Gec106 - Art Appreciation Module

MODULE 1
ART APPRECIATION, CREATIVITY, IMAGINATION AND THE EXPRESSION
This part is divided into different sections. Each section has an intended task, which needs to be
accomplished in the week specified. The tasks can be submitted online or can be sent through
specific arrangement each week. On top of all the required tasks, students are required to keep a
copy of art journal where they must write everything and anything they observed in view of art.
They write what they observed and hear in the vision and perception of art.
In this section students will learn about creativity, imagination and the expression of arts. All
of these concepts are integral to art appreciation.
Introduction
What is art appreciation? Why do people create works of art? What is creativity? Why is
creativity necessary in art-making? When can you say that a person is creative? This course will help
draw out every single drive of creativity, every piece of artistry and every leap of imagination in you.
The basics in art appreciation such as assumptions of arts, subject and content, medium and
technique, artists and artisans will be well-elaborated. The thorough discussion on the elements of
arts and principles of design will allow every learner to catch a grasp of understanding on how these
theories work in art making/production. Further, this course will attempt to draw out the artists in
you by igniting your creativity and stimulating your power to innovate that you may become more
sensitive, aware and conscious with the refinement and excellence in everything that you do.
At the end of this Module, students are expected to have characterize their particular expression of
art, for self-fulfilment, for values and moral upliftment and for environmental consciousness.
The discussion each week starts with the title of the coverage and the specific objectives expected to
be accomplished after the chapter. Then, important concepts will be discussed following a series of
activities.
Sources are directly acknowledged except for the introduction where the sources are found under
the references.
OBJECTIVES
At the end of this module, the students are expected to:
● demonstrate an understanding and appreciation of arts

● reflect and derive the mood, idea, or message from selected artworks
● situate Philippine arts in global context
● create their own works of art
● utilize art for self-expression and for promoting advocacies
● deepen their identity and sensitivity to self, community, and society
● develop an appreciation of the local arts
● Determine students’ expectations of the course
● Characterize artistic expression based on personal experiences with art
Art Appreciation
● Examine the nature of art’s preliminary expression.
References:
https://www.artyfactory.com/art-appreciation.html
WEEK 1
ART APPRECIATION, ART CREATIVITY, IMAGINATION AND THE EXPRESSION
By the end of this lesson, you should be able to:
1. Differentiate art from nature;
2. Characterize artistic expression based on personal experiences with art;
3. Discuss the nature of art’s preliminary expression and;
4. Categorize works of art by citing personal experiences.
Art appreciation
Why is art important? If you ask a hundred artists, a hundred different answers will be drawn
out. The answers are anchored from the individuals’ different orientation, preferences, biases,
education exposure and culture. Answering the question above will be easier if you ask first yourself
with shallow and basic but very significant questions.
Why do we keep on looking for something new? Why do we keep on watching film or
listening to music? Why do we love to draw or paint? To sculpt or carve? To act or play instruments?
To sing or dance? To take photographs or make films? These are forms of Art-making that human
beings can’t resist. Whatever reasons we have, these will always boil down to one essential ground,
i.e. “man utilizes art because it serves human fundamental needs, and likewise enjoys it.
Art is part of our civilization. Thus, our civilization becomes alive and dynamic because of it. Imagine
if you take away music, dances, literary pieces, paintings, sculptures, clothing, furniture, jewellery,
utensils, tools or weapons, buildings and other structures which are obviously dominating our life,
what do you think would our society look like? Art is there to serve us-either with our want or need;
it is there to carry out its purpose. In diversely dynamic ways, art touch lives. Every individual
perceives art and its importance in different levels. Some may regard it as a sort of fad and leisure
while others take it seriously that it becomes their primary means of self-expression and even source
of living. But one thing is certain, not everyone can be considered an artist, but all are spectators of
art. We are able to distinguish what is fine and beautiful from what is not and what good quality is
and from poor. This gives us a role in the field of art appreciation.
Art a a form of expression and communication
Art a a form of expression and communication is essential to share thoughts, ideas, emotions and
opinions and beliefs that would help awaken consciousness and awareness of audiences toward
situations and issues. Since art is a form of expression and communication, it should therefore, not in
the confines of the few- the elite, the art connoisseur, critics, philosophers, religious or spiritual and
Art Appreciation
even the artists themselves. It is for everybody who wants change and transformation, who wnts to
convey thhoughts, ideas, feelings and emotions towards things and situations, thus art-making as a
means of preserving and revealing ancient stories, and presentingexperiences and future revelations
should be accessible and open to all.
In view of the above claim about art and expression, in art-making creativity is a must. What is
creativity? To define creativity, we must
1. determine first or identity-who we are, where we came from, and from where we headed
2. look into how we celebrate festivity in our community and neighborhood.
3. Consider how we were taught and what Art we have produced in the classroom.
4. Look into the available resource materials in our locality that can be utilized for art
production
5. Look back with how our forefathes taught us about rt
6. Reflect on how indignous tribes express their craftmanship abd
7. Recollect how our colonizers taught us how to think and feel.
Art therefore, is a product of man’s creativity, imagination and expression.
Activity 1
Reflective Questions
1. Why is creativity necessary in art-making?
________________________________________________________
__
2. When can you say that a person is creative?

________________________________________________________
3. If you were an artist, how would you transform an

ordinary subject into an artwork, for example a
driftwood or a bottle?
________________________________________________________
Activity 2
Art Appreciation
Listen to the song “Paraiso” by Smokey Mountain. Click
https://www.youtube.com/watch?v=RTLFOtV3ocs. Or click here
https://www.youtube.com/watch?v=ESyyEmhTpQ8 After listening,
make any original artwork grounded from the song, be it an essay,
interpretative dance, song, poem, drawing, etc.any art form of
choice will accepted as long as original. Use A4 bondpaper.
Assumptions of arts
Source: https://www.slideshare.net/jinedeth/lesson-1-what-is-art-appreciation-introduction-and-assumptions
Art is universal because it serves human basic needs. It is not nature because it a human
expression. It involves experience and demands involvement.
The above three assumptions set the boundary on the responsibility and obligation of man in
fulfilling what he/she is capable of doing. Man has to communicate, man has to utilize, Art to bridge
understanding and let society advance its growth. Henceforth, art is a constant reaction to the world
around us. It caters both our differences and uniqueness.
The Assumptions of arts are the principles and bases in arts appreciation because, in art,
human beings can communicate one’s individuality and existence. It is only in action that we live
continually, so thus Art.
Activity 1 Reflective Questions:
Is art nature? Why is art nature? Why is art not nature?
Activity 2
Art Appreciation
Find 10 objects of your interest, be it a leaf, a can, stone, picture frames, curtains, anything! Ask
yourself if they are art. And qualify if they are of equal value.
INSTRUCTION: Look at each object or touch

List of OBJECTS: _________________________________
1. Qualify objects if they are art.

2. Qualify if they are of equal value.
3. What are the factors which make an object an art object?
Week 2
FUNCTIONS OF ARTS
Learning objectives:
1. Distinguish between directly functional and indirectly functional art

2. Apply concepts and theories on the beauty aesthetics in real life scenarios.
https://www.pinterest.pt/pin/94012710959243347/
https://yuchengcomuseum.org/art-exhibits/poetry-function-glimpse-contemporary-filipino-pottery/
Art can be generally classified into two: the directly functional art and indirectly functional art.
Functional arts provide us with ease and comfort in living our everyday lives. This forms of arts
directly serves human basic needs such as tools, architectural structures, furniture, kitchen utensils,
clothes, weapon, etc. While non-functional arts are basically used to inform, educate, and entertain
people. These are perceived through the senses such as painting, sculpture, music, literary pieces,
dance, theatrical performance, etc.
Arts serve several functions. In terms of functions it is differentiated by the degree of our exposure
towards these arts. We utilize art for personal purposes. We utilize Art to go beyond from the
comfort space, and to affect and persuade other individuals. We utilize art for physical purposes such
as tools-these tools define man. Thus, art is utilized to improve our way of life.
Activity 1
Reflective Questions:
Art Appreciation
Does art always have a function? If artwork did not have any function, will it remain art?
Activity 2
Identify the social functions of the following artworks.
1. a painting of children at play 2. window chimes 3. sculpture of Malakas and Maganda 4. rattan
chair 5. weaved blanket
B. Tell whether the function of art in the following artworks is personal, physical, or social. 1. building
2. sculpture of a national hero 3. handcrafted bag 4. Bridge 5. sword
Activity 3
Interview a person with a body modification/ tattoo/ scarification. Students will ask the following
queries: narrative about the person; how it feels doing the process; and the relevance of doing the
process in relation to their culture, personal significance of doing the process. In doing this, students
will gain firsthand experience and inquisition that enables them to gain skills in interviewing,
researching, respecting others with this type of body canvas, and personally see the works of art in
the body.
Art Appreciation
Week 3
SUBJECT AND CONTENT
1. Differentiate content from subject

