Appropriation is a complex topic for art teachers to navigate.

On one hand, the concept of

borrowing ideas and images and incorporating them into new work is an essential part of how art is
made. It’s considered so essential in fact, it is directly protected by copyright law. This type of cultural
exchange has a long history in visual art (“How to Deal with the Idea of Appropriation in the Art Room,”
2017).

For example, biblical stories like the tale of Judith and Holofernes have been repeated over and
over in Western art. In 1599, Caravaggio took this conventional subject and upped the drama and gore.
About 20 years later, Artemisia Gentileschi painted it from a feminist perspective. Then, in 2012,
Kehinde Wiley created a version where he replaced the characters with modern versions. In this way, he
built on the established context and created a piece layered with symbolism and meaning (“How to Deal
with the Idea of Appropriation in the Art Room,” 2017).

Art to be appropriated, smartphone, laptop or computer, MS Powerpoint.

1. Use this guide as a starting point for conversations with students about how appropriation in art is
used. (“How to Deal with the Idea of Appropriation in the Art Room,” 2017)

by Leonardo da Vinci

by Cristina Roxas

A. Study the Work.

- How are the images used related to history or culture?

- Do aspects of the work reference means something else or have a deeper meaning?

B. Examine Intent.

- What were the artist’s goals in making the work?

 - What information can you find from the artists or another sources about why the work have
been made?

C. Consider Impact.

- How does the work impact the viewer?

- Does the work impact specific communities in different ways?

D. Form an opinion.

- What do you think about the artwork?

- Do you agree with how the artist chose to depict the content?

- Do you think the work accomplished its goal?

- What is the responsibility of the artist when addressing sensitive issue

2. Use the sample photo appropriation of an original artwork below to help you complete this activity.

Sample Photo Appropriation of an Original Artwork

My Photo Appropriation of Henri Rousseau's Painting, "The Sleeping

Gypsy"

By Ramon A. Viloria Jr.

Title: "The Sleeping Gypsy"

Creator: Henri Rousseau

Date Created: 1897

Physical Dimensions: 129.5 cm × 200.7 cm (51.0 in × 79.0 in) Original

Title: La Bohémienne endormie

Credit Line: The Museum of Modern Art, New York. Gift of Mrs.
Simon Guggenheim

Type: History Painting

Medium: Oil on canvas

Henri Julien Félix Rousseau was a French post-impressionist painter in the

Naïve or Primitive manner. Rousseau was born in 1844 in Laval, Mayenne,
France. He was also known as Le Douanier, a humorous description of his
occupation as a toll and tax collector.

The Sleeping Gypsy is an 1897 oil on canvas painting by the French Naïve
artist Henri Rousseau. It is a fantastical depiction of a lion musing over a
sleeping woman on a moonlit night. It is held by the Museum of Modern Art
in New York City, to which it was donated by Mrs. Simon Guggenheim in
1939.

Title: "The Sleepy Beauty" Creator:

Ramon A. Viloria Jr.

Date Created: December 10, 2023

Physical Dimensions: 1996×1276 0.94 MB Type:

Modern Artwork

Medium: Photo Collage (Jpeg.)

The Sleeping Gypsy: Use Oil on canvas

The Sleeping Beauty: Use Photo collage

From sleeping gypsy to sleeping beauty.

I superimposed the image of Sleeping Beauty on the original artwork "The

Sleepy Gypsy" and edited the filter, with a simple change there was art
appropriation and our view of the artwork can also change. I just simply
show how we can be witty and creative with technology
and even in limited time.
 The term installation art refers to an artistic genre that involves a transformation of a space. In this
collaborative activity, students will create an installation art using cardboard boxes and strings within an
overlooked place in their school.

Cardboard boxes, pastel colors, strings

1. An installation art can emerge from an idea. Instruct students to produce a theme in creating their
installation art.

2. An installation art can be born from the materials they used. Ask students to create an artwork using
their cardboard boxes, pastel colors and strings.

3. An installation art can begin with a place or space. Ask students to locate an overlooked place or a
specific space in their homes where theycan mount their finished altered board boxes.

4. Have students exhibit their altered boxes in their chosen space/place in homes for everyone to see.

5. Let the visitors/guests of the exhibit may enter in that specific place with cautious.

6. Snap a picture of your installation art with your smartphone and write a reflection on the activity
(below this activity sheet).

Arts are really amazing, I believe that everything we see with our naked eyes can be called an art
and behind every arts there is a story, message, inspiration and lesson.

