Gart Learning Packet

Document Code FM-STL-013
Saint Louis University Revision No. 01

School of Teacher Education and Liberal Arts Effectivity August 15, 2022
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REF GENERIC-GART-2021
COURSE GUIDE
I. Course Title: Art Appreciation
II. Course Overview
A. Introduction
Art appreciation is a three-unit course that introduces and exposes the students to the
creative output of humanity both in theory and practice. It aims to enhance the students’
awareness and sensitivity to the state of arts and culture in general and Philippine arts in
particular. The course also develops students’ competency in researching about and
analyzing various artworks in different modalities. The course is a study of the general art
forms which may include but are not limited to visual, literary and performing arts.
B. Course Learning Outcomes
As future professionals you are expected to be well-rounded individuals. To unlock your

artistic and creative skills, you should demonstrate the following competencies in this
course:
1. demonstrate knowledge and appreciation of arts in general, including their
content, function, value, and historical significance;
2. analyze local and global works of art based on aesthetic value, cultural context,
and socio-political relevance;
3. create your own artworks to enhance your self-awareness and creativity;
4. present a creative production applying the principles of performing arts; and
5. deepen your identity through art with respect to your nationality, culture, and
religion.
C. Module and Unit Topics
This Art Appreciation HyFlex Education Learning Material addresses one of the
General Education Core Course in the New General Education Curriculum mandated by
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CMO 20, s. 2013. The authors used the Art Appreciation syllabus released by the
Commission on Higher Education as a guide in crafting this material.
This material consists of five modules: each module articulates learning outcomes from the
CHED PC syllabus and each module consists of units with specific learning outcomes that
gear towards the attainment of the learning outcomes of each module.
Each unit is composed of 5 parts, namely, Engage, Explore, Explain, Elaborate, and
Evaluate. The Engage part aims to help you see the importance of the lesson on your
academic endeavors, field of specialization, and/ or future career. Explore presents the
main lesson through the materials that will be read, reviewed, or explored. Explain contains
the activities that will allow you to share what you have learned during the Explore phase,
that will allow the teacher to explain further the information from the materials in your
context as students, and that will provide additional recordings or readings that has further
explanation to the materials presented in the Explore stage. These additional materials can
be article reviews, videos, commentaries, or other aids that aim to boost understanding of
the lesson. Elaborate engages you to apply the fundamental concepts learned in each
lesson. This will provide you the opportunity to enhance your knowledge and skills before
the evaluation. Evaluate may include graded self-assessment, peer-assessment, writing
assignments, and exams.
Module 1 introduces essential terms in art. This module is comprised of three units
focusing on the concepts of art appreciation and key concepts on art. It details
definitions of art, creativity, imagination, and expression; the different functions of
art, and the assumptions of art.
Module 2 centers on the various elements and principles of art across art forms.
Module 3 underscores content in art. Specifically, this module dwells on artworks’
factual, conventional, and subjective meanings.
Module 4 details the mediums in art; art movements; and narration, borrowing, and
appropriation. It also dwells on the underlying concepts that have shaped each art
movement. The different artists of each movement are, likewise, reviewed.
Module 5 centers on the mind and work of an artist. The differences between an
artist and an artisan are clarified. Further, the seven principles of Da Vinci that every
artist needs to know are elucidated. A study of a specific artist will, likewise, be
conducted.
Module 6 highlights the different textile patterns in the Philippines and their
corresponding cultural significance.
Module 7 details the various forms of art expression. This module particularly presents
the various forms of music genre and composers, transcreation of music and other
art forms, as well as improvisation as an art.
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III. Course Study Guide
The key to successfully finish this online course lies in your hands. This learning material is
prepared for you to learn diligently, intelligently, and independently. The lessons will greatly
help and prepare you to become great professionals in your own fields of specialization.
Aside from meeting the content and performance standards of this course in
accomplishing the required activities, you will be able to learn other invaluable learning
skills such as learning how to follow instructions, to exhibit discipline, and to abide by school
policies and house rules such as the following:
1. You are strongly reminded of these guidelines from SLU Student Handbook.
Chapter IV: Code of Discipline

Sec. 8. Defaming any student, teacher, personnel, or university authority or his
agents; giving oral, or sending, disseminating or posting any written or electronically
transmitted message or graphics, or demonstrating offensive gesture, which causes
a person or his reputation or good name to be threatened, harassed, maligned,
besmirched, disgraced, degraded, insulted, ridiculed, or defamed.
1st violation: Warning/Reprimand to Suspension
2nd violation: Suspension to Dismissal/Non admission
3rd violation: Suspension to Expulsion
Sec. 24. Cheating during examinations and quizzes, or plagiarism in connection with
academic work, or abetting the commission of the same.
1st violation: Warning with invalidation of grade

2nd violation: Censure to Suspension with invalidation of grade
3rd violation: Suspension to Dismissal/Non-readmission with invalidation of
grade
N.B. Addition by Language and Communication Department ( August 2020)

● Included in the forms of cheating are the following:
a. Patch writing: a form of plagiarism; refers to the act of making small
changes and substitutions to copied source material (Merriam-Webster,
2020)
b. Sharing your work/task designated as individual work to other students
c. Copying your classmate’s or schoolmate’s individual work
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Commission of any of these will mean zero credit.
● Your teachers have the prerogative of having your written tasks under plagscan
or other plagiarism checker tools.
Sec. 25. Abusive behavior or discourtesy towards university officials, faculty

members, personnel, guards, and duly elected or appointed KASAMA/SSC officers.
1st violation: Warning to Suspension

2nd violation: Censure/Reprimand to Suspension
3rd violation: Suspension to Dismissal/Non-readmission
2. Schedule and manage your time to read and understand every part of the module.
Read it over and over until you understand the point. Please note that due to the
problems on erratic internet connections and to be able to cooperate with the
government in observing the ECQ protocols, this online course will be delivered
asynchronously.
3. Study how you can manage to do the activities of this course in consideration of
your other modules from other courses. Be very conscious with the study schedule.
Post it on a conspicuous place so that you can always see. Do not ask your course
facilitator about questions that are already answered in the guide.
4. Log in to the course site at least thrice a week (if you can log in daily, do so) and as
scheduled to keep abreast of important announcements, discussions, and other
class activities. Check the STREAM page every time you log in for possible
announcements.
5. Do not procrastinate. Remember, it is not others who will be short-changed if you will
not do your work on time.
6. Before you start doing your tasks, read and understand the assessment tools
provided. Do not settle with the low standards, target the highest standards in doing
your assigned tasks. I know you can.
7. You are free to browse and read the different materials even prior to doing the tasks
in each unit of the module. However, you need to ensure that you will not miss any
part of the module and you will not missed to accomplish every activity in every unit
as scheduled.
8. All course discussions will be conducted using Google Meet and Google Hangouts.
If you will be using mobile app of Google Meet and Google Hangouts, stay logged
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in so you can engage in the discussion anytime and anywhere. If you are using the
desktop app, regularly log in to stay in the discussion.
9. All the discussions are academic discussions, which mean that the relevant
academic conventions apply.
a. Your post should be composed of complete and grammatically correct
sentences. Do not use abbreviations and acronyms unless these are
introduced in the readings, and do not write in text-speak. Avoid writing in all
caps.
b. Post appropriate and well-thought rejoinders. Avoid merely approving or
disapproving with your classmates and course facilitators. You need to
support your inputs in the discussions from reliable information and resources.
Do not post uninformed opinions.
c. Read and analyze the contributions made by your classmates in the
discussion forums. Respond appropriately and courteously. Always use proper
language.
d. Be polite and respectful arguing a point and in defending your opinions. Do
not be rude and do not make remarks that may be construed as a personal
attack. Refer to ideas/statements, not the person. Remember that the
objective of academic discussion is to develop your critical and analytical
thinking skills apart from contributing to the wealth of knowledge.
e. Do not post lengthy contributions. Stick to the point. Be clear what your main
point is and express it as concisely as possible. Do not let the discussion stray.
f. Quote your sources in the online discussion by mentioning the last name of
the author and the year. No need to use a particular style.
g. Protect your privacy. Ponder before you post. If you wish to share something
private, do it by email or private chat.
10. Do not plagiarize and do not patch write. Patchwriting is still a form or plagiarism. It
refers to the act of making small changes and substitutions to copied source
material (Merriam-Webster, 2020).
11. Follow the schedule of course activities. Always remind yourself of deadlines. Read in
advance. Try to anticipate possible conflicts between your personal schedule and
the course schedule, and make the appropriate adjustments. Try your best to inform
through any means your course facilitator for any unavoidable delays or "absences"
or "silences" of more than a week's duration or other concerns.
12. Note that our Google Classroom is a virtual learning environment, not a social
networking site. Use recent and appropriate ID photo on your profile page for
proper identification.
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13. Lastly, you are the learner; hence, you do the module on your own. Your family
members and friends at home will support you but the activities must be done by
you. As Louisan, we always need to demonstrate our core values of competence,
creativity, social involvement and Christian spirit.
III. Study Schedule
Schedule Topic Learning Activities

Outcomes
PRELIMS
MODULE 1 INTRODUCTION AND OVERVIEW OF ART
UNIT 1 Definition of Art Appreciation and Key Concepts on Art

Week 1 -2 1. Explain the Engage: Gauging Art
concept of art Explore: Defining Art and Art Appreciation
appreciation • Creativity
• Imagination
and the nature
• Beauty
of art
Explain: Understanding Assumptions of Art
Elaborate: Watching African Body Modifications
2. Evaluate
(https://www.youtube.com/watch?v=wwOXCmjTs
assumptions on
vs
art Evaluate: (FORMATIVE ASSESSMENT)
Reading Choices:
A. Poleteismo (Formative Assessment)
B. What are the health benefits of being creative?
from
https://www.medicalnewstoday.com/articles/3209
47
C. The Fear Of Art: Contemporary Art Censorship
from
https://magazine.artland.com/the-fear-of-art-cont
emporary-art-censorship//
UNIT 2 Functions of Art

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Week 3-4 4. Determine

the functions of Engage: Reflecting on the purpose of art
art Explore: Demystifying the functions of art
Explain: Understanding better the functions of art
through Soul and Space
Elaborate: Identifying the functions of art
Evaluate: Task 1: TEACHER PREPARED GOOGLE QUIZ
UNIT 3 SUBJECT IN ART
Week 5-6 5. Classify Engage: Evaluating Representational and

artworks based non-representational paintings
on the
Explore: Studying the kinds of subject in art and
kinds/sources of
sources of subject in art
subject and
methods used Explain: Watching a video
Elaborate: Analyzing subject in art

