"VALUE OF THE ART AND AIMS OF

TEACHING ARTS"(group 2)

SUBMITTED BY:

Dela Peña, Lea Amor M.

Cabanday, Merry Grace

Singga, Leanerose C.

Ojida, Mayjene S.

Daliopac, Pearl

Mesa, Kyle

SUBMITTED TO :

MRS. IRENE CABUSAS

Art Appreciation instructor

The Value of Art

The value of creating

At its most basic level, the act of creating is rewarding in itself. Children draw for the joy of it before they
can speak, and creating pictures, sculptures and writing is both a valuable means of communicating
ideas and simply fun. Creating is instinctive in humans, for the pleasure of exercising creativity. While
applied creativity is valueable in a work context, free-form creativity leads to new ideas.

Material value

Through the ages, art has often been created from valuable materials. Gold, ivory and gemstones adorn
medieval crowns, and even the paints used by renaissance artists were made from rare materials like
lapis lazuli, ground into pigment. These objects may have creative value for their beauty and
craftsmanship, but are also intrisically valuable because of the materials they contain.

Historical value

Artwork is a record of cultural history. Many ancient cultures have been entirely lost to time except for
the artworks they created, a legacy that helps us understand our human past. Even recent work can help
us understand the lives and times of its creators, like the artwork of African-American artists during the
Harlem Renaissance. Artwork is inextricably tied to the time and cultural context it was created in, a
relationship called zeitgeist, making art a window into history.

Religious value

For religions around the world, artwork is often used to illustrate their beliefs. Depicting gods and
godesses, from Shiva to the Madonna, make the concepts of faith real to the faithful. Artwork has been
believed to contain the spirits of gods or ancestors, or may be used to imbue architecture with an aura
of awe and worship like the Badshahi Mosque.

Patriotic value

Art has long been a source of national pride, both as an example of the skill and dedication of a
country’s artisans and as expressions of the national accomplishments and history, like the Arc de
Triomphe, a heroic monument honoring the soldiers who died in the Napoleonic Wars. Of course the
patriotic value of art can slide into propaganda as well, used to sway the populace towards a political
agenda.

Symbolic value

Art is uniquely suited to communicating ideas. Whether it’s writing or painting or sculpture, artwork can
distill complex concepts into symbols that can be understood, even sometimes across language barriers
and cultures. When art achieves symbolic value it can become a rallying point for a movement, like J.
Howard Miller’s 1942 illustration of Rosie the Riveter, which has become an icon of feminism and
women’s economic impact across the western world.

Societal value

And here’s where the rubber meets the road: when we look at our world today, we see a seemingly
insurmountable wave of fear, bigotry, and hatred expressed by groups of people against anyone who is
different than them. While issues of racial and gender bias, homophobia and religious intolerance run
deep, and have many complex sources, much of the problem lies with a lack of empathy. When you look
at another person and don't see them as human, that’s the beginning of fear, violence and war. Art is
communication. And in the contemporary world, it’s often a deeply personal communication. When you
create art, you share your worldview, your history, your culture and yourself with the world. Art is a
window, however small, into the human struggles and stories of all people. So go see art, find art from
other cultures, other religions, other orientations and perspectives. If we learn about each other, maybe
we can finally see that we're all in this together.Art is a uniquely human expression of creativity. It helps
us understand our past, people who are different than us, and ultimately, ourselves.

WHAT ARE THE THE AIMS OF TEACHING ARTS?

Despite the fact that an artist may desire to create a work that says something specific, there is often a
significant disconnect between what an artist aims to say with a work of art, and what the work of art
ends up saying. Even though there are a great many aims art can have, six that are particularly
significant and influential are religious and ceremonial, social commentary, storytelling, self-expression,
beauty and emotion.

Religious Purposes

For centuries art has been created and used for religious or ceremonial purposes. Among traditional
societies past and present, art serves many religious and ceremonial purposes. From prehistoric goddess
images to Michelangelo’s paintings in the Sistine Chapel, art has the ability to spur religious emotions
and compel people to contemplate the spiritual.

Social Commentary

Artists have used every medium to comment on societal norms, rules and injustices. Truly great art has
the ability to force people to re-examine their own moral structure and way of looking at the world. For
example, Harper Lee’s "To Kill a Mockingbird" continues to have a profound influence on the way people
view race relations in contemporary America, as well as how the judicial system can be negatively
manipulated.

Storytelling and Self-Expression

An aim of many artists is to tell a valuable story that will stand the test of time and positively influence
people’s thoughts, moods and actions forever. Norman Rockwell, for example, is able to tell a clear and
powerful story with a single image. Also, many artists create simply for the satisfaction of building
something they believe in. Despite the fact that there are many motivations for an artist, some artists
create for their own personal satisfaction.

