Arts Appreciation Module

Episcopal Diocese of Southern Philippines

BRENT HOSPITAL AND COLLEGES INCORPORATED

R.T. Lim Blvd., San Jose, Zamboanga City
GENERAL EDUCATION DEPARTMENT

Module for
ARTS APPRECIATION
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COURSE OVERVIEW
Dear student,
This course is offered in the
What is Art and for what is art? Art signifies stimulation of thought and
conversation between its audiences. When people reflect on a piece of art, they try
to look for its significance and some delve into their own experiences and
sentiments. A piece of art differs to how a person perceives it and our perspective
brings the artworks to life. Thus, arts appreciation helps open up the mindset of the
people, by listening to different perspective and views as well as interpretations of
art. It will give us an understanding that there is more than one approach to
everything.
This course will provide students with an understanding of the diverse ways
in which cultures construct and represent their realities by the exploration of visual
art forms and their cultural connections. It includes a brief study of art history and
in depth studies of the vocabulary, elements, media, purposes and methods used in
creative processes and thought.
This course is divided into 5 modules which includes: (a)The Study of

Humanities (b)Assumptions and Nature of Arts and Functions and Philosophy or Art:
Subject and Content; (c)Arts and Artisans: Production Process, Medium, and
Techniques; (d) Elements and Principles of Arts; and (e) Local Arts. These modules
will be discussed through online video and learning activities are given every after
module.
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I. COURSE DESCRIPTION
Art appreciation is a three-unit that develops student’s ability to appreciate,

analyze and critique works of art. Through interdisciplinary and multimodal
approaches, this equips students with a broad knowledge of the practical, historical,
philosophical, and social relevance of the arts in order to hone students’ ability to
articulate their understanding of the arts. The course also develops student’s
competency in researching and curating art as well as conceptualizing, mounting,
and evaluating art productions.
The course aims to develop students’ genuine appreciation for Philippine arts
by providing them opportunities to explore the diversity and richness and their
rootedness in Filipino culture.
II. COURSE CREDIT: 3- UNITS
III. COURSE OUTPUT
As evidence of attaining the above outcomes, the learner is required to do

and submit the following during the course.
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LEARNING CONTENT
MODULE 1: THE STUDY OF HUMANITIES

● Origin and Meaning of Humanities
● Meaning and Importance of Art
● The Importance of Art to Students
● Meaning and Importance of Art Appreciation
● Art History
● Methods Used in Art History
● Purpose of Art History
● Activity
MODULE 2: ASSUMPTIONS AND NATURE OF ARTS

● Art is Universal
● Art is Cultural
● Art is not Nature
● Art is an Expression of the Mind
● Art is a form of Creativity
● Art Involves Experience
FUNCTIONS AND PHILOSOPHY OF ART: SUBJECT AND CONTENT
● The Functions of Art
● Philosophy of Art
● Meaning of Subject of Art
● Sources of Subjects
● Types of Subject
● Content in Art
● Activity
MODULE 3: ARTS AND ARTISANS: PRODUCTION PROCESS, MEDIUM AND

TECHNIQUES
● Artists and Artisans
● Art Management
● Art Production Process
● Medium of Visual Arts
● Materials in Nature
● Mediums of Auditory Artsand of Combined Arts (Mixed Media)
● Techniques in Arts
● Activity
MODULE 4: ELEMENTS AND PRINCIPLES OF ART

● Elements in visual arts
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● Elements of auditory arts and combined arts
● Meaning and Nature of the Principles of Art and Designs
● The Rule of Thirds
● Activity
MODULE 5: LOCAL ARTS

● Timeline of Philippine Arts
● Traditional Arts in the Philippines
● Islamic Arts (Arts in Muslim South)
● Arts in the Cordillera Region
● Activity
II. RUBRICS FOR ASSESSMENT

Essays:
Category 5 4 3 2 1
Content -Focused, -Easily -Identifiable main -Main idea -Lacks central idea
interesting main understandable idea beginning but
idea main idea unclear -No clear
-Supportive examples; random
-Strong, relevant, -Effective examples -Few or irrelevant thoughts
specific examples examples developing but examples
limited -No sense of
-Insightful details -Appropriate -Insufficient purpose
fit purpose explanation of the -Reasonably clear details
topic topic but in basic
-Thorough -Topic not
explanation of the focused; too broad
topic.
Organization -Structure -Clear, developed -Identifiable -Structure is -Fails to provide

enhances ideas; beginning, middle, beginning, middle, difficult to follow beginning, middle,
of Ideas inviting and end and end and end
introduction and -Attempts
satisfying -Logical -Sequencing sequencing -Lacks sequencing
conclusion sequencing logical or direction
-Ineffective or
-Effective, creative -Transitions tie -Transitions overused
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sequencing ideas together present but some transitions -Lacks transitions
may be common
-Smooth, effective -Flow of ideas is -Reader is forced -Reader frequently
transitions controlled -Flow of ideas may to reread confused
be slow or choppy
-Reader moves
easily through the
text
Mechanics Strong, effective Errors are few and Reasonable control Errors in some Numerous errors
control of do not interfere ofmechanics but areas of make reading
mechanics with readability limited errors may mechanics impede difficul
enhances affect readability readability
readability
Art Work Making

Category Excellent Satisfactory Good
(30-21) (20-10) (9-0)
Material Application Demonstrates Demonstrates some Lacks demonstration

and Technique qualities and qualities and of qualities and
characteristics of characteristics of characteristics of
various media, various media, various media,
techniques and techniques and techniques and
processes. processes. processes.
(30-21) (20-10) (9-0)
Understanding of Insight and depth of Some depth of Lacks content

Content content content understanding and is
understanding are understanding is a work in progress.
evident. evident.
(15-11) (10-6) (5-0)
Craftmanship Good craftmaship Some craftmanship Little or no control of

craftmanship
(10-8) (7-4) (3-0)
Tool/Material Demonstrates Demonstrates some Demonstrates little

Responsibility respectful use of respect for art tools or no respect for art
tools and materials. and materials. tools and materials.
Creative Process Expresses originality Expresses originality Lacks originality and

and insightful but has few details. has few details
perspectives.
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(5-4) (3-2) (1-0)
Completion Successfully Needs finishing Appears to be a work

completed. touches. in progress.
III. REQUIRMENTS AND ASSESSMENT

● Reflection Paper
● Quizzes, assignments and other activities will be send thru E-mail or courier
● Film showing
● Blog/Vlog while doing their final output
IV. GRADING SYSTEM

● Online quizzes 5%
● Activities/Assignments 20%
● Blogs/Vlogs 15%
● Oral Recitations 10%
● Course output
1. Individual 50%
Major Exams (Mid/Fin) 50%
Total 100%
References:
1. Dr. Mariano M. Ariola, LL.B; Ed.D;L.P.T, 2018, Art Appreciation, Unlimited
Books
2. UK Department of Education, 2015, History of Arts,
<https://assets.publishing.service.gov.uk/government/uploads/system/uploa
ds/attachment_data/file/445278/History_of_Art_Subject_content_14-07.pdf>
3. Janet Wolf, 1982, Social Production of Art,
<https://shodhganga.inflibnet.ac.in/bitstream/10603/1722/5/05_chapter
%201.pdf>
4. Satyavrat Nirala, 2015, Art History Resource,
<https://www.britannica.com/topic/art-for-arts-sake>
5. Caslib Jr., B., Garing, D., & Casaul, J. A., 2018, Art Appreciation
<https://www.slideshare.net/janril/subject-and-content-of-arts>
6. Steven Patrick C. Fernandez, DFA, 2012, The Human Image in The Arts,
<http://scchumanities.blogspot.com/2010/06/lesson-three-visual-arts.html>
7. Contemporary Philippine Arts in the Philippines, 2017,
<https://www.academia.edu/36767311/Timeline_of_philippine_arts>
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Prepared by: Noted by: Approved by:
Ernestine T. Oceña, PTRP Timothy C. Gomez Danielle B. Ramos, MSPT

Instructor GE Coordinator Dean, College of PT
MODULE 1: THE STUDY OF HUMANITIES

● Origin and Meaning of Humanities
● Meaning and Importance of Art
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● The Importance of Art to Students
● Meaning and Importance of Art Appreciation
● Art History
● Methods Used in Art History
● Purpose of Art History
● Activity
THE STUDY OF HUMANITIES
The Origin and Meaning of Humanities
The term “humanities” originated from the Renaissance Latin expression

studiahumanitatis or study of humanitas which refers to “culture, refinement, and
education”. During the Renaissance period of the early 15 th century, the
studiahumanitatis became a secular study in the universities at the time. The
humanities course primarily consisted of grammar, rhetoric, poetry, history, and
moral philosophy, Latin and Greek classics.
Humanities are academic disciplines that deal on the various aspects of

society and the noble in man. Thus, humanities make man more humane, cultured,
dignified and refined human being.
Meaning and Importance of Art
Art is a subject under humanities. There is no one universal definition of art

since art is subjective. It is subjective in the sense that people differ in their
perception of an object or a thing. Some people may consider an object as
something beautiful and meaningful while others may consider it as ugly or
meaningless.
The meaning of art has changed throughout history due to multicultural

settings. Thus, every time a new movement in art emerged, the meaning of what is
art, or what is acceptable as art, is being challenged.
Art has a particular importance in our lives. All the arts that we see and hear
have a purpose as well as expressions; they occupy some place in our judgement
and make a huge impact in our lives. Here are the reasons why art is important.
1. Art highlights and heightens the importance of certain events in order to
keep them memorable and pleasurable.
2. Art enables us to get a glimpse of the thoughts, feelings, and beliefs of the
people in their time and the faces in their environment.
3. Art enables us to value and appreciate beautiful things as a consequence of
our encounter with arts.
4. Art may influence us to change our ways and behaviour as a result of the
aesthetic experience we derived from the arts.
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5. Arts are valuable sources of inspirations and aesthetic delightful experience
through the artist works of art.
The importance of Art to Students
Arts play a valuable role to students.
1. Through participation in arts – music, dance, drama, media, arts, and the
visual arts
● Students can develop their creativity
● Students learn about their identity
● Students develop self-awareness
● Students develop self-confidence
● Students develop sense of well-being
2. Through intense involvement in artistic activities

