ART 002: Art Appreciation

Student Activity Sheet: Lesson #3

Name: Class number:

Section: Schedule: Date:

Lesson Title: Historical Foundations of Art Materials:

Student Activity Sheets
Lesson Objectives:
At the end of the lesson, you should be able to: References:
http://www.wiki.historical-
1. Explain the history of arts using my own words. 2. foundation-of-art/
3. Distinguish the different historical foundations of arts

A.Productivity
LESSON Tip: Welcome back to school! Start strong! Train your brain to shift to work mode by setting a
regular time during the
PREVIEW/REVIEW day for your lessons. Set an alarm and stick to your working hours.
Introduction
(2 min)

Good morning/afternoon class, welcome to ART 002 Art Appreciation. Anybody here who can tell me
reasons why paintings are so expensive? Anybody here who can tell me the reason for the art works on the
wall? Why do we appreciate the portrait of Mona Lisa or the Last Supper? Anybody here who can tell me
reasons why abstract is very hard to interpret? Why some designs were so functionally beautiful while others
were so funny? Why some art works are so thickly coloured while others are simply pale? Our lesson for today
is about the historical foundations of arts. At the end of this lesson you should be able to (1) explain the history
of arts using my own words (2) distinguish the different historical foundations of arts. Let’s start. Are you
ready?

Activity 1: What I Know Chart, part 1 (3 min)

Directions: On the first column of the What I Know Chart, write the answer to each question based on your prior
knowledge. Leave the “What I Learned Column, you will be answering that later.

What I Know Questions: What I Learned (Activity 4)

1. Pyramids are art works during
what period?

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ART 002: Art Appreciation
Student Activity Sheet: Lesson #3

2. Art works of nude body were

created during what period?

3. Churches are art works in what

period?

B. MAIN LESSON

Activity 2: Content Notes (13 min)

Directions: Read the lecture notes here and analyse the details so you can answer the questions that follow.

The history of art is the history of any activity or product made by humans in a visual form for aesthetical or
communicative purposes, expressing ideas, emotions or, in general, a worldview. The history of art is a
multidisciplinary branch seeking an objective of examination of art through time classifying cultures, establishing
periodization, and observing the distinctive and influential characteristics of art.

Egyptian Art (c. 3000 BCE – 350 BCE)

“Man fears time, time fears the pyramids,” wrote the Greek historian Herodotus about Ancient Egypt. Concerned
with immortality, Egyptian culture was centered on death and the afterlife. The Ancient Egyptians made art for their
gods and goddesses, monarchs, and the dead for their journey to the afterlife. The Egyptians wanted to ensure that
their family members and loved ones were provided for in the afterlife. Tombs in Egypt were elaborately decorated
with hieroglyphics carved and painted onto the walls. Statues, pottery, jewelleries, and paintings were also used to
decorate the insides of tombs.

Greek Art (c. 900 BCE – 30 BCE)

Greek art and ideas are so interwoven in Western culture that we often do not realize they were conceived almost
3,000 years ago. Nude figures, idealized human forms, and classical architecture originated in ancient Greece.
However, the Greeks gave credit where credit was due when borrowing ideas and skills from earlier civilizations,
including the Egyptians. Myths, athletic competitions, symposiums, idealized nude figures, funerals, and religious
ceremonies were depicted in ancient Greek art as a way of celebrating humanity.

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ART 002: Art Appreciation
Student Activity Sheet: Lesson #3

Roman Art (c. 500 BCE – 400 CE)

With the rise of Rome, the Western world saw the largest empire yet. The multicultural society of the Roman Empire
is, of all the ancient civilizations, the one that most resembles today’s world. Some similarities can be seen in our
global perspective, roadways, and the United States’ judicial system. Roman art and architecture spread throughout
Europe, Africa, and the Middle East. The Romans initially imitated the Greeks in many genres of art, but eventually
they developed their own distinctive style. For example, Roman sculpture focused on the realistic aspects of a person’s
appearance, whereas the earlier Greeks had focused on the idealized human form.

