Art App Module DelgadoTurco

WMSU-ISMP-GU-001.
00
Effective Date: 7-DEC-2016
A&H 100-Arts Appreciation
INTRODUCTION TO ART APPRECIATION MODULE
JONAS B. DELGADO
MELANIE A. TURCO
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WESTERN MINDANAO STATE UNIVERSITY

Copyright © by Western Mindanao State University
All rights reserved. Published (2020)
Printed in the Philippines
ISBN 978-971-0487-42-4
No part of this publication may be reproduced or distributed
in any form or by any means, or stored in a database or
retrieval system, without prior written permission of
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WESTERN MINDANAO STATE UNIVERSITY
TABLE OF CONTENTS
I. WMSU VGMO and Policies
Lesson 1 WMSU VMGO, classroom policies, course overview, course
requirements and grading system……………………………………...5
II. Introduction to Art Appreciation
Lesson 2 What is
Art?..........................................................................................10
Lesson 3 Art Appreciation: Creativity, Imagination and Expression………......15
Lesson 4 Functions of Art………………………………………………….
…...19
Lesson 5 Philosophical Perspective of Art……………………………………..24
Lesson 6 Subject and Content…………………………………………………..28
Lesson 7 Elements of Art………………………………………………………35
III. Western Art History
Lesson 8 Arts in Early Civilization…………………………….………………43
Lesson 9 Arts of Emerging Europe………………………………….…………49
IV. Culture and Arts
Lesson 10 Modern and Contemporary Arts…………………………………..…59
Lesson 11 Art Appropriation…………………………………………………….62
BACKGROUND OF THE MODULE
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This module presents the most fundamental topics in Arts Appreciation Course. This
will allow you as a student of this course to gain knowledge and understanding of the
qualities that all great works of art are attributed to. The more you understand the art of
different eras, movements, elements, styles and techniques, you will have a better
appreciation of art both subjectively and objectively. This module will attempt to help
develop your ability to appreciate, scrutinize and appraise works of art. Studying the
significant elements of Arts will also develop your ability to evaluate and improve your own
artwork.
This module will start with the basic concepts on the definitions, assumptions, subject
and content of arts. There will be discussion on creativity, imagination and expression not
only in aspiration to be good artist but to be better spectators of arts. Functions of art and its
philosophical perspective shall be presented in this module. In the philosophical perspective
of art, this module will capture the distinctive character of artworks and what is involved in
understanding them as art. It will look into a wide range of questions and discussions art as an
imitation, as a representation, as disinterested judgement and as a communication of emotion.
Further, art reflects the culture and history where it was spawned. To study art is to study its
historical background. It is imperative. Thus, included in this module are lessons on arts in
the early civilization, art of the emerging Europe, and modern and contemporary arts. Finally,
this module will also tackle certain issues on authenticity brought about by technology and
new movement of arts.
OBJECTIVES OF THE MODULE
This module is conceptualized with the aim of providing you knowledge and
understanding of the basic and general perspective of arts in the most simple, enjoyable and
interesting manner. At the end of this module, it is hoped that you have deep appreciation and
engagement toward works of art, the process of its creation and its connection to humanity.
Towards the end, it is also anticipated that you are capacitated to provide not only subjective
and objective meaning but to generate critical analysis to works of art. Lastly, through this
module, it is expected that you have developed your sense of appreciation, creativity,
imagination and expression to substantiate your desire to produce your own art.
WMSU VMGO, CLASSROOM POLICIES, COURSE OVERVIEW,

COURSE REQUIREMENTS AND GRADING SYSTEM
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Lesson 1
Introduction
As a student of Western Mindanao State University, it is very significant that you

must have an understanding of the Mission, Vision and Quality Policy. Such awareness and
understanding will guide students and teachers alike what this university attempts to achieve
as an institution.
Objectives
At the end of this lesson, you should be able to:

1. Exhibit awareness and appreciation of the university Mission, Vision and Quality Policy,
College Goals, and
Program Goals.
2. Demonstrate understanding of the classroom policies, course requirements, and grading
system.
Try this!
List the reasons why you chose to study here in Western Mindanao State University?
1.________________________________________________________________________________________
2.________________________________________________________________________________________
3.________________________________________________________________________________________
4.________________________________________________________________________________________
5.________________________________________________________________________________________
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Think ahead!
What are your expectations as a student of WMSU?

