident. is evident. clearly a work in progress.
5-4 3-2 1-0
Completion Most of the steps are completed to the Some of the steps are completed but Artwork appears to be a work in
best of student ability. needs finishing touches. progress.
10-9 8-4 3-0
Tool/Material Demonstrates respectful use of tools Demonstrates some respect for art Demonstrates little or no respect for
Responsibility and materials. tools and materials. the art tools and materials.
15-11 10-6 5-0
Craftsmanship Artwork reflects deliberate control Artwork reflects adequate control and Artwork appears to be a work in
having good craftsmanship. having some craftsmanship. progress with little or no control of
craftsmanship.
10-8 7-4 3-0
Creative Process Expresses original idea and insightful Expresses original ideas but has few Lacks original idea and has few
perspectives with an appropriate details. details.
amount of details.

17
 Rubric for Multimedia Presentation
Task Description: Mount an art exhibit (concept development, production and postproduction, marketing, documentation, critiquing) maximum of 5
minute video presentation.
Criteria weigh Exemplary Admirable Acceptable Attempted
t
 Use of three or more  Use of two sources, including,  Use of one Internet source  Use of only one source
sources, including at least including at least one Internet source;  Some errors in information  Numerous errors in information
Research of Topic

two Internet and one print use of one search engine  Topic somewhat broad  Topic too general
source; use of two search  Most information can be confirmed
20% engines  Topic could be more narrowly
 Variety of domain name focused
suffix (.com, .edu, .net)
 Factual information is
accurate
 Narrow focus of topic
 Logical sequencing  Somewhat logical sequencing  Sequencing is poorly planned  Sequencing is confusing
 Menus and paths are clear  Menus and paths are mostly clear  Menus and paths are sometimes  Menus and paths are confusing
Storyboard for
Organization

 Original; inventive; creative  Original confusing Inconsistent

(Outline or


Planning)

15%  Little originality  Rehash of other people’s ideas

 Covers topic completely and  Covers topic  Barely covers topic  Does not adequately cover topic
in depth  Content is mostly understandable  Content is somewhat  Content is confusing
Content

20%  Content is readily  Media used mostly contributes to understandable  Media used does not contributing to
understandable understanding of topic  Media used somewhat understanding of topic
 Media used contributes to contributes to understanding of
understanding of topic topic

18
  Effective combination of
multimedia and persuasive
Graphic Design design elements
25%  Excellent use of navigational
tools and buttons
 Graphics effectively entice
audience; accurately convey
message
 Correct grammar, usage,
mechanics, and spelling
Mechanics
 Good combination of multimedia and
design elements
 Adequate navigational tools and
buttons
 Visuals and images are attractive;
adequately conveys message
 Few grammar, usage, mechanics, or
spelling errors
 Some use of multimedia and
design elements
 Some buttons and navigational
tools work properly
 Use of visuals and images is
limited; message is conveyed
 Several grammar, usage,
mechanics, or spelling errors
 0-1 media used
 Buttons and navigational tools are
absent or confusing
 Use of visuals and images is confusing
or absent; message is confusing
 Obvious grammar, usage, mechanics,
or spelling errors

10%  All sources are correctly cited  Most sources are correctly cited  Some sources are incorrectly  Sources are not cited
cited

 Work load is divided and  Some members contribute  Few members contribute  One or two people do all of the work
shared equally
Teamwork
(optional)

10%

Assignment Score ______________ + Beyonder/Bonus ______________ = Final Score ________________