● Students experience a sense of wonder and joy when learning through
the arts
● Students can be motivated to participate more fully in cultural life
● Students are able to gain educational opportunites which they can use
later in their career life
Meaning and Importance of Art Appreciation

Art appreciation is important to our lives. However, people differ in their
appreciation of art. Their appreciation of art depends on personal preference on:
(1) the aesthetics and form of art; (2) elements and principles of design; and (3)
social and cultural acceptance.
Art appreciation is important to students. It develops their visual thinking

and analytical skills where they are able to observe closely and describe what they
see around them in detail, so as to provide evidence for their observations.
Art appreciation is also important to others for the following reasons:

1. Can help the person make sense of his world by broadening his
experience and understanding of the things around him.
2. Can help the person imagine even the unimaginable.
3. Is able to connect a person’s life and experience the past, the present,
and the future or sometimes simultaneously.
4. Can help transport the individual to different places and culture
throughout literature, films, visual arts, and other forms of art.
5. Allows the individual to see himself, his family, dynamics as well as his
community through different lens of great art.
6. Enable the individual to better empathize with those who suffered and
endured for their lives through great art forms.
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7. Gives meaning to the data science provides. If science give us empirical
facts, tie these facts together with theories, it’s the humanists who turn
these facts with moral, emotional, and spiritual meanings.
Art History
Art History refers to the historical development and stylistic context of the
objects of arts that includes the major and minor arts. The major arts include
painting sculpture, and architecture as well as the minor arts like ceramics,
furniture, and other decorative arts.
As a term, art history or history of art encompasses the different methods of
studying visual art.
Art Historical Definition Relevant terms and

Periods/Movements concepts (including
styles)
Greek (850–31 BCE) Greek idealism: balance, The Classical style:

perfect proportions; post- and- harmony, balance,
students study from lintel construction; idealised symmetry, architectural
500 BCE forms (both in sculpture and orders (Doric, Ionic,
architecture). Corinthian);
sculpture: Archaic, Classical

to Hellenistic;
Ceramics: Geometric to
black/red vase figure wares.
Roman(300 BCE–476) Roman realism: structural use Verism: psychological

of the arch/barrel vault and penetration in sculpture;
concrete. borrowings from the Greeks;
interior decoration and
encaustic portraits; stadia
and propaganda.
Byzantine (330–1453) Art of the Eastern Roman Christian art form (although
Empire from 4th Century CE to derived from forms of Greek
the Fall of the Roman Empire. and Egyptian).
Hieratic/other-worldly.
Mosaics (tesserae); icons,

panel painting, architectural
terminology specific to
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Byzantine structures.
Middle Ages (500– Celtic art Carolingian Celtic: asymmetrical,

1400) Renaissance Romanesque curvilinear abstract
Gothic. ornament, zoomorphic.
Carolingian: Emperor
Charlemagne and successors
- first conscious attempt to
revive the Classical Greek
and Roman heritage;
illuminated manuscripts;
large-scale architecture.
Romanesque: muscular
architectural style, rounded
headed arches, linear
sculpture, distorted to
convey religious emotion.
Gothic structures: flying

buttresses, rib vaults,
pointed arches, stained
glass. Sculptural ‘S’ curves,
tapestries, Books of Hours.
Early and High Rebirth of classical culture. Intellectual influence from

Renaissance(1400– Humanism,
1550)
Neo-Platonism; greater
command of anatomy (in
visual arts); linear and
atmospheric perspective;
increasing secular subjects
as well as
history/mythological works
in painting and sculpture.
For architecture: a classical

revival – harmony, clarity
and repose.
Venetian and Northern The Renaissance spreads Northern: Rapid

Renaissance(1430– northward to France, the Low developments in oil painting
Countries, Germany, and (glazes); woodcuts;
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1550) England. altarpieces; panel paintings
in Flanders; empirical
perspective (rather than
mathematically calculated
linear perspective) and
direct observation; non-
idealised.
Venice: influences from

Northern Europe; brilliant
colour; religious and secular
(sometimes erotic) painting.
Mannerism (1527– Art that breaks the rules; Elegant distortions and
1600) artifice over nature. stylistic trickery for bizarre
effects.
Disquieting paintings-
triumph of style over
content; virtuoso decorative
arts.
Mannerist buildings-
antithetical to the principles
of the High Renaissance;
complex and novel.
Baroque (1600–1750) Splendour and flourish for God; Religious impulse of the
art as a weapon in the religious Counter- Reformation –
wars. dynamic movement,
synthesis of architecture,
Exuberant Counter-Reformation painting and sculpture
art that progresses to more acceptable/appealing to the
secular Rococo throughout the masses; later Baroque
period. (Rococo) – lighter and more
playful; asymmetrical.
Neoclassical (1750– Art that recaptures Greco- Classical revival –

1850) Roman grace and grandeur. Palladianism (in
architecture); preference for
the linear and symmetrical
in painting.
Romanticism (1780– The triumph of imagination and Literary influences; sublime

and picturesque, Nature
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1850) individuality. dominates – insistence on
the rights of imagination.
Realism (1848–1900) Celebrating the working class Rejects idealistic tendencies

and peasants; en plein air of Romanticism; social
rustic painting. realism.
Impressionism (1865– Capturing fleeting effects of Colour applied in small

1885) natural light. touches (rather than broad
brush-stokes) to create
brighter/more immediate
paintings; painting in front
of the motif
Post-Impressionism A soft revolt against Post-Impressionism:

(1885–1910) Impressionism. Pointillism, divisionism, use
optical mixtures of colour.
Art Nouveau (1890– Stylised forms based on Art Nouveau: exaggerated

1914) nature/geometry. asymmetrical decorative
style; undulating forms;
rejects historicism; offshoot
of Symbolism and Arts &
Crafts.
Fauvism and German Non-naturalistic colours to Fauvism: loosely formed

Expressionism(1900– produce emotional effects; ‘group’ working in the south
1939) abstraction. of France: experimental
paint handling and use of
colour alone to evoke a
sensation in the viewer.
German Expressionism:
general concept of
democratising art;
Techniques vary: no formal
stylistic intentions – but
anti-Impressionist; anti-
naturalistic subjectivism.
Futurism, Pre- and Post-World War I art Futurism: celebrating
Suprematism,De Stijl experiments: new forms to machines and speed;
and express modern life. anarchic attitudes to
Constructivism(1905– predecessors.
1920)
Suprematism and De Stijl:
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simple geometric forms;
primary colours appropriate
to the modern world.
Constructivism: iconoclastic,
based in Marxist ideology –
architectonic forms; the
unification of art and
society.
Cubism (1907–1914) An early 20th-century style and Experiments with form;

movement in art, especially repudiation of subject;
painting, in which perspective flattening of the canvas;
with a single viewpoint was fragmentation (analytical
abandoned, and use was made Cubism) elimination of space
of simple geometric shapes, (in synthetic Cubism):
interlocking planes, and (later) collage; Cubist sculpture
collage. takes similar approaches.
Dada and Surrealism Dada: various interventions, Dada: retaliation to art

(1917–1950) depending on location. being bound with bourgeois
capitalism; theatrical;
Surrealism: painting dreams nonsensical; provocative.
and exploring the unconscious.
Surrealism: Freud’s
Interpretation of Dreams;
Automatism; frottage,
Dalí’sVeristic Surrealism.
Bauhaus (1919–1933) Bauhaus: German 20th- Bauhaus: aimed to bring

century school of design, the together all arts under the
aesthetic of which was primacy of architecture.
influenced by and derived from While it combines them, it
techniques and materials also favours functionality
employed especially in over ornamentation, and
industrial fabrication and asymmetry and regularity
manufacture. over symmetry. Bauhaus
architecture rejects
decorative details and aimed
to use classical architecture
and itsscientific, geometric
aesthetic without
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ornamentation of any kind.
International International Modernism: an International Modernism:

Modernism(1920s– influential modernist style in avant-garde architectural
1960) architecture characterized style; worked from the
chiefly by regular, unadorned inside (‘form ever follows
geometric forms, open function’), logical planning
interiors, and the use of glass, (rather than axial
steel, and reinforced concrete. symmetry).
Abstract Post-World War II: pure Consciously American;

Expressionism(1940s– abstraction and expression gestural painting borrows
1950s) without form; no obvious from Surrealism
subject. (automatism) calligraphic
and colour field. Formal and
technicalinnovations – flat,
hard-edged, colour
relationships and space.
Non-figurative.
Pop Art (1960s) Art responds to and absorbs Socially democratic; more
consumerism. like commercial
design/advertising; style-
less; responds to popular
culture.
Postmodernism and Art that challenges Postmodernism: free, often

Deconstructivism(1970 conventional categories ironic, appropriation of past
–present) reworking and mixing past styles; new materials; new
styles. audiences and new sites for
display.
Deconstructivism is
influenced by the theory of
‘Deconstruction’, which is a
form of semiotic analysis
and is characterised by
unpredictability and
controlled chaos.
Methods Used in Art History
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Art history which started in the 19th century but has precedents that date to
the ancient time has a number of methods:
1. Art historians examine the works of art in the context of its time or within
which it was created.
2. Art historians analyse the work of arts through the analysis of their forms.
The analysis is focused on the artist’s use of line, shape, color, texture,
composition and other art elements.
3. Art historians also use critical theory in analysing objects of arts when
dealing with more recent objects.
4. Another method in art history is the application of media and digital
technology. This is the recent method in analysing art history.
Purpose of Art History

