ART APPRECIATION
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ISABELA STATE UNIVERSITY
San Mateo, Isabela
MODULE
ART APPRECIATION
Jamaica A. Delos Santos
Orville A. Galicgic
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Table of Contents
CHAPTER I
The Importance, Meaning, Nature and Assumption of Art
Functions of Art
Subject and Content of Art
The Elements and Principles of Art
3-8
9 - 13
14 - 23
24 - 34
CHAPTER II
Reading the Image
Historical Development of Art
Instrumental Music
35 - 40
41 - 57
58 - 68
CHAPTER III
Soulmaking: Making And Deriving Meaning From Art
Da Vincian Principles
Appropriation Of Art
Indigenous Art
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69 - 73
74 - 77
78 - 81
82- 92
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Republic of the Philippines
ISABELA STATEUNIVERSITY
Module in Art Appreciation
GEC 5
TOPIC1:The Importance, Meaning, Nature and Assumption of Art
Introduction
This topic introduces the importance of art as part or component of our
dynamic civilization and art as an essential form of expression and communication in
our daily existence. The meaning of art covers its etymological to modern definition
and how man sees it variably and relatively from person, time and place. The
Assumptions tackle the principles and sources of appreciating art and establish the
margin and boundary of the responsibility and duty in fulfilling what man is capable
of doing (Panison, 2018).
Learning Outcomes:
At the end of this chapter the learners should be able to:
a. characterize artistic expression based on personal experience with art;
b. discuss the nature of art;
c. categorize works of arts by citing personal experiences; and
d. elaborate the assumptions of arts
Learning Content
What is Art?
Art as a term is taken from the Italian word artis, which means craftsmanship,
skill, mastery of form, inventiveness and the association that exist between form and
ideas between material and techniques. From the Aryan root ar, this means to join or
put together; from the Greek words artezein, which means to prepare, and
arkiskein, meaning to put together.
In addition, Art is derived from Latin word ars, meaning ability or skill. (J.V.
Estolas)
According to Plato,”Art is that which brings life in harmony with the beauty of
AS A PROCESS--Is
the arrangement of
aesthetic elements
in an appealing and
interesting matter.
AS A PRODUCT--It
includes human
creation , different
activities and froms
of expression like
painting, music,
literature, and
dance etc.
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ART
IS IMITATION-- A
representation of
reality.
IS EXPRESSION-Expresses the feeling s
and ideas shared by all
individuals regardless of
culture.
ART APPRECIATION
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the world.” While for F. Zulueta, “Art is the product of man’s need to express
himself.” And for John Dewey, “Art is an attitude of spirit, a state of mind-one
which demand for each own satisfaction and fulfilling, a shaping of matter to
new and more significant from.”
What are the Common Essentials of Art?
1. Art must be man-made.
2. Art must be creative, not imitative.
3. Art must benefit and satisfy man.
4. Art is expressed through a certain medium or material by which the artist
communicates himself to his audiences.
What is Art Appreciation?
It is the ability to interpret or understand man-made arts and enjoy them either
through actual and work-experience with art tools and materials or possession of these
works of art for one’s admiration and satisfaction. It also centers on the ability to view
art throughout history, focusing on the cultures and the people, and how art developed
in the specific periods. Thus, it is difficult to understand the art without understanding
the culture because the connections to the context of art and the interaction of
societies help us to analyze and appreciate a piece of art.
What are the Natures of Arts?
1. Art is everywhere.
Lagawone.wordpress.com
Pinterest.com
VALLEY OF COLORS (LA
Gramho.com
ARTS & CRAFTS OF IFUGAOS
T’ BOLI’s necklace
2. Art is a means of expression and communication.
Alchetron.com
KUNDIMAN, ALCHETRON
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Spot.com
STREET ART, ANG GERILYA
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3. Art as a creation—It is the act of combining or re-ordering existing materials to
form a new object.
La Creation d’adam
Michelange
Pinterest.com
Art Display using recyled
Scrap metal art
mymodernmet.com
Thinglink.com
4. Art and experience—It must be heard or seen to be appreciated and involve
intellectualunderstanding.
ART DOWNTOWN AT THE GALLERY CRAWL
nextpittsburgh.com
ART COLLECTIVE TEAMLAB
blooloop.com
5. Art and beauty-- It gives pleasure when perceived.
Magritte Art
Learnodo-newtonic.com
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Pablo Picasso, «Guernica», 1937
pablopicaso.org
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6. Art and nature
What are the differences between art and nature?
ART
1. It is man-made
2. It is artificial.
3. It is non-repeatable, or unchanging
4. It is not nature.
NATURE
1. It is nature’s creation.
2. It is natural.
3. Evanescent (fleeting) and recreating
itself.
5. It needs art to improve it.
Assessment Task
ACTIVITY 1:
Directions: Analyze the following painting by Edvard Munch. What can you infer
about the painting? Write your answer on the space provided.
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
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ACTIVITY 2:
Directions: Base on your own understanding, what is art? Write your answer inside
the graph.
ART
2. What is the significance of art in our lives?
Essay Rubric
Areas of
Assessment
Ideas
Organization
Understanding
Word Choice
Sentence
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3
Presents ideas
in an original
manner
Strong and
organized
beg/mid/end
Presents ideas
in a consistent
manner
Organized
beg/mid/end
Writing shows
strong
understanding
Sophisticated
use of nouns
and verbs
make the essay
very
informative
Sentence
Writing shows
a clear
understanding
Nouns and
verbs make
essay
informative
Sentence
2
Ideas are too
general
1
Some
organization;
attempt at a
beg/mid/end
Writing shows
adequate
understanding
Needs more
nouns and
verbs
Ideas are
vague or
unclear
No
organization;
lack
beg/mid/end
Writing shows
little
understanding
Little or no
use of nouns
and verbs
Sentence
No sense of
ART APPRECIATION
Structure
Mechanics
structure
enhances
meaning;
flows
throughout the
piece
Few (if any)
errors
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structure is
evident;
sentences
mostly flow
structure is
limited;
sentences need
to flow
sentence
structure or
flow
Few errors
Several errors
Numerous
errors
References:
Keiran, E. (1992). Imagination in Teaching and Learning, pp. 12-37
Panisan, W.K et,al. (2018). Art appreciation. Mutya Publishing house Inc., pp. 1-7
Ortiz et. al, (1976). Art perception and appreciation, pp. 5-12
https://sites.psu.edu/civicissueswithsm/2017/04/20/why-we-need-art-in-our-lives/
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Topic 2: Functions of Art
Introduction
This topic discusses the practical usefulness of an art. The functions of art
normally fall under three categories: physical, social, and personal. This will be
further discussed in the module. As you read and analyze, you will differentiate and
observe that these categories can and often do overlap. Moreover, it covers also the
subject of art which is dynamic and forceful as man’s way of life.
Learning Outcomes
At the end of the topic, you are expected to:
a. distinguish between directly functional and indirectly functional art;
b. differentiate content from subject; and
c. apply concepts and theories on beauty and aesthetic in real life scenarios.
Learning Content
FUNCTIONS OF ART
PERSONAL
PHYSICAL FUNCTION SOCIAL FUNCTION
FUNCTION
• Is used to provide
• This
tends
to
• It is used for social
comfort,
address our physical
needs for display,
happiness
and
needs for utilitarian
celebration
and
convenience
to
objects
and
communication.
human beings.
structures.
• It seeks to influence
the
collective
• It
satisfies
• The need for beauty
in functional objects
individual needs
behavior of people.
for everyday use.
for
personal
• It expresses or
expression.
• Planning
of
describes social or
• It educates our
communities
collective aspects of
senses
and
according
to
existence
as
sharpen
our
environmental and
opposed
to
perception
of
operational
individual
and
efficiency.
colors,
forms,
personal kinds of
textures, designs,
experience.
etc.
Basic Philosophical Perspectives of Art
1.) Art as Mimesis (Plato)
“Art is an imitation of the real that was an imitation of the ideal.”
“Art is an imitation of an imitation.”
2.) Art as Representation (Aristotle)
“The aim of art is not to represent the outward appearance of things but their inward
significance.”
3.) Art for Art’s Sake (Kant)
“Art has its own reason for being.”
4.) Art as an Escape
--The sacred level of art not only transforms something into art but also transforms the
artist at the very core of his or her being.
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5.) Art as Functional
-- Art serves a function. Art is meant to be used, to enrich lives to be spiritually
potent, to educate, to support or protest existing power structures, to entertain and so
on.
CATEGORIES/CLASSIFICATIONS OF ART
1. VISUAL ART (2D, 3D)
a. Painting –It is the application of pigment on any flat two-dimensional surfaces
Color Illustration shutterstock.com
Greenwood.wa.edu.au
b. Sculpture –it is the carving, modelling, casting, constructing, and assembling of
materials and objects into primarily three-dimensional works of art.
BUST OF NEFERTITI,
THUTMOSE (1345 BC)
Artsy.net
TERRACOTTA WARRIORS
(LATE 3RD CENTURY BC)
Chinaodessytour.com
D AV ID BY MICHELANGELO
(1501-1504)
Michelangelo.net
2. ARCHITECTURE –It is the art and science of planning, designing, and
constructing buildings and nonbuilding structures for human shelter or use (3D).
ARCHITECT: ZAHA
architecturaldigest.com
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TANK INTERIOR DESIGN
tank.nl
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2. Performing/ Combined Arts
A. Music –is an art form and cultural activity whose medium is sound organized in
time.
b. Dance –is the movement of the body in a rhythmic way, usually to music and
within a given space to express idea or emotion.
c. Film –also called movie or motion picture, is a series of still images that when
shown on a screen creates an illusion of moving images.
d. Theater –is a collaborative form of art that uses live performers, typically actors or
actresses, to present the experience of a real or imagined event.
musicaltheatre.com
e. Literary –is concentrating the writing, study or content of literature, especially of
the kind valued for quality of form.
f. Performance poetry –is poetry specifically composed for or during a performance
before an audience rather on print mostly opens to improvisation.
denverpost.com
aspenwords.org
3. Digital art-it is the art that is made with the assistance of electronic devices, or
intended to be displayed on a computer, which is the most important element in
digital art.
Digital Painting
Fantasy Digital artTool Digital illustrations
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Pinterest.com
myartmagazine.com
4. Applied arts-are the application of design and decoration to everyday objects to
make them aesthetically pleasing.
Fashionshow.wordpress.com
a. Fashion Design–is the art of applying design, aesthetics, and natural beauty to
clothing and accessories.
b. Furniture Design–is a specialized field where function and fashion collide.
ofdesign.net
c. Interior Design–is enhancing the interior of a building to achieve a healthier and
more aesthetically pleasing environment for the people using the space.
interiordesign.net
d. Graphic Design–It is an artistic process of effective communication. Designers
combine words, images, and symbols to create a visual representation of ideas.
creativebloq.com
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Assessment Task
 Movie Review
Create a movie review about the old film “Ferris Bueller’s Day Off” by John Hughes.
Identify the function of art in the movie and in our lives.
References
www.google.com
www.youtube.com
Panisan, W.K et,al. (2018). Art appreciation. Mutya Publishing house Inc.,
Bernardo N.C (2018). Art appreciation. Rex Bookstore Inc.,
Feldman, E. B. (1992). Varieties of visual experience. Englewood Cliffs, NJ: Prentice Hall.
The Seven Functions of Art (n.d.). Retrieved July 20, 2020, from
https://www.threegracesgalleries.com/single-post/2018/03/18/The-WHAT-IS-ART-SeriesThe-Seven-Functions-of-Art
Topic 3: Subject and Content of Art
Introduction
This topic discusses the subject of art, which is a dynamic and forceful as
man’s way of life, culture, and imagination. The subject and content of art never
comes to an end and is never fully worn out and exhausted. The clearness and
simplicity of the subject is vital since the content of the art is the soul of every artistic
creation of masterpiece (Panisan, 2018).
