GEC 6 – Art Appreciation

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PRESIDENT RAMON MAGSAYSAY STATE UNIVERSITY
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GEC 6 – Art Appreciation
First Edition, 2021

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Learning Module Development Team

Assigned Title Author/s

Chapter/Lesson
Chapter/Lesson 1: Meaning and Importance Dyan Michelle B. Alluso
of Art and Art History Fe Marie L. Matias
The Elements of Visual
arts and principles of
design
Chapter/Lesson 2: Assumption and Nature Dyan Michelle B. Alluso
of Arts: Creativity, Fe Marie L. Matias
Imagination
Chapter/Lesson 3: Subject, Form, and Dyan Michelle B. Alluso
Content Fe Marie L. Matias
Chapter/Lesson 4: Functions of Art Dyan Michelle B. Alluso
Functional and Non- Fe Marie L. Matias
Functional Arts
Chapter/Lesson 5: Classifications of Art Dyan Michelle B. Alluso
Philosophical Perspective Fe Marie L. Matias
of Arts
Chapter/Lesson 6: Subject of Art and Dyan Michelle B. Alluso
Methods of Presenting Fe Marie L. Matias
Subjects
Representational and
Non- Representational
Arts
Chapter/Lesson 7: Artist and Artisans Ronie M. Nery
Chapter/Lesson 8: Techniques in Arts Ronie M. Nery
Chapter/Lesson 9: Mediums of Visual, Ronie M. Nery
Auditory and Combined
Arts Art Production
Process
Chapter/Lesson 10: Art Production Process Christine Joy Q. Meer
Chapter/Lesson 11: Art Management Dyan Michelle B. Alluso
 Fe Marie L. Matias
Chapter/Lesson 12: Performing Arts: Dance, Melma A. Doloritos
Music, and Theatre
Chapter/Lesson 13: Awards and Recognitions Carla Joan D. Schuck
for Artist
Chapter/Lesson 14: Workshops on Carla Joan D. Schuck
Improvisations,
Installation, Transcreation

Evaluators:

(First Name, Middle Initial, Last Name), Position

(First Name, Middle Initial, Last Name), Position
(First Name, Middle Initial, Last Name), Position
Course Overview

A rt 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. The course also develops
students’ competency in researching and curating art as well as conceptualizing,
mounting, and evaluating art production. The course aims to develop students’
genuine appreciation for Philippine arts by providing them opportunities to explore the
diversity and richness and their rootedness in Filipino Culture. (CMO No. 20 s 2013)

Art is not new to us. In fact, in everyday activities, we encounter art. We sense it. We
see it through visual experiences like choosing what color and style of dress to wear,
shoes and bags that would complement it. We are fascinated seeing huge billboards
and amazing cathedrals that push our visual pleasure to higher heights. We hear it.
Putting on earphones and browsing songs from phones can chill us when we are
caught in a traffic jam. We smell it. The aroma of coffee and the smell of our favorite
food that leads to visual experience of the mind on how it looks like in reality and feel
a certain gratification. We taste it. Culinary arts hit the high recognition in our lifestyle
nowadays; our hunger for food arts is dynamic. Gustatory experience eating street
foods like fish balls, squid balls, “kikyam”, bananaque, “kwek-kwek”, “isaw”,
“Betamax”, “isaw”, etc.; eating delicious dumplings, chicken inasal, Halo-Halo, tuna
pesto, etc., from enormous number of food yards, and fine dining restaurants satisfies
our gustatory pleasures. We touch it. We choose texture when buying shirts or clothes
whether it is silk or cotton. The experience of touching the strings of guitar through
strumming and plucking that can eventually produce a musical composition.

All of these experiences draw us all to the conclusion that art is an integral part of us
and is not separated from any of our daily encounter with the world. Art is something
that stimulates valuable aesthetic emotions in us. As we venture into art appreciation,
we, at the certain point, will arrive at a mature level of seeing and appreciating the arts.

Course General Objectives

At the end of the semester 75% of the students have attained 80 % proficiency level:

Knowledge
1. Demonstrate an understanding and appreciation of arts in general, including
their function, value, and historical Significance
2. Define and demonstrate the elements and principles of design
3. Explain and evaluate different theories of art
4. situate Philippine arts in a global context
Skills
1. Analyze and appraise works of art based on esthetic value, historical context,
 tradition, and relevance
2. Mount an art exhibit (concept development, production and postproduction,
marketing, documentation, critiquing)
3. Create their own works of art and curate their own production or exhibit
4. Utilize art for self-expression and for promoting advocacies
Values
1. Deepen their sensitivity to self, community, and society
2. Discover and deepen their identity through art with respect to their
nationality, culture, and religion
3. Develop an appreciation of the local arts. (CMO No. 20 s 2013)

Course Details:

Course Code: GEC 6

Course Title: Art Appreciation
No. of Units: 3
Classification: Lecture-based
Pre-requisite / Co-Requisite: None
Semester and Academic Year: 1st Semester, AY 2022-2023
Schedule: Monday 6:00-9:00PM
Name of Faculty: Mae Joyce R. Velarde
Contact Details
Email: maejoycevelarde@gmail.com
Mobile Number: 09302812409
Viber: N/A
FB Account: Mae Joyce Reyes Velarde
Consultation
Day: Wednesday
Time: 1:00PM-5:00PM

Learning Management System

 Google Classroom
 University LMS
 Self-Learning Module

Assessment with Rubrics

Students will be assessed in a regular basis thru quizzes, long/unit/chapter tests,

individual/group outputs using synchronous and/or asynchronous modalities or
submission of SLM exercises. Rubrics are also provided for evaluation of
individual/group outputs.

Major examinations will be given as scheduled. The scope and coverage of the
examination will be based on the lessons/topics as plotted in the course syllabus.

Excellent Good Satisfactory Need

(4 points) (3 points) (2 points) Improvement
(1 points)
Following All directions You followed You followed None of the
Project were followed most direction some directions were
Direction directions. followed.
Use of You used your You used your You used some You did not
Creativity own ideas and own ideas imagination. used your own
imagination. most of the ideas or
time. imagination
Skills The art work is The student The student The student
outstanding showed above showed showed poor
and was average average craftsmanship
finished with a craftsmanship craftsmanship or lack of
great deal of and and understanding.
patience. understanding. understanding.
Effort put You took your You worked You put a small You rushed
into Project time and hard for most of effort into the through and
worked hard the time. project. did not work
on the project hard.
 0323

Module Overview
Introduction

This module is exclusively intended to the all–bona fide students of President Ramon
Magsaysay State University who are taking the course or subject, Art Appreciation.
The course or subject, Art Appreciation is one of the new General Education Course
(GEC) coded as GEC106 by this Institution which is mandated by Commission on
Higher Education (CHED). As stipulated in CHED Memo no. 20, Series of 2013.

The general purposes or objectives of Art Appreciation are the following: 1) Improve
students’ ability to appreciate, analyze, and critique the works of art; 2) Equip students
with broad knowledge of experiential, historical, philosophical, psychological, and
social relevance of the arts in order to hone their potential and ability to articulate their
broader understanding of the arts; 3) Develop students’ competency in researching
and curating art as well as conceptualizing, mounting, and evaluating art production;
and 4) Flourish students’ genuine appreciation for Philippine arts by providing them
opportunities to explore their diversity, richness, and rootedness in Filipino culture.
Hence, for the students to achieve the course objectives, the module is designed as a
self-instructional module. A self-instructional module is a module design for the
students to learn on their own pace. Moreover, in self-instructional module, students
are expected to work on their own pace and accomplish all the activities before the
end of the semester.
 Table of Contents

Chapter/Lesson 1: Meaning and Importance of Art and Art History

The Elements of Visual arts and principles of design

Chapter/Lesson 2: Assumption and Nature of Arts: Creativity, Imagination

Chapter/Lesson 3: Subject, Form, and Content

Chapter/Lesson 4: Functions of Art

Functional and Non-Functional Arts

Chapter/Lesson 5: Classifications of Art

Philosophical Perspective of Arts

Chapter/Lesson 6: Subject of Art and Methods of Presenting Subjects

Representational

Non- Representational Arts

Chapter/Lesson 7: Artist and Artisans

Chapter/Lesson 8: Techniques in Arts

Chapter/Lesson 9: Mediums of Visual, Auditory and Combined Arts Art

Production Process

Chapter/Lesson 10: Art Production Process

Chapter/Lesson 11: Art Management

Chapter/Lesson 12: Performing Arts: Dance, Music, and Theatre

Chapter/Lesson 13: Awards and Recognitions for Artist

Chapter/Lesson 14: Workshops on Improvisations, Installation, Transcreation

 Art Appreciation

Chapter 1

Meaning and Importance

of Art and Art History
Chapter 1

Meaning and Importance of Art and Art History

A rt is a highly diverse range of human activities engaged in creating visual,

auditory, or performed artifacts— artworks—that express the author’s imaginative or
technical skill, and are intended to be appreciated for their beauty or emotional power.

The oldest documented forms of art are visual arts, which include images or objects
in fields like painting, sculpture, printmaking, photography, and other visual media.
Architecture is often included as one of the visual arts; however, like the decorative
arts, it involves the creation of objects where the practical considerations of use are
essential, in a way that they usually are not in another visual art, like a painting.

Art may be characterized in terms of mimesis (its representation of reality), expression,

communication of emotion, or other qualities. Though the definition of what constitutes
art is disputed and has changed over time, general descriptions center on the idea of
imaginative or technical skill stemming from human agency and creation. When it
comes to visually identifying a work of art, there is no single set of values or aesthetic
traits. A Baroque painting will not necessarily share much with a contemporary
performance piece, but they are both considered art.

