a.

Relevance of Arts and Humanities

Visual Arts III b. Basic Concepts in visual arts
c. Pre Historic & Specific Arts
By: Jennifer T. Dulay

LEARNING
OBJECTIVES
2. Traditional Art
After studying this module, you as a future
(Manmade Environment)
Educators should be able to:
a. Traditional Artifacts
a. Discuss the relevance of humanities and b. Elements of Art
arts. c. Principles of Art

b. Explain and explore the basic concepts

and opportunities in Visual Arts.
c. Discover the different prehistoric arts
specifically the traditional arts and designs
in the Philippines.
d. Produce a catalogue of art and designs
determining the purpose and meaning of
early
traditional arts and symbols.
e. Show appreciation on the elements and
principles as an important means in
presenting Philippine arts
f. Understand the way principles of arts work
together to create an artwork
OVERVIEW
Welcome to the creative world of Arts! For better
understanding of the discussions, the following
terms are hereunder defined: Visual Arts- are the arts
that meet the eye and evoke an emotion through an
expression of skill and imagination. They include the
most ancient forms, such as painting and drawing,
and the arts that were born thanks to the
development of technology, like sculpture,
printmaking, photography, and installation art, the
latter a combination of multiple creative
expressions. Though beauty is in the eye of the
beholder, different eras in art history have had their
own principles to define beauty.

g. Recognize the different

traditional artifacts

h. determine and Identify the functions and

meanings of each of the traditional artifacts

i. Assemble 3d artworks or mockup of

artifacts that are functional using varied
materials and mediums

TOPIC
OUTLINE

1. Introduction: Nature of humanities

and Arts

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ACTIVATING
PRIOR KNOWLEDGE
Direction: Define the following words:
Note: You can use extra paper for your answer.
B
1. Traditional Art-
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2. Artifacts-
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3. Dimensional Art-
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Module 1 – Issues and Early Approaches to Literary Criticism | Page 2 of 11
Introduction to Nature of
Humanities and Arts:
Relevance of Humanities
and Arts
The humanities and the arts are
central to all human cultures throughout
time. Their study can facilitate deeper
intercultural understanding and lay the
groundwork for a civically engaged life.
They can also prepare you to think critically,
act creatively, and succeed in a rapidly
changing world. It can be said that in these
times, the thing we all need most is to
abolish ignorance and increase empathy
and understanding of others- the
understanding of different cultures,
languages and acknowledgement that other
things exist outside of one’s own place of
living. The art, in brief, refers to the
expression of creativity found in the
societies of humans and culture.
Humanities subjects would be, for example:
History, Religion, Philosophy and
Languages, etc. Whereas the arts would
consist of subjects that involve creative
expression: Literature, Theatre, Painting and
Music, etc. Things that are made to make
us feel alive, things that were made to give
us an outlet to express our happiness or
grievances toward the world we exist in.
Moreover, things that make us understand
or, for a moment, listen to the problems that
we ourselves have.

THE BASIC CONCEPTS OF VISUALART

Below is a short description of each element's

characteristics and concepts.

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  CALLIGRAPHY: Precise, elegant handwriting
or lettering done by hand.

 IMPLIED: Lines that are not actually drawn

but created by a group of objects seen from
a distance, or by the direction an object is
pointing to, or the direction a person is
looking.

2. SPACE: The area inside, around or between flat

objects on the same plane or between foreground
and background objects.

Concepts of space
1. LINE: A mark on a surface.
 POSITIVE SPACE: The enclosed line that
Characteristics of line represents an object.

 WIDTH Is it thick or thin? Even thickness or  NEGATIVE SPACE: The space around the
uneven? Tapering? outside of an object.

 LENGTH: Is it short or long? Continuous or  PICTURE PLANE: The flat surface of your

broken? drawing paper or canvas.

 DIRECTION: Is it horizontal, vertical or  COMPOSITION: The organization and

diagonal? Curving, perpendicular, parallel, placement of the elements on the picture
radial or zigzag? plane.