Learning Outcomes
At the end of the topic, you are expected to:
a. differentiate content from subject
b. classify artworks according to subject
c. analyze how artists present their subjects in in relation to the real subject.
d. describe the sources and kinds of art
Learning Content
What are the subjects of arts?
SUBJECT—refers to any person, object, scene or event described or represented
in a work of art.
In general, the subject of an artwork is anything under the sun.
1. REPRESENTATIONAL/OBJECT ARTS
--are artworks that depict something easily recognized by most people.
They attempt to copy something that is real. It also attempts to portray the subject as it
is.
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Examples:
1. Still Life is a work of art depicting mostly inanimate subject matter.
artifactory.com
template.net
2. Portrait is a painting, drawing, photograph or engraving of a person.
Painting
study.com
Drawing
Photograph
3.Landscape, Seascapes, Moonscapes and Cityscapes
Rice Fields, Michael Jadach
fineartamerica.com
Moonscape// Oil on Canvas- Sophie Aurelia
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myasianart.com
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etsy.com
4. Mythology and Religion, Dreams and Fantasies
Giulio Romano, wall painting of the Olympian
gods, courtesy Palazzo del Te in Mantua
myartprints.com
Manila,Philippine
asgam.com
2. NON-REPRESENTATIONAL OR NON-OBJECTIVE ARTS
-- are artworks that have no resemblance to any real subject. They do not represent
anything and they are what they are. They rather appear directly to the
sensesprimarily because of the satisfying organization of their sensuous and expensive
elements
Non-Objective, @Pinterest
Non-Objective, Vasily
Non-Objective, @Pinterest
Source of Subjects
 Nature
 History
 Greek and Roman Mythology
 Judeo-Christian Tradition
 Sacred Oriental Texts
 Other Works of Art
Types of Art Subject
1. Still Life – a drawing or painting of an arrangement of non-moving or nonliving objects usually set indoors such as bowl or vase.
vggallery.com
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2. Self-portrait – a painting, drawing, sculpture or other work of art showing the
artist himself.
Artsy.com
3. Religious Theme – art which subject is of religious matter.
Etsy.com
4. Non-objective – art which the visual signs are entirely imaginative and not from
anything seen by the artist.
atsy.com
5. Landscape – a picture of natural outdoor scenery such as mountains, rivers, fields
or forest.
pinterest.com
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6. Genre – art that has a subject matter that concerns with everyday life, domestic
scenes, sentimental family relationship, etc.
slideshare.com
7. Visionary Expression – art that involves simplification and rearrangement of
natural objects to meet the needs or artistic expression.
pinterest.com
8. Portrait – an art showing a person or several people, usually show just the face and
shoulders but it can include all parts of the body.
en.wikipedia.org
Methods of Presenting the Art Subject
1. Realism – It is the attempt to
portray the subject as is. The
artist selects, changes, and
arranges details to express the
idea he wants to make clear. The
artist main function is to describe
accurately what is observed
through the senses.
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slideshare.net
2. Symbolism – The presentation of an
invisible sign such as an idea or a quality
into something visible.
slideshare.net
3. Fauvism – Themes are either ethical, philosophical, or psychological.
Subjects express comfort, joy or happiness.
Charing Cross Bridge, London by Andre Derain
The Dance by: Henri Matisse
4. Dadaism – A protest movement formed in 1967 by a group of artists in
Zurich, Switzerland.
wordpress.com
5. Futurism – Its works aims to capture the speed and force of modern industrial
society and to glorify the mechanical energy of modern life
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slideshare.net
6. Surrealism – It tries to reveal a new and higher reality than that of daily life.
They aim to create a magical world more beautiful than the real one through
art.
slideshare.net
7. Abstraction – “Abstract” means to move away or separate. Abstract art
moves away from showing things as they really are.
slideshare.net
Types of Abstraction
1. Distortion – The subject is in misshaped condition
painted by Henriatta Harris henriettaharris.com
2. Elongation – The subject is
lengthened for protraction
or extension.
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lorigordon.wordpress.com
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pinterest.com
3. Mangling – Subjects are either cut, lacerated, mutilated, or hacked.
slideshare.net
slideshare.net
4. Cubism – Subjects are shown in basic
geometrical shapes.
slideshare.net
Content in Art
1. Subject – refers to any person,object, scene or event describe or represented in a
work of art; the “WHAT”
2. Content – the meaning that is communicated by the artist or the artwork; the
“WHY”
3. Form – the development and configuration of the art work – how the elements and
the medium or material are put together; “HOW”
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Assessment Task
I. Multiple Choices:
DIRECTIONS: Read and analyze the questions. Encircle the letter of the correct
answer.
1. When the pigment of color is applied on a surface, what is the resulting artwork?
a. photography
c. tapestry
b. mosaic
d. painting
2. An architectural is designed and constructed in consideration of the following of
which aspects of life?
a. social and economic
c. technological and geographical
b. political and ideological
d. all of the above
3. Which of the element of visual art refers to the surface characteristics of an object
and is best appreciated when touched?
a. value
c. form
b. texture
d. color
4. This art form is the most personal of all art forms because of the nature of its main
medium.
a. music
c. drama
b. dance
d. cinema
5. Art is usually a representation of reality. Hence it is often referred to us
_______________
a. communicative
c. imitative
b. product
d. expressive
6. What do we call the graphic image resulted by the duplicating process?
a. photography
c. print
b. image
d. copy
7. Which of the following refers to the material out of which the art is made of?
a. subject
c. content
b. medium
d. style
8. When we combined all the art forms. What type of performing art did we produce?
a. music
c. film
b. dance
d. theater
9. When we add and subtract to any materials to form new a design or object, what do
we do?
a. painting
c. filming
b. sculpture
d. architecture
10. Which element of art is the easiest to notice?
a. line
c. value
b. form
d. color
II. FILL IN THE BLANKS
DIRECTIONS: Read the following statements carefully. Identify what is being
described in the statement and write your answer on the space before the number.
_____________________1. It deals with the learning or understanding and creating
artworks and enjoying them.
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_____________________2. The philosophical thought that means imitating reality.
_____________________3. It is the function of art that is used to affect collective
behavior.
_____________________4. It is the study of objects or works of art in their historical
development and stylistic context.
_____________________5. It is an art that is made with the assistance of digital.
_____________________6. It is the function of art when it is being used to provide
comfort, happiness, and convenience to human beings.
_____________________7. These refer to the artworks perceived by seeing which
are 2-3 dimensional forms.
_____________________8. It is the projection of object on the retina for a splitsecond longer that it is actually there, causing the images blur into illusion of motion.
_____________________9. It is the vocal or instrumental sounds combined to
produce a beauty of form, harmony, and expression of emotion.
_____________________10. It is writing with high artistic qualities.
III. OUTPUT
Applying your drawing skills
Direction: Draw an example of representational and nonrepresentational art in
oslo/drawing paper
References:
Art Perception and Appreciation, Ortiz et al., 1978, pp. 27-32
Alampat; An Introduction to Art Appreciation, Perez, Cayas and Narciso, 2013, pp.
23-25
Cultural Appropriation and the Arts, Young, 2008, pp.
Topic4:The Elements and Principles of Art
Introduction
This topic discusses the elements and principles of art and design are essential
components of art and design used as a guide to creating works of art. Different forms
of art share the use of the same concept of elements and principles.
Learning Outcomes
At the end of the topic, you are expected to:
a. identify the elements and principles of art
b. determine elements and principles use in hybrid or modified art of
expression
c. create an artwork depicting the various element and principle of art
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Learning Content
Elements of Art
Are stylistics features that are included within an art piece to help the artist
communicate. The seven most common elements include lines, shape, texture, form,
space, color and value with the additions of mark making, materiality. When
analyzing these intentionally an element, the viewer is guided toward a deeper
understanding of the work.
What are elements of Art?
Elements of Art
-are the components or part which can be isolated and defined in any visual design or
work of art. They structure and carry the work.
Types of Elements of Art:
1. Line
2. Shape
3. Color
4. Texture
5. Size
6. Space
7. Value
Line- can be used for a wide range of
purposes: stressing a word or phrase,
connecting content to one another,
creating patterns, dividing up space
and much more.
- Lines can create a sense of
movement or direction in your design.
Shape- can be used to create a pattern, organize and divide space, and draw the
viewer’s attention.
Categories of Shapes:
•
•
•
Geometric Shapes- circles, squares, rectangles and triangles. We see them in
architecture and manufactured items.
Organic Shapes- leaf, seashells,
flowers. We see them in nature and
with characteristics that are free
flowing, informal and irregular.
Positive Shapes- In a drawing or
painting positive shapes are the solid
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form in a design such as a bowl of fruit. In a sculpture it is the form of the
sculpture.
pinterest.com
• Negative Shapes- In a drawing it
is the space around the positive shape or
the shape around the bowl of fruit. In
sculpture it is empty shape around and
between the sculptures.
•
•
pinterest.com
Static Shape- Shapes that appears stable and resting.
Dynamic Shape- Shapes that appears moving and active.
pinterest.com
Colors- Is used to generate emotions, create unity, make something stand out, and
generally create visual interest.
Categories of Color
Color wheel a tool used to organize color. It is made up of:
https://technologystudent.co
m/designpro/pricol1.htm
•
Primary Colors- Red, Yellow, Blue these colors can be mixed, they must
be bought in some form.
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ART APPRECIATION
•
•
•
•
•
•
•
P a g e | 25
Secondary Colors- Orange, Violet, Green, and these colors are created by
mixing primaries.
Tertiary/Intermediate Colors- Red Orange, Yellow Green, Blue Violet,
etc.; mixing a primary with a secondary creates these colors.
Analogous Colors- The analog colors are those colors which lie on either
side of any given color.
Complementary Colors- are colors that are opposite to each other on the
color wheel. When placed next to each other they look bright and when
mixed together they neutralize each other.
Monochromatic- is where one color is used but in different values and
intensity.
Warm Colors- are on one side of the color wheel and they give the feeling
of warmth for example red, orange and yellow are the color of fire and feel
warm.
Cool Colors- are on the other side of the color wheel and they give the
feeling of coolness for example blue, violet are the color of water, green
are the color of cool grass.
Texture- refers to what the surface of an object looks and “feels” like. In a graphic
design, you can mimic the look of different textures to add depth, contrast, and visual
interest.
Categories of Texture:
•
•
pinterest.com
Real Texture- is the actual texture of an object. Artist may create real texture
in art it visual interest or evoke a feeling.
Implied Texture—is where a piece of art is made to look like a certain texture.
Like a drawing of a free trunk may look rough but in fact it is just a smooth
piece of paper.
Size- is how small or large something is. Interesting
choices regarding size can attract attention or define the
importance of an element in the design.
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Space- is the area around or between elements of the design. It can be used to
separate or group information. Used effectively it can lead the eye through a design.
•
•
slideshare.net
Positive Space: the space the subject takes up.
Negative Space: the space surrounding the subject.
liveabout.com
Value – is how
looks. Use value to create depth and light, to
light and dark an area
lead the eye, or to emphasize.
thevirtualinstructor.com
Principles of Design
The principles of good design are the tools every artist uses to create an effective
composition. These tools are: balance, contrast, emphasis, movement, proportion,
repetition, simplicity, space and unity. How well an artist understands the uses these
tools will determine if the composition is a weak or strong one. The desired outcomes
should be a work of art that is both unified and aesthetically pleasing to look at. In a
series of discussions well take a look to each one of these principle.
What is Principles of Design?
Principles of Design- are the artistic guidelines used to organize or arrange the
structural elements of design.
What are the Principles of Design?
Principles of Design
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Balance- is the concept of visual equilibrium, and relates to our physical sense of
balance.
Kinds of Balance
Asymmetrical Balance- it involves
placement of objects in a way that will
allow objects of varying visual weight to
balance one another around a central
point.
sophia.org
Symmetrical balance – described as
having equal weight on equal sides of a centrally placed fulcrum.
