REVIEWER

PURV-COM (CHAPTER 6)
COMMUNICATION FOR VARIOUS PURPOSES
Communication takes place in all settings we could ever imagine or in whatever situation we are into. It appears on different forms and being used with
different purposes. People communicate because of certain purpose. This module deals with several aspects of an effective communication. It includes
topics intended for communication for various purposes. It starts with the identification of reasons why we
communicate. The purpose, audience, message structure, and channel are to be considered in order to achieve an effective communication. It also
presents an important aspect of communication which is the purpose. The purposes of communication are to obtain/provide/disseminate information,
and to persuade/argue. Moreover, this part introduces communication in the workplace. It emphasizes communication that takes place either inside or
outside the workplace. It also identifies the common communication materials in a workplace such as minutes of the meeting, memorandum, letters,
and reports. Furthermore, this part prepares the students to become effective communicators through the activities prepared at the end of the
chapter.

Said is not heard;Heard is not understood;Understood is not agreed; Agreed is not implemented.
-A Dutch Saying

The saying shown above gives us an idea on what effective communication is. But what is it really about? What are the primary reasons why we
communicate? Generally speaking, people communicate to inform, persuade or argue. Having an aim is what defines communicating with a purpose.
While this might sound simple enough in theory, it is the application that becomes rather complex since there are
many considerations that can come into play. West (2015) identifies these as follows:

1. Purpose: Many people find it difficult to communicate well because the first thing they think about is what they are supposed to say. A better
strategy however is to determine your purpose: why do you want or need to communicate?
2. Audience: After identifying your purpose, what you need to identify next is your audience or who is going to receive your message. It is vital that
your message is specifically tailored to your audience so as to ensure effective communication.
3. Message structure: How are you going to convey your message? There are two ways you can use: the direct and indirect approach. The direct
approach is deductive. This means that you state your main idea first then follow it up with supporting statements. You can use this approach if you are
emphasizing a result rather than the steps you took to arrive to that idea. The indirect approach on the other hand is
inductive. This means that you start your message with a background and lead your audience to the main idea. This is the traditional approach and you
can use this if you want to establish a common ground with your audience first.
4. Channel: After creating the message, you now have to choose an appropriate channel to send it through. Will it be a written communication or a
verbal one? If it is verbal, will it be done face-to-face or through the telephone? Remember, the channel you choose has a large impact on the
effectiveness of your message that is why it is important to consider its appropriateness. Now that you know the things you have to consider in
communicating effectively, you now have to master the identification of the most important aspect of communication: the purpose.
Communication Purpose 1: Obtain/Provide/Disseminate Information

Most definitions of ‘communication’ probably mention the exchange and sharing of information between two parties. The etymology of the word
itself, ‘communis’(common) belies what it is primarily about so basically, the main aim of communication is the passing and receiving of information
from one party to another.
Considering the richness of your information source is also important.
You have to know which channel of communication can provide you
with the best and the most information. Traditionally, channels that are
done through physical presence such as meetings can give the most
reliable and richest information source. This is followed by personal
interactive such as communication done through the telephone or
through the internet such as webinars. The leanest information sources
on the other hand come from impersonal interactive channels such as e-
mails and social media as well as impersonal static channels like letters,
reports, news updates and newsletters.

Communication Purpose 2: Persuade/Argue

Influencing others is another purpose of communicating. A resource from the University of Minnesota (2018), when we communicate to persuade or
argue, we aim to influence the beliefs, values, attitudes and behaviors of those who we are communicating to. This is achieved mainly through the
presence of three components: the claim, the evidence and the warrant.
The claim is the statement that you want to be accepted by your audience. It is the thesis statement that overarches everything else you will say. It is in
turn supported by evidence which is also called grounds. The evidence is vital in ensuring that you will persuade your audience to believe your claim.
And finally, you have the warrant which is the underlying justification connecting the claim to the evidence. For a clearer understanding of these three
components, look at the example:
Claim: Night curfews should be applied for minors in the community.
Evidence: Police reports have shown that many crimes are committed at night and a lot of them involve the youth. Gang wars are common as well as
petty robberies.
Warrant: Ensuring that minors should be home at a specific time at night will prevent them from getting in trouble in the streets.
While persuasion and argument is done in both informal and formal set-ups in your everyday life, the most common channel by which this is done is
through public speaking. Now when you engage in public speaking to persuade, the first thing that you have to clearly define is your proposition.