Chinese Art (c. 202 BCE – 220 CE)

The Han Dynasty was a golden age for China, and the prosperity enjoyed during this time was reflected in Chinese
technology and art. The Han Dynasty ran successfully for more than four centuries and was comparable in power and
size to the Roman Empire. Important technologies, such as papermaking and the beginnings of the Silk Road,
characterized The Han Dynasty. The fortifications that would later be the Great Wall were also built. Art proliferates in
stable and prosperous societies like the one established by the Han Dynasty. Chinese people used low relief sculptures
and paint to decorate tombs. Stone panels, such as these seen here were used to mark tomb entrances.

Indian Art (c. 3300 BCE – 1760 BCE)

The art of India is influenced by religion and philosophy. India is a country in which three of the world’s major
religions, Hinduism, Buddhism, and Islam, are practiced, which influences the art of the region. This Hindu sculpture
depicts the god Shiva and his companion or consort, Parvati, dancing. Shiva, a major deity in Hindu religion, is the god
of both destruction and rejuvenation. When Shiva and Parvati are shown together, they symbolize the blessing of
marital happiness and unity. How does dancing still hold significance and meaning in our lives today?

Romanesque (c. 1000 CE – 1200 CE)

During the Middle Ages, art focused on glorifying God, and architecture reigned as the most important art form. Since
architecture at this time used Roman elements, it was given the name Romanesque. Romanesque churches were laid out
in the shape of a cross, the exterior was relatively plain, and the inside was dark since there were few windows.
Romanesque art portrayed figures differently from the classical styles used in Roman art. While classical figures
depicted the human form realistically, Romanesque figures and clothing were more stylized. Christ displays
characteristics of a Romanesque figure with his feet pointed downward and his arms and legs arranged angularly.
Sculpture in-the-round, or sculpture that could be seen from all sides, appeared in the Romanesque period for the first
time since the end of the Roman Empire.

Gothic Art (c. 1100 CE – 1300 CE)

Gothic art grew out of Romanesque art. Art still held an important teaching purpose, but clergy wanted to make God’s
glory more tangible. New ideas and money from the community led to architectural changes in the building of
churches, such as adding height and windows to the structures. The wide open and brightly lit spaces of these buildings
became symbols of the divine.

Renaissance (c. 1400 CE – 1600 CE)

As the Middle Ages drew to a close, Christianity still remained an important part of Renaissance life. The male nude
was a common motif most often used in religious context, but the focus on subjects in art turned from the heavenly to
the human. The Last Supper is a popular Renaissance art by Leonardo da Vinci, it began with a shift of power from the
old aristocratic families towards the wealthier middle class, whose wealth allowed their pursuit of beauty and religiosity
through art. At this time, art was considered a craft learned in workshops

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ART 002: Art Appreciation
Student Activity Sheet: Lesson #3

and studios where apprentices trained to paint in the style of a master. They learned to use linear perspective, a
mathematical technique used to create an illusion of receding space on painting surfaces, giving art more dimensions.

Baroque (c. 1600 CE – 1700 CE)

The Baroque style is described as emotional, realistic, and dynamic. Baroque painters saw a canvas as a stage where
they painted dramatically. Baroque paintings are full of movement, exuberant colors, and dramatic contrast of light and
dark. Artists worked hard to manipulate their medium to achieve a realistic effect in their art. Subjects were viewed as
participants or actors chosen by the artist on a stage that extended beyond the canvas. The Protestant Reformation led to
more secular art as seen in the Baroque era portraits and landscapes, but the Counter Reformation, led by the Roman
Catholic Church, utilized art as a way to inspire renewed faith. Art commissioned by the Church portrayed grievously
tortured heretics paying for their sins and the passionate lives of saints living in heavenly bliss. Spoliarium is an
example of baroque art.