Evaluate: Task 2: TEACHER PREPARED GOOGLE QUIZ
PRELIM INTEGRATED ACTIVITY: CREATING A

SELF-PORTRAIT ARTWORK (50PTS)
MIDTERM
MODULE 2 ELEMENTS AND PRINCIPLES OF ART
Week 1 1. Identify Engage: Discover thru pictures the elements and

the principles of art
elements Explore: Explore the elements of art
and Explain: Discuss the principles of art
principles Elaborate: Show examples for each element and
of art. principle
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Evaluate:
Task 3:
TEACHER-PREPARED ASSESSMENT (15 PTS)
MODULE 3 CONTENT IN ART
Week 2-3 2. Analyze

the Engage: Eliciting student reaction
content Explore: Brainstorm on the ideas from the engage
of an part
artwork Explain: Discuss content in art
in terms Elaborate: Expound on the levels of meaning
of its Evaluate:
factual, Task 4: CHOICE of TEACHER:
conventi A. Painting Analysis
onal, B. TEACHER PREPARED QUIZ
and (30 pts.)
subjectiv
e
meaning
MODULE 4 ART HISTORY/ ART MOVEMENTS
Week 4-6 7. Determine Engage: Discovering your Art Movement

the distinct Explore: Exploring the Mediums and Art
features of the movements
movements of Explain: Defining Narration, Borrowing,
art and their Appropriation in Art
applications in Elaborate: Article Reading on Borrowing,
business Appropriation in Art
economics as
specialization Evaluate:
MIDTERM INTEGRATED ACTIVITY:
Photo Appropriation of Artwork (50PTS)
MIDTERM EXAM
FINALS
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MODULE 5 THE MIND AND WORK OF AN ARTIST
Week 1-2 7. Explain the Engage: Determining art and the artisan
role of artists
and artisans Explore: Exploring the artist and the artisan
and their
Explain: Defining the 7 principles
unique
approach/tech
Elaborate: Stimulating activities of the principles
nique in art
Evaluate:
8. Explain the Task 5: TEACHER PREPARED QUIZ
Da Vincian (30PTS)
Principles and
their
application in
Life.
MODULE 6 TEXTILE ART AND EMBEDDED CULTURE
Week 3-4 9. Identifying Engage: Making choices

cultural patterns
expressed in Explore: Weaving concepts in textile art
textile art
Explain: Elucidating textile art
10. Comparing
Elaborate: Comparing and contrasting weaving
and contrasting
designs
weaving
designs Evaluate
Task 6: INTERPRETING TEXTILE ARTTHROUGHH
11. Interpreting DESIGN MAKING
textile art (40pts)
through design
MODULE 7 VARIOUS ART EXPRESSIONS
Week 5-6 11.Compare Engage: Eliciting emotive responses

instrumental
music form Explore: Comparing different instrumental music
forms and musical composition
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12. Interpret Explain: Linking music with transcreation

music through
transcreation Elaborate: Understanding Improvisation
Evaluate: Object improvisation (FINAL

REQUIREMENT)
FINAL EXAMINATION
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IV. Evaluation
IV. Evaluation
To pass the course, you must:
1. Read all course readings and answer the pre-assessment quizzes, self- assessment
activities, and reflection questions.
2. Participate in the asynchronous online discussion forums quizzes.
3. Submit all the tasks identified in the study schedule.
4. Take the Midterm and Final Examinations.
Formative Assessment
● You are required to answer the pre-assessment quizzes, self-assessment activities,

and reflection questions but your scores in the quizzes will not be counted towards
your final grade. The reflection questions are designed to help you critically analyze
the course readings for better understanding while the pre-assessment quizzes and
self-assessment activities are designed as a review management tool to prepare
you for the two graded quizzes and the periodical examinations. The results will also
serve as a guide to the facilitator to identify students who will need more
reinforcement and assistance.
● The pre-assessment quizzes, self-assessment activities, and reflection questions are
posted so you can take them anytime within the scheduled days assigned for each
unit.
Summative Assessment
All the tasks identified in your study schedule, non-negotiable requirements, and
examinations which are embedded in your module are accompanied by guidelines and
grading rubrics or score sheets. Answer them according to the guidelines and rubric/ score
sheets. If needed, contact me thru my messenger account, email, or phone number
reflected below this course guide.
Grading System
Your grades will be computed according to the following weight allocations:
Prelim Grade
CS (online discussion, assignment 1-2, quiz) = 60%
Examination = 40%
Total = 100%
Midterm Grade
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Examination = 40%
Total = 100%
Tentative Final Grade

Examination = 40%
Total = 100%
Final Grade
Prelim Grade = 30%

Midterm Grade = 30%
Tentative Final Grade = 40%
Total = 100%
V. Technological Tools
To be able to accomplish all the tasks in this course, you will be needing the following
software applications: Word Processing, Presentation, Publication, and Spreadsheet. You
also need to have a laptop/ desktop or a smartphone/ tablet.
VI. Contact Information of the Facilitator
For questions or clarifications, please contact
LANGUAGES AND COMMUNICATION DEPARTMENT: 0968-269-6347 OR 0906-079-0803

STELA DEAN'S OFFICE: 0938-757-7842 OR 0953-134-9220
Prepared by:
Languages and Communication Department
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ASSIGNMENT GUIDE
PRELIMS
TASK 1
Identifying Various Functions of Art
I. Output
Art may be a complex thing to study. In this activity, you must be able to
determine the possible function of a given art. Based on your thorough understanding
of the functions of art, the possible overlap of functions, and soul and space, decide on
the most striking functions of some identified works of art.
II. Rationale
As art is seen in various media these days, it is crucial that you are able to
recognize the intentions, inspirations, and ideas behind art creation and the function
that art and art spaces serve you as recipient, viewer, or occupier. It is also vital that
you should be able to look into how art might function differently on a personal, social,
national, and cross-cultural level.
III. Materials
Module lecture and supplementary notes.
IV. Specific Guidelines
After reading Unit 1 and Unit 2 and the aforementioned materials, you may take
the teacher prepared quiz.
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TASK 2
SUBJECT IN ART
I. Output
Artistic portrayal of subjects may be birthed out of many reasons including personal
ones. Constructing works of art may be based on one’s observation, experience, or
perception. Art is an expression of thoughts, intuitions, desires, and emotions. As an
individual you have a unique expression. You are bound to create a work that may ignite
your artistic interest or be an additive to your already existing artistic style. This output will
require you to utilize your knowledge of art movements, styles, and techniques into your art
work.
II. Rationale
Prior to the formation of formal education, Art has already existed across cultures.
For various purposes or functions, art was and is highly integrated into diverse human
activities. Thus, each work is marked with a personal history. This history behind artworks is
also a discovery of how different cultures and tribes flourished through art. The study of art
movements does not only allow a person to look into artistic periods transversely through
history, but also delve into various fields such as economics, politics, anthropology,
aesthetics, and history. It allows learners to harness knowledge, inspiration, and insights that
will eventually enhance how they perceive the world as people.
This lesson on art movement is in compliance with CHED CMO-No.20-s2013 that

states that regardless of the learner’s major, General Education courses including Art
Appreciation expose learners to intellectual competencies such as critical, analytical,
creative thinking, and multiple forms of expression.
III. Materials
Read and understand the details provided in UNIT 3
After reading Unit 3 and the aforementioned materials, you may take the
teacher prepared quiz.
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INTEGRATED PRELIM ACTIVITY

CREATING A SELF-PORTRAIT
I. Output
For this integrated activity, you are expected to create your own self-portrait.
II. Rationale
After discussing what art is and what is not; subject of art, and identifying
art. It is essential to be able to create your own art and express yourself. After all,
art is an expression, an experience, cultural, universal, and not nature.
III. Materials
Choose your own art material. The artwork should be original.
After reading Unit 1, Unit 2, and unit 3 the aforementioned materials, you create
your own self-portrait.
V. Evaluation tool
RUBRIC (50 points)

13-15 9-12 5-8 1-4
RESEMBLANCE Artwork shows Artwork shows Artwork shows Artwork shows
exceptional good fair poor
semblance to semblance to semblance to semblance.
the photo of the the photo of the the photo of
student. student. the student.
9 - 10 6-8 3-5 1-2

CRAFTMANSHI Artwork is Artwork is Artwork has few Artwork lacks
P expressive and expressive and details. It is almost all detail
detailed. somewhat primarily OR
Shapes, detailed.
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patterns, value Fair use has representation it is unclear

and/or texture been al what
are used to add made of with very little the output is
interest to the shapes, use intended to be.
artwork. patterns, value of shapes, Student needs
and/or texture. patterns, value to
Student had the and/or texture. work in control.
basic skills but Student needs
had to
not branched improve
out. control.
CREATIVITY The student has The student has The student has The student has
taken the taken the copied parts of not
method method the made much
being studied being studied as artwork from attempt to
and his/her own but another source reflect
applied it in a has material. There his/her own
way used another is personality/voic
that is totally source material little evidence e
his/her own. The as of in the artwork.
student’s a starting place. creativity.
personality/voic The student’s
e personality/voic
comes through. e
comes through
in
parts of the
artwork.
5 4 3 1-2
EFFORT Artwork is done Artwork is done Artwork is done Work is done
with exceptional with good care with basic care with
care and and attention to and attention minimal care
attention detail and to and
to detail and neatness. It detail and attention to
neatness. It shows neatness. It detail
shows student’s fair shows and neatness.
student’s concern for a a sense of
concern quality output.
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for a high student’s

quality concern
output. for a quality
output.
MECHANICS The student has The student has The student has The student has
followed all the followed three followed two of followed one of
required format, of the the required
materials, and the required required format,
size format, format, materials,
for the output. materials, materials, and and size for the
and size for the size output.
output. for the output.
Punctuality The student The student The student The student
passed the task passed the art passed the passed the
on time. work 1 minute to artwork beyond artwork after
1 hour late. one hour after one day.
the deadline.
MIDTERMS
Task 1
Elements and Principle of art
I. Output
You are bound to identify the elements and principles of art. These concepts are
needed to analyze the content in art and various art genres.
II. Rationale
CHED CMO-No.20-s2013 presents the goals of Higher Education. Section 1 of the

Memorandum Order states that, in a global community, Filipino students recognize and
respect the fundamental humanity of all, respect and appreciate diversity, and care
about the problems that affect the world.
Through this unit, the learner will be able to easily analyze art works by applying the
elements and principles of art discussed in class.
III. Specific Guidelines

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After reading Module 2 and the aforementioned materials, you may take the
Task 2
CONTENT IN ART
I. Output
Art reflects a gamut of meaning. This activity requires you to express your
understanding of subject and meaning behind an artwork. With your broad knowledge
of things that surround you, your exposure to the world and the events that continuously
form who main is, you are going to elucidate the factual, conventional, and subjective
meanings of art.
II. Rationale
One important skill that is enhanced in the tertiary level is the students’ critical
thinking skills. When they make work of art, they develop conceptual and interpretative
thinking like observation, reasoning, and problem-solving. These skills of critical thinking
are in play when they observe and analyze any form of art which may result in students
seeing social realities and embracing diversity. Moreover, this will aid them in their
understanding and visualization of other core subjects that require higher order thinking
skills.
III. Materials
You may refer to your module for the information referred by your teacher.
After reading Module 4 and the aforementioned materials, follow the instructions
of the facilitator.
INTEGRATED MIDTERM ACTIVITY
PHOTO APPROPRIATION
I. Output
Artistic portrayal of subjects may be birthed out of many reasons
including personal ones. Constructing works of art may be based on one’s
observation, experience, or perception. Art is an expression of thoughts, intuitions,
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desires, and emotions. As an individual you have a unique expression. You are
bound to create a work that may ignite your artistic interest or be an additive to
your already existing artistic style. This output will require you to utilize your
knowledge of art movements, styles, and techniques into your art work.
II. Rationale
Prior to the formation of formal education, Art has already existed across
cultures. For various purposes or functions, art was and is highly integrated into
diverse human activities. Thus, each work is marked with a personal history. This
history behind artworks is also a discovery of how different cultures and tribes
flourished through art. The study of art movements does not only allow a person to
look into artistic periods transversely through history, but also delve into various
fields such as economics, politics, anthropology, aesthetics, and history. It allows
learners to harness knowledge, inspiration, and insights that will eventually enhance
how they perceive the world as people.
This lesson on art movement is in compliance with CHED CMO-No.20-s2013
that states that regardless of the learner’s major, General Education courses
including Art Appreciation expose learners to intellectual competencies such as
critical, analytical, creative thinking, and multiple forms of expression.
III. Materials
Read and understand the details provided in Module 4
Artworks are steaming with inspiration. Choose one artwork from any of
the movements discussed for you to appropriate. Follow the steps below
to accomplish this task:
1. Choose 1 artwork from any of the movements discussed in the module.
2. Understand the narrative or story behind the artwork to correctly appropriate it.
3. Using the concept of borrowing, recreate the artwork through a photo.
4. The photo appropriation must include you as the subject. Use the samples in the
module as guide. The title must also be appropriated.
5. Place the source/inspiration beside your photo appropriation. Type
the movement below your source/inspiration.
6. Submit the task as PDF or JPEG
V. Evaluation Tool
CATEGORY 10 8 6 4 Sco
re
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Resemblance The artwork The artwork The artwork The artwork