The proposition is the overall direction of your content and it can be classified into three as follows:
1. Proposition of fact: This focuses on a belief whether something is or is not. Ex. Most juvenile-committed crimes take place when idle youth get
together at nights in the streets, police reports indicated.
2. Proposition of value: This focuses on persuading others that something is good or bad or right or wrong. Ex. It is wrong for parents to allow their
children to go out at night unsupervised.
3. Proposition of policy: This focuses on advocating whether something should or should not be done. Ex. Implementing night curfew ordinances can
help alleviate juvenile crimes. After setting your proposition, you now move on to organizing your speech. You may use the following as your discussion
templates:
a. Problem-solution
b. Problem-failed solution-proposed solution
c. Cause-effect
d. Cause-effect-solution
When you are brainstorming for your content, it is helpful if you remember these three points:
(1) if your audience already agrees with your proposition, work on intensifying their agreement and trying to move them into action;
(2) if audience is neutral, give them a background of the issue so that they will see the relevance of your argument;
(3) if your audience disagrees with your proposition, emphasize on establishing your credibility, point out some common grounds to establish rapport
with them and add counterarguments to refute their opposing belief.
Communication in the Workplace
“Communication skills are ranked first among a job candidate’s ‘must have’ skills and qualities, according to a 2010 survey conducted by the National
Association of Colleges and Employers.” (Department of Labor)

Any workplace would not ‘work’ at all without communication. After all the transactions to keep everything running would not be possible without
communication between the employees. Nonetheless one of the challenges in the workplace still lies in the communication level. This is because there
are many types of communication styles used depending on your purpose. Basically, however, organizational communication is the most used and the
style you should master in the workplace.
Principles of Communication in the Workplace
For workplace communication, the following should be observed:
1. Efficiency and promptness
2. Truth and validity
3. Reliability and confidentiality
4. Conciseness and clarity
Types of Communication in the Workplace
A. Internal
This refers to the exchange of communication within the organization. Again, there are various channels from which these are exchanged in such as
telephones, e- mails and hard copy of documents such as memorandums and letters.
Internal communication is organized in the following manner:
1. Vertical (Communication between employees with different hierarchical positions)
 Downward (From employees of higher positions going to employees with lower positions)
 Upward (From employees of lower positions going to employees with higher positions)
2. Horizontal (Communication between individuals having the same hierarchical positions)
B. External
This refers to the exchange of communication from the organization to the outside world. It can be formal and informal.

Common Communication Materials in the Workplace

A. Minutes of a Meeting
Meeting minutes are the written documentation used in informing employees (both attendees and non-attendees) on what was discussed during a
meeting. Usually, it includes (Heathfield, 2012):
1. Participants’ names
2. Agenda
3. Decisions made by the participants
4. Follow-up actions committed to by the participants
5. Any other discussions worthy of documentation
B. Memorandum
The memorandum is used for communicating policies, procedures and other related official business within an organization. It is composed of the
following (University of Minnesota):
1. Header
2. Date
3. Subject line
4. Message (Declaration, Discussion and Summary)
C. Letters
These are brief messages that are usually sent outside the organization. The business letter type is used in the workplace and it contains the following
elements:
1. Return address: This is usually indicated in the letterhead or the footer and it indicates where someone could send a reply.
2. Dateline: Placed on top of the page, five lines from the top of the page or the letterhead.
3. Inside Address: This indicates the name of the person you are sending the letter to. Include the title or position of the person as well as the name of
his/her organization.
4. Salutation: This must always be formal. Do not use the word “Dear”, instead, address it Sir or Madam depending on your need.
5. Body: Written in text form, the paragraphs must be separated by a line in between.
6. Complementary Close: This should be formal and the most appropriate is
“Respectfully yours”.
7. Signature line: Skip two lines after the complementary close and indicate your
complete name.
Reports
The reports done in the workplace usually compose of evaluation or assessment of an issue or a set of circumstances of operations relevant to the
organization. It is written in an abbreviated style which allows the reader to go through it as quickly as possible. Headings and subheadings are used to
indicate the different sections and if necessary, bullet points, tables and diagrams are also included. Meintjes (n.d.) states that the main function of any
report is to deliver information quickly, clearly and efficiently.
