SOCSCI104 | ART APPRECIATION

Teacher’s Guide Week 1 to 3

Lesson 1: Essentials of Art

Imaginationis suprema quam cognitio est (Albert Einstein)

• Essentials and Subjects of Visual Art • Media of Visual Art

• Ways of Presenting the Subjects • Elements and Organizations of Art
• Functions and Purposes of Art • Principles of Design

Sustainable Development Goals: Learning Materials

SDG No.1- No Poverty and SDG No.4-Quality Power point presentation, Videos from YouTube,
Education: These SDGs will be discerned in the open- Reading materials (Module 1 in Art Appreciation,
discussion, “The Praying Hands” stressing on the and scholarly online materials)
sacrifice, struggle, and success story of the Durer
brothers.

SDG No.3-Good Health and Well-Being: This SDG

will be emphasized on the discussion about the
significant works of Peter Brueghel as well as the other
pivotal visual artists, and on the significance of art
therapy to well-being.

Learning Objectives:
At the end of this lesson, students should be able to:
1. Explain and demonstrate understanding about the quiddity of art and its functions; media;
subjects; elements and organizations; and the principles of design;
2. Distinguish the various styles in presenting the subject of arts such as realism, abstraction,
distortion, and others; and
3. Create various visual arts by employing the available media applying their knowledge about the
subjects of arts and the principles of design, as well as their exposure on the various
manners/styles of arts.

Overview: This topic, Essential of Arts explores the essence of art: its functions; media; subjects;
elements and organizations; and the principles of design. Likewise, it broadens the students’
understanding on the quiddity of art, “What makes an objective art?”. Moreover, it helps the students
to familiarize on the different ways in presenting the subject such as realism, abstraction, and distortion.

What is Art? Art is a therapeutic instrument. As cited by Armstrong (2013), art helps us to cope better with
our existence, guides us toward a better version of ourselves, and helps us to live more flourishing lives,
individually and collectively. As a therapeutic instrument, it has the capacity to improve our lives, and eventually
be: a corrective of bad memory; a purveyor of hope; a source of dignified sorrow; a balancing agent; a guide to
self-knowledge; a guide to the extension of experience; and a tool of re-sensitization. Viz., art is life that gives
us delightful experiences and aesthetic pleasures. Hence, art does not limit its meaning from being ornamental
to the classification of one’s social status.
Art is a mode of communication. Ragans (2005) mentioned that artists’ means of communication are expressed
with their artworks. They communicate their feelings and thoughts by means of their artworks. Although for us
to understand the message of the artwork, we should not simply look into it with our eyes. For us to understand
the message of an artwork, we need to develop our ability to perceive. In like manner, for us to appreciate an

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artwork, we must perceive rather than see only the manner or style, the medium and the elements of the
artwork. In this sense, we can assume that all visual arts have their distinct connotative and subjective meaning.
Art is avant-garde. The term avant-garde is derived from the French word, vanguard which denotes advance
guard, is literally referred to a military who is on the front-line or something closest to conflict. In the mid-
nineteenth century, a group of visual artists like Edouard Manet, Gustave Courbet, Claude Monet, Paul Cezanne,
Pierre-Auguste Renoir, Camille Pissarro, Edgar Degas, Jean-Francois Millet and Alfred Sisley repudiated both the
precise academic style and the emotional concerns of Romanticism, and their interest in objective representation
shifted from realism to impressionism. During this period, most of their artworks are exhibited in Salon de
Refuses (Salon of the Rejected) because their artworks are considered absurd. In 1825, Henri de Saint-Simon, a
French social reformer appreciated their artworks and described them as avant-garde, referring to the power of
art to social, political and economic reform. Eventually, the term avant-garde is associated to cultural practices
that challenges tradition through experimentation and innovation. In the context of modern and contemporary
period, avant-garde may refer to something new and unusual or experimental Likewise, avant-garde can be
associated to the style and manner of the visual artists on the movements such as impressionism, expressionism,
cubism, dadaism, surrealism and the art movements in the contemporary period (National Galleries, 2018; Perez,
2021b).
Art is aesthetic. In the eighteenth century, Alexander Baumgarten coined the term, “aesthetic” to refer to cognition
by means of the senses (sensuous knowledge), and eventually its meaning evolved into the perception of beauty
or the appreciation of beauty especially in art. In philosophy, aesthetic may refer to judgment of art and nature
with its meanings diversified to connote to properties, attitudes, experience, pleasure, and value (Goldman, 2005;
Ragans, 2005). In like manner, aesthetic in art may refer to the delightful experience or aesthetic pleasure
encountered by the beholder when appreciating an artwork (Sanchez et al, 2002; Zulueta, 2003; Marcos, 2006;
Tabotabo, 2010 & Perez, 2021e). Hence, the context that art is aesthetic (appreciation of beauty), can be
associated to the subjective experience of the beholder (aesthetic pleasure), feeling of ecstasy or jubilation. As
the proverb say, “Beauty is in the eye of the beholder”. Indeed, the aesthetic of art (artwork) relied on the
subjective judgement or perception of the person, for what one person finds beautiful or delightful may not
appeal to another. This can be true also about the essence of art, as mentioned by Antoine de Saint Exupery,
“L’essentiel est invisible pour les yeux” (What is essential is invisible to the eye).
Art is a reflection of human experiences. Everyday life and history are some of the various subjects of visual art.
Most visual artists like Eugene Delacroix, Francisco de Goya, Pieter Brueghel, Edgar Degas, and others preferred
events and history as the emphases of their artworks. In the romanticism painting, “Liberty Leading the People”,
Eugene Delacroix depicted the scenario about the July Revolution of 1830, and in “The Third of May”, Francisco
de Goya expressed his idea on how Napoleon Bonaparte brought an end on the reign of Charles IV which
happened on May 3, 1808 (Romanticism in Art, n.d.; Perez, 2021d). In “The Triumph of Death”, Pieter Brueghel
elaborated the event about the Black Death which happened in Europe in the 1340s (Moorhouse, n.d.; Perez,
2021d).
Art is an expression of human’s thoughts and feelings. Evidently, behind the beauty of every artworks reflects the
ideas and emotions of the artists. Vincent van Gogh’s “The Starry Night” is one of the most thought-provoking
visual arts within the century. Most critics were astonished on this art piece because of its enigmatic and misty
impression. Vincent van Gogh as one of the pivotal figures of the expressionism movement was known for his
conventional ultramarine and dominantly yellow color paintings (Perez, 2021b). However, in his painting, “The
Starry Night”, the blue colors became his superior colors which likewise arose the curiosity of the art critics.
Art critics like Dr. Beth Harris and Dr. Steven Zucker (posted by Smarthistory, 2021) believed that van Gogh’s
“The Starry Night” reflected his dynamism and incredible bravery based on his emotions, memories, experiences,
and imaginations. In the discussion of James Payne (posted by Great Art Explained, 2021), he correlated van
Gogh’s painting with his personality and psychological being as well as his exposure with the Japanese paintings.
In like manner, both critics remarked on the emphasis of the Cypress tree which symbolized death, and on the
vigor brush strokes of van Gogh (see Pic 1). Similarly, both critics also stressed his insanity and his experiences
at the Saint Remy asylum.
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Pic 1. “The Starry Night” (1889) by Vincent van Gogh, image by VANGOGH Gallery.
[Link]