has a very has a has a has no
close resem close resemb bleak resem resemblan
blance lance to the blance ce at all to
to the original. to the the
original. original. original.
Creativity Student Student has Student Student

has taken taken the has copied has
the techniqu technique b some paintin not made
e eing g from the much atte
being studied and source mater mpt
studied and has ial. There is to meet
applied it in used source little the require
a way that material as evidence of ments
is totally a starting creativity, of the
his/her own. place. but the assignment
The student\ The student\ student has .
's 's done the
personality personality assignment.
comes comes
through. through in
parts of
the painting
.
Design/Comp Student Student Student tries The

osition applies desi applies desi to apply student do
gn gn design es
principles principles principles not appear
(such as (such as (such as to be able
unity, contra unity, contra unity, contras to
st, st, t, apply most
balance, balance, balance, design prin
movement, movement, movement, ciples to
direction, direction, direction, his/her
emphasis, emphasis, emphasis, own work.
and center and center and center
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of interest) of interest) of interest)

with great with fair skill. but the
skill. overall result
is not
pleasing.
FINALS
TASK 1
Artist Study and/or Artisan Study
I. Output
You are bound to create a synthesis of an artist’s or an artisan’s biography,

artworks, style, techniques, inspirations, preferences, and other aspects that
influence his or her craft. In this activity, you will delve into an artist’s or artisan’s
colorful world and be able to introduce and promote the artist or artisan to
anyone with much confidence and familiarity by preparing an Artist Study or
Artisan Study.
II. Rationale
CHED CMO-No.20-s2013 presents the goals of Higher Education. Section 1 of the

Memorandum Order states that, in a global community, Filipino students recognize and
respect the fundamental humanity of all, respect and appreciate diversity, and care
about the problems that affect the world.
Through the Artist Study task, the learner will be able to recognize unique Filipino artistry
and the possible problems that affect his/her industry. It is the goal of this task that local
artists and artisans gain the recognition they deserve for their contribution to cultivation
and preservation of Filipino culture and tradition.
VI. Materials
To be able to look into the differences between the world of an artist and an artisan,
please refer to your module.
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VII.Specific Guidelines
After reading Module 5 and the aforementioned materials, you may take the
TASK 2
Interpretation of Textile art Through a Scarf Design
I. Output
As a way to manifest the learning outcome of this unit, you are asked to create your
own interpretation of the different textile art from the various regions by designing a scarf.
II. Rationale
Textiles are reflections of the traditions, ways of life, resourcefulness, and worldview
of the people weaving and wearing them in usually-vibrant and harmonious colors of their
immediate environment. Therefore, studying textiles exposes one to the richness and
aspirations of our cultures.
III. Materials
You may refer to your module for the various textile designs, patterns and colors.
IV. Specific Guidelines:
1. Follow the principles of art as discussed in previous lessons.
2. The examples of textile art provided in your module will be your inspiration in
choosing your own design.
3. Use 3 designs/patterns (examples: cross, lizard, mountain, etc.) from the given
examples in the module and add 1 or 2 patterns of your own.
4. You may adjust the size of the scarf given in the module into a larger one but not
smaller than what was given, if you wish to. As an alternative to the scarf, you can
design a face mask, shawl, carpet, or table runner.
5. Use a short bond paper for your output.

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6. Send your output as PDF or JPEG.
V. Evaluation Tool
Your output will be scored using the following rubric.

Indicators and Rating
Drawings are Drawings are Drawings are Drawn objects are
D recognizable, recognizable and recognizable and difficult to
r detailed and colored reasonably recognize AND/OR
a colored accurately. Overall, accurate. They are not accurate.
w accurately. Overall, the drawings are copied, printed or
in the drawings are original and done traced rather than
g original and skillful. with some skill. original.
s 6 points
15 points 12 points 9 points
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B Use of positive and Use of positive The artwork seems The artwork seems
a negative space space is good and to have a little too unfinished (too
l creates a feeling the painting is much background much empty
a appropriate to the relatively or seems a little too space) or there is
n theme. Objects are balanced, but busy. Balance has not enough
c placed for best negative space not been balance between
e effect. Overall, it could be utilized achieved. foreground and
a just feels right. better to create a background
n more cohesive feel. causing it to seem
d much too busy and
U 10 points unfocused.
s 8 points 6 points
e 4 points
o
f
S
p
a
c
e
The artwork has The artwork
has The artwork has The artwork looks
C been crafted with been crafted with been completed, hastily thrown
r great care. The some care. Most but it appears a together or like it
a lines are sharp, lines are sharp, little messy. was wadded up in
Smudges, drips,
ft colors clear, cutting colors clear, cutting a desk. It seems
tears or erasures
s crisp, and text crisp, and text quite messy.
detract from the
m aligned. No aligned. Smudges,
overall
a smudges, drips, drips, tears or appearance.
n tears or erasures erasures are few
s are seen. and do not 9 points
hi detract. 6 points
p
15 points 12 points
TOTAL POINTS: __________/40 points

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INTEGRATED FINAL ACTIVITY
Impromptu Video “Silent” Performance

(OBJECT IMPROVISATION)
II. Output
Art is all about expression and beauty, and beauty is everywhere. For this task,
you are to fully embrace what artistic expression is all about. This evaluative task
will offer you myriad opportunities for imaginative expression by incorporating art
in your everyday or seemingly mundane tasks with little to no preparation.
VIII. Rationale
Studying music is not simply the study of notes, composers, or compositions; it

certainly involves the emotive aspect that has immensely shaped instrumental
music regardless of form. Early forms of music as claimed by Barras (2020), were
expressions of various forms. Communicating to a divinity, with other humans or
with creatures since the early stages of man’s life requires some form of
musicality. As man continued on to focus on improvement, so did music.
David Hall (2019) strongly contends that “interpreting music is an exercise that
really pushes you to hone multiple musicality skills at once – it can encompass
active listening, sight reading, sight singing, transcription, and even composition.”
He adds that to interpret music, you must first re-imagine a piece of music
completely by allowing your interests, style, or preference to be of influence.
Second, you must realize the composer’s intention by understanding the milieu
by which the piece was created. Finally, interpretation necessitates personal
enjoyment; hence, you must shape your own rendition with much ease and
confidence.
This lesson on instrumental music, transcreation, and improvisation is in

compliance with CHED CMO-No.20-s2013 that states that regardless of the
learner’s major, General Education courses including Art Appreciation exposes
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learners to intellectual competencies such as critical, analytical, and creative

thinking, and multiple forms of expression.
IX. Materials
Read and understand the details provided in Module 5. If you have stable and
reliable internet connection, you might want to access some online materials
that will enhance your understanding of Instrumental Music. You may access
these materials in Module 5, Evaluate folder on your OTG.
X. Specific Guidelines
Listen to Antonio Vivaldi’s Storm and create a 1-minute to 1½ -minute impromptu

performance. For the online learners you may visit this link:
https://www.youtube.com/watch?v=NqAOGduIFbg.
M
Task 5 serves as the FINAL REQUIREMENT of the course. To accomplish this task,
find a space where you can move freely and follow the steps below:
1. Pick an object that you can see inside your house. Make sure that this object is
something that you can hold and lift.
2. Play Antonio Vivaldi’s Storm as your background music for the performance.
3. Take a video of yourself while doing the following:
a. Like a mime, act out the chosen object by not using it in its original form (e.g.
a tripod used as a binocular, cellphone as a soap, etc.). The development on
how the material will be used should be established. In other words, make a
story out of it. Do not directly expose how you wish to interpret/portray the
use of the object.
b. Your actions must be congruent with the rhythm of the song.
c. Think of two other interpretations and consider instructions a and b. Make sure
that you have three different interpretations/stories as the music plays.
d. Transitions must be smooth in between interpretations/stories.
4. Do not rearrange the musical piece.

5. This task is likened to a silent film; hence, your video does not need any caption or
verbal audio from you. The only sound that must be heard is Vivaldi’s Storm. Your
facial expressions and movements must imply the emotions and the story.
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6. Save your video in MP4 format and submit it to the Google classroom.
Submission Requirement:
For OBL: Send your file to the Google Classroom or Save your requirement in Google Drive
and provide the access link, or upload your video on Youtube then submit the link to the
Assignment Bin.
Please refer to Google classroom for submission date and time. Always check Google
classroom stream and classwork to keep yourself updated with the deadline of tasks.
XI. Evaluation Tool

Your work will be evaluated using the criteria below:
Criteria
1. Ingenuity (20)
Able to exhibit creativity by thinking unconventionally. Choice of object was not the
usual. Student was able to think outside the box. Student was able to maximize
available options. Story was well-established and thoroughly conceptualized.
2. Content (20)
Story was cohesive. Portrayal of the story was clear. Content met the objective of
the activity.
3. Expressions (20)
Movements, gestures, and facial expressions were well-timed and definite. The
student showed animation and enthusiasm.
4. Technical (10)
Quality of audio and video is good.
TOTAL: 70
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COURSE INTRODUCTION
Art appreciation is a three-unit course which introduces and exposes the students to
the creative output of humanity both in theory and practice. It aims to enhance the
students’ awareness and sensitivity to the state of arts and culture in general and Philippine
arts in particular. The course also develops students’ competency in researching about
and analyzing various art works in different modalities. The course is a study of the general
art forms which may include but not limited to visual, literary and performing arts.
**All images and compiled notes belong to their rightful owners.

