Ge Aa Art Appreciation Module

1
The Beauty of Art

GE-AA (Art Appreciation)
Merlyn H. Arcamo
2
The Beauty of Art
By Merlyn H. Arcamo
and
Jose Rizal Memorial State University
ALL RIGHTS RESERVED. No part of this covered by the

copyright hereon may be reproduced used in any form or by
any means – graphic, electronic, or mechanical, including
photocopying, recording, or information storage and retrieval
systems – without the written permission from the author.
Page and Cover designed: Merlyn H. Arcamo & Pretty Abegail C. Pacilan
ISBN
First edition.
JOSE RIZAL MEMORIAL STATE UNIVERSITY

Gen. Luna Street, Turno, Dipolog City, Zamboanga del Norte, 7100
Tel. No. 212-2124 jrmsudipologcampus@gmail.com
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Course Introduction
Art Appreciation is a three-unit course that develops students’ ability to

appreciate, analyze, and critique works of arts. Through interdisciplinary and multimodal
approaches, this 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 the diversity and richness
and their rootedness in Filipino Culture.
Art Appreciation as a General Education subject in tertiary education gives

knowledge to the students on the important elements of the study of Humanities.
Art Appreciation, as a course, attempts to develop in the student’s ability to appreciate,

scrutinize, and appraise works of arts. The subject also covers the preliminaries on what
art is, what its assumptions are, and what it normally amounts to, and its function.
Series of activities are offered in this course while properly observing the diversity
of students, multiple intelligences, and gender sensitivity as special features of this
learning package. The use of software application and presentation is utilized to create
the output of learners as well as Google classroom for online submission of outputs.
As a flexible learning package, this course includes course introduction, course

syllabus, learning guide, learning contract, summative assessments, course
requirements, and activities and assessments to be accomplished.
This learning package is distinct from other books because it has the following
major parts:
Course Introduction –It presents vital information about the course.

Course Syllabus-This provides vital information on the course outcomes,
learning outcomes, activities, assessments, grading system, and the course
requirements.
Learning Guide- This provides significant information as to the students’
schedules of submitting the output and the course requirements, feedback modality,
communication mechanism, and the contact information of the instructor/professor and
other authorities of the University/Campus.
Learning Contract- It is a document that contains the commitment of the
learners in accomplishing the activities which includes also the Data Privacy Act,
plagiarism rules, safety reminders, and parents’ support.
Summative Assessments- These are forms which include the summative
assessment plan, summative assessment instructions, and assessment rubrics.
Flexible Learning Module- This is the meat of the package that contains the front
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contents, module content (learning outcomes, pretest, content, learning activities, and
assessments), and the back contents.
With this learning package, it is hoped that adolescents will be able to better
understand themselves and others, maximize their abilities, and build a more
harmonious relationship
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Republic of the Philippines
The Premier University in Zamboanga del Norte
Main Campus, Dapitan City
Registration No. 62Q17082
COLLEGE OF ARTS AND SCIENCES
PROGRAM : Bachelor of Science in Hotel Management
DEPARTMENT : College of Arts and Sciences
INSTRUCTOR/PROFESSOR : MERLYN H. ARCAMO
JRMSU-IMD-DIP-
COURSE SYLLABUS
Pre-Requisite/s: None Course Code GE-AA Day & Time :
Unit Credit : 3 units Room :
Course Title Arts Appreciation Consultation Hours :

No. of Hours : 54
hours
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Jose Rizal Memorial State University adheres to the principle of dynamism and cultural diversity in building a just and humane
PHILOSOPHY
society.
VISION A dynamic and diverse internationally recognized university.
Jose Rizal Memorial State University pledges itself to deliver effective and efficient services along instruction, research,
extension and production.
MISSION
It commits itself to provide quality professional, technical, technological training with the aim of producing skilled, self-renewed
and globally competitive individuals.
Jose Rizal Memorial State University focuses on developing graduates who are exemplars of Rizal’s ideals that can:
E – xhibit relevant and responsive competencies across disciplines towards
X – enial delivery of services;
C – ommunicate ideas proficiently in both written and spoken form,
E –ngage in lifelong learning;
L –ead effectively and efficiently amidst socio-cultural diversity;

GOALS
L – ive up the challenges of the global community;
E – embody professional, social and ethical responsibilities;
N – urture a harmonious environment;
C – onserve and promote Filipino cultural heritage; and
E – valuate their contribution to the local and global communities.
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QUALITY Jose Rizal Memorial State University, a believer of holistic human development, excellence and quality service, provides
POLICY quality training and development to students. It shall commit to provide adequate, suitable and relevant sources and services
STATEMENT with continuing quality management system for clients and customers’ satisfaction through an efficient and effective quality
system which conforms to national and international statutory and regulatory requirements.
Course Learning Topics References Learning Learning Formative Summative

Outcomes Outcomes Activities Materials Assessment Assessment
Characterize Demonstrate an What is Bernardo, Activity 1 Hand-outs Insight paper. Group
the assumption understanding and Humanities? Nicolas Caslib, Reflection students will discussion and
of arts. appreciation of arts Jr., Dorothea Paper Writing Video clip select from the plenary
in general, Types of C. Garing., & following presentation.
Identify the including their subject Jezreel Anne Activity 2 PPT topics:
medium in function, value and R. Casaul enumeration Reflection
various forms historical Sources and (2018) and Definitions Worksheets Why is art questions: does
of arts, via; significance. kinds of Art ageless and art always have
visual, auditory Subject Appreciation Activity 3 flashdrive timeless? a function?
and combine Define and writing an
arts. demonstrate the Content in Art essay Why is art not If artwork did
elements and nature? not have any
Clarify principles of Visual Activity 4 function, will it
misconceptions design. Elements and Comprehensio Why does art remain art?
about art. Principles of n Check and involve
Produce creative Art engagement experience? Quiz
works that activity
Characterize demonstrate Lines Individual
artistic innovation in output with
expression concepts, and/or Light and rubric
based on materials. Value
personal
experiences Acquire a working Color
with art. vocabulary
associated with the Texture
analysis and
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interpretation of Shape and
works and Volume
architecture.
The 7
Differentiate the principles of
kinds of arts from Arts and
the earliest time to Design
present. Art History
and
They will use Development
innovative
theoretical and Portraits
methodological
approaches to Landscapes
generate new
approaches to the Genre art
history of
representation Narrative Art
understood within
broader socio- Figurative
cultural and Abstract
perspectives. They Art
will demonstrate
skills necessary for What is the
effective Branches of
preparation of Humanities?
artwork for public
presentation, using
a variety of
materials and
techniques.
Know and discuss

the works of the
renowned Filipino
painter.
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Understand the
transition literary
pieces from
classical period of
time
Final
Inculcate in the Analyse how artist Consideratio Bernardo, Activity 1 Hand-outs Gallery visit Organize a
students present their n in Nicolas Caslib, Writing Poems Reflection forum about an
hearts’ and subject in relation Appreciating Jr., Dorothea and songs Video clip paper on artist; artists or
minds’ the to their real subject. Literature C. Garing., & appreciating its students’ artisan’s
value of Jezreel Anne Value PPT experiences brochure and
nationalism Identify the Prodigal Son R. Casaul during visit to a video clip to be
through principles of (2018) Activity 2 Worksheets gallery or uploaded on
appreciation of design. Desiderata Create an museum. social media.
value of Art Artwork Flashdrive
nationalism Create an artwork The Writers Appreciation (Charcoal How can you Exhibit of
through depicting the and what Painting) utilize the art to artists’ and
appreciation various principles they say Claudio V. express artisans’
Phil. of design. about their Tabotabo yourself, your portfolio.
craft community, Mini-exhibit of
Identify the various and your artist’/artisans’
genres in music. The Writers relation to work.
and their others and with
Make a creative works the earth? Students will
interpretation in interpret music
different musical Invictus Analysis paper through their
genres. by group: own art
Cadaver Choose a expressions
contemporary (music video,
Music and work and dance, poetry,
Dancing discuss the and living
subject, painting, film,
Architecture medium, and digital art, etc..)
and Culture technique.
Film
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The Artist
and his
Works
Culture and
the Arts
Soul making:
Appropriation
and
Improvisation
Art in Asia
References
Bernardo, Nicolas Caslib, Jr., Dorothea C. Garing., & Jezreel Anne R. Casaul (2018)
GRADING PLAN
The term grade is computed using the formula:
40% - Performance (synthesis reports, memos, research article)

30% - Major exam grade (written performance, oral research presenttaion)
30% - Attendance/recitation/quizzes
Midterm Grade = 100%of the Midterm Grade

