College of Arts and Sciences Education

2nd
Floor, DPT Building

Matina Campus, Davao City

UNIVERSITY OF MINDANAO
College of Arts and Sciences Education
Languages Discipline

Physically Distanced but Academically Engaged

Self-Instructional Manual (SIM) for Self-Directed Learning (SDL)

Course/Subject: GE 20: Reading Visual Arts

Name of Teacher: Prof. Jennifer Payot

THIS SIM/SDL MANUAL IS A DRAFT VERSION ONLY. THIS IS NOT FOR

SALE AND NOT FOR REPRODUCTION AND DISTRIBUTION OUTSIDE OF
ITS INTENDED USE. THIS IS INTENDED ONLY FOR THE USE OF THE
STUDENTS WHO ARE OFFICIALLY ENROLLED IN THE COURSE/SUBJECT.

EXPECT REVISIONS OF THE MANUAL.

 College of Arts and Sciences Education
2nd
Floor, DPT Building

Matina Campus, Davao City

Table of Contents
Page

Course Outline

Course Outline Policy

Unit Learning Outcomes (ULO-b)

Metalanguage 9

Essential Knowledge 10

1. Normalizing Vision 10

1.1 Modernity as a Way of Seeing 10

1.2 Subjective Vision and the Scientific Gaze 11

1.3 Knowledge, Technology and the Trained Eye 13

2. Selling the Visual 14

2.1 Capitalism and Culture 14

2.2 Commoditizing the World 16

2.3 Everyday as Commodity 17

ULO-c Activities 18

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 College of Arts and Sciences Education
2nd
Floor, DPT Building

Matina Campus, Davao City

Course Outline: GE 20 – Reading Visual Arts

Course Coordinator: Jennifer S. Payot

Email: jpayot@umindanao.edu.ph
Student Consultation: Done by online (LMS) or thru text, emails, or calls
Mobile: 0908-911-9043

Effectivity Date: May 2020

Mode of Delivery: Blended (On-Line with face to face or virtual sessions)
Time Frame: 54 hours

Student Workload: Expected Self-Directed Learning

Requisites: None

Credit: 3
Attendance Requirements: A minimum of 95% attendance is required at all scheduled
Virtual or face to face sessions.

Course Outline Policy

Areas of Concern Details

Contact and Non-contact Hours
This 3-unit course self-instructional manual is designed
for blended learning mode of instructional delivery with
scheduled face to face or virtual sessions. The expected
number of hours will be 54, including the face to face or
virtual sessions. The face to face sessions shall include
the summative assessment tasks (exams) if warranted.

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Assessment Task Submission
Turnitin Submission
(if necessary)
Penalties for Late Assignments/
Assessments
College of Arts and Sciences Education
2nd
Floor, DPT Building
Matina Campus, Davao City
Submission of assessment tasks shall be on the 3rd, 5th,
7th, and 9th weeks of the term. The assessment paper
shall be attached with a cover page indicating the title of
the assessment task (if the task is a performance), the
name of the course coordinator, date of submission, and
the name of the student. The document should be
emailed to the course coordinator. It is also expected
that you already paid your tuition and other fees before
the submission of the assessment task.
If the assessment task is done in real-time through the
features in the Blackboard Learning Management
System, the schedule shall be arranged ahead of time by
the course coordinator.
To ensure honesty and authenticity, all assessment
tasks are required to be submitted through Turnitin with
a maximum similarity index of 30% allowed. This means
that if your paper goes beyond 30%, the students will
either opt to redo her/his paper or explain in writing
addressed to the course coordinator the reasons for the
similarity. In addition, if the paper has reached more
than 30% similarity index, the student may be called for
disciplinary action following with the University’s OPM
on Intellectual and Academic Honesty.
Please note that academic dishonesty such as cheating
and commissioning other students or people to
complete the task for you have severe punishments
(reprimand, warning, and expulsion).
The score for an assessment item submitted after the
designated time on the due date, without an approved
extension of time, will be reduced by 5% of the possible
maximum score for that assessment item for each day
or part-day that the assessment item is late.
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 College of Arts and Sciences Education
2nd
Floor, DPT Building

Matina Campus, Davao City

However, if the late submission of the assessment paper

has a valid reason, a letter of explanation should be
submitted and approved by the course coordinator. If
necessary, you will also be required to present/attach
pieces of evidence.