On the other hand, a resource from the Online Writing and Learning Link (2010) gives a more comprehensive list on the purposes of the report:
 Examine possible solutions to a problem, situation or issue
 Apply business and management theories to practical situations
 Demonstrate analytical reasoning and evaluation skills in formulating possiblesolutions and outcomes
 Identify conclusions to a problem or issue
 Provide recommendations for future actions
 Demonstrate concise and clear communication skills
More or less, the report generally contains the following elements:
1. Title: In formulating your title, you can simply base on the essentials of what your report is all about.
2. Summary/Abstract: This is a paragraph that sums up the main points of your report. This part is not always obligatory however and it is usually
reserved for long reports.
3. Introduction: In this part, you can describe the details of your report and statethe rationale.
4. Procedure: Here, you must describe the method of information-gathering you used.
5. Findings: This is the presentation of your data in a concise and logical way. You can present opinions and statements from relevant people or sources
and include graphics if appropriate.
6. Conclusions: This part sums up your assessment of what you have found out.
7. Recommendations: You may give suggestions or call to action for the future based on your conclusions.
8. Bibliography: This should be listed in alphabetical order in a referencing style recommended by your organization.
The word memorandum originates from the gerundive of the Latin word memorare which means “something to be remembered”. The word,
therefore, was originally used as an adjective and was placed at the head of a note for future reference.
ARTS
TOPIC: 5 READING THE IMAGE
Defining Semiotics
Have you ever thought about why certain words mean what they do? In an age when 'mouse' can mean a little rodent or a computer device, it's easy
to question exactly what words mean and how we make sense of them. This question of meaning is at the heart of semiotics.
Semiotics covers the elements and general, technical, and physical aspects of the work.
Let’s start with a really simple example. Take a look at these three things:
These signs all ‘stand in’ for the idea of a tree. But they do so in different ways. We generally categorize signs into three types:
1. Iconic signs – icons are signs where meaning is based on similarity of appearance. So our drawing of our tree stands in for the notion of ‘tree’ based
on a crude similarity of appearance.
2. Indexical signs – Indexical signs have a cause-and-effect relationship between the sign and the meaning of the sign. There is a direct link between
the two. So a leaf might be an indexical sign.
3. Symbolic signs – these signs have an arbitrary or conventional link. The word tree, t-r-e-e only comes to stand in for the notion of tree because of
the conventions of our language.
In each case, the sign can be broken into two parts, the signifier and the signified.
The signifier is the thing, item, or code that we ‘read’ – so, a drawing, a word, a photo. Each signifier has a signified, the idea or meaning being
expressed by that signifier. Only together do they form a sign. There is often no intrinsic or direct relationship between a signifier and a signified – no
signifier-signified system is ‘better’ than another. Language is flexible, constructed, and changeable. de Saussure uses the word ‘arbitrariness’ to
describe this relationship. This is important, because signs are understood and encoded in context. As with the words ‘’cool,’ the relationship between
signifier and signified is made meaningful in context. This area starts by looking at signs in isolation, but as you become more confident with semiotics,
you will start to look at signs as part of a sign system.
A Quick Reminder About Signs
Ferdinand de Saussure, the other founder of semiotics saw signs as the basic unit of meaning and he defined two parts of signs.
1. Signifier — The form of a sign. The form might be a sound, a word, a photograph, a facial expression, a painting of a pipe, etc.
2. Signified — The concept or object that’s represented. The concept or object might be an actual pipe, the command to stop, a warning of
radioactivity.
3 Types of Signifiers — The Categories of Signs
Peirce said the form a sign takes, it’s signifier, can be classified as one of three types an icon, an index, or a symbol.
 An Icon has a physical resemblance to the signified, the thing being represented. A photograph is a good example as it certainly resembles
whatever it depicts.
 An Index shows evidence of what’s being represented. A good example is using an image of smoke to indicate fire.
 A Symbol has no resemblance between the signifier and the signified. The connection between them must be culturally learned. Numbers
and alphabets are good examples. There’s nothing inherent in the number 9 to indicate what it represents. It must be culturally learned.
THE ICONIC PLANE OR THE IMAGE ITSELF
Iconic Plane - includes the choice of the subject which may bear social and political
limplications.
This is still part of the semiotic approach since it is still based on the signifier-signified relationship. But here it is not that material elements of the work
that are dealt with as in the basic semiotic plane, but this has to do with the particular features, aspects, and qualities of the image which are the
signifiers. The image is regarded as an "iconic sign" which means, beyond its narrow associations with religious images in the Byzantine style, that it is a
unique sign with a unique, particular and highly nuanced meaning, as different from a conventional sign such as a traffic or street sign which has a
single literal meaning.