Final Grade = 50% of the Midterm Grade + 50% of the Final Term Grade
CLASSROOM RULES OF CONDUCT
1. Attendance:
a. Students who are absent for more than 20% of the total number of class hours (54 in a 3 unit course) may be dropped
from the course /subject.
b. Any student who finds it necessary to be absent from class must present a letter of excuse to his/her instructor.
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c. If a student’s absences reach ten (10) times, the instructor/professor may recommend to the Dean that the said student
be dropped from the course or be given a grade of 5.0.
2. Course requirements must be submitted on time.
3. Plagiarism is strictly prohibited. Be aware that plagiarism in this course would include not only using another’s words, but
another’s specific intellectual posts in social media. Assignments must be done independently and without reference to
another student’s work. Any outside sources used in completing an assignment, including internet references must be fully
cited on any homework assignment or exercise.
4. All students should feel free to talk to the instructor face-to-face or through media during office hours.
5. Academic accommodations are available for students with special needs. Students with special needs should schedule an
appointment with the instructor early in the semester to discuss any accommodations for this course.
Prepared: Noted: Noted: Approved/Disapproved:
MERLYN H. ARCAMO NICHOLAI I. SABANDAL, DM RAMIL C. MOROSCALLO, EMD ALICE MAE M. ARBON, PhD
Assistant Professor I Program Chair, Associate Dean OIC, Office of the VPAA
Date:August 25, 2020 Date:August 25,2020 Date: Date:
Date Revised:
Rules of Conduct
Course requirements must be submitted on time.
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Learning Guide
The key to successfully finish this material lies in your perseverance to sincerely
and honestly perform the learning activities and accomplish the assessments. This
flexible learning package is developed with the aim to aid your learning for this course.
Aside from meeting the content and performance standards of this course in performing
all the learning activities and assessments, you will be able to learn the skills and values
which are needed in achieving the future skills and the graduate attributes to become
globally competitive individuals.
Classroom Rules and Conduct
The following are the house rules which will help you to be on track and
successfully finish this course:
1. Schedule and manage your time to read and understand every component
of this learning package.
2. Study on how you can manage to perform all the learning activities in
consideration with your resources and accessibility to technology. Do not
ask questions that are already answered in the guide.
3. If you did not understand the readings and the other tasks, read again. If
there are still clarifications and questions, feel free to reach me through the
contact information indicated in this guide.
4. Do not procrastinate. As much as possible, follow the timetable.
5. Read and understand the assessment and technology tools as indicated in
the directions in every assessment or activity.
6. Before the end of the midterms, you will be tasked to send back the
material trough the pigeon boxes in your department. For online learners,
you will submit your output and other tasks in the google classroom. While
waiting for my feedback of your accomplished module, you may continue on
accomplishing the tasks in the succeeding units that are scheduled for the
finals.
7. Most importantly, you are the learner; thus, you do all the tasks in your own.
You may ask assistance and guidance from your parents, siblings or
friends, but all the activities shall be performed by you alone.
8. Course requirements must be submitted as to schedule.
9. Plagiarism is strictly prohibited. Be aware that plagiarism in this course
would include not only using another’s words, but another’s specific
intellectual posts in social media. Assignments must be done independently
and without reference to another student’s work. Any outside sources used
in completing an assignment, including internet references must be fully
cited on any homework assignment or exercise.
10. All students should feel free to talk to the instructor face-to-face or through
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media during office hours.
11. Academic accommodations are available for students with special needs.
Students with special needs should schedule an appointment with the
instructor early in the semester to discuss any accommodations for this
course.
Evaluation
To pass the course, you must observe the following:
1. Read the course module and answer the pretest, quizzes, and self-assessment
activities.
2. Write your thoughts and suggestions in the comment boxes.
3. Perform all the learning activities.
4. Accomplish the assessments.
5. Submit the course requirements.
6. Perform the Midterm and Final Assessments
7. Pass the Midterm and Final Examinations
Technology Tools
In order to perform all the learning activities and accomplish the

assessments, you will need these software applications: word processing and
presentation software. These are applications that are available in your desktop or
laptop that will not require internet connection. All materials and activities that will
involve reporting, interpretation, and video making will be created using Microsoft
word or any application alike, be saved in the CD or flash drive. These materials will
be submitted through the pigeon boxes. For online learners, materials will be
uploaded in google classroom.
Feedback Modality and Communication Mechanisms
Feedback system will be facilitated through text messaging. If you need to

call, send me a message first and wait for me to respond. Do not give my CP
number to anybody. I will not entertain messages or calls from numbers that are not
registered. You may send your clarifications and questions through the google
classroom.
Grading Plan
The term grade is computed using the formula:

40% - Performance
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30% - Major Requirements
30% - Formative Assessment
Midterm Grade = 100% of the Midterm Grade (if applicable)
Final Grade = 50% of the Midterm Grade + 50% of the
Final Term Grade (if applicable)
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Contact Information
Person/Office Email address CP number

Instructor merlynarcamo@jrmsu.edu.ph 09124329796
IMDO
FLS
CAS
DSAS
Library
DRMMO
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LEARNING AGREEMENT
By signing this learning agreement, I commit to the following terms and conditions of Jose
Rizal Memorial State University in the implementation of Flexible Learning System.
Specifically, I commit to observe the following:
1. That I must observe all guidelines of the state pertaining to the prevention of
COVID, specifically to stay home, to observe physical distancing and the use of face
masks when interacting with others.
2. That I shall prioritize my health and safety while I comply with all the necessary
learning activities and assessments needed in my enrolled courses.
3. That I will exhaust all means of complying the requirements at home or in a less
risky place and location that will not allow me to be exposed to other people.
4. That I have already read and understood all instructions pertaining to my enrolled
courses.
5. That I commit to do all the learning activities diligently, following deadlines and the
learning guide enabling me to deliver the course requirements.
6. That I commit to answer all forms of assessment in the learning package honestly.
7. That I shall initiate in giving feedback to my instructor at least once every two weeks.
8. That I shall not reproduce or publish any part of the learning package content
without the written consent of the University and the author/s.
9. That I shall not commit any form of plagiarism in all course requirements.
Conformed:
Name and signature of student Date signed
Name and signature of parent/guardian Date signed
Contact Number of Parent/Guardian
**Please email the signed copy of this learning agreement to your instructor as soon as you have
received the learning package.
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Form No. F16: Summative Assessment Plan
Background: This form aims to document the summative assessment strategies that a teacher deems appropriate
to the course being taught and its corresponding course outcomes. Summative assessments are methods used to
evaluate student learning, skill acquisition, and academic achievement at the conclusion of a defined instructional
period – typically at the end of a course or a semester. Summative assessments are requirements across all
courses in JRMSU. Please refer to the JRMSU Handbook on
Flexible Learning for the guidelines in designing summative assessments.
Course Title: GE-AA SY/ Sem: 2020-2021/ 1st Semester

Course Code: Art Appreciation
Weight
Scoring/
Course Title of (%) in
No. Description Grading
Outcomes Assessment Final
Standard
Grade
1  Characterize  Reflection  An analysis of Rubric 40%
the assumption Paper the topic Performance
of arts. Writing given.
 Essay  A written
Writing output
summarizing
once learning
on the topic.
 Identify the  Color wheel  Letting
medium in Making students to
various forms make an
of arts, via; illustration of
visual, auditory the circle of
and combine colors.
arts.
 Clarify  Students are
misconceptions  Make a made to make
about art. Video of a video of
Genre Art Genre art
representing
in any various
media of
scenes or
events from
everyday life.
 Students are
 Characterize made to do
artistic  Make an an abstract
expression Acrylic artwork using
based on Painting acrylic paint.
personal
experiences
with art.
2  Inculcate in the  Writing  Application of Rubric 40%
students Poems and one of the Performance
xvii
i
hearts’ and songs literary genres
minds’ the appreciating to create a
value of its Value song or a
nationalism poem.
through
appreciation of
value of
nationalism
through
appreciation
Phil.
 Analyse how
artists present  Create an  Painting using
their subjects in Artwork charcoal as a
relation to the (Charcoal medium.
real subject. Painting)
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Form No. F17: Summative Assessment Instructions to Learners
Title of Assessment: Essay Writing

Course Code: GE-AA Course Title: Art Appreciation
Assessment No.: GE_AA_01 Due: September 11, 2020
Date of Release of Results: September 15, 2020
Introduction and Rationale:
The essay activity is a form of a written output made in a paragraph or two

wherein the students are made to share their experiences being a multilingual and
how it has helped them. Another essay is required to share their opinions on the
“societal benefits” of multilingualism.
This activity will allow the students to express their understanding and
appreciation of multilingualism as used in school and as a part of one’s social
function.
Moreover, putting their learning in their own words will inculcate deeper in
them the objective of the lesson and will set their minds as they go further in studying
the subject.
Instructions:
Essay Activity. Demonstrate an understanding of the cultural and historical

contexts and interrelationships of the arts and humanities disciplines among various
cultures by developing an essay on the topics given below. See rubrics on page xxiii
for this activity.
A. Share your opinion on this, “Compare and contrast two art works from
a historical perspective”? Justify your opinion.
B. Identify selected works of art.
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Title of Assessment: Video Making

Course Code: GE-AA Course Title: Art Appreciation
Assessment No.: GE_AA_02 Due: September 11, 2020
Date of Release of Results: September 15, 2020
Video making is the process of producing video content. It is the equivalent of

filmmaking, but with images recorded digitally instead of on film stock. This will rightly
assess their knowledge and use of their skills and as well use and access to
technology as a necessity in this computer age.
This activity will also give way to clear understanding and represent in any
various media of scenes or events from everyday life.
This video making activity helps inculcate in the mind of the students
appreciation of Philippine National artist and their works of arts;
Instructions:
Video Making. Make a video of Genre art representing in any various media of
scenes or events from everyday life. Once the video making starts the director is
primary concern with their performance. See rubrics on pages xxvii to xxviii for the
learning guide.
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Title of Assessment: Artwork (Charcoal painting/drawing)

Course Code: GE_AA Course Title: Art Appreciation
Assessment No.: GE_AA_03 Due: October 9, 2020
Date of Release of Results: October16, 2020
An artwork charcoal painting activity is a form of dry art medium made of finely
ground organic materials that are held together by a gum or wax binder or produced
without the use of binders by eliminating the oxygen inside the material during the
production process. It is meant to illustrate their imagination to the topic given and
how it affects their ideas and possible practice in the future.
With the given activity this is an application of a higher order of thinking based
from the knowledge earned.
If the students can give sound analysis of the importance of art, it will create in
them positive attitude towards creating and learning.
Instructions:
A. Make a painting using charcoal as a medium that refers to the materials that
are used to create a work of art. See rubrics on page xxix for this activity.
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Title of Assessment: Color Wheel