Return of Assignments/ Assessment tasks will be returned to you two (2) weeks
Assessments after the submission. This will be returned by email or
via the Blackboard portal.

For group assessment tasks, the course coordinator will

require some or few of the students for online or virtual
sessions to ask clarificatory questions to validate the
originality of the assessment task submitted and to
ensure that all the group members are involved.

Assignment Resubmission You should request in writing to the course coordinator

his/her intention to resubmit an assessment task. The
resubmission is premised on the student’s failure to
comply with the similarity index and other reasonable
grounds such as academic literacy standards or other
reasonable circumstances e.g. illness, accident, or
financial constraints.

Re-marking of Assessment Papers You should request in writing addressed to the program
and Appeal coordinator your intention to appeal or contest the
score given to an assessment task. The letter should
explicitly explain the reasons/points to contest the
grade. The program coordinator shall communicate
with the students on the approval and disapproval of the
request.

If disapproved by the course coordinator, you can

elevate your case to the program head or the dean with
the original letter of request. The final decision will
come from the dean of the college.

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 College of Arts and Sciences Education
2nd
Floor, DPT Building

Matina Campus, Davao City

Grading System All culled from BlackBoard sessions and traditional

contact:

Course discussions/exercises – 30%

1st formative assessment – 10%
2nd formative assessment – 10%

3rd formative assessment – 10%

All culled from on-campus/onsite sessions (TBA):

Final exam – 40%

Submission of the final grades shall follow the usual

University system and procedures.

Preferred Referencing Style Use the 7th Edition of the APA Publication Manual

Student Communication You are required to create a umindanao email account,

which is a requirement to access the BlackBoard portal.
Then, the course coordinator shall enroll the students to
have access to the materials and resources of the course.
All communication formats: chat, submission of
assessment tasks, requests, etc. shall be through the
portal and other university recognized platforms.

You can also meet the course coordinator in person

through the scheduled face to face sessions to raise your
issues and concerns.

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Contact Details of the Dean
Contact Details of the Program
Head
Students with Special Needs
Instructional Help Desk Contact
Details
Library Contact Details
Well-being Welfare Support Held
Desk Contact Details
Course Information: see/download course syllabus in the Blackboard LMS
College of Arts and Sciences Education
2nd
Floor, DPT Building
Matina Campus, Davao City
For students who have not created their student email,
please contact the course coordinator or program head
DR. KHRISTINE MARIE D. CONCEPCION
Email: khristinemarie_concepcion@umindanao.edu.ph
Phone: (082)300-5456/305-0647 Local 134
DR. EDWIN L. NEBRIA
Email: edwin_nebria@umindanao.edu.ph
Phone: 0943-402-4160
Students with special needs shall communicate with the
course coordinator about the nature of his or her special
needs. Depending on the nature of the need, the course
coordinator, with the approval of the program
coordinator, may provide alternative assessment tasks
or extension of the deadline for submission of
assessment tasks. However, the alternative assessment
tasks should still be in the service of achieving the
desired course learning outcomes.
DR. KHRISTINE MARIE D. CONCEPCION – Dean
Email: khristinemarie_concepcion@umindanao.edu.ph
Phone: (082)300-5456/305-0647 Local 134
Brigida E. Bacani
Email: library@umindanao.edu.ph
Phone: 0951 376 6681
Carizza Mari C. Tinanac
Email: crizzamari_tinanac@umindanao.edu.ph
Phone: 0977 805 8911
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 College of Arts and Sciences Education
2nd
Floor, DPT Building

Matina Campus, Davao City

CC’s Voice:

Hello there! Welcome to this course GE 20: Reading the Visual Arts. You have seen
around you the diverse forms of arts. How do we gaze at them and interpret the arts depend on
our everyday experiences? It is good to note that “to see is to believe”, however, the process of
understanding lies not on the peripheral aspect of an artwork but what is within. Thus, our
central concern is to make sense of the importance of visuality to what people say and do, and
how they act in their everyday lives.