The Essence and Subjects of Visual Art

Subjects of Visual Arts The quiddity (essence) of visual art such
• Dream and Fantasy as painting and sculpture relied on the
• Event (Everyday life, History and Legend) subjective judgement and perception of
• Nature (Animals, Plants, Mountains, Seas and Rivers, the beholder. As previously mentioned,
Forests) “What is essential is invisible to the eye”,
• Object (Things, Gadgets, Entity, Figures, Still Life) ergo, the quiddity and aesthetic value of
• Person (Portrait, visual arts are broad and subjective. We
• Scene (Landscapes, Topography, Terrain, Panorama) cannot correlate quality as a measure of
the quiddity and aesthetic value of visual
Classification of Subjects
• Objective Art (Representational) represents description,
art because there is no standard in the
stories, or references to identifiable objects or symbol. expression of creativity. The expression
• Non-Objective Art (Non-Representational) does not of creativity is infinite and extraordinary.
represent any concrete object or symbol. Hence, everyone can be regarded as an
avant-garde (creative) in her/his own
manner and style.
Creativity is limitless. This follows that an artist’s preference on the subject of visual art is likewise
boundless and infinite. Conventionally, the subjects of visual arts are based on event, history,
mythology, (see Pic 3) and nature especially during the period of the Greco-Roman Tradition to the
pre-avant-garde period. Dreams and fantasies as subject of art flourished during the period of the
surrealist movement in the nineteenth century and most surrealist painters like Salvador Dali and Joan
Miro inanimate dreams and fantasies as the emphases of their artworks (Sanchez et al., 2002; Tabotabo,
2010; Perez, 2020a & Perez, 2020b).

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The subjects of art are categorized into objective and non-objective art. All paintings and sculptures
that represent description, stories and eventualities which have identifiable objects or symbols are
classified as representational or objective art, while all visual arts that have no concrete objects or
symbols are grouped as the non-representational or non-objective art, e.g. abstract painting (see Pic
2). Manners or styles like the realist, mannerist, baroque, romanticist, impressionist and expressionist
usually represent their subjects as representational or objective art. Peter Paul Rubens, one of the
pivotal figures during the baroque period is known for his Greek mythology subjects and he typically
represents his subjects objectively (see Pic 3). Most of the artworks from the ancient period to the
avant-garde (modern) period embody their subjects into representational or objective art (Perez, 2020a
& Perez, 2021d).
Pic 3. “The Judgment of Paris” (c. 1597-99) by Peter Paul
Rubens, image by The National Gallery.
[Link]
rubens-the-judgement-of-paris-1

Pic 2. “A Breath of Summer I” (2019) by Daniela Schweinsberg,

image by IDEELART (2015). What is abstraction in art –
definition and examples.
[Link]
simple-explanation-by-ideelart

Ways of Presenting the Subject

Typically, the subjects of visual art are presented in a manner or style such as abstraction, distortion,
and replication (realism or hyperrealism). In abstract painting, the visual artists express their ideas
and feelings by means of non-representational or non-objective subjects. The subjects as the emphasis
of the visual arts are not visible or identifiable (see Pic 2, p7). In the distortion style, the subjects are
observable (representational or objective), but they are presented by twisting, stretching, or deforming
the natural shape of the object. Viz., the means of emphasizing the subject is to exaggerate or
hyperbolize. As shown on the painting of Manuel Unidad, he presents the subject by exaggerating the
eye as well as the head (see Pic 4a), the subject is still representational and presented in distortion
style (Perez, 2020a; Perez, 2021e & Perez, 2021f).