Bloghotspot.com
Bilateral symmetry – when the elements are arranged equally o either side of central
axis.
en.wikipedia.com
Radial Balance- this axis may be horizontal or vertical. It is also possible to build
formal balance by arranging elements equally around a central point
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theartofeducation.com
Rhythm- refers to a regular repetition of elements of art to produce the look and feel
of movement. It is often achieved through the careful placement of repeated
components which invite the
viewers eyes to jump rapidly from
one to another
slideshare.net
Emphasis- creates focal point in the
design composition; it is how we bring attention to what is important in it.
thinglink.com
Contrast- is simply defined as difference. Difference between elements or subject
with a work of art or
composition.
slideshare.net
Movement- is a visual flow of your design. It’s the path that you intended your
viewer’s eye to follow.
artist.com
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Harmony- is a visual design means all part of the visual image relate to and
complements each other.
slideshare.net
Repetition- helps to create patterns. When you repeat the use of any design element,
it is also creates
cohesiveness.
widewalls.ch
Unity- refers how well the elements of design
work together. Visual elements should have clear
relationship with each other in a design.
slideshare.net
Proportion- refers to the size of an object in relationship to another object.
slideshare.net
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Assessment Task
Art Activity (Elements and Principles of Design Matrix)
Instructions: Briefly create about how the elements and principles work together to
create a strong composition in this particular work.
Balance
Line
Shape
Form
Color
Value
Texture
Space
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Movement
Repetition
Contrast
Emphasis
Pattern
Unity
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ART RUBRIC
4
3
2
Texture Art
Student(s)
makes
independent
choices in
creating works
of art that
incorporate
elements of
texture with
limited
effectiveness.
Student(s)
makes
independent
choices in
creating works
of art that
incorporate
elements of
texture with
some
effectiveness.
Student(s)
makes
independent
choices in
creating works
of art that
incorporate
elements of
texture with
considerable
effectiveness.
Overlapping Shape
Art
Student(s) uses
elements of
diminishing
size, and or,
overlapping
shapes to
create works of
art with limited
effectiveness.
Student(s)
uses elements
of diminishing
size, and or,
overlapping
shapes to
create works
of art with
some
effectiveness.
Student(s) uses
elements of
diminishing
size, and or,
overlapping
shapes to create
works of art
with
considerable
effectiveness.
Color Art
Student(s)
mixes shades
of color with
various hues
and values to
create works of
art that express
his personal
emotion with
limited
effectiveness.
Student(s)
mixes shades
of color with
various hues
and values to
create works
of art that
express his
personal
emotion with
some
effectiveness.
Student(s)
mixes shades of
color with
various hues
and values to
create works of
art that express
his personal
emotion with
considerable
effectiveness.
Effort/Perseverance
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The project
was continued
until it was
complete as the
student could
make it; gave it
effort far
beyond that
required; to
pride in going
The student
work hard and
completed the
project, but
with a loom or
effort it might
have been
outstanding.
The student
finished the
project, but it
could have
been improved
with more
effort; adequate
interpretation
of the
assignment, but
1
Student(s)
makes
independent
choices in
creating
works of art
that
incorporate
elements of
texture with
a high degree
of
effectiveness.
Student(s)
uses
elements of
diminishing
size, and or,
overlapping
shapes to
create works
of art with a
high degree
of
effectiveness.
Student(s)
mixes shades
of color with
various hues
and values to
create works
of art that
express his
personal
emotion with
a high degree
of
effectiveness.
The project
was
completed
with
minimum
effort.
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well beyond
the
requirement.
Creativity/Originality
The student
explored
several choices
before
selecting one;
generating
many ideas;
tried unusual
combinations
or changes on
several ideas;
made
connections to
previous
knowledge;
demonstrated
understanding
problem
solving skills.
lacking finish;
chose an easy
project and did
it indifferently.
The student
tried a few
ideas for
selecting one;
or based his or
her work on
someone
else’s idea;
made
decisions after
referring to
one source;
solve the
problem in
logical way.
The student
tried in idea,
and help out
adequately, but
it lacked
originality;
substituted
“symbols” for
personal
observation;
might have
copied work.
References:
www.google.com
www.youtube.com
Panisan, W.K et,al. (2018). Art appreciation. Mutya Publishing house Inc.,
Ernesto Thaddeus M. Solmerano. Art Appreciation (2018)
Bernardo N.C (2018). Art appreciation. Rex Bookstore Inc.,
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The student
fulfills the
assignment,
but gave no
evidence of
trying
anything
unusual.
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CHAPTER II
Topic 5: Reading The Image
Introduction
In our world of multi- and visual media, we must expand our notion of what a
text is and how we must read it. As more texts are used to convey information print
once did, we must bring to these visual texts critical literacies that will help us
construct meaning from their elements.
Learning Outcomes
At the end of the topic, you are expected to:
a. Categorize various planes in art;
b. Analyze the given photo on contextual plane;
Learning Content
1. SEMIOTIC PLANE
Semiotics is the theory and study of signs and symbols, especially as elements of
language or other systems of communication. Common examples of semiotics include
traffic signs, emojis, and emoticons used in electronic communication, and logos and
brands used by international corporations to sell us things—"brand loyalty," they call
it.
A person who studies or practices semiotics is a semiotician. Many terms and
concepts used by contemporary semioticians were introduced by the Swiss linguist
Ferdinand de Saussure (1857–1913).
Example: Signs
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Brands and logo
2. Iconic Plane
The iconic plane includes the choice of the subject which may bear social and
political implications. Few words are more over-used than “iconic”. Often when I
hear it used, I think what the speaker really means is ‘recognizable’, ‘famous’, or even
‘ubiquitous’. ‘ICONIC’ simply because it is instantly recognizable.
Examples:Eastern Church . A representation of
some sacred personage, as Christ or a saint or
angel, painted usually on a wood surface and
venerated itself as sacred.
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Computers. a picture or symbol that appears on a
monitor and is used to represent a command, as a
file drawer to represent filing.
The Facebook logo comes closer to the meaning I
am trying to understand. It is a corporate
logo but the image conjures up broader meanings
as well; the power of social networking… the loss
of privacy… the next generation of the information
age. It would be hyperbole to suggest that it
represents human interaction in the early 21st
century but I think it conveys more just a corporate identity.
This Pulitzer Prize-winning photo is
what comes to mind when anyone
mentions Vietnam. It is not just
because it depicts the horrors of that
war but because it depicts them live
before the camera lens.
3.CONTEXTUAL PLANE
It analysis the artwork in a different perspective. It looks at an artwork on a cultural, social,
or political context. It is often used by historians, art critics, or sociologists.
Elements of contextual plane:
•
•
•
•
History
Author
Influence
Reaction
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Examples:
The Spoliarium is a painting by
Filipino painter Juan Luna. Luna,
working on canvas, spent eight
months completing the painting
which depicts dying gladiators.
The painting was submitted by
Luna to the Exposición Nacional
de Bellas Artes in 1884 in
Madrid, where it garnered the
first gold medal.
The Mona Lisa is a half-length portrait painting by
the Italian artist Leonardo da Vinci. It is considered
an archetypal masterpiece of the Italian Renaissance,
and has been described as "the best known, the most
visited, the most written about, the most sung about,
the most parodied work of art in the world".
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Assessment Task
ACTIVITY 1:
Identification: Analyze each photo and identify its category (Semiotic, Iconic,
Contextual). Write your answer on the space provided.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
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Activity 2:
Aside from the given example above, search at least two (2) examples of
Conceptual photo and its concepts.10 points each.
Criteria:
Uniqueness
Completeness
5 points
5 points
10points
References:
www.google.com
www.youtube.com
Panisan, W.K et,al. (2018). Art appreciation. Mutya Publishing house Inc.,
Ernesto Thaddeus M. Solmerano. Art Appreciation (2018)
Bernardo N.C (2018). Art appreciation. Rex Bookstore Inc.
Topic 6: Historical Development of Art
Introduction
History shows the intrinsic value of art as a language that narrates the
knowledge, belief and experience of each generation of mankind, it shows the
foundation of civilization through art, where humanity from the past to the present
stipulates their desire for a better life.
Learning Outcome
At the end of the module the students should be able to:
a. Identify the underlying history and philosophy of the era or movement.
b. Classify the various art movement and cite their characteristics such as
historical background, sociopolitical issues, influential persons, prevalent
artists, art forms and media.
c. Present the historical timeline of the arts through the various era and
movement, and
d. Cite/recognize the distinct characteristics of an artwork in an era or movement.
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Learning Contents
1. PREHISTORIC ART ( cave art or parietal art)
2. EGYPTIAN &GREEK
3. ROMAN&MEDIEVAL
4. CHINESE&JAPANESE
5. RENAISSANCE&MANNERISM
6. BAROQUE AND ROCOCO
7. NEOCLASISM
8. ROMANTIC AND REALISM
In the history of art, Prehistoric art refers to all artwork produced by ancient
men before any preconceived culture and known methods of writing.
The term cave art is the painting or drawing of figures called petrographs or
petroglyphs to portray a story or to record known history. The term is used mostly in
connection with Stone Age Art created during the last Ice Age, between about 40,000
and 10,000 BCE a period known as the “upper Paleolithic”. It is generally believed
that this was created by the Modern Man ( Homo Sapiens Sapiens ).
•
•
•
•
Cave painting or petrographs involves the application of pigment on
the walls, floors or ceilings of ancient rock dwellings inhabited by
prehistoric men.
Most of the prehistoric cave paintings were figures of animals like
bison and reindeer, horses and tracing of human hands. Human figure
were rarely shown and were usually highly stylized and far less
naturalistic than the animal figures.
An example of this are the cave paintings which were found in 1870 at
Altimira, Spain by Don Marcelino and his daughter. These paintings
are sometimes called “The Sistine Chapel of Paleolithic Art”
The term cave drawing or petroglyphs refers to an engraved drawing
that is etched or done by cutting lines on the rock surface with a sharp
object probably a stone tool.
www.boredart.com
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As of this time there is no clear idea when cave painting first began.
Researchers founded more than a dozen examples of wall painting across Spain that
are more than 65,000 years old. At “Cueva de los Aviones” researchers also found
perforated seashells beads and pigments that are at least 115,000 years old.
o The Paleolithic Period (Old stone age) in arts was the time when
primitive cave artworks were created with the use of primitive tools by
primitive men.
o The Neolithic Period (New stone age) when man began to develop
culture and change his lifestyle. The naturalistic art style of hunter
gatherer of the Paleolithic had been replaced by geometrically abstract
art of Neolithic.
Philippine Primitive Art
•
The Angono Petroglyphs Site Museum- Located in the Municipality of
Binangonan, Rizal. It was accidentally founded by National Artist
Carlos “Botong” Francisco with a troop of boy scouts during a field
trip in 1965.
• Alab Mountain Province- carving on boulders on top of cliffs, dating
was placed at not earlier than 1500 B.C.
• Petrographs in Penablanca,Cagayan Province- Charcoal drawings on
cave walls
• Petrographs in Anda Peninsula, Bohol- Red hematite prints,dating of
these is still undetermined.
o Themes that appear in Cave Art
• Animals- the most abundant animaldepictions are those of horses, images
of Bisons are also very common. The animals are tend to be painted larger
than the other images.
• Signs- These are abstract symbols that are difficult to interpret because of
their ambiguity. Signs are commonly associated with hunting equipment
and the female form.
• Humans- they are rarely depicted in caves. When they are shown, they are
drawn as a cartoon like silhouette.
www.thejournal.ie
 THE ROMAN ART ( 500 B.C. to 1453 A.D. )
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•
•
•
•
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Roman art began around 500 B.C. and ended at the fall of Rome in
1453 A.D. medieval art covers the production of art and artists in
North Africa, Europe and the Middle East.