The iconic plane includes the choice of the subject which may bear social and political implications. An example in art history is the French realist artist
Gustave Courbet's choice of workers and ordinary people in his paintings, instead of the Olympian gods and goddesses or heroes from Greek and
Roman antiquity that were the staple of classical and academic art up to the nineteenth century. We can ask the question: Is the subject meaningful in
terms of the socio-cultural context, does it reflect or have a bearing on the values and ideologies arising in a particular place and time?
The Huffington Post informs me that today is the birthday of Edvard Munch. He would have been 149 years old today. In reading the article, I learned
that his most famous work, “The Scream”, was not just one drawing. He did it twice in pastels; painted it
twice, and created several lithographs. One of the pastels now holds the record as the most expensive work of art ever sold at auction; just under $120
million. Certainly this image is famous. I’ve seen it on masks, cards, posters, coffee mugs and the
occasional inflatable doll.
Author Martha Tedeschi has stated: “Whistler’s Mother, Wood’s American Gothic, Leonardo da Vinci’s Mona Lisa and Edvard Munch’s The Scream
have all achieved something that most paintings—regardless of their art historical importance, beauty, or
monetary value—have not: they communicate a specific meaning almost immediately to almost every viewer. These few works have successfully made
the transition from the elite realm of the museum visitor to the enormous venue of popular culture.” This prompted me to ponder the idea of iconic
images.
Few words are more over-used than “iconic”. Often when I hear it used, I think what the speaker really means is ‘recognizable’, ‘famous’, or even
‘ubiquitous’. Is an image ‘iconic’ simply because it is instantly recognizable? When is ‘iconic’ the appropriate
term?
THE CONTEXTUAL PLANE
the viewer draws out the dialogue relationship between art and society resituating the work in its context
Here one proceeds from the basic semiotic and iconic planes and the knowledge and insights one has gained from these into the social and historical
context of the work of art. Resituating the work in its context will bring out the full meaning of the work in
terms of its human and social implications. The viewer draws out the dialogic relationship of art and society. Art sources its energy and vitality from its
social context and returns to it as a cognitive force and catalyst for change. If one does not view the work in relation to its context, but chooses to
confine analysis to the internal structure of the work, one truncates its meaning by refusing to follow the trajectories of the work into the larger reality
that surrounds it. One prevents the work from reverberating in the real world.
As has been said earlier, the meaning of a work is a complex that involves concepts, values, emotions, attitudes, atmospheres, sensory experiences
that arise from the three planes. The experience of a work cannot be reduced or paraphrased to a statement, such as a moral lesson or message, but is
a total experience involving the faculties of the whole person--not just his eyes or his senses, but his mind and emotions as well. The work of art has its
horizon of meaning which is narrower or larger depending on the degree of cultural literacy, cultural breadth, art exposure and training, and
intellectual and emotional maturity of the viewer. Art involves cognition or learning; it is an important way of learning about people, life, and society.
Does the work expand our knowledge of reality as a whole? Is its experience liberative artistically, psychologically, humanly, or socially?
A broad knowledge of history and the economic, political and cultural conditions, past and present, of a society is called upon in the contextual plane.
With this comes a knowledge of national and world art and literatures, mythologies, philosophies, and different cultures and world views. The work of
art may contain references and allusions, direct or indirect, to historical figures and events, as well as to religious, literary, and philosophical ideas and
values which are part of the meaning of the work.
The different symbolic systems which are culture-bound also come into play. Although we have been strongly influenced by western symbolic systems,
we have to move towards a greater awareness of our many indigenous and Asian/Southeast Asian, Malay animist and Islamic symbolic systems which
must be given even greater value for they are part of our social context. These systems may have to do with color, shape, design, as well as cultural
symbols associated with the belief systems of the different ethnic groups. Figures may also bear rich and distinct intellectual and emotional
associations built around them in the course of the history of a group.
