Course Syllabus

Department of General Education and Mission (DGEM)

Rev 0 | Effective AY 2020-2021

GE AA: Art Appreciation

USC MISSION-VISION & INSTITUTIONAL OUTCOME

USC Vision Statement

The University of San Carlos sees:
A WORLD where the darkness of sin and the night of unbelief vanish before the light of the Word and the Spirit of grace.
A SOCIETY where citizens are competent, noble in character, and community-oriented:
- What they know, they apply justly and honestly.
- What they do not know, they seek to learn.
- What they do not have, they endeavor to acquire.
- What they have, they share.

USC Mission Statement

The University of San Carlos is a Catholic institution of learning that embodies the principles of academic discipline of San Carlos Borromeo and the missionary
charism of the Society of the Divine Word (SVD).

We aim to develop competent and socially responsible professionals and lifelong learners in an environment that fosters excellence in the academic core processes
of teaching-learning, research, and community extension service.

Our mission is to provide timely, relevant, and transformable academic programs responsive to the needs of the local, national, and global communities in a rapidly
changing world.

USC INSTITUTIONAL OUTCOME

A Carolinian Graduate is a Witness to the Word. (Validation: Scientia, Virtus, Devotio)
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 Course Syllabus
Department of General Education and Mission (DGEM)
Rev 0 | Effective AY 2020-2021

SAS MISSION & IDENTITY

SAS MISSION
The School of Arts and Sciences produces analytical, critical, open minded and innovative graduates imbued with values anchored on the common good. As co-
missionaries of the Society of the Divine Word, we witness to the Word by living to what is true, good and beautiful in our instruction, research and community
engagement. We are Education with a Mission.

SAS IDENTITY STATEMENT

The School of Arts and Sciences is an Institution that promotes diversity and cultivates critical thinking. As advocates of the common good, we are agents of change
who provide holistic perspective and integral understanding of realities. We continuously strive for excellence in our distinct fields of expertise and endeavor
through instruction, research, and community engagements.

The school adheres to what is true, good, and beautiful. We are the heart and conscience of the university.

DGEM MISSION & VISION

DGEM Vision
DGEM envisions to become the top delivering institution for multi-and-inter disciplinary courses and outcomes-based approach in teaching General Education and
Education with a Mission courses, in research and in community service. It strives to build up a learning community for Witnesses to the Word who are decisive
thinkers imbued with humanistic, moral and ethical values, innovative problem-solving skills, and lifelong learning competencies.

DGEM MISSION
The department advocates developing and maintaining general education and mission course offerings with relevant diverse strands and innovative teaching
approaches at par with leading universities here and abroad. The department aspires to become a valuable resource to USC, to local communities, to regional,
national, and international academic and business sectors.
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 Course Syllabus
Department of General Education and Mission (DGEM)
Rev 0 | Effective AY 2020-2021

COURSE OVERVIEW

Course Course
Course No. GE-AA Course Title Art Appreciation None 3 units
Prerequisite Credit
Art Appreciation is a three-unit course that brings different avenues to learn art, including mainstream media – to unlock its meaning and obtain joy in viewing, creating,
analyzing, and critiquing it. The raison d'etre of this course is to study art in a broader sense. It includes honing the artistic awareness and cultural literacy of students through
thinking, feeling, and applying art concepts in everyday life conditions. The course also makes use of students’ academic skills of research and writing to gain an in-depth and
Course cultivated perspective about art, especially through art critiques and art reviews. In addition, the course gives an opportunity for students to exploit digital media such as blog
Description
sites, social media and smartphone and computer applications along with non-digital methods in enriching their experience of accomplishing tasks that involve art sense such
as drawing and curating. Further, this course engages the students in communicating about artworks using discussion boards for them to express both their rational and intuitive
understanding of artworks. Lastly, the course also aims to develop the students’ genuine appreciation of art regardless of cultural affiliation.

CULMINATING COURSE LEARNING OUTCOME OF SIGNIFICANCE

Express appreciation of artworks through writing reviews and critiques and showing concern about culture and society.

COURSE OUTPUTS
As evidence of the above outcome, the course output is:
1. Collage of Art World
2. Digital Curation
3. Critique/Review of artwork
4. Logo Design
5. Product Design

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 Course Syllabus
Department of General Education and Mission (DGEM)
Rev 0 | Effective AY 2020-2021

COURSE POLICIES These must already take into consideration that classes may be delivered using the blended modality or even purely online.
1. All students must activate their official USC email address. Personal email shall be indicated as the recovery email of their USC accounts.
2. The student’s USC email address shall be used all throughout the semester. No personal email will be allowed. The same shall be used in accessing the following, at the very least:
a. Canvas Learning Management System
b. Google Meet as the official online conferencing platform
3. Academic Integrity Policies
4. Consultation shall be done on the designated hours
5. Things to remember in the conduct of synchronous sessions
a. Take note of the scheduled live conference and live chat discussion with your instructor.
b. Log in to the conference at least 15 minutes before the scheduled start.
c. Have your video and audio devices connected or on standby mode.
d. Stay in a room where noise can be minimized and where there are no distractions.
6. Things to remember in the conduct of asynchronous sessions
a. Take note of the period required to accomplish a module.
b. Accomplish all discussion board prompts, assignments and quizzes within the scheduled duration of a module.

GRADING SYSTEM

Passing Percentage 50% out of 100%

Composite of the 100%
Class Standing
Summative assessments include the following components:
 quizzes, artworks, discussion board (20% of 40%) 40%
 reflection / short answers papers, (80% of 40%)
Formative assessments include but not limited to: essays and art works.
Major Written Examination, Projects, Reviews/Critiques, and/or Summative Assessment
Written Examinations for both Pre-Midterm; Required Task for Midterm, Pre-finals and Finals (i.e. art review/critique, projects) 60%

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 Course Syllabus
Department of General Education and Mission (DGEM)
Rev 0 | Effective AY 2020-2021

