Unit I: INTRODUCTION TO ART APPRECIATION

Introduction, Assumptions and Purposes

Intended Learning Outcomes

Within the semester, the students are able to:

 Identify the meaning purposes,

functions and divisions of art. (CLO
1)

Time Allocation: 3 hours

PREPARATION:
Activity: Using paper and pen, draw an object that best describes yourself.

Using your own handwriting, make a brief explanation about your drawing.

Note: Write your name on the topmost part of your paper, take a picture and submit.

PRESENTATION:

Art - comes from the ancient Latin, ars which means a “craft or specialized form of skill, like
carpentry or smithying or surgery” (Collingwood, 1938).

Art is very important in our lives, It constitutes one of the oldest and most important means of
expression developed by man. Wherever men have lived together, art has sprung up among them as
a language charged with feeling and significance. The desire to create this language appears to be
universal. As a cultural force, it is pervasive and potent. It shows itself even in primitive societies.

Art is like love, it is not easy to define. It concerns itself with the communication of certain ideas
and feelings by means of a sensuous medium – color, sound, bronze, marble, words and film. This
medium is fashioned into a symbolic language marked by beauty of design and coherence of form.

Taken from the book (Introduction to Humanities, Custodiosa A. Sanchez, Ph.D et.al. sixth
edition)

Read the following articles, and do the enrichment activity.

Purpose of Art.

https://courses.lumenlearning.com/masteryart1/chapter/oer-1-2/

Assumptions of Art.

http://www.ruelpositive.com/art-introduction-assumptions
Summary

• Humanities and the art have always been part of man’s growth and civilization.

• Since the dawn of time, man has always tried to express his innermost thoughts and feelings
about reality through creating art.

• Three assumptions on art are its universality, its not being nature, and its need for experience.

• Without experience, there is no art. The artist has to be foremost, a perceiver who is directly in
touch with art.

PRACTICE:
Reflection on Art

Chose an artwork, it could be a painting, sculpture, architecture, literary, music, dance, movie etc.
make a short evaluation based on the following questions.

1. What is the art about?

2. Why are you interested in this artwork?

3. How does it affect you?

4. State you own assumption of art.

PERFORMANCE:
INDIVIDUAL LEARNING TASK
Be ready to present your output during our video conferencing activity.

You will be given 3 to 4 minutes per presentation.

Rubric for Online Presentation

4 3 2 1

Presents the
Content and Presents the Presents the
topic with depth Cannot explain
Organization of toipc with topic with NO
and factual presentation
Ideas. limited details facts and details
details

Clear and Clear but

Clarity of Vague and lacks No video or
complete incomplete
images /videos clarity in the image in the
presentation of presentation of
presented presentation presentation
images / videos images / videos

Originality Presentation is Shows some Shows only one No

 unique as a originality in the or two unique
customization
whole presentation slides

Maximized the Presented more

Time time frame for or less than the - -
the presentation given time frame

WORKS CITED:

Online
https://www.youtube.com/watch?v=QZQyV9BB50E

https://courses.lumenlearning.com/masteryart1/chapter/oer-1-2/

http://www.ruelpositive.com/art-introduction-assumptions

Books
th
Custodiosa A. Sanchez et. al. (2012). Introduction to Humanities, (6 ed.). Rex Book Store.

Unit I: INTRODUCTION TO ART APPRECIATION

 Function and Philosophical Importance of Art
_
INTENDED LEARNING OUTCOMES:
Within the semester, the students must be able to:

distinguish and explain the functions and philosophical perspectives of art respectively (CLO 1);

create artworks as a means of expression and appreciation of life and cultural identity. (CLO 4,5);

Time Allocation: 3 hours

PREPARATION:

First Activity: Let’s Get Local. Let us see how many local artifacts you can name by completing this short
and hypothetical story. Use the local names, please.

Story:

One day, Maria went to the river bank to fetch water. Josefina, her mother asked her to use the b_
__ __ __ __ so she can have some water as soup for her cooking. When she came back home to their
humble nipa hut, she found her mother preparing and putting the __ __ __ __ __ o __ over the burning hot
charcoal. She gave the water to her mother so that she can pour it on together with the vegetables and meat.

Maria was so sweaty from the trip to the river so she decided to change her __ __ p __ __ and wrap it
around her waist. Soon enough, Ernesto her father came home with his catches from the hunt. He was
wearing the __ __ __ __ n __ - __ __ t __ __ __ to protect him from evil spirits in the forest. It is almost
nighttime when the youngest in the family, Danilo came home with his __ __ s __ k __ __ __ backpack so full
of new items for trade.