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Cubism, another one of the means in presenting the subject of art, uses simple geometric shapes as well
as interlocking planes to emphasize the object. As revealed in Unidad’s painting (see Pic 4b), he uses
shapes to present the image of a bird. Hence, the subject appears more interesting and innovative.
Moreover, Unidad also presented the subject by employing realism as his manner or style (see Pic 4c),
he depicted in his painting, the two women are having their coffee break. Hence, as stated in realism,
the subjects of the visual art appear naturally as it replicates reality (Perez, 2020a; Perez, 2021e &
Perez, 2021f).
Pic 4a Pic 4b Pic 4c

Photos by Arnel G. Perez (2012). These untitled paintings of Manuel Unidad were some of the exhibits at the Art Exhibit, Glorietta
Ayala Mall, Makati City, Philippines on May 26, 2012. As revealed, Manuel Unidad employs different styles in presenting the subjects.
They employ distortion (Pic 4a), cubism (Pic 4b) and realism (Pic 4c) to animate his subjects respectively.

• Abstraction refers to visual art that does not attempt to represent external reality, but seeks to
achieve its effect using shapes, forms, colors, and textures. It is the process of simplifying or organizing
the objects according to the demand of artistic expression.
• Cubism refers to the manner or style in visual art using simple geometric shapes, interlocking planes,
and eventually, collage in presenting the subject as the emphasis.
• Distortion refers to the art of twisting, stretching, or deforming the natural shape of the object
• Fauvism refers to the style of painting which stresses the vivid expressionistic and non-naturalistic use
of color.
• Pointillism refers to the manner or style of presenting the visual art by using tiny dots of various pure
colors, which become blended in the viewer’s eye.
• Realism refers to the movement or style of presenting the subject by replicating the subject without
modifying its natural or original forms or shapes.

Functions and Purposes of Art

Commonly, visual arts such as painting and sculpture are used for aesthetic or decorative purposes.
Scissors, utensils, tools and other simple machines are reflections of human’s creativity, and they serve
their purpose to lighten our tasks. In literary art, the authors as the auditory artists write essays,
novels, poems, short stories, and other literary genres to express their ideas and feelings. This is
likewise true in the case of the visual artists who paint or carve their artwork to express their ideas
or thoughts as well as their feelings. The functions and purposes of art are not only limited to express

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the artists’ ideas or feelings. Art is not simply for art sake, aesthetic or ornamental. Its functions and
purposes include the following:
Educational Function. The ceiling painting of Michelangelo at the Sistine Chapel (see Pic 5a) elaborates
the scenes in the Bible from Genesis to Revelation. Its original purpose was to create aesthetic or
ornamental subjects on the ceiling, and likewise to serve its purpose of educating the observers about
the scenes in the Old and New Testament. As mentioned by Ragas (2005), visual artists in the Middle
Ages created stained-glass windows, sculptures, paintings, and tapestries to illustrate stories from the
Bible or about the rulers of the kingdom. Ergo, as early in the Middle Ages, visual arts are not only
created for the sake of art, but art also turns out as an instrument to educate the viewers. Currently,
arts like visual aid, infographic and the like are used to enhance the dissemination of information.

Pic 5a. “The Sistine Chapel’s Paintings” (c. 1508-12) by Michelangelo Buonarotti, images by [Link].
[Link]
Personal Function. Ubiquitously, everyone is aware that
arts are reflections of the artists’ feelings, ideas, and
thoughts as well as their creativity (Sanchez et al., 2002;
Zulueta, 2003; Ragas, 2005 & Perez, 2021e;2021f). The
aesthetic value of art is not delimited on its creativity, but
its very quiddity embeds on the story behind the artwork.
In the discussion of Ragas (2005) about the painting, “The
Sick Child” by Eduard Munch (see Pic 5b), she intensified
the subjective meaning of the painting. She revealed that
the painting mirrored Munch’s story about his personal
family tragedies, demise of his mother and sister; howbeit,
the viewers were shocked about Munch’s revelation because
bright colors were used in painting. And indeed, bright
colors (which were used to express its subjective meaning) Pic 5b. “The Sick Child” (1907) by Eduard Munch, image
by Tate Gallery, London England.
convey delightful experience to viewer which naturally hid [Link]
its subjective meaning. child-n05035

