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Module 1 Integrative Art as Applied to Contemporary Art 0
Art Appreciation (University of San Jose - Recoletos)
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MODULE 1
CONARTS
CONTEMPORARY PHILIPPINE
ARTS FROM THE REGION
MODULE 1: INTEGRATIVE ART AS
APPLIED TO CONTEMPORARY ART
Photo from Cebuano artist:
@bastinuod
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Module 1: Integrative Art as Applied to
Contemporary Arts
Hey there! We are about to immerse ourselves in the world of
Contemporary Philippine Art! To get us ready, we are stoked to introduce
you to Module one!
What is in the module?
Most Essential Topic: Integrative Art as Applied to Contemporary Arts
Content Standard: The learner demonstrates: appreciation of contemporary
art forms, found in the various regions by understanding the elements and
principles
Performance Standard: The learner presents a form of integrated
contemporary art based on the region of his / her choice.
Formation Standard: Understanding the meaning and importance of
applied art in appreciating one’s uniqueness.
Time Frame: 1 Week
The Week at a Glance
MON
*READ
“INTRODUCTION”
OF MODULE 1
*ANSWER
FORMATIVE
ACTIVITY # 1
TUE
*READ
“INTEGRATIVE
ART AS
APPLIED TO
CONTEMPORA
RY ART” OF
MODULE 1
WED
THU
FRI
*READ
*ANSWER
*READ
“ELEMENTS OF “PRINCIPLE OF SUMMATIVE
DESIGNS”
ARTS”
ACTIVITY# 2
*ANSWER
SUMMATIVE
ACTIVITY# 1
*READ “ARTS
FORMS IN THE
PHILIPPINES”
Formative Activity # 1
Instructions:
1. Answer first the given questions below. Input your "Initial" answers in the
provided donwloadable worksheet.
2. Proceed to reading the entire module.
3. After which, revisit and review your "Initial" answer.
4. Answer the same questions for the second time in the given worksheet, this
will serve as your "Final" answer.
5. After finalizing your answers, convert your worksheet to an image file.
6. Log in to your Quipper Accounts and go to Quipper Essay. Then, look for the
title Module 1:Formative Activity #1.
7. Attach your Formative Activity # 1 Worksheet, image file in Quipper essay.
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Formative Activity # 1
Here are the questions:
a, What is the meaning of Integrative Art and how can it be connected with arts?
b. What is contemporary arts and how is time related to arts?
c. Do con arts and integrative arts share similarities? Why or why not?
Here is a sample format, make sure to label your answers accordingly in your
worksheet:
Initial Answer
Final Answer
Introduction
Contemporary Philippine Arts from the Region is an art produced at
the present period in time. In vernacular English, “modern” and
“contemporary” are synonyms, resulting in some conflation of the terms
“modern art” and “contemporary art” by non-specialists.
According to Leo Benesa (2015), modern or contemporary art, although
a by-word for decades in the Western world, is a phenomenon of the
post-war period in the Philippines. This is not meant to detract from the
yeoman efforts of Victorio Edades, Carlos Francisco and Galo Ocampo,
who were known as the ‘Triumvirate’ in progressive art circles of the
pre-war period. The art of these three men was indeed contemporary in
intention and direction, but their role was more needed historical and
transitional rather than iconoclastic. A new group was needed
negotiate the actual aesthetic breakaway from the established canon to
the abstract, expressionist, symbolist and other modes of creative
expression characteristic of the art of the modern world.
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Strictly speaking, the term “contemporary art” refers to art made and
produced by artists living today. Today’s artists work in and respond to a
global environment that is culturally diverse, technologically advancing, and
multifaceted. Working in a wide range of mediums, contemporary artists
often reflect and comment on modern-day society. When engaging with
contemporary art, viewers are challenged to set aside questions such as, “Is a
work of art good?” or “Is the work aesthetically pleasing?” Instead, viewers
consider whether art is “challenging” or “interesting.” Contemporary artists
may question traditional ideas of how art is defined, what constitutes art,
and how art is made, while creating a dialogue with—and in some cases
rejecting—the styles and movements that came before them.
Since the early 20th century, some artists have turned away from realistic
representation and the depiction of the human figure, and have moved
increasingly towards abstraction. In New York City after World War II, the art
world coined the term “abstract expressionism” to characterize an art
movement that was neither completely abstract, nor expressionistic.
