Art Appreciation

Course Tile : Art Appreciation

No. of Units : 3 units

Course Description:
Art Appreciation is a unit course that develops student’s ability to appreciate, analyze, and critique works of art. Through interdisciplinary and multimodal
approaches, this course equips students with a broad knowledge of the practical, historical, philosophical, and social relevance of the arts in order to hone
students’ ability to articulate their understanding of the arts. The course also develops students’ competency in researching and curating art as well as
conceptualizing, mounting, and evaluating art productions. The course aims to develop students’ genuine appreciation for Philippine arts by providing them
opportunities to explore diversity and richness and their rootedness in Filipino culture.

Learning Outcomes
At the end of the course, the students should be able to:
Knowledge
1. Demonstrate an understanding and appreciation of arts in general, including their function, value, and historical significance
2. Define and demonstrate the elements and principles of design
3. Explain and evaluate different theories of art
4. Situate Philippine arts in a global context

Skills
1. Analyze and appraise works of art based on aesthetic value, historical context, tradition, and social relevance
2. Mount an art exhibit (concept development, production and postproduction, marketing, documentation, critiquing)
3. Create their own works of art and curate their own production or exhibit
4. Utilize art for self-expression and for promoting advocacies

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Values
1. Deepen their sensitivity to self, community, and society
2. Discover and deepen their identity through art with respect to their nationality, culture, and religion
3. Develop an appreciation of the local arts
4.
Number of Hours: 3 hours every week for 18 weeks or 54 hours in a semester
Course Outline & Timeframe

Week Topics
1 Course orientation
Assumptions and Nature of Arts: Creativity, Imagination
2 Functions of Art and Philosophy
Subject and Content
3-4 Art and Artisans: Production Process, Medium, Technique, Curation
5-6 Elements and Principles of Arts
7-12 Art History (Asian, Western, Philippines)
13-18 Soulmaking (Soul, Sound, Structure)
Workshops on Improvisations, Installation, Transcreation
Local Arts

ART APPRECIATION Learning Plan

COURSE INTENDED TOPIC Teaching/ Learning Activities RESOURCES Assessment Methods/ Tasks
LEARNING (TLA) (AT)
OUTCOMES( CILO)
To determine students’ Couse orientation Group discussion: oral recitation
Gardner’s Art through the Ages: Essay:
expectations of the Grading system Why study humanities? A Concise History of Western If you were an artist, what kind
course Requirements What is art history? Art, Fred. S. Kleiner, 3rd ed., of artist will you be?
Relevance of the course What is art appreciation? 2012, pp.1-2
To characterize What art field will you explore?
artistic expression Art history Why do people create works of Imagination in Teaching and Why?
based on personal art?(individual) Learning, Kieran Egan, 1992,

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experiences with art Art appreciation, Art, pp.12-37 How can you utilize the arts to
creativity, imagination and What is creativity? express yourself, your
L (K) the expression Why is creativity necessary in Nature and Young Children, 2nd community, and your relation to
Differentiate art history artmaking? ed., Encouraging Creative Play others and with the earth?
from art appreciation; When can you say that a person and Learning in Natural
Discuss the nature of is creative? Environments, Ruth Wilson,
art’s preliminary 2012, pp.1-17
expression
L (K) Assumtions of art Lecture Art Perception and Appreciation, Insight paper:
Clarify misconceptions (Art is universal; art is Dynamics Ortiz et al., 1976, pp.5-12 Students will select from the
about art; cultural; art is not nature; art following topics:
Differentiate art from involves experience) Guide questions: The Humanities, Dudley and
nature (Art as expression, as a form “Art is good because it is popular” Faricy, 1968, pp.5-22 (Nature of Why is art ageless and
of creation) or “Art is good because it is Art) timeless?
O (K) universal”
Categorize works of Visual arts (2D, 3D) Alampat: An Introduction to Art Why is art not nature?
art by citing personal Film(Digital arts/analog) Why is art universal? Appreciation, Perez, Cayas, and
experiences Performance art Narciso, 2013, pp.9-12, 15-21 Why does art involve
Poetry-performance Why is art not nature? (Imagination) pp.38-40 experience?
L (K) Architecture
Characterize the Dance Why does art demand
assumptions of the Film involvement?
arts Literary
Theater Suggested activity:
Applied Arts (Fashion, Debate
Furniture)