1._____________________________________________________________________
2._____________________________________________________________________
3._____________________________________________________________________
4._____________________________________________________________________
5._____________________________________________________________________
Read and Ponder
 Vision
The University of Choice for higher learning with strong research orientation that produces
professionals who are socially responsive to and responsible for human development;
ecological sustainability; and, peace and security within and beyond the region.
 Mission
The Western Mindanao State University, set in a culturally diverse environment, shall pursue
a vibrant socio-economic agenda that include:
 A relevant instruction paradigm in the education and training of competent and
responsive human resource for societal and industry needs;
 A home for intellectual formation that generates knowledge for people empowerment,
social transformation and sustainable development; and;
 A hub where science, technology and innovation flourish enriched by the wisdom of
the Arts and Letters, and Philosophy.
College Goals – College of Liberal Arts

a. Be the Center of Excellence in the field of Communication Arts and
Humanities as well as the Social Sciences in Western Mindanao, the Country and
the global community;
b. Train the students to be productive citizens who are fully aware of their roles
and participation in the society who are globally responsive to the issues and
concerns that generally affect them, their country and the society;
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c. Promote competence among students in their respective program to prepare

them in the social world of work for a better and wholesome quality of life;
d. Provide opportunity for students to develop their communication skills and
creativity;
e. Produce a new breed of competent Social Science practitioners in their areas
of specialization imbued with a high sense of social responsibility, and
empowered to respond to the needs of various local and global communities;
f. Strengthen the cultural, moral, physical and spiritual values of students
through proper guidance counseling interaction and intercultural dialogues;
g. Facilitate the students’ production of research and extension output in their
field of specialization.
h. Promote sense of social awareness on gender sensitivity and eco-friendly
environment among the students for harmonious social interaction in various
situations.
 GRADE COMPONENT AND CORRESPONDING WEIGHT:

For the 1st Semester, SY 2020-2021 ONLY
FINAL RATING
Midterm Grade..................40%
Final term Grade...............60%
100%
MIDTERM GRADE
 Midterm Exam (to be administered face to face) ……………… 40%
 Written Output (can be generated online or offline) ……………. 30%
e.g. quizzes, essays, case analysis, reflection paper & etc.

 Course Output/Project (can be generated online or offline)… 20%
 Participation (can be generated online or offline) ……………….. 10%
100%
FINAL TERM GRADE
 Final Exam (to be administered face to face)....……………… 40%
 Written Output (can be generated online or offline) ……………. 30%
e.g. quizzes, essays, case analysis, reflection paper & etc.

 Course Output/Project (can be generated online or offline)… 20%
 Participation (can be generated online or offline) ………………... 10%
100%
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 SAMPLE COMPUTATION OF PERCENTAGE GRADE FOR A QUIZ OR

EXAM
Percentage Grade = raw score / total number of items x 100

Example: raw score = 40, total items = 50
GRADE = 40/50 x 100
= 0.80 x 100
= 80%
TOTAL SCORE.............................40 correct out of 50 items

PERCENTAGE GRADE...............80%
NUMERICAL RATING................2.00
REMARKS ……………………………..PASSED
Passing Grade = 60%
COURSE REQUIREMENTS
2 Written Major Exams (Midterm and Final Examination)
Module
CONDITIONS FOR PERFORMANCE EVALUATION

Active participation in all online and offline class activities.
At least 60% passing in all exams and other graded requirements.
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 Course Overview
See if you can do this!
What are your roles/responsibilities as a student to help WMSU realize its Mission and
Vision?
What is Art?
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Lesson 2
Introduction
Can you imagine a society without art? Whether your answer is yes or no, this
question brings you further to a more complex question, how do you define art? What makes
a particular work a form of art? What makes art significant? To answer these questions, let’s
get you started with the first lesson of this module. This lesson covers the basic concepts of
art, its significance and the changing perceptions about it. Further, this lesson will help you
understand the essential concepts you will need for the succeeding lessons of this module.
Let’s begin!
Objectives
1. Understand the role and the need to study humanities and arts.
2. Clarify misconceptions about art and discuss the assumptions about art.
Topic Outline
1. Introduction
2. Assumptions of Art
Try this!
Below is a painting of Fernando Amorsolo (1892-1972). He was the country’s first

National Artist in 1972 and is also known as the ‘Grand Old Man of Philippine Art’. What
makes this painting exceptional work of art? List down your reasons why do think this is a
work of art.
( source:https://theculturetrip.com/asia/philippines/articles/the-10-most-famous-filipino-artists-and-their-masterworks/)
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Think ahead!
Examine the given image. Can you consider this an art? Why? Ask your classmates,
friends or family members on their perception about this image. Do you have the same point
of view? List them all below. Put a check mark (/) on the column “Art” and “Not Art” based
on their answers. Write the reason why they classify the work of Andy Warhol as “Art” or
“Not Art”.
(source: https://www.wikiart.org/en/andy-warhol/campbells-soup-cans-1962)
Campbell's Soup Cans

Andy Warhol
Date: 1962
Name Art Not Art Justification/Reason
Based on your answers and theirs, determine whether the following statement is true
or false. Discuss your answer briefly.
1. Art is universal
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_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2. Art is cultural
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
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3. Art is not Nature