2. Classify artworks according to subject
Preliminary Activity. Click the following sites:

https://www.singaporeartmuseum.sg/art-events/events/watchor
https://www.timeout.com/singapore/art/the-best-virtual-art-exhibitions-to-explore-from-your-couch
or click https://www.filipinoart.ph/
When talking about art, every piece is composed of 3 parts: subject, form, and content.
Nevertheless, people tend to fail to find what the difference between subject and content is. The
subject is the main focus object in the work of art, whereas the content is the overall meaning of the
piece.
You must seize the difference now, but let’s go deeper into the meaning of both these terms in art.
Definition of Subject
In art, the definition of the subject is referring to the main character, object, or anything else that is
presented as the main focus in the work of art. The subject can appear in the center of the piece, or
in any other part of it, but it is always the most recognizable thing in the entire work of art,
regardless of its size. This center of attention will be recognized whether it is a commonly known
thing, or because it can be seen in context alongside
the rest of the work of art.
For example, in a photograph of a dog running on the

beach, the dog would be the subject, because it is the
most recognizable component in the picture.
In conclusion, the subject is the most recognizable part

of the work of art.
https://www.123rf.com/photo_3186174_dog-running-on-beach.html
Definition of Content
In the world of art, the definition of content is referred to as the general meaning or intention of the
piece. It is the way to manifest the message that the artist wants to say with his work.
Art Appreciation
Content is the message given by the piece of art. It involves the subject, the techniques used to make
the piece, the colors used, and anything that was used by the artist to make a statement and give a
message. So, in the same example mentioned before (a photograph of a dog running on the beach),
the content could be the dog’s hair moving in the air, its tongue coming out, the white sand, a warm
light from the sun, etc.. It allows to give the message that the dog feels free and happy running
outside. Content is the overall meaning or message of the work of art.
Main Differences Between Subject vs Content

Have you now a better knowledge about the differences between subject and content? Let’s recap
what we’ve learned so far:
Basis of Comparison Subject Content
Definition The main object in an artwork The meaning of the work of art
Determination Very recognizable Must be analyzed
Involves and unifies all parts of the

In the work of art Is one of the parts of a work of art
artwork
Conclusion of the Main Difference Between Subject vs Content
Pieces of art are at least composed of 3 parts: subject, form, and content, and normally it is easy to
confuse the subject and the content. But now you know that they are 2 different things.
The content involves all the parts of a work of art, and this includes the subject, making it a part of
the content. This means that the content can be seen as a macro element on the piece, whereas the
subject can be seen as a microelement on the artwork.
References
https://differencebtwn.com/what-is-the-difference-between-subject-and-content
Subject and imagination
Subject in art is as dynamic with culture and imagination. It never runs out and is never fully
exhausted; from the simple concept to the complex artistic creation. However the challenge for
artists is on his/her storytelling and retelling of a story, of a reality. Hence, the artist’s subject
presentation must be clear and well-organized in order not to confuse audiences. Clarity of one’s
choice of a subject reveals the conviction of the artist, thus it also serves as the extension of what
he/she believes in. To carry out effectively this objective of bringingclarity and precision to one’s
subject, personal preferences and biases of the artist must be taken into account, as well as the
artist’s background and ideaological perspective because consciously or unconsciously, they could be
transmitted and revealed in their Artwork. Imagination initiates everything, and new knowledge and
understanding grow from there. They always say time changes things, but you actually have to
change them yourself. Artists use their imaginations to deliberately explore new possibilities.
Activity 1. The term subjects in art refers to the main idea that is represented in the artwork.
The subject in art is basically the essence of the piece. To determine subject matter in a particular
Art Appreciation
piece of art, ask yourself: What is actually depicted in this artwork? Identify the subject in each
artwork and discuss their content:
Activity 2
Examine carefully the Artwork above. Write down five ideas or interpretations you can make. Use
these ideas or interpretations in writing a poem or poetry.
Activity 3 Making a portrait.
Art Appreciation
Take a picture of any subject of your choice and present this in jpeg with a catchy caption.
Week 4
KINDS AND SOURCES OF SUBJECTS
1. Analyse how artists present their subjects in relation to the real subject
2. Characterize sources and kinds of art.
Art Appreciation
https://conceptartempire.com/still-life/ https://i.pinimg.com/originals/5f/fd/88/5ffd88b32d3c403ec2961cd1d6c563d8.jpg
https://bestofbharat.com/product/madonna-of-the-slums-by-vicente-manansala-1950/
The kinds of subjects included in this area are explored and prevalent in any form of art expression,
either in visual, auditory, or combined arts. Nature (landscapes, seascapes, and other parts of
nature), still life, animals, portraits/human figures, history and legends, religion and mythology, and
dreams and fantasies.
1. Nature- the subject deals with the physical environment-the natural world. Landscapes are
parts of nature. They include mountains, hills, plateaus, islands, etc. It can be natural
landscape. Seascapes include lakes, rivers, oceans, brook and other watercourses.
2. Animals- During the Medieval period when early Christians used animal symbol such peacock
and fish to identify themselves as Christin believers.
3. Portrait or human figures- in using this kind of subject, the angle, the distance, and the
subject or model’s composure are considered. Portraits and human figures have the same
intentions-to capture human expressions. The human body is known as “the measure of all
things”. It reflects proportion, balance coordination, order and unity.
4. History and legends-This is a kind of subject that is inspired by history or legends. Historical
events are real stories while legends are imaginary accounts. Whether history or legends,
these stories are used in any art form to share and transmit the values that are attached with
them.
5. Still life-refers to in-animating objects either in a form of a drawing, painting or photograph.
6. Religion and mythology- this art as a kind of subject is usually done by an insider artist or a
devoted member of a religious groups.
7. Dream and fantasies- to dream and to imagine are for free. These subjects refer to subjects
that are inspired by the subconscious mind as discovered by Freud. Artworks that are
inspired by dreams and fantasies are called surrealism. Art and fantasies can be presented in
any style or form. Some subjects are presented in realistic manner, however the imagery is
distorted, and the setting becomes a dream world. Art had been an effective tool to assist
the human being to explore imagination. It even assists us to escape from reality.
https://www.singaporeartmuseum.sg/art-events/events/watchnor
https://www.timeout.com/singapore/art/the-best-virtual-art-exhibitions-to-explore-from-your-couch
or click https://www.filipinoart.ph/
Activity 1 Select your choice among the artwork in the link below and discuss why it is your
choice and identify the kind and source of subject.
Activity 2. Get a piece of paper. Utilize the paper as your subject in any form of an art expression of
your choice.
Art Appreciation
Week 5
ARTIST, ARTISAN AND ART-MAKING
1. Define an artist’s or artisan’s medium and technique.
2. Differentiate between artist and artisan’s approach/technique toward a particular
medium
3. Understand that the artisan’s work is an end in itself and the artist’s work is a means
to an end.
4. Discuss articulately the three stages of experience.
Artists and artisans are the pillars of our society. We need artists as much as we need
artisans. They both serve people for a long time by providing us directly and indirectly functional
arts. Being an artist and an artisan both require skills and technical competence. It is not important
to distinguish which of them we need the most because they serve society in different ways. The
sharing and preservation of our culture’s dynamism greatly depend on them.
Art-making can be associated with art exploration, concept development, experimentation,
and art production.
https://www.google.com/search?q=wood+carver&oq=wood+carver&aqs=chrome..69i57j0l2j46j0l4.4544j0j4&sourceid=chr
ome&ie=UTF-8
https://www.google.com/search?q=artists&sxsrf=ALeKk01007GpLcCTqMC9Swy-Y9tM62-ZJg:1597276566028&source=lnms
&tbm=isch&sa=X&ved=2ahUKEwint83y7pbrAhWEHqYKHYoLDlEQ_AUoAXoECAsQAw&biw=1242&bih=524#imgrc=DSGPuXK
-rPZd0M
Art Appreciation
Activity 1
Check the appropriate column to tell whether the work/form of art is that of an artist or an
artisan.
Work/form Artist Artisan

Poem
Furniture
Building
Dance
Painting
Clothes
Shoes
Sculpture
Farming tools
Wall decors
Activity 2 How do you explain the three stages of art production?
Activity 3 What is the difference an artist and an artisan? In what ways artists serve society? How
about Artisans?
Activity 4 Major project
Art Appreciation
Work with the same group. You are given 3 weeks to do a vlog. ( In your vlog, you will interview a
local artist or artisan using our own dialect. A sample picture of the artist’s artwork should be shown.
The group is allowed to draft additional questions on top of the following:
The guide below will help you formulate questions:
● Name
● Field
● Education/Acquisition of knowledge/trainings
● Artform
● Primary/secondary/medium
● Materials/tools/characteristics of medium
● Studio settings/studio management
● Subject
● Subject representation
● Subject style
● Role of the artists
● Struggles/difficulty/problems encountered in art production
● Pricing/funding/commission work
● Concept/philosophy/bases/influences
● Art documentation/art samples (images, sound, text, etc)
Week 6
THE CONCEPT OF IMAGINATION
1. Explain the concept of imagination
2. Enumerate the eight different modes of imagination.
3. Experiment with different ways in which dreams and imagination can be expressed.
Art Appreciation
https://www.scribd.com/document/413438919/Filipino-Painters
https://theculturetrip.com/asia/philippines/articles/the-10-most-famous-filipino-artists-and-their-masterworks/
Imagination initiates everything, and new knowledge and understanding grow from there. They
always say time changes things, but you actually have to change them yourself. Artists use
their imaginations to deliberately explore new possibilities. Imagination initiates everything, and
new knowledge and understanding grow from there. They always say time changes things, but you
actually have to change them yourself. Artists use their imaginations to deliberately explore new
possibilities.
Read more at https://wabisabilearning.com/blogs/mindfulness-wellbeing/learning-with-imagination
Activity 1
Explain the concept of imagination.
__________________________________________________________________________________
__________________________________________________________________________________
_______________________________________________________.
Activity 2
Engage in deep silence and imagine how the paper clip can be utilized in ways other than its basic
purpose, which is to clip and bind. Cite 5 ways.
Art Appreciation
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
MODULE 2
Week 7
THE LANGUAGE OF VISUAL ARTS