Nevertheless, the movement challenged artists to place more emphasis on
the process of making art rather than the final product. Artists like Jackson
Pollock brought art-making to choreographic heights by dripping paint in
grand yet spontaneous gestures. As one critic noted, the canvas was an
arena in which to act—”what was going on in the canvas was not a picture
but an event.” This notion of art as an event emerged out of the movement
called abstract expressionism, which greatly influenced the art movements
that followed, and continues to inspire artists living today.
Contemporary artists working within the postmodern movement reject the
concept of mainstream art and embrace the notion of “artistic pluralism,” the
acceptance of a variety of artistic intentions and styles. Whether influenced
by or grounded in performance art, pop art, Minimalism, conceptual art, or
video, contemporary artists pull from an infinite variety of materials, sources,
and styles to create art. For this reason, it is difficult to briefly summarize and
accurately reflect the complexity of concepts and materials used by
contemporary artists. This overview highlights a few of the contemporary
artists whose work is on view at the Getty Museum and the concepts they
explore in their work.
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Integrative art as applied
to Contemporary Art
Art is everywhere. In a modern world driven by rapid technological advancement, art
is usually categorized simply as painting, sculptures, and other similar forms. Little do
we know that art comes in various forms which we can integrate. Social media, print
advertisement, radio programs, and even noon time television shows are results of
integrated art.
1. Arts
Something that is created with imagination and skill and that is beautiful or
that expresses important ideas or feelings.
The expression or appreciation of human creative skill and imagination
Its origin came from:
Aryan root AR, meaning “to put together”
2 Greek words, ARTIZEIN (to prepare) & ARKISKEIN (to put together)
Latin terms ARS, ARTIS (everything that is artificially made or composed by
man)
2. Contemporary
Existing or occurring at the present time
Kontemporaneo (UP Diksyonaryong Filipino): nabibilang o umiiral sa
kasalukuyang panahon; sumusunod sa modernong ideya o modang estilo o
disenyo.
In vernacular English, it is synonymous with the word modern.
3. Contemporary Arts
Art produced at the present period in time
Art of today, produced by artists who are living in the 21st century
Refers to the recent & current practice of art ranging from the 1970’s up to the
present.
4. Integrative Arts
Integrating: to bring together or incorporate [parts] into a whole
Integrated: in arts, used to denote integration of the arts experience into the
learning process
Integrated Arts Practice: refers to the inter – disciplinary art, art research,
development, production, presentation, or artistic creation of work that fully
uses 2 or more art disciplines to create a work for a specific audience (e.g.
music & drama = opera)
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ELEMENTS OF ARTS
There are certain elements which make an artwork an artistic piece. These elements and
principles are socially agreed on and, when followed, usually define what is formally
known as aesthetically pleasing. Knowing the elements of art is not only important to
artists but also to viewers of art as this can enable a deeper understanding of the artwork.
L INE
V A L UE
TE X TU RE
S HA PE
S PA C E
FO RM
C OL O R
1. LI NES
In visual arts, a line is a series of points. It may come in two characteristics:
Different types of lines may convey different meanings. For example, a horizontal line
usually suggests calmness, as such is the case when viewing the horizon during sunset,
vertical lines may convey loftiness, while diagonal lines may pertain dynamism. In other
disciplines like theater, this may pertain to the lines in the script. While in dance, it is the
routine of steps as executed by the dancer.
2. SPACE
Different types of lines may convey different meanings. For
example, a horizontal line usually suggests calmness, as such is
the case when viewing the horizon during sunset, vertical lines
may convey loftiness, while diagonal lines may pertain
dynamism. In other disciplines like theater, this may pertain to
the lines in the script. While in dance, it is the routine of steps
as executed by the dancer.
3. & 4 SHAPE AND FORM
Shape is formed by connecting both ends of a line. Shapes are two dimensional figures
with height and width. There are also different kinds of shapes as described below.
Geometric shapes are enclosed figures such as triangle, squares, and other
structured figures
Organic shapes are shapes found in nature. They do not have a structured
form as they are usually free flowing. Examples of these are the shape of a
leaf or a cloud.