L (K) Functions of Arts:
Distinguish between  Personal (utilitarian,
directly functional and public display,
indirectly functional art expression)
 Social (used for public
O,P (K) display and celebration,
Apply concepts and used to affect the
theories on beauty and collective behavior)
aesthetics in real life  Physical (utilitarian)
scenarios
Individual sharing: Dayaw (6 episodes), Legarda, Oral recitation
What artform/artwork has 2015, online
changed something in your life? Group discussion and plenary
Why? Art Perception and Appreciation, presentation
Ortiz et al., 1978, pp. 27-32
Film viewing: Reflection questions: Does
Video Documentary Alampat: An Introduction to Art artwork always have a function?
“Saduyan ng Sining” (Jesuit Appreciation, Perez, Cayas, and
Communications) Narsico, 2013, pp. 23-25 If artwork did not have any
function, will it remain art?

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Philosophical import of art
 Integrity
 Proportion/Consonance
 Radiance/Clarity
L (K) Subject type:
Differentiate content Representation (with
from subject subject) and non-
representational (without
L, O, P (K) subject)
Classify artworks
according to subject Source of subject (nature,
history, Greek and Roman
L, O, P (S) mythology, Judeo-Christian
Analyze how artists tradition, sacred oriental
present their subjects texts, other works of art)
in relation to the real
subject Kinds of subject (history, still
life, animals, figures, nature,
L, O, P (S) landscape, seascape,
Characterize sources cityscape, mythology, myth,
and kinds of art dreams, and fantasies)
Content in art
(levels of meaning)
1. Factual
2. Conventional
3. Subjective
L(K) Identify the Artists and artisans
medium in various
“Tuklas Sining” CCP
Discuss basic philosophical
perspectives such as: (Suggested
topics)
Art as mimesis (Plato)
Art as representation (Aristotle)
Art for art’s sake (Kant)
Art as an escape
Art as functional
Lecture
Provide classic examples
What are the two types
representing subject?
What are the sources and kinds
of subject?
Assign students to bring either
digital or printed copies of Filipino
contemporary artworks to be
presented orally or using
Powerpoint; Identify and discuss
the subject, source, type, and
kind of subject
Video Documentary
Cultural Center of the
Philippines Refelction questions:
Does art always have a
Tuklas Sining, DVD function?
“The Philosophical Concept of
Beauty,” Jacques Maritain (from If artwork did not have any
Creative Intuition in Art and function, will it remain art?
Poetry), 1953, pp. 122-127
Aesthetics and Art Poetry,
Osborne, 1970, pp. 104-107,
142-144, 171-191, 226-283
Alampat: An Introduction to Art Gallery visit
Appreciation, Perez, Cayas, and
Narciso, 2013, pp. 27-34 Reflection paper on students’
experiences during visit to a
of Cultural Appropriation and the gallery or a museum
Arts, Young, 2008, pp. 1-27
Art: Perception and
Appreciation, Ortiz et al., 1978,
pp. 14-26
Myths and Symbols Philippines, Oral recitation
Francisco Demetrio, SJ, 1978,
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forms of art, viz., Managers, curators, buyers, Lecture pp. 406-411 Quiz
visual, auditory, and collectors, art dealers Topics to be discussed:
combined arts Alampat: An Introduction to Art Organize a forum about an
Production process What is the difference between Appreciation, Perez, Cayas, and artist; artist’s or artisan’s
(K) Define an artist’s (preproduction, production, artists and artisans? What is the Narciso, 2013, pp. 35-36 brochure and video clip to be
or artisan’s medium and postproduction) relationship between artists and uploaded on social media (Note:
and technique artisans? MAKING THE THEATRE The before uploading, the teacher
Medium, technique approach Craft of the Stage, Steven will check the output for
(K) Define the role of (in visual arts, auditory, and Which is more important, the Patrick C. Fernandez, 2010, pp. validation and observance of
managers, curators, combined arts) artists or the artwork? 15-20 ethics)
buyers, collectors, art
dealers in the art world GAMABA What are medium and technique? “Pioneers of Philippine Art,” Preliminary examination
National Artists video documentary directed by
O, P (S) What are new trends or practices F. Capistrano-Baker, Ayala Exhibit of artists’ and artisans’
Differentiate between Events/Exhibits/Managing in art? Museum, 2006, 29min. portfolio
artists’ and artisan Audience Mini-exhibit of artists’/artisans’
approach/ technique What is the role of the following Art: Perception and work
toward a particular figures (managers, curators, Appreciation, Ortiz et al., pp. 14-
medium buyers, collectors, art dealers) in 26, 40-73
the community?
Understand that the Festival and Events
artisan’s work is an Students will be assigned to Management, Yeoman et al.,
end in itself and the discuss the characteristics of 2004, pp.53-115
artist’s work is a different art expressions (7 arts)
means to an end The Role of the Art Critic,
Interview of artists / studio visit Flores, in Paleta 5: A Handbook
(K) (off campus) for Visual Artists, ed.
Identify national and Hernandez, 2002, pp. 27-31
GAMABA artists’
notable works and How to Document One’s Work,
their contribution to Cajipe-Endaya, in Paleta 5: A
society Handbook for Visual Artists,
2002, pp. 24-26