Rococo (c. 1700 CE – 1776 CE)

Unlike the serious, heavy-looking Baroque style, Rococo was a decorative, elaborate art most often seen in French
architecture and sculpture. Painting was often considered frivolous-looking and characterized by fluidity, curving lines,
and lustrous colours. Favourite subjects for Rococo artists were the courtly lifestyles and playful love lives of the
aristocracy. Drouais, the most prominent portraitist of his time, was the private artist of King Louis XV of France and a
favourite of the king’s mistress.

Neo-Classicism (c. 1780 CE – 1820 CE)

Neoclassicism changed art techniques as well. Though they continued contrasting light and dark colors in a way similar
to Baroque artists, Neo-classicists stopped using vibrant color and busy compositions. Instead, they focused on line and
symmetry, using formulas of set proportions and exact perspective. These techniques generated a more uniform, ideal
work of art.

Romanticism (c. 1800 CE – 1850 CE)

In a world where discovery fuelled an emphasis on rationality, Romanticists rejected such Enlightenment ideas to focus
on emotional experiences. Instead of looking to the past for universal themes, as in Neoclassicism, Romantic artists
looked at the world around them. In general, Romantic art focused on contemporary events rather than ancient ones.
Industrialization changed the city environment and gave some men a new sense of control. Romanticists, however,
sought to remind their audiences of nature’s enduring and unpredictable power. They often replaced human subjects
with nature as the focus of their art, constructing beautiful, powerful, and occasionally alarming scenes from their own
countryside.

Realism (c. 1850 CE -1900 CE)

Consider what the word “real” means to you. Many works of art not classified as Realist look very realistic, yet only
some of this art is labelled as such. Realism, is sometimes called naturalism, in the arts is generally the attempt to
represent subject matter truthfully, without artificiality and avoiding artistic conventions, or implausible, exotic, and
supernatural elements. Realism was an artistic movement that emerged in France in the 1840s, around the 1848
Revolution. Realists rejected Romanticism, which had dominated French literature and art since the early 19th century.
Mona Lisa. The most recognizable piece of Leonardo Da Vinci's that shows that he is an ideal Renaissance man is the
Mona Lisa. The Mona Lisa shows the Renaissance ideals of secularism, realism, and individualism. ... Realism is also
shown in this painting because of the realistic colors and details on her clothes.

Impressionism (c. 1860 CE – 1886 CE)

If you were an artist and your art was the only means of capturing a scene, what would you do if someone

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ART 002: Art Appreciation
Student Activity Sheet: Lesson #3

else developed a faster, more accurate way to do this? Photography was invented at the end of the 1820s, and by the
1860s photographs were in high demand. In France, a group of artists reacted to photography and other technological
advancements in a way that revolutionized the painter’s technique. Impressionists left their studios to paint scenes in
plain air, or in the outdoors. If photography had successfully captured an image in time, then Impressionists sought to
capture something else: light’s effect on the figures and scenery around them. By applying paint directly to the canvas
in short, heavy brushstrokes of color, Impressionists expressed how light and movement changed the optical impression
of a scene. The colors combined to form an image recognizable to the eye while individually expressing light’s
movement over the setting. Impressionists often also painted the same view more than once a day to capture the way
light changed as the sun moved across the sky.

Fauvism (c. 1904 CE – 1908 CE)

The first of the avant-garde movements to apply new, innovative concepts to art, Fauvism took the colors used by
Impressionists and intensified them. Their paint came straight from the tube and was undiluted. Colors were unrealistic;
a Fauve painting might include blue trees or a yellow sky. The Fauves used these colors to express their emotions about
their subjects. Some critics scorned this new style, and one even called the artists “Fauves” or “wild beasts.” This style
was at its height from 1905 to 1908, when many artists turned to Cubism’s logic to escape the unruly emotions of the
Fauves. For most artists, Fauvism was an experimental learning tool. Many of the Fauves, including André Lhote,
painted in other styles as well.