Topic 6: Historical Development of Art
Learning Contents
1. PREHISTORIC ART ( cave art or parietal art)
2. EGYPTIAN & GREEK
3. ROMAN & MEDIEVAL
4. CHINESE & JAPANESE
5. RENAISSANCE & MANNERISM
6. BAROQUE AND ROCOCO
7. NEOCLASISM
8. ROMANTIC AND REALISM

1. PREHISTORIC ART ( cave art or parietal art)- In the history of art, Prehistoric art refers to all artwork produced by ancient
men before any preconceived culture and known methods of writing. The term cave art is the painting or drawing of figures called petrographs or
petroglyphs to portray a story or to record known history. The term is used mostly in connection with Stone Age Art created during the last Ice Age,
between about 40,000 and 10,000 BCE a period known as the “upper Paleolithic”. It is generally believed that this was created by the Modern Man
( Homo Sapiens Sapiens ).
 Cave painting or petrographs involves the application of pigment on the walls, floors or ceilings of ancient rock dwellings inhabited by
prehistoric men.
 Most of the prehistoric cave paintings were figures of animals like bison and reindeer, horses and tracing of human hands. Human figure
were rarely shown and were usually highly stylized and far less naturalistic than the animal figures.
 An example of this are the cave paintings which were found in 1870 at Altimira, Spain by Don Marcelino and his daughter. These paintings
are sometimes called “The Sistine Chapel of Paleolithic Art”
 The term cave drawing or petroglyphs refers to an engraved drawing that is etched or done by cutting lines on the rock surface with a sharp
object probably a stone tool.
As of this time there is no clear idea when cave painting first began. Researchers founded more than a dozen examples of wall painting across Spain
that are more than 65,000 years old. At “Cueva de los Aviones” researchers also found perforated seashells beads and pigments that are at least
115,000 years old.
 The Paleolithic Period (Old stone age) in arts was the time when primitive cave artworks were created with the use of primitive tools by
primitive men.
 The Neolithic Period (New stone age) when man began to develop culture and change his lifestyle. The naturalistic art style of hunter
gatherer of the Paleolithic had been replaced by geometrically abstract art of Neolithic.
Philippine Primitive Art
 The Angono Petroglyphs Site Museum- Located in the Municipality of Binangonan, Rizal. It was accidentally founded by National Artist
Carlos “Botong” Francisco with a troop of boy scouts during a field trip in 1965.
 Alab Mountain Province- carving on boulders on top of cliffs, dating was placed at not earlier than 1500 B.C.
 Petrographs in Penablanca,Cagayan Province- Charcoal drawings on cave walls
 Petrographs in Anda Peninsula, Bohol- Red hematite prints,dating of these is still undetermined.
o Themes that appear in Cave Art
 Animals- the most abundant animaldepictions are those of horses, images of Bisons are also very common. The animals are tend to be
painted larger than the other images.
  Signs- These are abstract symbols that are difficult to interpret because of their ambiguity. Signs are commonly associated with hunting
equipment and the female form.
 Humans- they are rarely depicted in caves. When they are shown, they are drawn as a cartoon like silhouette.
2. THE ROMAN ART ( 500 B.C. to 1453 A.D. )-Roman art began around 500 B.C. and ended at the fall of Rome in 1453
A.D. medieval art covers the production of art and artists in North Africa, Europe and the Middle East.
-Roman art was developed largely because of the Roman empire, During the time of Romulus to Emperor Constantine.
-Roman art often depicted Roman mythology because of their belief in the power of gods, artists also illustrated Roman emperors particularly in
sculpture.
-The Greeks were a great influence in Roman sculpture. But Roman portraiture showed the skills originality of the Romans by portraying their
emperors, generals and senators with a degree of realism unknown to the Greeks.
Great Roman Art
*The Aqueduct of Segovia, Spain *Iconic dome of the Florence Cathedral
* Saint Peter’s Basilica, Rome *The Colloseum in Rome, Italy
3. MEDIEVAL PERIOD ( c. 450 C.E to 1400 C.E.)
Medieval art covered almost ten centuries between the Sack of Rome (c. 450 C.E.) and the early Italian Renaissance (1400 C.E.).
 Only one institution survived: the Christian Church- centered in Rome and Constantinople. The church became the main sponsor of
architecture and the other types of art during the medieval era.
o In the beginning of the medieval period, all work of art are commissioned by religious authorities for churches/monasteries.
o Prominent use of valuable materials such as gold, for objects in churches, jewelry, mosaic backgrounds.
-Art historians generally classify medieval art into the following periods: Early Medieval Art, Romanesque Art, and Gothic Art
-Early medieval architecture was predominantly related to building sacred buildings, such as churches, which was the primary structure signifying
Christian faith. The Roman basilica was the primary model of medieval architecture. Castles and walls are the most notable examples of nonreligious
medieval architecture.
