Republic of the Philippines

Province of Cebu
City of Talisay
TALISAY CITY COLLEGE
Poblacion, Talisay City, Cebu
2nd Semester, Academic Year 2021 - 2022

GEART 2 ART APPRECIATION

Social and Behavioral
Module Writer PAUL JAMES T. DAGATAN Department
Sciences
Module Reviewer MARIA FREGIE G. EJERCITO

Course Facilitator Contact No.

Program & Year
Course Description
Culminating Outcome
Prelim Unit Outcome
Credit Units 3.0
Art appreciation is a three-unit course that develops students’ ability to appreciate,
analyze and critique works of art. Through interdisciplinary and multimodal approaches,
this course equips students with a broad knowledge of the practical, historical,
philosophical and social relevance of the arts in order to hone students’ ability to
articulate their understanding of the arts.
Develop the ability to appreciate and understand the practical, historical, philosophical
and social relevance of arts by designing their own portfolio of art works through
interdisciplinary and multimodal approaches.
Characterize artistic expression based on personal experience with art.

Student’s Name Curricular Yr.& Sec.

Contact No. Time Allotment
Residence Inclusive Date/s

Course Material 1 Nature of Arts: Creativity and Imagination

CONTENT LEARNING OBJECTIVES
At the end of this course material, you will…
 Nature of Art  Compare and Contrast the directly functional and indirectly
 Artist and Artisan functional art
 Function of Arts and Philosophy  Analyze artwork and relate to personal feelings
 Create artwork that convey specific emotions
ENGAGE
Art comes from the ancient Latin word “ARS” meaning craft or specialized form of skill, like carpentry or
smiting or surgery. It is also the medium where human beings express their emotions, beauty, ideas, stories,
aspirations and their intentions.

Let’s start the discussion with a question:

Do you consider nature as an art? Why? Why not?

Write your answers here:

Nature is a wonderful creation of art. It is everywhere but it takes a pure heart to see its beauty. Art and
nature are a masterpiece of expression and communication. Everything you see is interconnected. The best part of
art is when you feel and experience the mystical beauty that it brings.

EXPLORE

THE NATURE OF ART

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 Do you know? Art plays a big part in making our lives abundantly rich. Yes, it is! Imagine, just for a minute, a
world without art!

Art stimulates different parts of our brains to make us laugh, cry or feel many different things. Art gives us a way
to be creative and express ourselves. For some people, art is the only reason they get out of bed in the morning. You
could say, “Art is something that makes us more thoughtful and well-rounded people.”

The functions of art are as follows:

On a personal level, the function of art is to express one’s emotions, to communicate the artist’s feelings
and or opinions to an audience through a medium. These mediums can be in the form of music, literature, fine
arts, or performing arts. But on a societal level, art influence the collective behavior of people. Art also functions
as a documentation of history, of the experiences and emotions of people at a point time. And the function of
philosophy in the context of art and the appreciation of art is that it is a set of tools that can be used to analyze and
draw more meaning from a particular artwork.

As for the artists, those who create art, their function is to make places where human purpose can reside,
create different and unique perspectives on ordinary things, to document and celebrate history and time,
make forms convey feelings and ideas, and most of all to see the world in new ways. An important feature of
art is its ability to convey information in an evaluative aspect.

Art is a combination of man’s intellectual and evaluative attitude toward reality recorded in words, colors, molded
forms or melodically composed sounds. Like philosophy, art also has a profoundly communicative function.
Through it, people communicate to one another their feelings, the most intimate and infinitely varied and poignant
thoughts.

Art objects provide visual delectation. People can make art objects serve a wide variety of additional functions
and have done so. These other functions may make them interesting for historical or intellectual reasons, but don't
have any goodness (or badness) in themselves. It happens, especially in contemporary art, that an artist presents an
object with poor visual qualities, with functions other than visual delectation. Such objects often have the intention to
provoke thought in some way. Whatever interesting insights they may prompt, the strategy resembles using a broken
hammer to prop open a door - using a tool that doesn't perform its original purpose well for another purpose unrelated
to its category. That it works, in its way, doesn't inspire celebration.

ARTIST and ARTISAN

Most important element and creator in any work of art.

ARTIST
- an art practitioner, such as painter, sculptor, choreographer, dancer, writer, poet, musicians,
and the like who produces or creates indirectly functional arts with aesthetic value using
imagination.

Whang Od photo

ARTISAN
- a CRAFTSMAN/PHYSICAL WORKER, such as carpenter, carver, plumber, blacksmith, weaver, embroider,
and the like who produces directly functional or decorative arts.
He/she helps us in meeting our basic needs, such as food,
clothing, dwelling, furniture, and kitchen utensils; they craft
everything that makes our life easy. They produce works as useful,
relevant and essential in our daily life.
- Physical worker who makes objects with his or her hands, and
through skill, experience, and ability that can produce things or great
beauty, as well as usefulness.