Specific Objectives

At the end of the lesson, the students should be able to:

 Discuss the different definitions of art from different artists

 Differentiate art history from art appreciation
 Characterize artistic expression based on personal experiences with art
 Appreciate the valuable role of arts through participation and intense
involvement in artistic activities

Duration

Chapter 3: Meaning and Importance of Art and = 6 hours

Art History (4 hours discussion; 2 hours
assessment)
LESSON PROPER

General Overview of Humanities

The Study of Humanities

◦ The term “humanities originated from Renaissance Latin expression

studia humanitatis or study of humanitas which refers to “culture,
refinement, education”.
◦ During the Renaissance period of the early 15th century, the studia
humanitatis became a secular study in the universities at the time.
◦ The humanities course primarily consisted of grammar, rhetoric, poetry,
history, and moral philosophy, Latin and Greek classics.
◦ The study of humanities today includes literature, language, philosophy,
geography, history, religion, music and art. These subjects use methods
that are primarily critical, speculative, and historical in elements.
◦ Humanities are academic disciplines that deal on the various
aspects of society and the noble man. Thus, humanities make man
more humane, cultured, dignified, and refined human being. In short,
humanities bring out the best and worthiness of man as a person.

Meaning and Importance of Art

◦ Art is a subject under humanities (there is no one universal definition of
art since art is subjective). It is subjective in the sense that people differ
in their perception of an object or thing.
◦ Etymologically, art is from an Italian word “artis” defined as human
creative skill. Art includes its application, craftsmanship, skill,
inventiveness, mastery of form, and association of the use of forms and
ideas and the utilization of materials and techniques.
From Aryan civilization, “ar” means to join or put together; from
Latin word “ars” implying ability or skill; and from the Greek words
“artizien” which implies to prepare and “arkiskien” denotes to put
together.

◦ Some people may consider an object as something beautiful and

meaningful while others may consider it as ugly or meaningless. In other
words, different authors and writers define art in various ways as they
perceive it.
◦ Moreover, the meaning of art has changed throughout history due to
multicultural settings. Thus, every time a new movement in art emerged,
the meaning of what is art, or what is acceptable as art, is being
challenged.
Some Definitions of Art
• Art is a product of man’s need to express himself-F. Zulueta
• Art concerned itself with the communication of certain ideas and feelings
and by means of form and film -C. Sanchez
• Art is that which brings life in harmony with the world. -Plato
• Art is an attitude of spirit, a state of mind-one which demands for its own
satisfaction and fulfilling, a shaping matter to new and more signification
forms-John Dewey
• Art is not what you see but you make others see- Geogia O’Keeffe
• Art is a life that helps us to realize the truth-Pablo Picasso
• Art is desire of a man to express himself, to record the action of his
personality in the world he lives in.-Amy Lowell
• Art is never finished, only abandoned- Leonardo da Vinci
• Art is the conscious creation of something beautiful or meaningful using
skill and imagination. - Lisa Morder
• Art is the skillful arrangement or composition of some common but
significant qualities of nature such us colors, sounds, lines, movements,
words, stones, wood, etc., to express human feelings, emotions, or
thoughts in a perfect, meaningful, and enjoyable way. - Panizo and Rustia

Four (4) Common Essentials of Art

1. Art is man-made, not God-made

2. Art is creative, not imitative
3. Art benefits and satisfies man-when he uses art in practical life through
artistic principles, taste, and skills.
4. Art is expressed through a certain medium or material by which the artist
communicates himself to his fellows.

Why is Art important?

 Art improves your creativity skills.

 Art gives you joy satisfaction.
 Art relieves stress.
 Art gives you the opportunity to showcase your talent.
 Art gives confidence in our performance.
 Art helps you do well academically.
 Art helps you to express your emotions.
 Art is a different language because it can express things without words.

Importance of Art to Students

Art plays a valuable role to students;

 1. Through participation in arts-music, dance, drama, media arts, and
the visual arts,
a) Students can develop their creativity.
b) Students learn about their identity.
c) Students develop self-awareness
d) Students develop sense of well-being
e) Students develop self-confidence.

2. Through intense involvement in artistic activities,

a) Students experience a sense of wonder and joy when
learning through the arts.
b) Students can be motivated to participate more fully in
cultural life.
c) Students are able to gain educational opportunities, which
they can use later in their career life.

ART APPRECIATION

Art appreciation can be defined as follows:

 Art appreciation is the ability to interpret and understand man-made arts and
enjoy them through actual work experience with art tools and materials.
 Art appreciation is the possession of the works of art for one’s admiration
and satisfaction.
 Art appreciation refers to the knowledge and understanding of the general
and everlasting qualities that classify all great arts.
 Art appreciation is the introduction and exploration of visual and performing
art forms.
 Art appreciation is the analysis of the form of an artwork to general audience
to enhance their enjoyment and satisfaction of the works of art.