 FOCUS: Sharp, blurry, fuzzy, or choppy?  FOCAL POINT: The object or area that most
draws the viewer's attention.
 FEELING: Sharp and jagged or graceful and
smooth?  DEPTH: The use of perspective to create a 3-
dimensional illusion on a 2-dimensional
Concepts of line
surface).
 OUTLINE: Lines made by the edge of an
Perspective types
object, its silhouette.
 NON-LINEAR: The use of position,
 CONTOUR: Lines that suggest the silhouette,
overlapping, size variation, color and value
the shape and interior detail.
to create depth.
 GESTURE: Strong, energetic lines that reflect
 LINEAR: The use of line to create depth by
the movement and gestures of an active
using one-point, two-point, or 3-point
figure.
perspective.
 SKETCH: Lines that capture the appearance
3. SHAPE: Formed when a line or lines cross to
of an object or impression of a place with
enclose a space, giving an object height and width
some detail.
but no depth.

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Concepts of shape
 GEOMETRIC: Circles, squares, rectangles
and triangles as seen in architecture and
manufactured items.
 ORGANIC: Free flowing, informal and
irregular shapes as seen in nature.
 POSITIVE: The shape of an object.
 NEGATIVE: The shape of the area around an
object.
 STATIC: Shapes that appears stable and
resting.
 DYNAMIC: Shapes that appears moving and
active.
4. FORM: A 3-dimensional shape.
Concepts of form
 REAL: An actual 3-dimensional object that
can be held, walked around or walked inside
of.
 IMPLIED: The visual representation of the 3-
dimensional qualities of an object through
the use of line, space, shape, color and
value.
5. TEXTURE: How an object feels when touched.
Concepts of texture
 REAL: The actual texture of an object when
it is touched.
 IMPLIED: The visual representation of the
actual texture of an object through the use
of line, color, value, and space.
6. VALUE: The range of darkness to light.
Concepts of value
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 TINT: The adding of white to a color to
create lighter values.
 SHADE: The adding of black to a color to
create darker values.
 VALUE SCALE: A scale showing the gradual
changes in value from the lightest to the
darkest.
 HIGH-KEY: The values of the picture are all
on the light side of the value scale.
 LOW-KEY: The values of the picture are all
on the dark side of the value scale.
 CONTRAST: Using light and dark values next
to each other to create contrast.
7. COLOR: The spectrum of light broken down by
light hitting an object and being reflected into the
eye.
Concepts of color
 HUE: The basic name given to a range of
colors, like red or blue.
 INTENSITY: The strength or vivacity of a
color.
 VALUE: The relative lightness or darkness of
a color
 TEMPERATURE: The warmth or coolness
the viewer feels when looking at a color
Pre Historic Art of the Philippines
The first expression of art can be traced from
prehistoric a time which dates 500,000 years ago.
However, these indigenous art forms and national
treasures pertain more to archeology rather than art.
Prehistoric - relating to the period before history was
first recorded in writing. Foreign traders played
major role in the development of art in the
Philippines. A great no. of potteries, porcelain and
stone wares has been recovered in the Philippines
which provide evidence of trade during the proto
historic period.
Some Chinese potteries found in the Philippines are
from the late Tang and Northern Sung dynasties in
the 10th century A.D., Yuan Dynasty and the early
Ming dynasty. Such artworks have also been found
in the graves of Pre-Spanish Filipinos, as well as in
the homes of mountain people. Most common finds
made by Chinese ceramic artist and technicians are
figurines, ceramics, dishes, bowls, vases and boxes.
The Duyong cave in Palawan and the Tabon cave
complex (two burial sites with charcoal in grave fill
dated roughly 2,680 B.C.) yielded shell ear pendants
and a polished stone adze and shell axe-adze,
representing a typical Early Neolithic site.
In the archeological area in the coasted strip of
Calatagan peninsula in Batangas province south of
Manila were found 500 Filipino graves which yielded
porcelain and stone wares from China and Annam or
Vietnam, along with glass jewelry, stone beads, iron
tools and weapons.
LEARNING
ACTIVITY 1
Activity: Students are asked to study on their own
regarding to the nature of humanities and art. In
order to help them gain an idea about the topic.
TASK: Create /Produce an art catalogue about the
Pre historic art of the Philippines determining the