Finally, dinner was ready and everyone ate the hot sinigang soup that mother prepared.

Using the table below, choose and list down 2 artworks or proper objects used. On the second column, write
what are these objects for aside from those mentioned in the story.

Artwork What is it for?

1.
2.

Source: Albert Napoleon J. Roldan and Dellosa, C. P., A Course Module for Art Appreciation, Manila: Rex
Publishing Co., 2019, p. 53.

PRESENTATION:

The question, “what is it for?” denotes use or function. An inquiry on the function of art is
an inquiry on what art is for. Look at these pictures:
 What is Rizal Park for? Why was it
erected around the globe? Was it
erected to convey messages?

Different art forms come with distinctive functions. Some are more functional than
others.

(Please see attached PowerPoint Presentation)

WORKS CITED:

Website:
https://iep.utm.edu/kantaest/
https://www.slideshare.net/janril/functions-and-philosophical-perspectives-on-art
https://www.scribd.com/presentation/422894931/Lesson-3-Functions-and-Philosophical-Perspectives-on-Art

Books/References:

Caslib, B.N. Jr., et. al, Art Appreciation. Manila: Rex Bookstore, Inc. 2017.

APPLICATION/PRACTICE:
Directions: My House Tour: Look around your house and identify at least 10 products of art
you can find. Write the functions below each item. (2 pts. each)

Artworks/Products of Art Function

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

EVALUATION/PERFORMANCE:

Test I. Identification. A. Determine whether the function of the following artworks is personal,
social or physical. Write the correct answer on the space before the number. (NR=5)

_______________ 1. Buildings _______________ 4. Handcrafted bag

_______________ 2. Mona Lisa _______________ 5. Edvard Munch’s
“The Sick Child”
_______________ 3. Poster of an upcoming concert

B. Identify the social function of these artworks below: (NRx3=9)

1. A painting of children at play ______________________________________

2. A sculpture of a national hero _____________________________________
3. Rattan chair ___________________________________________________

Test II. Essay. Provide a one-sentence description of art according to: (3 pts. each=6)
1. Plato - ________________________________________________________
2. Immanuel Kant - _______________________________________________

ASSIGNMENT:

Scribbling Soul: Using your non-dominant hand, close your eyes and scribble your pen on a short piece of
bond paper starting at the center without lifting it while thinking of the most valuable thing or object in your life.
After 5 minutes, find that object from your scribble and color. Give the title and write its personal function at the
right side of your artwork. Give a short personal reflection about your scribbling experience.

Name: _________________ Date: _______________

Curr.Yr.: _______________ Rating: ______________

Function:
Assignment Rubrics:

Criteria Very Good (5) Good (3-4) Poor (1-2)

1. Creativity The scribbled assignment The scribbled assignment The scribbled
(Inventiveness, expression demonstrates original demonstrates an average assignment
of ideas and imagination) personal expression and an amount of expression and demonstrates
outstanding problem- problem-solving skill. a little or no
solving skill. amount of
expression
and lacks
problem-
solving skill.
2. Content and Development Valuable object fully Valuable object slightly Artwork not
(Comprehensive and identified; title, content and identified; title, content and fully identified;
accurate content) function are very relevant function are quite relevant content is
and reflective ideas are and reflective ideas are incomplete
logically developed. developed. and ideas are
in topsy-turvy.
3. Understanding The artwork is planned The artwork is planned The artwork
(Demonstration that carefully; understanding of adequately; understanding of shows little or
concepts and instructions all concepts and some concepts and no evidence
are understood) instructions is clearly instructions is of
manifested/shown. manifested/shown. understanding
the concepts
and
instructions.
4. Effort/Submission The student put forth the The student put forth the The student
(Dedication to the effort required to complete effort required to finish the put forth less
assignment) the assignment well and assignment and submitted effort required
submitted extremely slightly late after the due or was not
on/before the time. time. able to finish
the
assignment
and submitted
very late.
Unit II: ART ANALYSIS
Semiotic and Iconic Plane
 Intended Learning Outcomes
At the end of this unit, students must have:

 Define semiotic plane and its

elements in studying Art (CLO 2);
 Analyze an advertisement based on
Semiotic and Iconic planes (CLO 3);

Time Allocation: 3 hours

q=semiotic+plane&sxsrf=ALeKk00lTfl1ZupTg_oGXETroHDsaOgpkg:1598490811060&source=lnms&tbm=isch&sa=X&ved=2a
hUKEwjH4eCnmrrrAhUBL6YKHVxRAHkQ_AUoAXoECA0QAw&biw=1242&bih=597#imgrc=G-u4nZNwu8mKzM

PREPARATION:
First Activity: Look at the picture below and answer the questions that follow.