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TABLE OF CONTENTS
MODULE 1 INTRODUCTION AND OVERVIEW OF ART
Unit 1: Definition of Art Appreciation and Key Concepts on Art
Unit 2: Functions of Art
Unit 3: Subject in Art
MODULE 2 ELEMENTS AND PRINCIPLES OF ART
MODULE 3 CONTENT IN ART
MODULE 4 ART MOVEMENTS AND HISTORY
MODULE 5 THE MIND AND WORK OF AN ARTIST
MODULE 6 TEXTILE AND EMBEDDED CULTURE
MODULE 7 VARIOUS ART EXPRESSIONS

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MODULE 1
Introduction and Overview of Art

This module would introduce you to the concept of what is considered art, and how
to appreciate art. It would also explain the assumptions of art and its functions. It would
also let you explore the world of your local artists and artisans.
Unit 1
Art and Art Appreciation
Topic Learning Outcomes

1. Explain the concept of art appreciation and the nature of art;
2. Evaluate assumptions of art; and
3. Critique an article on the difference of art and Art
Before you look into the concepts of art, take this short quiz.
Which of the following do you consider as art? Explain your
answer.
a. Chair b. Well-done steak

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http://e-fellowship.blogspot.com/2012/
07/the-importance-of-signs.html
https://www.pri.org/stories/2015-11-05/
colonizers-exploiters-art-portrays-how-p
eople-responded
b. road signs d. Mural

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
____________________________________________________________________________
Which of the following do you not consider a kind of art? Explain your answer.
a. Storytelling
b. Chirping of the birds
c. Hanging and folding of clothes
d. Mountains and other natural landscapes
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
______________________________________________
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Art, since time immemorial, is man’s concrete product of his

innermost thoughts, feelings, observations, desires, needs, and fancy. Regardless of culture,
milieu, and space, art continues to expand linking the past, the present and the future.
But what is art?
Perhaps this simple question has baffled every civilization and culture. Due to the
vastness of art, several definitions of it have developed out of individual perceptions,
feelings, and beliefs. The following are some definitions:
1. “We have our Arts so we won’t die of Truth.” Friedrich Nietzsche, made famous
all over again by Ray Bradbury in Zen in the Art of Writing
2. “Art is an imitation of an imitation” Plato, philosopher
3. "Art is either plagiarism or revolution." Paul Gauguin, painter
4. "Art is the signature of civilizations." Jean Sibelius, composer
5. "Art is a lie that makes us realize truth, at least the truth that is given us to
understand." Pablo Picasso, painter
6. “The role of art as a creative work is to depict the world in a completely different
light and perspective.” Jean Sartre, philosopher
Art is an ever-expanding form. Trying to encapsulate all great ideas pertaining to

what art is into one single definition poses a vexing challenge.
Traditional categories within the arts

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Source: Encyclopaedia Britannica

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Because of our varied tastes, the way we perceive and appreciate art differs at
certain levels. Ariola (2008) defines Art Appreciation as the ability to interpret and
understand man-made arts and enjoy them either through actual work-experience with
varied tools and materials for one’s admiration and satisfaction.
Creativity
Creativity is the act of turning new and imaginative ideas into reality. Creativity is
characterized by the ability to perceive the world in new ways, to find hidden patterns, to
make connections between seemingly unrelated phenomena, and to generate solutions.
Creativity involves two processes: thinking, then producing.
Rollo May (1975) states that creativity is the process of bringing something new into
being. Creativity requires passion and commitment. It brings to our awareness what was
previously hidden and points to new life. The experience is one of heightened
consciousness: ecstasy.
Imagination
Anne Sheppard(1991) argues that imagination plays an important part in our
understanding of representational art, claiming that imagination is what enables us to see
a picture as a representation of something in the real world. IN addition, she claims that
imagination plays a part in our response to the expression of emotion in art such as joy,
sadness, and grief.
Expression
In his article The Expression Theory of Art: A Critical Evaluation, Haig Khatchadourian
(Spring, 1965), explains that expression may be any kind of conscious experience-
intellectual, imaginative, or emotional. What an artist expresses is the subconscious
experiences, his conceptions of or reactions to various qualities or aspects of society in
which he lives or works, and/or the world around him.
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Now that you have learned about the basic concepts of art,
you are now ready to look into the various assumptions of art
listed below. Study them carefully.
1. Art is universal.
Art has always been timeless and universal, spanning generations and continents
through and through. Most, if not all, people can relate
An art is not good because it is old, but old because it is good” (Dudley et al., 1960).
The following are some examples of what we call “oldie but goodie”:
● Iliad and Odyssey of Homer
● Works of Jose Rizal
● Ibong Adarna of José de la Cruz
● Florante at Laura of Francisco Balagtas
● Psalms
2. Art is not nature

The word “Art” comes from the Aryan root word “AR” which means to join or to put
together; Latin terms artem (nominative ars) "work of art; practical skill; a business, craft,",
and ars means “everything that is artificially made or composed by man.”
In other words, Art is man’s expression of his reception of nature. Art is man’s way of
interpreting nature. And as Plato states in Unit 1, “Art is an imitation of an imitation.”
3. Art is cultural
Since time in memoriam, art and culture go hand in hand, with one influencing the
other. According to John Nieto, one of America’s most dynamic contemporary artist,
“Art and culture at their very core serve as some of the most significant, dynamic,
participation, and social influences of human behavior and interaction. When put
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together, they have the ability to generate empathy, stir up dialogue, induce
reflection and charter new relationships and ideas” (2017).
It can be observed that art and culture serve as part of the basis for shaping the
values people have, some of which include:
● A sense of community or
belonging
● Affiliation
● Self-acceptance
● Creativity
● Self-respect
● Equality
● Unity
● Nature
● Freedom
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It can also be observed that some nations have similar, but not exactly the same,
culture. For example, the Maoris of New Zealand have their Tā moko while the Kalingas
have Pambabatok, both are tattooing culture or traditions, but the difference is Tā
moko is often on the face. Kalingas have this also but it is very rare. Other nations also
have this face tattoo culture. For more information, read the articles Tā moko | Māori
tattoos: history, practice, and meanings
(https://www.tepapa.govt.nz/discover-collections/read-watch-play/maori/ta-moko-ma
ori-tattoos-history), and A tattooing technique of the Butbut Tribe in the Philippines
(https://www.unesco-ichcap.org/pambabatok-a-tattooing-technique-of-the-butbut-tri
be-in-the-philippines/). For other tattoo cultures, you can read Lars Krutak: Tattoo
Anthropologist (https://www.larskrutak.com/). For CBL students, check Module 1 folder,
Lars Krutak, Pambabatok, and Tamoko file names.
In popular culture, or pop culture, it can be seen that culture of a nation is

embedded in art, and differences and similarities of each nation are seen. An example
of this Pol Medina’s Pugad Baboy and American TV show Family Guy.
Photo Credit: via mikeinel.deviantart

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4. Art involves experience

Artists, most of the time, would like to immortalize the memory they have, or
maybe the emotions they felt during a certain episode of their life. It could the exact
image of a person or a place, or other cases, a symbol of the experience they have. It
could also be something that symbolizes the history of one country. One example of
these artworks is BenCab’s Homage to Sabel 9. It was said that Sabel was a street
person aka taong grasa found by Bencab in Tondo. She became the muse of many of
his art pieces, which are exhibited in his art museum, and some of the museum goers
would think that Sabel embodies what life hardships can do to a person
BenCab’s Homage to Sabel 9, BenCab Museum
This is not exclusive to graphic and plastic arts. This is also applicable to
performing arts, e.g. music, dance, theatre, and so on, and to literature, e.g. poetry,
fiction, etc., as well. Unlike fields of knowledge that involve data, art is known by
experiencing. A work of art then cannot be abstracted from actual doing. In order to
know what an artwork is, we have to sense it, see or hear it, and see and hear it.
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5. Art as an expression
Art, as most believe, is a form of expression, and most of the time expression of
feelings of a person or a collective group of people. It can also be said that art is an
expression of a person’s desires, thoughts, and intuitions.
In Tolstoy’s view, art is the communication of feelings from artist to viewer through
certain external signs; artist are people inspired by emotional experiences use their skill
with words, paint, music, movement, etc., to embody their emotions in a work of art
with a view to stimulating the same emotion in an audience.
In the previous assumption (Art involves experience) an example given was of

graphic arts. In this assumption, one example is music. Music also expresses the tone of
the scene in a play, and/or movie. Upbeat tempo suggests a happy scene while slow
tempo suggests longing or loneliness. A sudden loud volume can produce excitement
or fear, which depends on the genre of what is being shown. As for songs, in the late
1970s up to 1980s, the songs of Asin, a Filipino pop/rock band are often interpreted by
the listeners as songs that depict the emotions of the Filipinos during the Marcos
Regime.
Another example of art as expression is dance. In a dance, particularly

traditional dance, every step and movement of the hands, and even the clothes the
dancers wear, has a special meaning. It shows their culture, the hardships they have
been through and still going through. Dance also serves as prayer to their gods. One
event where people can witness this is during the Powwow of the Native Americans in
the US. Powwow, the English version of the term pau-wau, is originally stood for a
healing ceremony conducted by the spiritual or religious leaders of various tribes. Now,
a Native American powwow came to mean a meeting between Native Americans
and non-Native Americans which would include dancing, singing, and socializing. A
powwow can last for hours, days, or even a week long, particularly for major powwows.
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In powwows, Native Americans of all ages can take part. Each dancer has his or
her unique regalia. The regalia of the dancer can have similarities with the other
dancers, but it can be observed they are not exactly the same. Before, women were
not allowed, but now they are now part of the traditional powwows. Also, if the
Cordilleran gongs are the center of the cañao, the Native American powwow drum is
the heart of the Indian Tribal culture.
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Photo Source: indians.org
Photo Source: Ohio State University Photo caption: Salinas Family Aztec
Dancers
Art involves the concepts of imagination, creativity and

beauty. Each culture has their standards of what beauty is.
Watch the video “African Body Modification”
*(https://www.youtube.com/watch?v=wwOXCmjTsvs –
(Check activity 1file name, Module 1 folder in your flash drive).Then, answer the
following questions:
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a. What art assumptions are expressed in the different body modifications in Africa?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_______________________________________________________________
b. What makes these body modifications beautiful?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_______________
Reading Activity:
Reading Task: In preparation for Task 1 in Unit 2, read this
article of Isagani Cruz about the art installation of Mideo
Cruz entitled, “Poleteismo”. As you read it, reflect on the
following questions:
1. According to the article, what is the difference between art and Art?
2. What is good art and bad art?
3. Think of an example of art and Art.
If you are interested to know more about the key terms in art, you may read the
following online articles:
1. What are the health benefits of being creative? From

https://www.medicalnewstoday.com/articles/320947
2. The Fear Of Art: Contemporary Art Censorship
from https://magazine.artland.com/the-fear-of-artcontemporary-art-censorship//
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http://www.deansterf.com/2011/09/mideo-cruzs-poleteismo-art-or-not.html?m=1
&fbclid=IwAR3yrazZsO8vec80QNz7brbIowakRH1xhPlWwDadle_HTDncr_ExZRr6Tag
Poleteismo is art, not Art