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Physical Function. Arts are also used as tools to lighten works like in architectural design and
community planning (Perez, 2021f). Architects developed new building materials (steel-reinforced
concrete) to delight viewers to their innovative and interesting form. Constantly, artists, craftspeople,
and designers explore and invent new fashion to produce functional art (Ragas, 2005). Hence, the
physical function of art revealed based on its use like the various kitchen wares and utensils, simple
machines, tools, and others.
Religious-Spiritual Function. Historically, ancient arts like the cave paintings and some sculptures are
associated with the religious or spiritual practices of the ancient people. Many experts believe that
prehistoric cave paintings of animals had ceremonial purposes, aside from their belief to capture the
animal once it was engraved on the walls of the cave or carved on a piece of wood. The mastaba,
pyramid, and some temples were built not only to bury their dead but also to honor the ancient gods
(Ragas, 2005; Perez, 2021h). Almost all artworks during the Medieval period from the Early Christian
Tradition to the Gothic period in Europe were created for the Catholic Church (Ragas, 2005; Perez,
2021a). The ancient fertility statuette was created by the ancient people because of their belief that
this statue brings fertility to have many offsprings as well as the preservation of the human race (Perez,
2021h).
Social Function. Most paintings depict the social or collective aspect of human existence. Visual artists
produce paintings to reinforce and enhance the shared sense of identity to family, community or
civilization (Ragas, 2005). French impressionist painters like Edouard Manet and Pierre-Auguste Renoir
usually used social or collective aspect as the emphasis of their paintings (Perez, 2021b). In Manet’s
painting, “Music in Tuileries”, he depicted a certain French gathering where a group of men and women
were busy doing their own undertakings (Jones Gallery, 2020). While in Renoir’s painting, “Dance at
the Moulin de la Galette, he demonstrated the detail scene during neighborhood open-air dance hall at
the Montmartre district in Paris, France (Amuze Art Lecture, 2022). Both paintings showed a public
celebration in France, and they likewise associated festivity to dancing.
Therapeutic Function. In van Gogh’s “Self Portrait with
Bandaged Ear” (see Pic 5c), he explained in his letter to
his brother, Theo that his portrait would help him to
heal. He likewise explained that he did not portray
himself as a sick, broken man for the sake of effect or to
arouse pity. Prior to the painting of his self-portrait, his
brother advised the management of Saint Remy asylum
to allow van Gogh to paint to recover from his mental
issue, bipolar disorder (Great Art Explained, 2021;
Smarthistory, 2021). Albeit, in the time of van Gogh,
painting and other art media are not yet used as
approach or therapy in the counseling process.
Pic 5c. “Self Portrait with Bandaged Ear” (1889) by Vincent van
Gogh, image by Van Gogh Museum, Amsterdam.
[Link]
things-you-need-to-know-about-van-goghs-self-portraits

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Medium of Visual Art

As early as 10,000 B.C., human beings discovered the use of drawing as a medium of art to express
their ideas and feelings. As previously mentioned, experts assumed that the cave drawings of animals
had ceremonial purposes, and these drawings were engraved by the prehistoric species to capture the
animals and later, to be served as their food. Similarly, prehistoric species also carved statuettes like
animals and other figurines (Perez, 2021h). In the Hellenistic period, Ancient Greek painters like
Apollodorus, Parrhasius, and Zeuxis used natural colors as mediums in their paintings (Perez, 2021g).
The Renaissance polymath like Michelangelo Buonarotti, painted the ceiling of Sistine chapel (see Pic
5a, p9) using fresco as his medium. Albrecht Durer, a High Renaissance visual artist, employed various
media such as drawing (see Pic 6a), engraving, etching, intaglio, and painting in expressing his creativity
(Perez, 2021a). Hence, the rareness of media in visual arts from the prehistoric to the pre-avant-garde
period did not demarcate the visual artists in expressing their ideas and feelings as well as their
creativities.
In the “Hands of the twelve years old Christ” by Albrecht
Durer (see Pic 6a), he employed various shading techniques
from the striking crosshatching to the stippling technique.
Drawing as one of the media of visual arts creates illusion of
form through the shading techniques (use of light and dark
values). Shading has four main techniques (see Pic 6b) such
as Blending, Crosshatching, Hatching, and Stippling. In
Blending, the shading illusion is created by changing the
color value little by little. Crosshatching technique creates
the shading illusion by using crisscrossing lines. Hatching
defines the shading by drawing thin lines that runs in the
same direction, and in Stippling, the shading illusion is
created by means of a dot pattern (Ragas, 2005).
Pic 6b. Shading Techniques by Lena’s Drawing 101, image by Lena’s
Pic 6a. “Hands of the twelve years old Christ” (1506) by Drawing 101. [Link]
Albrecht Durer, image by Martina Sauer. [Link]/post/165724936620/lesson-four-shading-
[Link] techniques-in-lesson-three
Duerer-1506-Hands-of-the-twelve-years-old-Christ-
drawing-on-paper-pencil_fig1_350021016

Pic 6c. Stained glass at the front of the Our Lady of Remedies Chapel, Air Force City, Clark Airbase, Angeles City, Philippines.
Photo by bribeworthy. [Link]