Beauty & Emotion

Something that’s beautiful is wonderfully easy to appreciate. Many artists aim to capture the essence of
beauty in their work. For example, Millet, a French naturalist painter mostly known for painting
peasants, was committed to depicting them with great beauty. Also, many artists create in order to
extract a specific emotion from their viewer. For example, Turner’s “The Slave Ship,” a depiction of a
shipwreck and punishment, invokes a specific emotion from its viewers

Why is art appreciation important?

 Art can stimulate thought and reason. That is why it is known to have brought a
revolution in many cultures. It can stimulate ideas as it allows viewers to draw their own
emotions in their thoughts and pull from their personal experiences as they encounter
them.

How to Appreciate Art When You're Not an Artist

ns of artists.

You don't have to be an artist to appreciate art!

10 Tips for Art Appreciation

 Learn a Little Bit Every Day

 Try an Art Project
 Take a Class
 Write What You Know
 Visit a Museum
 See Through Different Angles
 Analyze One Thing
 Think About Your Feelings
  Interview Someone
 Accept It

What Are the 7 Different Forms of Art?

 Specific mediums and forms of artistic expression have changed throughout human history, but
for the most part, art falls into one of the following seven classical forms. Each different form of
art is experienced differently and affects our emotions and feelings.

1.PAINTING

MONALISA

Leonardo da Vinci

Leonardo da Vinci’s Mona Lisa is arguably the most famous piece of art in the world. Painted in the
early 16th century, it depicts a mysterious woman with a hint of a smile. For nearly the entirety of the
painting’s existence, the Mona Lisa has captivated and fascinated people, and its story goes far beyond
da Vinci’s Renaissance studio.

It may be unfinished. Although he began working on the Mona Lisa in the first decade of the 1500s,
there is evidence to suggest that Leonardo da Vinci was still refining the painting
around 1516 or 1517. Da Vinci’s right hand was partially paralyzed by 1517, so any
finishing touches may have been impossible for him to paint.

STARRY NIGHT

Vincent Van Gogh

The Starry Night depicts Van Gogh’s view from an asylum. Van Gogh checked himself into an
asylum when he had a mental break down. It is during his stay at this asylum that Van Gogh
 created one of the most recognized pieces of art in the world- The
Starry Night.Van Gogh’s preferred method of working was through
observation- hence it was only natural that he painted what he saw
around him. The Starry Night is literally what he saw from his
room’s window as well as what he saw when he walked in the
countryside near the asylum. It is recorded in one of Van Gogh’s
letters to Theo his brother, that he saw the country from his window
prior to dawn and observed a large looking star. This was more than enough inspiration that
Van Gogh needed for The Starry Night.

2.SCULPTURE

PIETA

Location: St. Peter’s Basilica, Vatican City

Sculptor: Year: 1499

Michelangelo’s Model for The Pietà may have been discovered. In November 2010, American
art historian Roy Doliner claimed that a restored 12-inch statue from the late 15th century is a
long-misidentified Michelangelo piece that served as the test run for
his Pietà. The small sculpture of Mary and Jesus was previously
attributed to celebrated 15th century sculptor Andrea Bregno. But
Doliner believes this piece was a sort of proof of concept given to
cardinal de Billheres to secure the commission.

THE THINKER

Location: Musee Rodin, Paris, France

Sculptor: Auguste Rodin

Year: 1904

The Thinker, French Le Penseur, sculpture of a pensive nude male by French artist Auguste
Rodin, one of his most well-known works. Many marble and bronze editions in several sizes
were executed in Rodin’s lifetime and after, but the most famous version is the 6-foot (1.8-
metre) bronze statue (commonly called a monumental) cast in 1904 that sits in the gardens of
the Rodin Museum in Paris.

3.LITERATURE

William Shakespeare wasn’t the first person to write about the

Montagues and the Capulets. The Montagues and the Capulets—the
two families at the center of the family rivalry that makes Romeo and
Juliet’s love an impossible predicament—were kicking around long
before William Shakespeare got a hold of them. In “Divine Comedy,”
the epic poem that took Dante more than 10 years to complete, he makes the following
reference: "Come and see, you who are negligent, / Montagues and Capulets, Monaldi and
Filippeschi: / One lot already grieving, the other in fear. / Come, you who are cruel, come and
see the distress / Of your noble families, and cleanse their
rottenness."Dante’s “Divine Comedy” was written more than 250
years before Shakespeare was even born.

J.K. Rowling's "Harry Potter" universe is enormous. And since

closing the book on the main series in 2007, she keeps adding to it.
There are spinoff books, movies, and a play in the franchise — many of which reveal new
insight about Harry, Ron, Hermione, and other characters from the original series. The wealth
of "Harry Potter" material also means that there's a wealth of behind-the-scenes information
that yields new details of how J.K. Rowling thought up the books, how the filmmakers made the
movies, and a ton of other information about the "Harry Potter" universe.