MINI CRITIQUE - Isagani Cruz (The Philippine Star) - September 15, 2011 - 12:00am
This is the last of my series of columns on the controversy that surrounded Mideo
Cruz’s “Poleteismo.”
There is no question in my mind that the work, as a creative work, is protected by
the freedom of expression provision of the Constitution. It was wrong of the CCP to defy
the Constitution by stopping its display.
There is no question in my mind that the CCP should not have exhibited it in the
first place. There are literally hundreds of creative pieces that CCP could have
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exhibited; to choose this particular one betrayed a lack of discretion and foresight on
the part of the CCP board.
There is no question in my mind that, if we use the generic definition of art, it is art.
It was exhibited in an art gallery (two, in fact, if we count the earlier version in the
Vargas Museum) and art critics say that it is art.
There is no question in my mind that, if we use the evaluative definition of art, it is
not art. This is the statement that I want to elaborate on today.
Let me use Venn diagrams. There is a huge set of things that may be labelled
expressions. This set contains the set of creative expressions we are talking about. But it
also contains other sets, such as the sets of graffiti, libelous statements in a newspaper,
slander, and the common example of someone shouting “fire” in a crowded movie
theater. These other sets are not creative expressions; they are merely expressions. They
are not the kind of creative expressions protected by the Constitution.
Inside the set of creative expressions protected by the Constitution is the set of
things exhibited in an art gallery. Everything in an art gallery is art in the generic sense of
the word. But not everything in an art gallery is art in the evaluative sense of the word.
Take the Louvre. Not everything there is art. Many pieces are merely old. Some of
the portraits are there because the persons being portrayed happen to be of some
importance in history, but the portraits themselves do not satisfy any of the formal
criteria for real art.
Take something closer to home. Take a walk on the fourth floor (called the Art
Walk) of SM Megamall and look at the things being sold in the art galleries there. There
are some really good artistic works there, but there are clearly a lot more that should
never have been imposed on the public.
There are many objective criteria for saying that something is art. If there were
none, the judges at the annual Shell National Students Art Competition, not to mention
the annual Palanca Awards, would never agree on winners, but they often do —
unanimously. The saying that art or taste is purely subjective is simply not true.
One of these objective criteria is the ability of art to ennoble. I do not mean that
one should suddenly kneel down and pray upon seeing a work of art that deals with
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religion. No tourist has suddenly become born again by staring at the Sistine Chapel
ceiling (I could be wrong).
What I mean is that, after stimulating or provoking or even incensing us, a work of
art should make us better persons. Clearly, “Poleteismo” did not do that. In fact, it did
the opposite. It made us worse persons.
The proof stares us in the face. Suddenly, some Catholics became terrorists,
threatening the CCP board members with bodily harm, trying to commit arson,
behaving like devils rather than saints, forgetting all about the command of Jesus to
“Put your sword away!” (John 18:11). Goodness, even bishops forgot to set the example
of being like Jesus, who preached love and not hatred!
If Mideo Cruz intended to make better Catholics of Catholics — to make them
distinguish between illusion and reality, between the image of Jesus and the real Jesus,
between a mere drawing of His face and His real face, between worshiping Jesus and
not the puny human representations of Him — then he failed miserably.
Instead of ennobling some Catholics, “Poleteismo” made them commit one of
the deadly sins — anger. It made them receive Holy Communion with hatred in their
hearts — the sin of sacrilege. It made them judge and therefore made them liable to
be judged. It made them throw the first stone even if — let us not be hypocritical — no
human beings except Jesus and His mother Mary were born without sin.
There is provoking and there is provoking. The kind of provoking that Mideo Cruz
did was not justified by the creative piece that he did. Critics always say that an artist
should “earn” the effect of his or her work. That means that there should be a
deliberate, successful effort by the artist to achieve whatever it is she or he wants to
achieve. No art piece can be conceived simply on the spur of the moment. Every art
piece that aspires to be art is always the product of long, careful, profound hard work.
Therefore, based on the reception of the work, “Poleteismo” flunked the test of
good art. It may be art, but it is bad art. It may be art, but it is not Art.
References
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Cruz, I. (2011, September 15). Poleteismo is art, not Art. Retrieved from
https://www.philstar.com/other-sections/education-and-home/2011/09/15/7269
67/poleteismo-art-not-art
The Editors of Encyclopaedia Britannica. (2018, February 15). The arts. Retrieved from
https://www.britannica.com/topic/the-arts
Damian, V. (2019, March31). Cordillera faces on Baguio walls. Retrieved from
https://newsinfo.inquirer.net/1101552/cordillera-faces-on-baguio-walls
FreeVector.com (2020). Traffic signs. Retrieved from
https://www.freevector.com/traffic-signs
http://indians.org/articles/article-images/native-american-pow-wow.jpg
https://www.tripsavvy.com/things-to-do-in-bohol-philippines-1629748
https://www.livescience.com/difference-between-race-ethnicity.html
http://www2.hawaii.edu/~freeman/courses/phil330/21.%20Art%20as%20Expression.pdf
https://www.keystone.edu/wp-content/uploads/2018/11/Salinas-Family-Aztec-Dancers.j
pg
https://www.larskrutak.com/the-last-kalinga-tattoo-artist-of-the-philippines/#prettyPhot
o
https://www.unesco-ichcap.org/pambabatok-a-tattooing-technique-of-the-butbut-trib
e-in-the-philippines/
https://www.tepapa.govt.nz/discover-collections/read-watch-play/maori/ta-moko-ma
ori-tattoos-history
http://blog.nietofineart.com/relationship-between-art-and-culture/
https://www.machupicchu.org/machu_picchu_travel_tourist_information.htm
https://u.osu.edu/culturalimmersion2018/native-nations/
http://loneopiniontheblog.blogspot.com/2011/09/fantasy-match-up-family-guy-versus.h
tml
http://www.ruelpositive.com/art-introduction-assumption
http://bencablife.blogspot.com/2014/03/different-versions-of-sabel-favorite.html
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Unit 2
Functions of Art and Soul and Space
Have you ever wondered about what reasons artists have for creating art
works? Artists create art in order to communicate visually and conceptually.
To understand the meaning of a work of art, you must do more than simply look
at it with your eyes. In order to experience art fully, you must develop the ability to
perceive. To perceive is to become deeply aware through the senses of the special
nature of a visual object. A perception is a sensation to which you attach a meaning.
Topic Learning Outcomes:

1. Determine the functions of art
2. Determine how one utilizes space
If things serve specific purpose, what do you think is the

purpose or function of the Paleolithic stone sculpture
below?
Image from http://www.talariaenterprises.com/faces-and-shapes-of-ancient-mother-goddesses/
Venus of Willendorf. On display in Hall 11 of the Natural History Museum, Vienna, dedicated to the Stone Age in Central
Europe
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Works of art were and are created to serve a specific

function. Houses are built to shelter people from the harsh
effects of the weather. In the Cordilleras, the gong or
gangsa is used primarily to create a certain beat
harmoniously in accord with the other cultural instruments.
Each work we see and come across with was created by specific individuals or groups
regardless of the period they belong.
Venus of Willendorf, a prehistoric sculpture symbolizes the nurturing and support

that mother-hood creates. She is fat, showing her abundant life-energy. This sculpture of
a so-called Venus–because of her exaggerated breasts and hips–was probably used as
a fertility fetish. Fertility and hunting were essential components of survival during the
nomadic, Paleolithic era.
Within art, there exist purposes referred to as functions for which a piece of art
may be designed, but no art can be "assigned" a function—either in scholarly studies or
casual conversation—outside of the proper context. Art forms exist within very specific
contexts that must be considered when classifying them. Whether a particular piece of
art has existed for centuries or has yet to be created, it is functional in some way—all art
exists for a reason and these reasons make up the functions of art.
1. Personal Function
While it is true that an artwork is an artist’s expression, its impact may be individualized
and personal; hence, artists create art to express personal feelings.
The personal functions of art are often the most

difficult to explain. There are many types of personal
functions and these are highly subjective. Personal
functions of art are not likely to be the same from
person to person. An artist may create a piece out of
a need for self-expression or gratification. They might
also or instead want to communicate a thought or
point to the viewer. Sometimes an artist is only trying
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to provide an aesthetic experience, both for self and

viewers. A piece might be meant to entertain, provoke,
thought, or even have no effect at all.
Personal function is vague for a reason. From artist to artist and viewer to viewer, one's
experience with art is different. Knowing the background and behaviors of an artist
helps when interpreting the personal function of their pieces.
2. Social Function
Feldman(1967) states that art performs a social function when it influences the
collective behavior of people. It is created to be seen and experienced by the public,
and when it expresses a collective feeling rather than an individual one. These
characteristics lead to global understanding and peace.
Artists may produce art to reinforce and enhance the shared sense of identity of
those in a family, community, or civilizations (family portraits, uniforms for bands,
celebration floats, costumes, etc.) Additionally, satire performs social functions. Spanish
painter Francisco Goya (1746–1828) and English portrait artist William Hogarth
(1697–1764) both went this route with varying degrees of success at motivating social
change with their art. Sometimes the possession of specific pieces of art in a community
can elevate that community's status.
Comprador depicts two politicians in suits at the top of the composition with
money passing through their outstretched hands. The politicians, one from the
Philippines and the other from the United States, stand on the backs of the workers
profiting from their labor.
∙ They laugh as a group of Filipino

workers toils below, their struggle
represented by bold, angular lines, a
restrained color palette, and a strong
diagonal pull across the composition.
∙ A large green dollar sign is located in
the upper right corner, affirming that the
politicians are only interested in money.
Pablo Baens Santos, Comprador, 1978,

Oil on canvas, NAGM, Manila
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https://medium.com/@rafhaelpiola/some-of-the-finest-work-of-art-made-by-filipinos-9f8
d1130cf05
3. Spiritual Function
The statues of saints, Jesus, and Mary were all created to enhance one’s spiritual
connection. Through these works, man feels connected with the Higher Being.
Artists may create art to express spiritual beliefs about the destiny of life controlled by
the force of a higher power. Art produced for this purpose may reinforce the shared
beliefs of an individual or a human community.
The term Pietà finds its roots in the Italian
word for “pity” and the Latin word for
“piety.” Heartrending, this composition
depicts the Virgin Mary cradling the dead
body of her son Jesus in her loving arms.
The Pieta is a work of Renaissance

sculpture housed in St. Peter’s Basilica,
Vatican City. The statue was
commissioned for the French Cardinal
Jeane De Vilheres who was a
representative in Rome.
Arnel David Garcia’s highly provocative

two-dimensional work (its width is three inches!)
presents a myriad of faces of the Christ
figure—from the ikonic images that have come
down to us from ancient times (Byzantine,
Medieval Gothic, classical Renaissance)—and
melded with images of unmistakable Filipino
features—the brown color, the squat nose, the
noose-like lips.
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But the “Faces” hover around the central details of Christ’s Passion and Sacrifice—the
wounded hands and the nails of the Crucifixion.
Amid the Easter exhilaration, the message is quite provocative: The Resurrection of Christ
transitions humanity to salvation. God Incarnate means universal elevation and redemption.
4. Cultural Function Art

Cultural footprints can reveal much about the culture in which it is created. Some
cultural practices such as dances and body tattoo have been passed on to preserve
not only the art but also the culture.
The appearance of ceramic artifacts

generally coincides with the advent of a
sedentary lifestyle that revolved around
agriculture rather than a nomadic
lifestyle. Some experts believe that
pottery was discovered by accident
when woven baskets were covered with
mud to make them watertight. When the
basket was put over the fire for cooking,
the clay hardened.
Our forefathers once used tattoos to express themselves; their bodies were the canvas,
and the tattoos were their art. In particular, ethnic groups have been performing this
practice for centuries to mark their social status or accomplishments in the community,
or as a symbol of beauty among women. In fact, the Spanish explorers first recorded
natives covered in tattoos upon disembarking into one of the islands during the 16th
century. The ancient Visayans, as well as the highland tribes of northern Luzon or
Cordillerans, are known for their intricate art of tattooing.
In the olden days, tattoos (batuk in Visayan) were

thought to be widespread in the island. The Spaniards
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fought against the fierce Visayan warriors, whom they called pintados because most of
their bodies were covered in elaborate tattoos intended to intimidate the rivals. The
markings gradually increase in number depending on the number of battles one has
had. Facial tattoos are reserved only for the most valiant and strongest warriors. At
present, the ancient tattooing tradition of the Visayans and their warriors’ courage are
celebrated annually during the Pintados Festival.
https://originalchicano.com/hair_rm.php
5. Utilitarian Function or Physical Function of Art
Some forms of art were and are created to be used. These works make man’s life more
comfortable. Artist and crafts people constantly invent new ways to create functional
art. Industrial designers discover new materials that make cars lighter and stronger
(jewelry, building materials, cars, etc.)
The utilitarianism in modern architecture

rejects bourgeois details such as
over-abundant decorative details in
cornices and eaves. Utilitarianism honors
the functionality of the building and space
rather than the grandeur of ornamental
purpose. The roots of utilitarian thinking in
21st century architecture could be traced
back to the establishment of Bauhaus
School by pioneer modern architect
Walter Gropius in 1919, Germany.
Everyday part of commuters in the