COURSE COVERAGE

Flexible
Teaching-
Course Hour Unit Assessmen
Topic Objectives Learning Resources / Materials
Outcome s Outcome t
Options or
Activities
As evidence of
At the end of the achieving the To achieve the
At the end of the
course, the unit outcome, outcome, the
module, the learner In order to achieve the outcome, the learner is able to:
learner is able the learner is learning
is able to:
to: assessed as activities are:
follows:
Week Module 1: 1. Know the 1. Read and understand the course 1. Self- Asynchronous 1. Canvas Learning Management System
N/A
1 and Introduction to the nature of description, requirements, submission introducti 1. Video 2. Introductory Video
2 Course the policies, grading system on Streamin
1.1 Course course, 2. Read and understand the instruction and through g 3. Shea, V. Netiquette. Netiquette, by Virginia Shea, Table of Contents
introducti learning guidelines in using the learning text or 2. Self- and Welcome Page. http://www.albion.com/bookNetiquette/.
on content, management system video. introducti
1.2 Overview activities, 3. Read and understand internet etiquette on:
of assessme making
Canvas nt, acquaint
LMS requireme ance with
1.3 Netiquett nts, peers
policies, through
e
and discussio
guideline
grading n board
s system
2. Know the Synchronous
nature of 1. Video/
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 Course Syllabus
Department of General Education and Mission (DGEM)
Rev 0 | Effective AY 2020-2021

Flexible
Teaching-
Course Hour Unit Assessmen
Topic Objectives Learning Resources / Materials
Outcome s Outcome t
Options or
Activities
instruction audio
and Confere
learning nce
using a through
Learning Canvas
Managem Instructu
ent re
System
(LMS)
3. Know how
to use and
navigate
the LMS
4. know the
etiquette
in using
LMS
5. Make a
self-
introductio
n

1. Study Module 2: The 1. Explain the 1. Post a response in the prompt the Formative Asynchronous 1. Canvas LMS
works of Week Nature of Art different discussion board prompt: What do age, Assessment: 1. Discussio 2. Stecker, R. (2010). Aesthetics and the philosophy of art: An
art 3 and 2.1 Defining approache gender, social status, and race  have to do Determine n board in introduction. Lanham: Rowman & Littlefield Publishers.
through 4 art s to with taste and evaluating art? whether Canvas 3. Wartenberg, T. E. (2007). The nature of art: An anthology. Australia:
close- 2.2 Fine art defining 2. Investigate the new and modern concept judgment of Instructur Thomson Wadsworth.
observa 2.3 Genius art. of genius through the works of pop artists. beauty is e
tion, 2.4 Taste 2. Distinguis 3. Determine whether judgment of beauty is subjective or
2. Self-pace
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 Course Syllabus
Department of General Education and Mission (DGEM)
Rev 0 | Effective AY 2020-2021

Flexible
Teaching-
Course Hour Unit Assessmen
Topic Objectives Learning Resources / Materials
Outcome s Outcome t
Options or
Activities
formal 2.5 Close- h fine arts subjective or objective. objective. Assignme
and observati from other 4. Post a response to the discussion prompt nt task in
critical on and types of about own perception or judgment of Canvas
analysis critical art. beauty Instructure
2. Discuss analysis 3. Demonstr 3. Self-
works of ate the paced
art concept of learning
using taste quiz at
visual through Canvas
and determinin Instructur
sensoria g different e
l preference
languag s and Synchronous
e in perception 1. Video/
formal s of audio
and people of Conferenc
critical an e using
analysis artwork. Canvas
. 4. Analyze Instructure
an object
using
close-
observatio
n

1. Study Week Module 3: Basic 1. Identify the 1. Review the different elements of art. Formative Asynchronous 1. Bedio, Genesis, Aller, Emerson, Green, Glen Martin, and Abrea, Alvin.
works of 5 and Elements of Arts different 2. Demonstrate hatching technique to study the Assessment: 1. Discussion Art Appreciation: Aesthetics in Culture and Society, 2019. USC Press,
art 6 3.1 Elements elements of use of line to draw three-dimensional forms. Write a board in Cebu.
through of Fine art in a 3. Draw conclusion on Henri Matisse’s personal formal Canvas 2. Berleant, A. (2017). Re-thinking aesthetics: Rogue essays on
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 Course Syllabus
Department of General Education and Mission (DGEM)
Rev 0 | Effective AY 2020-2021

Flexible
Teaching-
Course Hour Unit Assessmen
Topic Objectives Learning Resources / Materials
Outcome s Outcome t
Options or
Activities
close- Arts painting. thoughts about colors. analysis of a Instructure aesthetics and the arts.
observati 3.2 Albert 2. Discuss how 4. Describe Molly Bang’s approach to shape. painting 2. Self-pace 3. Bouleau, C. (1963). The Painter's Secret Geometry; A Study of
on, Dürer’s the elements 5. Distinguish between linear and atmospheric based on Assignme Composition in Art. With a Pref. by Jacques Villon. <Translated From
formal Lines work together perspective. elements of nt task in the French by Jonathan Griffin>. New York: Harcourt, Brace.
and 3.3 Henri in a 6. Compare two paintings in terms of approach art. Canvas 4. Canvas LMS
critical Matisse’s composition to texture. Instructure 5. Heelan, P. A. (January 01, 1972). Toward a new analysis of the
analysis Color to achieve 3. Self-paced pictorial space of Vincent Van Gogh. Art Bulletin / Ed. John Shapley
2. Discuss 3.4 Constanti what they are learning [u.a.], 478-492.
quiz at
works of n intended to.
Canvas
art using Brancusi’ 3. Critique
Instructure
visual s Shape artworks
and and using Synchronous
sensorial Volume formalism 1. Video/
language 3.5 Vincent audio
in formal Van Conferen
and Gogh’s ce using
critical Texture Canvas
analysis. and Instructur
3. Create Space e
manual
and
digital
works of
art to
demonstr
ate art-
making
knowledg

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 Course Syllabus
Department of General Education and Mission (DGEM)
Rev 0 | Effective AY 2020-2021

Flexible
Teaching-
Course Hour Unit Assessmen
Topic Objectives Learning Resources / Materials
Outcome s Outcome t
Options or
Activities
e and
technique
s.
1. Study Week Module 4: 1. Describe 1. Determine how modern and classical Formative Asynchronous 1. Bedio, Genesis, Aller, Emerson, Green, Glen Martin, and Abrea, Alvin.
works of 7 Understanding form in art painters depict their subject through close Assessment: 1. Discussion Art Appreciation: Aesthetics in Culture and Society, 2019. USC Press,
art Form, Subject, in terms of observation. Analyze board in Cebu.
through and Content how artists 2. Label the selected paintings in terms of Annibale Canvas 2. Canvas LMS
close- use kinds of subject. Carracci’s Instructure 3. Hall, J. (2018). Dictionary of Subjects and Symbols in Art .
observati 4.1 Form in elements of 3. Compare the contents of two paintings with painting titled 2. Self-pace 4. Scharf, A., Bayley, S., & Open University. (1978). Introduction to art .
on, Art design. similar subject. Two Children Assignment
Milton Keynes: Open University Pres
4.2 Subject in Teasing a task in
formal 2. Identify the
Art Cat (1590) by Canvas
and kinds of
4.3 Kinds of answering Instructure
critical subject in 3. Self-paced
Subject the guide
analysis art. questions learning
2. Discuss Matter 3. Determine posted in quiz at
works of 4.4 Ways of the content Canvas Canvas
art using Represen of artworks. Instructure Instructure
visual tation 4. Critically Quiz.
and 4.5 content examine Synchronous
sensorial 4.6 The the content Summative 1. Video/audio
language Difficulty of a Assessment: Conference
in formal in painting. Teacher- using
and Reading made exam Canvas
critical an Instructure
analysis. Artwork