4.Architecture

TAJ MAHAL

Architect: Ustad Ahmad Lahori

The Taj Mahal was created by Emperor Shah Jahan for his favorite wife Mumtaz Mahal.

Shah Jahan was the fifth Mughal emperor and ruled from 1628 to 1658. When his third and
favorite wife, Mumtaz Mahal — a princess of
Persian nobility and also Agra native — died,
Shah Jahan was so overcome with grief that he
wanted to build the Taj Mahal as a testament
of his undying love for her.

EIFFIL TOWER

Architect: Charles Léon Stephen Sauvestre, Maurice Koechlin, Émile Nouguier

The tower housed a scientific laboratory

Eiffel engraved the names of 72 of the country’s scientists in the tower’s first-level gallery, and
atop the structure he installed a laboratory that was used by himself and French scientists to
study astronomy, meteorology, aerodynamics and physiology and test experiments such as
Foucault’s Pendulum. In 1909 Eiffel installed an aerodynamic wind
tunnel at the base of the tower that carried out thousands of tests,
including those on Wright Brothers airplanes and Porsche automobiles.

5.Cinema

SCI-FI DINE-IN THEATRE, WALT DISNEY WORLD, FLORIDA, US

Sci-Fi Dine-In Trivia

The restaurant plays a classic collection of science fiction hits (and misses) from the 1950s and 60s, with
clips from films like Plan 9 From Outer Space, Attack of the 50 Foot Woman, The Amazing Colossal Man,
and The Blob, just to name a few.

SUN PICTURES, BROOME, AUSTRALIA

Broome Time is a term regularly used by residents of Broome to describe the unhurried atmosphere of
the town. Visitors relax, unwind and “slip into Broome Time”. The houses in Broome do not have
letterboxes. Residents collect their mail from banks of post boxes at five locations around the town.
Pearl meat is a delicacy in Broome and retails for around $150 per kilo. Sun Pictures is the world’s
oldest open-air outdoor picture gardens where you
can watch a film on deck chairs under the stars.
Matso’s Broome Brewery is Australia’s most remote
microbrewery and creates not only traditional beer
but mango, ginger and chilli beers.

6.Music

AURA LEA— (Love Me Tender)

By: Elves Presly and Vera Matson

“Love Me Tender” was one of Elvis Presley’s songs that rocked the airwaves in 1956 and up to
these days it is still being played on the radio stations and televisions. Indeed, it was considered
as one of Presley’s most remarkable hits of his musical career.
With this, it’s noteworthy to read and understand the song’s
facts and its evolution. The Metamorphosis Of “Love Me
Tender”. The 1956 song “Love Me Tender” was a musical
adaptation of the Civil War song “Aura Lea” or mostly
documented as “Aura Lee”. George R. Poulton and W.W.
Fosdick were the brains behind the lyrics.

Ave Maria— Bach-Ground

composer :Giulio Caccini

In 1853 Charls Gounod made variation on the Bach's

prelude. Originally it was instrumental piece for violin and
piano, and only six years later the words to were added to
this composition and this made it so popular.

7.Theater
La Scala de Milan

By:

It’s located right in the heart of the city La Scala is the nickname of the building known as
“Teatro alla Scala,” the main opera house in the second most populous city in Itlay, Milan. This
magnificent building is located right in the heart of the
city, just north of the most prominent landmark in Milan,
the famous Duomo of Milan. It’s located on a square
that was named after it called “Piazza della Scala.” This
picturesque square is remarkable because it features a
statue of the Italian polymath Leonardo da Vinci, a man
who lived and worked in the city in the late 15th century.

The Sydney Opera House

By:

Sydney Opera House sits on Bennelong Point. Bennelong Point was named after Woollarawarre
Bennelong, a senior Eora man at the time of the arrival of British colonisers in Australia in 1788.

WHAT ARE THE STRATEGIES USED IN TEACHING ART?

 Make Collages and Models

Cut with the Dada Kitchen Knife through the Last Weimar Beer-Belly Cultural Epoch in
Germany
 Artist: Hannah Höch

 Use drawing and illustrations

 Tell pictures stories

Is Teaching art Important?