Golden Gate Bridge

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 LEARNING CHECK:
Differentiate Artist to Artisan.
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Non-motivated Functions of Art

The non-motivated purposes of art are those that are integral to being human, transcend the individual, or do
not fulfill a specific external purpose. In this sense, art, as creativity, is something humans must do by their very
nature (i.e., no other species creates art), and is therefore beyond utility.
1. Basic human instinct for harmony, balance, rhythm. Art at this level is not an action or an object, but an internal
appreciation of balance and harmony (beauty), and therefore an aspect of being human beyond utility.

Imitation, then, is one instinct of our nature. Next, there is the instinct for ‘harmony’ and rhythm, meters
being manifestly sections of rhythm. Persons, therefore, starting with this natural gift developed by degrees
their special aptitudes, till their rude improvisations gave birth to Poetry. —Aristotle

2. Experience of the mysterious. Art provides a way to experience one’s self in relation to the universe. This
experience may often come unmotivated, as one appreciates art, music or poetry.

The most beautiful thing we can experience is the mysterious. It is the source of all true art and science.
—Albert Einstein

3. Expression of the imagination. Art provides a means to express the imagination in nongrammatical ways that
are not tied to the formality of spoken or written language. Unlike words, which come in sequences and each of
which have a definite meaning, art provides a range of forms, symbols and ideas with meanings that are
malleable.

“Jupiter’s eagle [as an example of art] is not, like logical (aesthetic) attributes of an object, the concept of
the sublimity and majesty of creation, but rather something else – something that gives the imagination an
incentive to spread its flight over a whole host of kindred representations that provoke more thought than
admits of expression in a concept determined by words. They furnish an aesthetic idea, which serves the
above rational idea as a substitute for logical presentation, but with the proper function, however, of
animating the mind by opening out for it a prospect into a field of kindred representations stretching
beyond its ken.” —Immanuel Kant

4. Ritualistic and symbolic functions. In many cultures, art is used in rituals, performances and dances as a
decoration or symbol. While these often have no specific utilitarian (motivated) purpose, anthropologists know
that they often serve a purpose at the level of meaning within a particular culture. This meaning is not furnished
by any one individual but is often the result of many generations of change, and of a cosmological relationship
within the culture.

Most scholars who deal with rock paintings or objects recovered from prehistoric contexts that cannot be
explained in utilitarian terms and are thus categorized as decorative, ritual or symbolic, are aware of the
trap posed by the term “art”. —Silva Tomaskova

Motivated Functions of Art

Motivated purposes of art refer to intentional, conscious actions on the part of the artists or creator. These
may be to bring about political change, to comment on an aspect of society, to convey a specific emotion or mood, to
address personal psychology, to illustrate another discipline, to (with commercial arts) to sell a product, or simply as a
form of communication.
1. Communication. Art, at its simplest, is a form of communication. As most forms of communication have an
intent or goal directed toward another individual, this is a motivated purpose. Illustrative arts, such as scientific
illustration, are a form of art as communication. Maps are another example. However, the content need not be
scientific. Emotions, moods and feelings are also communicated through art.

“[Art is a set of] artifacts or images with symbolic meanings as a means of communication.” —Steve Mithen

2. Art as entertainment. Art may seek to bring about a particular emotion or mood, for the purpose of relaxing or
entertaining the viewer. This is often the function of the art industries of Motion Pictures and Video Games.

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 3. The Avante-Garde. Art for political change. One of the defining functions of early twentieth-century art has
been to use visual images to bring about political change. Art movements that had this goal—Dadaism,
Surrealism, Russian constructivism, and Abstract Expressionism, among others—are collectively referred to as
the avante-garde arts.

“By contrast, the realistic attitude, inspired by positivism, from Saint Thomas Aquinas to Anatole France,
clearly seems to me to be hostile to any intellectual or moral advancement. I loathe it, for it is made up of
mediocrity, hate, and dull conceit. It is this attitude which today gives birth to these ridiculous books, these
insulting plays. It constantly feeds on and derives strength from the newspapers and stultifies both science
and art by assiduously flattering the lowest of tastes; clarity bordering on stupidity, a dog’s life." —André
Breton (Surrealism)

4. Art as a “free zone,” removed from the action of the social censure. Unlike the avant-garde movements, which
wanted to erase cultural differences in order to produce new universal values, contemporary art has enhanced
its tolerance towards cultural differences as well as its critical and liberating functions (social inquiry, activism,
subversion, deconstruction…), becoming a more open place for research and experimentation.

5. Art for social inquiry, subversion, and/or anarchy. While similar to art for political change, subversive or
deconstructivism art may seek to question aspects of society without any specific political goal. In this case, the
function of art may be simply to criticize some aspect of society.

