GE 6 – ART APPRECIATION

MODULE NO. : 3
MODULE TITLE : “Getting to Know Art’s Purpose and Philosophers’ Opinions”
TOPIC : Functions and Philosophical Perspectives on Art
WRITER : KAYCE B. BENAVIDES

MODULE LESSONS AND COVERAGE

LEARNING OUTCOMES ESTIMATED

LESSON 3 TOPICS
I will learn to... TIME
Classify the artworks according to their
Subtopic 1 Functions of Art 1.5 hours
functions
Critique at least two basic philosophical
2 hours
perspectives on art
Subtopic 2 Philosophical Perspectives
Apply theories on beauty and aesthetics in
2.5 hours
real-life scenarios

OPENING PRAYER

INTRODUCTION

Look at the things that surround you right now. Can you tell me what function
they stand for? Why do you think they were created? What is the story behind every
An Artistic Representation
piece? Let of the Lesson
us make a diversion and contemplate the purpose of art to us and society.
What is the point of making an artwork? Is there any reason why an artist engages in his
craft? How can we say that an artwork is beautiful? What is the standard of beauty in art?
This lesson aims to clarify these questions by digging a little deeper into the art’s nature.
You will also have the experience to travel into the minds of some of the great
philosophers in history and examine their perspectives about art.

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An Artistic Representation of the Lesson

Study

ACTIVITY 1
Anticipation Reaction Guide

Instruction: Based on the following pictures below, what do you think are the functions that they
represent? Write a phrase or sentence below each image.

_________________________________ ___________________________________

_________________________________ ___________________________________

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_________________________________ ___________________________________

_________________________________ ___________________________________

After finishing the lesson, go back to this section and write a sentence on the second blank.
Compare your answer to the phrase/sentence you have written before beginning the lesson.

Research

Before you engage in the reading materials, answer first this question:

• Is there any artwork/art form that changed something in your life? Paste a picture of it and write
the reason below it.
(If there is no artwork/art form that made an impact in your life yet, I recommend you to watch
the 2018 Philippine movie BuyBust. You can watch it on Netflix by clicking the source below.)

BuyBust

- Read the Functions of Art in the handouts from page 13-16 and do the task below.

Guide Questions
• What are the functions that art performs?
• Does art have any purpose?
• Do all artworks have a function?
• Does the function make an object a work of art?

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- You may also watch this video by clicking the source below:
(This is just supporting information. You may or may not watch it.)
• What is Art For?

ACTIVITY 2

• Do you consider art to always have a function? Why do you think so? Support your answer by
providing your example.
• Look around your house and find an artwork/art form such as paintings, exceptional appliances,
utensils, jewelry, hand-made decorations, a copy of a movie, music, etc., then classify them
according to what you believe to be the function they stand. List them on the table below.
(Minimum of 10 artworks/art forms)
Artwork Function

Analysis

- Read the Philosophical Perspectives on Art in the handouts from pages 16-21 and do the task below.
Guide Questions

• What is art in the minds of the different Philosophers?

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• What makes a work of art?

• What comprises beauty and art?
• What makes something truly beautiful?

ACTIVITY 3

• Choose at least two from the given Philosophical perspectives about art and share your
thoughts about each of them. You can provide examples and comparisons to support your
analysis.

Rubric for the Written Task/s under Study, Research, and Analysis

Category 100 highest 85 middle 74 lowest

Information The writer provides The writer provides The information is rarely
keen observation and insufficient information to enough and with lots of
&
sufficient information the subject and still needs grammatical errors. The
Mechanics on the subject. No to strengthen his writer needs to deepen
grammatical errors observation skill. With few his observation on the
present in the grammatical errors. subject.
student’s answer.

Action

ACTIVITY 4

As you have read from page 16-21 in the handouts, Philosophers have provided differing concepts
and theories with regards to beauty and aesthetics. They support them with real-life scenarios which
further strengthen their claims. For your task, I am challenging you to apply the theories below in real-life
situations. Provide one example for each theory. If you are opposed to their assumptions, you may provide
a counterexample for each of them. Consider your answer to be evaluated by Philosophy professors using
the rubrics below.

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• In De Veritate Religione, Augustine asks explicitly whether things are beautiful because they
give delight, or whether they give delight because they are beautiful; he emphatically opts for
the second (Augustine, 247).