Cubism (c. 1908 CE – 1914 CE)

Moving away from the emotion of Fauvism, Cubists sought to logically abstract their surroundings. Influenced by the
style and distortion of African art, Pablo Picasso and Georges Braque began working in the Cubist style around 1906,
and the style remained popular among artists for several decades. Cubists broke their subjects into geometric forms and
used multiple vantage points to emphasize the two-dimensionality of the canvas. Of the two types of Cubism, Analytic
was much more abstract, reducing figures to unidentifiable shapes and relying an almost monochromatic color scheme.
Synthetic Cubism also used multiple vantage points. However, subjects were more recognizable, though simplified, and
color was returned. Artists did not limit themselves to just paintings and drawings, and Cubist sculpture emerged,
following the same principles. The influences of Cubism were far-reaching, affecting much of art in the 1900s.

Surrealism (c. 1921 CE -1942 CE)

Dreams and subconscious thoughts fascinated artists of the Surrealist movement. Surrealism originated in the early
1920s as a literary movement based on the writings of poet André Breton. Influenced by the psychological theories and
dream studies of psychoanalyst Sigmund Freud, Surrealists sought to release all inhibitions and express the
subconscious in dreamscapes. Visual artists took two different routes when depicting the theories of Breton and Freud.
Some artists, like Stella Snead, used realistic techniques to mimic hallucinatory dreams. Others, such as Joán Miró,
attempted to banish all conscious control in order to explore the unconscious. Surrealist art such as Miró’s appears
whimsical due to its improvised nature. The horrors of World Wars I and II and the Great Depression of the 1930’s
impacted both Miró and Snead, even though the paintings shown here were made decades after these events. By
emphasizing the subconscious in their art, these artists may have found and provided a diversion from these and other
difficult times.

Abstract Expressionism (c. 1946 CE – 1960 CE)

Shortly after World War II, New York City became the center of attention in the art world. The hard times of the
Depression and the war led artists such as Norman Bluhm, a former fighter pilot, away from traditional ideas and the
artistic styles associated with them. The Surrealist themes of the subconscious and various Post-Impressionist
movements made an impact on these American painters. Artists used two different routes to express their concerns
with human irrationality and vulnerability: Action Painting and Color Fields. Action

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ART 002: Art Appreciation
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Paintings, such as those by Norman Bluhm, involved dynamic movement on the artist’s part. Art critic Harold
Rosenberg compared the canvas of an Action Painting to an arena in which a movement takes place. Rather than
reproduce an actual or imagined object, Action Painters expressed the feeling of a particular moment. Artists used paint
to record their impassioned movements. “What was to go on the canvas,” Rosenberg observed in an essay entitled “The
American Action Painters” published in 1952, “was not a picture but an event.”

Pop Art (c. 1950s CE - 1960s CE)

Popular; Transient; Expendable; Low Cost; Mass Produced; Young; Witty; Sexy; Gimmicky; Glamorous; and Big
Business, outlining his definition of Pop Art. This quote from one of the movement’s forerunners aptly describes Pop
Art. Satirical observers of contemporary culture, Although their individual styles and techniques varied, together their
art revealed American values and obsessions during the 1960s. The movement rose to popularity unlike any other
movement. The trendy look and familiar subject matter made Pop Art easy to like. Artists used contemporary images,
such as food product labels and celebrity photographs, and mass- production techniques to voice political and social
commentary. They were interested in advertising, consumer products, television, magazines, and comics.
Neo-Expressionism (c. 1980s CE)
By the end of the 1970s a movement emerged that threw out the cool ideas of Minimalism and embraced the
impassioned emotions of Expressionism (a German art movement of the early 1900s). Neo-Expressionism resurrected
what Minimalism attempted to kill. In an essay cataloguing her work at the Danforth Museum in 2005, Joan Snyder,
artist of Lady Labyrinth, proclaimed, “At the height of the Pop and Minimal movements, we were making…art that
was personal, autobiographical, expressionistic, narrative and political.” While Minimalism attempted to strip away
personal feelings, autobiographical content became a hot subject in the Neo-Expressionist movement. Art that
incorporated Neo-expressionist ideas is often characterized by the raw and sensual handling of mediums, social protest,
and the attempt to make abstract emotions tangible.