Abstract shapes are like organic shapes for they lack definition, but they are
not necessarily found in nature. They are also asymmetrical and free flowing.
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Similar to lines, shapes may contribute to meaning making
when used in an artwork. For example, a circle is usually
associated with love, harmony, and infinity such as the case of
an engagement ring. Triangles, when upright, are seen to
suggest stability because of its solid base, while it suggests
tension when upside down. Meanwhile, a square or a
rectangle suggests familiarity and equality.
Forms are three dimensional; it has the same dimensions as a shape except with added volume. Unlike
shapes, it has more depth and does not feel flat.
5. COLOR
In visual arts, color is associated with the natural phenomenon in our environment. Scientifically, when a
light passes through a prism, it will produce different hues of different wavelengths. These colors may
pertain to lightness or darkness, coolness or warmth. Also, colors may convey different meanings
depending on the cultures and traditions of a region.
6. VALUE
In visual arts, value is considered a property of a color which pertains to its lightness or darkness.
Value pertains to the lightness or darkness of a
color. In music, this may refer to the pitch. It is the
highness or the lowness of the sound.
6. TEXTURE
In visual arts, texture is the tactile or illusory surface of the piece. In music, texture is the mood or quality
of the composition.
SUMMATIVE ACTIVITY # 1.1
Log in to your Quipper Accounts and go to your Quipper Essay. Look for the title Module
1: Activity 1 and use the worksheet provided. Then, go to YouTube and type in SB19 and
Ben&Ben – MAPA (Band Version) Official Video or you may copy the link written here and
paste it on YouTube. After which, kindly observe the video on how Integrative Art and
Contemporary art were both combined. Be guided by the following questions in doing
this activity and be mindful of the given rubrics.
Youtube link: https://www.youtube.com/watch?v=xIfWCE2ESuo
Process Questions:
Why is integrative art more and more popular in contemporary times?
Does art need to be presented in this manner to capture attention? Why / why not?
Does the video presents the necessary requirements of both Contemporary and
Integrative Arts?
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Rubrics
Principles of Design
The elements of art may be organized in a way that it can create a more
compelling artwork. This organization of elements is called principles of
design. Understanding the elements and how they may go together will be of
great help in improving, not just your artistic skills, but also your capacity to
understand art.
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S C A L E A ND P R OP OR T ION
HA R M ON Y
V A R IET Y
M O VE ME NT
R HY T HM
B A L AN C E
EM PH AS IS A ND
S UB B OR DIN AT IO N
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1. SCALE AND PROPORTION
Scale and proportion refer to the relationship of the elements, specifically its
relative size of parts of a whole. For example, when drawing a human standing
beside a house, it is important to ensure that the human is proportional to the
house, which means ensuring that the size of the element suggests what they
are - a human standing beside a house, as opposed to a human standing
beside a doll house.
The golden ratio is
believed to be a
universal principle of
good structure and
design
2. HARMONY
In general, you can say an art piece is in harmony when the different parts produce an overall
positive impact or effect. In visual arts, harmony is the unity of the artwork, specifically in
reference to the arrangement of its parts, while in music, harmony refers to the simultaneous
sounding or playing of different notes to produce a sound.
3. VARIETY
In other terms, variety may be referred to as diversity. This means adding multiple, different
elements to break the monotony of an artwork and make it more interesting.
4. MOVEMENT
Movement is a basic principle of nature and is associated with the environment. All living
things, non-living things, and heavenly bodies move naturally. Movement serves as one of the
fundamental principles in dance and theater. In visual arts, an artwork has movement when it
incorporates the passage of time, even in an illusory manner.
Movement in visual arts
is when the piece suggests the
passage of time.
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5. Rhythm
This refers to the repetition of certain elements to produce a pattern. In visual arts,
repeated design elements may create a certain flow and may lead the viewer’s eyes. In
music, this refers to the even distribution of notes.
6. Balance
Balance refers to the even and equal distribution of elements. There are two types of
balance in visual arts:
Informal balance, also called asymmetrical, is present when the designs are not equally
distributed on both sides.
Formal balance, also called symmetrical, is present when the weight of the designs is
equally distributed.
7. Emphasis and Subordination
Emphasis is a principle which may refer to the greater impact given on a certain element.