1. Does this painting have one color as opposed to many colors?

2. What feelings do the colors evoke in you?
3. What about shading? Are there darks and lights? Are there contrasts?
4. Are there visible brush strokes or are they hidden?
5. Are the brush strokes narrow or broad?
6. Does the painting convey a certain feel?
7. In what direction do the lines move?
8. Are the lines fine or thick?
9. Are the lines curved or in straight lines, such as railroad tracks that show perspective?
10. Are there any circles or other geometric figures?
11. Are the forms mostly natural or man-made?
12. Do any of the forms appear to be three-dimensional?
13. Is there light or dark around the objects in the painting?
14. Does the space around objects appear shallow or deep?
15. Does space appear to be stable or unstable?
PRESENTATION:
The purpose of a visual analysis is to recognize and understand the visual choices the artist made in
creating the artwork. By observing and writing about separate parts of the art object, you will come to a better
understanding of the art object as a whole. A visual analysis addresses an artwork’s formal elements—visual
attributes such as color, line, texture, and size. A visual analysis may also include historical context or
interpretations of meaning.

One way to analyze a piece of art is through the use of semiotics.

Semiotics is the study of works of art signs and symbols, either individually or grouped in sign systems
that can give us more insight from the work source and meaning. All painters work in a pictorial language by
following a set of standards, basics and rules of picture-making. There is a big resemblance between pictorial
image making and the creation of written language, the study of this nature of what consists and the individual
components of pictorial and written language is known as Semiotics.

Semiotics can translate a picture from an image into words. Visual communication terms and theories
come from linguistics, the study of language, and from semiotics, the science of signs. Signs take the form of
words, images, sounds, odours, flavours, acts or objects, but such things have no natural meaning and
become signs only when we provide them with meaning

For supplemental discussion, please open these links.

https://www.youtube.com/watch?v=sM2MOyonDsY

https://www.youtube.com/watch?v=p3XvJDxjIpU

PRACTICE:
Picture Analysis

Directions: Study the picture on the left and

do what is asked.

1. Say something about

a. The colors used;
b. The pattern and size of the
mountains; and
c. The texture of mountains
2. Relate the artist’s use of the various
visual elements to life in general.

https://www.google.com/search?q=atmospheric+perspective&sxsrf=ALeKk03mFMyKVdIgHOg5tFVs9dulhy0aTA:1598495255042&tbm=isch&source=iu&ictx=1&fir=89eFVhWN51CFXM
%252CZ6qwv3o7PYORrM%252C_&vet=1&usg=AI4_-kQPXoccxbU-AaL0RKTV7xKixSDMNg&sa=X&ved=2ahUKEwiZ_-fuqrrrAhUkzIsBHcABBqwQ_h16BAgHEAo#imgrc=7uA6qaRoy0a6ZM

PERFORMANCE:
INDIVIDUAL LEARNING TASK
 Directions. Examine the picture very
carefully and answer the following
questions.

1. Does this painting have one color

as opposed to many colors?
2. What feelings do the colors evoke
in you?
3. What about shading? Are there
darks and lights? Are there
contrasts?
4. Are there visible brush strokes or
are they hidden?
5. Are the brush strokes narrow or
broad?
6. Does the painting convey a
certain feel?
7. In what direction do the lines
move?
8. Are the lines fine or thick?
9. Are the lines curved or in straight
lines, such as railroad tracks that
show perspective?
10. Are there any circles or other
geometric figures?
11. Are the forms mostly natural or
man-made?
12. Do any of the forms appear to be
three-dimensional?
13. Is there light or dark around the
objects in the painting?
14. Does the space around objects
Source: https://www.google.com/search?q=famous+philippine+painting&tbm=isch&ved=2ahUKEwi5-c7KsLrrAhUxzIsBHWJwDOAQ2-
cCegQIABAA&oq=famous+philippine+painting&gs_lcp=CgNpbWcQAzICCAAyBggAEAgQHjoECCMQJzoECAAQQzoFCAAQsQM6BwgAELE appear shallow or deep?
DEEM6CAgAELEDEIMBOgoIABCxAxCDARBDOgQIABAYUO1AWPVhYIVjaABwAHgAgAGsAogBqBmSAQkxMS4xMS4zLjGYAQCgAQGqAQtn
d3Mtd2l6LWltZ8ABAQ&sclient=img&ei=FSBHX_maLbGYr7wP4uCxgA4&bih=553&biw=1242#imgrc=upuSAP7MvDVrYM 15. Does space appear to be stable
or unstable?
16. What does the picture tell you
with the man’s body movement,
Works Cited: the woman’s positioning in
relation to the man’s positioning
https://study.com/academy/lesson/how-to-analyze-a-painting- and the emotions shown in their
lesson-plan.html faces?

