“Beauty is in the eye of the beholder”.

Art Appreciation is the knowledge and understanding of the

universal and timeless qualities that identify all great art. The more you appreciate and understand the art
of different eras, movements, styles and techniques, the better you can develop, evaluate and improve
your own artwork. Additionally, art appreciation refers to the pursuit of knowledge and understanding of
the universal and timeless qualities characterizing works of art. It invokes an analysis of the works based
on acknowledged elements of composition and principles of design, through which enjoyment of the
humanities is enhanced. Introduction to Art Appreciation is primarily intended for the Humanities course
at the tertiary level. Nevertheless, this may also be used as a reference material for other courses in
teaching the meaning and importance of art, its elements, and its development in the Philippines. Now,
how do we describe the lessons in each chapters of the course subject? First, we have to define what is
Art? The word “art” comes from the ancient Latin ars which means a “craft or specialized form of skill,
like carpentry or surgery”. Art has always been timeless and universal, spanning generations and
continents through and through. Art is man’s expression of his reception of nature. Art is man’s way of
interpreting nature. Unlike fields of knowledge that involve data, art is known by experiencing. A work of
art then cannot be abstracted from actual doing. In order to know what an artwork is, we have to sense it,
see or hear it, and see and hear it. How could an art be identifiable and could be appreciated if it doesn’t
have any elements? These elements of art are generally produced when something is done to the medium
after the technique is carried out. To enumerate, the elements of art and design are the following: line,
shape and form, color, space, texture, and auditory.
Second, we need to identify if art is functional or not--- then, we shall classify its functions. The value of
a work of art does not depend on function but on the work itself. Despite these, efficiency cannot be
mistaken as beauty. While it certainly determines beauty in some works of art, an efficient functional
object is not necessarily beautiful. Roughly and broadly, the functions of art are classified into three:
personal (public display or expression), social (celebration or to affect collective behaviour, arts depicting
political or social conditions), and physical (utilitarian, arts having physical functions).

Third, art could be set into stages. The primary stage of engaging with art is its perception. Subjectivity is
illustrated in the way that selective perception renders one or two details more prominent than others,
prompting the viewer to focus on some details as essential or as standouts. In the arts, there are also
observable qualities that the artwork holds that will point to its subject, and sometimes even to its content.
To recognize and grasp the message of the artwork, the viewer may sometimes need to go beyond what is
visible. There are various levels of meaning – factual, conventional, and the possibility of a variety of
meanings.

Fourth, there is a difference between an artist and an artisan; this is one of the confusions in art. Artists
were embedded in the development of culture, and in turn, art was nurtured by the varying cultures in
which it existed. On the other hand, guilds, a place for artisan, were a type of social fellowship, an
association structured with rules, customs, rights, and responsibilities. With a lifetime commitment to a
particular trade, an artisan develops immense skill and expertise in his craft. The site that saw the shift
from a craftsman to an independent artist was a very personal space for the artist himself, which is the
studio.

Even more so, is when it is hinged on the word “art” and suddenly it becomes a bit fuzzy. Another source
of confusion is the fact that in the colloquial, “modern” and “contemporary” are considered synonymous.
The complexity of defining the term is attributed to the fact that people have dissenting views on the
interpretation of the “present,” of “today,” or what the “now” means— these are often ideas that follow
the word contemporary. While modern art saw the digression of artists away from past conventions and
traditions and toward freedom. There is the famous adage of “anything goes.”

Fifth, and as for one of its timeline, history shows that China has been at the leading edge of development
especially in terms of cultural development. Inhabitants of China in the past were able to produce
primitive artisan works. Art in Japan has undergone a series of transitions and periodization. From being
an isolated nation to that of embracing Western influences and modernization, Japan has transitioned into
a modern cultural mixing pot. It is evident how the Japanese were able to infuse local and indigenous
materials with modern Western subjects and focal points. Throughout Philippine history, spanning from
the pre-colonial period to the contemporary period, different art forms have emerged in the Philippine art
scene. Before the colonizers came to the Philippines, ethnic minorities used art not only for daily
activities but also for religious rituals and practices. Most art forms used by ethnic communities include
pottery, weaving, carving, and the use of metalwork and jewelry. Art was used by the Spaniards to
propagate their Christian faith while at the same time, subtly establishing their foothold in the country.
The 1960s proved to be a period of modernism and dynamism with a lot of styles, techniques, and
methods emerging. Most artworks were reflections of the political, social, and economic situation of the
Philippines during the Marcos administration. It was a period wherein people embodied and advocated for
nationalist ideals. This is the reason why there was a paradigm shift of subjects in the artworks.

When it comes to art, in order for people to make sense of the work, it would require understanding the
visual elements where art was grounded on,

especially the principles of design. It is important to note that the audience of the artwork must have a
certain level of awareness to the style, form, and content of the said work. Without such understanding, it
would be difficult to appreciate the visual arts in its fullness and entirety.

Lastly, the course subject sets its own purpose. To mention few, theses are: to provide Humanities
students with a general perspective of art, making them see and appreciate their own world of arts from
various vantage points; to introduce Humanities students to visual arts (painting, architecture, and
sculpture), auditory arts (music and literature), and performing arts / theatre arts (drama and dance)
through the study of the types, mediums, basic elements, and principles of organization of each form; to
familiarize Humanities students with some of the materials and processes involved in the production of
art; to aid in the analysis of the formal structure of various works of art considering the historical period
and cultural framework in which they were produced; to promote the development of critical thinking in
the field of arts and in other academic areas; and to develop among the Humanities students an awareness
of the current times and associate them with their cultural heritage, thereby integrating the past and the
present. At the end of each chapter, evaluation activities are given to enhance the cognitive learning of the
students. Suggested enrichment exercises are also provided to make art appreciation more interesting,
meaningful, and enjoyable.