purpose and meaning of early art
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Before Task: Students are given a copy of
activity/modules. Activity format and submission
guidelines are discussed.
During Task: Students are given particular role to
portray. Students are given time to study and
practice the task. Teacher check the students on the
given task assigned to them.
After Task: Students are required to submit their
output.
Tools and resources: Online resources, photos,
laptop, Flash drive, paper and pencil.
Traditional Art
(Manmade Environment)
Traditional Art
(Traditional Artifacts)
Traditional art is art that is part of a culture
of a certain group of people, with skills and
knowledge passed down through
generations from masters to apprentices.
But on my “art world”, the academic
environment, when we speak of Traditional
Art, we are often referring to what we call
Classical Art: the ideas that emerged from
the Renaissance and Illuminist about what
art should represent to society. These ideas
emerged on the Renaissance, but lasted
long after, until the 19th century. and these
ideas and concepts are directly connected
to Academicism. Academicism is the
method of professionalizing art education,
designed, formalized and taught by
European art academies, starting on the
16th Century. There is in the academicism
the appreciation of renowned masters,
veneration of the classical tradition, and the
adoption of concepts collectively
formulated, that had, besides a aesthetic
character, also ethical origins and purposes.
And it is about these concepts that I
propose to speak.
Art matters because it provides us the
opportunity to stop the march of time, to be
in front of ourselves and recognize what we
have become. And the great Art is designed
to express and deal with authentic emotions,
but for the world's foremost authority on
aesthetic issues, Professor Roger Scruton,
much of the work produced in recent
decades short of this wildly accepted
standard. On the 20th century, the modernist
movements had big influence over the
global conscience about art. Different views
on beauty, or maybe about the usefulness of
beauty on art, emerged. But well, the way
that "things appear to us" can radically
change the way we see the world and thus
the degree to which we value what is
presented to us.
The artists of today seem to be more
concerned about doing something that is
unique in itself and not something with
which they relate. Before, in their passions
and affections, through their triumphs and
tragedies, the great artists captured the
human condition in its raw form, undiluted.
But virtues of the classical art, including the
ability to paint, have been neglected in
recent decades.
Elements of Art
The elements of art are the basic
components of art-marking. It is impossible
to create a work of art without using at least
one of the seven elements of art. Artworks
can also be analysed according to the use of
the elements in a work of art.
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Art elements
The art elements are the basic visual
building blocks that can be observed or
experienced in an artwork. Artists use them
to compose or order the way we see an
artwork. They also convey ideas through
their associations.
Line – Has a single dimension, joining two
points. It has length and direction. It may be
a mark made by a painted tool, brush, pencil
or pen. It may be the meeting edge between
shapes or it may divide space. If repeated, it
can make patterns, define a shape (outline),
indicate mood or be used to create texture
and tone. By varying a line’s width and
direction, an artist can create movement or
weight and suggest emotions. Every line has
a thickness, direction and rhythm. Terms to
describe line include straight, contour,
curvilinear, analytical, uneven, implied,
explicit, calligraphic, erratic, thick, thin,
gestural, vertical, diagonal, horizontal, and
autographic.
Color – Color is generated by light reflecting
off a surface and describes our experience
of this action. Colour hue, value and
intensity are the main characteristics of
colour. Colour is a visual sensation and can
be represented realistically or artists can
deliberately alter colour for emotional or
subliminal effects. Harmonious colours are
similar and are close together on the colour
wheel. Complementary colour schemes,
such as red-green, purple-yellow, are
opposite on the colour wheel and produce
vibrant, clashing effects.Terms used to
describe the use of color might include: hue,
saturation, intensity, brightness,