Art history is the historical development of visual arts. Hence, the purpose of
art history is:
● To place art in a social and historical context
● It has more advantage over art appreciation when evaluating works of art.
● When a person has more context when looking at something such as piece of
art work, he could better understand more the story behind that particular
piece of art work;
● To see how things like war, religion, politics, technological change have effect
not only on the artist but on the artwork that was produced.
General Instructions: Answer the following activities in a separate file and

send it thru Google Classroom: 1st Module Activity
ACTIVITY I. Answer the following questions, based from your own perspective.
1. What is humanities?
_____________________________________________________________
_____________________________________________________________
2. Why do you study humanities?
_____________________________________________________________
_____________________________________________________________
3. Why is creativity necessary in art making?
_____________________________________________________________
_____________________________________________________________
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4. When can you say that a person is creative?
_____________________________________________________________
_____________________________________________________________
5. What is the relevance of art appreciation to your course?
_____________________________________________________________
_____________________________________________________________
6. Why does an individual create a work of art?
_____________________________________________________________
_____________________________________________________________
7. If you want to be an artist, what type/kind of an art will you be? Why?
_____________________________________________________________
_____________________________________________________________
8. Who will utilize the art you prepared? To (a) yourself, (b) your community, or
(c) your country?
_____________________________________________________________
_____________________________________________________________
9. Can art be globalized? If YES, how? If NO, why not?
_____________________________________________________________
_____________________________________________________________
10. Are mountains, rivers, lakes, volcanoes, and other nature that you see
belong to the field of art? If YES, why? If NO, why not?
_____________________________________________________________
_____________________________________________________________
ACTIVITY II. View one YouTube video of your choice that presents either of the
following:
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a. Art museums
b. Art galleries
c. Art exhibits
d. Art and culture centers
Take a picture of at least 5 arts exhibited. Put them in one file with their
captions. Describe their importance/significance to you, to your community, and to
the country.
ACTIVITY III. Write an essay consisting of 150-300 words. Your essay will be
graded using the assessment rubrics.
The title of the essay is: WHAT ART MEANS TO ME
ACTIVITY IV. Below is a reflection figure that looks like a human figure. Determine
what you have learned (the knowledge that serves as your foundation to stand and
keep), the things you have realized and appreciated (attitude toward learning) and
the things you have discovered (skills that you will cherish in life). Fill in each part
of the reflection figure.
Things I have learned

(Knowledge)
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Things I have realized and
appreciated
(Attitude)
Things I have discovered

(Skills)
Reference/s:
Books
2. UK Department of Education, 2015, History of Arts,
<https://assets.publishing.service.gov.uk/government/uploads/system/u
ploads/attachment_data/file/445278/History_of_Art_Subject_content_14-
07.pdf>
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MODULE 2: ASSUMPTIONS AND NATURE OF ARTS
● Art is Universal
● Art is Cultural
● Art is not Nature
● Art is an Expression of the Mind
● Art is a form of Creativity
● Art Involves Experience
● The Functions of Art
● Philosophy of Art
● Meaning of Subject of Art
● Sources of Subjects
● Types of Subject
● Content in Art
● Activity
ASSUMPTIONS AND NATURE OF ARTS
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Art is universal
Art is a universal phenomenon and is as old as human being. Every society
has its own art, which is encouraged and molded by the patronage it gets from its
members.
Art is cultural
Art contributes to the understanding of past and present cultures. Through
art, people learn about their culture’s values and strengthen their culture’s identity.
Through art, the people feel proud of their customs, traditions, and beliefs because
they give a sense of belonging.
Art is not nature

Art is not nature because it is man-made. Art is man’s interpretation of what
he perceives as art.
Art is an expression of the mind

Art is a form of expression of the deepest emotion of the minds, according to
Jeff Lee (2016). The egoic mind and the echoic mind together make up the totality
of thinking.
Art is a form of creativity

Art is a product of the imagination that entertains, pleases and inspires
people. The various artworks of artists reflect the artist’s power of creativity.
Artists create artwork about anything they want, imagine, or see around
them. The artists use their imagination to create any artwork using strange shape
and different kinds of links and colors.
Therefore, we can say that art is creative, not imitative; artworks are
produced by human creative skill and imagination.
Art involves experience

When a work is finished in a satisfactory manner, an experience occurs. In all
experiences, every successively part flows freely. Artists use their experiences to
ventilate their feelings through the works that they make. They reflect in their
works on the brink of socio-cultural problems because of their experiences.
The Functions of Art

Every art form has a definite function since it satisfies a particular need. To
the layman, art may have little function. Some find meaning in art in its ability to
serve the purpose for which it was designed.
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The seven functions of art are:
1. Aesthetic function
2. Utilitarian function
3. Cultural function
4. Social function
5. Political function
6. Educational function
7. Spiritual function
Philosophy of Art
Philosophy of art refers to the study and nature of arts, its concept,
interpretation, representation, expression and form. Philosophy of art is closely
related to aesthetics, which is the study of beauty and taste.
There are five (5) philosophical perspectives of art. These are:
1. Art as Mimesis
― The word Mimesis is a Greek word which means “imitation” or
“copying”, although it may also mean representation. The philosophers
Plato and Aristotle spoke of mimesis as the representation of nature.
2. Art as Representation (Aristotle)

― Art represents something. When an artist uses signs and symbols to
take the place of something else, he is using art as a representation of
such signs and symbols.
3. Art for Art’s Sake (Kant)

― Art for art’s sake, a slogan translated from the French “l’art pour
l’art”, which was coined in the early 19th century by the French
philosopher Victor Cousin. The phrase expresses the belief held by
many writers and artists, especially those associated
with Aestheticism, that art needs no justification, that it does not serve
political, didactic, or other end.
4. Art as an Escape
― According to Señeres and others (2008), the artists’ works of art
reveal the emotional outburst that has been kept for many years in
their mind. The only way to take out such tension is through painting,
dancing, music, and other art forms. They are cathartic solutions to
one’s anxiety and life’s and other art forms.
5. Art as Functional
― The artist intent in creating functional pieces of art is to bring
creativity, beauty, and usefulness into people’s everyday lives.
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Meaning of Subject of Art
In any art from – painting, music, sculpture, architecture, or dance – there is
always a subject that serves as the foundation of the creation of the work of art. A
subject of art is usually anything that is represented in the artwork.
Sources of Subjects
Subjects of art may be found in primary sources such as:
● Artwork ● Documents
● Autobiographies ● Nature
● Film of the artist ● History
● Interviews ● Mythology
● Diaries ● Christian tradition
● Speeches ● Sacred oriental text
● Letters ● Others not mentioned above
● Photographs
Types of Subjects
1. Representational or Objective Arts
There are artworks that depict something easily recognized by most
people. Painting, sculpture, graphic arts, literature, and theatre arts are
generally classified as representational arts, although some paintings and
sculptures are without subjects.
2. Non-Representational or Non-Objective Arts
There are artworks that have no resemblance to any real subjects,
they do not represent anything and they are what they are. They rather
appeal directly to the senses primarily because of the satisfying organization
of their elements.
Content in Art
Content in art refers to the meaning or significance, and/or feeling imparted
by a work of art. It is inextricably linked with form. It may be classified as factual,
conventional, and subjective.
― Factual
The most rudimentary level of meaning for it may be extracted from
the identifiable or recognizable forms in the artwork and understanding how
these elements relate to one another.
― Conventional meaning
Page 24 of 76
Pertains to the acknowledged interpretation of the artwork using
motifs, signs, and symbols and other cyphers as bases of its meaning. These
conventions are established through time, strengthened by recurrent use and
wide acceptance by its viewers or audience and scholars who study them.
― Subjective
When subjectivities are consulted, a variety of meanings may arise
when a particular work of art is read. These meanings stem from the viewer’s
or audience’s circumstances that come into play when engaging with art
(what we know, what we learned, what we experienced; what values we
stand for). Meaning may not be singular, rather, multiple and varied.

send it thru Google Classroom: 2ndModule Activity
ACTIVITY I. Collect image of artworks such as painting, illustrations from
magazines, or anything that represents each assumptions of art. Describe the
pictures.
I. Art is universal
II. Art is cultural
III. Art is not nature
IV. Art is an expression of the mind
V. Art is a form of creativity
VI. Art involves personal experience
ACTIVITY II. React to the following statements.