Philippines is to ride jeepneys, the main
public transportation in the country. These
colorful rides have one of the most bizarre art
and color combination, which seems to
paint the busy streets.
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A product of the post-World War II era, surplus jeeps were left to the
Filipinos by American troops who stayed in the Philippines. Filipinos
took advantage of these leftovers and made the most out of it.
With a new extended body, the remodeled jeeps became
jeepneys. This made way for inexpensive mass transportation and
more importantly, a part of Philippine culture.
There are other purposes or functions of art. They are not limited to the ones presented
to you earlier because there are many more identifiable functions of art in man’s life. To
label them as the ones discussed earlier is limiting what the arts can contribute to the
world.
Art has had a great number of different functions throughout its history, making its
purpose difficult to abstract or quantify to any single concept. This does not imply that
the purpose of art is “vague” but that it has had many unique, different reasons for
being created. Some of the functions of art are provided in the outline below. The
different purposes of art may be grouped according to those that are non-motivated
and those that are motivated (Lévi-Strauss).
Non-motivated Functions of Art

The non-motivated purposes of art are those that are integral to being human,
transcend the individual, or do not fulfill a specific external purpose. In this sense, art, as
creativity, is something humans must do by their very nature (i.e., no other species
creates art), and is therefore beyond utility.
1. Basic human instinct for harmony, balance, rhythm. Art at

this level is not an action or an object, but an internal
appreciation of balance and harmony (beauty), and
therefore an aspect of being human beyond utility.
Ashanti Kente Cloth featured in "Measure of

Earth: Textiles and Territory in West Africa"
opening at the African American Cultural Center Gallery (Sept 19 - Dec
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18, 2013) | Gregg Museum of Art & Design

| https://www.pinterest.ph/pin/544161567446827669/
2. Experience of the mysterious. Art provides a way to experience one’s self in relation
to the universe. This experience may often come unmotivated, as one appreciates
art, music or poetry.
‘The most beautiful thing we can experience is the mysterious. It is the source of
all true art and science. ‘—Albert Einstein
3. Expression of the imagination. Art provides a means to express the imagination in non
-grammatic ways that are not tied to the formality of spoken or written language. Unlike
words, which come in sequences and each of which have a definite meaning, art
provides a range of forms, symbols and ideas with meanings that are malleable.
“Jupiter’s eagle [as an example of art] is not, like

logical (aesthetic) attributes of an object, the
concept of the sublimity and majesty of creation,
but rather something else – something that gives the
imagination an incentive to spread its flight over a
whole host of kindred representations that provoke
more thought than admits of expression in a
concept determined by words. They furnish an
aesthetic idea, which serves the above rational idea
as a substitute for logical presentation, but with the
proper function, however, of animating the mind by
opening out for it a prospect into a field of kindred
representations stretching beyond its ken.
“—Immanuel Kant
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4. Ritualistic and symbolic functions. In many cultures, art is used in rituals, performances
and dances as a decoration or symbol. While these often have no specific utilitarian
(motivated) purpose, anthropologists know that they often serve a purpose at the level
of meaning within a particular culture. This meaning is not furnished by any one
individual, but is often the result of many generations of change, and of a cosmological
relationship within the culture.
Motivated Functions of Art
Motivated purposes of art refer to intentional, conscious actions on the part of the artists
or creator. These may be to bring about political change, to comment on an aspect of
society, to convey a specific emotion or mood, to address personal psychology, to
illustrate another discipline, to (with commercial arts) to sell a product, or simply as a
form of communication.
1. Communication.
Art, at its simplest, is a form of communication. As most forms of communication
have an intent or goal directed toward another individual, this is a motivated purpose.
Illustrative arts, such as scientific illustration, are a form of art as communication. Maps
are another example. However, the content need not be scientific. Emotions, moods
and feelings are also communicated through art.
2. Art as entertainment.
Art may seek to bring about a particular emotion or mood, for the purpose of
relaxing or entertaining the viewer. This is often the function of the art industries of
Motion Pictures and Video Games.
3. The Avante-Garde. Art for political change.

One of the defining functions of early twentieth-century art has been to use
visual images to bring about political change. Art movements that had this
goal—Dadaism, Surrealism, Russian constructivism, and Abstract Expressionism, among
others—are collectively referred to as the avant-garde arts.
Constructivist architecture
It was a constructivist style of modern architecture that
flourished in the Soviet Union in the 1920s and early 1930s.
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Abstract and austere, the movement aimed to reflect modern industrial society and
urban space, while rejecting decorative stylization in favor of the industrial assemblage
of materials.
*The Russian Embassy building, a constructivist architecture landmark and

diplomatic compound in Miramar, Havana, Cuba Credit to Imageplotter Travel /
Alamy Stock Photo, 23 June 2017
4. Art as a “free zone,” removed from the

action of the social censure.
Unlike the avant-garde movements,
which wanted to erase cultural differences in
order to produce new universal values,
contemporary art has enhanced its tolerance
towards cultural differences as well as its
critical and liberating functions (social inquiry,
activism, subversion, deconstruction…),
becoming a more open place for research
and experimentation.
5. Art for social inquiry, subversion, and/or anarchy.

While similar to art for political change, subversive or deconstructivist art may
seek to question aspects of society without any specific political goal. In this case, the
function of art may be simply to criticize some aspect of society.
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6. Art for social causes.

Art can be used to raise awareness for a large variety of
causes. A number of art activities were aimed at raising awareness
of autism, cancer, human trafficking, and a variety of other topics,
such as ocean conservation, human rights in Darfur, murdered and
missing Aboriginal women, elder abuse, and pollution.
Trashion, using trash to make fashion, practiced by artists

such as Marina DeBris is one example of using art to raise
awareness about pollution.
This dress is made from takeaway containers found on the beach and in the
ocean. Taken on Malibu beach, California. Photograph: Monching Flores
7. Art for psychological and healing purposes.

Art is also used by art therapists, psychotherapists and clinical psychologists as art
therapy. The Diagnostic Drawing Series, for example, is used to determine the
personality and emotional functioning of a patient. The end product is not the principal
goal in this case, but rather a process of healing, through creative acts, is sought. The
resultant piece of artwork may also offer insight into the troubles experienced by the
subject and may suggest suitable approaches to be used in more conventional forms
of psychiatric therapy.
8. Art for propaganda or commercialism.

Art is often utilized as a form of propaganda,
and thus can be used to subtly influence
popular conceptions or mood. In a similar way,
art that tries to sell a product also influences
mood and emotion. In both cases, the purpose
of art here is to subtly manipulate the viewer
into a particular emotional or psychological
response toward a particular idea or object.
9. Art as a fitness indicator.

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It has been argued that the ability of the human brain by far exceeds what was
needed for survival in the ancestral environment. One evolutionary psychology
explanation for this is that the human brain and associated traits (such as artistic ability
and creativity) are the human equivalent of the peacock’s tail. The purpose of the
male peacock’s extravagant tail has been argued to be to attract females. According
to this theory superior execution of art was evolutionarily important because it attracted
mates.
The beauty of a work of art reveals the artist's virtuosity. This is a very
old-fashioned view of aesthetics, but that does not make it wrong. Throughout most of
human history, the perceived beauty of an object has depended very much on its cost.
That cost could be measured in time, energy, skill, or money. Objects that were cheap
and easy to produce were almost never considered beautiful.
The functions of art described above are not mutually exclusive, as many of
them may overlap. For example, art for the purpose of entertainment may also seek to
sell a product (i.e. a movie or video game).
Art Functions Compiled from

guides.hostos.cuny.edu/edu107/3-12
vicblogspot.wordpress.com/2018/06/29/artart/
mainarts.blogspot.com/2009/08/motivated-functions-of-art.htmlcourses.lumenlearning.
com/masteryart1/chapter/oer-1-2/
www.yaaka.cc/wp-content/uploads/2014/11/Art
oscarartsblog.wordpress.com/2016/11/02/first-blog-post/
It is also noteworthy to consider that the functions of art

apply not only to the artist that created a piece but to you
as the viewer or occupier of art. Your whole experience and
understanding of a piece should contribute to the function
you assign it, as well as everything you know about its
context.
The space we occupy serve us various purposes. There are spaces we occupy more
often than another because of the feelings we associate with a certain space.
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Soul and Space
Creating a space for the soul or inner

being is something that can be emotional, for
we attach meaning to objects that surround
us maybe for inspiration or spiritual support.
Although material things, including the
structure of our house and the design of our
space, do not exactly define who we are,
they can be reflective of our being – our
cultural, religious, or philosophical identities.
The Webster Dictionary defines soul as the “immaterial essence or animating

principle of an individual life; a person’s total self;” or even “the cultural consciousness
and pride of a person.” Space, on the other hand, may refer to “an area; a distance
from other people or things that a person needs in order to remain comfortable; an
opportunity for privacy or time to oneself.”
One of the traditional structures that defines and identifies the Filipino soul is the bahay
kubo.
The bahay kubo or nipa hut is a type of stilt house recognized as an indigenous
icon of Philippine culture. This type of village dwelling is a showcase of the simplicity of
Filipinos which has been sustained through the years. The Bahay kubo is mainly
constructed with the ever dependable bamboo or kawayan. The most dominant
feature of the house is its thick roof of nipa or anahaw leaves that insulate the interior
from the tropical sun; its steep roof keeps the rain to slide off; and the wide overhangs
protect the walls from water. The walls are made of nipa leaves or bamboo slats, and
the floor is made of finely split bamboo. The floor of bamboo slats conducts air into the
house even if all openings are closed. There are now many versions of the nipa hut, but
the typical structure is raised with thick bamboo poles, one to two meters above the
ground to provide the occupants a safe shelter from wild animals, snakes and against
rains and floods. The awning type windows on all sides keep the interior well-ventilated.
When the windows are closed, they are sealed off by the use of sliding panels. Also, it
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has a kind of stairs or hagdan which can easily be disconnected at night and placed
on the porch.
Some nipa huts have other features like an open back porch or batalan, used for
storage of water jars; a cellar or silong used for most household chores, and a silid or
alcove used for keeping the mats and pillows after using them. The space beneath the
house is used for ventilation and as a storage area for food, or sometimes as a shelter
for small animals like goats and poultry.
The Filipino soul is reflected in the bahay kubo. The bahay kubo follows the
centuries-old Asian rural archetype of the single-room dwelling where all family activities
happen in one space; thus, there are no partitions for rooms. It is designed for family
living and all household activities like dining, recreation and sleeping.
Thus, this dwelling is typical for the Filipino concept of shared space and limited
privacy. Filipinos prefer living space that is communal. This preference shows their being
friendly and accommodating. Filipino families like to be surrounded by relatives all the
time despite the problems that may be created by their offsprings or other members of
the clan. Because Filipinos adhere to close family ties, they do not want to be
separated from one another. Even if the children are already married, their families are
allowed to stay in the house or they will build their own bahay kubo next to the home of
their relatives. Three or more generations of the same family live their separate but
interconnected lives under one roof. In the one-room bahay kubo, privacy is sometimes
achieved by turning one’s back, by facing the wall for few moments of solitude, or by
hanging a thin cloth curtain to achieve a private section.
Life in a bahay kubo is not bound by the walls of the house but goes out to
include the lives of neighbors and friends who are often considered as relatives. In the
Filipino lifestyle, it is all for one and one for all. Their communal ties allow them to give
aid to a family in need like if a new house has to be built or if a nipa hut needs to be
transferred to another area. This collective activity is known as bayanihan, meaning
unity and harmony. Bayanihan is an old Filipino tradition in which members of the
community work hand in hand for the common good by giving each other unsolicited
assistance out of a sense of closeness and solidarity without expecting recognition or
personal gain or something in return.
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The bahay kubo is not only an indigenous architectural masterpiece but also a
national symbol reflective of the Filipino soul --- their flexibility, resiliency, simplicity as well
as solidarity.
As a dwelling space, nowadays, the bahay kubo serves many purposes – as a

guesthouse, as recreational area, as a place to rest, as an embellishment in gardens, or
even as a lovers’ nest.
Now, let us see how much you understood from the

discussion on the functions of art and soul and space.
Accomplish this activity as a self-test.
Determine the functions of the sample artworks below.