1. discuss the concept of soulmaking

2. develop students’ artistic potentials through soul-making
3. enhance students sensitivity and awareness toward their environment
4. extend to the immediate community the students’ artworks as a form of service learning e.g.
recyclable materials
Soulmaking
“Soul making is about drawing out a certain experience of the person and transform this into an
image either in a form of painting or a composition or a production, and to become a soul maker,
one does not need to be conscious as to how far one’s masterpieces go.” Noi Narciso
https://durianwriter.wordpress.com/tag/noy-narciso/
Moreover, SOUL-MAKING is an exploration and application of the imagination in an active way.
Art Appreciation
https://creativejuicesarts.com/blog/the-predictable-miracle-of-soul-making-through-art/
Activity: Be a soul maker and create craft images, stories, and instrument performance.
Week 8
7 DA VINCIAN PRINCIPLES
(7 steps of creative thinking)
1. discuss by heart the principles

2. compare and contrast the 7 principles to the principles of creative thinking.
3. characterize and define narratives, appropriation, borrowings and ownership of the artists or any
agency in the art world.
4. contextualize classical into notable works into a certain theme and comment on a certain issue,
either on a personal or societal level.
7 da vincian principles
https://www.youtube.com/watch?v=MRD-4Tz60KE (7 steps of creative thinking)
Activity: Compare and contrast the da Vincian principles with the 7 steps of creative thinking
Art Appreciation
The five (5) acts of cultural appropriation
1. object appropriation
2. content
3. style
4. motif appropriation
5. subject appropriation
What's the Intent of Appropriation Art? Appropriation artists want the viewer to recognize the

images they copy. They hope that the viewer will bring all of his original associations with the image
to the artist's new context, be it a painting, a sculpture, a collage, a combine, or an entire installation
Art appropriation is the act of using or borrowing a cultural expression and properties for a different
purpose. When a possession of a tangible work of art is transferred from members of one culture to
members of another culture, it is referred as an object appropriation. This is a challenging task but so
interesting to do for the students.
Activity: Create your own appropriation may it be and object, content, style, motif, or subject
appropriation
Art Appreciation
Week 9
SOUL AND SPACE
1.determine the implications of soul and space for our society

2. develop students’ artistic ability in any form they would like to.
3. characterize how Filipinos utilize space to determine its implications for their identities, history,
religion, philosophy.
Soul and Space

Torogan
Bahay kubo
Bahay na bato
Other indigenous houses
Textile art, soul, dreams and imagination
Mixed Nuts Activity: Create a song, a poem, or recreate your dreams and imagination though art and
when you are done, write a short narrative of your work of art.
Soul and Space
Soul is defined as one person, or is the spirit and essence of a person. An example of your soul is the
part of you that makes you who you are and that will live on after your death. An example of soul is
the part of you that will go to heaven and be immortal, according to the teachings of certain
religions.
Space is an element of art by which positive and negative areas are defined or a sense of depth
achieved in a work of art. It also refers to distances or areas around, between or within components
of a Space. How people uses it varies on their perception and concept of utilization. It could be
decorative (picture plane understood to be with height and width) or a Plastic Spatial Concept (man’s
observation compliments the way he explores the pictorial plane) (Perez et al., 2013:87).
Most Filipinos achieved spatial utilization through the following considerations; size, position,
overlapping planes, sharp and diminishing detail, converging parallels and perspective. Others
preferred to portray a sense of illusion. No matter how small the
space it brings certain emotions of enomousity and satisfaction.
Derivations of these spaces are shown in some ways of life. Space

on this context provides
Art Appreciation
functionality and necessity to survive.
The West may describe this as cramped, dirty and without basic
facilities however, these concrete pipes sustains life provided by
spaces. Filipinos have a way of economically utilize spaces by way of
these following illustrations.
First, in
entrepreneurship there’s a way of arranging cigarettes and candies all together at the same time a
trash bag hanging beside the wooden box. The space depicts limitless. Secondly, a motor taxi
“habal-habal” to accommodate passengers in the barrio to travel to the municipality.
Although it shows a small space in a motorcycle, Filipino has a way of extending it for
accommodation and alleviated income. Thirdly, it illustrates a more sophisticated way of transporting
passengers by utilizing another space attached to the motorcycle. Though it posts for danger to many
people in rural areas, “fate” is much greater than what is shown.
Importantly, for other desperately poor of the Philippines, they offer a tiny refuge. Families can be
seen sleeping and sheltering inside the structures lining the streets, railways, squatters, and other
rural areas as young children play happily on the ground. Some have tried to create privacy by
draping fabric over the entrance. Makeshift beds are formed from wood jammed across the pipes
while washing hangs from string.
While on
the other
side of
the world
of these
illustrations, a baby is sleeping soundly and

enjoying the comfort of a space provided through a hanging cradle.
Art Appreciation
i Décor is taken from Ateneo de Davao University, 2016
ii Taken from Becky Perberton, MailOn Line, March 2016
iii Taken from Becky Perberton, MailOn Line, March 2016
iv Taken from the photos of Dee Yuzon, Silent Gardens ©2006-2016
v Taken from the photos of Chris Sherwood, 2012
vi Taken from flicker album images , Kohji Lida May 18, 2012 Philippines
Activity: In not less than 100 words, write an essay on how space is used in this work of art.
Jürgen Weiler, 2020, Germany
Torogan
Ifugao Bale
Banaue Ethnic Village and Pine Forest Resort
Photo by eazy traveler on flickr “torogan sa Dayawan”
· · · Marawi City, Lanao del Sur, Philippines
Art Appreciation
Bahay Kubo
Bahay kubo or nipa hut in English is a Filipino traditional dwelling place made of genuine green
materials like nipa leaves for the roof and split bamboos for the wall and floor. There is even a
popular song about it. Though lightweight, these materials are sturdy, flexible, and multifunctional.
While the process of building bahay kubo is very simple, this small abode is a sufficient shelter for its
inhabitants, enough to protect themselves from wild animals and against various weather conditions.
If damaged, it can just easily be repaired since its materials can be found
practically everywhere (Thomas, 2016).
Bahay na bato a la Batanes. The Ivatan people build their homes with solid
rock and nipa hut roofs to withstand strong typhoon
Bahay na Bato
Activity: Recreate other indigenous houses in the Philippines by building a miniature using
indigenous materials
ORIGAMI / PAPER ART THEATRE

Origami is derived from the word ori meaning "folding", and kami meaning "paper" (kami changes to
gami due to rendaku)) is the art of paper folding, which is often associated with Japanese culture. In
modern usage, the word "origami" is used as an inclusive term for all folding practices, regardless of
their culture of origin.
Activity 1 create an origami
Out from a given paper, create anything. It may be crumpled,

folded, teared, and twisted as long as at the end of the given time
the participants create something.
Activity2. Improvisation in art forms: You have to act

out what you have created and ask someone to take a
video recording of you doing the enactment. Repeat
movements on how many times you folded the paper for
the origami.
Activity3. Construct your own Contact-body

improvisation (flow, staccato, chaos, lyrical, stillness)
Paper Puppetry
Puppetry is a form of theatre or performance that involves the manipulation

of puppets—inanimate objects (often resembling some type of human or animal figure) that are
animated or manipulated by a human called a puppeteer. This performance is also known as
a puppet play. The material provided is a manila paper. Out from it, the group will create a puppet
Art Appreciation
that could punch, push, press, and glide.
There will be a puppeteer that tells a story. It could be borrowed or instantly created.
Language is optional for ease of the puppeteer.
At first, the group is experiencing a challenging exercise in conceptualizing what to do and

how to do the puppeteer. This activity when done by the students, the teacher should define and
refine the instructions for miscreation to achieve correct projection of the movements defined.
Sound improvisation
Improvisation is spontaneous, unplanned, or otherwise free-ranging creativity. Besides denoting an

activity, improvisation is also used to denote a product of improvisational activity (see Alperson 1984
19).
Improvisation is defined as “an activity done without prior preparation”. To improvise is to make up
something on the spot. Improvisation in music is the act of creating and playing new music without
preparing it in advance. It involves creatively using the available resources at hand, such as musical
instruments and your listening skills to compose music spontaneously.
There are a number of ways people approach improvising music. However, the most important thing
to know is that improvisation is not a magic gift and it is not necessarily an advanced musical skill.
Did you know that in some music schools young children are taught to improvise as soon as they
start learning music?
The biggest barrier that currently stands between you and improvising is not instrument skill or
music theory knowledge or a gift of “talent”. In fact, the biggest barrier is simply the belief that
improvisation is something that “other musicians” can do and you can’t.
Theatre improvisation refers to the playing of dramatic scenes without written dialogue and with
minimal or no predetermined dramatic activity. The method has been used for different purposes
in theatrical history.
Activity: record a video on 5 shades of emotions using your own dialogue composition. Video
recording must not exceed 3 minutes. After the recording, write a narrative on challenges you
encountered during the theatre improvisation (100 words narrative).
Art Appreciation
Week 10
INDIGENOUS ARTS (MUSLIM ARTS, CHRISTIAN ARTS)
1.Trace and summarize the development of the arts, art appreciation and aesthetics in contemporary
art practice
2.appreciate better the history and development of Philippine Arts
Indigenous Art is the artwork created by the Indigenous people (the traditional people) who come

from the land. Indigenous art is centered on story telling. It is used as a chronical to convey
knowledge of the land, events and beliefs of the Aboriginal people. The use of symbols is an
alternate way to writing down stories of cultural significance, teaching survival and use of the land.
Indigenous art and Muslim arts
Muslim arts
Art Appreciation
The Metropolitan Museum of Art saved to #MetMusic
Dadabuan, 19th century. Mindanao, Philippines. Wood, mother-of-pearl, skin. The Metropolitan of
Art, New York. Rogers Fund, 1982 (1982.32).
The Panolong is a house ornament fashioned by the Maranao people. It is a carved beam that
protrudes in the front of the house and styled with okir motif.
The shape of the panolong is an architectural translation of a "prow" meaning the protruding part in
the front of a ship.
Christian art
Answer the following questions:
1. What images did artists portray during this period?
2. Create a representation of Sarcophagus of Junius Bassus any scenes from the old and New
Testament and doctrinal ideas of Christianity.
Art Appreciation
Week 11
SYMMETRY IN ARTS
1.Discuss the concept of Okir in relation to Islamic Art