1. Small is beautiful
_____________________________________________________________
_____________________________________________________________
Page 25 of 76
2. Beauty is in the eye of the beholder
_____________________________________________________________
_____________________________________________________________
3. All that exist on earth are but just a shadow of our imagination
_____________________________________________________________
_____________________________________________________________
4. Art invokes expressions
_____________________________________________________________
_____________________________________________________________
5. Art is ageless and timeless
_____________________________________________________________
_____________________________________________________________
ACTIVITY III.
1. Look at the painting below by artist David Bailly entitled
SelbstbildnismitVanitassymbolen (Self-portrait with Vanitas symbols). List
down everything that you see within the four corners of the work. List as
many items as you can in 3 minutes.
2. Based on your answers, write an assumption about what the painting means.
Page 26 of 76
ACITVITY IV. Answer the following questions.
1. Which do you prefer as an artwork, with a subject or no subject? Explain
your answer.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
2. Why are history, mythology, and fantasies considered artwork with a
subject? Support your answer.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
3. Which do you prefer as the context of art: factual, conventional, or
subjective? Give examples and explain the reason for your choice.
Page 27 of 76
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
4. How does the content of art differ from the subject of art?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
5. How do artists present their subjects in relation to the real subject?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
ACTIVITY V. Below is a reflection figure that looks like a human figure. Determine
Page 28 of 76
(Knowledge)

appreciated
(Attitude)

(Skills)
Reference/s:
Books
2. Janet Wolf, 1982, Social Production of Art,
<https://shodhganga.inflibnet.ac.in/bitstream/10603/1722/5/05_chapter
%201.pdf>
Page 29 of 76
3. Satyavrat Nirala, 2015, Art History Resource,
<https://www.britannica.com/topic/art-for-arts-sake>
4. Caslib Jr., B., Garing, D., & Casaul, J. A., 2018, Art Appreciation
<https://www.slideshare.net/janril/subject-and-content-of-arts>
MODULE 3: ARTS AND ARTISANS: PRODUCTION PROCESS, MEDIUM AND

TECHNIQUES
● Artists and Artisans
● Art Management
● Art Production Process
● Medium of Visual Arts
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● Materials in Nature
● Mediums of Auditory Artsand of Combined Arts (Mixed Media)
● Techniques in Arts
● Activity
ARTS AND ARTISANS: PRODUCTION PROCESS, MEDIUM AND TECHNIQUES
Artists and Artisans

Artists are the creators of tangible or intangible products (works of art) as an
expression of creativity and imagination for purely aesthetic reasons.
Artisans (craftsman) are the makers of products or crafts, not only for
aesthetic value of for decorative purposes but for practical value, such as for
business purposes.
Art Management
Art management (also referred to as art administration) is the process of
running the daily business operation of art institutions either private or public in
nature.
� Art manager
Have the following duties and responsibilities:
1. He/she plans, directs, and coordinates all activities in the art
department.
2. He/she executes the marketing objectives, specifications and
concepts in design, advertising, media, print, and campaign
materials.
3. He/she monitors the department projects.
4. He/she prepares the department reports that track and analyse
productivity trends and other factors that impact costs.
5. He/she evaluates the staff and other employees of the department.
6. He/she selects any additional staff as the need arises.
7. He/she selects any additional staff in the day-to-day performance
of jobs.
8. He/she ensures that project, milestones, and goals of the
department are carried out and adhering to approved budgets.
9. He/she has full authority for personal actions in his department
10. He/she reports to a senior manager.
� Role of Curators in the Art World
1. Preserving and safeguarding the heritage of art
2. Selector of new work in the museum
3. Deciding which works are to be displayed
4. Deciding how works are hung in the galleries
5. Decide how the viewing public experience the exhibition
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6. Researching how to show artworks in art historically coherent an in
an entertaining way.
� Role of Dealers in the Art World

1. Bridge the gap between artist and collector
2. Sometimes, act as a curator
� Role of Art Collector

Must have good relationship with their artists. Artists like to find
collectors that truly believe in their work of art.
� Roles of Buyer in the Art World

1. Must be well-versed in all types of art techniques and development
process.
2. Up to date on the art theory and criticism
3. Knowledgeable in evaluating the quality an worth of a piece of art
Art Production Process

Art is valued as a creative journey or process rather than as a deliverable or
end product. It has three parts: (1)Pre-planning/Pre-production, (2)Production,
(3)Post-production
I. Pre-production- is the process of fixing some of the elements in art.
II. Production- is the process of combining various material inputs and
non-material inputs to be able to make something for consumption
(the output).
III. Post-production- is the process of filmmaking, video production, and
photography.
Medium of Visual Arts

Medium this comes from the Latin word medium means by which an artist
communicates his idea. These are the materials which are used by an artist to
interpret his feelings or thoughts.
On the basis of medium, the arts are primarily classified as visual and
auditory. Visual arts are those mediums can be seen and which occupy space.
These are grouped into two classes: (1) the dimensional or two-dimensional
artswhich include painting, drawing, printmaking, and photography, and (2) the
three-dimensional arts which include sculpture, architecture, landscape, community
planning, industrial designs, and crafts like ceramics and furniture.
Different medium of visual arts are discussed as follows:
1. Painting- is the art of creating meaningful effects on a flat surface by the
use of pigments.
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2. Watercolor- difficult to handle because producing warm and rich tones
using this medium proves to be a challenge. On the contrary, watercolour
pigments invite brilliance and a variety of hues. Simple and clear
spontaneity is its principal essence.
3. Fresco- is a painting method done on a moist plaster surface with colors
ground in water or a limewater mixture. Fresco must be done quickly
because it is an exacting medium. The image becomes permanently fixed
and almost impossible to remove.
4. Tempera- tempera paints are mineral pigments mixed with egg yolk or
egg white and ore. This egg-based emulsion binds the pigments to the
surface. It is characterized by its film-forming properties and rapid drying
rate. It requires a more deliberate technique than oil because it does not
possess the flexibility of oil.
5. Pastel- is a stick of dried paste made of pigment ground with chalk
compounded with gum water. It is very flexible medium whose colors are
luminous. It is less popular that the other mediums because it is difficult
to preserve the finished product in its original state.
6. Encaustic- is one of the early mediums used by the Egyptians for painting
portraits on mummy cases. This is done by applying wax colors fixed with
heat.
7. Oil- Color pigments are ground and mixed with linseed oil to produce a
liquid-like constituency whose viscosity (thickness or fluidness) can be
thinned by turpentine or any other solvent. It is a flexible medium. It is
slow to dry, but it can be applied by any kind and size of airbrush. It can
cover or overlay previous layers, thus, create translucent effects in the
combinations of colors, or even erase what a painter may wish to
change.
8. Acrylic- This is the most common medium, easily accessible and
inexpensive. It is versatile as this synthetic paint may be mixed with
water to tamper thickness or thinness. It is flexible and can be applied to
any space. It is quick to dry and does not crack or turn yellow with age.
9. Mosaic- is the art of creating a picture by assembling pieces of colored
glasses, stones, and other materials. These small cubic pieces glued to a
surface by glue or plasters to create images are called tesserae.
10. Stained Glass- art uses assembled pieces of colored glass to create
pictures. The translucent glass pieces allow light to produce various
colorvalues to affect a glorious atmosphere. These pieces are assembled
with strips of lead or iron placed in positions that will hold the glass
pieces. Subjects were religious personages and images complementing
the teachings of the Church.
11. Tapestry- were the art forms of royalty, as tapestry artists were
usually members of royal families who wove these from expensive silk
Page 33 of 76
and gold threads. These were hung on walls of castles, palaces and
cathedrals.
12. Drawing- usually done on paper using pencil, pen and ink, or charcoal.
It is the most fundamental of all skills necessary in arts.
13. Pencil, Pen and Ink, and Charcoal- Drawing can be done with different
kinds of medium, the most common of which is pencil. Ink offers a great
variety of qualities, depending on the tools and techniques used in
application. Charcoal is a carbonaceous material obtained by heating
wood or other organic substances in the absence of oxygen.
14. Granite- is a granular igneous rock composed of feldspar and quartz,
usually combined with other minerals. It is good for large works with only
a few designs.
15. Jade- is a fine stone, usually colored green, and used widely in Ancient
China. It is highly esteemed as an ornamental stone for carving and
fashion jewelry. It is believed to symbolize virtues such as faithfulness,
wisdom, and charity.
16. Ivory- comes from the main parts of tusks of elephants, is the hard-
white substance used to make carvings and billiard balls.
17. Metals- include any of a class of elementary substances such as gold,
silver, or copper, all of which are crystalline when solid and many of which
are characterized by capacity, ductility, conductivity, and peculiar luster
when freshly fractured.
Bronze is one of the oldest alloys of metals composed chiefly of copper
and tin with color. It is strong, durable, and resistant to any
atmospheric corrosion.
Brass, an alloy of copper and zinc, is not popularly used by
contemporary artists because of its limitations as a medium. It
has many practical uses;it does not rust and takes a brilliant
polish.
Copper is used as a casting medium. It is basically shaped by
hammering and fashioned into relief forms. One characteristic of
this medium is its resistance to atmospheric corrosion.
Gold and silver are used as casting materials for small objects like
medals, coins, and pieces of jewelry. Because they are quite
expensive, they are used either for personal accessories or for
religious adornments.
Lead, a bluish-gray metal, is used for casting and forging. It is a
flexible and permanent material.
18. Plaster- is composed of lime, sand, and water. This medium is used
extensively in making manikins, models, molds, architectural decorations,
and other indoor sculpture.
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19. Clay- is a natural earthy material that is plastic when wet. It is
generally fragile so it becomes necessary to cast it in another durable
material.
20. Glass- is a medium that is hard, brittle, non-crystalline, more or less
transparent substance produced by fusion. It can be molded in various
colors and shapes. It is used to make beautiful but fragile figurines.
21. Bistre- is a brown pigment from the soot of wood and often used in
pen and wash drawings.
22. Crayons- are pigments bound by wax and compressed into painted
sticks used for drawing. Ii adheres better on paper surface.
23. Silverpoint- artist uses a silver stylus to produce a thin grayish on
specially prepared paper. Silverpoint drawings were popular during the
Renaissance period.
24. Printmaking- a print is anything printed on a surface that is a direct
result from the duplication process. One of the advantages of printmaking
is the ease with which one can make multiple copies of the original
drawing.
25. Lithography- is a surface printing done from an almost smooth surface
which has been treated chemically or mechanically so that some surface
areas will print and other. Lithographic painting known as planographic
process, involves the process in which grease repels water and fatty
substances stick to each other.
26. Sculpture- It is a three-dimensional work of art made of material like
stone, metal, glass, wood, and many more. These are carved, assembled,
constructed, fired, welded, moulded, or cast and its final forms are often
painted. Most of these are called statues, three-dimensional images of
persons or animals shaped from solid substances.
27. Stone- is the hard and brittle substance formed from mineral and
earth material. It is normally used for gravestones in cemeteries.
28. Wood- easier to carve than any other mediums available because it
can be subjected into a variety of treatment. It is lighter and softer to
carve despite having greater tensile strength than stone. Wood should be
treated to preserve its quality.
29. Architecture- it is the art of designing a building and supervising its
construction. In its broader meaning, architecture is producing shelter to
serve as protection of men in carrying out his activities. One of the
primary purposes of architecture is to fulfil man’s needs.
Materials in Nature
1. Stone- is one of the oldest and perhaps the most permanent building
materials. It is used in most of the great architectures of the world.
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1. Limestone- has a fine, even texture. It is most useful in walls
and exterior parts of the building and lends itself very well to
carving.
2. Granite- coarse-grained stone useful for large, bold forms with
little carving. It is the hardest and the most durable of the types
of stones. The nature of this material makes it very adaptable to
monumental work.
3. Marble- metamorphosed limestone which is capable of taking a
polish. There are two types of these material:
Breciated marble- consist of angular fragments
Serpentine marble- characterized by its variegated
patterns and often used in larger flat planes- consist of
angular fragments
Serpentine marble- characterized by its variegated
patterns and often used in larger flat planes
4. Sandstone- widely used in buildings which have informal
character than the informal ones. Much easier to quarry and
shape than the other stones.
2. Wood- is not a permanent material but with proper care, it can last for a
century. It owes its popularity to its abundance, relative durability, and high
tensile and compression strength. However, it can easily be destroyed by
moisture, insects and fire when unprotected.
Mediums of Auditory Arts