Write your answer on the space provided.
LIKHA Pilipino Folk Ensemble. (Photo by Lilo Piamonte’s Pen and Paper, poisoned
pc@amazestudios) Mind
_________________________________ ______________________________________
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Posted by Paul Militaru, Angel Praying Christiane Schulze Art and

October 9, 2018 Photograpy/fineartamerica.com
_________________________________ _______________________________________
_________________________________________________________
TASK 1: Now that you have learned about the functions of art
and how art serves various purposes on man, as well as the
Page 65 of 85
concept of soul and space, you may now take the evaluative task prepared by your
course facilitator.
References
Hasso, J. Social Protest in Art History, Harold Washington College, Triton College.
Zulueta, L. (2016). Top 4 contemporary art works for your Easter reflection. Philippine
Daily Inquirer. Retrieved from
https://lifestyle.inquirer.net/225595/top-4-contemporary-art-works-for-your-easter-
reflection/
The Old Filipino Tradition of Tribal Tattoos by Ethnic Groups Philippines
"Constructivism". Tate Modern. Retrieved 9 April 2020.
https://www.tate.org.uk/art/art-terms/c/constructivism
Reading: Purpose of Art. OER Services. Retrieved from
https://courses.lumenlearning.com/suny-masteryart1/chapter/oer-1-2/
Dela Cruz, M. (2014). Functions of Art (PPT) Retrieved from
https://www.slideshare.net/dennismarkdelacruz/functions-of-art
Purposes and Functions of Art. Retrieved from https://slideplayer.com/slide/7273383/
Page 66 of 85
Unit 3:
Subject in Art
Topic Learning Outcome:

1.Classify artworks based on the kinds/sources of subject and methods used
Study the painting by the National Artist Vicente Manansala

then answer the given questions.
1. What does each painting depict?
a.______________________________________________________________________
________________________________________________________________________
b.______________________________________________________________________
________________________________________________________________________
Luksong Tinik (Jumping over Thorns)

By Vicente Manansala
Artwork Dimensions: 31x28 in. (78 x 68
cm.)
https://www.wikiart.org/en/vicente-manansala/luksong-tinik-jumping-over-thorns-1973
Figure 1
3. Are the images realistic or not? Explain your answer.
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Figure 2
Convergence by Jackson Pollock
Artwork Dimensions: 93.5 inches by 155

inches
Medium: oil on canvas
Creation Date: 1952
https://www.lampsusa.com/products/aman
ti-art-jackson-pollockconvergence-framed-
print-aa114402
a._______________________________________ b.________________________________________
_________________________________________ __________________________________________
_________________________________________ __________________________________________
_________________________________________ __________________________________________
_________________________________________ __________________________________________
_________________________________________ __________________________________________
______________________________________ __________________________________________
The Luksong Tinik of Vicente Manansala portrays children playing in the familiar
Filipino game of Luksong Tinik where the youthful participants use their hands to form a
spine of thorns over which another child has to leap. As you can see, the images are
evident through the concrete appearance of three players. Two are seated on the
ground, their right feet slightly raised to touch the other’s feet. Their raised feet serve to
be the base for the spine of thorns formed by their hands. Leaping to cross over the
“spine of thorns” depicts the action of the third participant in the said game.
In the second painting, do you perceive any object, shape or figure that is
representational of anything found in reality? If the images presented in the first painting
were recognizable, you might have found the Convergence to have no such
perceptible objects. Accordingly, his painting is a collage of colors splattered on a
canvas that created masterful shapes and lines evoking emotions and attacking the
eye.
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The perceptibility of the images depicted in the two paintings differs because
the types of subject the paintings represent also differ. Luksong Tinik is an example of
representational subject of art and the Convergence exemplifies a
non-representational type of subject. To guide you in understanding further the subject
of art, read the notes provided for you.
Understanding the subject and content in art is one of

the steps to art appreciation. Read further to know more
about the kinds of subjects, the sources of subject, and
the content in art.
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General Types of Subject in Art
Non-representational art is basically about lines, shapes, colors

and can even be splotches, paint drips or paint splatters. It is
art that is not trying to represent reality like an image of a cat,
a face or a landscape.
Subjects can also be categorized as representational

abstraction and non-representational abstraction.
Abstraction indicates a departure from reality in the depiction of imagery in art.

Abstraction exists along a continuum; abstract art can formally refer to compositions
that are derived (or abstracted) from a figurative or other natural source. It can also
refer to nonrepresentational art and non-objective art that has no derivation from
figures or objects.
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A. Vincent Van Gogh’s Self-portrait, 1889 B. Pablo Picasso’s Self-portrait, 1907
>Both self-portraits A and B are examples

of representational abstraction because
they do not depict real representation of
the artists’ faces even though they are
recognizable.
>Self-portrait A briefly depicts something

easily recognized by most people as van
Gogh’s image.
>Portrait (B) may be far from a close

resemblance of his facial features, but any
viewer can perceive every part of his face
and shoulders even if the whole portrait
appears to be cubist.
Self-portrait C has almost no direct

C. Lajos Vajda Self-portrait, 1937 resemblance to a face, a head, or really
Charcoal on Paper any literal subject matter. It represents him
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somehow, but it is not representational of

him. Thus, his work is an example of
non-representational abstraction.
If you need some ideas and inspiration, remember that subjects in art can be anything
you want them to be - whatever your imagination conjures up. The most important
thing is to choose a subject matter that interests you - something that you can happily
immerse yourself in while working on your piece.
1. Still Life
These are groups of inanimate objects arranged in an
indoor setting (flower and fruit arrangements, dishes
food, pots and pans, musical instruments and music
sheets). The arrangement is like that to show particular
human interests and activities.
– The still life of Chinese and Japanese painters usually

shows flowers, fruits and leaves still in their natural setting,
unplucked from the branches.
https://www.amazon.com/Art-Still-Life-Contemporary-Composition/dp/1580935486
Today, focus is on the exciting arrangement and combinations of the object’s

shapes and colors.
2. Animals
– They have been represented by artists from almost every age and place. In fact, the
earliest known paintings are representations of animals on the walls of caves.
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– The carabao has been a favorite subject of Filipino

artists.
– The Maranaws have an animal form of sarimanok as
their proudest prestige
symbol.
– Animals have been used as symbols in conventional
religious art.
https://web.facebook.com/Lopez.Museum.Library/photos/sarimanok-maranao-symbol-
of-good-fortune/10151470407874824/?_rdc=1&_rdr
• The dove stands for the Holy Spirit in representations of the Trinity
• The fish and lamb are symbols of Christ
• The phoenix is the symbol of Resurrection
• The peacock is the symbol of Immortality through Christ
3. Portraits/Portraitures
People have always been intrigued by the human

face as an index of the owner’s character. As an instrument of expression, it is capable
of showing a variety of moods and feelings.
It is a realistic likeness of a person in sculpture, painting, drawing or print, but it needs to

be a photographic likeness. A great portrait is a
product of a selective process, the artist
highlighting certain features and de-emphasizing
others.
- Besides the face, other things are worth noticing

in portraits are the subject’s hands, which can be
very expressive, his attire and accessories for it
reveals much about the subject’s time.
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– Statues and busts of leaders and heroes were quite common among the Romans but
it was not until the Renaissance that portrait painting became popular in Europe.
– Many artists did self-portraits. Their own faces provided them unlimited opportunities
for character study.
http://www.circlelo.com/cla/PORTRAIT/index.htm
4. Figures
–The sculptor’s chief subject has traditionally been the human

body, nude or clothed. The body’s form, structure and flexibility
offer the artist a big challenge to depict it in a variety of ways,
ranging from the idealistic as in the classical Greek sculptures to
the most abstract.
– The grace and ideal proportions of the human
form were captured in religious sculpture by the
ancient Greeks. To them, physical beauty was the
symbol of moral and spiritual perfection; thus
they portrayed their gods and goddesses as
possessing perfect human shapes.
5. Everyday Life
– Artists have always shown a deep concern about life around

them. Many of them have recorded in paintings their
observation of people going about
their usual ways and performing their usual tasks.
– Genre Paintings – representations of rice threshers,
cockfighters, candle vendors, street musicians and children at
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play.
6. History and Legend
– History consists of verifiable facts, legends of

unverifiable ones, although many of them are
often accepted as true because tradition has
held them so far. Insofar as ancient past is
concerned, it is difficult to tell how much of what
we know now is history and how much is legend.
– History and Legend are popular subjects of art.
Bonifacio Monument Designed by Guillermo

Tolentino
https://faq.ph/famous-monuments-and-shrines-in-the-philippines-that-you-should-visit/
– While many works may not be consciously done historical records, certain information
about history can be pieced from them. The costumes and accessories, the status
symbols, the kinds of dwellings or the means of
transportation.
– Malakas and Maganda and Mariang Makiling are among the legendary subjects
which have been rendered in painting and sculpture by not a few Filipino artists.
7. Religion and Mythology

– Art has always been a handmaiden of Religion.
Most of the world’s religions have used the arts to
aid in worship, to instruct, to inspire feelings of
devotion and to impress and convert
nonbelievers.
– The Christian Church commissioned craftsmen
to tell the stories about Christ and the saints in
pictures, usually in mosaics,
murals and stained glass windows in churches. It
also resorted to the presentation of tableaux and
plays to preach and teach.
Birth of Venus Tempera on canvas by Italian

artist Sandro Boticell
Page 75 of 85
- Some religions however, forbid the representation of divinity as human beings or

animal forms, although they allow the use of some signs or symbols in their place.
• Pictures of God, human beings, or animals are

forbidden in Judaism and Islam because people
might worship the images themselves
• Other religions have taught that a god may

sometimes assume human or other visible forms.
Thus, he is distinguished from human beings by a
halo, wing, or a darker complexion, or by the use
of some attributes
» The ancient Egyptians portrayed their gods

as part human and part animal
» The ancient African tribes distorted their

god’s features
» Among the Hindus, Shiva is shown as a

four-armed god
» Buddha, is symbolized by his footprints, a

wheel or a lotus flower
8. Dreams and Fantasies
– Dreams are usually vague and illogical. Artists

especially the surrealists have tried to depict dreams as
well as the grotesque terrors and apprehensions that
lurk in the depths of the subconscious.
Page 76 of 85
– A dream may be lifelike situation. Therefore, we would not know if an artwork is based
on a dream unless the artist explicitly mentions it.
Fantasy art by Jeremiah Morelli
– But if the picture suggests the strange, the irrational and

the absurd, we can classify it right away as a fantasy or dream although the artist may
not have gotten from the idea of a dream at all but the workings of his imagination
– No limits can be imposed on an artist’s imagination
9. Landscapes
Natural scenery such as mountains, cliffs, rivers,

etc. Because of art’s continuous expansion in
terms of genre and kinds, other types of subject
have been recognized
Sunflower and
Lavender Field
by by Mona Edulesco
10. Sacred – scenes and images found in the bible
Jesus Washing the feet of the disciples