-Romanesque Architectural style flourished across the western part of Europe with France as the center of production and innovation.
 It took shape in the eleventh (11th) century, initially developing in France then spreading to Spain, Germany, Italy, and other
regions.
 Romanesque buildings were characterized by semi-circular arches, thick stone walls, sturdy pillars, barrel vaults,large towers,
decorative arcading, and durable construction.
 Pre-Romanesque or Carolingian was the north European style of the Renaissance in the late 8th and 9th century during the reign
of Charlemagne
 Ottonian architecture was the later period of Romanesque, developed under the reign of Emperor Otto the Great (936-975)
 Sculpture were prevalent during this time, where stone was used to present biblical subject matter and church doctrines.
 - Other significant media are stained glass and the tradition of continued illuminated manuscripts.

- Gothic art- Originated in the 12th century with the rebuilding of the Abbey Church in Saint Denis, France.
 Gothic architecture offered revolutionary structural advancements such as ribbed vaults, flying buttresses, and decorative
pinnacles all contributing to taller and lighter building design.
 Gothic architecture was light, graceful and mostly spacious in nature. Heavy piers were replaced by slender ones while window
dimensions became larger as vaults and spires increased in height.
 Gothic sculptures borrowed motifs from the architecture of the period since it was primarily used to decorate exteriors of
cathedrals and other religious buildings.
Characteristics of Medieval Art
o Rich colors
o Heavily outlined
o Flat and stiff figures showing no depth
o Religious icons
o Architecture is influenced by Greek and Roman- Byzantine, Romanesque and Gothic styles emerged from this period.
o Mosaics replaced carved decorations
o Large domes central to the church
Medieval Churches and Monasteries
o Romanesque structures featured pointed arches and heavy thick walls,small windows like the Roman style. A lot of sculptural
decorations
o Gothic structures featured pointed arches and have slender feel as if they soar upward, large stained glass windows filtered in light and color.
o Byzantine structures featured large domes that cover soaring spaces, arches and lavish decorations.
Types of Medieval Art
o Illuminated Manuscripts- These are religious texts decorated with rich colors, which often featured the use of gold and silver. The word “illuminated”
comes from the word illuminare, meaning adorn.
o Metalwork-Metals with great luster, such as gold, silver, and bronze were frequently used as mediums in the creation of religious artifacts. Metal
workers transform these beautiful metals into objects of adornment for the church (sculptures jewelry, and church doors).
o Paintings- Medieval painting includes artwork in iconography, fresco and panel painting
o Embroidery- It is made of colored wool sewn together to form a continuous panel. Story of William the Conqueror, the Norman invasion of England
and the Battle of Hastings were embroidered in a linen 20
inches high and 230 feet long, “The Bayeux Tapestry”.
o Ceramic Art- it is done handmade and not wheel-turned during the medieval period.
o Mosaics- is the artful creation of pictures with the use of broken pieces of colored glass, rock, or any other material.
o Sculpture- elongated style of statues used in Romanesque art, a more naturalistic style in the late 12th and early 13th century.
o Stained Glass-stained glass art makes use of fragmented pieces of glass set to look like an image or a picture, the pieces are joined together by strips
of lead supported by a hard durable frame. It was displayed to the windows of medieval churches, cathedrals and castles.
o Heraldry- was the art and custom of creating coats of arms and badges of the nobles.
Famous Medieval Artists
o Donatello- Feast of Herod
o Leon Battista Alberti-Santa Maria Novelle
o Filippo Brunelleschi- Duomo
3.RENAISSANCE ( Rebirth) 14th to 17th century-The period in European history, from the 14th to 17th century, was considered the link the middle
ages and the modern history.
The term “Renaissance” is from the same French word, meaning rebirth or revival. It began as a cultural movement in Italy in the late medieval period
and later spread to the rest of Europe.
The revival in classical learning characterized by a sharp increase in secular values and increased interest in learning the
classics.
Renaissance is reflected in humanism. Humanism focused on developing the full potential of man. This included not only the traditional virtues of love
and honor but also virtues such as judgement, prudence and eloquence.
o Leonardo da Vinci, making observational drawings of anatomy and nature.
o The most important development of the period was not a specific discovery but rather a process for discovery, the scientific method. Influential
promoters of these ideas include Copernicus and Galileo.