Roman art was developed largely because of the Roman empire,
During the time of Romulus to Emperor Constantine.
Roman art often depicted Roman mythology because of their belief in
the power of gods, artists also illustrated Roman emperors particularly
in sculpture.
The Greeks were a great influence in Roman sculpture. But Roman
portraiture showed the skills originality of the Romans by portraying
their emperors, generals and senators with a degree of realism
unknown to the Greeks.
Great Roman Art
The Aqueduct of Segovia, Spain
Cathedral
www.trover.com
Saint Peter’s Basilica, Rome
Iconic dome of the Florence
www.pinterest.com
The Colloseum in Rome, Italy
www.minutetravelguide.com
www.roadaffair.com
MEDIEVAL PERIOD ( c. 450 C.E to 1400 C.E.)
Medieval art covered almost ten centuries between the Sack of Rome (c. 450
C.E.) and the early Italian Renaissance (1400 C.E.).
o Only one institution survived: the Christian Church- centered in Rome and
Constantinople. The church became the main sponsor of architecture and the
other types of art during the medieval era.
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•
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In the beginning of the medieval period, all work of art are
commissioned by religious authorities for churches/monasteries.
Prominent use of valuable materials such as gold, for objects in
churches, jewelry, mosaic backgrounds.
 -Art historians generally classify medieval art into the following
periods: Early Medieval Art, Romanesque Art, and Gothic Art
•
Early medieval architecture was predominantly related to building
sacred buildings, such as churches, which was the primary structure
signifying Christian faith. The Roman basilica was the primary model
of medieval architecture. Castles and walls are the most notable
examples of nonreligious medieval architecture.
•
Romanesque Architectural style flourished across the western part of
Europe with France as the center of production and innovation.
- It took shape in the eleventh (11th) century, initially developing
in France then spreading to Spain, Germany, Italy, and other
regions.
- Romanesque buildings were characterized by semi-circular
arches, thick stone walls, sturdy pillars, barrel vaults,large
towers, decorative arcading, and durable construction.
- Pre-Romanesque or Carolingian was the north European style
of the Renaissance in the late 8th and 9th century during the
reign of Charlemagne
- Ottonian architecture was the later period of Romanesque,
developed under the reign of Emperor Otto the Great (936975)
-
Sculpture were prevalent during this time, where stone was used to
present biblical subject matter and church doctrines.
Other significant media are stained glass and the tradition of continued
illuminated manuscripts.
-
Christi illuminated manuscript
www.pinterest.com
•
Gothic art- Originated in the 12th century with the rebuilding of the
Abbey Church in Saint Denis, France.
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Gothic architecture offered revolutionary structural advancements such
as ribbed vaults, flying buttresses, and decorative pinnacles all
contributing to taller and lighter building design.
-
Gothic architecture was light, graceful and mostly spacious in
nature. Heavy piers were replaced by slender ones while
window dimensions became larger as vaults and spires
increased in height.
-
Gothic sculptures borrowed motifs from the architecture of the
period since it was primarily used to decorate exteriors of
cathedrals and other religious buildings.
Sites.google.com
Characteristics of Medieval Art
o Rich colors
o Heavily outlined
o Flat and stiff figures showing no depth
o Religious icons
o Architecture is influenced by Greek and Roman- Byzantine,
Romanesque and Gothic styles emerged from this period.
o Mosaics replaced carved decorations
o Large domes central to the church
Medieval Churches and Monasteries
o Romanesque structures featured pointed arches and heavy thick
walls,small windows like the Roman style. A lot of sculptural
decorations
o Gothic structures featured pointed arches and have slender feel as if
they soar upward, large stained glass windows filtered in light and
color.
o Byzantine structures featured large domes that cover soaring spaces,
arches and lavish decorations.
Types of Medieval Art
o Illuminated Manuscripts- These are religious texts decorated with
rich colors, which often featured the use of gold and silver. The word
“illuminated” comes from the word illuminare, meaning adorn.
o Metalwork-Metals with great luster, such as gold, silver, and bronze
were frequently used as mediums in the creation of religious artifacts.
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Metal workers transform these beautiful metals into objects of
adornment for the church (sculptures jewelry, and church doors).
o Paintings- Medieval painting includes artwork in iconography, fresco
and panel painting
o Embroidery- It is made of colored wool sewn together to form a
continuous panel. Story of William the Conqueror, the Norman
invasion of England and the Battle of Hastings were embroidered in a
linen 20 inches high and 230 feet long, “The Bayeux Tapestry”.
o Ceramic Art- it is done handmade and not wheel-turned during the
medieval period.
o Mosaics- is the artful creation of pictures with the use of broken pieces
of colored glass, rock, or any other material.
o Sculpture- elongated style of statues used in Romanesque art, a more
naturalistic style in the late 12th and early 13th century.
o Stained Glass- stained glass art makes use of fragmented pieces of
glass set to look like an image or a picture, the pieces are joined
together by strips of lead supported by a hard durable frame. It was
displayed to the windows of medieval churches, cathedrals and castles.
o Heraldry- was the art and custom of creating coats of arms and badges
of the nobles
 Famous Medieval Artists
o Donatello
Feast of Herod
www.donatello.net
o Leon Battista Alberti
Santa Maria Novelle
www.britannica.com
o Filippo Brunelleschi
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Duomo
www.pinterest.com
RENAISSANCE ( Rebirth) 14th to 17th century
o The period in European history, from the 14th to 17th century,
was considered the link the middle ages and the modern
history. The term “Renaissance” is from the same French word,
meaning rebirth or revival. It began as a cultural movement in
Italy in the late medieval period and later spread to the rest of
Europe.
o The revival in classical learning characterized by a sharp
increase in secular values and increased interest in learning the
classics.
o Renaissance is reflected in humanism. Humanism focused on
developing the full potential of man. This included not only the
traditional virtues of love and honor but also virtues such as
judgement, prudence and eloquence.
o Leonardo da Vinci, making observational drawings of anatomy
and nature.
o The most important development of the period was not a
specific discovery but rather a process for discovery, the
scientific method. Influential promoters of these ideas include
Copernicus and Galileo.
Early Renaissance
By 1500, because of the rediscovery of the classical world, the art of painting
was radically changed. The Renaissance revived ancient forms and content.
The spiritual content of painting changed, and subjects from Roman history
and mythology were borrowed. Devotional art became classically humanized.
Classical artistic principles , harmony, proportion, realistic expression and
rational postures were followed.
Active artistic regions
in Europe during the
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period: Flanders and Italy
Almost all early Renaissance art were produced between 1420 and 1550.
•
Dome of Florence Cathedral by Filippo Brunelleschi
•
•
•
•
•
•
•
•
•
www.pinterest.com
•
Expulsion from the Garden of Eden by Masaccio
Pacificrestrail2012.blogspot.com
•
Jacob and Esau relief, Gates of Paradise by Lorenzo Ghiberti
www.pinterest.com
•
The Adoration of the Kings by Hugo van der Goes
www.nationalgallery.org.uk
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The Birth of Venus by Sandro boticelli
www.ebay.com
•
The Nativity in the Lower Church by Giotto di Bondone
www.pinterest.jp
High Renaissance (c. 1490- 1530)
This was the period when classical ideals of humanism were fully implemented in
both painting and sculpture. The preceding Early Renaissance had been centered on
Florence and paid for by the ruling Medici family while the High Renaissance was
centered on Rome and paid for by the Pontiff.
High Renaissance artists wanted beauty and harmony more than realism, they
looked for ultimate truths in the study of the classical world of Greek and
Roman culture.
 Some of the best well-known masterpieces of High Renaissance.
•
Genesis, Sistine Chapel Frescoes by Michelangelo
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www.easynotecard.com
•
Virgin of the Rocks by Leonardo da Vinci
www.telegraph.co.uk
•
Last Supper
www.getyourguide.com
•
Mona Lisa
www.britannica.com
•
Transfiguration
catholicexchange.com
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 Late Renaissance or Mannerism
The word mannerism is derived from the Italian Maniera, meaning “style”
or “manner”. Mannerism was a European art style that appeared in the later
years of Italian High Renaissance around 1520 to 1580.
In comparison with High Renaissance art that emphasizes proportion,
balance and ideal beauty, Mannerism exaggerates such qualities, often
resulting in compositions that are asymmetrical or unnaturally elegant. It
favored compositional tension and instability rather than the balance and
clarity of earlier Renaissance painting.
•
Mostly, the mannerist painting was more artificial than natural.
This could be attributed to such characteristics as the unnatural
display of emotions, unproportionate human figures, unnatural
poses, uncommon effects of scale, use of lighting or perspective,
and bright loud color.
The end of the Renaissance was caused largely by the beginning of the
protestant Reformation that set off violent conflicts throughout Europe
and eliminated much of the funding for art.
brainsoonweechien.blogspot.com
 Mannerist Painters
Among the finest Mannerist Artists
• Michelangelo, Sistine Chapel Frescoes
• Correggio, First to portray light radiating from the child Christ
• Agnolo Bronzino, An Allegory with Venus and Cupid
 Characteristics of Renaissance Art
1.Realism and Expression:
• Emotions was depicted in faces
• Humans are natural and lifelike-very realistic
• Nudity
2. Perspective
• Adjustment in size
• Depth
• Making 3D world on 2D surface
3.Classicism
• Influence of ancient Greeks and Romans
• Secularism
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• Symmetry and balance
4.Individualism
• Emphasizes on the individual singular subject
• Free-standing figures (statues)
• Human beauty
5.Light and Shadow
• Use of light and shadow to create depth
• Chiaroscuro- contrast between light and dark colors
6.Complex Arrangements
• Complicated arrangement of objects
• Lots of complex interactions
• Can be very busy
BAROQUE PERIOD
In Art, the word Baroque was taken from the Portuguese barocco meaning,
“irregular pearl or stone” and originating in Rome.
• Baroque art showed the religious conflicts of the age, the desire of
the Roman Catholic Church to restate itself after the Protestant
Reformation as annunciated at the council of Trent
• Baroque defined something that was extravagant or intricate and
highly detailed.
• The popularity of the style was due to the Catholic Church, which
was determined at the Council of Trent that the art should convey
and express religious ideas and direct emotional involvement in
reply to the Protestant Reformation.
• Catholic- inspired Baroque art served a propagandist role that
tended to be large-scale works of public art, such as monumental
wall painting and huge frescoes for the ceilings and vaults of
palaces and churches.
•
•
•
•
•
 Famous Baroque Artists
Peter Paul Rubens, The Massacre of the Innocents
Caravaggio, The Crucifixion of Saint Peter
Rembrandt
Bernini, Ecstasy of Saint Teresa
Gian Lorenzo Bernini, created a remarkable series of monumental statues of
saints and figures whose faces and gestures lively expressed their emotions.
ROCOCO PERIOD
Rococo is referred to as Late Baroque, which is a hybrid word combining
rocaille (French for “shell”) and barocco . It was also known as the age of
artificiality as depicted in artworks showing unreal or artificial subjects.
• Rococo appeared in France and scattered around the world in
the late 17th and early 18th century.
• It started when King Louis XIV requested more youthful art to
be created in his reign.
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Artists in this period emphasized more attention to detail,
ornamentation, and use of bright colors.
Rococo is focused on secular, light-hearted, asymmetrical
design while continuing the Baroque taste for decorative style.
Canvasses were decorated with cherubs and myths of love
while keeping with the playful trend of the period.
 Known artists during the Rococo period
• Francois Boucher, the Toilette of Venus
• Jeane Antoine Watteau, Pilgrimage in the Isle of Cythera
known as the father of the Rococo art
• Jean-Honore Fragonard, The Swing
 NEOCLASSICAL ART ( 18TH CENTURY)
Began in Europe around 1750 until the mid-nineteenth century, This movement
aspired to save and resurrect the aesthetic and cultural values of the Greco-Roman
civilization.