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Medium of Visual Arts

• Acrylic is a medium in painting which uses paints.
• Drawing refers to the initial or fundamental sketch of painting.
• Encaustic refers to the application of a mixture of hot bee wax, resin, and ground pigment to any porous
surface followed by heat application.
• Engraving refers to the process of decorating metal artwork with the use of burin.
• Etching is the process of using strong acid or mordant to cut into the unprotected parts of a metal surface
to create a design in intaglio in the metal.
• Fresco refers to the application of earth pigments mixing with water in a plaster wall.
• Intaglio refers to scratch, engrave, or etch into a metal plate.
• Mosaic refers to a wall or floor decoration made of small cubes or irregularly cut pieces of colored stone or
glass.
• Painting refers to the process of applying pigments (colors) on the smooth surface (paper, cloth, canvas,
wood or plaster) using tools such as a brush, painting knife, roller or even your fingers.
• Printmaking refers to a graphic image that results from duplicating process.
• Stained glass (see Pic 6c) refers to a window decoration made of irregularly cut pieces of colored glass.
• Tempera refers to the application of a mixture of egg yolk and white, and earth and mineral pigment.
• Watercolor refers to a tempered paint made of pure ground pigment with gum Arabic.
Sculpture. Visual arts are usually associated to architecture, craft, painting, and sculpture. Sculpture
is a visual art, and it is made to occupy space. It is a three-dimensional (3D) form constructed to
represent a natural (realism) or imaginary shape (abstract or distortion). It is the art of making either
two (2D) or three dimensional representative or abstract forms by means of sculpting techniques such
as assembling (see Pic 7a), carving, casting, fabrication (see Pic 7a), and modeling. Sculptors as the
visual artists use a variety of media to express their ideas and feelings as well as their creativity in
carving their works. Sculpting media include cement, clay, glass, plastics, wood, stone, and metal (Ragas,
2005; Perez, 2021f & Perez, 2021e). Currently, the media used in sculpting are unique and
unconventional. In the hotel and restaurant industry, ice and fruit are used as media in sculpting, and
their finished artworks serve as aesthetic ornamental. Paper and table napkins are also used as media
in sculpture.
No matter what media are employed in sculpting, sculptures can be
Sculpting Techniques
carved in either way, in round (freestanding) or in relief (soft or carved).
• Assembling or constructing is an Sculpture in round or the freestanding sculpture (see also Pic 7a, p12, 7b,
additive process usually employs & 7c p13) like the La Pieta, David, and the Thinker are all in fully-three
welding for metal and glue or dimensionality (3D). Soft or carved in relief sculptures (see Pic 7b p13)
sew for other material to create are forms in sculpture that are carved from their background block and
sculpture.
• Carving is a subtractive process remain attached to it (Perez, 2020a). The two processes in sculpture are
that involves the removing of called additive process (molding in soft materials) and subtractive process
unwanted portions of the raw (carving in hard materials). Most of the sculptures created during the
materials to reveal the form that Ancient Greek period to the Romanticism period are freestanding (3D),
the artist has visualized. and carved by means of subtractive process. Ancient Greek sculptors like
• Fabrication is an additive
Myron, Phidias, Polykleitos, and Praxiteles are known for their
process that employs the method
of joining or fastening through freestanding, kouros (nude male figure of athlete). The Ancient Greek and
nailing, stapling, soldering, and Renaissance sculptors both created nude male sculptures because they
welding. believed that the measure of beauty is the human body (Perez, 2021a;
• Modeling is an additive Perez, 2021h). Moreover, the additive process became known and
sculptural process in which prevalent in the modern and contemporary period. Contemporary
malleable material is molded into
sculptures like the artworks in the Arte Povea, Conceptual art, Installation
three-dimensional form.
art, and Land art employed additive processes such as casting and
fabrication (Perez, 2021c).

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Pic 7a. “Freestanding and Fabricated Sculptures”, photos by Arnel G. Perez (2012). These fully-three dimensionality or free-
standing and fabricated sculptures are some of the exhibits at Art Exhibit at Glorietta Ayala Mall, Makati City Philippines
on May 26, 2012.

Pic 7b. “Freestanding and Relief Sculptures”, photos by Arnel G. Perez (2011).
All subjects of the sculptures depict myths and legends. The two sculptures
from the left are freestanding or fully-three dimensionality, and from the right
side is an example of carved in relief sculpture. These sculptures are some of
aesthetic ornamentals at the Grand Palazzo Royal. Photos are taken on
November 12, 2011.
Pic 7a. “Freestanding and Fabricated Sculptures”, photos by Arnel G. Perez (2012). These fully-three dimensionality or free-standing
and fabricated sculptures are some of the exhibits at Art Exhibit at Glorietta Ayala Mall, Makati City Philippines on May 26, 2012.
Pic 7a. “Freestanding and Fabricated Sculptures”, photos by Arnel G. Perez (2012). These fully-three dimensionality or free-standing
and fabricated sculptures are some of the exhibits at Art Exhibit at Glorietta Ayala Mall, Makati City Philippines on May 26, 2012.

Pic 7c. “Freestanding Sculpture”, photo by

Arnel G. Perez (2011). Sculptures in this photo
are mostly freestanding and they depict history
and mythology. This photo is taken at Xevera,
Tabun, Mabalacat City on September 21, 2011.

Craft. Most of the craft arts (also known as hand-made) like bags, baskets, hats, mats, et cetera, are
made using the weaving technique. Weavings are usually made from cotton, linen, manufactured fiber,
natural wool, and silk. Quilts are stitched from fine fabrics and like the paintings, they are also used
as aesthetics or ornamentals. Crafts are not only limited to the weaving process. Furnitures, jewelries,
potteries, and utensils are mostly manually made, and these artistic products are also classified as craft
arts (Ragas, 2005).