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 Course Syllabus
Department of General Education and Mission (DGEM)
Rev 0 | Effective AY 2020-2021

Flexible
Teaching-
Course Hour Unit Assessmen
Topic Objectives Learning Resources / Materials
Outcome s Outcome t
Options or
Activities

Pre-Midterm Requirement:
Create a collage using digital or non-digital process about the “art world” using concepts learned from the previous module. Use images, symbols, graffiti that help express the intended idea/s. Use a 10” x
15” (1/8) illustration board as a support for non-digital process. For digital processes, format the collage in a 5”x7” size with 1500 x 2100 resolution. Submit the collage as a JPEG file by uploading it to the
Canvas Module. For non-digital process, photograph the collage using clear resolution and submit the raw, unedited JPEG file to the Canvas Module.
1. Study Week Module 5. 1. Identify the 1. Label functions associated with the works of Formative Asynchronous 1. Bedio, Genesis, Aller, Emerson, Green, Glen Martin, and Abrea, Alvin.
works of 8 Functions of Art different art. Assessment: 1. Discussio Art Appreciation: Aesthetics in Culture and Society, 2019. USC Press,
art functions 2. Classify works of art according to function. Write a 500- n board in Cebu.
through 5.1 Directly of art. 3. Analyze Romare Bearden’s Black Odyssey word essay Canvas 2. Bucher, A. (2010). Why Art? Remarks on the cultural and social
close- and 2. Distinguish collage work in terms of function it is on what the Instructur functions of art Online,
observati Indirectly between associated with and its impact. theme “Art e 3. Canvas LMS
on, Functional directly 4. Create a healing art. makes the 2. Self-pace 4. Ragans, R. (2010). Art Talk 2nd edition. Web textboo.
Art functional individual and Assignme [https://www.iss.k12.nc.us/cms/lib/NC01000579/Centricity/Domain/3046/
formal
5.2 Personal and the society”. nt task in
and Art%20Talk%20textb ook.pdf]. visited several times, 2016.
Function indirectly Canvas
critical Instructur
of Art functional
analysis art. e
2. Discuss 5.3 Social
3. Determine 3. Self-
works of Function paced
the impact
art using of Art of art in learning
visual 5.4 Physical each quiz at
and Function context of Canvas
sensorial of Art use. Instructur
language e
in formal
and Synchronous
critical 1. Video/
analysis. audio

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 Course Syllabus
Department of General Education and Mission (DGEM)
Rev 0 | Effective AY 2020-2021

Flexible
Teaching-
Course Hour Unit Assessmen
Topic Objectives Learning Resources / Materials
Outcome s Outcome t
Options or
Activities
3. Create Conferen
manual ce using
and Canvas
digital Instructur
works of e
art to
demonstr
ate art-
making
knowledg
e and
technique
s.
4. Deepen
sensitivity
to self,
communit
y, and
society.
Week Module 6. The 1. Compare 1. View the short film titled “The Art of Making, Formative Asynchronou 1. Bedio, Genesis, Aller, Emerson, Green, Glen Martin, and Abrea, Alvin.
9 Artisans and The Carpenter” at Assessment: s Art Appreciation: Aesthetics in Culture and Society, 2019. USC Press,
contrast https://www.youtube.com/watch? View an 1. Discussi Cebu.
6.1 Artisans artisans v=xqSgwkGDL7A and understand the job online exhibit on board 2. Canvas LMS
6.2 Art and artists. skills of an artisan. and write a in 3. Polsky, R. (2014). The art prophets: The artists, dealers, and
Collectors 2. Define the 2. Compare and contrast between an artist and review on it Canvas tastemakers who shook the art world . New York: Other Press.
6.3 Art role of an artisan through Discussion board. based on the Instructu 4. Sieber, R. (January 01, 1980). Artisans. A fric a n F u r nit u r e a n d H
Dealers artisans 3. Create an online exhibit together with guide re o u s e h old Objects, 40-49.
6.4 Curators and art collaboration peers questions 2. Self- 5. T. E. (2017). Heritage and Archaeology in the DigitalAge: Acqui sition,
enthusiast posted in pace
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 Course Syllabus
Department of General Education and Mission (DGEM)
Rev 0 | Effective AY 2020-2021

Flexible
Teaching-
Course Hour Unit Assessmen
Topic Objectives Learning Resources / Materials
Outcome s Outcome t
Options or
Activities
6.5 Managing s in the Canvas Assignm Curation, and Dissemination of Spatial Cultural Heritage Data .
the community Instructure. ent task 6. The artist as curator . (2015). Bristol: Intellect.
Audience . in 7. Youtube Video: The Art of Making, The Carpenter
3. Simulate Canvas https://www.youtube.com/watch?v=xqSgwkGDL7A
the Instructu 8. Ward, F., & Dartmouth Digital Library Program (2018). N o I n n o c e n t
curation of re Bystanders: Performance Art and Audience
art objects. 3. Self-
4. Develop paced
appreciatio learning
n of online quiz at
exhibit. Canvas
Instructu
re

Synchronous
1. Video/
audio
Confere
nce
using
Canvas
Instructu
re
Midterm Requirement:
Option 1. In relation to the digital curation activity in the previous module create a 3-5-minute video featuring the artifact/artwork and the artisan/artists who created them in a short documentary
format. It can be a voiceover video or a live presenter type of video (with an individual present in the frame). Present the video by uploading it to the Canvas Module.
Option 2. Critique the artwork assigned by the instructor through Canvas Module.

1. Study Week Module 7. The 1. Describe 1. Describe the psychological influence of Formative Asynchronou 1. Bedio, Genesis, Aller, Emerson, Green, Glen Martin, and Abrea, Alvin.