The archaeological findings in the excavation of the roman cities of Pompeii
and Herculaneum in the mid 18th century had rekindled the interest in the art of
Greco-Roman culture.
The industrial revolution’s effect led to the rise of the Age of Enlightenment
that saw the importance of technological innovation for the advancement of humanity.
•
•
•
•
Heroes and beings from the Greco-Roman mythology were repeated
subjects in neoclassical paintings and sculpture.
In sculpture, artists used natural white marble as medium.
Cool colors in painting and the removal of perspective is were widely
used
It gave importance to simplicity and aesthetic purity
 Famous Artists of Neoclassical Art
• Anton Raphael Mengs, German portraitist
• Joseph-Marie Vien,French
• Pompeo Batoni, Italian
• Angelica Kauffmann, Swiss
• Jacques-Louis David
Sculptors
• Antonio Canova
• John Flaxman
• Bertel Thorvaldsen
ROMANTICISM
The industrial revolution began in the latter part of the 18th century. This
revolution brought a new market economy based on new technology. During that
same time, there was a growing reaction against the ideals of the enlightenment that
emphasized science, empirical evidence and rational thought.
• The Romantics opposed the idea that reason was the only way to truth.
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•
•

•
•
•
•
•
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Romantics argued that mysteries could be revealed with emotion,
imagination, and intuition.
Romantics emphasized a life filled with deep feeling, spirituality, and
free expression as a defense against the dehumanizing effects of
industrialization.
Romanticism strongly placed emphasis on emotion and individualism,
as well as glorification of the past and of nature.
Famous Artist
Theodore Gericualt
Eugene Delacroix
Francisco de Goya
J.M.W. Turner
John Constable
IMPRESSIONISM
Impressionism was created by Claude Monet and the other Paris based
artists in the early 1860. They relaxed their brushwork and included pure
intense colors. They abandoned traditional linear perspectives and avoided the
clarity of form. Because of these, many critics questioned Impressionist
paintings for their unfinished appearance and unprofessional quality.
• Impressionism could be regarded as the first modern movement in
painting
• It began in Paris and influenced the entire Europe and eventually,
the United States.
• Its founders were artists who refused the official, government
exhibitions, and were rejected by the powerful academic art
institutions.
• In the official yearly art salon of 1863, many artist were not
allowed to join, leading to public outcry.
• In 1863, the Salon des Refuses was formed to allow the exhibition
of works by artist who were refused entrance to the official salon.
The Thames Below Westminster
https://www.artst.org/monet-paintings/
 Impressionism Artist
•
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Cezanne
ART APPRECIATION
•
•
•
•
•
•
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Pissarro
Whistler
Manet
Renoir
Sisley
Degas
POST- IMPRESSIONISM
Post- Impressionism is a French art movement that developed roughly
between 1886 and 1905. Post impressionism emerged as a reaction against
Impressionist’ concern for the naturalistic depiction of light and color. The
movement was led by Paul Cezanne ( known as the father of PostImpressionism)
•
•
•
•
Post-Impressionists rejected the idea of the impressionist that
the main focus of the artwork should be on the opticality of the
creation.
The Impressioniost interest for the depiction of light and color
drew a negative reaction from the Post-Impressionist
Post-Impressionist artist fought to bring back the emphasis on
the subject matter and the structure in painting that they felt
was lost
Post-Impressionist movement focused on the emotional,
structural, symbolic and spiritual elements that they felt were
lacking in Impressionism.
A Sunday Afternoon on the Island of La Grande Jatte
www.theartist.me/art-inspiration/
Post-Impressionist Artist
• Paul Cezanne
• Vincent van Gogh
• Paul Gauguin
Assessment Task:
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Fill out the matrix below. ( Identify atleast one Artist and his/her work).
Chronological Matrix
Period
Description
Artist
Artwork
Characteristics
Prehistoric Art ( Cave Art
Or Parietal Art)
Egyptian & Greek
Roman & Medieval
Chinese & Japanese
Renaissance & Mannerism
Baroque And Rococo
Neoclasism
Romantic And Realism
ART RUBRIC
CRAFTMANSHIP/APPERANCE
,CONCERN FOR EXCELLENCE
CREATIVITY/UNIQUE,PERSONALIT
Y IN CORPORATED
WORK HABIT/ USE OF TIME
ATTITUDE/ATTENDANCECONSIDERATE,ASSUMES
RESPONSIBLITY
ASSIGNMENT/FULFILLED,COMPLE
TION
EXCELLE
NT 9-10
GOO
D 8-7
AVERA
GE-6-1
COMMENTS:_______________________________________________________
_____________________________________________________________________
_____________________________________________________________________
References:
www.google.com
www.youtube.com
Panisan, W.K et,al. (2018). Art appreciation. Mutya Publishing house Inc.,
Ernesto Thaddeus M. Solmerano. Art Appreciation (2018)
Bernardo N.C (2018). Art appreciation. Rex Bookstore Inc.,
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Topic 7: Instrumental Music
Introduction
Music performed without a vocalist, in any of several genres but especially
prevalent in rock and roll in the late 1950s and early 1960s. Serving primarily as
dance music, rock-and-roll and rhythm-and-blues instrumentals began appearing on
the pop charts in the mid-1950s, with Bill Doggett’.
Learning Outcomes:
Upon completion of this module, students are expected to:
1. Describe each artist and his work;
2. distinguish the different instrumental music Artist and period;
3. classify the Artist and his work;
4. compare these music in today’s music; and
5. compose modern music or song inspired with other periods.
Learning Content
BAROQUE PERIOD:
The Baroque period refers to an era that started around 1600 and ended around 1750,
and included composers like Bach, Vivaldi and Handel, who pioneered new styles
like the concerto and the sonata.
Jonathan Sebastian Bach- (1685-1750) was music's most sublime creative genius.
Bach was a German composer, organist, harpsichordist, violist, and violinist of the
Baroque Era. Johann Sebastian Bach was born on March 21st 1685 in Eisenach,
Germany. The young Bach was offered a choral scholarship to the prestigious St
Michael's School in 1699. 1703 saw Bach become the organist at St Boniface's
Church in Arnstadt - a role that saw him on a regular salary and expanding his skills
at the keyboard. Bach composed the cantata Gott ist mein König in 1708 - he was
paid handsomely, and it helped him cement his early career. The Brandenburg
Concertos were composed in 1721 as a sort-of musical job application for the
Margrave Ludwig of Brandenburg - it was unsuccessful.
Did
you
know?
Bach once walked two hundred and thirteen miles to hear a performance by an
organist whom he admired. Once he had heard the concert, he turned round and
walked the same distance home again.
Example of his work:
https://www.youtube.com/watch?v=frxT2qB1POQ
1. Antoneo Vivaldi- Antonio Lucio Vivaldi (4 March 1678–28 July 1741) was an
Italian Baroque composer, virtuoso violinist, teacher and cleric. Born in
Venice, he is recognized as one of the greatest Baroque composers, and his
influence during his lifetime was widespread across Europe. He is known
mainly for composing many instrumental concertos, for the violin and a
variety of other instruments, as well as sacred choral works and more than
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forty operas. His best-known work is a series of violin concertos known as The
Four Seasons.
Many of his compositions were written for the female music ensemble of
the Ospedale della Pietà, a home for abandoned children where Vivaldi (who had
been ordained as a Catholic priest) was employed from 1703 to 1715 and from 1723
to 1740. Vivaldi also had some success with expensive stagings of his operas in
Venice, Mantuaand Vienna. After meeting the Emperor Charles VI, Vivaldi moved to
Vienna, hoping for preferment. However, the Emperor died soon after Vivaldi’s
arrival, and Vivaldi himself died less than a year later in poverty.
Example of his work:
https://www.youtube.com/watch?v=jGFqtOdEIWk
2. George
Frideric (or Frederick) Handel born (5
March 1685–14
April
1759) was a German-born, British Baroque composer who spent the bulk of
his career in London, becoming well known for his operas, oratorios, anthems
and organ concertos. Born in a family indifferent to music, Handel received
critical training in Halle, Hamburg and Italy before settling in London (1712),
and became a naturalized British subject in 1727. He was strongly influenced
both by the great composers of the Italian Baroque and the middle-German
polyphonic choral tradition.Within fifteen years, Handel had started three
commercial opera companies to supply the English nobility with Italian opera.
Musicologist Winton Dean writes that his operas show that “Handel was not
only a great composer; he was a dramatic genius of the first
order.” As Alexander’s Feast (1736) was well received, Handel made a
transition to English choral works. After his success with Messiah (1742) he
never performed an Italian opera again. Almost blind, and having lived in
England for nearly fifty years, he died in 1759, a respected and rich man. His
funeral was given full state honours, and he was buried in Westminster Abbey.
Example of his work:
https://www.youtube.com/watch?v=GAIZxaToV2A
CLASSICAL PERIOD:
Serious or conventional music following long-established principles rather
than a folk, jazz, or popular tradition. Music written in the European tradition during a
period lasting approximately from 1750 to 1830, when forms such as the symphony,
concerto, and sonata were standardized.
Joseph Haydn-Franz Joseph Haydn (1732–1809) was an Austrian composer, one of
the most prolific and prominent composers of the Classical period. Haydn wrote 107
symphonies in total, as well as 83 string quartets, 45 piano trios, 62 piano sonatas, 14
masses and 26 operas, amongst countless other scores.
Example of his work:
https://www.youtube.com/watch?v=Vkse1g9ibnM
1. Ludwig Van Beethoven- (1770-1827) is one of the most significant and
influential composers of the western art music tradition. He was a groundbreaker, in all senses. He oversaw the transition of music from the Classical
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style, full of poise and balance, to the Romantic style, characterised by
emotion and impact. A prolific composer who wrote for wealthy patrons and
also earned money from public concerts, he wrote nine symphonies, 32 piano
sonatas, one opera, five piano concertos, and many chamber works including
some ground-breaking string quartets. He could be a difficult and unsociable
man, who felt bitter and isolated by the deafness which developed in his 20s;
he never married.He enjoyed great success and recognition in his lifetime. It is
said that at the premiere of his Ninth, he could not hear the thunderous
applause at the end, and had to be turned round to see the delighted audience
reaction.Virtually all his major works are standard repertoire pieces, familiar
to musicians and listeners throughout the commercial world.
What is special about his music?
Simply put, force of musical personality: he constantly pushed music into new areas.
More than any other composer before him, Beethoven could take a simple idea and
work it into a large-scale piece. The first movement of his famous Symphony No. 5,
for instance, all clearly comes from the opening da-da-da-daaa figure, yet it never
sounds repetitive; similarly the first movement of his Piano Sonata No. 29, the
'Hammerklavier', all springs from one short opening phrase.
Example of his work:
https://www.youtube.com/watch?v=wfF0zHeU3Zs
2. Johannes Chrystostomus Wolfgangus Theophilus Mozart (1756–1791) was
arguably the most gifted musician in the history of classical music. His
inspiration is often described as 'divine', but he worked assiduously, not only
to become the great composer he was, but also a conductor, virtuoso pianist,
organist and violinist. Mozart's music embraces opera, symphony, concerto,
chamber, choral, instrumental and vocal music, revealing an astonishing
number of imperishable masterpieces.
Example of his work:
https://www.youtube.com/watch?v=aeEmGvm7kDk
ROMANTIC PERIOD
The Romantic period started around 1830 and ended around 1900, as
compositions became increasingly expressive and inventive. Expansive symphonies,
virtuosic piano music, dramatic operas, and passionate songs took inspiration from art
and literature. Famous Romantic composers include Tchaikovsky, lizst and chopin.
1. Pyotr llyich Tchaikovsky-Pyotr Ilyich Tchaikovsky, Tchaikovsky also
spelled Chaikovsky, Chaikovskii, or Tschaikowsky, name in full Anglicized
as Peter Ilich Tchaikovsky, (born April 25 [May 7, New Style],
1840, Votkinsk, Russia—died October 25 [November 6], 1893, St.