Early Renaissance
By 1500, because of the rediscovery of the classical world, the art of painting was radically changed. The Renaissance revived ancient forms and
content. The spiritual content of painting changed, and subjects from Roman history and mythology were borrowed. Devotional art became classically
humanized. Classical artistic principles , harmony, proportion, realistic expression and rational postures were followed. Active artistic regions in Europe
during the period: Flanders and ItalyAlmost all early Renaissance art were produced between 1420 and 1550.
 Dome of Florence Cathedral by Filippo Brunelleschi
 Expulsion from the Garden of Eden by Masaccio
 Jacob and Esau relief, Gates of Paradise by Lorenzo Ghiberti
 The Adoration of the Kings by Hugo van der Goes
 The Birth of Venus by Sandro boticelli
 The Nativity in the Lower Church by Giotto di Bondone
High Renaissance (c. 1490- 1530)
-This was the period when classical ideals of humanism were fully implemented in both painting and sculpture. The preceding Early Renaissance had
been centered on Florence and paid for by the ruling Medici family while the High Renaissance was
centered on Rome and paid for by the Pontiff.
-High Renaissance artists wanted beauty and harmony more than realism, they looked for ultimate truths in the study of the classical world
of Greek and Roman culture.
-Some of the best well-known masterpieces of High Renaissance.
 Genesis, Sistine Chapel Frescoes by Michelangelo
 Virgin of the Rocks by Leonardo da Vinci
 Last Supper
 Mona Lisa
 Transfiguration
Late Renaissance or Mannerism
The word mannerism is derived from the Italian Maniera, meaning “style” or “manner”. Mannerism was a European art style that appeared in the later
years of Italian High Renaissance around 1520 to 1580.
In comparison with High Renaissance art that emphasizes proportion, balance and ideal beauty, Mannerism exaggerates such qualities, often resulting
in compositions that are asymmetrical or unnaturally elegant. It favored compositional tension and instability rather than the balance and clarity of
earlier Renaissance painting.
 Mostly, the mannerist painting was more artificial than natural. This could be attributed to such characteristics as the unnatural
display of emotions, unproportionate human figures, unnatural poses, uncommon effects of scale, use of lighting or perspective,
and bright loud color.
-The end of the Renaissance was caused largely by the beginning of the protestant Reformation that set off violent conflicts throughout Europe and
eliminated much of the funding for art.
Mannerist Painters
Among the finest Mannerist Artists
 Michelangelo, Sistine Chapel Frescoes
 Correggio, First to portray light radiating from the child Christ
 Agnolo Bronzino, An Allegory with Venus and Cupid
Characteristics of Renaissance Art
1.Realism and Expression:
  Emotions was depicted in faces
  Humans are natural and lifelike-very realistic
  Nudity
2. Perspective
  Adjustment in size
  Depth
  Making 3D world on 2D surface
3.Classicism
  Influence of ancient Greeks and Romans
  Secularism
  Symmetry and balance
4.Individualism
  Emphasizes on the individual singular subject
  Free-standing figures (statues)
   Human beauty
5.Light and Shadow
  Use of light and shadow to create depth
  Chiaroscuro- contrast between light and dark colors
6.Complex Arrangements
  Complicated arrangement of objects
  Lots of complex interactions
  Can be very busy
BAROQUE PERIOD
In Art, the word Baroque was taken from the Portuguese barocco meaning, “irregular pearl or stone” and originating in Rome.
 Baroque art showed the religious conflicts of the age, the desire of the Roman Catholic Church to restate itself after the Protestant Reformation as
annunciated at the council of Trent
 Baroque defined something that was extravagant or intricate and highly detailed.
 The popularity of the style was due to the Catholic Church, which was determined at the Council of Trent that the art should convey
and express religious ideas and direct emotional involvement in reply to the Protestant Reformation.
 Catholic- inspired Baroque art served a propagandist role that tended to be large-scale works of public art, such as monumental wall painting and
huge frescoes for the ceilings and vaults of palaces and churches.
 Famous Baroque Artists
 Peter Paul Rubens, The Massacre of the Innocents
 Caravaggio, The Crucifixion of Saint Peter
 Rembrandt
 Bernini, Ecstasy of Saint Teresa
 Gian Lorenzo Bernini, created a remarkable series of monumental statues of
saints and figures whose faces and gestures lively expressed their emotions.