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 Course Syllabus
Department of General Education and Mission (DGEM)
Rev 0 | Effective AY 2020-2021

Flexible
Teaching-
Course Hour Unit Assessmen
Topic Objectives Learning Resources / Materials
Outcome s Outcome t
Options or
Activities
works of 10 Psychology of the principles of design through the discussion Assessment s Art Appreciation: Aesthetics in Culture and Society, 2019. USC Press,
art Principles of psychologic board Research on 1. Discussi Cebu.
through Design al influence 2. Stream a video about Gestalt Perception two logos and on board 2. Canvas LMS
close- 7.1 Gestalt of principles 3. Complete the Psychology of Colors Table write about in 3. Koffka, K. (1935). Principles of Gestalt psychology. Oxford, England:
observati Principles of design by identifying colors and their how their Canvas Harcourt, Brace.
on, Visual and corresponding psychological meaning and elements Instructu
formal 7.2 Visceral aesthetic application were used to re
and Reactions decision- convey 2. Self-
making. meaning. pace
critical
2. Explain the Assignm
analysis
different ent task
2. Discuss laws in
works of governing Canvas
art using gestalt Instructu
visual perception. re
and 3. Demonstrat 3. Self-
sensorial e the impact paced
language of principles learning
in formal of design quiz at
and through Canvas
critical logo design. Instructu
analysis. re
3. Create
manual Synchronous
and 1. Video/
digital audio
works of Conferen
art to ce using
demonstr Canvas
ate art- Instructur
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 Course Syllabus
Department of General Education and Mission (DGEM)
Rev 0 | Effective AY 2020-2021

Flexible
Teaching-
Course Hour Unit Assessmen
Topic Objectives Learning Resources / Materials
Outcome s Outcome t
Options or
Activities
making e
knowledg
e and
technique
s.
1. Study Week Module 8. 1. Describe 1. Describe one principle of design and how it Formative Asynchronous 1. Bedio, Genesis, Aller, Emerson, Green, Glen Martin, and Abrea,
works of 11-12 Principles of each influences an artwork in the discussion Assessment: 1. Discussion Alvin. Art Appreciation: Aesthetics in Culture and Society, 2019.
art through Design: A principle board Identify the board in USC Press, Cebu.
close- Systematic Way of design 2. Express through a reflective paragraph of Principles of Canvas 2. Canvas LMS
observatio of Achieving and the 200-words the impact of principles of design used Instructure 3. Gibbs, J. (2005). Interior design . New York: H.N. Abrams.
n, formal Visual Pleasure effects design. in Peter Paul 2. Self-pace 4. Lidwell, W., Holden, K., Butler, J., & Elam, K. (2010). Universal
and critical 8.1 Unity and they 3. Draw an abstract work composed of lines, Rubens’s Assignment principles of design: 125 ways to enhance usability, influence
analysis Variety produce color, shape, texture, etc. applying some "The Fall of task in perception, increase appeal, make better design decisions, and
2. Discuss 8.2 Balance in principles of design using digital or manual Phaeton" and Canvas teach through design.
works of 8.3 Emphasis different approach. write about Instructure 5. Wiener, B., Gross, L., & Learning Zone Express (Firm). (2006). The
art using and art forms. 4. Present the abstract work for 2-3 minutes in how the 3. Self-paced principles of design . Owatonna, Minn: Learning Zone Express.
visual and Subordin 2. Analyze the assigned discussion board in Canvas. principles of learning quiz
sensorial ation paintings design were at Canvas
language 8.4 Scale in terms implemented. Instructure
in formal of the
and
and critical applicatio Synchronous
Proportio
analysis. n of 1. Video/audio
3. Create n principles Conference
manual 8.5 Rhythm of design. using
and digital and 3. Discuss Canvas
works of Repetitio the impact Instructure
art to n of
demonstra 8.6 Contrast principles
te art- 8.7 Value of design
making Contrast on the
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 Course Syllabus
Department of General Education and Mission (DGEM)
Rev 0 | Effective AY 2020-2021

