Art Appreciation HMN101

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Introduction

Welcome
This course is taught using a
mastery approach. It was designed
to give you the best opportunity
for success.
Your instructor will guide you
through the process, but below are
some important things to keep in
mind as you begin.
 Course Structure
• Each course is built around Competencies,
which are important skills or knowledge that
can be used in the real world.
• Each Competency has enabling Learning
Outcomes that teach you what you need to
know to master the Competency
• Each Learning Outcome is supported by
Open Educational Resources, which are a
range of materials that will help you build
your skills and knowledge of the learning
outcomes.
 Demonstrating Mastery

• There is a graded Quiz for each Competency

• There is a graded Quiz for each Competency
 ◦ You must attain 80 percent on the quiz to demonstrate mastery
 ◦ You must attain 80 percent on the quiz to demonstrate mastery
 ◦ If you are struggling to pass a quiz after three attempts, your
 ◦ If you are struggling to pass a quiz after three attempts, your
instructor will provide you with support and guidance to help you
instructor will provide
be successful on youryou with
next support and guidance to help you
attempt
be successful on your next attempt
 • There are also graded Performance Assessments for groups of
 • There are also graded Performance Assessments for groups of
Competencies
Competencies
 ◦ You must attain 80 percent on the Performance Assessment to
 ◦ You must attain 80 percent on the Performance Assessment to
demonstrate mastery
demonstrate mastery
 ◦ You can resubmit the Performance Assessment as many times as
 ◦ You can resubmit the Performance Assessment as many times as
you need to get to 80percent
you need to get to 80percent
 ◦ If you do not achieve 80 percent on a Performance Assessment,
 ◦ If you do not achieve 80 percent on a Performance Assessment,
your instructor will provide you with support and guidance to help
your
youinstructor will provide
be successful on your you
nextwith support and guidance to help
attempt
you be successful on your next attempt
How to Approach this Content

 Start by reflecting on the learning outcomes for each section.

Do the concepts seem familiar? Plan to spend
 most of your time on concepts that are new or complicated.
Always review page headings, and pay special
 attention to introductory and concluding sections. When you
have finished a section, review what you have
 learned. The more you stop and ask yourself whether you
understand, the better prepared you will be to
 demonstrate mastery in an assessment. Take notes on your
reflections and reach out to your instructor if you
 need help with difficult or confusing concepts
Introduction to art appreciation
• Artistic literacy

Why is arts and creativity literacy important?

What are critical literacy skills?
 Introduction

 Art appreciation refers to the pursuit of knowledge and understanding of the

universal and timeless qualities characterizing works of art. It invokes an
analysis of the works based on acknowledged elements of composition and
principles of design, through which enjoyment of the humanities is enhanced.
 Art appreciation refers to the pursuit of knowledge and understanding of the
universal and timeless qualities characterizing works of art. It invokes an
analysis of the works based on acknowledged elements of composition and
principles of design, through which enjoyment of the humanities is enhanced.
Introduction to Art Appreciation is primarily intended for the Humanities
course at the tertiary level. Nevertheless, this may also be used as a
reference material for other courses in teaching the meaning and importance
of art, its elements, and its development in the Philippines. In preparing this
book, the following general objectives were considered by the author:
1. to provide Humanities students with a general
perspective of art, making them see and appreciate
their own world of arts from various vantage points;
2. to introduce Humanities students to visual arts
(painting, architecture, and sculpture), auditory arts
(music and literature), and performing arts / theatre
arts (drama and dance) through the study of the
types, mediums, basic elements, and principles of
organization of each form;
3. to familiarize Humanities students with some of
the materials and processes involved in the
production of art;
 4. to aid in the analysis of the formal structure of
4. to aid in the analysis of the formal structure of
various works of art considering the historical period
various works of art considering the historical period
and cultural framework in which they were produced;
and cultural framework in which they were produced;
5. to promote the development of critical thinking in the
5. to promote the development of critical thinking in the
field of arts and in other academic areas; and
field of arts and in other academic areas; and
6. to develop among the Humanities students an
6. to develop among the Humanities students an
awareness of the current times and associate them
awareness of the current times and associate them
with their cultural heritage, thereby integrating the past
with their cultural heritage, thereby integrating the past
and the present. At the end of each chapter, evaluation
and the present. At the end of each chapter, evaluation
activities are given to enhance the cognitive learning of
activities are given to enhance the cognitive learning of
the students. Suggested enrichment exercises are also
the students. Suggested enrichment exercises are also
provided to make art appreciation more interesting,
provided to make art appreciation more interesting,
meaningful, and enjoyable.
meaningful, and enjoyable.
Artistic literacy