Those whose medium can be heard and which are expressed in time.
● Motion pictures, film or movies
● Theatre
● Television
Medium of Combined Arts (Mixed Media)
● Doing a charcoal sketch before painting
● Doing a pencil sketch before painting
● Combining watercolor with pastel in landscaping painting
Techniques in Art
Artists differ from one another in technique even if they use the same
medium. Technique is an important aspect that distinguishes an art from a craft.
For an artist, technique is not the end but the means, while a craftsman’s technique
is the end.
Some techniques of visual art
● Throwing color
● Relief painting
● Flowing cutting
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Some techniques in auditory arts
● Speech
● Signalling with instruments
● Sound as in music
Some techniques in combined arts
● Clothing
● Newspaper clippings
● Photographic images
Technique approaches in visual arts, auditory arts, and combined arts.

According to Katherine Brooks, there are nine (9) techniques that
anyone can do in approaching creativity in arts.
1. Paint an object from your home or office
2. Perfectly frame an architectural photograph
3. Design a whimsical collage
4. Craft a metal sculpture from thin steel
5. Make a fabric masterpiece
6. Turn your camera on the clouds
7. Turn your journal into a visual diary
8. Finger paint
9. Doodle like a traditional animator

send it thru Google Classroom: 3rdModule Activity
ACTIVITY I. Answer the following questions.
Page 37 of 76
1. What is the difference between artists and artisans?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
2. What is the relationship between artists and artisans?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
3. Which is more important, the artist or the artwork?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
4. Differentiate medium of arts from technique of arts.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
5. What are the new trends and practices in art?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
6. What are the roles of the following figures in art management in the
community?
a. Art manager
________________________________________________________
________________________________________________________
Page 38 of 76
________________________________________________________
b. Art curator
________________________________________________________
________________________________________________________
________________________________________________________
c. Art collector
________________________________________________________
________________________________________________________
________________________________________________________
d. Art dealer
________________________________________________________
________________________________________________________
________________________________________________________
e. Art buyer
________________________________________________________
________________________________________________________
________________________________________________________
ACTIVITY II. Draw or post crop pictures, image or photo of the following items.
Then describe them.
A. Art Production Process
1. Pre-Production/Planning
Page 39 of 76
________________________________
________________________________
________________________________
________________________________
2. Production
________________________________
________________________________
________________________________
________________________________
3. Post-Production Process
________________________________
________________________________
________________________________
________________________________
B. Technique Approaches in Visual Arts

1. Paint an object at home
________________________________
________________________________
________________________________
________________________________
2. Frame photograph
________________________________
________________________________
Page 40 of 76
________________________________
________________________________
3. Whimsical collage
________________________________
________________________________
________________________________
________________________________
4. Metal structure for a thin steel
________________________________
________________________________
________________________________
________________________________
5. Fingerpaint
________________________________
________________________________
________________________________
________________________________
ACTIVITY III. Below is a reflection figure that looks like a human figure. Determine
Page 41 of 76

(Knowledge)

appreciated
(Attitude)

(Skills)
Reference/s:
Books
2. Steven Patrick C. Fernandez, DFA, 2012, The Human Image in The Arts,
Page 42 of 76
<http://scchumanities.blogspot.com/2010/06/lesson-three-visual-arts.html>
MODULE 4: ELEMENTS AND PRINCIPLES OF ART

● Elements in visual arts
● Elements of auditory arts and combined arts
● Meaning and Nature of the Principles of Art and Designs
● The Rule of Thirds
Page 43 of 76
● Activity
ELEMENTS AND PRINCIPLES OF ART
Elements in Visual Arts

Element is a part or aspect of something abstract, especially one that is
essential or characteristic. It is what happens to the medium after the techniques
are applied.
The elements of visual arts are line, color, texture, perspective, space, form
and volume.
1. LINE
Line is an important element at the disposal of every artist. Lines
always have direction.Man usually lies prone when asleep or when at rest
and stands erect when in action. Man has learned that certain emotional
states find expression in definite positions.
There are two classifications of line
1. Straight line- is the basic framework of many forms, but it lacks
softness and flexibility.
● Horizontal- is lines repose and serenity. Horizontal lines are
found in reclining persons, in landscape, calm bodies of
water and in the distant meeting of the earth and sky which
is called horizon.
● Vertical- is lines that denote action. They suggest poise,
balance, force, aspiration, exaltation, and dynamism. Vertical
lines also tend to express as well as arouse emotions of
exaltation and inquietude.
● Diagonal- suggests action, life, and movement. Almost every
object in action assumes a diagonal line.
2. Curved line- suggests grace, subtleness, direction, instability,

movement, flexibility, joyousness, and grace. The restrained curved
lines exemplified in the woman’s body and the bamboo stem where
according to Philippine legend, man and woman sprang by Carlos
“Botong” Francisco.
● Crooked or jagged- express energy, violence, conflict, and
struggle.
There are 3 classifications of crooked or jagged lines:
1. Lines which follow or repeat one another
2. Lines which contrast with one another
3. Transitional lines which modify or soften the effect of
others.
Page 44 of 76
Repetition occurs when two or more lines are drawn within a corner.
When a curved line cuts across a corner from an opposition to each
other form a contrast. Transitional lines modify the sharpness of vertical and
horizontal lines giving a harmonizing effect.
In painting, there should be an organic unity of lines to produce
balance and symmetry, proportion of lengths and widths, and rhythm.
2. COLOR
Has the most aesthetic appeal of all the elements of visual arts.
Delight in color is a universal human characteristic. It is a property of
light. The light of the sun contains all the colors of the spectrum: violet,
indigo, blue, green, yellow, orange and red.
The 3 dimensions of color: (a)hue, (b)value, (c)intensity
a. Hue- is the dimension of color that gives its names. Color names
such as red, blue, green, violet, and yellow indicate hue.
Primary Hues - blue, red, and yellow
Secondary hues - orange, green, and violet
Tertiary Hues- mixing equal parts of one primary color and one
secondary color.
● RED- color of fire and blood; Warmest, most vigorous,
and most exciting of the colors. It stands for passion and
energy.
● YELLOW- color of light. Most brilliant, cheerful, and
exultant of the colors. It suggests cheerfulness,
magnificence, life and splendour. It serves to balance the
warm colors like red and orange.
● GREEN- color for vegetation and symbolizes life and
freshness.
● VIOLET- represents shadows and mysteries.
● BLACK- represents despair, death and pain.
● ORANGE- suggests deliciousness and warmth.
● BLUE- color of the sky and of deep and still water. Coolest
and the most tranquil of the colors. It arouses the
feelings of peace and quietness
� Warm Hues (red, orange, and yellow)- They are associated with
objects like the sun, fire, and other sources of heat. They tend to
impart warmth to any composition in which they are used. They are
conspicuous, cheerful, stimulating, vivacious, joyous and exciting.
They are suggestive of impetuous or instinctive action. They are
called advancing colors because they have an effect of advancing or
coming towards you
Page 45 of 76
� Cool Hues- are those where blue predominates like green, blue-
green, blue, and blue-violet. They cause surfaces covered with
them to appear to recede. They suggest distance. They are calm,
sober, restful, and inconspicuous
b. Value- sometimes called chiaroscuro. It refers to the lightness or

darkness of a color. It is a quality which depends on the amount of
light and dark in color. They give the expression of depth and
solidity and lend form to paintings.
The value of a hue can be changed. We raise hue by adding
more light so that it reflects more light and lower it by reducing the
light it can reflect
● TINTS - are values above the normal
● SHADES - are values below the normal
Examples:
Pink is a tint of red.
Maroon is a shade of red.
Sky blue is a tint.
Navy blue is a shade
c. Intensity- refers to the brightness or darkness. It gives color

strength Differences in intensity may be described as full intensity,
two-thirds intensity, and two-thirds neutral.
Two colors may be both blue but one is more intense than the
other. When it is dulled, it is said to be partly neutralized. The more
black or white is added, the weaker the intensity becomes.
Two kinds of colorharmonies:

1. Related color harmonies- may either be monochromatic or adjacent
Monochromatic harmonyis made up of several tones of one hue, like
for instance orange, tan, brown, and other tones from the orange family;
simplest and easiest to use
Adjacent or neighboring harmony- two or three neighboring hues on
the color circle are used together. They have something in common
because there is yellow in green and in orange.
2. Contrasted color harmonies- colors which lie directly opposite each other
in the color circle are called complementary colors.
Red and green, orange and blue, violet and yellow are complementary
colors. They contrast with each other strongly; therefore, they are more
difficult to use harmoniously than the related color combinations.
Page 46 of 76
Psychology of Colors
● BLACK - is associated with death and gloom
● WHITE - stands for purity and innocence
● BLUE - deemed the color of heaven
● RED - is associated with blood, signifies anger, provokes fear, and
impels people to action
● ORANGE - helps a person be assertive
● GREEN - color of nature, promotes the feeling of well-being, implies
happiness and restful association and natural abundance.
Meanings of Colors Conveyed by the Rose