How to Document a Structure, R

T Jose, Balangkas, 2007, pp.
25-28

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 LEARNING TOPIC METHODOLOGY RESOURCES ASSESSMENT
OUTCOMES
(K) Elements of art Lecture/ illustration / Discuss Sining at Lipunan, Flores and Quiz (identification) and oral
Identify the elements  Visual basic elements De la Paz, 2000, pp. 24-26 recitation
of art  Auditory
 Combined Assign students to discuss the Art in Focus, Interactive Student
Analysis paper by group:
(S) elements of the 7 arts (visual arts, ed., Gene A. Mittler, 2006, pp. Choose a contemporary work
Analyze the various Arts/Performance art film literature, dance, film, 26-39 (Elements), pp. 40-49 and discuss the subject,
elements present in architecture, music), then conduct (Principles) medium, and technique; Discuss
visual, auditory, and Discuss fusions and an FGD to look into the further the artist utilized the
combined arts overlapping and interrelated variations, overlapping, dominant Alampat: An Inttroduction to Art elements and principles of
elements elements in art production in a Appreciation, Perez, Cayas, and design in an artwork
(S)  Graffiti, poetry- particular art expression Narciso, 2013, pp. 61-95
Determine dominant performance, (Elements), pp. 97-106
elements used in performance art, Suggested topic: How do artists (Principles)
hybrid or modified art digital art recreate, transform, or translate
expressions one artform into another work? Art: Perception and
Transcreation Appreciation, Ortiz et al., 1978,
O, P(S)  Music to text Suggested exercises pp. 75-179
Determine the factors  Text to dance 1. Analog drawing
influencing artists such 2. Room to design Merce Cunningham: Fifty Years,
 Dance to visual
as distortion, 3. Visual tapestry Vaughan and Harris, 1997, pp.
transformation, 4. Soil/coffee (value) 10, 60-61, 100-101 (dance
appropriation in an 5. Illustration (lines, texture, technique)
experimental or hybrid form)
art expression 6. Scribbling souls (color)
7. Creative writing (erasure)
8. Dula-tula (poetry-
performed)
9. Poem writing
10. Performance art/deviant
art
11. Advocacy art
(K) Principles of design Lecture/illustration Art in Focus, Mittler, 2006, pp. Essay
Identify the principles  Unity and harmony 26-39 (Elements), pp.40-49
of design  Rhythm, variation Exercises: (Principles) Collaborative room design
Product design critiquing