The Role of Artistic Literacy in Teaching and Learning

 The quest for students to acquire literacy, or
educational knowledge and competency, is a ubiquitous
goal across all curricular disciplines. The fundamental
skills and knowledge needed for basic literacy provide
the foundation for more complex learning to occur.
Acquisition of literacy in the arts is similarly developed
when students can demonstrate and communicate their
understanding of the basic concepts and principles of
the art form. Artistic literacy is defined in the National
Coalition for Core Arts Standards: A Conceptual
Framework for Arts Learning (2014) as follows:
Artistic literacy is the knowledge and
understanding required to participate
authentically in the arts. While individuals can
learn about dance, media, music, theatre, and
visual arts through reading print texts, artistic
literacy requires that they engage in artistic
creation processes directly through the use of
materials (such as charcoal or paint or clay,
musical instruments or scores) and in specific
spaces (concert halls, stages, dance
rehearsal spaces, arts studios and computer
labs).
 The writers of the NCCAS Conceptual Framework
The writers of the NCCAS Conceptual Framework
propose that students must experience the arts from
propose that students must experience the arts from
diverse perspectives called Artistic Processes
diverse perspectives called Artistic Processes
including creating, performing/presenting or producing,
including creating, performing/presenting or producing,
responding, and connecting. In the 2017 Program
responding, and connecting. In the 2017 Program
Guide for the Arts each of the five arts disciplines’
Guide for the Arts each of the five arts disciplines’
chapters includes a description of how the Artistic
chapters includes a description of how the Artistic
Processes are manifested in their art form: dance,
Processes are manifested in their art form: dance,
media arts, music, theatre, or visual art. One purpose
media arts, music, theatre, or visual art. One purpose
of this chapter is to explain effective teaching
of this chapter is to explain effective teaching
approaches that promote “authentic” arts participation.
approaches that promote “authentic” arts participation.
In other words, what does it mean to be artistic
In other words, what does it mean to be artistic
through the lens of an artist? Further questions to be
through the lens of an artist? Further questions to be
explored include:
explored include:
 How should arts learning be structured so that students
can begin to think like an artist?
 What are some best practices in teaching that create
an active or student-centered learning environment?
 How do we really know that students have learned?
 What factors promote self-regulation and intrinsic
motivation in learning?
 Why are 21st century skills or personal dispositions
important goals for students I arts education?
 What are some procedures for creating curriculum and
assuring alignment between what happens in the
classroom, school district and community expectations,
and state and national standards?
Thinking
Thinking like
like an
an Artist
Artist

 Artistic thinking involves complex and sometimes contradictory

interactions between internal curiosity or perspective and
external environmental influence; symbolic or metaphoric
 interpretation and verbal or written explanation; creative
problem solving and literal interpretation; and, self egulatory
discipline and external expectations. Indeed, the artist must
often balance the internal processes of creativity with
conflicting forces of the world around them. Teaching students
to think like an artist is challenging, indeed.
Arts educators were tasked in the 1994 National
Arts educators were tasked in the 1994 National
Standards for the Arts to foster students’
Standards for the Arts to foster students’
acquisition of arts skills and knowledge. The nine
acquisition of arts skills and knowledge. The nine
content standards were the result of decades of
content standards were the result of decades of
discussions by arts educators who came to a
discussions by arts educators who came to a
general consensus regarding what was important
general consensus regarding what was important
to know and be able to do in the arts. This
to know and be able to do in the arts. This
significant step in identifying the core knowledge
significant step in identifying the core knowledge
and skills needed to understand and make art
and skills needed to understand and make art
provided a framework for curriculum development
provided a framework for curriculum development
and assessment practices for 20 years. Language
and assessment practices for 20 years. Language
from the standards document itself clarifies this:
from the standards document itself clarifies this:
Standards for arts education are important for two
fundamental reasons. First, they help define what a
good education in the arts should provide: a
thorough grounding in a basic body of knowledge
and the skills required both to make sense and to
make use of each of the arts disciplines. An
education in the arts means that students should
know what is spelled out here, reach specified
levels of attainment, and do both at defined points
in their education. Put differently, arts standards
provide a vision of both competence and
educational effectiveness, but without creating a
mold into which all arts programs must fit.
 The1994
The 1994standards
standardsarticulated
articulatedthetheknowledge
knowledge
andskills
and skillsthat
thatarts
artseducation
educationshould
shouldprovide.
provide.
InIn contrast,
contrast, the the 2014
2014 National
National Core Core Arts
Arts
Standards (adopted
Standards (adopted byby Connecticut
Connecticut asas the the
ConnecticutArts
Connecticut ArtsStandards)
Standards)embed
embedspecific
specific
artisticknowledge
artistic knowledgeand andskills.
skills.The
Thestandards
standards
focuson
focus onthethelearning
learninginherent
inherentininthe theArtistic
Artistic
Processes,then
Processes, thenrefined
refinedand
anddefined
definedbybythe the
ProcessComponents
Process Componentsfrom fromeacheachofofthe thefive
five
artsdisciplines.
arts disciplines.TheThechart
chartbelow
belowlists
listsmany
manyofof
the process
the process components
components found found inin the
the arts
arts
standards.
standards.
Process Components in the Arts Standards
DANCE MEDIA ARTS MUSIC THEATER VISUAL ART
Explore Imagine Imagine Envision Perceive
Plan Plan Plan and Conceptualize Relate
Revise Organize Make Develop Investigate
Express Produce Evaluate Rehearse Plan & Make
Embody Construct Refine Select Classify
Present Refine Present Prepare Create
Analyze Create Select Share-Present Explore
Interpret Innovate Analyze Interpret Design
Critique Contextualiz Interpret Evaluate Refine
Synthesize e Rehearse Empathize Reflect
Relate Relate Refine Interrelate Analyze
Convey Present Research Interpret
Critique Connect Elaborate
Compare
Core arts knowledge and skills are implied in the
2014 National Core Arts Standards requiring
teachers to now aim their learning goals toward the
artistic processes that promote artistic thinking and
ultimately artistic literacy. In reviewing the process
components in the chart, it is clear that these verbs
represent higher order thinking and are meant to
develop 21st century dispositions and work place
skills. The challenge for arts educators, often faced
with restrictions of time and resources, is to provide
the necessary support and guidance to help
students achieve these goals. What are instructional
practices that may help accomplish this?
 Best Practices for Active/Student Centered
Instruction
Arts classes by their nature are places where students
are involved in active learning. Students perform music,
create art, present a play, dance to music, or invent new
media. Teachers often model or use direct instruction so
that students receive explicit guidance in executing their
art. Any arts educator will agree that their exemplar is
critical to the students’ learning processes. However,
this segment of the instruction represents just part of
the instructional puzzle. Students may mimic what the
teacher models, but true artistic literacy also involves
artistic thinking on the part of the student.
Looking back at the process components, we see
that student self-regulation and independence is
critical to addressing the artistic processes. As arts
educators, it is necessary to teach the core
knowledge and skills but also with an eye toward
developing students’ personal dispositions. This
student-centered instruction “encompasses a wide
array of practices that bring students into the
process of assessing their growth and learning.
They gain a deeper sense of their progress and
ultimately become more independent learners.” This
idea of a three-pronged approach to teaching in an
active or student-centered classroom may be
represented by the following graphic:
 Teaching for Artistic Literacy