The rose is a flower worthy of mention for the varied psychological and
emotional connotations each of its color takes. It is the universal flora of
love.
White roses- if you are harboring a secret affection for a special girl or guy, it
would be more appropriate to send white roses. White roses
denote secrecy and several other meanings such as
innocence, purity, reverence, and humility.
Pink roses:
Deep pink- conveys gratitude and appreciation; most appropriate for
those who would like to say “thank you”.
Light pink- expresses sympathy; also stand for grace and gentility.
Red roses- for saying “I love you”; also mean courage and fortitude.
Yellow roses- represent joy and freedom. If you combine red and yellow
together, they stand for jovial and happy feelings.
Coral/orange roses- speak of enthusiasm and desire.
Red and white roses- for conveying the message of unity.
If you want to tell your sweetheart that you are ready to settle down,
send her two roses because this means, in the language of roses, that you
are ready for marriage.
Psychological Effects of Color Values

Light values or tints make the size of objects appear larger because
these values reflect light. An individual seems to look larger in light colored
clothing. Light hues also seem to recede when seen from above, as in a
ceiling.
Rooms can be made to appear higher by painting the ceiling with light
colors. Dark hues or values seem to decrease the size of objects because
these values absorb light.
Large people should wear dark colored clothes to make them appear
smaller. Dark colors also suggest foreground or nearness.
Page 47 of 76
3. TEXTURE
During the 19th to 20th centuries, a high premium was placed on very
smooth surfaces and forms. A group of painters including Cezzane,
Picasso, and others emphasized texture by purposely making portions of
the paintings rough.
Texture is an element that deals more directly with the sense of touch.
Also, it is best appreciated when an object is touched with our hands. It is
the perceived surface quality of a work of art. It is an element of two-
dimensional and three-dimensional designs and is distinguished by its
perceived visual and physical properties.
4. PERSPECTIVE
Came from the Latin: “perspicere” means to see through, deals with
the effect of distance upon the appearance of objects, by means of which
the eye judges spatial relationships. It is important in painting because
volume is to be presented on a two dimensional surface.
Two kinds of Perspective:
Linear Perspective- is the representation of an appearance of
distance by means of converging lines.
Aerial Perspective- is the representation of relative distances of
objects by gradations of tone and
color.
5. SPACE
This refers to distances or areas around, between or within
components of a piece. Space can be positive (white or light) or negative
(black or dark), open or closed, shallow or deep and two-dimensional or
three- dimensional. Sometimes space isn't actually within a piece, but the
illusion of it is.
6. Form
This applies to the overall design of a work of art. It describes the
structure or shape of an object. It directs the movement of the eyes.
Since form consists of size and volume, it signifies visual weight. It
also includes height, width and depth.
Form generally refers to sculpture, 3D design and architecture but may
also relate to the illusion of 3D on a 2D surface.
Architecture lives by the guiding principle “form follows function”.
Another factor in determining form is the way in which a building is
constructing.
Page 48 of 76
7. Volume
This refers to the amount of space occupied in three dimensions.
We perceive volume in two ways: by contour lines, outlines, or shapes
of objects, and by surface lights and shadows.
Volume is the primary concern of architects because a building always
encloses a space. The viewer, therefore, may obtain not one but many
different impressions from a single work.
Elements of Auditory Arts and Combined Arts

Graffiti
Graffiti Are writings or drawings which have been scribbled, scratched,
or painted on walls or other surface materials, often within public view.
This ranged from simple written words of drawings to elaborate wall paintings.
Poetry Performance
It is specifically composed for or during a performance before an
audience. In the 1980s, poetry performed was very popular to describe
poetry written or composed for performance rather than print distribution,
mostly open to improvisation.
Performance Art
It is a performance which is presented to the audience. Performance
may:
● Either be scripted or unscripted
● Either random or carefully orchestrated
● Be spontaneous or carefully planned
● Be with or without audience
● Be live or via media
Performance can be any situation where the four basic elements are
involved: time, space, the performer’s body, or presented in a medium and
the relationship between performer and audience.
Digital Art
This art introduces the digital artists to the world of possibilities for
putting their artistic and creative skills to work online in any number of fields.
Digital art technologies include 3D computer modelling, powerpoint
presentations, web design, film video and film making.
Modified Art Expression

It is a range of techniques, manipulating and experimenting with all
aspects of the works. It is a fascinating collection of artworks that
Page 49 of 76
demonstrates each artist’s personal interrelation of the texts, transforming
literary works into visual ones and creating powerful new forms of
expressions.
Transcreation (Creative Translation)

This is the process of adapting a message from one language to
another while maintaining its intent, style, tone, and context. Nowadays,
transcreation is widely used in global marketing and advertising campaign as
advertisers seek to transcend the boundaries of culture and language.
Transcreation is taking the essence of a message and re-creating it is
another language or dialect.
Meaning and Nature of the Principles of Art and Designs

The principles of art and design are the foundation in creating an art. They
represent how the artist, the elements of art to create a better effect as well as to
help the artist to convey his intent.
The use of these principles will tell us whether an art is successful and
beautiful and whether or not the painting is finished. The artist has the right to
choose which principles of design he wants to use in his art work.
While an artist might not use all the principles of design in one piece, the
principles are intertwined and the use of one will often depend on another.
The Principles of Art Design:

1. Harmony
Is the principle which produces an impression of unity through
the selection and arrangement of consistent objects or ideas. If
there is harmony, there is order.
Five aspects of harmony:
a. Harmony of lines and shapes- Lines are made harmonious by
either repeating the shape of the lines or by connecting
transitional lines to contrasting lines.
b. Harmony of size- refers to good proportion.
c. Harmony of color- means using two or more colors in
decorating an article or object.
d. Harmony of texture- the character of texture can be
determined by feeling the object with the fingertips or by
looking at it.
e. Harmony of idea- combining antique and modern furniture
in the same room does not show harmony of idea
2. Rhythm
Page 50 of 76
Is the regular, uniform, or related visual movement made
through the repetition of a unit or motif. It is the basis of all
performing arts because it is the principle which is most quickly
felt.
A unit or motif is a dominant feature or part repeated in a
design or decoration. Repetition of a unit creates a feeling of
movement of rhythm. Rhythm can be observed when the units are
of the same sizes and distances from one another.
3. Balance
It is condition or quality which gives a feeling of rest, repose,
equilibrium, or stability. Mathematically, objects are balanced when
they have equal physical weights and are placed equally distant
from a common center or axis. But in arts, it is the visual weights
of lines, forms, values, textures and colors that we really balance.
Visual weight is the quality which gains and holds attention.
● Formal or Symmetrical Balance

Is the balance of equal visual weights placed at
equal distance from the axis. May be subdivided into two:
i. Bisymmetrical balance (absolute or perfect
balance)- is the balance of identical objects
(identical in form, value, size, texture, and
color) placed on each side of the central axis
and equally distant from the center.
ii. Symmetrical balance (apparent or obvious
balance)- is the balance of objects with
nearly identical description.
● Informal or Asymmetrical
Is the balance of unequal visual weights. It is
sometimes referred to as occult balance and free balance.
4. Proportion
Is the art principle which shows pleasing relationship between a
whole and its parts and between the parts themselves. It can be
achieved through proper arrangement of space divisions. They are
generally expressed in terms of ratios.
There are three (3) aspects of proportion: proportion in the
grouping of objects; proportion in space divisions; and scales.
5. Emphasis
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Is the principle of art which tends to carry the eyes from the
center of interest or dominant part of any composition to the less
important or subordinate part. The most essential factor in
emphasis is simplicity.
Methods of Emphasizing Objects:
a. By arrangement or grouping of objects
b. By decoration
c. By color contrast
6. Movement
Is the result of using the elements of art that they move the
viewer’s eye around and within the image. A sense of movement
can be created by diagonal or curvy lunes, either real or implied, by
edges, by the illusion of space, by repetition, by energetic mar-
making.
7. Pattern
Is the uniform repetition of any of the elements of art or any
combination thereof. Anything can be turned into a pattern through
repetition.
8. Unity/Variety
Too much unity creates monotony while too much variety
creates chaos. You need both.
9. Novelty of Newness
Novelty provides the best opportunity for developing one’s
creative ability.
10. Utility, adaptability, or Function

A work of art must not only possess beauty but also utility. The
object must be adaptable to the purpose for which it is made. This
is especially true to all practical arts. In designing modern
structures, function is now the first consideration.
11. Contrast
This art principle is synonymous to opposition or contradiction.
It has some relationships with balance and emphasis.
The Rule of Thirds

The rule of thirds is also called the “rule of thumb”. This is a guideline which
appears to the process of composing visual images like designs, films, painting, and
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photographs. The guideline proposes that an image must be imagined as divided
into nine equal parts by two equally spaced horizontal lines and two equally spaced
vertical lines.