Flexible
Teaching-
Course Hour Unit Assessmen
Topic Objectives Learning Resources / Materials
Outcome s Outcome t
Options or
Activities
knowledge 8.8 Size appreciati
and Contrast on of
techniques 8.9 Texture visual art.
. contrast 4. Draw
8.10Idea abstract
Contrast patterns
8.11Movemen applying
t some of
the
principles
of design.
Pre-Final Requirement:
Create a logo of a fictional company applying the principles of design. The best size of the logo is 250 px (width) x 100 px (height), but other sizes can be explored. The logo can either be
created through non-digital or digital process. For non-digital, use a short bond paper and coloring materials. For Digital, use Android, IOS or Windows Application. After accomplishing the
logo, upload it in JPEG to the Discussion Board assigned and write a brief description, detailing how the logo was conceptualized, what principles of design were used and the impact they
contributed.
1. Study Week Module 9. 1. Identify 1. Research on any object with cultural Formative Asynchronous 1. Barry, J. (1999). Art, culture, and the semiotics of meaning: Culture's
works of 13 Reading the various significance. Assessment: 1. Discussion changing signs of life in poetry, drama, painting, and sculpture . New
art through Image planes in 2. Discuss the cultural significance of selected Design any board in York: St. Martin's Press.
close- 9.1 Pictorial art by objects through the discussion board. product in the Canvas 2. Bedio, Genesis, Aller, Emerson, Green, Glen Martin, and Abrea,
observatio Cue analyzing 3. Analyze artworks in terms of the visual context of its Instructure Alvin. Art Appreciation: Aesthetics in Culture and Society, 2019.
n, formal 9.2 Semiotic paintings in semiotic, iconic and contextual planes. use, and 2. Self-pace USC Press, Cebu.
and critical Plane different incorporated Assignment 3. Canvas LMS
analysis 9.3 Iconic levels. in the design task in 4. Guillermo, A. (2019, September 9). Reading the Image (web blog).
2. Discuss Plane 2. Categorize the different Canvas Retrieved from
works of 9.4 Contextual and cues Instructure http://asymptotik.net/artweb/reading_the_image_3.html
art using Plane organize (pictorial, 3. Self-paced
visual and visual semiotic, learning quiz
sensorial information iconic, at Canvas
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 Course Syllabus
Department of General Education and Mission (DGEM)
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Flexible
Teaching-
Course Hour Unit Assessmen
Topic Objectives Learning Resources / Materials
Outcome s Outcome t
Options or
Activities
language from contextual) to Instructure
in formal different make it more
and critical planes. meaningful to Synchronous
analysis. 3. Present a the buyer. 1.Video/audio
3. Create product Conference
manual and that using Canvas
digital demonstrat Instructure
works of art es the use
to of different
demonstrat levels of
e art- reading an
making image.
knowledge
and
techniques.
4. Deepen
sensitivity
to self,
community,
and society.
1. Study Week Module 10. History 1. Recognize 1. View a documentary on Art History Formative Asynchronous 1. Bedio, Genesis, Aller, Emerson, Green, Glen Martin, and Abrea, Alvin.
works of 14-15 of Western Art the major 2. Identify one artwork that best represent Assessment: 1. Discussion Art Appreciation: Aesthetics in Culture and Society, 2019. USC Press,
art through 10.1 Prehistoric works of art each five periods in the History of Wester board in Cebu.
close- and artists Art 1. Drawing Canvas 2. Canvas LMS
Art
observatio in relation 3. Present the best representative artworks of Paleoli Instructure 3. Chapter One: Art Detective https://www.eduweb.com/pintura/a1.html
10.2 Egyptian
n, formal to their of the western art era in the discussion thic Cave 2. Self-pace 4. Gardner, H., Tansey, R. G., & Kleiner, F. S. (1996). Gardner's art
Art Painting
and critical 10.3 Greek Art historical board using screen and voice recorder. Assignment through the ages , 10th ed . / Fort Worth: Harcourt Brace College
analysis settings 2. Solving a task in Publishers.
10.4 Roman Art mystery
2. Discuss and Canvas 5. The Editors of Encyclopaedia Britannica (2019).
10.5 Medieval painting
works of methods. Instructure 6. A r t his t o r y. Encyclopaedia Britannica. Encyclopedia Britannica,
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 Course Syllabus
Department of General Education and Mission (DGEM)
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Course Hour Unit Assessmen
Topic Objectives Learning Resources / Materials
Outcome s Outcome t
Options or
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art using 10.6 Romanesqu 2. Identify the through 3. Self-paced Inc. Retrieved: July 11, 2019 at https://www.britannica.com/art/art-
visual and e key analysis learning quiz history
sensorial 10.7 Gothic Art artworks 3. Compare at Canvas
language 10.8 Renaissanc that defined and Instructure
in formal e each period contrast
and critical 10.9 Baroque in Western two Synchronous
analysis. 10.10 Neoclassi Art History. paintings 1.Video/audio
3. Create cal 3. Discuss the using Conference
manual and sociopolitic knowledg using Canvas
10.11 Rococo
digital al contexts e of art Instructure
10.12 Romantic
works of art that defined history.
to ism the periods 4. Write a
demonstrat 10.13 Realism in Western 150-200
e art- 10.14 Post- Art History word
making Impressioni response
knowledge sm to this
and 10.15 Abstract prompt:
techniques. Expressioni
4. Deepen sm What were
sensitivity to the
self, sociopolitical
community, contexts that
and society. had
contributed to
the creation
of different
periods in
Western art
History?

Page 17 of 32
 Course Syllabus
Department of General Education and Mission (DGEM)
Rev 0 | Effective AY 2020-2021

Flexible
Teaching-
Course Hour Unit Assessmen
Topic Objectives Learning Resources / Materials
Outcome s Outcome t
Options or
Activities

1. Study Week Module 11. Art 1. Determin 1. Comment on how Charles Dickens, Formative Asynchronous 1. Ackroyd, P. (1995). Blake . Great Britain: Sinclair-Stevenson.
works of 16 and e the J.M.W Turner and William Blake Assessment: 1. Discussion 2. ArtCebu Gallery https://www.artcebu.com/
art through Environmental extent of represented environmental crisis through Create a board in 3. Bedio, Genesis, Aller, Emerson, Green, Glen Martin, and Abrea,
close- Crisis environm the discussion board. digital or a Canvas Alvin. Art Appreciation: Aesthetics in Culture and Society, 2019.
observatio 11.1 Environme ental non-digital Instructure USC Press, Cebu.
n, formal ntal Crisis crisis as poster 2. Self-pace 4. Canvas LMS
and critical 11.2 Charles represent depicting the Assignment 5. Forster, J. (2006). The life of Charles Dickens . Whitefish, Mont.:
analysis Dickens ed by impact of task in Kessinger Publishing.
2. Discuss 11.3 J.M.W. artists. climate Canvas 6. Gardner, H., De, . C. H., & Tansey, R. G. (1975). Gardner's art
works of Turner 2. Discuss change as Instructure through the Ages. New York: Harcourt Brace Jovanovich
art using 11.4 William the gleaned from 3. Self-paced 7. Ponting, C. (1993). A gr een history of the world: The environment
visual and Blake different the works of learning quiz
and the collapse of great civilizations . New York, NY: Penguin
sensorial message Charles at Canvas
Books.
language s evoked Dickens, Instructure
in formal in J.M.W.
and critical artworks Turner and Synchronous
analysis. that William Blake 1.Video/audio
3. Create tackle (Android, IOS Conference
manual and environm and Windows using Canvas
digital ental app can be Instructure
works of art crisis. used. The
to 3. Create size of the
demonstrat posters digital output
e art- that shall be 8”x6”
making present or 1024 x 768
knowledge the pixels).
and impact of
techniques. climate
4. Deepen change For non-
Page 18 of 32
 Course Syllabus
Department of General Education and Mission (DGEM)
Rev 0 | Effective AY 2020-2021

Flexible
Teaching-
Course Hour Unit Assessmen
Topic Objectives Learning Resources / Materials
Outcome s Outcome t
Options or
Activities
sensitivity to and how digital work:
self, society (collaborative
community, can act work)
and society. on it. Create a
paper poster
using a long
bond paper
size and
coloring
materials,
depicting the
environmenta
l impact as
gleaned from
the works of
Charles
Dickens,
J.M.W.
Turner and
William
Blake.

Finals Period Requirement:

Visit the website of ARTCEBU at https://www.artcebu.com/. Choose one of the artist exhibitors and navigate the works included in his/her online gallery and portfolio. Make some observations about
the subjects, compositional qualities, including uniqueness, commonality, context, and symbolisms of his/her work. Then write a four-page art review with respect to the artist’s collection of works.
Some works are untitled but the uploaded photos of them are clear enough for you to examine. Format your review using MLA (double-spaced).