2.Identify the parts of Okir/Ukkil
3.Create a symmetry art inspired by Okier/Ukkil
4.recognize the importance of these designs to indigenous Muslim Art forms
Symmetry in ARTs
Symmetry is the visual quality of repeating parts of an image across an axis, along a path or around a
center while Asymmetry, on the other hand, refers to anything that isn't symmetrical. Balance is the
visual principle of making a design appear equally weighted throughout the composition.
Okir/Ukkil
UKKIL / OKIR
A design or a
motif
associated
with the
Tausug, Samal, Badjao, and other relative places in Mindanao. It could be carved and sculptured.
Reflection: The experience gave me another view of the crafted design through combination of putsuk or
potiok, dahun kambangtuli, dahun andalan, dahun suwa, dahon angilan, and dahun pakupaku. Although it is
Art Appreciation
time consuming, it is also rewarding when the quadrants are finally completed. In this activity, my students will
be doing a great art work with the intricacy of their own designs.
Activity: Create your own symmetry in art in any art paper or plain paper.
Sample symmetrical art
https://www.google.com/search?q=Sample+symmetrical+art&tbm=isch&source=iu&ict
x=1&fir=TNpM6F2vlyDLvM%252CLkRziFbG-SjzIM%252
C_&vet=1&usg=AI4_-
WEEK 12
CONTEMPORARY ARTS
1. define 'contemporary art'

2. outline key characteristics of contemporary art
3. identify common techniques and inspiration for contemporary art
Contemporary art
Contemporary art is the term used for art of the present day. Usually the artists are alive and still
making work. Contemporary art is often about ideas and concerns, rather than solely the aesthetic
(the look of the work). Artists try different ways of experimenting with ideas and materials.
Contemporary artists use whatever they think illustrates their idea most appropriately. Nowadays
artists have many different methods and materials to use. Some use painting and drawing but there
is also photography, sculpture, film, new media, live performance, light, sound and installation.
Contemporary art is therefore very varied.
Activity 1: Create a portfolio of Local artists in varied fields and expertise.
Art Appreciation
Activity 2: Practice and movement
A two-minute individual art talk; a summative, application or reflection of all the ideas and concepts
that students have learned by discussing any topic/theme, artwork, concepts, ideas, nature of the
art; either cultural, artistic, historical, object, artifact, movement, practice. (2 weeks preparation)
Sample:
https://medium.com/@chrisjones_32882/what-artists-talk-about-when-they-talk-about-their-art-14
373a87b452
References:
2016 Thomas, Amanda Philippine Cultural Icon: Bahay Kubo Balay.ph
“Musical Improvisation and the Philosophy of Music,” in George Lewis and Ben Piekut (eds.), Oxford Handbook
of Critical Improvisation Studies, New York: Oxford University Press, forthcoming.
2020 ENCYCLOPEDIA OF ART © visual-arts-cork.com All rights reserved.
MODULE 3
ART HISTORY
Art Appreciation
WHAT THIS MODULE IS ALL ABOUT
This part is divided into different sections. Each section has an intended task, which needs to be
accomplished in the week specified. The tasks can be passed online or can be sent through specific
arrangement each week. Discussion for each section will be in chronological order. It will be brief,
focusing on the contexts of the style and the context of the specific periods, the prominent artists,
genre, and artworks.
At the end of this Module, students are expected to accomplish a timeline of art history as discussed.
The students should be able to compare and contrast the historical periods by heart.
The discussion each week starts with the title of the coverage and the specific objectives expected to
be accomplished after the chapter. Then, a short introduction and/or summary of the period follows.
A series of photos of the art representing the periods covered is seen next including their title, the
artist, and the year the artwork was created. One of these may not be reflected if it is not available.
Finally, a series of activities are written as a guide to the students to ensure that they fully
understand that week’s topic and task.
Sources are directly acknowledged except for the introduction where the sources are found under
the references.
INTRODUCTION TO HISTORY OF ART

Before the written word recorded the deeds of mankind, art was the way ancient people shared their
lives and the events that encompassed them. They used whatever mediums were available in the
natural world, and these included painting on cave walls, weaving intricate designs in fabric and
decorating pottery and ceramic vessels that were used in everyday life. All of these mediums were
easily available to ancient man, but few of them have survived to be part of the modern world.
While primitive art may not always be admired by many, the idea behind creating the art is still valid
in today’s world. Any artist, working in any medium, is attempting to convey a message that will be
shared by others. This is the basic reason for creating art, and successful artists are those who
manage to impress their message on many people and keep their art alive through generations.
(http://www.mceline-artisan.com/the-history-of-art)
OBJECTIVES
At the end of this module, the students are expected to:
Art Appreciation
● demonstrate an understanding and appreciation of arts in general, including their style and
period, and historical significance
● use artworks to derive the tradition or history of art period
● identify distinct characteristics of arts during the different periods
● identify representative artists and artworks from various art periods
● compare the characteristics of artworks produced in the different art periods
● reflect and derive the mood, idea, or message from selected artworks
● situate Philippine arts in global context
● create their own works of art guided by the styles of different periods
● utilize art for self-expression and for promoting advocacies
● deepen their identity and sensitivity to self, community, and society
● develop an appreciation of the local arts
References:
https://www.google.com/imgres?imgurl=https%3A%2F%2Fbrewminate.com%2Fwp-content%2Fuplo
ads%2F2017%2F01%2FArtHistory01.jpg&imgrefurl=https%3A%2F%2Fbrewminate.com%2Fart-history
-thinking-and-talking-about-art%2F&tbnid=BKFoLy1BNzN3_M&vet=12ahUKEwjruoWpitHqAhXPApQK
HRD6C98QMygFegUIARDTAQ..i&docid=JPVPNr-O8nsnNM&w=750&h=418&q=arT%20HISTORY&ved=
2ahUKEwjruoWpitHqAhXPApQKHRD6C98QMygFegUIARDTAQ
https://www.historiasztuki.com.pl/strony/001-01-PREHISTORIA-eng.html
http://www.visual-arts-cork.com/ancient-art.htm
https://www.slideshare.net/kimberlyabao12/grade-9-module-in-arts
WEEK 13
PRE-HISTORIC AND CLASSICAL PERIODS
Learning outcomes:
1. Identify distinct characteristics of arts during the Pre-historic and Classical Period
2. Identify the representative artist and arts during the Pre-historic and Classical Period
3. Evaluate works of art using the concepts and ideas of those periods
4. Make their own background story about an artwork guided by Pre-historic styles and
principles
Prehistoric people often represented their world- and perhaps their beliefs- through visual images.
Art emerged with the appearance and dispersion of fully modern people through Africa, Europe,
Asia, Australasia, and the Americas. Paintings, sculptures, engravings, and, later, pottery reveal not
only a quest for beauty but also complex social systems and spiritual concepts.(
http://www.all-art.org/history16.html).
The 4 basic types of Stone Age art are as follows: petroglyphs (cupules, rock carvings and
engravings); pictographs (pictorial imagery, ideomorphs, ideograms or symbols), a category that
includes cave painting and drawing; and prehistoric sculpture (including small totemic statuettes
Art Appreciation
known as Venus Figurines, various forms of zoomorphic and therianthropic ivory carving, and relief
sculptures); and megalithic art (petroforms or any other works associated with arrangements of
stones). Artworks that are applied to an immoveable rock surface are classified as parietal art; works
that are portable are classified as mobiliary art.
Characteristics
The earliest forms of prehistoric art are extremely primitive. The early sculptures known as the
Venuses of Tan-Tan and Berekhat Ram, are such crude representations of humanoid shapes that
some experts doubt whether they are works of art at all. It is not until the Upper Paleolithic (from
roughly 40,000 BCE onwards) that anatomically modern man produces recognizable carvings and
pictures. Aurignacian culture, in particular, witnesses an explosion of rock art, including the El Castillo
cave paintings. The later Gravettian and Magdalenian cultures gave birth to the sensational cave
paintings at Lascaux and Altamira.
(http://www.visual-arts-cork.com/prehistoric-art.htm#introduction)
Sumerian Cuneiform Tablet Venus of Willendorf Maikop Gold Bull

(3,400BC) (25,000 BCE) (2,500 BCE-Russia)
Cave Paintings
Altamira, Spain Chauvet, France