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(K)  Balance and Alampat: An Introduction to Art With rubrics
Define and translate proportion Appreciation, Perez, Cayas, and
principles of design in  Emphasis and Narciso, 2013, pp. 61-95
an artwork subordination (focal- (Elements), pp. 93-97
point) (Principles)
O, P(S)
Create an artwork The rule of thirds
depicting the various
principles of design
Prelim Period Partial Requirement
Present an experimental art expression based on recent issues in society fusing art and reality; function and beauty; weaving sound, image, form, scent, and
space. Students will submit a concept paper or script and introduction in a specific site , either a physical stage or mobile, web (on-line) or any form of guerilla art
expression. Prior to the performance, concept paper must be submitted for guidance and critiquing. Posters, audience evaluation, and documentation will be
required and will be submitted after the performance. Running time will be based on the concept.

MIDTERM

LEARNING OUTCOMES TOPIC METHODOLOGY RESOURCES ASSESSMENT

(K) Reading the image Lecture Image to Meaning: Essays on Philippine Read and research about
Identify various planes in art  Semiotic plane Arts, Alice Guillermo, 2001, pp. 1-16 selected Western and Asian art
 Iconic plane Demonstration
(K)  Contexual plane simulation Gardner’s Art through the Ages: A
Categorize and organize Concise History of Western Art , Fred S.
information from different Art history Kleiner, 3rd ed., 2012, pp. 1-2
sources
(K) Cave art, Egyptian and Lecture Art through the Ages: A Global History. Designed rubrics for creative
Identify the underlying Greek Kleiner, 15th ed., 2016, pp. 1032-1047 output
history, philosophy of the era ---- Creative (South and Southeast Asia, 1200-1980),
or movements Roman, Medieval, presentation pp. 1048-1063 (China and Korea, 1279- Quiz
---- 1980), pp. 1064-1066 (Japan, 1333-
O, P (K) Chinese Painting, Ukiyo- Gallery walk 1980), pp. 994-1031 (Contemporary Art Oral recitation
Classify the various art e (Japanese print) Worldwide), pp. 948-993 (Modernism
movements by citing their ---- Games and Postmodernism in Europe and Brochure about their respective
important characteristics Renaissance and America, 1945-1980) topics
such as historical Mannerism, Baroque and Talk show Art in Focus, Mittler, 2006, pp. 136-471
background, factors, Rococo (classic), pp. 492-562 (modern art) Long test (true or false,

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influential person, socio-
political issues, and prevalent
artists, art forms, and media
(S)
Present the history and
movements of the arts
through a timeline
O, P(S)
Cite important characteristics
in an artwork based on the
era movement (document
and annotate works)
---
Neo – classicism,
Romantic and Realism
Impressionism Post-
Impressionism
Neo-impressionism
Symbolism, Art Nouveau
Fauvism and
Expressionism
Cubism, Futurism
Video documentary identification, fill in the blanks,
Cave Art to Modern Art in Fleming’s Arts enumeration, essay)
and Ideas, 10th ed., Mary Warner Marien
and William Fleming, 2005, pp. 1-654 Individual output:
Modern/classical works
Art: Perception and Appreciation, Ortiz et appreciation through photography
al. 1978, pp. 163-129
ArtSpoke, Robert Atkins, 1993, pp. 43-
415
A World History of Art, 7 ed., Hugh
Hunour and John Fleming, 2009, pp.
356-845

Abstract or non-objective
– Dadaism and
Surrealism
Constructivism, De Still
Abstract expressionism
Optical Art, Pop Art,
Minimalism, Conceptual
Art