monochromatic, polychromatic, palette,
local, optical, impressionistic, arbitrary,
abstract, expressionistic, warm, cool,
primary, secondary, tertiary, complementary,
opposite, analogous, adjacent, triadic, or tint.
Tone - Tones are black, white and grey and
can be described as a range in terms of key
or value. Tone can increase the sense of
reality or the three-dimensional, or can add a
sense of drama if tonal contrast is used.
Terms used to describe the use of tone
might include: harsh, subtle, gradual,
dramatic, chiaroscuro (strong light on the
subject with dark background, achromatic,
mid-tones, shadow, highlights, silhouette,
umbra, tonal patterns and shading.
Texture - Texture the surface quality, from
smooth to rough, that can either be felt or
observed (literal or implied). Texture can be
simulated or actual. Application of paint
with a dry brush suggests roughness while
heavy application of paint mixed with
impasto can create raised ridges of actual
texture. Terms used to describe the use of
texture might include: invented, impasto,
rough, smooth, natural, irregular, scratched,
polished, gritty, uneven, wrinkled or furry.
Shape - Shape an area contained within an
implied line, or defined by a change in colour
or tone. Shapes have two dimensions: width
and breadth. They can be free-form and
organic (asymmetrical) or geometric in
nature (symmetrical). Terms used to
describe the use of shape might include:
non-objective, representational amorphous,
irregular.
Form – Form describes a three-dimensional
area. It can be visual/depicted or physical.
While related to shape, terminology should
be specific, i.e. biomorphic, geometric
volumes (cube, spherical, pyramid,
ovoid).Terms include distorted, elongated,
layered, anthropomorphic (human like).
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Sound – Sound is an audible material in art
that can be made electronically or naturally
and might be recorded and reproduced.
Sound can be heard as noise, words or
music and is usually found in contemporary
art, such as videos. It may be a component
of installations or multimedia or interactive
works. Terms used to describe the use of
sound might include: loud, soft, harsh,
discordant, melodic, natural, artificial,
vocalized, sonorous, high or low pitched,
Light – Light is closely aligned to tone and
describes the clarity of light rays that
illuminate an object or installation. Terms
used to describe the use of light might
include: bright, glowing, highlight, reflection,
shiny, ambient, atmospheric, sparkle,
localized, illuminating, refracted, diffused,
blushes,
Time – Time as a material relates to the
physical, emotional or psychological
duration of an event or experience in art.
Terms used to describe the use of time
might include: chronological, implied,
transient, actual, set, long, short, periodical,
constant, abstract, cyclical and erratic.
Art principles
Art elements are organized individually or in
combination to create art principles.
Balance – Balance is the distribution of
visual weight in a work of art. Elements like
shape may be balanced along a visual axis
symmetrically or asymmetrically. The
comparative amounts of colors, tones, and
textures can create a sense of balance
within a composition. Points to consider
when looking for balance: comparison of
elements and objects, and a comparison of
stillness/movement.
Contrast – differences in tone, colours,
textures, shapes and other elements used to
draw attention or to make dramatic parts of
an artwork. For example, complementary
colours or black and white tones create high
contrast, and setting circular and elliptical
shapes against each other creates low
contrast.
Emphasis/focal point – The artist’s
application of art elements make a part or
parts of the composition stand out. Artists
often use implied or psychic line to draw the
eye to a location on an artwork. Some works
have a single focal point, some provide a
clear ordering of emphasis, and others have
multiple focal points. Isolation, accents and
placement can create a focal point or
emphasis.
Movement – Can be still, anticipated, kinetic,
due to kinetic empathy, suggested by
motion blur. Pattern, the arrangement of
recurring figures/motifs and modules (3D
form), can create movement.
Proportion – Refers to the comparative
amounts or ratios of an element. This
includes concepts such as the Golden
Section and distortions. Proportion includes
the connection between parts and the
whole.
Repetition (Pattern) – A regularly recurring
motif/ shape/ figure creates pattern. A motif
that recurs irregularly is repetition. These