(15,000 BC) (30,000 BC)
Stone Architecture
Art Appreciation
Lion's Gate, Mycenae Stonehenge, England
(1,250 BC) (2,900 BC)
Ancient Egypt
Tutankhamun with his wife Ankhsenamun The Great Sphinx and the pyramids of Giza, Egypt
(1,327 BCE) (2,540 BC)
Classical Art encompasses the cultures of Greece and Rome and endures as the cornerstone of
Western civilization. Including innovations in painting, sculpture, decorative arts, and architecture,
Classical Art pursued ideals of beauty, harmony, and proportion, even as those ideals shifted and
changed over the centuries. While often employed in propagandistic ways, the human figure and the
human experience of space and their relationship with the gods were central to Classical Art.
Over the span of almost 1200 years, ideals of human beauty and proportion occupied art's subject.
Variations of those ideals were later adopted during the Renaissance in Italy and again during the
18th and 19th century Neoclassical trend throughout Europe. Connotations of moral virtue and
stability clung to Classical Art, making it attractive to new nations and republics trying to find an
aesthetic vocabulary to convey their power, while, later, in the 20th century it came under attack
by modern artists who sought to disrupt and overturn power and traditional ideals.
(https://www.theartstory.org/movement/classical-greek-and-roman-art/)
Art Appreciation
Ictinus and Callicrates: The Parthenon (447-432 BCE) Artist: Agesandro, Athendoros, and Polydoros
Laocoön and His Sons (27 BCE - 68 CE)
The Colosseum, Rome, Italy (70-72 AD)
Augustus of Prima Porta. (1st Century CE)
Activity 1.
Instruction: Name other artworks similar to the ones posted in the previous pages. Give at least
three for Pre-Historic and three for Classical Periods.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_________________________________________________________________________________.
Activity 2.
Instruction: The photos in pages 5-6 represents the 10 groups of the class. In your group, brainstorm
what is the story or the reasons of the creation of such art. A group member will share your story to
the class.
Art Appreciation
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_________________________________________________________________________________.
Activity 3.
Manunggul Jar, Palawan, Philippines

(890-710 BC)
Instructions: The photo above is that of “Manunggul Jar”. Make a 250-word background story of the
jar based on Philippine legend. You can research the overall idea of the story and incorporate the
concepts learned about Pre-historic arts in your story. Upload the PDF file of your story using the
filename (Week 7-Your Last Name).
WEEK 14
MEDIEVAL PERIOD (EARLY, ROMANESQUE, GOTHIC)

Learning outcomes:
1. Identify distinct characteristics of arts during the Medieval period

2. Identify the representative artist and arts during the Medieval period
3. Evaluate works of art using the concepts and ideas of that period
4. Create artwork guided by Medieval Period styles and principles
The history of medieval art is expansive and covers a wide range of centuries and genres. Medieval
art was prominent in European regions, the Middle East and North Africa, and some of the most
Art Appreciation
precious examples of art from the Middle Ages can be found in churches, cathedrals, and other
religious doctrines. Also prominent was the use of valuable materials such as gold for objects in
churches, personal jewelry, backgrounds for mosaics, and applied as gold leaf in manuscripts.
Art historians generally classify medieval art into three periods.
Early Medieval Art. Art from this period was created between the fourth century and 1050 A.D.
During this time, the Catholic Church and wealthy oligarchs commissioned projects for specific social
and religious rituals. Many of the oldest examples of Christian art survive in the Roman catacombs or
burial crypts beneath the city. Artists were commissioned for works featuring Biblical tales
and classical themes for churches, while interiors were elaborately decorated with Roman mosaics,
ornate paintings, and marble incrustations. A large part of the art created during this time was also
related to Byzantine work of the Eastern Mediterranean. It included a variety of media including glass
mosaic, wall painting, metalwork, and carved relief in precious materials. Byzantine art was
conservative in nature, primarily featuring religious subject matter, and much of it was characterized
by a lack of realism. Paintings in particular were flat with little to no shadows or hint of
three-dimensionality, and the subjects were typically more serious and somber.
Romanesque art took shape in the eleventh century, initially developing in France then spreading to
Spain, England, Flanders, Germany, Italy, and other regions. As the first style to spread across Europe,
it symbolized the growing wealth of European cities and the power of church monasteries.
Romanesque buildings were characterized by semi-circular arches, thick stone walls, and durable
construction. Sculptures were also prevalent during this time, where stone was used to represent
biblical subject matter and church doctrines. Other significant media during this period include
stained glass and the continued tradition of illuminated manuscripts.
Late medieval art includes Gothic art, which originated in the 12th century with the rebuilding of the
Abbey Church in Saint-Denis, France. Gothic architecture offered revolutionary structural
advancements such as ribbed vaults, flying buttresses, and decorative pinnacles all contributing to
taller, lighter building designs. Similarly, Gothic sculpture borrowed motifs from the architecture of
the period since it was primarily used to decorate exteriors of cathedrals and other religious
buildings. Figures depicted in Gothic sculpture became more realistic and closely related to medieval
cathedrals. Paintings also became more lifelike, and with the rise of cities, foundation of universities,
increase in trade, and creation of a new class who could afford to commission works, artists started
to explore more secular themes and non-religious subject matter.
(https://www.invaluable.com/blog/medieval-art/)
Hagia Sophia in Istanbul, Turkey. 537 AD
Art Appreciation
Byzantine mosaics at The Palatine Chapel in
Sicily.804 AD
Madonna and Child with Saint Jerome and Saint John

the Baptist. Sano di Pietro. 1405 – 1481 Mosaics on the floor of The Torcello Cathedral in
Venice, Italy.
Detail of a Medieval window at Troyes Cathedral,

France. 14th century.
Gentile da Fabria . The Adoration of the Magi.

1370-1427
Activity 1.
Instruction: Write your thoughts on the term “DARK AGES”?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_________________________________________________________________________________.
Activity 2.
Art Appreciation
Instruction: Based on the photos shown in the previous page, what is the common theme of arts
during the Medieval Period? How do you compare and contrast it to Pre-Historic Arts?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_________________________________________________________________________________.
Activity 3.
Instruction: Look for any item in your house or in church that you think is inspired by Medieval Period
Art. Take a photo and paste it in the square intended below.
Activity 4.
Instruction: Make a clay sculpture with Biblical theme. Take a photo of the process of your work and
the finished sculpture. In a bond paper, put the series of photos and include the reason why you
choose that particular item/character to sculpt. Upload the PDF file of your work using the filename
(Week 8-Your Last Name).
WEEK 15
RENAISSANCE, BAROQUE, AND ROCOCO PERIODS

Learning Outcomes:
1. Identify, compare and contrast distinct characteristics of arts during Renaissance and
Baroque-Rococo Periods
Art Appreciation
2. Identify the representative artist and arts during the Renaissance, Baroque, and Rococo
Periods
3. Evaluate works of art using the concepts and ideas of the periods mentioned
4. Create artwork guided by Baroque/Rococo styles and principles
Renaissance art, painting, sculpture, architecture, music, and literature produced during the 14th,

15th, and 16th centuries in Europe under the combined influences of an increased awareness of
nature, a revival of classical learning, and a more individualistic view of man.
Renaissance art is marked by a gradual shift from the abstract forms of the medieval period to the
representational forms of the 15th century. Subjects grew from mostly biblical scenes to include
portraits, episodes from Classical religion, and events from contemporary life. Human figures are
often rendered in dynamic poses, showing expression, using gesture, and interacting with one
another. They are not flat but suggest mass, and they often occupy a realistic landscape, rather than
stand against a gold background as some figures do in the art of the Middle Ages. Renaissance art
from Northern Europe emphasized precise detail as a means of achieving a realistic work.
(https://www.britannica.com/art/Renaissance-art).
Baroque art and architecture, the visual arts and building design and construction produced during
the era in the history of Western art that roughly coincides with the 17th century. The
earliest manifestations, which occurred in Italy, date from the latter decades of the 16th century,
while in some regions, notably Germany and colonial South America, certain culminating
achievements of Baroque did not occur until the 18th century. The work that distinguishes the
Baroque period is stylistically complex, even contradictory. In general, however, the desire to evoke
emotional states by appealing to the senses, often in dramatic ways, underlies its manifestations.
Some of the qualities most frequently associated with the Baroque are grandeur, sensuous
richness, drama, vitality, movement, tension, emotional exuberance, and a tendency to blur
distinctions between the various arts.
(https://www.britannica.com/art/Baroque-art-and-architecture)
The Rococo style originated in Paris about 1700 and was soon adopted throughout France and later
in other countries, principally Germany and Austria. Like the Baroque style, Rococo was used in
the decorative arts, interior design, painting, architecture, and sculpture. It is often characterized as
the final phase of the Baroque, but the style differs from its predecessor in its intimate scale,
asymmetry, lightness, elegance, and exuberant use of curving natural forms in ornamentation.
Rococo painting in France, for example, began with the graceful, gently melancholic paintings
of Antoine Watteau, culminated in the playful and sensuous nudes of François Boucher, and ended
with the freely painted genre scenes of Jean-Honoré Fragonard. French Rococo painting in general
was characterized by easygoing, lighthearted treatments of mythological and courtship themes, the
introduction of the family as subject, rich and delicate brushwork, a relatively light tonal key, and
sensuous colouring. (https://www.britannica.com/art/Baroque-art-and-architecture).
Art Appreciation
Michelangelo. Pieta. 1498–1499
Leonardo da Vinci. Mona Lisa. 1503
Caravaggio. The Beheading of Saint John the Baptist.