Subordination serves as the opposite of emphasis as it refers to how certain elements only
serve as a supplement to the emphasized element in a design.
Art Forms in the Philippines
The Philippines is an archipelago with more than 7,000 islands. These islands are the home
of people with different languages, beliefs, cultures, and distinct histories. The country’s
diverse ethnolinguistic groups is testament to its rich culture and traditions. This diversity is
observable in the country’s artworks. More than the geographic influences, art in the
Philippines is also influenced by a rich history of its people.
Precolonial Art
Artistic production in the Philippines started even before the colonizers reached the
Philippine islands. Art was often used by the people in their daily living. Our ancestors
weaved fabrics for dresses, made weapons for battles, and chanted to bring good
harvest. Unlike today, indigenous art are not classified strictly into disciplines. Art, for
them, had social utility; indigenous people integrated art into their communal
ceremonies. Planting and harvesting, weddings, funerals, and rites of passage are
examples of communal ceremonies.
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Rituals played a significant role in the everyday life of Filipino ancestors. The
Kashawing ritual in lake Lanao, for example, acts as a prayer for abundance during
harvesting season. It involves a reenactment of a legendary pact between ancestors
and unseen spirits. A similar type of ritual for planting rice is performed by the
Tagbanwas of Palawan.
Filipino ancestors harvest and hunt for a living. Their hunting experience also
served as an inspiration to create drama, poetry, music, and dance by imitating the
movements of an animal. This is considered a ritual to prepare for hunting. To
accompany these rituals, the indigenous peoples also had their own musical
instruments. An example of this is the agung ensemble. Musical instruments, when
played, are usually complemented with dances that imitate the movements of
animals. Higaonon and B’laan have banog-banog, and the Bagobos have the manmanok dances which imitate the movement of the birds. Meanwhile, courtship ritual
in Ifugao is represented through the talip.
Mostly, indigenous arts were inspired by animism. Indigenous peoples created
statue and symbols for their beliefs. The Ifugaos carved the bulul which they depict
as their granary god. Meanwhile, in the Southern Philippines, okir, a curvilinear
decoration, is an evidence of Indian and Islamic influences.
Spanish Colonial Art
During the 16th century, upon the arrival of the Spaniards, indigenous art changed.
Spanish colonization brought Catholicism and imposed their Western culture. This
conversion caused the birth of the religious or Christian and folk arts. Towns or
pueblos were created in a structure of plaza complex, with the church at the center
of each towns. Churches and government offices were built, and the rise of Hispanic
baroque structures were built across the Islands.
With the rise of Catholicism, religious icons like the santos, retablos, and others
became essential for religious rituals. Paintings also focused on visually
representing the writings of the Bible, and therefore conveyed religious messages.
Music, an essential part of worship, thus focused on liturgical music. Apart from
worship music, the pasyon or pabasa, a narration of Christ’s passion portrayed
during Lent season, were also observed in some places. There was also a massive
emergence of secular music in Iloilo, Pampanga, Ilocos, and Bicol when the Spanish
tradition of awit and korido became popularized. Spanish colonization also marks
the rise of the kundiman and the balitao. This development in music also affected
theatre arts, and soon the sarsuwela, senakulo, and the komedya were born in the
Philippines.
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During then, Filipinos became enlightened of the continuous abuse by the colonial
government and the friars. This resulted in a rebellion. Thus, revolutionary and
subversive themes became prominent. A popular example of such artwork is Noli
Me Tangere and El Filibusterismo by Dr. Jose Rizal.
American and Japanese Colonial Art
Americans introduced the public education system in the Philippines. Their schools,
however, required students to learn English. This brought forth Philippine Literature
in English. Initially, these pieces are characterized by a poor use of language as the
Filipinos only mimicked their American teachers. Soon, in 1925, Paz Marquez Benitez
published the short story Dead Stars, marking the birth of modern Philippine
Literature in English.
The Americans also popularized secularism, as evidenced by popular art forms of
the century such as the vaudeville or bodabil in theatre. School of Fine Arts,
alongside the establishment of the University of the Philippines (UP), was also
founded thus giving birth to Filipino artists educated in the Western ways. For
example, Fernardo Amorsolo, known for his craftsmanship in the use of light, was
educated in UP’s School of Fine Arts and is highly influenced by Western artists.