A color wheel or color circle is an abstract illustrative organization of color

hues around a circle, which shows the relationships between primary colors,
secondary colors, tertiary colors. It is meant to illustrate the different colors to the
topic given and how it shows their ideas and possible practice in the future.
In this lesson, you'll learn what a color wheel is and see some different types.
Use color wheels to help them remember what colors work best with each other
If the students will introduce the basics of color theory, as well as the ways in
which color to guide the viewer’s attention through a paintings composition.
Instructions:
B. Make your own color wheel. Just follow the arrangement of color as provided
in page 17, but make sure to make your own mixture. See rubrics on page
xxvi for this activity.
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Title of Assessment: Acrylic Painting

Acrylic paint is a fast-drying paint made of pigment suspended in acrylic

polymer emulsion. Acrylic paints are water-soluble, but become water-resistant when
dry.
In this lesson, you'll learn what an acrylic painting is.
If the students will introduce depending on how much the paint is diluted with
water, or modified with acrylic gels, mediums, or pastes, the finished acrylic painting
can resemble a watercolor, a gouache or an oil painting, or have its own unique
characteristics not attainable with other media.
Instructions:
Make an abstract artwork using acrylic paint. See rubrics on page xxx for this
activity.
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ASSESSMENT RUBRICS
15 Point Essay Rubric
CATEGORY 15 10 5
Essay was written Essay was not

Assigned No essay was turned
using an approved written using an
Topic in.
title. approved title.
The essay is clear Some aspects of the No essay was turned

and easily read. At essay are not clear, in.
no time is the and the reader is left
Organization
reader wondering wondering what the
what the writer is writer is trying to say.
trying to say.
There are more than
There are 0-1 There are 2-3 3 spelling,
spelling, spelling, punctuation punctuation or
Mechanics
punctuation or or grammatical grammatical errors or
grammatical errors. errors. no essay was turned
in.
The essay was One of the previously More than one of the
written using New described aspects is previously described
Roman Times size missing. aspects is missing or
Presentation 12 font. All margins no essay was turned
are one inch and in.
the essay is one full
page in length.
The essay was The essay was not No essay was turned
turned in on the turned in on the date in.
date and at the and at the time
Due Date and
time specified or specified No
Time
extenuating extenuating
circumstances were circumstances were
documented. documented.
Source: http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=1667639&
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Color Wheel Rubric
CATEGORY 15 10 5
Student shows Student shows Student is unable to

knowledge and ability some knowledge of use ruler, compass,
Ability to use to use ruler, ruler, compass, and and protractor
tools compass, and protractor with without constant
protractor. minimal teacher teacher assistance
assistance
Student has not
Mixing of color
Mixing of color shows attempted to learn
shows knowledge
knowledge of color color relationships
Mixing of of color
relationships. Hues and using that
colors relationships. Some
progress in even knowledge in his/her
hues progress in
steps. work. Hues in wrong
even steps.
order or not finished.
Application of paint is Paint is applied in a Student needs to
pre-planned and careful, logical work on controlling
done in a logical, manner. Colors paint and preplanning
sequential manner. remain sharp and paint application.
Colors remain sharp somewhat Muddy colors, ragged
Craftsmanship
and accurate. accurate. Washes edges, lacks even
Washes are even. are even. Work is washes, drips and/or
Work is very neat neat and mostly blobs are evident
and accurate. accurate. throughout the
painting.
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Video Presentation Rubric
CATEGORY 10 8 6 4 2
Time The time of The time of The time of

the the the
presentation presentation presentation
is sufficient to is somewhat is not
the sufficient to sufficient to
presentation' the the
s information presentation' presentation'
requirements. s information s information
requirements. requirements.
Introduction Introduction One of the Two of the Three of the All four
contains four aspects four aspects four aspects aspects from
quality listed in the listed in the listed in the the first
attention previous first category first category category are
getter, category is of are of poor are of poor apparent, but
elaboration poor quality quality and quality and none of them
on a.g., and does not do not do not enhance the
bridge/lead-in enhance the enhance the enhance the introduction
to thesis, and introduction introduction introduction like they
thesis like it should. like they like they should. Three
statement should. One should. Two aspects/the
aspect aspects thesis
(besides the (besides the statement
thesis) may thesis) may are/is
be missing. be missing. missing.
Conclusion The The The author's The author's The author's

conclusion is conclusion is position is position is not position is not
strong and recognizable. restated restated restated
leaves the The within the within the within the
reader solidly speaker's conclusion conclusion. conclusion.
understandin position is but not near Basic No ideas are
g the writer's restated the summarizatio summarized,
position. within the first beginning. n is seen, and closure
Effective two Ideas are and closure does not
restatement sentences of summarized, attempted. exist.
of the the and closure
position conclusion. ends the
statement Proper presentation.
begins the conclusion
conclusion. technique is
Proper attempted,
conclusion and closure
technique is ends the
seen, and presentation.
proper
closure ends
xxvii
the
presentation.
Presentatio Excellent Good Incorporation Incorporation Incorporation
n skills incorporation incorporation of most of some of few proper
of all proper of all proper proper proper presentation
presentation presentation presentation presentation aspects (eye
aspects (eye aspects (eye aspects (eye aspects (eye contact, tone,
contact, tone, contact, tone, contact, tone, contact, tone, pitch,
pitch, pitch, pitch, pitch, enthusiasm,
enthusiasm, enthusiasm, enthusiasm, enthusiasm, gestures,
gestures, gestures, gestures, gestures, movement,
movement, movement, movement, movement, etc.). Three
etc.) etc.) etc.). One etc.). Two aspects seen
aspect seen aspects seen very little or
very little or very little or not at all.
not at all. not at all.
Research Three Three Three Two sources One source

sources (one sources (one sources (the used are used is
of which is of which is novel is not credible and credible and
the novel) the novel) used) used cited cited
used for used for for correctly correctly
quotations, quotations, quotations, using MLA. using MLA.
statistics, statistics, statistics, Works cited Works cited
facts, and facts, and facts, and page is page is
visuals are visuals are visuals are included and included and
credible and credible and credible and has many has many
cited most are most are major errors. major errors.
correctly cited cited
using MLA. correctly correctly
Works cited using MLA. using MLA.
page is Works cited Works cited
included and page is page is
is of high included and included and
quality. has few has many
minor errors. minor
errors/few
major errors.
Prezi High-quality Quality Prezi Prezi is seen Basic Prezi is

Prezi is seen is seen that that seen that
that greatly enhances the enhances relates to the
enhances the overall quality parts of the presentation
overall quality of the presentation but does little
of the presentation. but not as to enhance
presentation. thoroughly as the quality of
needed. the
presentation.
xxviii
Charcoal Drawing/Painting Rubric
CATEGORY 20 15 10 5
Drawing Drawing is Drawing is Drawing has The drawing

detailed. The somewhat few details. It is lacks almost all
grid technique detailed. primarily detail or it is
was used Some use representational unclear what
perfectly. has been with very little the drawing is
Student has made of the use of regard of intended to be.
great control. grid to ensure the grid.
accuracy.
Value Value is perfect Value is Value is not Value is
applied applied very completely
somewhat accurately. inaccurate and
accurately, Some effort has clearly
but there are was made, but been ignored.
a few areas not much.
that needs
improvement.
Textures Texture is Texture is Texture is not Texture is
perfect. applied applied very completely
somewhat accurately. inaccurate and
accurately, Some effort has clearly
but there are was made, but been ignored.
a few areas not much.
that need There are areas
improvement. where student
added or
omitted texture
inaccurately.
Craftmanship The artwork With a little The student The student
was beautiful more effort showed showed below
and patiently the work average average
done. Evidence could have craftsmanship; craftsmanship,
of care and been adequate, but lack of pride in
pride taken. outstanding. not as good as finished work.
There are a it could have
few areas been, slightly
where care is careless.
not entirely
evident.
xxix
Art - Acrylic painting
CATEGORY 20 15 10 5
Use of Student uses a Student uses Student uses a Student uses

Detail great deal of different objects few different limited objects
different objects in his or her objects in his or in his or her
in his or her painting. her painting. painting.
painting.
Use of Student has Student has Student used Student used

Colour creatively used appropriately some warm very little
warm colours to used warm colours to show warm colours
show things that colours to show things that are to show
are warm/hot. things that are warm/hot. things that are
Student has warm/hot. Student has warm/hot.
creatively used Student has used some cool Student has
cool colours to appropriately colours to show used very
show things that used cool things that are little cool
are cool/cold. colours to show cool/cold. colours to
things that are show things
cool/cold. that are
cool/cold.
Perspective Student Student uses a Student uses a Student has
(appropriate creatively uses a variety of big couple of big big and small
use of size) variety of big and and small and small objects, some
small objects objects that are objects that are objects may
that are the right the right size in the right size in not be the
size in his or her his or her his or her correct size.
painting. painting. painting.
xxx
THE BEAUTY OF ART xxxi
Preface
There is nothing that grounds men and women more concretely than the work of
their hands. This module is a survey of the most important elements of the study of the
humanities. Art Appreciation, as a course, attempts to develop in students the ability to
appreciate, scrutinize, and appraise works of art.
This module will begin with the preliminaries on what art is, what its assumption
are, what it normally amounts to, and its functions. There will also be a survey of a few
philosophies that were made and conceived by thinkers about art and beauty. After
these, the subject and content of art, as well as the actors in art, the artisans, will be
dealt with. Through and through, each lesson is comprised of opportunities for the
students not just to learn passively but also to actively contribute to and participate in art.
Moreover, this module offers a basketful of opportunities, extending activities,

and interactive and innovative strategies towards the end of the unit. It provides
outcomes- based education model being implemented in both basic and higher
education institutes.
This module is distinct because it has the following major parts:
Unit –Gives the specific lesson of the material.