Filippo Brunelleschi. Cathedral of Santa Maria del 1608
Fiore. 1436
Paolo de Matteis. The Triumph of the Immaculate

Palace of Versailles Interior. France.1631 1716
Art Appreciation
Giovanni Battista Crosato. Ballroom ceiling of the Ca
Rezzonico in Venice. 1753
Jean-Honoré Fragonard, The Swing, 1767, oil on

canvas, 81 x 64.2 cm (Wallace Collection, London)
Activity 1.
Instructions: Match the artist to the title of their artwork.
Leonardo Da Vinci The Last Supper

Michelangelo Sistine Chapel Painting
William Shakespeare Romeo and Juliet
Caravaggio The Beheading of Saint John the Baptist
Miguel de Cervantes Don Quixote
Johann Sebastian Bach Toccata and Fugue in D minor
Antonio Vivaldi Four Seasons
Activity 2.
Instructions: Watch the clip on Renaissance Art at https://www.youtube.com/watch?v=xf2G2Il8crw

and answer the following questions:
1. Who are the three artists named as well-loved masters in the world?
2. Where does Renaissance start?
3. Where does the idea of Renaissance place its value?
4. What is chiaroscuro technique in painting?
5. What are the common theme and subjects during this period?
Activity 3.
Art Appreciation
Instructions: Listen to Vivaldi’s Winter (from Four Seasons) and then, listen to the Cello and Piano
rendition of Let it Go from the film Frozen. Discuss how Vivaldi’s music inspired this version of the
film music “Let it Go”.
https://www.youtube.com/watch?v=TZCfydWF48c (Vivaldi’s Winter)

https://www.youtube.com/watch?v=6Dakd7EIgBE (Let It Go)
Activity 4.
For Discussion:
1. How Shakespeare inspires other writers.

2. How Da Vinci inspires the painters.
3. How Michelangelo inspires the painters and sculptors.
4. How Bach inspires the music composers.
Activity 5.
Instruction: Create your own fashion statement using the Baroque-Rococo inspiration. This fashion
statement should be created using whatever material you have at home. Take a photo with your
creation, write down your inspiration behind the chosen fashion piece, and describe the materials
you use. Upload the PDF file of your work using the filename (Week 9-Your Last Name).
Art Appreciation
WEEK 16
NEO-CLASSICAL AND ROMANTIC PERIODS

Learning outcomes:
1. Identify, compare and contrast distinct characteristics of arts during Neo-Classicism and
Romanticism Periods
2. Identify the representative artist and arts during the Neo-Classicism and Romanticism
Periods
4. Trans-recreate an artwork from literature to music
Neoclassical art arose in opposition to the overly decorative and gaudy styles
of Rococo and Baroque that were infusing society with a vanity art culture based on personal
conceits and whimsy. It brought about a general revival in classical thought that mirrored what was
going on in political and social arenas of the time, leading to the French Revolution.
The primary Neoclassicist belief was that art should express the ideal virtues in life and could
improve the viewer by imparting a moralizing message. It had the power to civilize, reform, and
transform society, as society itself was being transformed by new approaches to government and the
rising forces of the Industrial Revolution, driven by scientific discovery and invention.
Neoclassical architecture was based on the principles of simplicity, symmetry, and mathematics,
which were seen as virtues of the arts in Ancient Greece and Rome. It also evolved the more recent
influences of the equally antiquity-informed 16th century Renaissance Classicism.
(https://www.theartstory.org/movement/neoclassicism/#nav)
Romanticism embraced individuality and subjectivity to counteract the excessive insistence on

logical thought. Artists began exploring various emotional and psychological states as well as moods.
The preoccupation with the hero and the genius translated to new views of the artist as a brilliant
creator who was unburdened by academic dictate and tastes. As the French poet Charles
Baudelaire described it, "Romanticism is precisely situated neither in choice of subject nor in exact
truth, but in a way of feeling."
In many countries, Romantic painters turned their attention to nature and plein air painting, or
painting out of doors. Works based on close observation of the landscape as well as the sky and
atmosphere elevated landscape painting to a new, more respectful level. While some artists
emphasized humans at one with and a part of nature, others portrayed nature's power and
unpredictability, evoking a feeling of the sublime - awe mixed with terror - in the viewer.
Romanticism was closely bound up with the emergence of newly found nationalism that swept many
countries after the American Revolution. Emphasizing local folklore, traditions, and landscapes,
Romanticists provided the visual imagery that further spurred national identity and pride. Romantic
painters combined the ideal with the particular, imbuing their paintings with a call to spiritual
renewal that would usher in an age of freedom and liberties not yet seen.
(https://www.theartstory.org/movement/romanticism/)
Art Appreciation
Antonio Canova. Psyche Revived by Cupid’s Kiss.
1777 Caspar David Friedrich. Wanderer Above a Sea of
Fog. 1818
Jacques-Germain Soufflot and Jean-Baptiste Caravaggio. The Beheading of Saint John the Baptist.
Rondelet. Le Panthéon. 1755-1790 1608
Art Appreciation
John Constable. The Hay Wain
Eugène Delacroix. Liberty Leading the People. 1830
Activity 1.
Instruction: Give one reason of what makes an work of art “CLASSIC”.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
________________________________________________________________________________.
Activity 2.
Instructions: Fill out the table below with the styles and characteristics of the Periods indicated in
each column.
Characteristics of Art (Theme, Subject, Genres

Baroque/Rococo Classicism Romanticism
Art Appreciation
Activity 3.
Instructions: Listen to 18th Variation from Rhapsody on a Theme by Paganini by Rachmaninoff at

https://www.youtube.com/watch?v=h_BArG3ollw. Describe how the music made you feel and in
what situation would that music have the deepest impact on you.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_________________________________________________________________________________.
Activity 4.
Instructions: Read the story “Love in the Cornhusks” by Aida Rivera-Ford at

https://ischoolsericsonalieto.wordpress.com/2011/01/07/love-in-the-cornhusks-by-aida-l-rivera/.
Then, assign a theme song to the story. Justify your song choice based on the message or feeling that
you understand and sense from the story. In a long bond paper, reflect the lyrics of the whole song
and your justification. Upload the PDF file of your work using the filename (Week 10-Your Last
Name).
Art Appreciation
WEEK 17
REALISM, MODERNISM, CONTEMPORARY PERIODS

Learning outcomes:
1. Identify, compare and contrast distinct characteristics of arts during Realism, Modern and
Contemporary Periods
2. Identify the representative artist and arts during the Realism, Modern, and Contemporary
Periods
4. Make a painting using any of the movements from Modern or Contemporary Period.
Realism is broadly considered the beginning of modern art. Literally, this is due to its conviction that
everyday life and the modern world were suitable subjects for art. Philosophically, Realism embraced
the progressive aims of modernism, seeking new truths through the re-examination and
overturning of traditional systems of values and beliefs.
Gustave Courbet: The Stone Breakers (1849-50)

Jean-François Millet: The Gleaners (1857)
Realism concerned itself with how life was structured socially, economically, politically, and culturally
in the mid-19th century. This led to unflinching, sometimes "ugly" portrayals of life's unpleasant
moments and the use of dark, earthy palettes that confronted high art's ultimate ideals of beauty.
Realism was the first explicitly anti-institutional, nonconformist art movement. Realist painters took
aim at the social mores and values of the bourgeoisie and monarchy upon who patronized the art
market. Though they continued submitting works to the Salons of the official Academy of Art, they
were not above mounting independent exhibitions to defiantly show their work.
Following the explosion of newspaper printing and mass media in the wake of the Industrial
Revolution, Realism brought in a new conception of the artist as self-publicist. Gustave
Courbet, Édouard Manet, and others purposefully courted controversy and used the media to
enhance their celebrity in a manner that continues among artists to this day.
(https://www.theartstory.org/movement/realism/)
Art Appreciation
Modernism, in the fine arts, is a break with the past and the concurrent search for new forms of
expression. Modernism fostered a period of experimentation in the arts from the late 19th to the
mid-20th century, particularly in the years following World War I.
All the arts sought an authentic response to the industrialization and urbanization of the late 19th
century. In literature, Modernist writers such as Henry James and Virginia Woolf cast off traditional
continuity, employing stream-of-consciousness narration instead. Artists such as Édouard
Manet broke from inherited notions of perspective and modelling. Architects sought unique forms
for new technologies. Choreographers rebelled against both balletic and interpretive traditions, and
composers used untried approaches to tonality. (https://www.britannica.com/art/Modernism-art)
Impressionism
Impressionism is perhaps the most important movement in the whole of modern painting. At some
point in the 1860s, a group of young artists decided to paint, very simply, what they saw, thought,
and felt. They weren’t interested in painting history, mythology, or the lives of great men, and they
didn’t seek perfection in visual appearances. Instead, as their name suggests, the Impressionists tried
to get down on canvas an “impression” of how a landscape, thing, or person appeared to them at a
certain moment in time. This often meant using much lighter and looser brushwork than painters
had up until that point, and painting out of doors, en plein air. The Impressionists also rejected
official exhibitions and painting competitions set up by the French government, instead organizing
their own group exhibitions, which the public were initially very hostile to. All of these moves
predicted the emergence of modern art, and the whole associated philosophy of the avant-garde.
(https://www.theartstory.org/movement/impressionism/#nav)
Claude Monet: Impression, Sunrise (1872) Camille Pissarro. The Boulevard Montmartre,
Afternoon. (1897)
Post-Impressionism
Post-Impressionism encompasses a wide range of distinct artistic styles that all share the common
motivation of responding to the opticality of the Impressionist movement. The stylistic variations
assembled under the general banner of Post-Impressionism range from the scientifically
oriented Neo-Impressionism of Georges Seurat to the lush Symbolism of Paul Gauguin, but all
concentrated on the subjective vision of the artist. The movement ushered in an era during which
Art Appreciation
painting transcended its traditional role as a window onto the world and instead became a window
into the artist's mind and soul. The far-reaching aesthetic impact of the Post-Impressionists
influenced groups that arose during the turn of the 20th century, like the Expressionists, as well as
more contemporary movements, like the identity-related Feminist Art.
(https://www.theartstory.org/movement/post-impressionism/)
Georges Seurat. Sunday Afternoon on the Island of La