send it thru Google Classroom: 4thModule Activity
1. Why is element in art important for an artist?
Page 53 of 76
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
2. Why are principles of art and design very important?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
3. Compare the three (3) color dimensions.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
4. Is transcreation in art necessary? Reason out.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
5. How is transcreation produced digitally?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
6. How do artists recreate one artform into another?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
7. Differentiate harmony from contrast.
Page 54 of 76
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
8. How can artist achieve rhythm in his/her artwork?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
9. How can artist create harmony of colors?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
10. What are the colors of the sun? How can we detect its colors?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
ACTIVITY II. Mount pictures/images inside the box that represent the following
principles of art and design.
1. Harmony 2. Rhythm 3. Balance
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4. Proportion 5. Emphasis 6. Movement
7. Pattern 8. Unity/Variety 9. Utility
ACTIVITY III. Re-arrange the principle of art and design based on your
research/concept. Then explain the reason for such arrangement.
Ranking according to Importance/Value
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1. ______________________________ 6. ______________________________
2. ______________________________ 7. ______________________________
3. ______________________________ 8. ______________________________
4. ______________________________ 9. ______________________________
5. ______________________________ 10. _____________________________
Reasons:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
ACTIVITY IV. Below is a reflection figure that looks like a human figure. Determine
Page 57 of 76
(Knowledge)

appreciated
(Attitude)

(Skills)
Reference/s:
Books
2. https://www.slideshare.net/clxrisse/the-elements-of-visual-arts-and-
performing-arts-51686050
Page 58 of 76
MODULE 5: LOCAL ARTS
● Timeline of Philippine Arts
● Traditional Arts in the Philippines
● Islamic Arts (Arts in Muslim South)
● Arts in the Cordillera Region
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● Activity
LOCAL ARTS
Timeline of Philippine Arts

Era Time Characteristics Distinct Features
Ethnic Art Pre-13 AD Integral to life Arts for ritual purposes or for
everyday use. As local
communities’ becomeestablished,
art starts to go beyond mere
craft, i.e. stone weapons or
jewelry butstarts to have
decorative elements, meaning
and context.
Islamic Art 13AD Geometric designs Characterized by geometric

designs and patterns eliciting
focus from believers.
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Spanish Era 1521-1898 Faith and Catechism When the Spaniards arrived in
the Philippines in 1521, the
colonizers used art as atool to
propagate the Catholic faith
through beautiful images. With
communicationas problem, the
friars used images to explain the
concepts behind Catholicism, and
to tell the stories of Christ’s life
and passion.
Damian Domingo also known

asDamian Gabor Domingo
● 1st Filipino to paint his face,

the first self-portrait in the
Philippines
● Founder of the Academia de

Dibujo y Pintura, the first
school of drawing in the
Philippines (1821)
● "Father of Filipino Painting"

ALIAS "The First Great Filipino
Painter"
● He established the Academia

de Dibujo y Pintura in 1821.
American Era 1898-190 Secular Art Forms From one colonizer to another-
after more than three centuries
of Spanishrule, the Americans
came. They set out to conquer
the Filipinos through
educationand governance (the
public school system and a
system of government).
Classicism: Fabian dela Rosa

(1869–1937) was the first
painter of note for the20th
century. He was noted for his
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realistic portraits, genre, and
landscapes insubdued colors. He
was enrolled at the Escuela de
BellasArtes y Dibujo and
tooklessons from Lorenzo
Guerrero.
Modernism would have its seeds

planted in the 1890s with Miguel
Zaragosa’s two pointillist works.
Emilio Alvero later produced
several Impressionist still
lifepaintings. But it would take an
architect to give modernism its
needed boost in thecountry. Juan
Arellano would be known as an
architect but his
Impressionistlandscapes are as
impressive as his buildings.
Carlos “Botong” Francisco (1913

1969),Angono-based painter,
depicted Philippine history in his
“History of Manila” mural at the
Manila City Hall.
Japanese Era 1941-195 Orientalizing The arrival of the Japanese

caused tremendous fear,
hardships and sufferingamong
the Filipinos. The Filipino way of
life was greatly affected during
theJapanese period. The Filipinos
lost their freedom of speech and
expression. Thedevelopment of
art was also stopped. Filipinos
greatly feared the "zoning".
Therewere Filipinos spies hired
by the Japanese to point those
who were suspected ofbeing part
of the guerilla movement. The
Page 62 of 76
Japanese made some changes in
thesystem of education.
Under their rule, the Japanese

imposed their own music on the
country. Japanesemusic was
heard daily in radio broadcasts.
Their songs were also taught in
publicschools. Students,
however, never took these songs
to heart.
In response to the Japanese

propaganda, Filipino painters
reacted by producing
thefollowing works:
“A Day Begins” by Vicente

Alvarez Dizon, 1942, genre
scenes thatseem neutral. Yet
there were still many artists who
portrayed the atrocities of war in
their collections such as “Rape
and Massacre in Ermita” by
Diosdado Lorenzo.
Modern Era 196-1969 National Identity Modern era in Philippine Art

began after World War 2 and the
granting ofIndependence. Writers
and artists posed the question of
national identity as themain
theme of various art forms.
Modern art is characterized by
the artist's intentto portray a
subject as it exists in the world,
according to his or her
uniqueperspective and is typified
by a rejection of accepted or
traditional styles andvalues.
Contemporary 1970 up to Social Realism Contemporary art as the work of

present artists who are living in the 21st
century.Contemporary art
mirrors contemporary culture
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and society, offering the
generalaudiences a rich resource
through which to consider
current ideas and rethink
thefamiliar. The work of
contemporary artists is a
dynamic combination of
materials,methods, concepts,
and subjects that challenges
traditional boundaries and
defieseasy definition. Diverse and
eclectic, contemporary art is
distinguished by the verylack of a
uniform organizing principle,
ideology, or –ism.
Traditional Arts in the Philippines

Arts in the Philippines refer to the artworks that have developed and
accumulated in the Philippines from the beginning of civilization in the country up to
the present time.
Arts in the Philippines are classified into traditional arts, arts in Muslim
Mindanao or the Islamic Arts and Arts in the Cordillera region.
Traditional Motifs
Are used by Folklorist in analyzing, interpreting, and describing the
traditional elements found in the lore of a particular folk group and compose
the folklore of the various regions and cultures of the world based on the
motif patterns.
According to Dr. Margaret Read Macdonald, motif refers to the
recognizable and consistently repeated story elements that are used in the
traditional plot structures or tale-type of many stories and folktale.
Traditional Crafts
Should meet the following requirements:
1. Used mainly in everyday life
2. Manufactured by hand
3. Manufactured by using a traditional technique or skill
4. Made traditional materials
5. Manufactured in certain area with a certain number of manufacturers
Traditional crafts consist of the following:
Page 64 of 76
● Handicrafts
Is the main sector of traditional crafts. These are types of
work where useful and decorative devices are made completely
by hand or by using simple tools.
● Weaving
Is another art form of traditional crafts. Materials used in
weaving consist of wool, mohair, cotton, bristles and silk.
The Ilocos region, particularly the Ilocos provinces are
very well known in the traditional weaving industry.
● Embroidering
Is not only used as a decoration but also a means of
communication tool with the symbolism in its design. Today, the
tools in embroidery are crochet needle, needle shuttle and
hairpin designed either as a border or motif. Embroidery as an
industry is generally seen in the Ilocos and Visayan Regions.
● Wood carving
The most common products are tables, sala sets,
cabinets, doors, cupboard corners, and others. These crafts
were greatly simplified and applied mostly to objects in daily
use. Woodworking is generally common in the Cordillera Region
and Southern Tagalog provinces, especially Paete, Laguna and
in Pangasinan.
● Musical instruments making
Is a traditional craft that existed for many long years.
Musical instruments are classified into string, percussion and
woodwind.
● Earthenware tiles making
Are used for ceramic and art purpose. Artists usually
create animal designs in these tiles.
● Glass work
Is another traditional art form. Church windows are made
of stained glass in different models and forms. Figurines, mugs,
drinking glass, utensils made of decorative glasswork are very
common nowadays.
● Stonework
Plays an important role in exterior and interior decoration
in traditional architecture. Traditionally, products of stoneworks
consist of grinders, stone tables, and benches, gravestones,
human and animal figures, and decorative purposes.
● Basket weaving
Is also a traditional craft that started a thousand years
ago. It is carried out by weaving reed, willow, and nut branches,
Page 65 of 76
bamboo trunks, rattan and other materials. It is used for home
decoration in addition to the original purpose of helping to carry
things. Nowadays, basket weaving is a very good way of earning
a living which is prevalent in the Cagayan Valley, Cordillera, and
Bicol Region, as well as in some provinces in Visayas islands.
Islamic Arts (Arts in Muslim South)
The Muslim South where majority of the Muslim population is concentrated
about nine (9) ethno-linguistic groups: Tausug, Maranao, Maguindanao, Samal,
Yakan, Sanggil, Badjao, Molbog, and JamaMapun. Nonetheless, art in the Muslim
South encompasses the art produced by people who lived within the territory that
was inhabited by the culturally Islamic population.
Islamic arts came from various sources: Roman, Early Christian art, and
Byzantine styles were taken over in early Islamic art and architecture.
The repeating elements in Islamic art include the use of geometrical floral or
vegetal designs in a repetition known as the arabesque. The arabesque in Islamic
art is often used to symbolize the transcendent, indivisible, and infinite nature of
God. Mistakes in repetitions may be intentionally introduced as show of humility by
artists who believe only God can produce perfection.
Muslim South arts include the T’nalak art, T’boli art, dagmay skirt, pissyabit
cloth tapestry, Yakanseputangan head cloth, Inaul of Cotabato City, wood crafts of
Maranao, Muslim literature and musical instruments.
T’nalak
This is a traditional cloth made by a group of people in Lake Sebu,
South Cotabato called T’bolis. T’nalak is hand-woven which is made of
abaca which traditionally has three primary colors: red, black and the original
color of the abaca leaves.
T’nalak fabric is very significant in the T’boli culture. It is the medium
which sanctifies these rites, enveloping them in the length of its fabric like a
Benediction. It has also been referred to as “woven dreams”.
This cloth is the Muslim’s prized possession at marriage, even the
covering for childbirth for ensuring safe delivery and for trading.
T’boli Art
One of the most indigenous people in Southern Mindanao are the T’boli
people of the South Cotabato. The T’bolis resides on the mountain slopes on
either sides of the upper Alah Valley. As of now, they are almost expelled
from fertile valley floor.
Dagmay Skirt
The dagmay represents the indigenous culture of the Mandayas of
Davao. The dagmay has been worn as a woman’s cloth by the Mandaya
Page 66 of 76
women but it is also used as blankets to wrap their dead. Each design carries
with it a certain story.
Pis-yabit Cloth
Pis-yabit is a head covering by the Tausug of Sulu. This traditional
cloth tapestry is made from cotton or silk.
The most recognized community of PisSyabit weavers in Sulu are
from Barangay GuimbaLagasan in the town of Parang. This is also where the
late master weaver DARHATA SAWABI, a GAMABA Awardee of 2005,
(National Living Treasure) came from.
Seputangan (head cloth)