Epigraph/Essential Concept – Gives brief generalization about an important idea of the
unit.
Learning Outcomes – These are skill or competencies that the students are expected to
do after they will have finished reading the unit.
Pretest – A test given to measure learner’s prior knowledge.
Content – Provides a comprehensive discussion about the topics.
Learning Activities – This art is composed of outcomes-based activities which are
congruent to the learning targets in each unit.
Assessment – Serves as an evaluation part (traditional or performance-based tests).
FOR CLASSROOM PURPOSE ONLY

THE BEAUTY OF ART xxxii
Toward the end, this module only wishes to contribute to the holistic development
of each Filipino learner in the hopes that every college student does not just become a
skilled professional, an expert in his field, but one who is truly human, a kind that does
not just think and socialize but one who appreciates the work of the hands and the
beauty that he is capable of producing and beholding.
To God be all the glory!!!
-Merlyn H. Arcamo

THE BEAUTY OF ART xxxiii
Acknowledgment
First and foremost, praises and thanks to God, the Almighty, for the knowledge
and wisdom and for the showers of blessings throughout my work to complete it
successfully.
I would like to say thanks to my friends and colleagues. I am also extending my

thanks to everyone who extended their help. I also would like to express my special
thanks of gratitude to our college dean Dr. Ramil C. Moroscallo.
I am overwhelmed in all humbleness and gratefulness to acknowledge my depth

to all those who have helped me to put these ideas, well above the level of simplicity and
into something concrete. Finally, my thanks go to all the people especially to Ms. Honey
Ann T. Bayron who extended her precious time with me and Mrs. Victoria B. Canoneo
who have supported me to complete this work directly or indirectly. I wish to express my
highest gratitude to the Author of all authors, Artist of all artist and Designer of all
designers
– none other than God himself who is the source of strength and wisdom in completing
this work. All the glory belongs to God alone who provided everything that I need.
-Merlyn H. Arcamo

THE BEAUTY OF ART xxxiv
Contents
Copyright.......................................................................................................................................iii
Course Introduction.......................................................................................................................iv
COURSE SYLLABUS.........................................................................................................................vi
Learning Guide.............................................................................................................................xiii
LEARNING AGREEMENT...............................................................................................................xvii
Summative Assessment.................................................................................................................xx
ASSESSMENT RUBRICS.................................................................................................................xxv
Preface........................................................................................................................................xxxi
Acknowledgment......................................................................................................................xxxiii
Unit 1- What is Humanities?...........................................................................................................1
Unit II – Visual Elements and Principles of Arts............................................................................12
Unit III- Art History and Development..........................................................................................26
Unit IV – Renowned Filipino Painters...........................................................................................36
References....................................................................................................................................46
Glossary........................................................................................................................................47
Answer Keys.................................................................................................................................50
Users’ Evaluation Form.................................................................................................................53

THE BEAUTY OF ART 1
Unit 1- What is Humanities?
Humanities is one of the required subjects in college. It is a set of discipline that includes
grammar, philosophy, literature, history and music. As the word suggests, man is the center
of humanities. The term is derived from the Latin word humanus, which means human. This
concerns humanity. It records or interprets man’s thinking, feeling, regrets, aspirations,
failures and what he supposed not to do in the world ("Chapter 1 CPAR.pptx - The Study of
Humanities and the Art Chapter 1 What are Humanities Why study the Humanities How to
study the Humanities Text | Course Hero", 2020).
-Claudio V. Tabotabo
Learning Outcomes
At the end of this unit, you will 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.
Pretest
Directions: Which of the statement sounds “TRUE” and which of the statement sounds
“FALSE”. Write your answer in the space provided.
1. Subject refers to the visual focus or the image that may be extracted
from examining the artwork.
2. Communicated by the artist or the artwork.
3. Elements and the medium or material are put together.
4. The subject is seen as the “what”.
5. The content is seen as the “why”.
6. Form is the “how”.
7. Non-representational also termed figurative art because the figures
depicted are easy to make out and decipher.
8. Representational art is an art forms that do not make a reference to the
real world, whether it is a person, place, thing, or even a particular event.

THE BEAUTY OF ART 2
9. Conventional meaning pertains to the acknowledged interpretation of

the artwork using motifs, signs, and symbols and other cyphers as bases of its meaning.
10. Representational art is the same with abstract art.

THE BEAUTY OF ART 2
Content
In most cases, there are clues that meditate between the artwork and the viewer,
allowing the viewer to more easily comprehend what he is seeing. These clues are the
three basic components of a work of art: subject, form, and content. These components
are largely inseparable from each other and usually related to each other.
To differentiate them briefly, subject refers to the visual focus or the image that
may be extracted from examining the artwork, while content is the meaning that is
communicated by the artist or the artwork. Finally, the development and configuration of
the artwork – how the elements and the medium or material are put together-is the form.
In simpler terms, the subject is seen as the “what”; the content is the “why”; and the form
is the “how.”
Artist David Bailly entitled Selbstbildnis mit Vanitassymbolen (Self-Portrait with Vanitas Symbols), (1651).
Oil on panel. Stedelijk Museum De Lakenhal, Leiden.

THE BEAUTY OF ART 3
“Mona Lisa”, Leonardo da Vinci (1503). Musee du

Louvre Collection.
TYPES OF SUBJECT
Representational Art
 These types of art have subjects that refer to objects that refer to objects or events
occurring in the real world. Also termed figurative art because the figures depicted
are easy to make out and decipher.
Despite not knowing who Mona Lisa is, it is clear that the painting is of a woman
that is realistically-proportioned; only the upper torso is shown; a beguiling and
mysterious smile is flashed; the background is a landscape.
Non-Representational Art
 Art forms that do not make a reference to the real world, whether it is a person,
place, thing, or even a particular event. It is stripped down to visual elements, such
as shapes, lines, and colors that are employed to translate a particular feeling,
emotion, and even concept.

THE BEAUTY OF ART 4
Jackson Pollock, detail of “Number 1A” (1948). Oil and enamel paint on canvas. Museum of Modern Art (MOMA)
Collection.
Non-Representational Art and Abstract Art

 Is non-representational art the same with abstract art? There is no clear-cut divide,
rather, they exist in a spectrum. Non- representational art Abstract art
Representational art.
“Head of a Woman, Mougins”, Pablo Picasso (1962). Metal cut-

out, folded and painted. Musee national Picasso-Paris.

THE BEAUTY OF ART 5
Looking at the combination of lines, shapes, and colors of the sculpture will point to a
head of a woman even with the abstraction of the image, this work is arguably
representational art.
SOURCES AND KINDS OF SUBJECTS
For non-representational art, a higher, level of perceptiveness and insight might

be required to fully grasped the feeling, emotion, or concept behind the work.
For representational art, it is easier to infer the subject matter because from the
figures depicted in the artwork, there is already a suggestion as to its implication.
Sources of Subject
-Christian tradition Sacred oriental

texts
Kinds of Subject
hology

THE BEAUTY OF ART 6
Die Ebene von Auvers (Wheat Fields Near

Auvers Vincent van Gogh (1890). Oil in
canvas. Osterreichische Galerie Belvedere
Collection. https://www.
slideshare.net/janril/subject- and-content-of-
arts
A Cockchafer, Beetle, Woodlice and Other

Insect, with a Sprig of Auricula Jan van
Kessel (early 1960s). oil in copper. Museum
of Art and Anthropology, University of
Oxford Collection.
https://www.slideshare.net/janril/subject-
and-content-of-arts
Discobolus Myron (Roman, 2nd Century AD), after a Greek

original by the sculptor Myron of 450-440 BC. British Museum
Collection, London. https://www.slideshare.net/janril/subject-
and-content-of-arts

THE BEAUTY OF ART 7
Sistine Chapel Michelangelo (1508-1512).

https://www.slideshare.net/janril/subject- and-
content-of-arts
El Tres de Mayo Francisco de Goya (1814) Oil

in canvas. Museo del Prado Collection. https:/
/www.slideshare.net/janril/subject- and-
content-of-arts
CONTENT IN ART
The meaning or message that is expressed or communicated by the artwork. In
understanding the content of art, it is important to note that there are various levels of
meaning: ("Subject and Content of Arts", 2020)
Factual meaning - The most rudimentary level of meaning for it may be extracted
from the identifiable or recognizable forms in the artwork and understanding how these
elements relate to one another.
Conventional meaning - Pertains to the acknowledged interpretation of the

artwork using motifs, signs, and symbols and other cyphers as bases of its meaning.
These conventions are established through time, strengthened by recurrent use and
wide acceptance by its viewers or audience and scholars who study them.
Subjective meaning - When subjectivities are consulted, a variety of meanings

may arise when a particular work of art is read. These meanings stem from the viewer’s
or audience’s circumstances that come into play when engaging with art (what we know,
what we learned, what we experienced; what values we stand for) Meaning may not be
singular, rather, multiple and varied.

THE BEAUTY OF ART 8
Learning Activities
Let’s Work on this!

Reflection Paper Writing
1. What are the hurdles of accessing art in terms of its subject and content?
2. Where do artist source their subjects?

THE BEAUTY OF ART 9
3. Name an example of an artwork and speculate on the content of the artwork

based on its factual, conventional, and subjective meanings.
See rubrics on page xxv to be guided in this.