Motor Skills. One of the most important skills that are developed through art is
fine motor development. During art lessons, your child’s small muscles in the
fingers, hands, and wrists are exercised and strengthened, helping to make
learning to write easier. You may not realize it, but the control over finger movements used for clay
modeling and finger painting is the same control the child needs to be able to grasp a pencil and write.
Without well-developed fine motor skills, a child may have difficulty learning to write or performing
other critical tasks required in school, such as turning pages of books, cutting, drawing, and squeezing
glue from a bottle. Language Skills. Talking about art while crafting with your child or toddler not only
teaches them nouns and verbs. It also helps them learn to describe colours, materials and textures. Craft
activities encourage the speech and language development in young children. Social Skills. Art help
children express themselves, develop the skills of communication and problem solving. With the
participation of various artistic activities, children develop their social skills, their self-respect and self-
esteem. Decision making. Art classes also foster a sense of aesthetics, develop fine motor skills, and
help children understand and interpret the world around them, they also ensure that the child will
become an independent and creative thinker and innovator. This is essential for leaders and will help
the child put the core skills they learn in school to better use for society, their family, and themselves.
Inventiveness. Visual Arts also encourage inventiveness and creativity, which translate over to academic
subject areas as well, and create a growth mindset.

WHAT ARE THE THE THREE COMPONENTS OF ARTS?

Subject, form, and content have always been the three basic components of a work of art, and they are
wed in a way that is inseparable. In general, subject may be thought of as the "what" (the topic, focus,
or image); form, as the "how" (the development of the work, composition, or the substantiation); and
content, as the "why" (the artist's intention, communication, or meaning behind the work). Subject
The subject of visual art can be a person, an object, a theme, or an idea. Though there are many and
varied ways of presenting the subject matter, it is only important to the degree that the artist is
motivated by it. Objective images, which represent people or objects, look as close as possible to their
real-world counterparts and can be clearly identified. These types of images are also called
representational.

Form. As a component of art, the word form refers to the total overall arrangement or organization of
an artwork. It results from using the elements of art, giving them order and meaning through the
principles of organization. When studying a work's form, we are analyzing how the piece was created.
More specifically, we are examing why the artist made certain choices and how those choices interact to
form the artwork's final appearance. In this sense, the word form may actually be thought of as a verb
rather than a noun. The elements of art, which include line, texture, color, shape, and value, are the
most basic, indispensable, and immediate building blocks for expression. Their characteristics,
determined by the artist's choice of media and techniques, can communicate a wide range of complex
feelings. All artists must deal with the elements singularly or in combination, and
their organization contributes to the aesthetic success or failure of a work.

Content. The emotional or intellectual message of a work of art is its content - a

statement, expression, or mood developed by the artist and interpreted by the
observer. Of the three components of art, content may be the most difficult to identify, because the
audience, without direct communication with the artist, must decipher the artist's thoughts by
observing the work's subject and form. For example, in Young Girl in the Lap of Death, the striking
emphasis of the left-to-right diagonals, the sharp contrasts of light and dark values, and the aggressive
and powerful drawing strokes give us some insight into Kathe Kollwitz's concern for life, though we may
not understand the depth of her passion.

Sharpens students critical intellectual skill.

Improved Tolerance and Empathy

This is most likely because experiencing art exposes students to viewpoints outside of their own. They
come face-to-face with other people, places, and ideas, and this can help them learn to see the world
outside of themselves and tolerate the differences they'll encounter in the future.

Arts Enhance Creativity

Exposure to and experience with the arts allows children to create, design, generate, and compose new
ideas, further developing the creative thinking inherent in young children. If navigated intentionally,
learning about color can help children develop vocabulary, complex thinking, and keen observation.
Art teach methods for learning language skills

Talking with students about their art or the artwork of others offers an excellent opportunity to build
vocabulary skills, develop clear articulation of ideas, and sharpen powers of observation skills. Students
often understand ideas presented in visual form before they are able to understand the same ideas
presented verbally; consequently, looking at and talking about art can acknowledge and stimulate their
cognitive processes.

Help Students Learn Mathematics.

Regarding students’ understanding and explanation of geometrical phenomena and geometrical creative
thinking, all students improved, but no differences between the groups were found, which implies that
on these aspects the MACE program was as effective as the comparison group that received a more
traditional form of geometry education.

Non-routine problem solving is important in elementary school mathematics (Kolovou, 2011). An

example is when students have to create a paper model of a 12-sided dice. Students cannot simply apply
a strategy, but have to recall, use, and combine facts, skills, procedures, and ideas in a new and
meaningful way to solve the problem. This requires creative and flexible thinking (Schoevers et al., 2019;
Warner, Alcock, Coppolo, & Davis, 2003), which is also considered important in other disciplines in
elementary education, such as visual arts (Sawyer, 2014). However, in educational practice, most
teachers do not provide many opportunities for students to act creatively in mathematics (Gravemeijer,
2007; Kolovou, 2011) and visual arts (Bresler, 1999; Elfland, 1976). This might be largely due to the
highly structured curriculum and mathematical textbooks that leave little room for these opportunities
and may constrain creative practices that the teachers feel able and willing to engage in (Dobbins, 2009;
Kolovou, 2011). The Mathematics, Arts, Creativity in Education (MACE) program was designed to change
educational practice in this respect.