CO:

Reading the Visual Arts enables you to have an ability to innovate, appreciate, critique,
and analyze. Through transdisciplinarity and multimodal approaches, this course equips
students with broad knowledge of the human disciplines that characterized modernity, cultural
studies that underpinned modern life. Knowledge on the tacit understandings people have of
the visual domain, cultivate their imagination, make sense of the importance of visuality,
explore the effect the idea of aesthetics has on reading of visual texts, analyze the economic
effects of a globalized market, and illustrate explanations and arguments with images and
anecdotes that are highly eclectic. All these are grist to the mill when studying visual culture,
and in developing the sorts of literacies that allow us to read and analyze the visual material
that makes up our everyday world.
This course helps you to identify the basic elements and principles of reading visual art,
visual technologies and understand its meaning. This will enable you to exemplify imaginative
ability which are essential in communication and the visual and the visual narratives. It also
helps you apply analytical and critical skills in describing both Visual Arts and communication
literacy. This will produce innovative and highly eclectic presentations using the modern

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 College of Arts and Sciences Education
2nd
Floor, DPT Building

Matina Campus, Davao City

Let’s us begin!

Big Picture in Focus:

Week 7-9 : Unit Learning Outcomes (ULO -c)

ULO-c. Demonstrate deep knowledge on normalizing vision and selling the visual art.

Week 7-9: Unit Learning Outcomes (ULO-c)

At the end of the unit, you are expected to:

A. Demonstrate deep knowledge on normalizing vision.

B. Enable to show mastery on the technique on selling the visual arts.

Metalanguage

For you to exemplify ULO-c, you will need to have an operational understanding of the
following terms below. You will encounter these terms as you go through this topic. Please
refer to these definitions in case you encounter difficulty in understanding some concepts.

1. Visual regime refers to the process whereby a particular field or group of fields (say,
the sciences) manages to export its ways of seeing to most, or all other fields, which
in turn leads to a universalizing of the authority of different forms, genres, mediums
and practices of the visual to provide access to what we could call ‘visual reality’.

2. Normalization is associated with the fields of science, bureaucracy and government.

3. Capitalism is part of the economic field.

4. Biopower refers to the form of knowledge, techniques, mechanisms and operations

what were developed for analyzing, defining, controlling and regulating behavior.

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 College of Arts and Sciences Education
2nd
Floor, DPT Building

Matina Campus, Davao City

Essential Knowledge

To accomplish the aforementioned Big Picture Unit Learning Outcome (ULO-c) for
week 7-9, you are required to fully deduce the following vital knowledge that will be laid down
in the succeeding pages.

1. Normalizing Vision:

Introduction: Read the Synopsis of Marx Brothers’ film Night at the Opera

• What is this film all about?

1.1. Modernity as a Way of Seeing

• Jonathan Crary argues that the advent and development of the set of discourses,
ideas, perspective and practices that we term normalization as potential resources.

• Institutions, bureaucratic apparatuses and their functionaries in fields such as

education, health and military looked at people not as individuals, but predominantly
in terms of how they might contribute to the well-being of the state.

• Being disciplined did not simply mean being punished-rather it referred to a process
whereby people’s bodies would be disposed to behave in a manner consistent with
what the state and its various institutions considered to be normal, healthy and
productive.

• Foucault identifies two major process of disciplinarity and normalization:

a. Panopticon- a tower placed in a central position within the prison.

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 College of Arts and Sciences Education
2nd
Floor, DPT Building

Matina Campus, Davao City

b. Self-surveillance-subject would be disposed to make themselves the

objects of their own gaze, constantly monitoring and evaluating their
bodies, actions and feelings.

Liposculpture:

• What can you tell about this picture?

• Machine for recording the pace of work in factories, stadiums and barracks meant
that knowledge, in the form of exact and specific measurements of normality, were
now disseminated for the population to use against itself.

1.2. Subjective Vision and the Scientific Gaze

• Vermeer’s “The Music Lesson”

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 College of Arts and Sciences Education
2nd
Floor, DPT Building

Matina Campus, Davao City

• What is this picture all about?