Petersburg), the most popular Russian composer of all time. His music has
always had great appeal for the general public in virtue of its tuneful, openhearted melodies, impressive harmonies, and colourful, picturesque
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orchestration, all of which evoke a profound emotional response.
His oeuvre includes 7 symphonies, 11 operas, 3 ballets, 5 suites, 3 piano
concertos, a violin concerto, 11 overtures (strictly speaking, 3 overtures and 8
single movement programmatic orchestral works), 4 cantatas, 20 choral works,
3 string quartets, a string sextet, and more than 100 songs and piano pieces.
Example of his work:
https://www.youtube.com/watch?v=sdduPpnqre4
2. Franz Liszt- Franz Liszt was the greatest piano virtuoso the world has ever
known. He literally redefined what 10 fingers were capable of, producing one
scintillating sleight-of-hand keyboard effect after another. Such was the sheer
force of his musical personality that adoring women collapsed swooning
following just a single touch of the ivories. Even the normally
unimpressionable Matthew Arnold reported after a Liszt concert that “as soon
as I returned home, I pulled off my coat, flung myself on the sofa, and wept
the bitterest, sweetest tears”.There were even those who thought Liszt’s
unearthly powers were the result of a pact with the Devil, exacerbated by such
dark and “paranormal” pianistic whirlwinds as the Dante Sonata and Mephisto
Waltz.
Example of his work:
https://www.youtube.com/watch?v=H1Dvg2MxQn8
1. Frederic Chopin- Frédéric François Chopin (22 February or 1 March 1810 –
17 October 1849), born Fryderyk Franciszek Chopin, was a Polish composer
and virtuoso pianist of the Romantic era, who wrote primarily for the solo
piano. He gained and has maintained renown worldwide as one of the leading
musicians of his era, whose “poetic genius was based on a professional
technique that was without equal in his generation.” Chopin was born in what
was then the Duchy of Warsaw, and grew up in Warsaw, which after 1815
became part of Congress Poland. A child prodigy, he completed his musical
education and composed many of his works in Warsaw before leaving Poland
at the age of 20, less than a month before the outbreak of the November 1830
Uprising.
All of Chopin’s compositions include the piano. Most are for solo piano,
though he also wrote two piano concertos, a few chamber pieces, and some
songs to Polish lyrics. His keyboard style is highly individual and often
technically demanding; his own performances were noted for their nuance and
sensitivity. Chopin invented the concept of instrumental ballade. His major
piano works also include sonatas, mazurkas, waltzes,nocturnes, polonaises,
études, impromptus, scherzos, and preludes, some published only after his
death. Many contain elements of both Polishfolk music and of the classical
tradition of J. S. Bach, Mozart and Schubert, the music of all of whom he
admired. His innovations in style,musical form, and harmony, and his
association of music with nationalism, were influential throughout and after
the late Romantic period.
Example of his work:
https://www.youtube.com/watch?v=Gus4dnQuiGk
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MODERN PERIOD
The Modern Era has been a period of massive technological and socio-political
change, sparked largely by the increasingly rapid transit of people and information
(via automobiles, airplanes, spacecraft and telephone, radio, television, satellite
transmission, the Internet, etc.). There have been more wars and outbreaks of social
violence in the past century than in all previous ages combined, including two major
World Wars that dramatically affected all aspects of life in Europe and America
between 1914-18 (WWI) and 1939-45 (WWII). This era has seen the gradual decline
of the worldwide British Commonwealth (which once included India, Hong Kong and
other parts of the Far East, much of Africa, Canada, and the British Isles), the
establishment of the United States as the major force of the Free World, and the rise
and fall of Soviet Communism. The ever-changing delicate balance of economic and
political power is now--more than ever--of urgent global significance.
1. Claude Debussy- (22 August 1862–25 March 1918) was a French composer.
Along with Maurice Ravel, he was one of the most prominent figures
associated withImpressionist music, though he himself disliked the term when
applied to his compositions. He was madeChevalier of the Legion of Honour
in his native France in 1903. Debussy was among the most influential
composers of the late 19th and early 20th centuries, and his use of nontraditional scales and chromaticism influenced many composers who
followed.Debussy’s music is noted for its sensory content and frequent usage
of atonality. The prominent French literary style of his period was known as
Symbolism, and this movement directly inspired Debussy both as a composer
and as an active cultural participant.
Example of his work:
https://www.youtube.com/watch?v=cVYH-7QGE-A
2. Arnold Schoenberg- Arnold Schoenberg is one of the most influential
composers of the twentieth century. He championed atonality in music
composition, first through freely composed, expressionist works such as
Pierrot Lunaire (one song from that cycle, “Madonna,” is on our playlist), and
later through his own system of composition commonly referred to as as
twelve-tone music (the Piano Suite, a portion of which is on our list, was
composed using this method). This system of atonal composition became the
dominant musical idiom at music conservatories in America and Europe
during the latter half of the twentieth century. Though the influence of twelvetone composition appears to be waning, its impact on the music of the last
century is enormous. Love it or hate it, the music of Schoenberg walks large
on the stage of history.
Example of his work:
https://www.youtube.com/watch?v=sGLcUfbVF3k
3. Maurice Ravel-Born in the Basque town of Ciboure, France on March 7th
1975, French composer Maurice Ravel was very influenced by his mother’s
Spanish heritage and love of Spanish folk song. From an early age it was clear
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that Ravel had musical capabilities and his parents encouraged this, paying for
him to have piano lessons, as well as instruction in harmony, counterpoint and
composition. Whilst he was obviously a talented pianist, he showed a stronger
desire to compose. In order to encourage his musical pursuits further, Ravel’s
parents sent him to the Paris Conservatory, initially as a preparatory student
and then as a piano major. He studied first with Émile Descombes and
received a first prize in the piano in his first year (1891). More generally,
however, Ravel saw limited success at the conservatory and although his
musicianship matured significantly, his academics were weak. Ravel was
unfortunately expelled in 1895, after failing to be awarded a competitive
medal in three consecutive years. Three years later, he returned to the
conservatory in order to study composition with Gabriel Fauré. Unfortunately,
he fell victim once more of failing to win any competitive prizes and so was
expelled for the second time in 1900.
Example of his work:
https://www.youtube.com/watch?v=q9tcHoD6r0c
Assessment Task
ACTIVITY I.
ESSAY: Read the statements carefully and give your opinion or insights.
1. Listen at least one example of music in every period discussed above and compare
to our modern music today. Elaborate your answer in not less than 50 words.
25points.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
____________________________________________________________________
2. Describe each artist and his work.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
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_____________________________________________________________________
____________________________________________________________________
Essay Rubric
Areas of
Assessment
Ideas
Organization
Understanding
Word Choice
Sentence
Structure
Mechanics
4
3
Presents ideas
in an original
manner
Strong and
organized
beg/mid/end
Presents ideas
in a consistent
manner
Organized
beg/mid/end
Writing shows
strong
understanding
Sophisticated
use of nouns
and verbs
make the essay
very
informative
Sentence
structure
enhances
meaning;
flows
throughout the
piece
Few (if any)
errors
Writing shows
a clear
understanding
Nouns and
verbs make
essay
informative
2
Ideas are too
general
Some
organization;
attempt at a
beg/mid/end
Writing shows
adequate
understanding
Needs more
nouns and
verbs
1
Ideas are
vague or
unclear
No
organization;
lack
beg/mid/end
Writing shows
little
understanding
Little or no
use of nouns
and verbs
Sentence
structure is
evident;
sentences
mostly flow
Sentence
structure is
limited;
sentences need
to flow
No sense of
sentence
structure or
flow
Few errors
Several errors
Numerous
errors
ACTIVITY II.
IDENTIFICATION: Recognize the photo below and identify its NAME, PLACE OF
ORIGIN, PERIOD, TITLE OF HIS WORK. 20points each item.
1.
Name:
_____________________________
Place of origin
_____________________________
Title of his work
_____________________________
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________________________________
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Name:
_____________________________
Place of origin
_____________________________
Title of his work
_____________________________
Period
________________________________
3.
Name:
_____________________________
Place of origin
_____________________________
Title of his work
_____________________________
Period
________________________________
4.
Name:
_____________________________
Place of origin
_____________________________
Title of his work
_____________________________
Period
________________________________
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5.
Name:
_____________________________
Place of origin
_____________________________
Title of his work
_____________________________
Period
________________________________
6.
Name:
_____________________________
Place of origin
_____________________________
Title of his work
_____________________________
Period
________________________________
7.
Name:
_____________________________
Place of origin
_____________________________
Title of his work
_____________________________
Period
________________________________
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Name:
_____________________________
Place of origin
_____________________________
Title of his work
_____________________________
Period
________________________________
9.
Name:
_____________________________
Place of origin
_____________________________
Title of his work
_____________________________
Period
________________________________
10.
Name:
_____________________________
Place of origin
_____________________________
Title of his work
_____________________________
Period
________________________________
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ACTIVITY III.
COMPOSE: Compose or create your own music piece. Write your composition on a
one whole sheet of pad paper.
References:
https://courses.lumenlearning.com/suny-musicapp-medieval-modern/chapter/frederic-chopin/
https://www.bl.uk/onlinegallery/onlineex/musicmanu/beethoven/index.html
https://www.britannica.com/art/instrumental-music
https://www.britannica.com/biography/Antonio-Vivaldi
https://www.classicfm.com/composers/liszt/guides/franz-liszt-life/
https://www.wisemusicclassical.com/composer/1273/Maurice-Ravel/
https://www.youtube.com/watch?v=frxT2qB1POQ
https://www.youtube.com/watch?v=H1Dvg2MxQn8
https://www.youtube.com/watch?v=jGFqtOdEIWk
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CHAPTER III
Topic 8
Soulmaking: Making And Deriving Meaning From Art
Introduction
In order for humans to make sense of language and derive meanings from
words, semantics and grammatical rules the important elements to be considered.
Aside from this, context and symbolisms are also considered to interpret and analyze
either verbal or written works. When it comes to art, in order 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 arts in
its fullness and entirety (Caslib, B et. al., 2018)
Learning Outcomes:
At the end of the topic, you are expected to:
a. discuss the concept of soulmaking;
b. describe the categories of soul making; and
c. develop and present an individual art talk.
Learning Content
What is soulmaking?
What comes to your mind when you hear the word soulmaking? Write your ideas on
the blanks.
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The term “soulmaking”(craftmaking) is an alternative venue for knowing ourselves
and looking into the depths and real meaning of what we are doing for our everyday
life.
It is a form of crafting stories or transforming brief moments into images or symbols.
It is also connecting with people, understanding culture, and embodying tolerance and
peace.
Soulmaking can be an innate gift or a learned skill, or a combination of both. It has no
time reference, it occurs anytime.
What are the categories of soulmaking? Describe each category.
The Categories of soulmaking are the following:
1. Crafting Images. It refers to imaging or representing in any form, which
may be through painting, sculpting, drawing, storytelling, poetry, dancing,
composing, or talking notes.Crafting images is just like weaving, quilting,
or doing crochet; it
is not creating works out of
nothing
2012).
(Narciso,
pinterest.com
Crochet
Quilting
Weaving
2. Crafting Stories. The moment we write, engrave and inscribe our own
thoughts, ideas, commentaries, criticisms, and positive and negative emotions,
we are crafting stories. Stories that can be presented in any form, - image,
words,
objects,
composition.
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and
musical
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makeupandbreakup.com
3. Crafting
Instruments.
An
instrument maker is a bridge toward the
unknown because the instrument produces sound that transcend our feelings,
emotions, and sensation in another realm (Narciso, 2016).
pinterest
4. Crafting movements. Our life is full of movements; it is filled with various
beats. Life if full of flowing images accompanied by narratives. Everything we
do in life is a performance, we perform life.