Photo-realism

Installation Art (Body Art,

Earth and Land,
Performance Art)
(K) Instrumental music:
Identify the various in music  Johann
Pachelbel,
O, P (S) Antonio Vivaldi,
Make a creative Johan Sebastian
interpretation of the different Bach, George
musical genres
Brief lecture Music as Discourse: Semiotic Creative output/
Adventures in Romantic Music, Agawu, Presentations:
Creative 2009
presentation (from Students will interpret music
solo to group, The Human Image in the Arts, through their own art expressions
depending on Fernandez, 2009, pp. 65-76 (music video, dance, poetry, live
painting, film, digital art, magic,

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 Frederic Handel, students’ interests in Art Perception and Appreciation, Ortiz et experimental, etc.)
O,P (S) Franz Schubert) art expression) al., 1976, pp. 98-121
Translate sound or music into  Classical (Joseph
a new form and in a new Haydn, Wolfgang Who Needs Classical Music? Cultural
context Amadeus Mozart, Choice and Musical Value, Johnson,
Ludwig Van 2002
Beethoven, Franz
Schubert)
 Romantic (Carl
Maria Von
Weber, Frederic
Chopin, Robert
Schumann, Franz
Liszt, Richard
Wagner, Jacques
Offenbach,
Johannes
Brahms, Pyotr,
Korsakov,
Richard Strauss)
 Modern Claude
Debussy, Arnold
Schoenberg,
Maurice Ravel,
John Cage, Philip
Glass)
MIDTERM EXAMINATION
A paper that analyzes their own respective topics; comparison, difference of factors, influential persons, styles, subject, technique affecting the era of movement;
notable artists and works; semiotic plane, contextual plane, and evaluate plane

FINALS

LEARNING TOPIC METHODOLOGY RESOURCES ASSESSMENT

OUTCOMES
(K) Soulmaking (artmaking): Lecture Soulmaking, Narciso, 2016 Individual reflective essay (8
Discuss the concept of Crafting images images and 80 words to describe

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“soulmaking” Crafting stories Demonstration Mick Basa, The Soul Maker 2013, online self)
Crafting instruments For
(S) performance Simulation Nature and Young Children, 2nd ed., Quiz
Develop students’ Encouraging Creative Play and Learning
artistic potentials 7 da Vincian principles Workshop in Natural Environments, Ruth Wilson, Art output with rubrics
through soulmaking 2012, pp. 3-17
Art portfolio
(V) Dela Cruz et al., Art Republik, 2012,
Enhance students’ video, 10 episodes Organize an advocacy art or
sensitivity and immersion or workshop for the
awareness toward community
their environment

(S)
Extend to the
immediate community
the students’ art works
as a form of service
learning (e.g.,
recyclable materials)

(S) Narratives appropriation, Lecture Cultural Appropriation and the Arts, Creative output
Characterize and borrowing, and ownership Young, 2008, pp. 1-27
define narratives, Students are assigned Students will appropriate an ad in
appropriation, Posit five (5) acts of cultural to look for works that Black Film as a Signfying Practice: any form, take a picture of it and
borrowings, and appropriation have been appropriated Cinema, Narration and the African- create another poster that
ownership of the 1. Object appropriation in any form; Discuss and American Aesthetic Tradition, incorporates their new concept
artists or any agency 2. Content compare the old and the Yearwood, 2000, p. 124-129
in the art world 3. Style new meanings Essay
4. Motif appropriation
(S) 5. Subject appropriation Suggested topics:
Contextualize classical What contemporary art
notable works into a forms or art expressions
certain theme and utilize the principle of
comment on a certain appropriation?
issue, either on a Why do they
personal or societal appropriate?