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Pic 7d. “The Art of Photography”, photos by Arnel G. Photography. One of the digital media utilized in
Perez (a. 2017; b. 2009; c.2012; d. 2016). creating visual arts is photography (see Pic 7d).
Photography is the technique of capturing optical
images on light-sensitive surfaces to replicate or
reproduce visual images/objects by using camera
(Ragas, 2005). Before, the camera is the only means to
duplicate visual images. It uses a film to store the
image, and its capacity to capture images is limited to
12 to 72 shots (capacity of film), and it almost takes
more than 12 hours in processing the film to produce
(a) (b)
pictures (photos). In contrast to the past, cameras are
) now made available because all smart cellphones (cp)
are designed with built-in cameras with high definition
(HD). Today, you can capture and store as many
pictures as you want. The storage capacity of
cellphones, laptops, and other digital technologies are
almost interminable. The visual images produced in the
art of photography are classified as realism styles.
(d) Veritably, photography replicates realities but it
(c)
likewise reconstructs actualities.
Architecture. Edifices such as churches,
factories, hospitals, houses, malls, schools, and
other structures with roof and walls are all
constructed by utilizing the art of designing and
constructing building. Architecture as the art or
practice of designing and constructing buildings
believed to have originated from the primitive
practice of the Western people in burying their
deaths (gravestones like the Cromlech, Dolmens,
and Menhirs). Ancient Egyptian architectures
also emerged from the building of their tombs
such as the Mastabas and Pyramids (Perez,
2021g).
UC San Diego’s Geisel Library, image by [Link]
[Link]

Elements and Organization of Visual Art

What intensifies the aesthetic value of paintings? Aside from the various media used in creating amusing
and beautiful paintings, the elements of visual art such as color, lines, shapes, texture and value are
likewise employed to make the artworks more attractive and pleasing. Visual artists like Michelangelo
Caravaggio and Rembrandt are some of the prominent painters in their period. Both painters express
their creativity by integrating the effects of light and dark colors in their artworks which paved away
the styles like chiaroscuro and tenebrism. The Night Watch (see Pic 8b) and The Entombment of Christ
(see Pic 8a) are classic examples of tenebrism styles which stress the effect of lighting and shade to
reveal the subject of the artworks (emphasis of the artwork). These two artworks are among the best
paintings in the Baroque arts in the 15th century.

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SOCSCI104 | ART APPRECIATION
Teacher’s Guide Week 1 to 3

Michelangelo Merisi da Caravaggio. He was one of the prominent Italian

Elements of Visual painters who popularized the dramatic use of lighting, called Chiaroscuro
Arts (a technique which concentrates on the effects of light and shade on objects
• Color gives quality to create illusion of space and atmosphere). This technique became known
to the pictorial field as Tenebrism wherein his influence in visual art was associated with his
and has the ability technique which created the term, tenebrosi or tenebrists (shadowists).
to elevate sensation Caravaggio’s paintings can be described as a combined realistic
of pleasure (system observation of human state (both physical and emotional) which employed
of tonality). It the dramatic use of lighting and presumed to have had formative influence
creates mood and on Baroque school of painting (Perez, 2021f).
symbolizes ideas as
well as expression Rembrandt Harmenszoon van Rijn. He was a Dutch painter and an etcher
of personal emotion. who was considered as one the greatest painters and printmakers in
• Lines are used by European art history particularly in Dutch history. As a shadowist painter,
the artist to imitate he proved his skill in employing chiaroscuro in his work, “The Night Watch”
or to represent (1642), where he stressed the spiritual and introspective quality of his
objects and figure subject. Rembrandt was known for his self-portraits artworks, and he
on the flat surface. painted more than sixty self-portraits from 1629 to 1669. His artwork, The
Likewise, line Abduction of Europa (1632) was considered to be the shining example of
depicts the feelings the golden age of baroque painting (Perez, 2021f).
and thoughts of the
artist.
• Shapes are used by
the artist to
represent the
subjects of the art.
The subject can be
represented through
a natural, abstract,
and non-objective
shape.
• Texture defines the
tactile quality of the
surface of an object.
It expresses a
sensuous and
decorative quality
and creates a
spatial depth. (b)
(a)
• Value depicts the
tonal relationship
between light and
Pic 8a. “The Night Watch” (1642) by Rembrandt, image by Museum HET REMBRANTDTHUIS.
dark areas of [Link]
painting. night-watch/?lang=en . Pic 8b. “The Entombment of Christ by Michelangelo Caravaggio, image by
TripImprover. [Link]