THE BEAUTY OF ART 10
Assessment
MULTIPLE CHOICE.
Direction. Choose the letter of your answer.
1. Portraits such as the “Mona Lisa” are good examples of what is called
a. representational art
b. figurative art
c. non-representational art
d. all of the above
2. Mona Lisa is one of the paintings of

a. Van Gogh
b. Pablo Picaso
c. Jan Van Kessel
d. Leonardo da Vinci
3. It refers to the visual focus or the image that may be extracted from examining
the artwork.
a. Subject
b. Content
c. Form
d. Color wheel
4. It is the meaning that is communicated by the artist or the artwork.

a. Subject
b. Content
c. Form
d. Color wheel
5. It does not make a reference to a real world, whether it is a person, a

place, thing, or even a particular event.
a. representational art
b. figurative art
c. non-representational art
d. all of the above

Post test
Demonstrate an understanding of the cultural and historical contexts and

interrelationships of the arts and humanities disciplines among various
cultures.
1. Compare and contrast two art works from a historical perspective.
2. Identify selected works of art.

Unit II – Visual Elements and Principles of Arts
Noticeable on the face of Mona Lisa are lines and forms that mingled with colors so as to
produce great painting. The same things are observable in the Eiffel tower. Eiffel tower is
considered one of the greatest achievements in the field of architecture. Its fame attract
thousands of tourists throughout the world every year. But looking closely at it, one will find
that it is only a combination of lines and forms. It has no color elements. Lines, forms and
colors are the most basic elements of visual arts. All arts have elements of their own but, in
visual art, there are always lines and forms. Other elements are texture and perspective
("Art Department - Learning Goals & Objectives - Lehman College", 2020)
Learning Outcomes

 Produce creative works that demonstrate innovation in concepts, formal
language and/or materials.
 Acquire a working vocabulary associated with the analysis and interpretation
of works and architecture (2020).
Pretest
Multiple Choice
Directions: Read the following questions and encircle the letter of the correct answer
("Elements and Principles of Design – Pre-Test", 2020).
1. A type of balance in which both sides of a composition are balanced yet different.
A. Asymmetrical
B. Radial
C. Symmetrical
D. Geometric
2. Formal balance is another word for which type of balance?

A. Asymmetrical
B. Radial
C. Symmetrical
D. Geometric
3. Which of the following is another word for "center of interest"?

A. Focal Point
B. Emphasis
C. Dominance
D. All of the above
4. A plan for selecting colors for a composition is also known as a .

A. Color spectrum
B. Color Wheel
C. Color Scheme
D. Color Mix
5. The circular chart used to remember color relationships is a .

A. Color Scheme
B. Color Wheel
C. Color Ray
D. Color Circle
6. Secondary colors are obtained by mixing two colors.

A. Neutral colors
B. Complementary colors
C. Primary colors
D. Intermediate or Tertiary colors
7. Colors are said to be contrasting if they are .

A. different in lightness and darkness.
B. light in value.
C. dark in value.
D. bright and intense.
8. Contrast can be created by using .

A. smooth and rough textures.
B. large and small shapes.
C. Plain areas against areas of patterns.
D. all of the above.
9. Cool colors are .

A. Orange, green and purple (or violet).
B. Blue, green and violet (or purple).
C. Yellow, blue and red.
D. White, black and brown.
10. Warm colors are .

A. Yellow, red, and orange.
B. Yellow, red and blue.

C. yellow, green and blue

D. orange, purple and green
11. Yellow-orange, red-orange, and yellow-green are examples of .

A. Intermediate or Tertiary colors.
B. Secondary colors
C. Primary colors
D. Triadic colors.
12. Another word for brightness of a color is .

A. Value
B. Intensity
C. Hue
D. Complementary
13. The art element that refers to the sense of touch is

A. Value
B. Pattern
C. Texture
D. Shape
Thank you for answering the test. The next page is the content please
read it.
Enjoy learning 

Content
Line
A line is defined as a mark that connects the space between two points, taking any
form along the way.
The line is an essential element of art, defined as a mark that connects the space
between two points, taking any form along the way. Lines are used most often to define
shape in two-dimensional works and could be called the most ancient, as well as the
most universal, forms of mark making.
There are many different types of lines, all characterized by their lengths being greater
than their width, as well as by the paths that they take. Depending on how they are used,
lines help to determine the motion, direction, and energy of a work of art. The quality of a
line refers to the character that is presented by a line in order to animate a surface to
varying degrees.
Jacques-Louis David, Oath of the Horatii, 1784: Many implied lines connect the figures and action
of the piece by leading the eye of the viewer through the unfolding drama.
 Actual lines are lines that are physically present, existing as solid connections
between one or more points, while implied lines refer to the path that the viewer’s
eye takes as it follows shape, color, and form within an art work. Implied lines give
works of art a sense of motion and keep the viewer engaged in a composition. We
can see numerous implied lines in Jacques-Louis David’s Oath of the Horatii,
connecting the figures and actions of the piece by leading the eye of the viewer
through the unfolding drama.

 Straight or classic lines add stability and structure to a composition and can be
vertical, horizontal, or diagonal on the surface of the work. Expressive lines refer to
curved marks that increase the sense of dynamism of a work of art. These types of
lines often follow an undetermined path of sinuous curves. The outline or contour
lines create a border or path around the edge of a shape, thereby outlining and
defining it. Cross contour lines delineate differences in the features of a surface and
can give the illusion of three dimensions or a sense of form or shading.
 Hatch lines are a series of short lines repeated in intervals, typically in a single
direction, and are used to add shading and texture to surfaces. Cross-hatch lines
provide additional texture and tone to the image surface and can be oriented in any
direction. Layers of cross-hatching can add rich texture and volume to image
surfaces.
Light and Value
Value refers to the use of light and dark in art.
The use of light and dark in art is called value. Value can be subdivided into tint
(light hues) and shade (dark hues). In painting, which uses subtractive color, value
changes are achieved by adding black or white to a color. Artists may also employ
shading, which refers to a more subtle manipulation of value. The value scale is used to
show the standard variations in tones. Values near the lighter end of the spectrum are
termed high-keyed, while those on the darker end are low-keyed.
Value scale: The value scale represents different degrees of light used in artwork.
In Baroque painting, the technique of chiaroscuro was used to produce highly dramatic
effects in art. Chiaroscuro, which means literally “light-dark” in Italian, refers to clear
tonal contrasts exemplified by very high-keyed whites, placed directly against very low-
keyed darks. Candlelit scenes were common in Baroque painting as they effectively
produced this dramatic type of effect. Caravaggio used a high contrast palette in such
works as The Denial of St. Peter to create his expressive chiaroscuro scene.

Color
In the visual arts, color theory is a body of practical guidance to color mixing and the visual
impacts of specific color combinations.
Color theory subdivides color into the “primary colors” of red, yellow, and blue, which
cannot be mixed from other pigments; and the “secondary colors” of green, orange and
violet, which result from different combinations of the primary colors. Primary and
secondary colors are combined in various mixtures to create “tertiary colors.” Color
theory is centered on the color wheel, a diagram that shows the relationship of the
various colors to each other.
Additive and Subtractive Color
Additive color is color created by mixing red, green,

and blue lights. Television screens, for example, use
additive color as they are made up of the primary
colors of red, blue and green (RGB). Subtractive
color, or “process color,” works as the reverse of
additive color and the primary colors become cyan,
magenta, yellow, and black (CMYK). Common
applications of subtractive color can be found in
printing and photography.
Complementary colors
Color wheel: The color wheel is a
Complementary colors can be found directly diagram that shows the relationship of
opposite each other on the color wheel (purple and the various colors to each other.
yellow, green and red, orange and blue). When
placed next to each other, these pairs create the
strongest contrast for those particular two colors.
Warm and Cool Color
The distinction between warm and cool colors has been important since at least the late
18th century. Warm colors are the hues from red through yellow, browns and tans
included.
Texture
Texture refers to the tactile quality of the surface of an art object. Texture in art
stimulates the senses of sight and touch and refers to the tactile quality of the surface of
the art. It is based on the perceived texture of the canvas or surface, which includes the
application of the paint. In the context of artwork, there are two types of texture: visual
and actual.
 Visual texture refers to an implied sense of texture that the artist creates through
the use of various artistic elements such as line, shading and color.
 Actual texture refers to the physical rendering or the real surface qualities we can
notice by touching an object, such as paint application or three-dimensional art.
It is possible for an artwork to contain numerous visual textures, yet still remain
smooth to the touch. Take for example Realist or Illusionist works, which rely on the
heavy

use of paint and varnish, yet maintain an utterly smooth surface. In Jan Van Eyck’s
painting “The Virgin of Chancellor Rolin” we can notice a great deal of texture in the
clothing and robes especially, while the surface of the work remains very smooth.
Jan van Eyck, The Virgin of Chancellor Rolin, 1435:
The Virgin of Chancellor Rolin has a great deal of
texture in the clothing and robes, but the actual surface
of the work is very smooth.
Vincent van Gogh, The Starry Night, 1889: The Starry Night contains a great deal of actual texture through the thick
application of paint.
Paintings often use actual texture as well, which we can observe in the physical
application of paint. Visible brushstrokes and different amounts of paint will create a
texture that adds to the expressiveness of a painting and draw attention to specific areas
within it. The artist Vincent van Gogh is known to have used a great deal of actual
texture in his paintings, noticeable in the thick application of paint in such paintings as
Starry Night.