19
Rubrics for Essay
Traits 4 3
Focus & There is one clear, well-focused
Details topic. Main ideas are clear and are
well supported by detailed and
accurate information.
Organization The introduction is inviting, states the
main topic, and provides an overview
of the paper. Information is relevant
and presented in a logical order. The
conclusion is strong.
Voice The author’s purpose of writing is very
clear, and there is strong evidence of
attention to audience. The author’s
extensive knowledge and/or
experience with the topic is/are
evident.
Word Choice The author uses vivid words and
phrases. The choice and placement of
words seems accurate, natural, and
not forced.
Sentence All sentences are well constructed
Structure, and have varied structure and length.
Grammar, The author makes no errors in
grammar, mech anics, and/or spelling.
Mechanics, &
Spelling
Reviewer’s
Comments
There is one clear, well-focused
topic. Main ideas are clear but are
not well supported by detailed
information.
The introduction states the main
topic and provides an overview of the main topic. A conclusion is
paper. A conclusion is included.
The author’s purpose of writing is
somewhat clear, and there is some
evidence of attention to audience.
The author’s knowledge and/or
experience with the topic is/are
evident.
The author uses vivid words and
phrases. The choice and placement
of words is inaccurate at times
and/or seems overdone.
Most sentences are well
constructed and have varied
structure and length. The author
makes a few errors in grammar,
mechanics, and/or spelling, but they
do not interfere with understanding.
20
2 1
There is one topic. Main ideas The topic and main ideas are
are somewhat clear. not clear.
The introduction states the There is no clear introduction,
structure, or conclusion.
included.
The author’s purpose of The author’s purpose of writing
writing is somewhat clear, and is unclear.
there is evidence of attention
to audience. The author’s
knowledge and/or experience
with the topic is/are limited.
The author uses words that The writer uses a limited
communicate clearly, but the vocabulary. Jargon or clichés
writing lacks variety. may be present and detract
from the meaning.
Most sentences are well Sentences sound
constructed, but they have a awkward, are
similar structure and/or length. distractingly repetitive,
The author makes several or are difficult to understand.
errors in grammar, mechanics, The author makes numerous
and/or spelling that interfere errors in grammar, mechanics,
with understanding. and/or spelling that
interfere with
understanding.
GRADING SYSTEM:

The institution observes five (5) grading periods in one (1) semester. Unit Examination, Preliminary Examination, Midterm Examination, Pre-Final Examination and Final
Examination. The Numeral System Of Grading is used and is expressed as follows:

95-98 Excellent
90-94 Highly Satisfactory
85-89 Satisfactory
80-84 Good
75-79 Fair
74 below Failing
NG NO GRADE
DRP DROPPED

In computing for the grades, the institution uses the based 50 and AVERAGE SYSTEM of grading. This means that the FINAL GRADE shall be derived by adding the grades from
UNIT EXAMINATION TO FINAL EXAMINATION divided by five (5). Further, the final grades of each grading period
shall be based on the following

Major Exams (ME) 50%

Average Quizzes (AQ) 20%
Average Class Recitation (ACR) 15%
Average Assignments (AAs) 5%
Project (P) 10%
Total 100%

REFERENCE: ART APPRECIATION (First Edition)

Bernardo Nicolas Caslib, Jr.
Dorothea C. Garing
Jezreel Anne R. Casaul

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COURSE REQUIREMENTS:
In order to pass this course, a student must be able to obtain a rating of at least 2.0 derived from the following fulfilled requirements:
1. Virtual Activity Participation
2. Major Written Examinations
3. Task Performance online
Rubrics for the following requirements will be made available on the given modules
COURSE EXPECTATIONS:
Students of this course are expected to:
1. Observe the rules and regulations of the institutions regarding the proper decorum, attendance and the general requirements.
2. Participate actively in all of the discussions and exchange of ideas to earn points for this course using English language as a means
of communication;
3. Submit required tasks in a neat and presentable manner; and,
4. Prepare, accomplish, submit, present and perform all assigned tasks and course works required.
CLASSROOM POLICIES (Adopted)
1. Late submissions are not accepted. Unless there is a very valid excuse for such late submission. The following are considered valid:
hospitalized (with medical certificate), death of an immediate family member (God forbid), and flu (but not hospitalized; with an
excuse letter from parents, guardian, or dorm manager).
2. Wearing of prescribe uniform is a must.
3. PLAGIARIZED activities, quizzes, exercises, etc. will be automatically marked as ZERO.

Prepared by: Checked and Reviewed by:

JESSICA C. NAVAJA, LPT NANCY CHIONG-MAGBANUA, MSIT

Instructor Academic Dean

Recommending Approval by: Approved by:

NANCY CHIONG-MAGBANUA, MSIT Dr. EUFEMIO D. JAVIER, JR, .DDM

Academic Dean CEO & School President
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