Concept and
Skills Artful
Factual
Development thinking
knowledge

Focused guided Collaboration Independence

Teacher-led Instruction Student Driven learning

In active learning- or student-centered arts
classrooms students not only engage in making the
art, they are given time to make connections with
their own cultural background, assess their
technique and understanding, interact with peers,
and participate in evaluating their own progress. The
process is cyclical as learning progresses. Teacher-
led instruction is sometimes as necessary for
advanced learners as it is for novice learners.
Collaborative and independent learning
opportunities often occur fluidly within a single
lesson. The chart below provides some examples of
active, student-centered learning in arts classrooms.
 In a Student-Centered Arts Classroom, Students
Set personal goals
Plan and create their own work
Self and peer evaluate
Conduct student led rehearsals
Write art or performance critiques
Lead student-researched program or production notes
Collaborate in developing artistic products, programs, plots,
movement
Collaborate in design/problem solving/analysis
Actively engage in error detection & revising
Assist in determining presentations, concerts, or shows
And more
 Advocating for Arts Programs

 Strong arts programs characteristically are led by strong teachers,

 Strong arts programs
communities characteristically
and administrators that are led by
support thestrong
arts, teachers,
excellent
communities and administrators that support the
communication, resources, and a well-designed sequential arts, excellent
communication,
curriculum. The resources,
arts are aand a well-designed
profoundly sequential
human means of expression
curriculum. The arts are a profoundly human means
dating back to the beginnings of our existence and are of expression
a significant
dating back to the beginnings of our existence and
way in which we demonstrate our humanness. The arts as a are a significant
way in whichsubject
curricular we demonstrate our humanness.
area are recognized The subject
as a core arts as aand are
curricular
requiredsubject
in mostarea areacross
states recognized as a core
the country. subject
Still, and are
advocacy for arts
required
programs remains as relevant now as ever before. There arearts
in most states across the country. Still, advocacy for many
programs remains as relevant now as ever before. There
outstanding sites that serve as resources for advocacy. In each are many
outstanding
chapter ofsites
this that serveGuide
Program as resources for advocacy.
the Resources section In willeach
provide
chapter of this Program Guide the Resources section will
links and publications. Most states have links to advocacy ideas and provide
links andand
sites, publications.
most nationalMostarts
states have links include
organizations to advocacy ideas and
suggestions for
sites, and most national arts organizations include
advocacy. Listed below are other sites that contain excellentsuggestions for
advocacy.
resources:Listed below are other sites that contain excellent
resources:
Name: _______________Section:_____ Date:_____
Professor: _________________Score : ___________
Time started:____Time Finished: ____Working Time:
_____
Directions: Answer the assignment
Home work
Interactive analysis
Link
http://www.americansforthearts.org/advocate
https://www.arts.gov/artistic-fields/arts-education
http://artsedge.kennedy-center.org/educators
Thank you for listening
by:
Maria Josefa C. Orcega