• Aquinas, in a typically Aristotelian pluralist formulation, says that “There are three
requirements for beauty. Firstly, integrity or perfection—for if something is impaired it is
ugly. Then there is due proportion or consonance. And also clarity: whence things that are
brightly coloured are called beautiful” (Summa Theologica I, 39, 8).

Rubric for the Application of Theories in real-life scenarios

Scoring Level Presentation Analysis & Evaluation

Demonstrates an
understanding of the theory
and makes an appropriate
100- Accomplished
connection between theory
and real-life situation
50
Shows comprehension but
does not entirely
90 - Competent make a proper connection to
a real-life situation
Examines conclusions
Uses reasonable judgment
Discriminates rationally
Synthesizes data
Views information critically
50
Formulates conclusions
Recognizes arguments
Notices differences
Evaluates data
Seeks out information

45 45
Identifies some conclusions
Sees some arguments
Misses understanding and
Finds some differences
provides little connection to a
80 - Developing Paraphrases data
real-life situation
Assumes information to be
valid
40 40
Fails to draw conclusions
Demonstrates little
Sees no arguments
understanding and does not
Overlooks differences
70– Beginning connect theory to a real-life
Repeats data
situation
Omits research
35 35
___points ___points
GRADE __________

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Rubric for the Counterargument to the Theories

Scoring Level Analysis & Evaluation Presentation

Examines conclusions
Argues succinctly
Uses reasonable judgment
Discusses issues thoroughly
Discriminates rationally
100- Accomplished Shows intellectual honesty
Synthesizes data
Assimilates information
Views information critically
50 50
Formulates conclusions
Argues clearly
Recognizes arguments
Identifies issues
Notices differences
90 - Competent Attributes sources naturally
Evaluates data
Incorporates information
Seeks out information
45 45
Identifies some conclusions
Confusing arguments
Sees some arguments
Generalizes issues
Identifies some differences
80 - Developing Cites sources
Paraphrases data
Overlooks some information
Assumes information valid
40 40
Fails to draw conclusions
Omits argument
Sees no arguments
Misrepresents issues
Overlooks differences
70– Beginning Excludes sources
Repeats data
Shows intellectual dishonesty
Omits research
35 35
___points ___points
GRADE __________

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SELF-ASSESSMENT
• How well did you understand the lesson? Put a check / on the column that best describes your
learning experience.

Learning Outcomes
A piece of My mind is
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cake! fuzzy...
1. Classify the artworks according to their
functions
2. Critique at least two basic philosophical
perspectives on art
3. Apply theories on beauty and aesthetics in
real-life scenarios

CLOSING PRAYER

References

Reading Materials
Casaul, J.A., Caslib, B.N., and Garing, D. (2018). Art Appreciation. Rex Book Store, Inc.
Ariola, M. (2014). Introduction to Art Appreciation A Textbook in Humanities Second Edition. C &
E Publishing Inc.
Sartwell, C. (2016, October 5) Beauty. The Stanford Encyclopedia of Philosophy.
https://plato.stanford.edu/entries/beauty/
http://oregonstate.edu/instruct/art101/webart1.html
https://www.academia.edu/40041269/Art_Appreciation_Importance_and_functions_of_Art
https://public.wsu.edu/~kimander/aristotleart.htm
What is Art For?
https://youtu.be/sn0bDD4gXrE
Rubric (Action)
http://www.csufresno.edu/cetl/assessment/CTScoring.doc
ARG Images
https://richmondvale.org/images/easyblog_images/115/b2ap3_large_sb-game-hacker.jpg

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2=5350&cropY1=784&cropY2=3349
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nonprofit-workplace.jpg
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Cover Page
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https://www.phoebusonline.com/wp-content/uploads/2012/08/philosophers.jpg
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Figure 29
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fun.com%2Fcoloring&psig=AOvVaw2KtbTgFlC5LFBS22a7zy19&ust=1594471252171000&source
=images&cd=vfe&ved=0CAIQjRxqFwoTCNCs59vnwuoCFQAAAAAdAAAAABAD
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CAU
Figure 36
https://upload.wikimedia.org/wikipedia/commons/8/88/Plato_Silanion_Musei_Capitolini_MC1
377.jpg
Figure 37
https://cdn.britannica.com/84/87984-050-7C5547FE/Detail-Roman-copy-portrait-bust-Aristotle-
Greek.jpg

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Figure 38
https://miro.medium.com/max/1110/0*bGk_r56EmbIJvMzC.jpg
Figure 39
https://www.onthisday.com/images/people/leo-tolstoy-medium.jpg

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