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 Course Syllabus
Department of General Education and Mission (DGEM)
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COURSE REQUIREMENTS

Please ensure that the deadlines of the requirements are provided

1st Semester | Academic Year 2020-2021

ASSESSMENT PERIODS REQUIREMENTS DEADLINES

Course Orientation August 26/27

Module 1TLA September 4
Module 2 TLA September 11
Pre-Midterm Module 3 TLA September 25
Module 4 TLA October 16
Summative Assessment October 20
Major Project: Collage Making October 27

Module 5 TLA October 30

Module 6 TLA November 6
Midterm
Major project: Digital Curation/Art November 13
Critique

Module 7 TLA November 20

Pre-Final Module 8 & 9 TLA December 4
Major Project: Logo Making December 11

Module 10 & 11 TLA December 10/11

Final
Major Project: Art Review Between December 14-19

RUBRICS : ART REVIEW

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 Course Syllabus
Department of General Education and Mission (DGEM)
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ART REVIEW/CRITIQUE RUBRICS

Excellent Good Fair Poor

 Criteria
5-4 3-2 1 0 Score
 
Excellent Good Fair Poor
       

Introduction Introduction mentions where the

Introduction explains Student's Introduction explains Student's Student came across the artwork but Introduction not present or does not
selection of the artwork in a selection of the artwork and what does not put much effort into explain how the Student selected
thoughtful manner. caused him to consider it further. explaining what attracted him to the artwork.
pursue it.

Excellent Good Fair Poor

       

Student thoughtfully answers the Student answers the question: What

Description question What do I see? Discusses
the size, medium, process used, and
subject. Student shows his strong
understanding of the elements:line,
shape, space, color, texture, and
value.
Student somewhat answers the
do I see? Discusses most of the Student does not answer the  
question: What do I see? Discusses
following: size, medium used and question: What do I see? Makes a
some of the following: size, medium,
subject. Student discusses weak attempt to describe the
and subject. A few elements used in
significant elements used in the artwork describing very few
the work are discussed: line, shape,
work: line, shape, space, color, elements in the work.
space, color, texture, and value.
texture, and value.

Excellent Good Fair Poor

Analysis  
       

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 Course Syllabus
Department of General Education and Mission (DGEM)
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Student answers the question: How Student somewhat answers the

is the work organized? Thoroughly question: How is the work Student does not answer the
Student answers the question: How
discusses the major principles of art organized? Discusses a few of the question: How is the work
is the work organized? Discusses
in the work: balance, movement, principles of art: balance, organized? Makes a weak effort to
the major principles of art: balance,
pattern, rhythm, emphasis, contrast, movement, pattern, rhythm, mention the principles of art:
movement, pattern, rhythm,
unity and variety. and uses details emphasis, contrast, unity and Student does not use details from
emphasis, contrast, unity and
from the artwork to show a strong variety. Student uses a few details the artwork to support his
variety.
understanding of the principles of from the artwork to support his observations.
art. observations.

Excellent Good Fair Poor

Interpretation Student thoughtfully and thoroughly Student does not answer: What is  
Student answers: What is the artist Student somewhat answers: What is
answers: What is the artist trying to the artist trying to communicate?
trying to communicate? The the artist trying to communicate?
communicate? The interpretation is The interpretation is not supported
interpretation is based on some The interpretation is based on a few
based on visual facts and clues by visual facts and clues or context
visual facts and clues collected. visual facts and clues collected.
collected. or purposes.

Excellent Good Fair Poor

       
Conclusion  
Student concludes with an engaging Student concludes with an Student concludes with a somewhat Student does not conclude or
and interesting point about his interesting point about his reaction interesting point about his reaction concludes with a shallow reaction to
reaction to the artwork. to the artwork. to the artwork. the artwork.
Mechanics Excellent Good Fair Poor  

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 Course Syllabus
Department of General Education and Mission (DGEM)
Rev 0 | Effective AY 2020-2021

       

A few minor errors in punctuation, A few errors in punctuation,

No errors in punctuation, spelling,
spelling, grammar, or capitalization, grammar, spelling, and capitalization Distracting and major errors in
grammar, or capitalization. Works of
but they do not detract from the that while distracting, the meaning grammar, punctuation, spelling, and
art are italicized. Uses APA style,
overall meaning and effectiveness of and intent of the essay can still be capitalization. Header and title
double-spacing and 12 point font.
the essay. Header and title format discerned. Header and title format format are not correct and there are
Header and title format are correct.
are correct. Uses APA style, double- may not be correct. Some APA mistakes in spacing and font size.
Paper is at least 3-4 pages.
spacing and 12 point font. Paper is style, double-spacing and 12 point Paper is less than 3 pages.
3-4 pages. font used. Paper is not 3 pages.

TOTAL

RUBRICS: POSTER (COLLABORATIVE WORK)

POSTER RUBRICS
(For Collaborative Work)

Excellent Good Fair Poor Very Poor

Criteria Score
5-4 3 2 1 0

Excellent Good Fair Poor Very Poor

Content is accurate and all major Content is accurate but some Content is accurate but some Content is either questionable or Content is inaccurate.
Content themes of environmental impact required information on major required information is incomplete.  Information on major Information on major
from the works of Charles themes of environmental impact missing and/or not presented themes of environmental impact from themes of

Page 23 of 32

Dickens, J.M.W. Turner and
William Blake
are presented in a clear way.
Excellent
Presentation
. Presentation is neat, clean, well- Presentation is mostly neat and Presentation flows well. Some Presentation is unorganized. Tools are
organized and presented in a
creative way.
Presentation is colorful and
creative.  Information is interesting
and accurate.
Excellent
Pictures,Clip Art and Artwork
Images, pictures, clip art and
drawn artwork are colorful, and
appropriate to the topic. Layout
flows well, shows creativity, and is
pleasing to the eye.
Excellent
Mechanics
from the works of Charles
Dickens, J.M.W. Turner and
William Blake are missing and/or
not presented in a clear way, but
is still generally easy to follow.
Good
clean.  Information is organized in tools are used to show
a logical manner and shows some acceptable understanding. some of the members’ information/ and
degree of creativity.  The overall
presentation is interesting.
Good
Images, pictures, and clip art and
drawn artwork are mostly colorful
and appropriate. Layout may
show some degree of creativity
but is not organized logically
and/or is cluttered.
Good
Course Syllabus
Department of General Education and Mission (DGEM)
Rev 0 | Effective AY 2020-2021
in a clear way, making it the works of Charles Dickens, J.M.W. environmental impact
difficult to follow. Turner and William Blake are not from the works of
presented in a clear way, making it Charles Dickens,
difficult to follow. J.M.W. Turner and
William Blake are
incomplete,
inaccurate, or not
presented in a clear
way, making it difficult
to follow.
Fair Poor Very Poor
Presentation has no
not used in a relevant manner. Lacking flow. Insufficient
information and
or information is not identified lacking some of the
Each member’s information is member’s information.
represented and identified
with their name.
Fair Poor Very Poor
Most images and/or artwork is Images are inappropriate and artwork No images or artwork
are colorful and appropriate.  shows little, if any, creativity.  The layout included.
The layout shows little is messy,disorganized or cluttered.
creativity and/or is not
organized logically or
cluttered.
Fair Poor Very Poor
Page 24 of 32