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Teacher’s Guide Week 1 to 3

Principles of Design
The overall structure of the artwork is called the principles of design,
´ Balance is the gravitational
equilibrium in visual arts which which include the components such as balance, emphasis and
depicts the feeling of equality subordination, harmony, proportion, rhythm and variation. These
in weight, and attention components of the principles of design are utilized by the visual artists
(attraction) of the various in their artworks to communicate or express their ideas or concepts, and
elements. to make their artworks more interesting, delightful, and vigorous (Perez,
§ Symmetrical (Formal 2021f).
Balance) means, identical
(one half of a work mirrors The leading exponent of High Renaissance artists and known Polymaths
the image of the other half). like Leonardo da Vinci and Michelangelo di Buonarotti are among the
§ Asymmetrical (Occult or well-known visual artists who thoroughly applied the principles of
Felt Balance) means no design in their respective artworks. Leonardo da Vinci’s “The Last
formal balance on either Supper” (see Pic 8c) depicts how he employed the asymmetrical balance
side of the artwork but the to express the feeling of equality. He placed Jesus Christ in the center to
subjects are placed in
show the degree of importance in the artwork. As observed from the
parallel position.
´ Emphasis and Subordination other subjects (the disciples), they are arranged in parallel to both sides
reflects between the more and they are equally divided (proportion). Leonardo’s Last Supper is a
important and less important in conventional example of artwork which religiously follows the principles
artworks. It is concerned in of design (Perez, 2021f).
stressing the proper
importance to the parts and to In the case of Michelangelo Buonarotti, who was one of the most
whole artwork. prominent painters during the High Renaissance period. His most notable
´ Harmony means that all parts work is seen in the whole ceiling of Sistine Chapel in Rome, which
of visual image are related and depicts the different stories in the Bible such as The Creation of Adam
complement with each other. (one of the highlights in the paintings), the Exodus of Moises, the Great
There is an agreement between Flood in Noah’s time, and the other stories in the Old Testament as well
the parts of a composition in the New Testament. As observed, Michelangelo’s paintings in Sistine
which result in unity.
Chapel is consisting of different characters in the Bible which depicts the
´ Proportion means the ratio of
principle of design, variation that makes his work more delightful and
the one part to another and of
the whole that can be prevents the dullness moment. Michelangelo’s Sistine Chapel (see Pic 5a,
expressed in size, number, and p9) painting is created using the medium, fresco. This magnificent fresco
position. It is the comparative painting is divided into three sections of paintings such as The Creation
harmonious relationship of the Heavens and Earth; The Creation of Adam and Eve; and the
between two or more elements Expulsion from the Garden of Eden and the story of Noah and the Great
in a composition with respect Flood (Perez, 2021f).
to size, color, quantity, degree,
setting, etc.
´ Rhythm in visual arts means
repetition or continuance flow
of regular visual units. This
refers to the feeling of
movement achieve through the
repetition of the regular visual
unit.
´ Variation means, elements and
subjects of artworks contrast
with or slightly different from
others which prevent
monotony or uniformity. Pic 8c. “The Last Supper” (1495-96) by Leonardo da Vinci, image by art net.
[Link]

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Open Discussion: Read the short story, “The Praying Hands” and after reading the story, share your thoughts
and feelings, and relate it with your personal experience. Limit your sharing to 200 words. Write your reflection
at the MS Teams (post), and do not forget to include your name and section in your reflection.

The Praying Hands

(Excerpt from Og Mandino, “A Better Way to Live”)
(Story retrieved from [Link]
Back in the 15th century, in a tiny village near Nuremberg, lived the Durer family with
eighteen children. In order merely to keep food on the table, the father, a goldsmith
by profession, worked almost 18 hours a day at his trade and did any other kind of
paying chore he could find in the neighborhood. Two of the children, Albert and
Albrecht, had a dream. They both wanted to pursue their talent for art, but they knew
well that their father would never be financially able to send either of them to
Nuremberg to study at the academy.
After many long discussions at night in their crowded bed, the two boys finally worked
out a pact. They would toss a coin. The loser would go down into the nearby mines
and, with his earnings, support his brother while he attended the academy. Then, when
that brother who won the toss completed his studies in four years, he would support
the other brother at the academy, either with the sales of his artworks or, if necessary,
also by laboring in the mines.
They tossed a coin on a Sunday morning after church. Albrecht Durer won the toss and went off to Nuremberg. Albert
went down into the dangerous mines and, for the next four years, financed his brother, whose work at the academy
became almost an immediate sensation. Albrecht’s etchings, his woodcuts, and his oils were far better than those of
most of his professors, and by the time he graduated, he was beginning to earn considerable fess for his commissioned
works.
When the young artist returned to his village, the Durer family held a festive dinner to celebrate Albrecht’s triumphant
homecoming. After a long and memorable meal, Albrecht rose from his honored position at the head of the table to
drink a toast to his beloved brother for the year of sacrifice that had enabled him to fulfill his ambition. His closing
words were, “And now, Albert, blessed brother of mine, now it is your turn. Now you can go to Nuremberg to pursue
your dream. And I will take care of you.
All heads turned in eager expectation to the far end of the table where Albert sat, tears streaming down his pale face,
shaking his lowered head from side to side while he sobbed and repeated over and over, “no…no…no…no…”
Finally, Albert rose and wiped the tears from his cheeks. He glanced down the long table at the faces he loved, and
then, holding his hands close to his right cheek, he said softly, “No brother. I cannot go to Nuremberg. It is too late
for me. Look… look what four years in the mines has done to my hands! The bones in every finger have been
smashed at least once, and lately I have been suffering from arthritis so badly in my right hand that I cannot even
hold a glass to return your toast, much less make delicate line on parchment or canvas with pen or brush. No
brother…for me it is too late.”
One day, to pay homage to Albert for all that he had sacrificed, Albrecht painstakingly drew his brother’s abused
hands with palms together and thin fingers stretched skyward. He called his powerful drawing simply “Hands,” but
the entire world almost immediately opened their hearts to his great masterpiece and renamed his tribute of love
“The Praying Hands.” The next time you see a copy of that touching creation, take a second look. Let it be your
reminder, if you still need one, that no one – no one – ever makes it alone!
Focus of Reflection
§ Describe your thoughts and feelings about the story of Albert and Albrecht Durer.
§ Relate your personal experience with the story and explain how the story affects you.
§ What lesson in life (relate this with your personal experience) can we draw from the story?