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level What art forms are
commonly appropriated?
O, P (V)
Develop students’
artistic ability in any
form they would like to
appropriate an art
O, P(V) Textile art Video documentary Hinabing panaginip, Fruto Corre, Reflective essay
Draw out metaphors Soul, dreams and Bookmark video, 1999
from local myths so imagination Brief lecture Quiz (multiple choice,
students will value Myth, Mimesis and Magic in the Music of enumeration, identification)
cultural roots Tnalak process Illustration the Tboli, Mora, 2005, p. 66-68
Tnalak and T’boli art
O, P(V) Dagmay Mind mapping Alampat: An Introduction to Art
Deepen students’ Pis-yabit Seputangan Appreciation, Perez, Cayas, and
understanding of Inaul Narciso, 2013, pp. 34-40 (imagination)
imaging
Sinaubang Habi. Philippine Ancestral
Weave, Pastor-Roces, Marian, 1991,
pp. 206-305
(K) Visual elements in Philippine Lecture Sourcebook of Philippine Traditional Quiz
Analyze how line was traditional motifs and crafts Motifs and Crafts Processess, Mercedita
interpreted and utilized Workshop Jose Dela Cruz, 1982, pp. 18-34 Individual output with rubric
in traditional crafts Decorative motifs and
symbols, classification FGD Ukkil: Visual Arts of the Sulu Visual
(S) Archipelago, Ligaya Fernando-
Develop students’ Amilbangsa, 2005, pp. 15-38
ability in manipulating
the elements of art

(V)
Document changes
and the shifting
environment such as
terrain, texture, sound
through fusion of
various elements of art

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(K) Soul and space: Lecture The Maranaw Torogan, Madale, 1996, Oral recitation
Determine the Torogan pp. 7-31
implications of soul Ifugao Bale Video documentary Build miniature skeletal or
and space for our Bahay Kubo structural stilt houses
society Bahay na Bato Collaborative artistic
Other indigenous houses work Group activity with rubrics
(K)
Characterize how
Filipinos utilize space
to determine its
implications for their
identities, history,
philosophy
(K) Symmetry art Okir/Ukkil Lecture Demonstration Ukkil: Visual Arts of the Sulu Portfolio of Okir- inspired artworks
Discuss the concept of workshop Archipelago, Ligaya Fernando- in the city or community
Okir in relation to Arnilbangsa, 2005, pp. 174-175
Islamic Art Locate okir inspired Artistic output-symmetry art
artworks in the city
O, P(K) (paintings, drawings,
Identify the parts of architecture, functional
Okir/Ukkil tools, jewelries,
furniture, fabric or
O, P (S) fashion)
Create a symmetry art
inspired by Okir/Ukkil

(K)
Determine the cultural
relevance of the Okir
(K)
Determine the cultural
relevance of the Okir
(K) Improvisation in various Lecture Choreography: A Basic Approach Using Workshop with rubric
Define improvisation artforms Improvisation, Minton, 1986, pp. 18-19
Demonstration Quiz
rd
(S) Contact-body improvisation Improvisation for the Theater, Spolin, 3

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Utilize the body as the (Flow, staccato, chaos, Simulation ed., 1999 (entire book) Oral recitation
basic tool in lyrical, stillness)
expression and FGD The Wave Dance, Roth, 2008, online Group dynamics with rubrics
communication Sound improvisation
Performance art The Way of Improvisation, Morris, 2011,
(V) Theatre improvisation simulation (e.g., online
Strengthen students’ planking, flash mod,
initiative and artistic Solving improvisational happenings)
sensibilities challenges
Video documentary
L, O (K) Indigenous art Lecture Local Community Immersion Reflective essay
Trace and summarize
the development of the Muslim art Creative presentation Gallery/studies or workshop visit Quiz
arts, art appreciation
and aesthetics in Christian art Exhibit (online and (immersion/research of their own Exam
contemporary art actual) community)
practice Contemporary art

Practice and movement

(V)
Appreciate better the
history and
development of
Philippine arts
Partial Requirement A five-minute individual art talk; a summative, application or reflection of all the ideas and concepts that students have learned by
Long test discussing any topic/ theme, artwork, concepts, ideas, nature of the art; either cultural, artistic, historical, object, artifact, movement,
practice.

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