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Read and Ponder
For so many people, art is something that has aesthetic value. Art is beautiful,
something that is pleasing to the eyes. Others would say that art should be inspirational. It is a
reflection or a mirror of one’s culture, identity and emotions. Here are some of the definitions
of art:
 “how humans apply and express creative skill and imagination to produce works that
convey appreciation attributed to the beauty and emotional strength of the artwork”-
Google
 “is the act of consciously using one’s skill and creative imagination to produce
aesthetic objects”- Merriam Webster Dictionary
However, how art is defined has sparks arguments among many people because there
is no definition of art that is universally accepted. Though mostly art relates to beauty as a
product of skill and creativity, this common perception poses more questions than clarity. Say
for example, if an artist creates a work of art and is mass-produced with the same beauty of
the original work of art, can we say that the mass-produced items are considered as arts? The
idea of beauty even poses questions. There is no clear-cut principle between beautiful or not
beautiful. What may be beautiful for you does not necessarily mean that its true for everyone.
Thus, art cannot be limited to one definition. Art has multiple forms, meanings and genres.
Art’s definition is spawned at a certain period, culture and society. Let us look some of these
definitions.
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Critic the art work below using the following guide questions:
What is the art work about?

What is it for?
What meaning does it convey?
What it is made of?
What is its style?
How good is the artwork?
What is its contribution to the society?
Why is the artwork significant?
(source: http://tempo.com.ph/2019/11/22/seag-cauldron-worth-every-peso-duterte/)
SEA GAMES Cauldron at the newly built New Clark City Sports Complex in
Capas, Tarlac
National Artist for Architecture - Francisco Mañosa
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ART APPRECIATION: CREATIVITY, IMAGINATION AND EXPRESSION

Lesson 3
Introduction
Art or creating a work of art does not only entails beauty. If all art works convey the
same aesthetic objects, what set them apart from one another? It does not only take an artist
to create art. To produce a work of art, there must be creativity, imagination and expression.
It is time for you to unleash your creativity and imagination. Are you ready? Let’s get started.
Objectives
1. Characterize artistic expression based on personal experiences with art.

2. Discuss the nature of arts’ preliminary expressions.
3. Categorize works of art by citing personal experiences.
Try this!
< This painting is Mark Rothko's No. 6, Violet, Green and Red.
Do you think it is beautiful? Do you understand the message it
is trying to convey? List down the reasons why
you think you
did or did not understand its meaning.
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(Source:https://www.google.com/search?q=Mark+Rothko%27s+%22No.+6+(Violet,+Green+and+Red)%22+%E2%80%94+
%24186+million&source=lnms&tbm=isch&sa=X&ved=2ahUKEwiH07qMgcjqAhWOP3AKHb_9BIIQ_AUoAXoECBsQAw&biw=1536&bih=722#imgrc=-JivVnGV19HwiM)
Think ahead!
If you are task to improve the logo to make it more relevant, catchy, and unique, what
changes will you make? Why?
Changes in: Changes Reasons
1.
2.
3.
4.
5.
Read and Ponder
When you looked at Mark Rothko's No. 6, Violet, Green and Red painting and you
feel disconnected, don’t worry, most people don’t get it at first either. That is why you are
here. Mark Rothko's No. 6, Violet, Green and Red painting is one of the most expensive
paintings in the world. According to the Business Insider, its price tag is $186 million when it
was sold last August 2014. Jean Paul Sarte said that depicting a different perspective of the
world is what a creative art does. Therefore, to develop your sense of appreciation can help
you understand what the artist wants you to see and understand. You cannot appreciate
something that you do not understand.
There are different types of arts as a form of expression according to Caslib, Garing
and Casaul (2018). These are the following:
1. Visual Arts
2. Film
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3. Performance Arts
4. Poetry Performance
5. Architecture
6. Dance
7. Literary Art
8. Theatre Arts
9. Applied Arts
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Write down one example for each type of expression. Provide your insights in terms of the
art’s creativity and imagination.
Art Expression Example Artist/s What makes this art What does the art
(Title of Art work unique? work want to
Work) convey?
1. Visual Arts
2. Film
3. Performance
Arts
4. Poetry
Performance
5. Architecture
6. Dance
7. Literary Art
8. Theatre Arts
9. Applied Arts
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FUNCTIONS OF ART
Lesson 4
Introduction
Everything has its purpose. But how about art? When an artist creates using
any form of expression, his/her creativity and imagination, does he/she consider the functions
of his creation? Must an artwork have a purpose? natureThis lesson will attempt to clarify all
these questions. Let’s start!
Objectives
1. Distinguish between directly functional and indirectly functional art.