5. Crafting techniques. Anything can be crafting by using different evocative
descriptions of experiences and explorations like photograph studies, puppets
and masks, constructions, and notepad studies.
Assessment Task:
a. Develop and present an individual art talk using any of the categories of
soulmaking.
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ART RUBRIC
4
3
2
Texture Art
Student(s)
makes
independent
choices in
creating works
of art that
incorporate
elements of
texture with
limited
effectiveness.
Student(s)
makes
independent
choices in
creating works
of art that
incorporate
elements of
texture with
some
effectiveness.
Student(s)
makes
independent
choices in
creating works
of art that
incorporate
elements of
texture with
considerable
effectiveness.
Overlapping Shape
Art
Student(s) uses
elements of
diminishing
size, and or,
overlapping
shapes to
create works of
art with limited
effectiveness.
Student(s)
uses elements
of diminishing
size, and or,
overlapping
shapes to
create works
of art with
some
effectiveness.
Student(s) uses
elements of
diminishing
size, and or,
overlapping
shapes to create
works of art
with
considerable
effectiveness.
Color Art
Student(s)
mixes shades
of color with
various hues
and values to
create works of
art that express
his personal
emotion with
limited
effectiveness.
Student(s)
mixes shades
of color with
various hues
and values to
create works
of art that
express his
personal
emotion with
some
effectiveness.
Student(s)
mixes shades of
color with
various hues
and values to
create works of
art that express
his personal
emotion with
considerable
effectiveness.
Effort/Perseverance
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The project
was continued
until it was
complete as the
student could
make it; gave it
effort far
beyond that
required; to
The student
work hard and
completed the
project, but
with a loom or
effort it might
have been
outstanding.
The student
finished the
project, but it
could have
been improved
with more
effort; adequate
interpretation
of the
1
Student(s)
makes
independent
choices in
creating
works of art
that
incorporate
elements of
texture with
a high degree
of
effectiveness.
Student(s)
uses
elements of
diminishing
size, and or,
overlapping
shapes to
create works
of art with a
high degree
of
effectiveness.
Student(s)
mixes shades
of color with
various hues
and values to
create works
of art that
express his
personal
emotion with
a high degree
of
effectiveness.
The project
was
completed
with
minimum
effort.
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pride in going
well beyond
the
requirement.
Creativity/Originality
The student
explored
several choices
before
selecting one;
generating
many ideas;
tried unusual
combinations
or changes on
several ideas;
made
connections to
previous
knowledge;
demonstrated
understanding
problem
solving skills.
assignment, but
lacking finish;
chose an easy
project and did
it indifferently.
The student
tried a few
ideas for
selecting one;
or based his or
her work on
someone
else’s idea;
made
decisions after
referring to
one source;
solve the
problem in
logical way.
The student
tried in idea,
and help out
adequately, but
it lacked
originality;
substituted
“symbols” for
personal
observation;
might have
copied work.
References:
1. Caslib, B. et. al (2018). Art Appreciation. Manila. Rex Book Store, 2018
2. www.youtube.com
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The student
fulfills the
assignment,
but gave no
evidence of
trying
anything
unusual.
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Topic 9
Da Vincian Principles
Leonardo da Vinci was the ultimate high achiever with simultaneous careers
as a world-class artist, architect, scientist, inventor, and engineer. In his spare time, he
was also an accomplished cook and played musical instruments to a professional
level. Therefore, if anybody can exemplify how to apply creativity and learning skills
productively, da Vinci is the consummate role model.
While it is true that Leonardo da Vinci was a genius, it is also true that most
people typically use only a fraction of their potential brain-power. Therefore, by
analyzing how da Vinci achieved so much, a system for personal and professional
achievement can be developed. In essence, this system has seven key principles
(Gelb, M. 1998).
Learning Outcomes:
At the end of the topic, you are expected to:
a. identify and discuss the seven da Vincian principles;
b. explain how these principles can be applied in art making.
Learning Content:
What are the seven da Vincian principles?
The seven Da Vincian Principles are the following:
1. Curiosita or curiosity, making his insatiable quest for knowledge and continuous
improvement.
https://www.slideshare.net/
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2. Dimostrazion or demonstration, testing knowledge through personal experience
rather than taking others’ reports for granted.
https://www.slideshare.net/
3. Sensazione or sensation, continued refinement of the senses to sharpen observation
and response.
https://www.slideshare.net/
4. Sfumato. A painting technique employed by Da Vinci to create an ethereal quality
in his work, showing his ability to embrace ambiguity and change.
https://www.slideshare.net/
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5. Arte/scienza. The balance between art and science or the science of art, which he
demonstrated in his whole-brain thinking.
https://www.slideshare.net/
5. Coroporalita or “of the body”, representing his belief that a healthy mind
requires a healthy body and the importance of cultivating both fitness and
poise.
https://www.slideshare.net/
6. Connessione or connection, for his habit of weaving together multiple
disciplines around a single idea, recognizing and appreciating that all
pheomena are connected.
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https://www.slideshare.net/
Assessment tasks:
1. How will you apply these principles in making art?
2. Short quiz ( to be posted)
Essay Rubric
Areas of
Assessment
Ideas
Organization
Understanding
Word Choice
Sentence
Structure
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4
3
Presents ideas
in an original
manner
Strong and
organized
beg/mid/end
Presents ideas
in a consistent
manner
Organized
beg/mid/end
Writing shows
strong
understanding
Sophisticated
use of nouns
and verbs
make the essay
very
informative
Sentence
structure
enhances
Writing shows
a clear
understanding
Nouns and
verbs make
essay
informative
Sentence
structure is
evident;
2
Ideas are too
general
1
Some
organization;
attempt at a
beg/mid/end
Writing shows
adequate
understanding
Needs more
nouns and
verbs
Ideas are
vague or
unclear
No
organization;
lack
beg/mid/end
Writing shows
little
understanding
Little or no
use of nouns
and verbs
Sentence
structure is
limited;
No sense of
sentence
structure or
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meaning;
flows
throughout the
piece
Few (if any)
errors
Mechanics
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sentences
mostly flow
sentences need
to flow
flow
Few errors
Several errors
Numerous
errors
References
Gelb, Michael (1998). How to Think Like Leonardo Da Vinci
scienceofpeople.com/7-steps-to-genius/
Topic 9
Appropriation Of Art
Appropriation has been a common practice throughout history. In the past, if
an apprentice painter needs to hone his skills in his craft, he would be allowed to use
his master’s work to copy. It is as if the apprentice is trying to explore his personal
application of techniques to something he is more familiar with. However, there are
some people who go to the extreme by believing that copying the exact artwork of an
artist and attributing to his own, this could pose a problem especially with authorship.
In this module, it discusses the concept of appropriation and the posit five acts of
appropriation.
Learning Outcomes
Upon completion of this module, the students are expected to:
1. Define art appropriation.
2. Discuss the posit five (5) acts of cultural appropriation.
Learning Content
What is art appropriation?
Appropriation in Art
- It refers to borrowing images that are recognizable from different sources and using
these borrowed images to make a new art form.
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- The context of pictures is absolutely integral to their meaning, taking something for
one’s own use, typically without permission from, or acknowledgement of, the owner,
creator, or culture origin.
- Appropriation in art and art history refers to the practice of artists using pre-existing
objects or images in their art with little transformation of the original.
- This means borrowing, copying, and altering images and objects that already exists.
Appropriation has been a strategy used by artists for a super long time.
Example:
1. Edward Manet and Pablo Picasso took historical artworks as departure
points for their own pieces.
2. Pablo Picasso, Glass and Bottle of Suze (1912)
3. Marcel Duchamp infamously appropriated urinal in his 1915 work Fountain
4. Surrealism also made extensive use of appropriation in collages and objects
such as Salvador Dali’s Lobster Telephone.
- Appropriation took a new significance in mid-20th –century America and Britain
with the rise of consumerism and proliferatio of popular images through mass media
outlets from magazines.
- Appropriated images and objects appear extensively in Pop art of Jasper Johns,
Robert Rauschenberg, Class Oldenburg, Andy Warhol, Tom Wesselman, and Roy
Lichtenstein. They reproduced , juxtaposed, or repeated mundane, everyday images,
from popular culture.
2. What are the posit five (5) acts of cultural appropriation?
a. Material appropriation
Material appropriation occurs when the possession of a tangible object (such as s
sculpture) is transferred from members of one culture to members of another culture.
The removal of the friezes from the Parthenon by Lord Elgin is often regarded as a
case of material appropriation.
b. Non-material appropriation
This form of appropriation involves the reproduction, by a member of one culture, of
non-tangible works (such as stories, musical compositions or dramatic works)
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produced by some other culture. A musician who sings the songs of another culture
has engaged in non-material appropriation, as has the writer who re-tells stories
produced by a culture other than his own.
c. Stylistic appropriation
Sometimes artists do not reproduce works produced by another culture, but still take
something from that culture. In such cases, artists produce works with stylistic
elements in common with the works of another culture. White musicians who
compose jazz or blue music are often said to have engaged in appropriation in this
sense.
d. Motif appropriation
This form of appropriation is related to stylistic appropriation. Sometimes artists are
influenced by the art of a culture other than their own without creating works in the
same style. Picasso, for example, was influences by African carving, but his works are
not and African style. Similarly, Ravel was influenced by the jazz of AfricanAmericans, but his compositions are not in a jazz idiom. Rather than appropriating an
entire style, such artists have appropriated only basic ideas or motifs.
e. Subject appropriation
Subject appropriation occurs when someone from one culture represents members or
aspects of another culture. Many of Joseph Conrad’s novels involve subject
appropriation, since Conrad frequently wrote cultures other than his own.
Assessment Tasks
1. Why some artists appropriate some arts?
2. Develop artistic ability in any form you would like to appropriate an art.
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Essay Rubric
Areas of
Assessment
Ideas
Organization
Understanding
Word Choice
Sentence
Structure
Mechanics
4
3
Presents ideas
in an original
manner
Strong and
organized
beg/mid/end
Presents ideas
in a consistent
manner
Organized
beg/mid/end
Writing shows
strong
understanding
Sophisticated
use of nouns
and verbs
make the essay
very
informative
Sentence
structure
enhances
meaning;
flows
throughout the
piece
Few (if any)
errors
Writing shows
a clear
understanding
Nouns and
verbs make
essay
informative
2
Ideas are too
general
Some
organization;
attempt at a
beg/mid/end
Writing shows
adequate
understanding
Needs more
nouns and
verbs
1
Ideas are
vague or
unclear
No
organization;
lack
beg/mid/end
Writing shows
little
understanding
Little or no
use of nouns
and verbs
Sentence
structure is
evident;
sentences
mostly flow
Sentence
structure is
limited;
sentences need
to flow
No sense of
sentence
structure or
flow
Few errors
Several errors
Numerous
errors
References
1. Young, J. O. (2008). Cultural Appropriation and the Arts. (New Directions in
Aesthetics). Blackwell Publishing Ltd. (2008).
2. youtube.com/watch?v=OpjzJojNC18
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Topic 10: Indigenous Art
Introduction
Filipinos are probably one of the most creative and colorful people
around. You can tell this just by looking at the types of art that we have. Sadly,
some of these art forms are now dying as the younger generation does not seem
to have any interest in learning about them. But the fact remains that not a lot of
young ones know the process and hardwork that go with these arts.
The indigenous arts most sensitively reflect this communal orientation.
Being the most lucid and expressive symbols of a culture’s values, the arts are
the most powerful instruments of inquiry into the essential character of a
culture. It is undeniable that the following basic concepts and attributes of art
and the conditions of artistic creation, expression and expression and experience
could only have arisen in communal or integral Filipino cultural settings.