https://www.youtube.com/watch?v=p3XvJDxjIpU-
II. Valuing (Essay)
https://www.youtube.com/watch?v=sM2MOyonDsY
1. What does this picture tell you
https://twp.duke.edu/sites/twp.duke.edu/files/file- about men’s treatment to
attachments/visual-analysis.original.pdf women?

Unit II: ART ANALYSIS

Contextual and Evaluative Plane
 Intended Learning Outcomes
Within the semester, the students are able to:

 Describe how art criticism is done using contextual and evaluative planes (CLO 2).
 React to a sample art criticism (CLO 3).
 Critique a work of art using principles of art analysis (CLO 3);

Time Allocation: 3 hours

PREPARATION:
Observe the painting below and answer the questions that follow:

The Third of May 1808

Francisco de Goya

Oil on Cancas (266 x 345 cm)

1814
Museo del Prado, Madrid, Spain

Questions:

1. What do you think is the meaning of the painting?

________________________________________________________________
2. Does it tackle about what happened in the past?
________________________________________________________________
3. How does this artwork relate to the society?
________________________________________________________________
4. Does it represent an event in the past?
________________________________________________________________
5. Do you see any symbol in the painting? What could it possibly mean?
________________________________________________________________
6. How does the environment affect the total meaning of the artwork?
________________________________________________________________

PRESENTATION:
The purpose of a visual analysis is to recognize and understand the visual choices the artist made in
Definition of context and contextual plane

 Context consists of all the things about the artwork that might have influenced the artwork or
the artist. These would include when the work was made; where it was made; why it was
made; and possibly some other details or information.
 Contextual Plane analyzes the artwork in a different perspective. It looks at an artwork on a
cultural, social, or political context. It is often used by historians, art critics, or sociologists. It is
the social and historical context of the work of art. It resituates the work in its context and
brings out the full meaning of the work in terms of its human and social implications.
 A good analysis within this plane demands that the viewer knows the artist’s background.
Themes may be derived from the significant circumstances of the artist and hence this
information contributes to understanding the meaning of the work. In this plane, arty is viewed
in relation to its time, and the ideologies and concerns of that period. Works may considered
as allusions or references to popular events of certain eras.
How art is related to society’s:

 History – Time is the most basic and first context we consider. Art always has a historical and
cultural influence. This plane requires the knowledge of the time and space aspect of the work
being evaluated. When we say, “When in time?” the question is also related to where in time –
and has considerations related to context. The artwork may have been influenced to the time
and place where the artist is making it. That is why some paintings are used to explain the
happenings in the past. For example, if the creation of the artwork falls on the time during the
World War II, the artwork may show some elements related to the war.
 Economic, political and cultural conditions – In writing an art analysis, it is important to
consider the economic, political, and cultural conditions of the artwork because there are times
that people get attracted to artworks not just because it is beautiful, but because of its
connection towards the viewer. The viewer may relate it to his, economic, political and cultural
status.
 Symbolic system – In analyzing an artwork, it is undeniable that the objects in the artwork
represent or symbolize something. For example, in an artwork where the subject is a woman
who is holding a flower, the flower may not just be included there to be just an object but could
be symbolizing something.
 Milieu – Milieu refers to the characteristic atmosphere which surrounds a notable event or
series of events. A milieu is a general, overarching attribute that gives context to a physical
location. In art, this refers to the environment of the subject. Where is she? What is happening
in the surroundings? The milieu may also affect the mood of the artwork.
Evaluative Plane: The viewer as the critic

This is the plane of analysis that examines the value of work having a dialogic relationship with
public. This considers to what degree the material basis of the work conveys meaning or particular
intellectual or emotional contents. Since the art objects are value-laden and those who view and
critique art are not value-free and are understood from different perspectives, art once again needs to
be situated in its context and understood through the conventions of the ever-changing dialectical
forces of its socio-historical milieu.
 PRACTICE:
Compare and Contrast

Directions: Compare and contrast Contextual Plane and Evaluative plane.