2. Realize the functions of some art forms in daily life.
Topic Outline
1. Personal Functions
2. Social Functions
3. Physical Functions
4. Other functions
Try this!
What is it for?
(source: http://www.marxtermind.com/on-vacation-to-zamboanga-city/ )
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What is it for?
(source: http://www.theviewingdeck.com/2011/03/visiting-zamboanga-basilans-tourism.html)
What is it for?
(source: https://www.theatlantic.com/education/archive/2017/10/the-hidden-meaning-of-kids-shapes-and-scribbles/543873/)
What is it for?
(source: https://www.101highlandlakes.com/news/llano-earth-art-festival-2017)
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Think ahead!
Look for an item in your house that has an aesthetic value to it. Take a picture of that object
and paste it here. Discuss what functions it has played in your family.
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Read and Ponder
Art comes in different expressions. Thus, art differs also in functions. Each art is
made for a specific purpose, may it be for aesthetic value, sentimental value or practical
value. According to Caslib, Garing and Casaul (2018), there are three functions of art.
1. Personal
This function is very subjective in nature. For the artist, creating can be a form of self-
expression, form of entertainment or therapy to relieve stress. Art work created for
personal function can be attributed to personal reasons of the artist.
2. Social
Contradictory to personal function, social function of art refers to the artist way of
expressing a collective interest or message. One example is political art. A painting or
a picture to create awareness on the issue of corruption among the audience is an
apparent example of the social function of art.
3. Physical
Art works that are crafted or created for physical purpose are very common. A spoon
with intricate designs, jewelry and interior designs are some of classifications of arts
with physical function.
4. Other functions
Notably, there are other functions of art. Like for example music as a form of
expression. It has function in many aspects such as religion, entertainment and in
special circumstance like to facilitate synchronicity among marching soldiers.
However, though art is said to be functional. It must be emphasized that the value of
art does not depend on its functionality or efficiency.
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A. Trace the history of the painting below. What are the functions of Juan Luna’s
Spoliarium? Explain.
(source: https://en.wikipedia.org/wiki/Spoliarium#/media/File:Juan_Luna_Spoliarium.jpg
B. Create your own artwork. Present to the class and explain its function and
contribution.
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PHILOSOPHICAL PERSPECTIVES ON ART

Lesson 5
Introduction
Art Appreciation has continued to draw attention from teachers and students in the
academe to explore points of discussion and learning. This module underscores the
philosophical perspective on arts specifically exploring the discussion on Art as a Imitation,
as a representation, as a disinterested judgement and as a communication of emotion.
This module includes the perspective of Leo Tolstoy as he propounds the discussion
on arts as a communication of emotion as he highlighted the principles of universal art which
him, universal art illustrates that people are "already united in the oneness of life's joys and
sorrows by communicating "feelings of the simplest, most everyday sort, accessible to all
people without exception, such as the feelings of merriment, tenderness, cheerfulness,
peacefulness, and so on".
What are the two reasons on why Plato as deeply suspicious of arts and artists? Is
Aristotle, being Plato’s most important student in Philosophy, agreed with his teacher that art
is a form of imitation? What is the understanding of Immanuel Kant in relation to the
judgement of beauty? Is it something that can be universal despite its subjectivity? And, how
does art communicate emotion? These questions will be explored as we progress our
understanding and discussion in this module.
Objectives
1. Explain and discuss the basic philosophical perspective on art.

2. Apply concepts and theories on beauty and aesthetics in real
scenarios.
Topic Outline
1. Art as imitation
2. Art as representation
3. Art as a disinterested judgment
4. Art as a communication of emotion
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Try this!
1-Minute Reflection
Activity
1. You are provided with short set of questions for them to briefly reflect on. Be
Responses must be brief.
2. You record your answers and submit them online.
The following are the questions:

1. Is painting just an imitation of nature?
2. Can paintings represent possible version of reality?
Think ahead!
The teachers will randomly pick students during their “online” discussion (google class)
regarding their responses on the questions listed above.
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Read and Ponder
Philosophical Perspectives on Art
I. Art as an Imitation
Plato (2000) in his masterpiece, the Republic, particularly paints a picture of artist as
imitators and art as imitation. In his description of the ideal republic, Plato advises against the
inclusion of art as a subject in the curriculum and the banning of artist in the Republic. In
Plato’s metaphysics or view of reality, the things in this world are only copies of the original,
the external, and the true entities that can only be found in the World of Forms. Human
beings endeavour to reach the Forms all throughout this life, starting with formal education in
school. For example, the chair that one sits on is a real chair. It is the imperfect copy of the
perfect “chair” in the World of Forms.
Much a true for “beauty” in this world. When one ascribes beauty to another person, he refers
to an imperfect beauty that participates only the form of beauty in the World of Forms. Plato
was convinced that artists merely reinforce the belief in copies and discourage men to reach
for the real entities in the World of Forms.
Plato was deeply suspicious of arts and artists for two reasons:
1. they appeal to the emotion rather to the rational faculty of men; and
2. they imitate rather than lead one to reality. Poetry and painting, the art forms that
Plato was particularly concerned with, do not have any place in the ideal state that
Socrates in Plato’s dialogue envisions.
Plato is critical of the effects of art, specifically poetry to the people of the ideal state. Poetry
arouses emotions and feelings and thus, clouds to the rationality of people. Poetry has a
capacity to sway minds without taking into consideration the use of proper reason. As such, it
leads one further away from the cultivation of the intellect that Plato campaigned for.
For Plato, art is dangerous because it provides a petty replacement for the real entities that
can be attained through reason.
II. Art as a Representation
Aristotle, Plato’s most important student in philosophy, agreed with his teacher that art is a
form of imitation. However, in contrast to the disgust that his master holds for art, Aristotle
considered art as an aid to philosophy in revealing truth. The kind of imitation that art does is
not antithetical to the reaching of fundamental truths in the world. Talking about tragedies,
for example, Aristotle (1902) in the Poetics claimed that poetry is a literary representation in
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general. Akin to other art forms, poetry only admits of an attempt to represent what things
might be.
For Aristole, all kinds of art including poetry, music, dance, painting, sculpture, do not aim to
represent reality as it is. What art endeavours to do is to provide a vision of what might be or
the myriad possibilities in reality. Unlike Plato who though that art is an imitation of another
imitation, Aristotle conceived of Art as representing possible versions of reality.
In the Aristotelian worldview, art serves two particular purposes.
1. Art allows for the experience of pleasure. Experiences that are otherwise
repugnant can become entertaining in art.
2. Art has an ability to be instructive and teach it audience things about life, thus, it
is cognitive as well.
III. Art as a Disinterested Judgment
Immanuel Kant considered the judgement of beauty, the cornerstone of art, as something that
can be universal despite its subjectivity. He mentioned that judgement of beauty, and
therefore, art, is innately autonomous from specific interests. It is the form of art that is
adjudged by one who perceived art to be beautiful or more so, sublime. Therefore, even
aesthetics judgement for Kant is a cognitive activity.
Kant recognized that judgement of beauty is subjective. However, Kant advanced the
proposition that even subjective judgment is based on some universal criterion for the said
judgement. In the process, Kant responded to the age-old question of how and in what sense
can a judgement of beauty, which is ordinarily is considered objective or universal.
For Immanuel Kant, when one judges a particular painting as beautiful, one in effect is saying
that the said painting has induced a particular feeling of satisfaction from him and he expects
the painting to rouse the same feeling from anyone. There is something in the work of art that
makes it capable of inciting the same feeling of pleasure and satisfaction from any perceiver,
regardless of his condition.
IV. Art as a Communication of Emotion
Leo Tolstoy, the author of War and Peace and Anna Karenina, has provided another
perspective on what art is. In his book, What is Art (1897), Tolstoy defended the production
of the sometimes truly extravagant art, like operas, despite extreme poverty in the world. For
him, art plays a huge role in communication to its audience’s emotions that the artist
previously experienced.
Art then serves as a language, a communication device that articulates feelings and emotions
that are otherwise unavailable to the audience. In the same way that language communicated
information to other people, art communicates emotions. In listening to music, in watching an
opera, and in reading poems, the audience is at the receiving end of the artist communication
his feelings and emotions.
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Tolstoy is fighting for the social dimension of art. Art is the central to man’s existence
because it makes accessible feelings and emotions of people from the past, present, from
one continent to another.
Even at present, one can commune with early Cambodians and their struggles by visiting the
Angkor Wat or can definitely feel for early royalties of different Korean dynasties by
watching Korean dramas.
Before reading this module, it may be reasonably assumed that you have “prior knowledge”
of each of the following topics in Philosophical Perspective on Arts:
1. Arts as a imitation
2. Art as a Representation
3. Art as a Disinterested Judgment
4. Art as a Communication of Emotion
The task that is required of you in this paper is to show how you have integrated your prior
knowledge with those learned in this course. For each topic cited above, answer the
following questions:
1. What was your prior knowledge of it? Explain briefly.
2. What was the one aspect of the knowledge gained for this course that was most in
agreement with or most similar to your knowledge of it.
Answer the question directly, clearly, and in proper order. Avoid unnecessary details. Be
creative.
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SUBJECT AND CONTENT

Lesson 6
Introduction
What makes art appreciation difficult for most people is because of the idea that art
should represent a certain object or image which the audience will derive its meaning from.
Failure to recognize a specific object discourages one’s interest and understanding of the art.
Hence, failure to experience and appreciate it. This lesson will enlighten you of the other
components that will help you better understand art. Notably, your eyes play a massive role
in art appreciation. However, this is but one aspect. You must not only experience art itself.
Cognizance of the process makes a big difference.
Objectives
1. Differentiate representational and non-representational arts.

2. Discuss the difference between art work’s subject.
3. Identify the subject matter and content of specific examples of art.
4. Enumerate some of the sources of the subjects of some of the most recognizable works of
art in Philippine art history.
Topic Outline
1. Types of Subjects
2. Sources and Kinds of Subjects
3. Content of Art
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Try this!
(source: https://www.britannica.com/topic/The-Starry-Night)
The Starry Night, oil on canvas by Vincent van Gogh (1889)
Look for a partner. List down all the objects that you can identify. Based on your list, make
an interpretation of what the artist wants to convey to the audience. With your partner,
compare and share your list and assumptions/interpretations.
Objects Interpretation
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Think ahead!
Compare and contrast the two paintings.
Weeping Woman (1937)