Spray-paint graffiti on a wall in Rome

Graffiti art and other types of street art are graphics and images that are spray-painted or stenciled on publicly
viewable walls, buildings, buses, trains, and bridges, usually without permission. Certain art forms, such as
graffiti, may also be illegal when they break laws (in this case vandalism).

6. Art for social causes. Art can be used to raise awareness for a large variety of causes. A number of art
activities were aimed at raising awareness of autism, cancer, human trafficking, and a variety of other topics,
such as ocean conservation, human rights in Darfur, murdered and missing Aboriginal women, elder
abuse, and pollution. Trashion, using trash to make fashion, practiced by artists such as Marina DeBris is one
example of using art to raise awareness about pollution.

7. Art for psychological and healing purposes. Art is also used by art therapists, psychotherapists and clinical
psychologists as art therapy. The Diagnostic Drawing Series, for example, is used to determine the personality
and emotional functioning of a patient. The end product is not the principal goal in this case, but rather a
process of healing, through creative acts, is sought. The resultant piece of artwork may also offer insight into
the troubles experienced by the subject and may suggest suitable approaches to be used in more conventional
forms of psychiatric therapy.

8. Art for propaganda or commercialism. Art is often utilized as a form of propaganda, and thus can be used to
subtly influence popular conceptions or mood. In a similar way, art that tries to sell a product also influences
mood and emotion. In both cases, the purpose of art here is to subtly manipulate the viewer into a particular
emotional or psychological response toward a particular idea or object.

9. Art as a fitness indicator. It has been argued that the ability of the human brain by far exceeds what was
needed for survival in the ancestral environment. One evolutionary psychology explanation for this is that the
human brain and associated traits (such as artistic ability and creativity) are the human equivalent of
the peacock’s tail. The purpose of the male peacock’s extravagant tail has been argued to be to attract
females. According to this theory superior execution of art was evolutionarily important because it attracted
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 mates.

Supplementary Material/s:
 Art History | Study Guide | https://www.iesa.edu/paris/news-events/art-history
 Misconceptions About Art | Study Guide | https://www.stuff.co.nz/entertainment/arts/8962498/Five-Common-
Misconceptions-About-Art
 Purposes of Arts | Study Guide | https://www.stuff.co.nz/entertainment/arts/8962498/Five-Common-
Misconceptions-About-Art

KNOWLEDGE-BUILDING
Assessment Task 1 GRAPHIC ORGANIZER
Give the similarities and the differences between Indirect and direct functions
Instructions: of art. Design your own diagram to present the similarities and the differences
of the two.
1. Craft a graphic organizer (A graphic organizer is a teaching and
learning tool that is used to organize information and ideas in a way
that is easy to comprehend and internalize. By integrating text and
visuals, graphic organizers show relationships and connections
between concepts, terms, and facts.)
Help Guide
For examples refer to:
https://creately.com/blog/diagrams/types-of-graphic-organizers/
2. State the similarities and the differences between Indirect and direct
functions of art.
3. Use a separate sheet of paper.
Your Rating/
Basis for Rating: Rubric Total Points 100
2 points 1 point
CATEGORY 5 points Above Standards 4-3 points Meets Standards
Approaching Standards Below Standards
Graph is adequate and does
Graph Chosen Graph distorts the idea somewhat Graph seriously distorts the
Graph fits the idea well and not distort the idea, but
and interpretation of the idea is idea making interpretation
makes it easy to interpret. interpretation of the idea is
______x 5 somewhat difficult. almost impossible.
somewhat difficult.

The position statement The position statement

Position Statement
provides a clear, strong
statement of the author's
_____x 5
position on the topic.
A position statement is present,
provides a clear statement of There is no position
but does not make the author's
the author's position on the statement.
position clear.
topic.

A variety of thoughtful Transitions show how ideas Some transitions work well, but The transitions between
transitions are used. They are connected, but there is some connections between ideas ideas are unclear OR
Transitions clearly show how ideas are little variety are fuzzy. nonexistent.
_____ x 4 connected

Neatness and Exceptionally well designed, Neat and relatively attractive The graph is neatly drawn but it Appears messy and
Attractiveness neat, and attractive. appears plain. "thrown together" in a hurry
______ x 4

Grammar and Author makes no errors in Author makes 1-2 errors in Author makes 3-4 errors in Author makes more than 4
Spelling grammar or spelling that grammar or spelling that grammar or spelling that distract errors in grammar or
distract the reader from the distract the reader from the the reader from the content. spelling that distract the
_______x 2 content. content. reader from the content.