Maria Magdalena Oosthuizen Art .. X ღɱɧღ ||
Page 77 of 85
11. Visionary- art that involves simplification and/or rearrangement of natural

objects to meet the needs of artistic expression
From Artranked.com
12. Cityscape- images found in the city such as

buildings, transportation, and
other structures
Cityscape from the

guardian.com
13. Wildlife- scenes and images depicting animals and their ways of life
Realistic Wildlife paintings by Collin Bogle

https://allworldbest.blogspot.com/2012/10/beautiful-realistic-wildlife-paintings.html
Page 78 of 85
In the previous discussions, you were presented what subject of art is and the
difference between representational and non-representational art. You were also
provided the list of the different kinds of subjects with the examples. Now, you are ready
to deepen your understanding of the subject of art by delving into the ways by which a
subject in art is presented.
The manner of representing subjects varies according to the intent and

inventiveness of each artist. Familiarize yourselves with the different characteristics of
the methods. Then determine how the methods are applied on the sample art works.
1. REALISM – when things are depicted in the way

they would normally appear.
It depicts what the eyes can see, what the ear

can hear, what the sense faculty may receive.
Example was the painting of Zeuxis, 5th century
painter. The subject of his painting was a grape.
When he unveiled his painting of grapes, they
appeared so real, luscious and inviting that the
birds flew down from the sky to peck at them.
2. ABSTRACTION – the process of simplifying

and/or reorganizing objects and elements
according to the demands of the artistic
expression
Page 79 of 85
The artist does not show the subject at all as an objective reality, but only his idea, or his
feeling about it (exaggerated emotionalism). It is all about what the artists feel and
what mood they might want to portray.
Abstract art is all shapes, no real-life images, scenery, or objects. (See forms of
abstraction in the succeeding pages)
4. SYMBOLISM- Artists systematically use

symbols to concentrate or intensify meaning,
making the work of art more subjective (rather
than objective) and conventional.
For example, a flag is a symbol of a country and

it depicts the value of nationalism; a lion to
represent courage and a lamb to represent
meekness. The logos and emblems of business
firms and the coat of arms of bishops are also
examples of symbolism.
In architecture, the most consistent symbolic

forms have been the dome, the tower, the stairway, the portal, and the colonnade.
5. FAUVISM- is derived from the French “les

fauves,” which means “the wild beasts.” It is an
artistic movement of the last part of the 19th
century which emphasized spontaneity and
use of extremely bright colors. To a fauvist, for
example, a tree trunk need not be brown. It
could be bright red, purple or any other color.
Page 80 of 85
6. DADAISM- a system of art which is per se

“nonsensical.”
It is a reaction to what people believed were
outworn traditions in art, and the evils they
saw in society. It tried to shock and provoke
the public with outrageous pieces of writing,
poetry recitals and art exhibitions.
6. FUTURISM
Futurism was presented as a
modernist movement celebrating the
technological, future era. The car, the
plane, the industrial town were representing
the motion in modern life and the
technological triumph of man over nature.
7. SURREALISM-is an offshoot or a child of dada. It is also

known as “super realism,” which revolves on the method
Page 81 of 85
of making ordinary things look extraordinary. It focuses on real things found in the
imagination or fantasy or it has realistic subjects that are found in the unconscious mind;
depicting dreamlike images
of the inner mind.
8. IMPRESSIONISM- is also sometimes

referred to as optical realism due to its
interest in the actual viewing
experience, including such things as
the effect of color, light and
movement on the appearance of the
objects depicted in the artworks.
Impressionism focused on directly
describing the visual sensations
derived from nature.
There are several ways to present art subjects through abstraction. Below is a list of
these forms and a short description of each. A more detailed discussion about abstract
art is provided in the next module.
Page 82 of 85
To increase your understanding of subject in art, you are

highly encouraged to watch the video on How to Analyze
the Subject Matter of a Work of Art from
https://www.youtube.com/watch?v=jIvzDTsaEPg
Analyzing subjects in art requires self-learning. Research

about
The T’boli tribe and the famous artworks they have made.
After researching about their culture and their art, answer
the following questions:
1. How important is art in the T’boli culture?
Page 83 of 85
2. What cultural practices or events influenced their art

making?
3. Cite a common subject in T’boli culture and art and explain
this commonality.
Be ready to share your answers with your classmates.
You are now equipped with the vital information you will
need for the task of studying an artwork that is appealing
to you.
A. (Teacher-prepared quiz) Review the lessons in this
unit in preparation for your graded assessment.
B. ( Integrated Prelim Activity)
Through art works, we get hold of details about an artist’s life, style, ingenuity,
and sources of subject. In Unit 3, we learned that a self-portrait is an artwork that
depicts the artist that produced it. Pretend that you are to introduce yourself to
other_____________(program ex: Engineering) students through a self-portrait. Your
self-portrait must highlight your three most striking or best features.
Using old or recyclable materials commonly used in your program such as yellow
worksheet for accountancy and business students, graphing paper, broken rulers or
empty tech pens for engineering students, or old magazines or newspapers for
communication students, and other art materials available at home, craft your
self-portrait. You may use any of your recent photos as basis for this task.
On an 8x11 document, paste a photo of your self-portrait and the photo basis. Include
a three-sentence description of your work below your self-portrait.
RUBRIC TO BE PROVIDED BY FACILITATOR

Page 84 of 85
References
Antliff, M. & Leighten, P. (2008). Sur quelques peintre, Les Marches du Sud-Ouest, June
1911, pp. 57-64 in A Cubism Reader, Documents and Criticism, 1906-1914, The
University of Chicago Press. Arsology. Retrieved from
https://artsology.com/emotion-in-art.php
"Constructivism". Tate Modern. Retrieved 9 April 2020.

https://www.tate.org.uk/art/art-terms/c/constructivism
Dela Cruz, M. (2014). Functions of Art (PPT). Retrieved from

https://www.slideshare.net/dennismarkdelacruz/functions-of-art
Hasso, J. Social Protest in Art History. Harold Washington College, Triton College.
Ingram, C. (2019). Art criticism steps for inspired art connections and conversations.
Retrieved from SPARK Distance Learning Art Curriculum Website:

https://artclasscurator.com/art-criticism-steps/
Kuczynski, P. (2004). Satirical painting [Painting]. Retrieved from

https://digitalsynopsis.com/inspiration/36-thought-provoking-paintings-pawel-kuc
zynski
Luna, J. (1884). Spolarium [Painting]. Retrieved from

https://commons.wikimedia.org/wiki/File:Spolarium.jpg
Michelangelo. (1814). The Creation of Adam [Painting]. Retrieved from

https://www.thinglink.com/scene/652185222174998529
Purposes and Functions of Art. Retrieved from https://slideplayer.com/slide/7273383/
Rayans, R. (2005). Art Talk (4th Ed.) Glencoe, Mc Graw Hill. CA. ISBN 0-07830599-3
Reading: Purpose of Art. OER Services. Retrieved from

https://courses.lumenlearning.com/suny-masteryart1/chapter/oer-1-2/
Sachant, P. (Ed). Introduction to Art: Design, Context and Meaning. University of North
Georgia Press, Georgia. ISBN 978-1-940771-29-8
Page 85 of 85
Zucker S. and Harris, B. (2015, July 26). Art historical analysis using Goya’s Third of May.
Retrieved from https://www.youtube.com/watch?v=_QM-DfhrNv8
The Old Filipino Tradition of Tribal Tattoos by Ethnic Groups Philippines
Zulueta, L. (2016). Top 4 contemporary art works for your Easter reflection. Philippine
Daily Inquirer. Retrieved from
https://lifestyle.inquirer.net/225595/top-4-contemporary-art-works-for-your-easter-
reflection/
https://differencebtwn.com/what-is-the-difference-between-subject-and-content
https://courses.lumenlearning.com/sac-artappreciation/chapter/oer-1-4/
https://www.youtube.com/watch?v=0P7E01VdPYk
https://arthearty.com/understanding-nonrepresentational-art-with-examples
https://kirstenleithviscom.wordpress.com/2013/03/01/comparing-old-and-original-art-m
ovements-surrealism/
https://mix106radio.com/he-says-his-ex-is-art-opp/
https://www.pinterest.ca/pin/435723332668284521/
https://theartling.com/en/artzine/famous-surrealist-artists-asia/
https://www.nytimes.com/2020/05/22/opinion/letters/coronavirus-poems.html
https://www.saatchiart.com/paintings/impressionism/nature/philippines

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Document Code FM-STL-013

Saint Louis University Revision No. 01

I. Course Title: Art Appreciation

II. Course Overview

B. Course Learning Outcomes

As future professionals you are expected to be well-rounded individuals. To unlock your

C. Module and Unit Topics

III. Course Study Guide

Chapter IV: Code of Discipline

1st violation: Warning with invalidation of grade

N.B. Addition by Language and Communication Department ( August 2020)

Commission of any of these will mean zero credit.

Sec. 25. Abusive behavior or discourtesy towards university officials, faculty

1st violation: Warning to Suspension

III. Study Schedule

Schedule Topic Learning Activities

UNIT 1 Definition of Art Appreciation and Key Concepts on Art

UNIT 2 Functions of Art

Week 3-4 4. Determine

Evaluate: Task 1: TEACHER PREPARED GOOGLE QUIZ

UNIT 3 SUBJECT IN ART

Week 5-6 5. Classify Engage: Evaluating Representational and

Elaborate: Analyzing subject in art

PRELIM INTEGRATED ACTIVITY: CREATING A

MODULE 2 ELEMENTS AND PRINCIPLES OF ART

Week 1 1. Identify Engage: Discover thru pictures the elements and

MODULE 3 CONTENT IN ART

Week 2-3 2. Analyze

Week 4-6 7. Determine Engage: Discovering your Art Movement

MODULE 5 THE MIND AND WORK OF AN ARTIST

Week 3-4 9. Identifying Engage: Making choices

MODULE 7 VARIOUS ART EXPRESSIONS

Week 5-6 11.Compare Engage: Eliciting emotive responses

12. Interpret Explain: Linking music with transcreation

Evaluate: Object improvisation (FINAL

To pass the course, you must:

● You are required to answer the pre-assessment quizzes, self-assessment activities,

CS (online discussion, assignment 1-2, quiz) = 60%

Tentative Final Grade

Prelim Grade = 30%

VI. Contact Information of the Facilitator

For questions or clarifications, please contact

LANGUAGES AND COMMUNICATION DEPARTMENT: 0968-269-6347 OR 0906-079-0803

IV. Specific Guidelines

This lesson on art movement is in compliance with CHED CMO-No.20-s2013 that

Read and understand the details provided in UNIT 3

IV. Specific Guidelines

INTEGRATED PRELIM ACTIVITY

IV. Specific Guidelines

RUBRIC (50 points)

9 - 10 6-8 3-5 1-2

patterns, value Fair use has representation it is unclear

for a high student’s

CHED CMO-No.20-s2013 presents the goals of Higher Education. Section 1 of the

III. Specific Guidelines

IV. Specific Guidelines

INTEGRATED MIDTERM ACTIVITY

Resemblance The artwork The artwork The artwork The artwork

Creativity Student Student has Student Student

Design/Comp Student Student Student tries The

of interest) of interest) of interest)

You are bound to create a synthesis of an artist’s or an artisan’s biography,