Contextual plane Evaluative Plane

PERFORMANCE:
INDIVIDUAL LEARNING TASK
Directions: Create an analysis of the painting below using contextual and evaluative planes. Rubrics
are for your guidance

Parisian Life
Juan Luna
Oil on Canvas (22 x 31 in.)
1892. Philippine Museum

__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
________________________________________________________________________________________
Rubrics for Paper Analysis

Needs
Category Excellent 4 Good 3 Satisfactory 2
improvement 1
There is a well-
developed
introduction with
an attention
grabber that grabs
the reader’s
interest and
continues to engage Background details
Introduction
the reader up until Introduction creates are a random,
adequately explains
INTRODUCTION the thesis interest. Thesis unclear collection of
the background, but
and CONCLUSION statement. The states the position. information. Thesis
may lack detail.
(Background thesis statement Conclusion is vague and
Thesis states the
History/Thesis should clearly state effectively unclear. Conclusion
topic, but key
Statement) the experience or summarizes the is not effective and
elements are
event that will be topic. does not summarize
missing
described as well as main points
the effect on the
writer. Conclusion
should effectively
wraps up and re
stresses the
importance of the
thesis.
Well-developed
main points/topic
Three or more main
sentences that
points relate to the
relate directly to Three or more main Less than three
thesis, but some
the thesis. points are present, ideas/main points
may lack details.
Supporting but lack details in are explained
MAIN POINTS The analysis shows
examples are describing the and/or they are
(Body Paragraphs) events from the
concrete and event. Little poorly developed.
author’s point of
detailed. The descriptive The story tells; it
view, but could use
analysis is language is used. doesn’t show
more descriptive
developed with an
language
effective point of
view.
Logical Progression
of ideas with a clear
structure that Logical progression
Organization is Writing is not
enhances the of ideas. Transitions
ORGANIZATION clear. Transitions organized. The
thesis. Transitions are present
(Structure and are present at transitions between
are effective and throughout the
Transitions) times, but there is ideas are unclear or
vary throughout the essay, but lacks
very little variety. non-existent.
paragraph, not just variety.
in the topic
sentences.
STYLE Writing is smooth, Writing is clear and Writing is clear, but Writing is confusing
 skillful, and
coherent.
Sentences are could use a little
sentences have and hard to follow.
strong and more sentence
(Sentence Flow, varied structure, Contains fragments
expressive with variety to make the
Variety, Diction) Diction is and/or run on
varied structure. writing more
consistent. sentences.
Diction is consistent interesting.
and words are well
chosen.
Punctuation,
There are only a
MECHANICS Punctuation, spelling, and Distracting errors in
few (3- 4) errors in
(Spelling, spelling, and capitalization are punctuation,
punctuation,
Punctuation, capitalization are all generally correct spelling, and
spelling, and
Capitalization) correct. No errors. with few errors (1- capitalization.
capitalization.
2)
From: http://swaskiewicz.blogs.ccps.us/files/2015/12/RubricforcriticalanalysisEssay.pdf

Works Cited:

 https://prezi.com/p/mwywxnxd_jg2/contextual-plane/
 https://quizlet.com/329550695/arts-1-planes-of-analysis-and-styles-of-figuration-flash-cards/
 https://www.wineverygame.com/words/milieu.html
 https://archive.dailyguardian.com.ph/art-criticism
 https://jati.um.edu.my/article/download/6102/3813
 https://answers-yahoo-
com.cdn.ampproject.org/v/s/answers.yahoo.com/amp/qna/20101123003625AAa1EE9?
amp_js_v=a3&amp_gsa=1&usqp=mq331AQFKAGwASA%3D#aoh-
15985224540479&referrer-https%3A%2F%2Fwww,google.com&amp_tf=From
%20%251%24s&ampshare=https%3A%2F%2Fanswers.yahoo.com%2Fquestion%2Findex
%3Fqid%3D20101123003625AAa1EE9
 https://www.google.com/url?sa=i&url=https%3A%2F%2Fen.wikipedia.org%2Fwiki
%2FThe_Parisian_Life_(painting)&psig=AOvVaw1Ilz-
kFunfNzZ3jKC_gEVP&ust=1598646806656000&source=images&cd=vfe&ved=0CAIQjRxqFwo
TCKicjsidvOsCFQAAAAAdAAAAABAD
 https://www.google.com/url?sa=i&url=https%3A%2F%2Fcharlesmcquillen.com%2Ffrancisco-
goya-the-third-of-may-1808-english-language-arts-lesson-plan
%2F&psig=AOvVaw3VNmg_gwY1UHqBqA_3FfF2&ust=1598647498892000&source=images
&cd=vfe&ved=0CAIQjRxqFwoTCIjonpKgvOsCFQAAAAAdAAAAABAQ