CRITICAL THINKING
Assessment Task 2 PICTURE ANALYSIS
Create 1-paragraphed reaction paper on the image shown below. Write your
Instructions:
answer on the space provided.
1. Take a look and analyze on the picture shown below.
2. In crafting the reaction paper, use these following guide questions:
Help Guide  What do you feel when you first see the photo?
 Are there any personal experiences where you can say that this image is relatable?
 What do you think the photographer’s purpose upon taking this photo?
Rubric Your Rating/
Basis for Rating: Total Points 100
15-11 points 10-6 points 5-1 point
CATEGORY 20-16 points Above Standards
Meets Standards Approaching Standards Below Standards
INTRODUCTION and There is a well-developed Introduction creates interest. Introduction adequately Background details are a
CONCLUSION introduction with an attention grabber Thesis states the position. explains the background, but random, unclear
(Background that grabs the reader’s interest and Conclusion effectively may lack detail. Thesis states collection of information.
History/Thesis continues to engage the reader up summarizes the topic. the topic, but key elements Thesis is vague and
Statement) until the thesis statement. The thesis are missing unclear. Conclusion is not
statement should clearly state the effective and does not
experience or event that will be summarize main points.
described as well as the effect on the
writer. Conclusion should effectively
ASSESS

wrap up and re stresses the

importance of the thesis.
MAIN POINTS Well-developed main points/topic
(Body Paragraphs) sentences that relate directly to the
thesis. Supporting examples are
concrete and detailed. The narrative
is developed with an effective point
of view.
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Three or more main points
relate to the thesis, but some
may lack details. The
narrative shows events from
the author’s point of view, but
could use more descriptive
Three or more main points
are present, but lack details in
describing the event. Little
descriptive language is used.
Less than three
ideas/main points are
explained and/or they are
poorly developed. The
story tells; it doesn’t show
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 language.
ORGANIZATION Logical Progression of ideas with a Logical progression of ideas. Organization is clear. Writing is not organized.
(Structure and clear structure that enhances the Transitions are present Transitions are present at The transitions between
Transitions) thesis. Transitions are effective and throughout the essay, but times, but there is very little ideas are unclear or non-
vary throughout the paragraph, not lacks variety. variety. existent.
just in the topic sentences.
STYLE Writing is smooth, skillful, and Writing is clear and sentences Writing is clear, but could use Writing is confusing and
(Sentence Flow, coherent. Sentences are strong and have varied structure, Diction a little more sentence variety hard to follow. Contains
Variety, Diction) expressive with varied structure. is consistent. to make the writing more fragments and/or run-on
Diction is consistent and words are interesting. sentences.
well chosen.
MECHANICS Punctuation, spelling, and There are only a few (3-4) Distracting errors in
(Spelling, Punctuation, spelling, and capitalization are generally errors in punctuation, spelling, punctuation, spelling, and
Punctuation, capitalization are all correct. No correct with few errors (1-2) and capitalization. capitalization.
Capitalization) errors.

This photo was taken by Kim JB. (“Father and daughter at dawn”) on December 3, 2018 on a weekend morning walk around Naga’s Plaza.

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CREATING
Assessment Task 3 MY ART TRIBUTE
Create your own art piece inspired by the pandemic that we are facing today.
Instructions: Your work will be a strong message build up with meaningful experience in
these moments of time.
1. On a separate sheet of paper, create your own artwork, be it via
drawing, painting, sculpture, or photography that will convey your
Help Guide
experiences, emotions and thoughts in this massive pandemic.
2. Create a title or a description of your art.
Rubric:
Beginner Developing Accomplished Advance
CRITERIA
11-9 15-12 18-16 20-19

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SOURCES/REFERENCES
Learning, S. (16 August, 2020). Art Appreciation.https://courses.lumenlearning.com/suny-masteryart1/chapter/oer-1-2/
Philosophy of art. Britannica.com.https://www.britannica.com/topic/philosophy-o0f-art
Nature in Art: Detailed Discussion of Nature Inspired Arts and Artists. (n.d.) Retrieved August 16, 2020, from
https://www.art-is-fun.com/nature-in
art#:~:text=Many%20forms%20of%20nature%20in,forms%2C%20from%20photorealism%20to%20abstraction.&text=But%20abs
tract%20paintings%20can%20also,natural%20phenomena%20and%20natural%20forms.
COURSE MATERIAL ENGAGEMENT CHECKLIST
Your feedback matters to us. The following are statements about the course material. Please indicate the point to
which each statement characterizes your assessment on the course material by checking the appropriate box.

YES NO
 The course material is easy to understand.
 The given instructions are clear.
 The given tasks are doable.
 The given information is complete.
 The teacher seeks ongoing feedback.

What is your personal thought on the course material? ___________________________________________________

_________________________________________________________________________________________________

ACADEMIC HONESTY STATEMENT

I confirm that I have read and fully understood the policies of Talisay City College with regards to Academic
Dishonesty, and that I am fully aware of its possible legal and disciplinary consequences.

Student’s Signature Over Printed

Checked by
Name
E-mail Address E-mail Address
Date Submitted Date Received

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