ROCOCO PERIOD
Rococo is referred to as Late Baroque, which is a hybrid word combining rocaille (French for “shell”) and barocco . It was also known as the age of
artificiality as depicted in artworks showing unreal or artificial subjects.
 Rococo appeared in France and scattered around the world in the late 17th and early 18th century.
 It started when King Louis XIV requested more youthful art to be created in his reign.
 Artists in this period emphasized more attention to detail, ornamentation, and use of bright colors.
 Rococo is focused on secular, light-hearted, asymmetrical design while continuing the Baroque taste for decorative style.
 Canvasses were decorated with cherubs and myths of love while keeping with the playful trend of the period.
 Known artists during the Rococo period
 Francois Boucher, the Toilette of Venus
 Jeane Antoine Watteau, Pilgrimage in the Isle of Cythera known as the father of the Rococo art
 Jean-Honore Fragonard, The Swing
 NEOCLASSICAL ART ( 18TH CENTURY)
Began in Europe around 1750 until the mid-nineteenth century, This movement aspired to save and resurrect the aesthetic and cultural values of the
Greco-Roman civilization. The archaeological findings in the excavation of the roman cities of Pompeii and Herculaneum in the mid 18th century had
rekindled the interest in the art of GrecoRoman culture.
The industrial revolution’s effect led to the rise of the Age of Enlightenment that saw the importance of technological innovation for the advancement
of humanity.
 Heroes and beings from the Greco-Roman mythology were repeated subjects in neoclassical paintings and sculpture.
 In sculpture, artists used natural white marble as medium.
 Cool colors in painting and the removal of perspective is were widely used
 It gave importance to simplicity and aesthetic purity
Famous Artists of Neoclassical Art
 Anton Raphael Mengs, German portraitist
 Joseph-Marie Vien,French
 Pompeo Batoni, Italian
 Angelica Kauffmann, Swiss
 Jacques-Louis David
Sculptors
 Antonio Canova
 John Flaxman
 Bertel Thorvaldsen
ROMANTICISM
The industrial revolution began in the latter part of the 18th century. This revolution brought a new market economy based on new technology. During
that same time, there was a growing reaction against the ideals of the enlightenment that emphasized science, empirical evidence and rational
thought.
 The Romantics opposed the idea that reason was the only way to truth.
 Romantics argued that mysteries could be revealed with emotion, imagination, and intuition.
 Romantics emphasized a life filled with deep feeling, spirituality, and free expression as a defense against the dehumanizing effects of
industrialization.
 Romanticism strongly placed emphasis on emotion and individualism, as well as glorification of the past and of nature.

 Famous Artist
  Theodore Gericualt
 Eugene Delacroix
 Francisco de Goya
 J.M.W. Turner
 John Constable
IMPRESSIONISM
Impressionism was created by Claude Monet and the other Paris based artists in the early 1860. They relaxed their brushwork and included pure
intense colors. They abandoned traditional linear perspectives and avoided the clarity of form. Because of these, many critics questioned Impressionist
paintings for their unfinished appearance and unprofessional quality.
 Impressionism could be regarded as the first modern movement in painting
 It began in Paris and influenced the entire Europe and eventually, the United States.
 Its founders were artists who refused the official, government exhibitions, and were rejected by the powerful academic art institutions.
 In the official yearly art salon of 1863, many artist were not allowed to join, leading to public outcry.
 In 1863, the Salon des Refuses was formed to allow the exhibition of works by artist who were refused entrance to the official salon.
 Impressionism Artist
 Cezanne
 Pissarro
 Whistler
 Manet
 Renoir
 Sisley
 Degas
POST- IMPRESSIONISM
Post- Impressionism is a French art movement that developed roughly between 1886 and 1905. Post impressionism emerged as a reaction against
Impressionist’ concern for the naturalistic depiction of light and color. The movement was led by Paul Cezanne ( known as the father of
PostImpressionism)
 Post-Impressionists rejected the idea of the impressionist that the main focus of the artwork should be on the opticality of the creation.
 The Impressioniost interest for the depiction of light and color drew a negative reaction from the Post-Impressionist
 Post-Impressionist artist fought to bring back the emphasis on the subject matter and the structure in painting that they felt was lost
 Post-Impressionist movement focused on the emotional, structural, symbolic and spiritual elements that they felt were lacking in
Impressionism.