ART APPRECIATION

Table of Contents
UNIT 3: Culture and the Arts
Lesson 10 Soulmaking,
Appropriation, and Improvisation
Lesson 11 Art in Asia
 Lesson 10:
Soulmaking, Appropriation, and
Improvisation
LESSON OUTCOME
By the end of the session, the students
should be able to:
1. Explain how meanings can be derived
from art;
2. Discuss how improvisation can make an
artwork distinctive; and
3. Identify the issues and problems that
can arise because of appropriation of art.
 LESSON PROPER
Soulmaking: Making and Deriving Meaning from
Art:
• When it comes to art, in order for people to make
sense of the work, it would require understanding
the visual elements where art was grounded on,
especially the principles of design. It is important to
note that the audience of the artwork must have a
certain level of awareness to the style, form, and
content of the said work. Without such
understanding, it would be difficult to appreciate
the visual arts in its fullness and entirety.
Improvisation:
• Improvisation can be defined as doing something
without prior preparation. There is a decision to
act upon something that may not necessarily be
planned. Within the present context, improvisation
has become an integral part of the arts.
• For some artists, infusing spontaneity and
improvisation adds up to the totality of the work of
art. The unexpectedness of the changes brought
about by improvisation makes the artwork to have
a distinctive quality that creates its individuality
and identity.
Appropriation:
• During the 20th century, people started
raising the question whether or not the act
of deriving meaning gives the ownership of
the artwork to the viewer rather than the
artist himself. This notion paved the way for
the emergence of appropriation artists who
seem to promote the idea that the
authorship relies on the viewer. If this is the
case, then appropriation artists can take as
much as he wants from an existing artwork.
DISCUSSION POINTS
• What are the important things the
viewer or audience must consider to
derive meaning from the artwork?
• How can improvisation contribute to the
distinctive quality of the artwork?
PROCESSING QUESTIONS
• Why do artists appropriate art?
• When does art appropriation just
appropriation of an existing work and
when does it become just plain forgery?
LESSON SUMMARY
There have been art movements
throughout history that tried to break
away from the norms of visual arts.
Improvisations have led artists to find
other medium and avenues to showcase
their creative expression.
Lesson 11:
Art in Asia
LESSON OUTCOME
By the end of the students should be able to:
1. identify key influences to Chinese art;
2. identify key characteristics of Japanese art;
3. compare and contrast Chinese and Japanese
artworks;
4. trace the development of Philippine art;
5. discuss the concept of okir; and
6. explain how art can be a key element in the
formation of a society’s culture.
LESSON PROPER
Chinese Art:
• History shows that China has been at the leading edge of
development especially in terms of cultural development.
Inhabitants of China in the past were able to produce
primitive artisan works.
Japanese Art:
• Art in Japan has undergone a series of transitions and
periodization. From being an isolated nation to that of
embracing Western influences and modernization, Japan has
transitioned into a modern cultural mixing pot. It is evident
how the Japanese were able to infuse local and indigenous
materials with modern Western subjects and focal points.
Philippine Art:
• Throughout Philippine history, spanning from the pre-colonial period
to the contemporary period, different art forms have emerged in the
Philippine art scene. Before the colonizers came to the Philippines,
ethnic minorities used art not only for daily activities but also for
religious rituals and practices. Most art forms used by ethnic
communities include pottery, weaving, carving, and the use of
metalwork and jewelry.
• Art was used by the Spaniards to propagate their Christian faith while
at the same time, subtly establishing their foothold in the country.
• The 1960s proved to be a period of modernism and dynamism with a
lot of styles, techniques, and methods emerging. Most artworks were
reflections of the political, social, and economic situation of the
Philippines during the Marcos administration. It was a period wherein
people embodied and advocated for nationalist ideals. This is the
reason why there was a paradigm shift of subjects in the artworks.
DISCUSSION POINTS
• What are the central themes of Chinese
artworks? Explain why the Chinese
focused on these themes.
• In what ways are Chinese and Japanese
art similar? In what ways are they
different?
• What were some the uses or roles of art
during the precolonial period?
PROCESSING QUESTION
How did art become a reflection of
Philippine society?
LESSON SUMMARY
• Asian art, particularly Chinese and Japanese arts,
have helped in the establishment of their identities
as a people.
• A common thread between the two cultures is the
emphasis on religion and how man is an integral
part of society.
• The Philippines, on the other hand, has undergone
some changes when it comes to the art scene. From
the time of the early Filipinos to the contemporary
times, art has been used in a myriad of ways.
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