No. 5, 1948
Pablo Picasso
Jackson Pollock
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Read and Ponder
Ariola (2014) put forward two types of subject of art. These are the representational
or objective art and non-representational or non-objective art. Representational or
objective art are work of arts that is easily recognizable by the audience. These arts are
sometimes called figurative arts simply because it is very easy for the audience to make out
what the object is depicted in the art work. On the other hand, non-representation arts or non
– objective arts do not relate to the real world. Though these arts are also made up of visual
elements, they do not represent a specific object that can be identified or recognized. Instead,
colors, shapes, and lines translate the artist’s emotion to the audience.
Moreover, there are various sources of subjects. These are the following:
1. Animals
2. History
3. Mythology
4. Landscape
5. Cityscape
6. Seascape
7. Religion/Beliefs
8. Dreams and Fantasies
How do you determine the content of an art? Art’s content has different layers of
meaning. Caslib, Garing and Casaul (2018) identified three levels of giving meaning to
the content of art work. These are factual level, conventional level and subjective level.
1. Factual Level is giving meaning to art based on what the audience see that are
recognizable and identifiable objects or forms and how these relate to one another.
2. Conventional Level is giving meaning to art based on the existing and acknowledged
interpretation of symbols, signs and other cyphers.
3. Subjective level is giving meaning to art based on the viewers’ background or
circumstance- what he knows, learned, experienced, values and stands for. All these
come into play in giving interpretation in the subjective level
Given the painting of “The Creation of Adam” by Michelangelo, it can be seen that
Adam and God both stretched their arms. Adam is positioned on the ground while
God is afloat together with figures presumed to be angels or cherubs. Everyone is
naked except God. Factually, one can interpret that this painting depicts a scene from
the Creation Story.
From the conventional point of view, how the bodies of Adam and God were depicted
in the painting alluded to the conventional idea that humans are created in the likeness
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of God. This also depicts the ideal proportioned and muscular body should be
portrayed.
Lastly, from a subjective point of view, let’s look at the subjective meaning given by
Frank Lynn Meshberger (1990) cited in Caslib, Garing and Casaul (2018). According
to Meshberger, the painting is about endowment of Adam in which intellect is the
most significant qualities that God endowed to human beings. He derived this
interpretation from the shroud and drapery which he deemed to be aligned with how
human brain is shaped. This interpretation is perhaps influenced by his medical
background, experiences, and exposure to history and arts
(source: http://m.epochtimesph.com/arts/the-creation-of-adam-and-the-kingdom-within.html)
Give example for each source of subject and identify whether it is representational or non-
representational.
Source of Subject Title of the art Artist’s name Type of Subject

work
1. Animals
2. History
3. Mythology
4. Landscape
5. Cityscape
6. Seascape
7.Religion/Beliefs
8. Dreams and
Fantasies
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Provide a factual, conventional and subjective meaning to the Logo of Western Mindanao
State University.
1. Factual Level
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2. Conventional Level
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3. Subjective Level
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_____________________________________________________________________
____________________________________________________________________
ELEMENTS OF ART
Lesson 7
Introduction
This lesson will help you understand the language of Visual Art. With familiarity,
comes understanding. To be familiar with the language of art, you must break ideas into
smaller parts. Just like understanding a sentence, you must understand each word in it.
Similarly, when you need to understand art, you must understand its specific elements and
principles.
Objectives
1. Enumerate the different elements of visual art.

2. Differentiate the principles of art.
3. Provide examples of the interrelatedness of some of the elements and principles of art in
the study of artworks.
Topic Outline
1. Elements of Art
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Try this!
Scribble Art
You need a pencil and crayons to do this activity. Get your pencil and fill the box below with
scribbles. After the box is filled with scribbles, find a shape or object from the scribbles you
created. Color the object/s for emphasis.
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Think ahead!
Write the first thing that comes to mind given the following words:
1. Red, yellow and Blue - ______________________

2. Triangle - ______________________
3. Brightness and darkness- ______________________
4. Rough and Smooth - ______________________
5. 3D - ______________________
Read and Ponder
Letters have the ability to create words and words together can create a sentence.
Sentences have the ability to form a paragraph. In the same line of thinking, elements of art
joined together can create works of art. There are four significant elements of art. These are
line, shape and form, color and texture.
Line
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Shape
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Color
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Texture
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A. Analyze how lines, shapes, colors and textures are employed in the painting below.
( source: https://www.artyfactory.com/art_appreciation/visual-elements/visual-elements.html)
JAN VAN HUYSUM (1682-1747)

Detail of Bouquet of Flowers in an Urn, 1724 (oil on canvas)
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B. Using any type of medium (crayons, charcoal, acrylic paint, water color etc.) create
your own visual art (drawing, painting, etc). Make use of the four elements line,
color, shape and texture. Do not forget to write the title of your art work.
Title
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ART IN EARLY CIVILIZATION

Lesson 8
Introduction
People create art. Humans do this for varied reasons. Even before the oldest written
languages were established, our ancestors had been creating art that were both practical and
beautiful. This lesson takes you back into the period of history so that you will be able to
understand and appreciate the arts in the early civilization and to determine how these
prehistoric arts were a depiction of the prehistoric people.
Objectives