Grande Jatte. (1884-1886) Vincent van Gogh. The Starry Night. 1889
10 Modernist Art Movements

By Mic Anderson (https://www.britannica.com/list/10-modernist-art-movements)
1. Post-Impressionism
Art Appreciation
A Sunday on La Grande Jatte—1884, oil on canvas by Georges Seurat, 1884–86; in the Art Institute of
Chicago.Helen Birch Bartlett Memorial Collection, 1926.224/Photography © The Art Institute of
Chicago
Often thought of as a necessitous precursor to the plentiful art movements formed under the
Modernist umbrella, Post-Impressionism had its start in the waning years of the 19th century. It was
made famous by the unforgettable works of Paul Cézanne, Georges Seurat, Vincent van Gogh, and
others, as they focused on extending the limitations of the movement’s predecessor, Impressionism,
by investigating techniques that would allow them to gain a purer form of expression, while, in most
cases, retaining Impressionism’s use of bright and fantastic colors displayed with short brushstrokes.
Post-Impressionists, unlike many members of other art movements, mainly composed their artworks
independently of others, thus, allowing them to experiment in varying directions, from intensified
Impressionism, as characterized by van Gogh, to pointillism, as seen in Seurat’s most famous
work Sunday Afternoon on the Island of La Grande Jatte (1884–86).
● Fauvism
This famous avant-garde movement is credited with being one of the first of its kind to prosper at the
start of the 20th century. Pioneered by Henri Matisse, Fauvism owed a significant debt to
Impressionism, as it exhibited vibrant colors in order to capture landscapes and still-lifes. However, it
became its own movement as Fauvists, such as Matisse, instilled a heightened sense of emotionalism
into their paintings, often utilizing crude and blatant brushstrokes and vivid colors straight from their
tubes that at first appalled audiences. It was the overly expressiveness of these raw and basic
techniques that led art critic Louis Vauxcelles to christen such painters fauves (“wild beasts”). Other
notable Fauvists include André Derain, Maurice de Vlaminck, and Georges Braque, the latter evolving
from the unclad emotionalism of Fauvism to create the more structured and logical focuses of
Cubism, which is viewed as being a direct descendent of Fauvism.
● Cubism
Possibly the best-known art movement of the Modernist era, Cubism has come to be associated with
one name in particular, Pablo Picasso. However, it should be duly noted that Georges Braque was
also a leader of the movement and that he and Picasso worked so well off of one another that, at the
height of Cubism’s reign, their paintings are practically indistinguishable from one another. It’s often
noted that Cubism was ushered in a definitive movement with the revelation of Picasso’s Les
Demoiselles d’Avignon (1907), which shows nude women in a fractured perspective and which
demonstrates a significant African influence. However, the movement did not receive its name until
1908, when, art critic Louis Vauxcelles (again!) depicted Braque’s House at L’Estaque as being
fashioned from cubes. The central aims of Cubists were to discard the conventions of the past to
merely mimic nature and to start in a new vein to highlight the flat dimensionality of the canvas. This
effect was achieved through the use of various conflicting vantage points the paint pictures of
common objects such as musical instruments, pitchers, bottles, and the human figure. As they
progressed in their work, Braque and Picasso adopted the use of a monochromatic scale to
emphasize their focus on the inherent structure of their works. Though commonly associated with
painting, Cubism had lasting effects on many sculptors and architects of the time.
● Futurism
Boccioni, Umberto: Unique Forms of Continuity in Space.

Unique Forms of Continuity in Space, bronze sculpture by
Umberto Boccioni, c. 1913; in the Mattioli Collection.The
Metropolitan Museum of Art, New York, Bequest of Lydia
Winston Malbin, 1989, 1990.38.3, www.metmuseum.org
Art Appreciation
Perhaps one of the most controversial movements of the Modernist era was Futurism, which, at a
cursory glance, likened humans to machines and vice versa in order to embrace change, speed, and
innovation in society while discarding artistic and cultural forms and traditions of the past. However,
at the center of the Futurist platform was an endorsement of war and misogyny. Futurism—coined in
a 1909 manifesto by Filippo Marinetti—was not limited to just one art form, but in fact was
embraced by sculptors, architects, painters, and writers. Paintings were typically of automobiles,
trains, animals, dancers, and large crowds; and painters borrowed the fragmented and intersecting
planes from Cubism in combination with the vibrant and expressive colors of Fauvism in order to
glorify the virtues of speed and dynamic movement. Writers focused on ridding their poetry of what
they saw as unnecessary elements such as adjectives and adverbs so that the emphasis could rest on
the action of infinitive verbs. This technique in conjunction with the integration of mathematical
symbols allowed them to make more declarative statements with a great sense of audacity. Although
originally ardent in their affirmation of the virtues of war, the Futurists lost steam as the devastation
of WWI became realized
● Vorticism
The second edition of Blast (1915), published by Wyndham Lewis.Public Domain
A specifically English artistic movement, since its

mouthpiece was the famed London-based magazine Blast,
Vorticism followed in the same vein as Futurism in that it
relished in the innovative advances of the machine age and
embraced the possible virtues of dynamic change that were
to follow. It was founded right before the start of WWI by
the celebrated painter Wyndham Lewis and the ubiquitous
poet of the Modernist period Ezra Pound. However, whereas
the Futurists originated in France and Italy and then
sprawled out over the continent to Russia, Vorticism
remained local in London. Vorticists prided themselves on
being independent of similar movements. In their literature,
they utilized bare-bones vocabulary that resonated in
likeness to the mechanical forms found in English shipyards
and factories, and, in their writings as well as their
paintings, Vorticists espoused abstraction as the only way to
sever ties with the dominant and suffocating Victorian past
so that they could advance to a new era. However, Vorticism, like Futurism, struggled to cope with
the incomprehensible destruction during WWI that was a result of the new machines which they so
highly praised. As WWI came to an end and valued Vorticists, namely T.E. Hulme and
Gaudler-Brzeska, died in action, Vorticism shriveled to a small few by the beginning of the 1920s.
● Constructivism
“Monument to the Third International,” model designed by

Vladimir Tatlin, 1920, reconstruction by U. Linde and P.O.
Ultvedt completed in 1968 by A. Holm, E. Nandorf, and H.
Östberg; in the Modern Museum, Stockholm, The National
Swedish Art Museums.© Tatlin; photograph © Moderna
Museet, Stockholm
Art Appreciation
As Cubism and Futurism spread west to Russia at the end of the 1910s, they were absorbed into the
utopian spirit of the October Revolution, thus creating a new art movement known as
Constructivism, which embraced theory that art should be “constructed” from modern industrial
materials such as plastic, steel, and glass in order to serve a societal purpose instead of merely
making an abstract statement. Often credited with serving as the impetus for the movement is
Vladimir Tatlin, who in 1913, while studying in Paris, was highly influenced by the geometric
constructions of Picasso. After migrating back to Russia, he, along with Antoine Pevsner and Naum
Gabo, published the Realist Manifesto in 1920, which, like the Futurists and Vorticists, declared an
admiration of machines and technology as well as their functionalism. One of the most iconic
artworks of this movement is Tatlin’s Monument for the Third International (1919–20), a strangely
spiral-shaped structure that was intended to serve as a government building. Most Constructivists,
like Tatlin, thought painting to be a “dead” art form, unless it was to serve as a blueprint for
something to be physically built. Therefore, they worked mainly with ceramics, fashion design,
graphics, and in architecture. As Soviet opposition to their movement increased, many
Constructivists fled from Russia and inspired the movement is Western countries such as Germany,
France, and England, where they gained a great deal of significance.
● Suprematism
Another uniquely Russian Modernist movement was Suprematism, started conjointly with
Constructivism, though with a stronger emphasis and embracement of the abstraction capable by
painting on a canvas. It is denoted as the first movement to utilize pure geometrical abstraction in
painting. Kazimir Malevich is viewed as its founder, as he, along with the input of many of his
contemporaries, authored the Suprematist manifesto. The movement’s name originated from a
quote of Malevich’s, in which he stated that the movement would inspire the “supremacy of pure
feeling or perception in the pictorial arts.” His central goal was to break art down to its bare bones,
often employing basic shapes, such as squares, triangles, and circles, as well as primary and neutral
colors. As he progressed in his work, Malevich included more colors and shapes, but he epitomized
the movement in his “White on White” paintings in which a faintly outlined square is just barely
visible. Suprematism was often imbued with spiritual and mystic undertones that added to its
abstraction, and, as was the case with Constructivism, the movement essentially came to complete
end as Soviet oppression increased.
● De Stijl
“Card Players,” oil painting by De Stijl artist Theo van