Installation art is new to me, since I did not have the materials mentioned to make it, I just became
resourceful and had an alternative way to still make my installation art creative. I used my pens and
thread and I hung it in the corridor of our house to make it look like it was floating, it looked magical and
believable because of the light reflection. I did not expect the result to be like this, even though it was
simple to look at, but it inspired me to take better care of the arts and try something new again.

In conclusion, there was really a transformation in the particular space of our house, instead of
being boring, the long and narrow corridor had an attraction now. Have you ever tried to make
installation art? If not, then what are you waiting for?
 The visual arts are such a broad and encompassing discipline and using graphic organizers can aid
students to keep all of the information neat and accessible. Graphic organizers can also help them to
partition and clarify their thinking, serve as perfect informative assessments, and reinforce the kind of
visual literacy that the art room is all about ("Sarah Dougherty, Graphic Organizers for the Art Room,
2013).

Artisan Graphic Organizer, laptop or computer, MS Power point

1. Find an artisan (or a group of artisans) in your area or locality and identify briefly the strengths and
weaknesses of his/her medium, technique, creative process and persons involved (if any).

2. Use the template below as a pattern to accomplish this activity.

3. Be prepared to present your work to the class by answering the following questions: Who

is/are your artisan (or artisans)?

b. Provide a brief introduction of your artisan (or artisans).

c. Share some pictures and crafts of your artisan (or artisans).

d. Present and discuss your graphic organizer to the class.

4. Use the sample artisan graphic organizer below to help you complete this activity. (Use the back page
of this activity sheet for the Graphic Organizer)

By Ramon A. Viloria Jr.

Coming from the Ilocano word abel (weave), “inabel” can be interpreted to
mean a kind of sturdy but wearable textile found in the Ilocano provinces of the
Philippines. However, the term has eventually developed to refer to a style of
weaving that is distinctly Ilocano.
 A popular variation of the abel weave is the binakol (also known as binakel,
binakael, or binakul), which features geometric patterns similar to those of optical
illusions. This psychedelic design is meant to represent waves, and its confusing
pattern is believed to protect the wearer from malicious spirits.

Nelia Ardaniel

Natural resources — save Sometimes lacking in supply

money

Creating pattern to protect the Patterns are confusing

wearer from malicious spirits.

Forming geometric patterns It's hard to form patterns

similar to those of optical
illusions and psychedelic design
which is meant to represent
waves

Diligent, creative and talented Hand gets tired

 In this activity, students will draw okir designs to create a symmetrical art. The goal of this
activity is to recognize the importance of these designs to indigenous Muslim art forms.

Elements of Okir Design, short bond paper, crayons

1. Fold your bond paper equally into four parts.

2. Look at the elements of okir designs carefully and then apply these elements to your okir drawing.

3. First, draw one okir design in one part of your short bond paper and then duplicate the said design to
the remaining three parts.

4. After completing the four identical designs, apply color to your okir design.

5. Snap a picture of it with your smartphone.

6. Be ready to present your okir design to the class by answering the following questions:

a. What is the subject matter of your okir design?

What are the things you see in your okir design?

c. What is going on in your okir design?

What is the possible title you will use in your okir design? What is

your realization after doing this activity?

 Art comes alive when we recognize how the ideas projected by an art form can be connected to
another art form. "From Paper Art to Dance" is a strategy that helps students develop the habit of making
these connections. In this activity, students follow directions to complete paper art designs. After
accomplishing their individual paper art, they will work collaboratively and transform their designs into a
dance form.

One sheet of square colored art paper per student, computers with Internet access (optional), audio-
speakers

1. Discuss the meaning of origami.

2. Use selected internet sites about origami and view examples of them.

3. Distribute the colored art paper to students and instruct them that they are going to make an origami
based on any subject that they could think of.

4. If students are having difficulty in creating their paper art design, tell them to follow the step- by-step
directions at any of these suggested sites:

http://www.origami-instructions.com/ http://www.origami-

instructions.com/simple-origami.html

http://www.origamiway.com/easy-origami.shtml

5. After all students have created their paper art designs, divide students into groups based on the kind of
subject that they come up with.

6. Have students create a dance piece based on the subjects of their paper art designs.

7. Allow students to rehearse their choreography.

8. Have each group present their dance routine.

9. After all the groups have presented their dance performance, ask them to reflect on the activity in
their notebook or journal.