Spelling, grammar, and
punctuation in any text on the poster is
accurate.
Overall Presentation
The poster fulfills all requirements of the The poster fulfills all requirements The poster fulfills all but one of
assignment and shows the student’s full of the assignment and represents the requirements of the
potential.
TOTAL
RUBRICS: SHORT ANSWER
 Criteria
Content & Completeness
No spelling, grammar, or
punctuation errors in the text. Text grammar or punctuation. Most
is in the student’s own words.
Excellent
the student’s full potential.  assignment and shows that the
Excellent
5-4
Excellent
Writing shows clear
understanding of task. Prompt is
answered correctly with specific
details (such as names, dates,
A few (2-3) errors in spelling, No more than 5 spelling,
grammar or punctuation
text is in student’s own words. errors. Several instances
where the text is not in
student’s own words.
Good Fair
The poster fulfills some
requirements of the
assignment and shows a
student put forth an honest effort reasonable effort to complete
to complete the assignment. the assignment.
Short Answer Rubrics
Good Fair
3 2
Good Fair
Writing shows an understanding Writing shows some
of the task. Prompt is answered understanding of the task.
sufficiently in a general manner. Prompt is addressed but not
Writers provides a few specific answered sufficiently. Writer
Course Syllabus
Department of General Education and Mission (DGEM)
Rev 0 | Effective AY 2020-2021
No more than 7 spelling, grammar or  More than 7 spelling,
punctuation errors.. Most of text is not in grammar or
authors’ own words and/or no text punctuation errors.
included. Text is copied or not
included.
Poor Very Poor
The poster fulfills a few requirements of The poster does not
the assignment and shows a lack of fulfill all requirements
effort to complete the assignment. of the assignment and
shows no effort to
complete the
assignment.
Poor
Very Poor
1 Score
Poor Very Poor
Writing shows a weak Writing shows little to no
understanding of the task. understanding of the
Prompt is not fully addressed in task. Prompt is barely
the answer. Writer is very addressed or not
Page 25 of 32

titles, events, people).
Excellent
Student has a well-developed
thesis. A clear focus on the
prompt is maintained.
Development of ideas is ample,
Organization specific, and logical. Ideas are
logically sequenced, and
transitions reflect the Student's
logic and understanding of the
prompt. Transitions are usually
integrated into the essay. There
is a well-developed, effective,
and clear introduction and
conclusion.
Grammar, Usage, & Spelling Excellent
details but could have
elaborated further in several
places.
Good
Student has a clear thesis.
Focus on the prompt is
maintained. Development of
ideas is specific and logical.
Ideas are logically sequenced,
but simple and obvious
transitions are used. There is a
clear introduction and
conclusion.
Good
uses generalization and general
statements rather than specific
details.
Fair
Student as a thesis. Focus on
the prompt is maintained
throughout most of the writing.
Some evidence of logical
sequencing of ideas is apparent,
but most transitions are simple.
The introduction and conclusion
are clear and somewhat
developed.
Fair
Department of General Education and Mission (DGEM)
general and provides little
information to judge his/her
understanding of the matter.
Poor
Student has a focus, but no clear
thesis. Focus on the prompt is
maintained throughout some of
the writing. Ideas are logically
grouped in parts of the writing,
but there is little to no evidence
of logical sequencing of ideas.
An introduction and conclusion
are discernible, but minimal.
Poor
Course Syllabus
Rev 0 | Effective AY 2020-2021
addressed in the answer.
There is inadequate
information to judge the
Student's understanding
of the matter.
Very Poor
Student has no thesis
and is unfocused in
his/her writing. Focus on
the prompt is maintained
through little of the  
writing. There is little to
no evidence of the logical
grouping of ideas and if
present, an introduction
and conclusion are
minimal.
Very Poor  
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 Course Syllabus
Department of General Education and Mission (DGEM)
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Writing has few if any errors in
grammar, usage, or spelling.
The student uses art vocabulary
consistently.
Writing has a few errors in
grammar, usage, or spelling.
These errors are rarely
distracting and do not impede
understanding. The Student is
able to use art vocabulary .
Writing has several errors in
grammar, usage, or spelling.
These errors are distracting, but
do not impede understanding.
The student seldom uses art
vocabulary.
Writing has many errors in
grammar, usage, or spelling.
These errors are distracting and
occasionally impede
understanding. The student
sometimes uses art vocabulary.
Writing has many errors
in grammar, usage, or
spelling. These errors
are very distracting and
often impede
understanding. The
student never used art
vocabulary.

TOTAL

RUBRICS: PRESENTATION RUBRICS

PRESENTATION RUBRICS

Excellent Good Fair Poor Very Poor

Criteria Score
5-4 3 2 1 0
Online presentation Content
Excellent Good Fair Poor Very Poor

The online presentation includes The online presentation includes Does not have all of the The online presentation is lacking in The Student made no
all information relevant to the topic relevant information in the elements required. There are many
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 Course Syllabus
Department of General Education and Mission (DGEM)
Rev 0 | Effective AY 2020-2021

in an organized fashion. There are all relevant information; however, online presentation. There is gaps in information presented. attempt.
between 400 & 600 words of is not well-organized. not enough information
relevant information. presented. Information is
presented in an unorganized
fashion.

Excellent Good Fair Poor Very Poor

Work quality/effort

The work done exceeds all
expectations and shows that the
learner is proud of his/her work.
The effort that was put into this
task is the best it can be by the
learner.
The work was done with good
effort that shows what the learner
is capable of. It is evident that
time was put into this online
presentation and oral
presentation.
Work is done with fair effort,
but the quality is still not what
the learner is capable of. It is
evident that the work was
rushed.
Work is done with little effort, quality is The Student made no
not what the learner is capable of. It is attempt.
evident that the work was rushed and
little time was spent on the final product.
Work is incomplete.