• Don Quixote

• What is Miguel Lopez de Cervantes’ novel all about?

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 College of Arts and Sciences Education
2nd
Floor, DPT Building

Matina Campus, Davao City

• Science will only see through and believe in analysis, evidence and trained
perception.

1.3. Knowledge, Technology and the Trained Eye

• This new (scientific) knowledge, Foucault suggests, supposedly allowed people to see
‘truly’- or at least, it claimed to be able to train and discipline the eyes to distinguish
truth from illusion.

• Holmes and Watsons

• How could you differentiate the knowledge of these two personalities?

• The eyes could then provide a true picture of the world, but only if modern
knowledge and techniques directed and looked through those eyes.

• Compare and contrast both pictures.

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 College of Arts and Sciences Education
2nd
Floor, DPT Building

Matina Campus, Davao City

• Figure A captures a considerable amount of detail that can be used to describe and
categorize the snail. It is limited precisely in that it isolates and, in a sense,
decontextualizes that information (in that it removes, for instance, the contexts and
relationships pf movement).

• Figure B, the idea and process are more detailed.

2. Selling the Visual

Introduction:

• What does this picture portray?

• Foucault reiterated that the ‘attitude’ of liberalism that ‘the free enterprise of
individuals’ was the best principle for producing greater wealth and prosperity.

2.1. Capitalism and Culture

• What does this picture say?

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 College of Arts and Sciences Education
2nd
Floor, DPT Building

Matina Campus, Davao City

• What does this mean to you?

• Values and hierarchies are influential

• What makes this scene influential?

• The sense of values determines how things are viewed like in the market have been
dismantled.

• The notion of art provides an insight into, and a critique of, culture and society are
irrelevant, since the link between what the work is and where it came from now
effectively severed.

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 College of Arts and Sciences Education
2nd
Floor, DPT Building

Matina Campus, Davao City

2.2. Commoditizing the World

• What makes these pictures touching?

• Commoditization refers to the situation where a thing or person is viewed predominantly

in terms of its or their exchange value.

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 College of Arts and Sciences Education
2nd
Floor, DPT Building

Matina Campus, Davao City

2.3. Everyday as commodity

• What do these pictures project?

• In human sight, binocular vision is seamlessly transformed into what seems like
monocularism.

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 College of Arts and Sciences Education
2nd
Floor, DPT Building

Matina Campus, Davao City

Self-Help: You can also refer to the sources below to help you further understand
the lesson:

• Baesa, S. (2015) The Aesthetic experience: An Introduction to Humanities.

Metro Manila: Grandbooks Publishing
• Cooper, C.(n.d)Movie/film review lesson plan. Date retrieve, April 7, 2020 from
https://dinus.ac.id/repository/docs/ajar/film+review+lesson+plan.pdf.
• Jacob, S. (n.d) Framing pictures: film and the visual arts.
https://search.proquest.com/docview/2130930522/30522/307F71C614DDOPQ/
7?accountid
=31259&gototoc-true
• Schirato, T. & Webb, J. (2004) Reading the visual. Date retrieved, May 2, 2020
from
https://www.monoskop.org/images/1/15/Schirato_Tony_Webb_Jen_reading_th
e_Visual.pd f
• Valli, M. (2013) Walk the Line: The Art of Drawing. London : Lawrence King
• _____.(n.d) Edward Munch Painting, Biography, and Quotes. Date retrieved April
5, 2020 from https://www.edvardmunch.org/link.jsp.
• http://www.visual-arts-cork.com/definition/visual-art.htm
• PROQUEST BOOKS

Let’s Check

Activity 1. Now that you have a better knowledge on the normalizing vision and selling visual,
let us try to check how well you understand the topic. Define the following terms.

1. Capitalism
2. Commodity
3. Normalization
4. Liberalism
5. Biopower

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 College of Arts and Sciences Education
2nd
Floor, DPT Building

Matina Campus, Davao City

Activity 2. As you understood the topics of Normalizing vision and Selling the vision, explain
the following pictures vividly.

1.

2.

3.

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