Art is not synonymous with big production costs because because what
matters is artistic excellence or the creative idea as well as making art part of
everyday life. Thus, the least expensive medium, e.g. paper for kites, is regarded
highly and not considered inferior to the costlier ones. And even the most
practical objects like a coconut grater, container, knife handle, tree stump, mat,
or hat can become a medium for the finest art.
Learning Outcome
At the end of the lesson, the student should be able to:
a. trace and summarize the indigenous art;
b. create a symmetry art inspired by Okir/Ukkil; and
c. appreciate better the history and development of Philippine arts.
Learning Content
Indigenous Arts are those native arts that have grown naturally
through the years in a certain locality. Indigenous arts include the Torogan of Muslim
Mindanao (previously discussed), bahay-kubo, bahay bale, bahay na bato, and other
indigenous house. Traditional arts and crafts are not indigenous arts per se since these
arts did not naturally exist in the particular area from time immemorial.
Some of thisIndigenous Art is:
1. Architecture
Wander over the world heritage site, Banaue Rice Terraces, Eighth Wonder of
the World carved from the high Cordilleras over 2,000 years ago. These rice terraces
were carved out of the mountains by the native Ifugao people. The Ifugao made the
walls out of hardened mud and clay while they flattened the slopes it could hold water
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essential for rice growth. It had been the way of life of the Ifugao mountain tribes for
the past 2,000 years, kept alive up to this day.
https://theculturetrip.com/asia/philippines/
2. Sculpture
Sculpture is three-dimensional artwork created by shaping or combining hard
materials, typically stone such as marble, metal, glass, or wood, or plastic materials
such as clay, textiles, polymers and softer metals. Carving is one of the techniques
used in sculpture. The most important type of sculpture, in its quality, quantity and
continuing use, are wooden bulul or bulol carved by Ifugao craftsmen of Mountain
Province, Luzon. Often made in pairs, male and female, bulul represent guardian
deities and are placed in rice granaries to ensure beautiful rice.
http://bernarddegrunne.com
http://tribalartasia.com
3. Weaving
Weaving means to make cloth and other objects. Threads or strands of
material are passed under and over each other. Most of the common forms of weaving
in the Philippines are in the form of hats, mats, bags, baskets and textiles (clothes and
blankets). This brought the ikat technique of resist – dyeing of the warp thread and the
concept of using textiles in death ceremonies. Weavers were further influenced by
imported materials: they imitated the new designs, integrating them with their
traditional textiles. Weaver imigrants appear to have brought the ikat technique to the
Isinai and Ifugao people of Luzon.
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Abaca fiber derived from the abaca plant is widely grown in certain regions ‘n
the country. It is woven mainly to make ‘sinamay’ fabric and abaca rope, as well as
specialty papers like vacuum bags, currency, and tea bags.
Abaca Scrunch & Sinamay
http://alibaba.com
http://wheninmanila.com
4. Pottery
Pottery are objects that are first shaped of wet clay, then hardened by baking.
Pottery includes both decorative and practical items such as bowls, vases, dishes, and
lamps. Pottery in the Philippines varies in forms and functions. The forms of the pots
are directly influenced by the functions of the pots and the tradition of the community
or local area. An example of this is the palayok, which is used for cooking, Banga and
Tapayan are used for storing liquids. There is also the clay-made stove or kalan. The
burnay pottery in Ilocos Sur is still a lively tradition that continues up to the present.
http://filipiknow.net
http://flickr.com
5. Body Adornment
Physical ornamentation can be categorized into three areas specifically the use
of traditional costumes (textile), jewelries and tattoos. The design vary depending on
the location, users and function of the ornaments. Since the early 16th century, jewelry
making in the country has been practiced.
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https://www.pinterest.ph/pin/39476934209858370/
Indigenous Materials
The materials in indigenous arts come from native materials or local materials
that are found in the locality. Some of these are the sawali, coco coir, bagasse, abaca,
bamboo, palm frond stems, mud bricks, rattan, rice husks, cogon, wood, and stone.
1. Sawali. This material comes from the outer covering of bamboo poles. It is
woven into mats and ideal for cement backing.
https://www.zamboanga.com/z/index.php?title=Sawali-
2. Coco coir. This by-product of coconut is used to minimize the use of cement
and as sandwich panels for insulation.
https://www.advancednutrients.com/articles/how-to-get-the-greatest-benefitsfrom-coco-coir/
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3. Bagasse. This is sugar cane waste used for insulation or cement backing.
https://www.alamy.com/sugarcane-bagasse
4. Abaca. This is a fiber material obtained from the leaf stalk of a banana plant.
Most of these materials are found in the Bicol Region.
https://www.alibaba.com/product-detail/I-grade-philippine-abaca-hempyarn_127346716.html
5. Bamboo. This indigenous material has low degree of elasticity, low concrete
adhesion, but wide variable moisture content. It is very useful in architectural
forms and designs, mainly as reinforcement to concrete.
https://www.gardeningknowhow.com/ornamental/foliage/bamboo/transplantingbamboo.htm
6. Palm frond stems. This material is often used for non-structural panels, walls,
screens, and bases of houses. Despite being widely used, it is susceptible to
termites and have to be replaced every 4 to 5 years. To raise its life span to 15
years and above, the material must be treated with anti-termite chemical like
solignum or the structure must be raised above the ground.
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https://www.pinterest.ph/pin/289919294756008313/
7. Mud Bricks. This material is brittle, has less strength, and cannot stand up
well to tension. However, it is the choice of the building materials in places
with hot, dry climates due to its low thermal conductivity
https://www.shutterstock.com/search/mud+bricks+wall
Indigenous materials are widely used in architecture such as in the
construction of bahay-kubo, bahay bale, bahay na bato and other indigenous
architectural structures.
Bahay Kubo
-is a cultural icon, a cultural heritage and as a symbol of togetherness. Bahay
kubo is also known as “nipa-hut”. This typical hut symbolizes the typical Filipino
family as a close knit family.
https://steemit.com/history/@stanleemike/bahay-kubo-nipa-hut
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Bahay na Bato
- it is also known as “house of stone” or better still, “stone house”. This type
of house is considered as an updated version of the traditional bahay kubo whereas in
the bahay. This type of indigenous house uses a Chinese tiled roof or sometimes nipa
or cogon roof but today, these roofings are being replaced by styled galvanized irons
with various
shapes
and
designs.
https://www.quora.com/What-are-the-Filipino-elements-on-the-Bahay-na-Bato
Ifugao Bale (or Native House)
-This type of indigenous house is sometimes referred to as “No-Nail House”
because it was constructed without the use of nails.it is considered to be one of the
most indigenous and nearly perfect architectural constructs ever made by man. They
are known as the “architectural marvel” of the century.
Local carpenters of Banaue who are called “munhabats” built the Ifugao bale
as part of dangah or free service.the bale evolved from primitive dwelling called
“abong” which is equivalent to “house” in Pangasinan dialect.
The Ifugaos observe the “ngilin” which is a pagan ritual, and during the
construction of this house, the munhabats abstain from sex right before they start
building the bale.
https://www.pinterest.ph/chinadesign1/vernacular-architecture/
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Assessment Task
1. What is the significance of Bahay Kubo in Philippine cultural values?
2. Why are there no partition for rooms in Bahay Kubo, Ifugao Bale, and Bahay
na Bato? What do these symbolize?
3. Identify some places in the Philippines where indigenous art is still practiced.
Essay Rubric
Areas of
Assessment
Ideas
Organization
Understanding
Word Choice
Sentence
Structure
Mechanics
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4
3
Presents ideas
in an original
manner
Strong and
organized
beg/mid/end
Presents ideas
in a consistent
manner
Organized
beg/mid/end
Writing shows
strong
understanding
Sophisticated
use of nouns
and verbs
make the essay
very
informative
Sentence
structure
enhances
meaning;
flows
throughout the
piece
Few (if any)
errors
Writing shows
a clear
understanding
Nouns and
verbs make
essay
informative
2
Ideas are too
general
Some
organization;
attempt at a
beg/mid/end
Writing shows
adequate
understanding
Needs more
nouns and
verbs
1
Ideas are
vague or
unclear
No
organization;
lack
beg/mid/end
Writing shows
little
understanding
Little or no
use of nouns
and verbs
Sentence
structure is
evident;
sentences
mostly flow
Sentence
structure is
limited;
sentences need
to flow
No sense of
sentence
structure or
flow
Few errors
Several errors
Numerous
errors
ART APPRECIATION
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Miniature Activity
Create a decoupage:
Use recyclable glass bottle and decorate using indigenous materials,
applying the symmetry of okir/ukkil. (be resourceful). Proof of
legitimacy(Picture/video)
Sample video Okir art: https://www.youtube.com/watch?v=SnuYmSO2brQ
http://www.slideshare.net
https://www.metmuseum.org/toah/images
/
ISUSnMat-Edu-Mod-072
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Effectivity: August 1, 2020
ART APPRECIATION
P a g e | 88
ART RUBRIC
4
3
2
Texture Art
Student(s)
makes
independent
choices in
creating works
of art that
incorporate
elements of
texture with
limited
effectiveness.
Student(s)
makes
independent
choices in
creating works
of art that
incorporate
elements of
texture with
some
effectiveness.
Student(s)
makes
independent
choices in
creating works
of art that
incorporate
elements of
texture with
considerable
effectiveness.
Overlapping Shape
Art
Student(s) uses
elements of
diminishing
size, and or,
overlapping
shapes to
create works of
art with limited
effectiveness.
Student(s)
uses elements
of diminishing
size, and or,
overlapping
shapes to
create works
of art with
some
effectiveness.
Student(s) uses
elements of
diminishing
size, and or,
overlapping
shapes to create
works of art
with
considerable
effectiveness.
Color Art
Student(s)
mixes shades
of color with
various hues
and values to
create works of
art that express
his personal
emotion with
limited
effectiveness.
Student(s)
mixes shades
of color with
various hues
and values to
create works
of art that
express his
personal
emotion with
some
effectiveness.
Student(s)
mixes shades of
color with
various hues
and values to
create works of
art that express
his personal
emotion with
considerable
effectiveness.
The project
was continued
until it was
complete as the
student could
make it; gave it
effort far
beyond that
The student
work hard and
completed the
project, but
with a loom or
effort it might
have been
outstanding.
The student
finished the
project, but it
could have
been improved
with more
effort; adequate
interpretation
Effort/Perseverance
ISUSnMat-Edu-Mod-072
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1
Student(s)
makes
independent
choices in
creating
works of art
that
incorporate
elements of
texture with
a high degree
of
effectiveness.
Student(s)
uses
elements of
diminishing
size, and or,
overlapping
shapes to
create works
of art with a
high degree
of
effectiveness.
Student(s)
mixes shades
of color with
various hues
and values to
create works
of art that
express his
personal
emotion with
a high degree
of
effectiveness.
The project
was
completed
with
minimum
effort.
ART APPRECIATION
P a g e | 89
required; to
pride in going
well beyond
the
requirement.
Creativity/Originality
The student
explored
several choices
before
selecting one;
generating
many ideas;
tried unusual
combinations
or changes on
several ideas;
made
connections to
previous
knowledge;
demonstrated
understanding
problem
solving skills.
of the
assignment, but
lacking finish;
chose an easy
project and did
it indifferently.
The student
tried a few
ideas for
selecting one;
or based his or
her work on
someone
else’s idea;
made
decisions after
referring to
one source;
solve the
problem in
logical way.
The student
tried in idea,
and help out
adequately, but
it lacked
originality;
substituted
“symbols” for
personal
observation;
might have
copied work.
The student
fulfills the
assignment,
but gave no
evidence of
trying
anything
unusual.
References
Ariola, Mariano M. 2018. Art Appreciation. Intramuros Manila: Unlimited
Books Library Services and Publishing Inc.
Leano Roman D., Agtani, Jenny Marsha B. Art Appreciation. Manila.
Mindshapers Co.,Inc.
ISUSnMat-Edu-Mod-072
Revision : 0
Effectivity: August 1, 2020