Excellent Good Fair Poor Very Poor

Style/Mechanics

The online presentation has an The online presentation is clear The online presentation lacks The poster lacks a clear understanding The Student made no
element of creativity and style, and logical and contains facts as style and reads more like a of the subject matter and their are many attempt.
and is not just a list of facts. The well as very few mistakes. Good list of facts than a support for errors. Online presentation is not
online presentation is presented in clear oral presentation. an oral presentation. The creative.
a clear and concise manner with online presentation lacks
full understanding of the subject. neatness and clarity

Excellent Good Fair Poor Very Poor

Presentation

The student presents the The student presents the The information presented is Not enough preparation was done for The Student made no
information clearly and displays a information fairly clearly and not cleary displayed the presentation of the information, it attempt.
Page 28 of 32

complete understanding of their
information. It is evident that the
student was well prepared.
TOTAL
RUBRICS: LOGO DESIGN RUBRICS
Excellent
Criteria
5-4
Excellent
Creativity/Originality
The artwork demonstrates an
exceptional amount of student
creativity and originality..
Layout/Design
Excellent
The logo is scalable. It is visually
compelling and exceptionally
attractive. It stimulates viewer
interest. Colors and text greatly
enhance the logo’s overall effect.
Course Syllabus
Department of General Education and Mission (DGEM)
Rev 0 | Effective AY 2020-2021
displays a reasonable throughout the project therefore lacks many elements of what
understanding of their is expected.
information.
LOGO DESIGN RUBRICS
Good Fair Poor
Score
3 2 1
Good Fair Poor
The artwork demonstrates a The artwork demonstrates The artwork demonstrates very little
sufficient amount of creativity and some creativity and creativity and originality.
originality. originality.
Good Fair Poor
The logo loses little clarity at The logo loses some quality The logo becomes distorted/illegible
different sizes. It is visually when resized. It lacks visual when resized. It shows little evidence of
appealing. It attracts viewer appeal. It fails to attract artistic design.
interest. Colors complement each viewer interest. Colors and/or
other and text is readable. text effects may clash or
detract from the design.
Good
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 Course Syllabus
Department of General Education and Mission (DGEM)
Rev 0 | Effective AY 2020-2021

Excellent Fair Poor

Relevance

The logo is easy to understand. It
does an excellent job of visually
expressing the theme Think Big!
Connect, Create and Collaborate!
The logo is relatively easy to
understand. It does a good job of
visually expressing the theme
Think Big! Connect, Create and
Collaborate!
The logo is ambiguous. It
does an inadequate job of
visually expressing the theme
Think Big! Connect, Create
and Collaborate!
The logo is difficult to understand. It
does a poor job of visually expressing
the theme Think Big! Connect, Create
and Collaborate!

Excellent Good Fair Poor

Neatness/Conventions

The artwork shows excellent
attention to detail and is
exceptionally neat; no spelling or
grammatical errors.
TOTAL
The artwork shows attention to The artwork shows little
detail and is neatly done; may attention to detail/neatness;
include minor imperfections which contains imperfections which
do not detract from the message. are very noticeable and
detract from the message.
The artwork shows a lack of attention to
detail/neatness; contains major
imperfections which greatly detract from
the message.

RUBICS: PRODUCT DESIGN RUBRICS

PRODUCT DESIGN RUBRICS

Excellent Good Fair Poor Very Poor

Criteria Score
5-4 3 2 1 0
Aesthetic or Visual Qualities
Excellent Good Fair Poor Very Poor

Page 30 of 32
 Course Syllabus
Department of General Education and Mission (DGEM)
Rev 0 | Effective AY 2020-2021

Work shows much
consideration for design and
detail. The work is overall
very visually pleasing.
Work proves student used a Student attempts to add Aesthetic and visual qualities are Aesthetic and visual
good amount of consideration or consider some weak and do not seem well qualities are poor,
to visual qualities. aesthetics or visual planned. or doesn't appear to
qualities but does not have been
follow through with this considered. Work
concentration throughout shows a lack of
the product.
awareness of
tools/media.

Excellent Good Fair Poor Very Poor

Creativity/Originality
Work shows evidence of new
and engaging thinking. It is
obvious the students work is
his or her own.
Work has some
purpose/direction. Some
manipulation of ideas is
evident but may not be
thorough.
Half of the work shows
some evidence of one's
own thinking. The other
half seems duplicated or
not as original.
The sense of exploration of the There is little, if
medium is missing. There is at any, evidence of
least some sense of artistic thinking.
decision-making.

TOTAL

REFERENCES

Required Reading Material:

Bedio, Genesis, Aller, Emerson, Green, Glen Martin, and Abrea, Alvin. Art Appreciation: Aesthetics in Culture and Society, 2019. USC Press, Cebu.

Supplemental Reading Materials:

Gardner, H., & Kleiner, F. S. (2017). Gardner's art through the ages : the western perspective. Fifteenth edition. Boston, MA: Cengage Learning.
Gardner, H., & Kleiner, F. S. (2013). Gardner's art through the ages : a global history. 14th ed. Australia: Wadsworth, Cengage Learning.
Page 31 of 32
 Course Syllabus
Department of General Education and Mission (DGEM)
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Marconi, C., & Steiner, D. (2015). The Oxford handbook of Greek and Roman art and architecture. New York: Oxford University Press.

Required Films/Videos:
“Youtube Video: The Art of Making, The Carpenter” https://www.youtube.com/watch?v=xqSgwkGDL7A

ArtCebu online Gallery https://www.artcebu.com/

Supplemental Films/Videos:
N/A

COURSE LEARNING FACILITATOR’S CONTACT DETAILS

For course-related concerns, students may reach the learning facilitator through the following:
Complete Name NAME
E-mail email@usc.edu.ph
Contact No. Cell number

Students are expected to observe proper protocol. Before communicating their concern(s) to the instructor, students must introduce their names and class schedules. Strictly, all platforms must be for official
academic-related matters only.

LEARNER’S COMMITMENT AND OBLIGATION (optional may be deleted or revised for GE students)

I, ___________________________________, a student of ______________________, have read in full this document and promise to abide with the rules and policies set herein. I will perform
my obligations and submit all requirements with utmost academic honesty and integrity. I commit to proactively engage myself in the entire learning process and aim to become an evidence-
Name governance.
based lifelong learner steering here Jul 00,
With diligence, I shall 2020
keep Approved
this document DR. ELIZABETH
and be guided accordingly until theM. REMEDIO
end of course. Jul 00, 2020
Prepared By:
Faculty Member, USC – Department of Political Science Date By: Chair, USC – Department of General Education and Mission Date

____________________________________________
SIGNATURE OVER PRINTED NAME AND DATE Page 32 of 32