Doesburg, 1917; in the collection of the Haags
Gemeentemuseum, The HagueCourtesy of the Haags
Gemeentemuseum, The Hague
The name De Stijl (Dutch for “The Style”) adequately

sums up this movement’s aim while also
characterizing their intentions on how to achieve
that aim: with a simple, direct approach. Founded by
a cohort of Dutch artists in Amsterdam that included
Theo van Doesburg (who founded the group’s
periodical De Stijl), Piet Mondrian, and Jacobus
Johannes Pieter Oud, De Stijl was infused with a
great deal of mysticism resulting primarily from
Mondrian’s devotion to Theosophy. The movement
Art Appreciation
also had a great deal of influence from Parisian Cubism, though members of De Stijl felt that Picasso
and Braque failed to go far enough into the realm of pure abstraction. They, like Suprematists,
worked mainly in an abstract style and with unadorned shapes—such as straight lines, intersecting
plane surfaces, and basic geometrical figures—and the primary colors and neutrals. With these
techniques, they sought to investigate the laws of equilibrium apparent in both life and art. Although
the movement comprised painters, sculptors, typographers, poets, those in the decorative arts, it
was the architects, most prominently Oud with his Worker’s Housing Estate in Hoek van Holland
(1924–27), who were able to best capture the austere and harmonic essences of the movement.
● Dada
Fountain Sculpture by Marcel Duchamp. 1917
Perhaps best summed up by the famous Dadaist poet Hugo Ball, the
Dadaist goal of art was not to have art be “an end in itself, but [to be]
an opportunity for the true perception and criticism of the times we
live in.” And surely enough the times of Dadaism were filled with grief,
destruction, and chaos, as they witnessed the rampant mass
devastation of WWI. The movement was a loosely knit international
network that was prominent in Zürich, Switzerland; New York City;
Berlin, Cologne, and Hanover, Germany; and Paris. Dadaists were not
connected by their styles, mediums, or techniques. Instead, they were
connected by their uniform practices and beliefs. They saw themselves as crusaders against rational
thought, which they believed to be responsible for the declination of social structures, the growth of
corrupt and nationalist politics, and the spread of violence and war. They challenged and mocked the
definition of art and its elitist establishment with such works as Marcel Duchamps Fountain (1917),
which was a porcelain urinal, and they utilized photomontages, as well as a plethora other artistic
mediums, in their public meetings to protest against the nascent Nazi party in Germany. Dadaists
fought strongly across the globe against such repressive social institutions, though were written-off
by some as merely absurdist and inconsequential based on their plentiful antics and scattered
network.
● Surrealism
The Dalí Museum,

St. Petersburg,
Florida.Christian
Heeb—Laif/Redux
As one of the most

famous art
movements of the
Modernist era,
thanks mainly to
the indelible
work The
Persistence of
Memory (1931) by
Salvador Dalí,
Surrealism has
come to be
remembered for its
production of visceral, eye-grabbing and aesthetic images. Leaping off from the absurdist inclinations
Art Appreciation
of the Dadaists and the psychoanalytical writings of Sigmund Freud, André Breton, a well-known
poet and critic of his time, published “The Surrealist Manifesto” in 1924, in which he declared the
group’s intention to unite consciousness with unconsciousness so that the realms of dream and fancy
could merge with everyday reality in an “absolute reality, a surreality.” Although they were
best-remembered for the work of their painters—such as Jean Arp, Max Ernst, and André
Masson—Surrealists worked with a variety of mediums, including poetry, literature, sculpture, and
the then-new medium of film. Because Breton was militant in the adherence to his manifesto by the
members of the movement, many members splintered off into new art forms, though still
incorporating techniques and motifs of Surrealism.
Activity 1.
Instruction: Give the meaning of Composition 8 based on the Elements of Visual Art.
Moshe Safdie. Marina Bay Sands, Singapore. 2010
Art Appreciation
Wassily Kandinsky. Composition 8. 1923
Activity 2.
Instruction: Write the general characteristics of modern art. How far does modernism push the
boundaries of what people perceived as a standard acceptable work of art? With these
developments, for you what is the definition of good art?
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Activity 3.
Instructions: Make your own painting based on a particular idea/movement (-ism) using any
medium. Take a photo of the process of painting and the finished artwork and explain the inspiration
of choosing the specific painting, medium, and movement (-ism).e. Upload the PDF file of your work
using the filename (Week 11-Your Last Name).
Art Appreciation
WEEK 18
PHILIPPINE ART
Learning outcomes:
1. Review the History of Arts

2. Understand and identify influences of Philippine art using the historical periods as reference
3. Identify distinct characteristics of Philippine arts
4. Make a body art with a twist using paint or make-up as inspired by Philippine tattoo art
and/or Pintados.
Arts in the Philippines refer to the various forms of the arts that have developed and accumulated in
the Philippines from the beginning of civilization in the country up to the present era. They reflect
the range of artistic influences on the country's culture, including indigenous forms of the arts, and
how these influences have honed the country's arts.
The Philippines has very rich history in art as presented below and in the next pages.
(https://en.wikipedia.org/wiki/Arts_in_the_Philippines)
https://www.slideshare.net/wilfreddextertanedo/philippine-art-history-67264203
Art Appreciation
Art Appreciation
Art Appreciation
Art Appreciation
Activity 1.
Art Appreciation
Instruction: Watch a Sinulog Festival presentation at
https://www.youtube.com/watch?v=1-H1hH_CHAM&pbjreload=101 and describe how all genres
come together to give a one unified and maximum impact to the performance.
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Activity 2.
Instruction: Describe the story of the festival in your town.
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Activity 3.
Instructions: Inspired by the Philippine tattoo art and Pintados, make a body art with a twist. Using a
paint or make-up (can be erased), paint a part of your body (or someone else’s) to resemble or
represent any of your personal beliefs. Again, a photo of the body art is to be uploaded with an
explanation of the story behind your personal belief. Upload the PDF file of your work using the
filename (Week 12-Your Last Name).
Activity 4.
Instruction: After the discussion on Art History, submit a timeline from Pre-Historic Period until the
Contemporary Period. Make your timeline as creative as possible. Upload the PDF file of your work
using the filename (Week 12-Timeline-Your Last Name).
Art Appreciation

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MODULE 1

ART APPRECIATION, CREATIVITY, IMAGINATION AND THE EXPRESSION

At the end of this module, the students are expected to:

● demonstrate an understanding and appreciation of arts

Art a a form of expression and communication

Art therefore, is a product of man’s creativity, imagination and expression.

1. Why is creativity necessary in art-making?

2. When can you say that a person is creative?

3. If you were an artist, how would you transform an

Activity 1 Reflective Questions:

Is art nature? Why is art nature? Why is art not nature?

INSTRUCTION: Look at each object or touch

1. Qualify objects if they are art.

1. Distinguish between directly functional and indirectly functional art

1. Differentiate content from subject

Preliminary Activity. Click the following sites:

For example, in a photograph of a dog running on the

In conclusion, the subject is the most recognizable part

Main Differences Between Subject vs Content

Determination Very recognizable Must be analyzed

Involves and unifies all parts of the

Subject and imagination

Activity 3 Making a portrait.

Work/form Artist Artisan

Activity 2 How do you explain the three stages of art production?

Activity 4 Major project

The guide below will help you formulate questions:

Explain the concept of imagination.

THE LANGUAGE OF VISUAL ARTS

1. discuss the concept of soulmaking

Moreover, SOUL-MAKING is an exploration and application of the imagination in an active way.

(7 steps of creative thinking)

1. discuss by heart the principles

https://www.youtube.com/watch?v=MRD-4Tz60KE (7 steps of creative thinking)

What's the Intent of Appropriation Art? Appropriation artists want the viewer to recognize the

SOUL AND SPACE

1.determine the implications of soul and space for our society

Soul and Space

Textile art, soul, dreams and imagination

Soul and Space

Derivations of these spaces are shown in some ways of life. Space

illustrations, a baby is sleeping soundly and

ii Taken from Becky Perberton, MailOn Line, March 2016

iii Taken from Becky Perberton, MailOn Line, March 2016

iv Taken from the photos of Dee Yuzon, Silent Gardens ©2006-2016

v Taken from the photos of Chris Sherwood, 2012

Jürgen Weiler, 2020, Germany

Banaue Ethnic Village and Pine Forest Resort

Photo by eazy traveler on flickr “torogan sa Dayawan”

· · · Marawi City, Lanao del Sur, Philippines

ORIGAMI / PAPER ART THEATRE

Activity 1 create an origami

Out from a given paper, create anything. It may be crumpled,

Activity2. Improvisation in art forms: You have to act

Activity3. Construct your own Contact-body

Puppetry is a form of theatre or performance that involves the manipulation

At first, the group is experiencing a challenging exercise in conceptualizing what to do and

Improvisation is spontaneous, unplanned, or otherwise free-ranging creativity. Besides denoting an

INDIGENOUS ARTS (MUSLIM ARTS, CHRISTIAN ARTS)

Indigenous Art is the artwork created by the Indigenous people (the traditional people) who come

Indigenous art and Muslim arts

Answer the following questions:

1. What images did artists portray during this period?

1.Discuss the concept of Okir in relation to Islamic Art