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Teacher’s Guide Week 1 to 3

SUMMATIVE ASSESSMENT: MY AESTHETIC ABILITY-BASIC COLORING

Directions. Apply color to the image and feel free to express your creativity. You may
download the application on this link to color the image: [Link]
Worksheet 1
See the criteria for your guidance.

The term “Mandala” was introduced by Carl Jung to describe the different archetypes found in the human psyche.
Mandala was a Sanskrit word which means circle. This “Pure Royalty Mandala” was edited by Kaylee Pope, and
it can be accessed/retrieved from [Link]

Submitted by: Course/ Section:

Date Submitted:
CRITERIA Points Actual Score
Aesthetic Value 15
Complementary/Harmony 10
Neatness 5
TOTAL SCORE 30

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SOCSCI104 | ART APPRECIATION
Teacher’s Guide Week 1 to 3

SUMMATIVE ASSESSMENT: MY AESTHETIC ABILITY-BASIC CARVING

Directions. For BSHM and BSTM, get a piece of fruit or vegetable and carve it to
Worksheet 2 form an image/object, and feel free to express your creativity. Make a photo-
documentation (pix/selfie) with this task. For your guidance watch the video
with this link: [Link] .
For other COURSES, get a piece of soap and carve it to form an image/object, and
feel free to express your creativity. Make a photo-documentation (pix/selfie)
with this task. For your guidance watch the video with this link:
[Link]
See the criteria for your guidance.
Paste your photo-
documentation
here

Submitted by: Course/ Section:

Date Submitted:
CRITERIA Points Actual Score
Aesthetic Value 15
Intricacy 15
Neatness 5
TOTAL SCORE 35

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References
Textbook
Tabotabo, Claudio V. (2010). Art Appreciation: Introduction to the Humanities (Revised Edition). Manila. Mindshapers
Co., Inc.
Marcos, Lucivilla L. (2006). Introduction to the Humanities Visual and Performing Arts. Manila. Mindshapers Co., Inc.
Zulueta, Francisco (2003). The Humanities (Revised Edition). Mandaluyong City. National Book Store inc.
Sanchez, Custodiosa A., Abad, Paz F., & Jao, Loreto V. (2002). Introduction to the Humanities (Revised Edition). Q.C. Rex
Printing Company Inc.
Website Resources
Commission on Higher Education (2020). Region III Open Educational Resources (OERS). Flexible Learning All-in-One
Solution for HEIs in Region 3 (FLASHEIR3). [Link]
Gilman, E.B. (n.d.). The Subjects of Art. Retrieved from [Link]
now=1&seq=1#metadata_info_tab_contents
Goldman, A. (2005). The Aesthetic, 2nd Edition (Abstract). The Routledge Companion to Aesthetic.
[Link]
Great Art Explained (2021 June 30). Vincent Van Gogh’s The Starry Night: Great Art Explained (Video). YouTube.
[Link]
Herman, Judith (2014). 27 Responses to the Question “What is Art?” Retrieved from
[Link]
Perez, A. (2020a). Art Appreciation Module 1 [PowerPoint Slides].
[Link]
Perez, A. (2020b). Art Appreciation Module 2 [PowerPoint Slides].
[Link]
Perez, A. (2021e). Module 1: What is Art? (Video). YouTube. [Link]
Perez, A. (2021f). Module 1 in Art Appreciation. [Link]
Perez, A. (2021j). Principles of design (Video). YouTube. [Link]
Ragans, R. (2005). ARTTALK 4th Ed. Glencoe/McGraw-Hill 21600 Oxnard Street, Suite 500 Woodland Hills, CA 91367.
[Link]
Smarthistory (2021 June 21). Vincent van Gogh, The Starry Night (Video). YouTube.
[Link]
The Humanities: The Visual Arts Medium. Retrieved from [Link]
[Link]
Tyler, C. W., & Likova, L. T. (2012). The role of the visual arts in enhancing the learning process. Frontiers in human
neuroscience, 6, 8. [Link]
Winner, E., Goldstein, T. R., & Vincent-Lancrin, S. (2013). Art for art's sake?: The impact of arts education. OECD
Publishing. [Link]

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OFFICIAL MCC TEACHER’S GUIDE DISCLAIMER

It is not the intention of the author/s nor the publisher of this teacher’s guide to have monetary gain in
using the textual information, imageries, and other references used in its production. This guide is only for the
exclusive use of a bona fide student of Mabalacat City College.

In addition, this teacher’s guide or no part of it thereof may be reproduced, stored in a retrieval system,
or transmitted, in any form or by any means, electronic, mechanical, photocopying, and/or otherwise, without the
prior permission of Mabalacat City College.

Compiled by: Prepared by: Recommending Approval: Approved by:

LESTER LISING ARNEL G. PEREZ, MS MARILYN S. ARCILLA, MAN, LPT MICHELLE AGUILAR-ONG, DPA
Clerk-IAS Instructor Dean-IAS VPAA

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