1. Discuss how art was used by prehistoric people to depict everyday life.
2. Identify the central themes of prehistoric art.
3. Explain how art is linked with religion.
Try this!
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Think ahead!
(source: https://www.wmf.org/project/angono)
List the figures that you can identify in the Angono Petroglyphs. What do you think is
depicted in the Petroglyphs of Angono?
Read and Ponder
Art is an essential aspect of any civilization (Mark, 2017). Once the basic human needs have
been taken care of such as food, shelter, some form of community law, and a religious belief,
cultures begin producing artwork, and often all of these developments occur more or less
simultaneously.
Art in the Early civilization in context is situated in the period of Stone Age in which
stone is the primary material used for survival. Stone Age is divided into three periods –
Paleolithic (Old Stone Age), Mesolithic (Middle Stone Age) and Neolithic (New Stone Age).
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Hall of Bulls found in a cave in Lascaux,

France
Altamira Cave Paintings
Chauvet Cave Paintings
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Research one example of Philippine Prehistoric art per period. Discuss how this
works of art depict the life of the Filipino people and linked with religion/beliefs.
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ARTS OF EMERGING EUROPE

Lesson 9
Introduction
It has been more than two thousand years have passed since the dominance of the
civilizations of ancient Greece and Rome. Their accomplishments have had a massive
influence on modern Western society. Sophistication on the concepts of government, science,
and philosophy and sports are rooted in Ancient Greece and Rome. Furthermore, Greek and
Roman mythology has provided subject matter for countless works of literature.
Objectives
1. Identify the artworks produced during the Ancient Greece and Ancient Rome periods.
2. Discuss the significance of Ancient Greece and Rome Arts to the development of Western
culture.
3. Identify the major periods in Western Art History.
4. Compare and contrast the artworks produced during the different time periods and art
movements.
5. Discuss the importance of art to the development of Western Culture.
Topic Outline
1. Ancient Greece
2. Ancient Rome
3. Middle Ages
4. Renaissance Art
5. Mannerism
6. Baroque
7. Neoclassicism
8. Romanticism
9. Realism
10. Impressionism
11. Art Nouveau
12. Fauvism
13. Cubism
14. Futurism
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Try this!
In terms of Arts, what comes into your mind given the two periods?
Ancient Greece Ancient Rome
Think ahead!
Watch the vide Roman Art History from Goodbye Art Academy by accessing the link
https://www.youtube.com/watch?v=RM2D7iJHWXQ&t=121s and Greek Art History from
Goodbye Art Academy by accessing the link https://www.youtube.com/watch?
v=gtKgfS1QwLk&t=94s
After watching the video, reflect on the significant contributions of Greek and Roman Art to
Western civilization.
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Read and Ponder
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Choose one Western art movement that you think has significantly impact western art. What
are these contributions to the western society which make this movement more significant
that the other movements?
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MODERN AND CONTEMPORARY ART

Lesson 10
Introduction
Various movements of arts are testaments between the relation of certain period and
arts. When you look and examine at a specific work of art, it offers a glimpse to the culture
and lifestyle of the people. This lesson will attempt to provide insights on nuances of the art
in the modern and contemporary world.
Objectives
1. Differentiate modern and contemporary art.

2. Show the interrelations of modern and contemporary art.
3. Isolate and discuss significant historical events that informed and inspired the different
movements under contemporary art.
4. Classify specific artworks into the different movements under contemporary art.
Topic Outline
1. Modern and Contemporary Art
2. Other Contemporary Art Movements
Neo- Pop Art
Photorealism
Conceptualism
Performance Art
Installation Art
Earth Art
Street Art
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Try this!
How do you define the terms Contemporary and Modern?
Think ahead!
Defining the words contemporary and modern is easy. Now try to differentiate between
Modern Arts and Contemporary Arts.
Contemporary Arts Modern Arts
Read and Ponder
Read what Caslib, Garing and Casual (2018) have written about defining what is
contemporary and the social context of Modern and Contemporary Art and the different
movements brought about by this period. ( Handout will be provided to you )
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Create your own movement of Art. Discuss and describe its own tenets and characteristics.
Explain what makes it unique from all other movements of art. Give it a name and create
your own artwork to materialize your own art movement.
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ART APPROPRIATION
Lesson 11
Introduction
With technology, it is very easy nowadays to produce and reproduce art works.
Hence, issues on the originality or authenticity has posed several problems. However, as it
was discussed in the previous lesson, culture and arts are related. Thus, new art movement
emerges out of this context which creates a very thin line between authenticity and
plagiarism. To better understand more of this, let’s get started.
Objectives
1. Determine what is art appropriation.