Shape and Volume
Shape refers to an area in a two-dimensional space that is defined by edges; volume is

three-dimensional, exhibiting height, width, and depth.
Shape refers to an area in two-dimensional space that is defined by edges. Shapes are,
by definition, always flat in nature and can be geometric (e.g., a circle, square, or
pyramid) or organic (e.g., a leaf or a chair). Shapes can be created by placing two
different textures, or shape-groups, next to each other, thereby creating an enclosed
area, such as a painting of an object floating in water.
“Positive space” refers to the space of the defined shape, or figure. Typically, the
positive space is the subject of an artwork. “Negative space” refers to the space that
exists around and between one or more shapes. Positive and negative space can
become difficult to distinguish from each other in more abstract works.
A “plane” refers to any surface area within space. In two-dimensional art, the “picture
plane” is the flat surface that the image is created upon, such as paper, canvas, or
wood. Three-dimensional figures may be depicted on the flat picture plane through the
use of the artistic elements to imply depth and volume, as seen in the painting Small
Bouquet of Flowers in a Ceramic Vase by Jan Brueghel the Elder.
“Form” is a concept that is related to shape. Combining two or more shapes can create
a three-dimensional shape. Form is always considered three-dimensional as it exhibits
volume—or height, width, and depth. Art makes use of both actual and implied volume.
Jan Brueghel the Elder, Small Bouquet of Flowers in a Ceramic Vase, 1599: Three-dimensional figures may be
depicted on the flat picture plane through the use of the artistic elements to imply depth and volume.

The 7 Principles of Art and Design
The elements and principles of art and design are the foundation of the language
we use to talk about art. The elements of art are the visual tools that the artist uses to
create a composition. These are line, shape, color, value, form, texture, and space.
The principles of art repr esent how the artist uses the elements of art to create
an effect and to help convey the artist's intent. The principles of art and design are
balance, contrast, emphasis, movement, pattern, rhythm, and unity/variety. The use of
these principles can help determine whether a painting is successful, and whether or not
the painting is finished.
The artist decides what principles of art he or she wants to use in a painting.
While an artist might not use all the principles of design in one piece, the principles are
intertwined and the use of one will often depend on another. For example, when creating
emphasis, the artist might also be using contrast or vice versa. It is generally agreed that
a successful painting is unified, while also having some variety created by areas of
contrast and emphasis; is visually balanced; and moves the viewer's eye around the
composition. Thus it is that one principle of art can influence the effect and impact of
another ("7 Principles of Art and Design", 2020).
The 7 principles of art
Balance refers to the visual weight of the elements of the composition. It is a sense that
the painting feels stable and "feels right." Imbalance causes a feeling of discomfort in the
viewer.
Balance can be achieved in 3 different ways:
1. Symmetry, in which both sides of a composition have the same elements in the
same position, as in a mirror-image, or the two sides of a face.
2. Asymmetry, in which the composition is balanced due to the contrast of any of
the elements of art. For example, a large circle on one side of a composition
might be balanced by a small square on the other side
3. Radial symmetry, in which elements are equally spaced around a central point,
as in the spokes coming out of the hub of a bicycle tire.
Contrast is the difference between elements of art in a composition, such that each
element is made stronger in relation to the other. When placed next to each other,
contrasting elements command the viewer's attention. Areas of contrast are among the
first places that a viewer's eye is drawn. Contrast can be achieved by juxtapositions of
any of the elements of art. Negative/Positive space is an example of contrast.
Complementary colors placed side by side is an example of contrast. Notan is an
example of contrast.
Emphasis is when the artist creates an area of the composition that is visually dominant
and commands the viewer's attention. This is often achieved by contrast.

Movement is the result of using the elements of art such that they move the viewer's
eye around and within the image. A sense of movement can be created by diagonal or
curvy lines, either real or implied, by edges, by the illusion of space, by repetition, by
energetic mark-making.
Pattern is the uniform repetition of any of the elements of art or any combination thereof.
Anything can be turned into a pattern through repetition. Some classic patterns are
spirals, grids, weaves. For examples of different pattern types see the Artlandia Glossary
of Pattern Design. A popular drawing practice is Zentangles, in which an abstract or
representational outline is divided into different areas, each of which contains a unique
pattern.
Rhythm is created by movement implied through the repetition of elements of art in a

non- uniform but organized way. It is related to rhythm in music. Unlike pattern, which
demands consistency, rhythm relies on variety.
Unity/Variety You want your painting to feel unified such that all the elements fit
together comfortably. Too much unity creates monotony, too much variety creates
chaos. You need both. Ideally, you want areas of interest in your composition along with
places for your eye to rest.

Learning Activities
Directions: Briefly explain the following
1. Enumerate the different types of lines.

1.
2.
3.
2. What are actual lines?
3. What is value?
4. What are the 3 divisions of color?

1.
2.
3.

Let’s do this!
In the space below make your own color wheel. Just follow the arrangement of color as
provided in page 17, but make sure to make your own mixture.
See rubrics on page xxvi to be guided in this.

Assessment
Directions: The next questions are True or False. Mark A for True and B for False.
1. Monochromatic refers to a painting done in one color.

2. You cannot see through an object or material that is transparent.
3. Negative shape is the background or space around the subject of the artwork.
4. Rhythm is created when visual elements are repeated. Rhythm may be
alternating, regular, flowing, progressive, or jazzy.
5. Variation is important in a work of art. Variation is the use of the same lines,
shapes, textures, and colors.
6. A related color scheme would be colors that are next to each other on the
color wheel.
7. Analogous colors is another term for complementary colors
8. Red and green are examples of complementary colors.
9. The color plan of red, yellow and blue is an example of a triad color scheme.
10. Unity is obtained by repeating colors and shapes -- all parts of a design are
working together as a team.
11. Tints of colors may be created by adding white. Pink is a tint of red.
12. Intensity is an art element that means darkness or lightness of a surface.
Post test
Direction: Briefly explain the following.
1. What do you mean by additive and subtractive color?
2. What do you mean by complementary colors?
3. What do you mean by warm and cool color?

4. What is color theory?
5. What is Chiaroscuro?
See rubrics on page xxv to be gmmkuided on this.

Unit III- Art History and Development
Art history doesn't consist in simply listing all the art movements and placing them on a
timeline. It is the study of objects of art considered within their time period. Art historians
analyze visual arts' meaning (painting, sculpture, architecture) at the time they were
created.
Men had already appreciated art long before they learned to write. Paintings, believed to
have been mastered before the advent of writing are seen on the walls of a certain cave in
Cro-Magnon France.
Learning Outcomes
 Differentiate the kinds of arts from the earliest time to present.

 They will use innovative theoretical and methodological approaches to generate
new approaches to the history of representation understood within broader socio-
cultural perspectives. They will demonstrate skills necessary for effective
preparation of artwork for public presentation, using a variety of materials and
techniques.
Pretest
Multiple Choice
Directions. Encircle the correct answer.
1. This painting titled “Portrait of Pope Innocent X" was painted by...
a) Pablo Picasso
b) Diego Velazquez
c) Rembrandt
d) El Greco
2. This depiction of "Judith Slaying Holofernes" was a popular subject matter painted by
several artists in the 16th and 17th centuries... who painted this one?
a) Peter Paul Rubens 1675
b) Caravaggio 1635
c) Artemisia Gentileschi 1612-13
d) Francisco de Zurbarán 1614

3. This fresco from the Arena Chapel (also called the Scrovegni Chapel) in Padua Italy
features what is to be considered the first Renaissance, or "Proto Renaissance" art
work in Italy. Name the artist.
a) Giotto di Bondone
b) Duccio
c) Leonardo Da Vinci
d) Piero della Francesca
4. The following artist wanted to be a Preacher but after failing at it, became an artist.
a) Vincent Van Gogh
b) Henri Matisse
c) Salvador Dali
d) Paul Gauguin
5. In 1917 this particular piece of art sparked the most controversial ongoing argument
in art history begging the question, what is Art? Identify the work and artist:
a) Les Demoiselles d'Avignon by Pablo Picasso 1907
b) The Persistence of Memory by Salvador Dali 1931
c) The Urinal (or Fountain) by Marcel Duchamp 1917
d) L.H.O.O.Q. by Marcel Duchamp 1919
Thank you for answering the test. The next page is the content please
read it.
Enjoy learning

Content
Portraits
A portrait is a painting, photograph, sculpture, or other
artistic representation of a person, in which the face
and its expression are predominant. The intent is to
display the likeness, personality, and even the mood of
the person. For this reason, in photography a portrait is
generally not a snapshot, but a composed image of a
person in a still position. A portrait often shows a
person looking directly at the painter or photographer in
order to most successfully engage the subject with the
viewer.
Landscapes
Landscape painting, also known as landscape art, is the depiction in art of landscapes—
natural scenery such as mountains, valleys, trees, rivers, and forests, especially where
the main subject is a wide view—with its elements arranged into a coherent composition
. In other works, landscape backgrounds for figures can still form an important part of the
work. Sky is almost always included in the view, and weather is often an element of the
composition. Detailed landscapes as a distinct subject are not found in all artistic
traditions and develop when there is already a sophisticated tradition of representing
other subjects.
Philip Burne–Jones Holding a Cat: George Grantham Bain

Collection,
Library of Congress, Washington, DC.

Genre Art
Genre art is the pictorial representation in any of

various media of scenes or events from everyday life,
such as markets, domestic settings, interiors, parties,
inn scenes, and street scenes. Such representations
(also called genre works, genre scenes, or genre
views) may be realistic, imagined, or romanticized by
the artist.
Nicolaes Maes. The Idle Servant

(1655): Oil on canvas. National
Gallery, London. Dutch Baroque
genre scenes often have
important moral lessons as their
subtexts.
Narrative Art
Narrative art is art that tells a story, either as a moment in an ongoing story or as a
sequence of events unfolding over time. Some of the earliest evidence of human art
suggests that people told stories with pictures. However, without some knowledge of the
story being told, it is very hard to read ancient pictures because they are not organized
in a systematic way like words on a page, but rather can unfold in many different
directions at once.
Hagesandros, Athenedoros, and Polydoros. Laocoön and

His Sons (First century BCE): Marble. Vatican Museum,
Rome. This marble sculpture depicts a scene from Virgil’s
epic The Aeneid, in which the Trojan seer Laocoön foresees
the Trojan Horse and the destruction of Troy by the Greeks.
Before he can warn his fellow townspeople, the sea god
Neptune (an ally of the Greeks) sends his serpents to kill
Laocoön and his sons.