Activity 3: Skill-building Activities (20 min)

Directions: In this activity, you need to answer the questions per number.

1. Frayer Model (5 min)

Directions: In this activity, you need to fill up your Frayer Model based on the discussion.

DEFINITION FACTS/CHARACTERISTICS

Historical Foundations of Arts

EXAMPLES NON-EXAMPLES

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ART 002: Art Appreciation
Student Activity Sheet: Lesson #3

2. Leonardo Da Vinci in 1500 created the Mona Lisa with her mysterious smile, why this art piece is considered realism
art? Explain in your own words.

Check your answers against the Key to Corrections found at the end of this SAS. Write your score on your
paper.

Activity 4: What I Know Chart, Part 2 (2 min)

Directions: For this activity, you need to go back to your activity 1 and answer the "What I Learned" column. Make sure
to write your new answer based on your learning of the lesson.

Activity 5: Check for Understanding (5 min)

Directions: Read each questions carefully. On the space provided before the number write TRUE if the statement
is correct and FALSE if it is incorrect

1. The history of art is the history of any activity or product made by humans in a visual form.

2. Arts are made for communication, beauty, expressing ideas, emotions or, a worldview.

3. History of art is a multidisciplinary branch seeking an objective of examination of art through time.

4. History classifies cultures, and observing the distinctive and influential characteristics of art.

5. Food product labels come in various forms is an example of pop art.

C. LESSON WRAP-UP

Activity 6: Thinking about Learning (5 min)

A). Progress Tracker

Directions: In this activity, mark your work tracker and see how much work you have accomplished and how
much work there is left to do. This tracker will be part of your student activity sheet. Try to make room for your scores as
well.

B). My Learning Tracker

What contributed to the
What module# did you
quality of your
do? What were the What were your scores in
What’s the date today? performance today?
learning targets? What the activities?
What will you do next
activities did you do? session to maintain your

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ART 002: Art Appreciation
Student Activity Sheet: Lesson #3

performance or improve
it?

C). Directions: Since you are done with today’s lesson, please carefully read the question below and give your honest
answer to it.

Did you find this lesson easy/difficult/important? Were you able to meet the learning objectives? Yes/No/Why? Explain
in your own words.

Did you have challenges in today’s learning? How did you overcome those challenges??

FAQs (Frequently Asked questions)

Since we know you have questions about this lesson, we write 2 items and answer it on your behalf so it
will be clear to you. Please read the following questions and the corresponding answers to it.

Question 1. Who is the father of arts?

Answer: Paul Cézanne, the Father of Modern art. Cézanne occupies a special place in the history of Modern art.
Rejected by the art world at the beginning of his career, he had a major influence on numerous artists

Question 2: What was the first form of art?

Answer: The first and oldest form of prehistoric art are petroglyphs (cupules), which appeared throughout the
world during the Lower Paleolithic

Job well done! You have reached the end of this lesson.

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ART 002: Art Appreciation
Student Activity Sheet: Lesson #3

KEY TO CORRECTIONS

Activity 3

DEFINITION
FACTS/CHARACTERISTICS

The history of art is the history of any activity or The history of art is a multidisciplinary branch seeking
product made by humans in a visual form for an objective of examination of art through time
aesthetical or communicative purposes, expressing classifying cultures, establishing periodization, and
ideas, emotions or, in general, a worldview. observing the distinctive and influential characteristics
of art.
Historical
Foundations of
EXAMPLES Llk NON-EXAMPLES
Arts
Egyptian Art; Greek Art; Roman
Art Chinese Art; Indian Art
Plastic toys
Romanesque Art; Gothic Art
Cute pet animals Mountains and skyscrapers
Renaissance Art; Baroque Art
Rococo Art

2. Leonardo Da Vinci in 1500 created the Mona Lisa with her mysterious smile, this art piece is considered realism art
because the colours of her dress is so realistic as well as her smile and eyes looking at the observer.

Activity 5

1. True
2. True
3. True
4. True
5. True

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