2. Identify the issues and the problems that can arise because of appropriation.
3. Develop awareness of the different issues on art reproduction, authenticity and
accessibility.
Try this!
Give your insights on the following:
1. Copyright
2. Plagiarism
3. Film / music piracy
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Think ahead!
Do you consider the painting below as art or not? Why/why not? Justify your answer.
Artist: Marcel Duchamp

Subject: The Mona Lisa, painted in the 16th century by Leonardo da Vinci (1452-1519),
and the most celebrated portrait in the world.
Read and Ponder
The practice of artists using pre-existing objects or images in their art with little
transformation of the original is termed as Appropriation. Barbara Kruger cited in Rowe
(2011) denies the issue of originality. It is argued that viewers should be allowed to
renegotiate meanings of original works of art in various and relevant context, hence, that
particular work of art in which the existing imagery or elements is borrowed from becomes
more appropriate in the current context.
To further understand issues arising pertaining to art reproduction, authenticity and
accessibility read the “ The Work of Art in the Age of Mechanical Reproduction” written by
Walter Benjamin, edited by Hannah Arendt and translated by Harry Zohn.
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A. Answer the following questions.

1. What are the most significant ideas/insights you learned from the essay “The
Work of Art in the Age of Mechanical Reproduction” written by Walter
Benjamin? Discuss at least three. Elaborate your answers.
2. In the context of art, do you think reproduction is a bad thing? Why/why not?
3. How will you impose the concept of authenticity/originality in the Age of
Mechanical Reproduction?
4. How did mechanical reproduction change the people’s perceptions towards art?
B. Art Appropriation
1. Select one work of art.
2. Make that work of art appropriate in today’s context by creating your own art
appropriation through photography or painting.
3. Don’t forget to give a title of your work of art.
4. Explain the concept and the meaning of your work as the artist.
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REFERENCES
Ariola, M.M (2014). Introduction to Art Appreciation. Philippines: C & E Publishing Inc.
Caslib Jr., B.N., Garing, D.C., & Casaul, J.A. (2018). Arts Appreciation. Philippines: Rex
Bookstore Inc.
Devilles, C.G, Mariquez, R.R, & Tolentino, R.B (2018). Art Sense: Sending the arts in the
Everyday. Philippines: C & E Publishing Inc.
Mark, J.J (2017). Ancient History encyclopedia A Brief History of Egyptian Art Article.
Retrieved from https://www.ancient.eu/article/1077/a-brief-history-of-egyptian-art/
Sanchez, C.A, Abad P.F, Jao, L.V (2002). Introduction to the Humanities. Philippines: Rex
Bookstore, Inc.
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WMSU-ISMP-GU-001.

A&H 100-Arts Appreciation

INTRODUCTION TO ART APPRECIATION MODULE

WESTERN MINDANAO STATE UNIVERSITY

WESTERN MINDANAO STATE UNIVERSITY

I. WMSU VGMO and Policies

Lesson 1 WMSU VMGO, classroom policies, course overview, course

requirements and grading system……………………………………...5

II. Introduction to Art Appreciation

Lesson 3 Art Appreciation: Creativity, Imagination and Expression………......15

Lesson 4 Functions of Art………………………………………………….

Lesson 5 Philosophical Perspective of Art……………………………………..24

Lesson 6 Subject and Content…………………………………………………..28

Lesson 7 Elements of Art………………………………………………………35

III. Western Art History

Lesson 8 Arts in Early Civilization…………………………….………………43

Lesson 9 Arts of Emerging Europe………………………………….…………49

IV. Culture and Arts

Lesson 10 Modern and Contemporary Arts…………………………………..…59

Lesson 11 Art Appropriation…………………………………………………….62

BACKGROUND OF THE MODULE

OBJECTIVES OF THE MODULE

WMSU VMGO, CLASSROOM POLICIES, COURSE OVERVIEW,

As a student of Western Mindanao State University, it is very significant that you

At the end of this lesson, you should be able to:

What are your expectations as a student of WMSU?

Read and Ponder

College Goals – College of Liberal Arts

c. Promote competence among students in their respective program to prepare

 GRADE COMPONENT AND CORRESPONDING WEIGHT:

 Written Output (can be generated online or offline) ……………. 30%

e.g. quizzes, essays, case analysis, reflection paper & etc.

 Participation (can be generated online or offline) ……………….. 10%

 Written Output (can be generated online or offline) ……………. 30%

e.g. quizzes, essays, case analysis, reflection paper & etc.

 Participation (can be generated online or offline) ………………... 10%

 SAMPLE COMPUTATION OF PERCENTAGE GRADE FOR A QUIZ OR

Percentage Grade = raw score / total number of items x 100

TOTAL SCORE.............................40 correct out of 50 items

Passing Grade = 60%

CONDITIONS FOR PERFORMANCE EVALUATION

See if you can do this!

Below is a painting of Fernando Amorsolo (1892-1972). He was the country’s first

Campbell's Soup Cans

Name Art Not Art Justification/Reason

3. Art is not Nature

Read and Ponder

See if you can do this!

What is the art work about?

ART APPRECIATION: CREATIVITY, IMAGINATION AND EXPRESSION

At the end of this lesson, you should be able to:

1. Characterize artistic expression based on personal experiences with art.

Changes in: Changes Reasons

Read and Ponder

See if you can do this!

At the end of this lesson, you should be able to:

1. Distinguish between directly functional and indirectly functional art.

Read and Ponder