Figurative and Abstract Art
Art exists along a continuum from realistic representational work to fully non-
representational work. Painting and sculpture can be divided into the categories of
figurative (or representational) and abstract (or non-representational). Figurative art
describes artwork – particularly paintings and sculptures – which are clearly derived from
real object sources, and therefore are, by definition, representational. Since the arrival of
abstract art in the early twentieth century, the term “figurative” has been used to refer to
any form of modern art that retains strong references to the real world.
Johann Anton Eismann, Ein Meerhafen, 1600s: This figurative

work from the 17th century depicts easily recognizable objects—
ships, people, and buildings.
Artistic independence was advanced during the nineteenth century, resulting in the
emergence of abstract art. Three movements which contributed heavily to the
development of these styles were Romanticism, Impressionism, and Expressionism.
Even art that aims for verisimilitude of the highest degree can be said to be abstract, at
least theoretically, since perfect representation is likely to be exceedingly elusive.
Artwork which takes liberties, altering, for instance, color and form in ways that are
conspicuous, can be said to be partially abstract.

What Is Humanities And Its Branches?
Humanities are educational courses that aim to teach individuals about the
human condition in a variety of forms, as well as look at them with a critical and
analytical eye. The branches of humanities consist of languages, the arts, literature,
philosophy, religion and history.
Why?
The studying of humanities has become a huge part of western education as it

helps individuals to learn and analyze the ways of the world and put forward
interpretations. It helps a lot of people to approach situations intellectually as well as in
their academics. Humanities focus more on interpretation and ideals rather than
concrete facts such as math and science.
Languages
This particular branch of humanities consists of learning the way people

communicate in different speaking countries. It brings a sense of culture to individuals as
they are likely to be taught the various history and origins of the languages they learn.
The arts
The arts consist of theater, music, art and film. They are all mediums of self-
expression and these courses in particular encourage personal interpretation and
analysis. Fine arts courses also come into this category; however, they focus more on
the historical forms of art and their origins.
Literature
Literature refers to novels, short stories, plays and so on. Individuals attempt to
decipher the meaning of texts and look into symbolism and themes. Literature courses
delve into social aspects that may influence texts.
Philosophy and religion
These courses study human behavior and the age-old questions such as the
meaning of life and the existence of God. They analyze various cultures and their
religious beliefs as well as moral codes.
History
This is arguably the most facts-based course as individuals delve into past
events such as war and politics and how societies and cultures have been affected
throughout the years ("What Is Humanities and Its Branches?” 2020).

Learning Activities
Instructions: Develop a one paragraph essay on the different topics given. Be guided
on the rubrics on page xxv on this activity. Make your written output brief yet substantial.
1. Make a comment on the color combination of the landscape painting. Does it

conform with the purpose of the artist?
2. Does the painting relate to your life?
3. Make a presentation and a discussion about visual arts.
4. Analyze and discuss the nature and meaning of objects and artifacts in multiple
contexts, including on-site contact and display, as well as original historical
settings.

Thank you for answering the test. Enjoy learning

Assessment
Matching Type.
Directions. Match column A with column B. Choose only the letter of your answer.
A B
1. Portrait a. is the art to tell the story

2. Landscape Painting b. is the pictorial representation
3. Genre Art c. is a painting, photograph,
sculpture or other artistic of person.
4. Narrative Art d. also known as landscape art
5. Figurative Art e. describes artwork – particularly
paintings sculpture.
f. refers to novels, short stories,
place and so on.
g. consist of theater, music, art and
film.

Post test
Do this!
Make a video of Genre art representing in any various media of scenes or events from
everyday life.
See rubrics on pages xxvii to xxviii to be guided in this.

Unit IV – Renowned Filipino Painters
Defense of a Filipina Woman's Honour, which is representative of Amorsolo's World War II-
era paintings. Here, a Filipino man defends a woman, who is either his wife or daughter,
from being raped by an unseen Japanese soldier. Note the Japanese military cap at the
man's foot.
-Fernando Amorsolo
Learning Outcomes
 Know and discuss the works of the renowned Filipino painter.

 Understand the transition literary pieces from classical period of time.
Pretest
Directions: Identify the following. Choose your answers below.
1. He’s one of the most important artists in the history of painting in the
Philippines.
2. He’s described as masterpieces that brought the cultures of the barrio
and the city together.
3. She’s more than 30-year painting career began when she traveled to the
United States to undertake graduate studies.
4. He was a Filipino painter, sculptor and a political activist of the
Philippine Revolution during the late 19th century. He became one of
the first recognized Philippine artists.
5. Hernando Ruiz Ocampo was a leading radical modernist artist in the
Philippines.
Felix R. Ressureccion Juan Luna Hernando R. Ocampo

Fernando Amorsolo Vicente Manansala Pacita Abad

Content
Famous Filipino Painters and their Masterworks
Fernando Amorsolo
• (May 30, 1892 – April 24, 1972) is one of the most
important artists in the history of painting in the
Philippines.
• Amorsolo is best known for his illuminated

landscapes, which often portrayed traditional Filipino
customs, culture, fiestas and occupations
("All about Painting (definition, elements, types, styles,
history of …", 2020).
Fruit Pickers • Princess Urduja Rice Planting

Vicente Manansala
• (January 22, 1910 - August 22, 1981) was a

Filipino cubist painter and illustrator.
• Manansala's canvases were described as

masterpieces that brought the cultures of the
barrio and the city together.
• Jeepneys • Madonna of the Slums
Juan Luna
• (October 23, 1857 – December 7, 1899) was a Filipino

painter, sculptor and a political activist of the Philippine
Revolution during the late 19th century. He became one of the
first recognized Philippine artists.
The Spoliarium

Felix R. Ressureccion
• (February 21, 1855 - March 13, 1913).
• One of the great Filipino painters of the late 19th

century, and is significant in Philippine history for having
been an acquaintance and inspiration for members of the
Philippine reform movement.
Las Virgenes Cristianas Expuestas Al Populacho
Hernando R. Ocampo
• (April 28, 1911 – December 28, 1978) was a Filipino

National Artist in the visual arts.
• Hernando Ruiz Ocampo was a leading radical modernist

artist in the Philippines.

Pacita Abad
• (1946–2004) was born in Basco, Batanes.
• Her more than 30-year painting career began when

she traveled to the United States to undertake graduate
studies.
Filipina: A Racial Identity Crisis

Cesar Legaspi
• April 2, 1917 in Tondo, Manila (1917–1994) is a

Filipino National Artist awardee in painting (Bhandari,
2020).
Man and Woman

Learning Activities
Comprehension Check and engagement activity. This activity demands your

knowledge and attention about painting and how to appreciate it. Let us remember that
the depth of your understanding of a certain work of art depends on the span of time you
have a contact with it. Using one of the pictures below, do the activities that follow.
A. Looking at Picture – 1
1. This painting is about

2. The source of the painting is
3. The title is
4. The medium is
5. This was painted by
6. The message is

Looking at Picture – 2
1. How many objects can you find in this picture?

2. What sounds might you hear if you were there?
3. How does this painting make you feel?
4. What adjectives would you use to describe this scene?
5. What would you title this picture?
B. What grouping and style does the painter use?
See rubrics on pages xxv to be guided in this.

Assessment
Multiple Choice.
Directions: Choose the correct answer. Write only the letter of your answer.
1. He became one of the first recognized Philippine artists.

A. Vicente Manansala
B. Juan Luna
C. Hernado R. Ocampo
2. He was a leading radical modernist artist in the Philippines.
a. Vicente Manansala
b. Juan Luna
c. Hernado R. Ocampo
3. Best known for his illuminated landscapes, which often portrayed traditional
Filipino customs, culture, fiestas and occupations
a. Vicente Manansala
b. Fernando Amorsolo
4. He is a Filipino National Artist awardee in painting (Bhandari, 2020).
a. Cesar Legazpi
b. Pacita Abad
5. Was born in Basco, Batanes
a. Cesar Legazpi
b. Pacita Abad

Post test
Start a Painting….
I’ve put together a few sets so that you can experiment with any of the tremendous
outlay. I put together the best products for the best price. Along with the sets you might
want to get a few of the following:
 Workable Fixative Spray (to stop the pencil from smearing)

 A pencil (the one we used mongol) for the drawing
 A couple of empty coffee cans or jars for water and washing brushes an old white
dish to use as a palette (you can buy palette pads if you like) some old rags to
wipe up.
Acrylic
Painting
See rubrics on page xxx to be guided in this.

References
All about Painting (definition, elements, types, styles, history of …. Slideshare.net.