Is a head cloth worn by the Yakan tribe of Mindanao. The warp and
primary weft are of cotton and the supplementary weft is silk.
Inaul Skirt
The inaul is the famous Cotabato City handwoven fabric in
Maguindanao. It is used by the Maguindanaoan as a “malong”, a tabular skirt
of “sarong” that wraps around the lower part of the body and worn as
traditional dress by both men and women. Inaul is a treasured cultural
tradition as it captures the Maguindanao symbol of distinction and royalty.
Woodcrafts
The materials primarily used in Muslim or Islamic Art are wood, brass
and cloth, but no less important are silver, gold, iron, horn, ivory, leather,
bamboo, and matting materials.
Muslim carving is a highly-skilled, well-developed, and broadly-based
art. Sulu artists used instruments like axe, planes, gauge for scouring and
knife.
Okir or Okil
The term the represents the geometric and flowing designs, often
based on an elaborate leaf and vine pattern, and folk motif which are usually
found in Maranao, Maguindanao, and some other places in Southern
Mindanao and as far as Southeast Asia.
Muslim Literature
Some examples of Muslim literature are:
1. Darangan, sometimes called the story of Bantugan, a popular epic
of the South.
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2. The epic of Kapmabaning so Kiyaprawa’aKoLawanen which means
“The Abduction of Lawanen” is about the exciting search of Prince
Mabaning of his princess.
3. “ParangSabil” is a ballad or a narrative song about an outlaw or
bandit. Literally, the term means “to fight in the path of God
(Allah)”.
Muslim Musical Instruments

A. String Instruments are:
● Serogaganding- two-string zither
● Kudyapi or boat lute
B. Percussion Instruments are:

● Gamelan- ensemble of a variety of gongs
● Agumay- a gong is a boss made of brass
● Babandir- is usually made of thin bronze, wide rimmed, and big-
bassed
● Gandingan- has a low, thick sound
● Kulintang- or brass xylophone
● Gabbong- is the Sulu and Yakan version of the xylophone
● Dabakan- is a single headed drum
● Kubling- is a jaw harp
C. Wind Musical Instruments are:

● Palendog is a lip valley flute
● Sahung- a pipe with reed
● Saling- a ring flute
Arts in the Cordillera Region

Cordillerans are not only peace-loving people; they are also artistic lovers of
nature as evidenced by their art in wood carving. Woodcraft products of Cordillera
Region reached as far as Mindanao because of the artistic manner in which they
were produced.
Woodcraft
Wood is the raw primary material used by the people of the Cordillera
region in producing artistic shields, decorated containers, home utensils,
figurines, and religious images.
Arts in the Cordillera Region, especially woodcarving, can be generally
characterized as highly presentational of human and animal form. The
Cordillera art can be divided into two types: the decorative and the ritualistic
or magical. Shields, containers, pipes, fabric color designs, and even tourist
Page 68 of 76
art object belongs to the decorative type. The bulol and the bihang and other
religious images belong to the ritualistic type.
Music
The Cordilleras also have their musical instruments aside from
woodcraft. Some of these musical instruments are:
1. Pas-ing, a two stringed instrument of the Apayaos;
2. Albon, a rice drum, the sulibao, a conical drum and the
konlinga, a cylindrical drum
3. Koleleng of bali-ing, a nose flute; and
4. Diwdiw-as, a construction of thin bamboo pipes of different
lengths tied together.
Among the percussion instruments were:
1. Gansa and the bamboo buzzers called bilbil or bungkaka;
and
2. Bongabong, a pair of percussion sticks, played to announce a
violent death.

send it thru Google Classroom: 5thModule Activity
1. What are the visual elements in traditional motifs?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
2. How are traditional motifs used?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Page 69 of 76
3. What are the materials used in traditional crafts?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
4. What are the end-products of handicrafts?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
5. How do Filipinos determine their:
a) Identity
___________________________________________________________
___________________________________________________________
___________________________________________________________
b) History
___________________________________________________________
___________________________________________________________
___________________________________________________________
c) Religion
___________________________________________________________
___________________________________________________________
___________________________________________________________
d) Philosophy
___________________________________________________________
___________________________________________________________
Page 70 of 76
___________________________________________________________
6. Why is woodcraft considered as the famous or popular craft/art in the
Cordillera Region?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
7. Why are the arts in Cordillera Region be taken up in the study of Humanities?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
8. What material/s that are commonly used in woodcraft? Explain.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
9. What animal materials in Cordillera art that is widespread in woodcarving?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
10. Characterize the woodcarving of the Cordillera Region
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Activity II. Make a listing of the following local arts in the Philippines
Vocal Music
Page 71 of 76
1.____________________________________________________________
2.____________________________________________________________
3.____________________________________________________________
4.____________________________________________________________
5.____________________________________________________________
Dance
1.____________________________________________________________
2.____________________________________________________________
3.____________________________________________________________
4.____________________________________________________________
5.____________________________________________________________
Literature
Epic
1.____________________________________________________________
2.____________________________________________________________
Short stories
1.____________________________________________________________
2.____________________________________________________________
Drama
1.____________________________________________________________
2.____________________________________________________________
Poem
1.____________________________________________________________
2.____________________________________________________________
Page 72 of 76
Painting
1.____________________________________________________________
2.____________________________________________________________
ACTIVITY III. Below is a reflection figure that looks like a human figure. Determine

(Knowledge)
Page 73 of 76
appreciated
(Attitude)

(Skills)
Reference/s:
Books
2. Contemporary Philippine Arts in the Philippines, 2017,
<https://www.academia.edu/36767311/Timeline_of_philippine_arts>
Noted by: Approved by:
Timothy C. Gomez Danielle B. Ramos, MSPT

GE Coordinator Dean, College of PT
Page 74 of 76
Norma B. Pada,
MN
Dean, College of Midwifery
Page 75 of 76

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Episcopal Diocese of Southern Philippines

BRENT HOSPITAL AND COLLEGES INCORPORATED

GENERAL EDUCATION DEPARTMENT

This course is offered in the

This course is divided into 5 modules which includes: (a)The Study of

Art appreciation is a three-unit that develops student’s ability to appreciate,

II. COURSE CREDIT: 3- UNITS

III. COURSE OUTPUT

As evidence of attaining the above outcomes, the learner is required to do

MODULE 1: THE STUDY OF HUMANITIES

MODULE 2: ASSUMPTIONS AND NATURE OF ARTS

MODULE 3: ARTS AND ARTISANS: PRODUCTION PROCESS, MEDIUM AND

MODULE 4: ELEMENTS AND PRINCIPLES OF ART

MODULE 5: LOCAL ARTS

II. RUBRICS FOR ASSESSMENT

Organization -Structure -Clear, developed -Identifiable -Structure is -Fails to provide

Art Work Making

(30-21) (20-10) (9-0)

Material Application Demonstrates Demonstrates some Lacks demonstration

(30-21) (20-10) (9-0)

Understanding of Insight and depth of Some depth of Lacks content

(15-11) (10-6) (5-0)

Craftmanship Good craftmaship Some craftmanship Little or no control of

(10-8) (7-4) (3-0)

Tool/Material Demonstrates Demonstrates some Demonstrates little

Creative Process Expresses originality Expresses originality Lacks originality and

Completion Successfully Needs finishing Appears to be a work

III. REQUIRMENTS AND ASSESSMENT

IV. GRADING SYSTEM

Ernestine T. Oceña, PTRP Timothy C. Gomez Danielle B. Ramos, MSPT

MODULE 1: THE STUDY OF HUMANITIES

THE STUDY OF HUMANITIES

The Origin and Meaning of Humanities

The term “humanities” originated from the Renaissance Latin expression

Humanities are academic disciplines that deal on the various aspects of

Meaning and Importance of Art

Art is a subject under humanities. There is no one universal definition of art

The meaning of art has changed throughout history due to multicultural

2. Through intense involvement in artistic activities

Meaning and Importance of Art Appreciation

Art appreciation is important to students. It develops their visual thinking

Art appreciation is also important to others for the following reasons:

Art Historical Definition Relevant terms and

Greek (850–31 BCE) Greek idealism: balance, The Classical style:

sculpture: Archaic, Classical

Roman(300 BCE–476) Roman realism: structural use Verism: psychological

Mosaics (tesserae); icons,

Middle Ages (500– Celtic art Carolingian Celtic: asymmetrical,

Gothic structures: flying

Early and High Rebirth of classical culture. Intellectual influence from

For architecture: a classical

Venetian and Northern The Renaissance spreads Northern: Rapid

Venice: influences from

Neoclassical (1750– Art that recaptures Greco- Classical revival –

Romanticism (1780– The triumph of imagination and Literary influences; sublime

Realism (1848–1900) Celebrating the working class Rejects idealistic tendencies

Impressionism (1865– Capturing fleeting effects of Colour applied in small

Post-Impressionism A soft revolt against Post-Impressionism:

Art Nouveau (1890– Stylised forms based on Art Nouveau: exaggerated