can create a sense of unity, rhythm or
movement in a work. For example, a
repetition of line can cause a pattern, or
suggest movement, or a time sequence.
Rhythm – Where the use of an element is
repeated. This can be a regular or an
irregular repetition and if regular can form a
pattern. Rhythm creates a sense of
Module 1 – Issues and Early Approaches to Literary Criticism | Page 9 of 11
movement (think of musical beats);
movement in a pattern, the relationship of
parts to the whole. Different types of rhythm
include flowing; regular; alternating;
progressive and random.
Scale – Refers to the comparative size of
shapes or forms, use of time, volume of
sound in an artwork. Examples could be
human, small or large scale. Scale can be a
comparison of sizes as in a ratio, for
example, one half of the original; in relation
to human figures, scale can be larger than,
smaller than or actual life size.
Space – Refers to its visual/pictorial
(illusionary/ plastic) depiction or physical
(sculptural/ architectural) use. Physical
space includes relief and in the round work.
Visual space can refer to an amount within a
composition (i.e. crowded or empty) or the
depiction of depth (i.e. shallow, endless). It
can be decorative (flattened) through to
deep plastic. Space can be created visually
by simple overlapping or chiaroscuro, or
through more complex techniques such as
atmospheric or geometric perspective.
Terms such as foreground, middle ground,
background, or interpenetration are useful
terms for discussing space. Techniques
include foreshortening, multipoint
perspective or amplified perspective.
Unity – Refers to the similar or uniform use
of an element that unifies or ties together a
composition. Unity can create a sense of
balance in an artwork. Patterns,
figures/motifs and modules (3D forms) can
create unity.
Variety – The diverse use of an element
creates a more assorted and visually
dynamic composition. Variety can be used
to create slight differences or alter the rate
of change, for example, a drawing is more
 expressive if variation is used in the
thickness of the lines. Variation in tones
when painting an object produces a greater
sense of solidity.
LEARNING
ACTIVITY 2
Activity: Students are asked to study regarding to
Traditional Arts (Manmade Environment). In order
to help them gain an idea about the topic.
TASK: Assemble a 3d artworks or mockup of
artifacts that are functional using varied materials
and mediums
Before Task: Students are given a copy of
activity/modules. Activity format and submission
guidelines are discussed.
During Task: Students are given particular role to
portray. Students are given time to study. Teacher
check the students on the given task assigned to
them.
After Task: Students are required to submit their
output.
Tools and resources: Online resources, photos,
laptop, Flash drive, paper and pencil.
SUMMARY
The objective of the module is to nurture the
knowledge and develop the psychomotor
skills of the learners through introducing
Nature of Humanities and arts And
Traditional Arts. It also explains the
importance or relevance of art .This module
contains of; activating the prior knowledge
of the learners to ensure the retention of
their knowledge of the topic. The 1st topic is
the Introduction to Nature of humanities and
Arts Relevance of Arts and Humanities,
Module 1 – Issues and Early Approaches to Literary Criticism | Page 10 of 11
Basic Concepts in visual arts, Pre Historic &
Specific Arts. And the 2nd topic is all about
Traditional Dance it discusses the History
background of traditional artifacts, Elements
and Principles of Art. After lesson proper, a
review activity prepared for the students to
answer as a part of the assessment. The
lesson properly ended with the post-
assessment and their learning activities or
the output of this module to be submitted
online or personal meeting for consultation.
REFERENCES
Zulueta,Francisco M., The Humanities Revised
Edition (2005)
De Guia, Katrin, Kapwa: The Self in the Other
(Worldviews and Lifestyles of Filipino
CultureBearers), 2005.
Adarna Book Services, Inc. and National Centennial
Commission,100 Events That Shaped The
Philippines,1999.
https://en.wikipedia.org/wiki/Prehistory_of_the_Phili
ppines
https://www.slideshare.net/jeelchristine/prehistoric-
arts
https://www.uwp.edu/learn/colleges/artsandhuman
ities/arts-and-humanities.cfm
https://www.mabalacatcollege/humanities/
and/arts
Prepared by:
JENNIFER T. DULAY
Faculty, College of Teacher Education
and Human Sciences
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