When the Japanese briefly occupied the Philippines during the 1940s, nationalism
became more pronounced. This is the effect of the war and repression on the
Filipino people.
Contemporary Arts in the Philippines
When the late former president/dictator/human rights violator, Ferdinand Marcos
started his administration, the birth of Contemporary Arts in the Philippines began.
Culture and the arts were given focused in his vision of the “New Society.” Cultural
Center of the Philippines was then established and urban planning and architecture
were given more focused. However, the declaration of Martial Law (1972 - 1981)
gave birth to dictatorship and numerous human rights violations. With that
emerged social realism. Underground cultural circles and writers hiding in pen
names were popular as censorship was popular during that time. Literary arts,
visual arts, and performing arts were used to express dissent. An example of this is
the poem Prometheus Unbound written by Jose Lacaba under the pen name Ruben
Cuevas. The piece is an acrostic, which means the first letter of each line form a
message. The acrostic revealed a strong sentiment against the administration and
became a popular slogan against the regime as the piece was published, the editor
unaware of its hidden message, was published in Focus Magazine.
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When Martial Law was lifted and the Marcos regime ended, democracy was
reintroduced to the Filipino people. This new found freedom paved the way for a
more diverse and more expressive Filipino artists. No longer did the Filipinos
exclusively made art for or against the government; now, art is a tool mainly used for
self-expression. With the rapid rise of technology and the popularity of social media,
Filipinos find more platforms and ways to express themselves, thereby continuously
changing the art scene. Contemporary art is distinct because of how it blurs the lines
across artistic disciplines, and how it integrates various elements and principles.
Summative Activity #1.2
Instruction:
Log in to your Quipper Accounts and go
to your Quipper Essay. Look for the title
Module 1: Summative Activity #1.2 and
use the downloadable worksheet
provided.
1. Describe the scenery in your
hometown ten years ago. Did it have
works of art (architecture,visual arts,
etc). What did they look like?
2. Describe the present scenery of your
hometown. Provide pictures before and
Try to recall in details the sights and
sounds of your hometown existing 10
years ago. If you don't have vivid memory
of your hometown, you can interview
your parents, guardians or other
after.
3. From what you have envisioned in
numbers 1-2, make a conclusion on
what has changes and what has
remained in the arts of your hometown.
residents of your hometown about how it
was ten years ago. Then provide answers
to the following:
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RUBRICS:
References:
Cousins, Carrie. "The (Sometimes Hidden) Meaning of Shapes." Design Shack. May 12, 2015. Accessed
February 01, 2018. https://designshack.net/articles/layouts/the-sometimes-hidden-meaning-of-shapes/.
Datuin, Flaudette May, Roberto Paulino, Eileen Legaspi-Ramirez and Louise Marcelino. Contemporary
Philippine Arts from the Regions. Manila: Rex Book Store, 2016
Haley Drucker. "The Five Main Genres of Literature." Bright Hub Education. May 27, 2014. Accessed
February 01 , 2018. http://www.brighthubeducation.com/homework-help-literature/100292-the-fivemain-genresof-literature/.
Lyn Yusi. "The Development of Art Galleries in the Philippines." National Commission for Culture and
the Arts. April 16, 2015. Accessed February 1, 2018. http://ncca.gov.ph/subcommissions/subcommissionon-cultural-heritagesch/art-galleries/thedevelopment-of-art-galleries-in-the-philippines/.
Perez, Angelita Perez. Philippine Contemporary Arts: Expressions and Experimentations. Quezon City:
Brilliant Creations Publishing Inc., 2016
Sayseng, Ayesha. Contemporary Philippine Arts from the Regions. Pasay: JFS Publishing Services, 2016
Benesa, L. (April 15, 2015). Philippine Contemporary Art as a Post-War Phenomenon. Retrieved from
http://ncca.gov.ph/subcommissions/subcommission-on-the-arts-sca/visual-arts/philippinecontemporary-art-as-a-post-war-phenomenon/.
Getty P.J. (n.d.). About Contemporary Art. Retrieved from
http://www.getty.edu/education/teachers/classroom_resources/curricula/contemporary_art/backgroun
d1.html
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