(2020). Retrieved 20 August 2020, from https://www.slideshare.net/Enjielou/all-
about-painting-definition-elements-types-styles-history-of-philippine-painting-
filipino-painters-etc.
Art Department - Learning Goals & Objectives - Lehman College. Lehman.edu. (2020).
Retrieved 20 August 2020, from https://www.lehman.edu/academics/arts-
humanities/art/learning-goals.php.
Bernardo, Nicolas Caslib, Jr., Dorothea C. Garing., & Jezreel Anne R. Casaul (2018). Art
Appreiation
Bhandari, S. (2020). The 10 Most Famous Filipino Artists and their Masterworks. Culture
Trip. Retrieved 20 August 2020,
https://theculturetrip.com/asia/philippines/articles/the-10-most-famous-filipino-
artists-and-their-masterworks/.
Chapter 1 CPAR.pptx - The Study of Humanities and the Art Chapter 1 What are
Humanities Why study the Humanities How to study the Humanities Text |
Course Hero. Coursehero.com. (2020). Retrieved 20 August 2020, from
https://www.coursehero.com/file/32554960/Chapter-1-CPARpptx/
Contemporary Arts from the Philippines - Quiz. Quizizz.com. (2020). Retrieved 20

August 2020, from
https://quizizz.com/admin/quiz/5bf7786daa0fea001afd6e99/contemporary-arts-
from-the-philippines
Elements and Principles of Design – Pre-Test. Incredibleart.org. (2020). Retrieved 20

August 2020, from https://www.incredibleart.org/files/Test.htm
Retrieved 20 August 2020, from https://ched.gov.ph/wp-

content/uploads/2017/10/ARTAPPRECIATION.pdf).
Subject and Content of Arts. Slideshare.net. (2020). Retrieved 20 August 2020,

from https://www.slideshare.net/janril/subject-and-content-of-arts.
What Is Humanities And Its Branches? Humanities. (2020). Retrieved 20 August 2020,
from https://gdbkicm10262015.wordpress.com/2016/10/20/what-is-humanities-
and-its-branches/.
7 Principles of Art and Design. Live About. (2020). Retrieved 20 August 2020, from
https://www.liveabout.com/principles-of-art-and-design-2578740

Glossary
Abstract art – Defined and very widely used term which in its most general sense
describes any art in which form and color are stressed at the expense, or in the absence
of, a representational image. Also known as concrete art or non-objective art.
Acrylic Painting – Uses a fast-drying, synthetic, water soluble paint that can be used on
most surfaces. Made from color pigments and a synthetic plastic binder, acrylic paint
looks like oil and can be used in a variety of painting techniques.
Ancient Art – Umbrella term encompassing early forms of creative expression from
ancient Mediterranean civilizations, like Sumerian, Egyptian, Minoan, Mycenean,
Persian.
Architecture – Science or art of building. Also: the structure or style of what is built.
Art – A form of creative expression. For explanation, see: Definition and Meaning of Art.
For forms and categories, see: Types of Art.
Body Art – A type of contemporary art in which the artist's body is the "canvas".
Body colour – Watercolour made opaque by mixing with white. Also: term used in
painting to describe solid, definitive areas of colour which are then completed or
modified with scumbles and glazes.
Body Painting – Ancient art of decorating the body.
Bronze – Alloy of copper and tin, used for cast sculpture. Bronze sculpture is made from
this alloy. Hence bronzist, a maker of bronze sculptures, plaques, etc.
Brush – Implement for applying paint, usually of hog or sable hair set in a wooden handle.
Brush stroke – The individual mark made by each application of paint with a BRUSH,
usually retaining the mark of the separate brush hairs.
Brushwork – General term for manner or style in which paint is applied, and often
considered by art historians as an identifying characteristic of a particular artist's work.
Charcoal – Form of carbon used for drawing.
Chiaroscuro – The contrasting use of light and shadow. Artists who are famed for the
use of chiaroscuro include Leonardo da Vinci, Caravaggio and Rembrandt. Leonardo
used chiaroscuro to enhance the three-dimensionality of his figures, Caravaggio used it
for drama, and Rembrandt for both reasons.

Color – For a general guide, see: Color in Painting.
Color wheel – A diagrammatic chart showing the placement of colors in relationship to

each other. For more details, see: Color Theory in Painting.
Concrete Art – Term coined in 1930 when Theo van Doesburg became editor of the
magazine art Concrete; it is sometimes used as a synonym for abstract art, though the
emphasis is not just on geometric or abstract form, but on structure and organization in
both design and execution.
Contemporary art – A rather loose term, used by museums to describe post-war art,
and by art critics to refer to art since 1970.
Complementary color: A color which is regarded as the opposite of another on the

color wheel (i.e., red and green, yellow and purple, and orange and blue).
Cross-hatching: A method of showing shading by means of multiple small lines that

intersect.
Drawing – Refers to the monochrome use of pencil, charcoal, pen, ink, or similar
mediums on paper, card or other support, producing line work or a linear quality rather
than mass. When used
Gradation: A passing by small degrees from one tone or shade, as of color, to another.
Hue: A color, or shade of color.
Line: A path through two or more points.
Oil painting – A medium where pigments are mixed with drying oils, such as linseed,
walnut, or poppy seed, which found great favor due to its brilliance of detail, its rich
colour, and its wider tonal range. Popularized during the 15th century in Northern Europe
(whose climate did not favor fresco works), foremost pioneers of oil paint techniques
included (in Holland) Hubert and Jan Van Eyck, and (in Italy) Leonardo Da Vinci.
Painting – process of applying paint. Also: object produced by applying paint to a flat
support, e.g. a wall or canvas.
Palette – slab of wood, metal or glass used by the artist for mixing paint. Also:
figuratively: the range of colors used by the artist. See: Color Mixing Tips.
Pastel – Crayon made from pigment mixed with gum and water and pressed into a stick-
shaped form, or work executed in this medium. Because pastel tends to be light and
chalky in tone, the word is also used to describe pale, light colors.

Photography – Now a fine arts medium.
Primary color: Any of three colors which, when added to or subtracted from others in
different amounts, can generate all other colors.
Tactile: Tangible; perceptible to the sense of touch.
Texture: The feel or shape of a surface or substance; the smoothness, roughness,

softness, etc. of something.
Tint: A color considered with reference to other very similar colors. Red and blue are
different colors, but two shades of scarlet are different tints.
Tempera – a method of painting in which pigments are combined with an emulsion of

water and egg yolks or whole eggs (plus sometimes glue or milk). Widely used in Italian
art in the 14th and 15th centuries, both for panel painting and fresco, was then
superceded by oil paint.
Visual art – A broad category of artistic disciplines, encompassing the fine arts, some of
the applied arts and certain modern art forms.
Value: The relative darkness or lightness of a color in a specific area of a painting or

other visual art of a painting, it refers more specifically to the artist's method of
representing form by these means, rather than by the use of color and paint


A. Student’s Personal Record.
Please Fill-out the following data honestly.
ID. No: Course/Year:

Name: Age:
Home Address:
Birthplace: Gender:
Birthdate: Religion: Citizenship:
Mother’s Name: Occupation:
Father’s Name: Occupation:
Number of Siblings: I am the of the family.
I am staying with my
Are you a working student? If yes state your work
Mobile Phone Number(s):
Email Address:
Facebook Account Name:
In case of Emergency, please call with

his/her contact number .
List of Subject Loads

S.Y:
Subjects
First Semester Remarks Second Semester Remarks
I hereby admit that all of the facts and information above are true and accurate
SIGNATURE OVER PRINTED NAME

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1

The Beauty of Art

Jose Rizal Memorial State University

ALL RIGHTS RESERVED. No part of this covered by the

JOSE RIZAL MEMORIAL STATE UNIVERSITY

Art Appreciation is a three-unit course that develops students’ ability to

Art Appreciation as a General Education subject in tertiary education gives

Art Appreciation, as a course, attempts to develop in the student’s ability to appreciate,

As a flexible learning package, this course includes course introduction, course

Course Introduction –It presents vital information about the course.

JOSE RIZAL MEMORIAL STATE UNIVERSITY

The Premier University in Zamboanga del Norte

Main Campus, Dapitan City

Registration No. 62Q17082

COLLEGE OF ARTS AND SCIENCES

PROGRAM : Bachelor of Science in Hotel Management

DEPARTMENT : College of Arts and Sciences

INSTRUCTOR/PROFESSOR : MERLYN H. ARCAMO

Pre-Requisite/s: None Course Code GE-AA Day & Time :

Unit Credit : 3 units Room :

Course Title Arts Appreciation Consultation Hours :

VISION A dynamic and diverse internationally recognized university.

E – xhibit relevant and responsive competencies across disciplines towards

X – enial delivery of services;

C – ommunicate ideas proficiently in both written and spoken form,

E –ngage in lifelong learning;

L –ead effectively and efficiently amidst socio-cultural diversity;

E – embody professional, social and ethical responsibilities;

N – urture a harmonious environment;

C – onserve and promote Filipino cultural heritage; and

E – valuate their contribution to the local and global communities.

Course Learning Topics References Learning Learning Formative Summative

Know and discuss

40% - Performance (synthesis reports, memos, research article)

Midterm Grade = 100%of the Midterm Grade

Prepared: Noted: Noted: Approved/Disapproved:

Date:August 25, 2020 Date:August 25,2020 Date: Date:

Course requirements must be submitted on time.

To pass the course, you must observe the following:

In order to perform all the learning activities and accomplish the

Feedback Modality and Communication Mechanisms

Feedback system will be facilitated through text messaging. If you need to

The term grade is computed using the formula:

Person/Office Email address CP number

Name and signature of student Date signed

Name and signature of parent/guardian Date signed

Contact Number of Parent/Guardian

Course Title: GE-AA SY/ Sem: 2020-2021/ 1st Semester

Title of Assessment: Essay Writing

Introduction and Rationale:

The essay activity is a form of a written output made in a paragraph or two

Essay Activity. Demonstrate an understanding of the cultural and historical

B. Identify selected works of art.

Title of Assessment: Video Making

Introduction and Rationale:

Video making is the process of producing video content. It is the equivalent of

Title of Assessment: Artwork (Charcoal painting/drawing)

Introduction and Rationale:

Title of Assessment: Color Wheel

Introduction and Rationale:

A color wheel or color circle is an abstract illustrative organization of color

Title of Assessment: Acrylic Painting

Introduction and Rationale:

Acrylic paint is a fast-drying paint made of pigment suspended in acrylic