Importance of Art Appreciation

 Art Appreciation helps the person make sense of his world by broadening
his experience and understanding of the things around him.
 It can help the person imagine even the unimaginable.
 It is able to connect a person’s life and experience the past, the present,
and the future or sometimes simultaneously.
 It can help transport the individual to different places and culture through
literature, films, visual arts, and other forms of art.
 It allows the individual to see himself, his family dynamics as well as his
community through different lens of great art.
 It enables the individual to better empathize with those who suffered and
endured for their lives through great art forms.
ART HISTORY
Art history is the study of objects of art considered within their time or period.
Art historians analyze visual arts’ meaning (painting, sculpture, architecture) at the
time they were created.

Art Historians develop ways to translate from the visual to the verbal, through
analysis and interpretation, using a number of different approaches and methodologies.

Art Historians develop a special sensitivity and understanding of the way visual,
material, and – in contemporary art sometimes immaterial – expression makes meaning
in the world, and how those meanings contribute to our social, political, and spiritual life.

Importance of studying Art History

 In understanding cultures
Visual art recounts stories of our past; it gives an account of past events.
Art history allows us to look back and understand how our civilization evolved over
the centuries. It is a way to know ourselves better. Why do we have certain values?
What shaped the way we think and our vision of the world?

 In develop critical thinking

Studying art history is not about memorizing dates, artists’ names, art
movements, etc. Instead, it drives you to analyze paintings, photographs,
sculptures, etc. To support your analysis, you must build rational and convincing
arguments, hence developing your critical thinking.

References/Additional Resources/Readings

 https://wikieducator.org/Art_Appreciation_and_Techniques/Module_1
 Ariola, Mariano M. (2018) Art Appreciation. Intramuros, Manila: Unlimited
Books Library Services & Publishing Inc.
 Capili, M. F. et.al. (2010) HUMANITIES: Art Apprecaition. Plaridel Bulacan:
TCS-Publishing House.
 Art Appreciation

Chapter 2

Assumption and Nature of

Arts: Creativity & Imagination
Chapter 2

Assumptions of Art

T he essential nature of art is meant to portray the daily lives of the people in that
culture. It shows what the people think is important, beautiful, and valid. It expresses the
emotions that the artists feel, and it provides decoration through his medium.

The essential nature of Art is that it is a largely non-symbolic form of communication

and a primary counterpoint to language. While almost any language requires
considerable education in the manner in which information is encoded into the symbols
it uses, art is communicative with very little prior indoctrination.

Specific Objectives

At the end of the lesson, the students should be able to:

 Characterize the assumptions of the arts

 Clarify misconceptions about art; Differentiate art from nature
 Categorize works of art by citing personal experiences
 List down their most striking encounters with art and explain why they think each
encounter is an experience.

Duration

Chapter 3: Assumption and Nature of Arts: = 3 hours

Creativity & Imagination (2 hours discussion; 1 hour
assessment)
LESSON PROPER

Art is a reflection of people and their social context. It also unifies differences
and brings awareness. Countries around the world create cultural exchange programs
through art to develop mutual understanding between different cultures, countries, and
people. Separation in art is equal to separation in society.

ASSUMPTIONS OF ART

1. Art is Universal. Art exists because it is important to people’s lives. It is the

oldest and most important means of expression developed by man in any
culture. Art immortalizes man and his marvelous achievements. Literature
and history provide us with all evidences about the timelessness and
universal value of art and its unique contribution to mankind.
2. Art is not Nature. In understanding this assumption, we should first see the
meaning of the two terminologies.
Art is made by man using his skills, craftsmanship, creativity and
imagination. It is far different from nature. Man may consider nature as an
inspiration to create an artwork.
 Nature- Divine model, work of God, or God made.
We are often caught in a dilemma or situation wherein we get
confused if we can consider nature as art. Art and nature are two
different things, art is not nature and nature is not art.
 Art is man-made and nature is God-made.
3. Art involves Experience. All art requires experience. Experience is the
actual doing of something. One can never experience art just by hearsay
alone. One cannot judge a song or painting not unless he heard or saw it in
an actual sense. No one can speak of pains and hurt from a failed
relationship, the heightened emotions of falling in love not unless he
experienced it for himself. The first and last demand of art is experience.
 Two Characteristics of Experience:
1. Experience of art is subjective. Our judgement of art is highly
personal and individual. Any claims that his/her experience with
art is better than others prove to be impossible. Not everybody
will agree with our own experience with art.
2. Art experience is accompanied by emotional response. Initial
reaction in such experience of art is inevitable. We may either like
or dislike it. We can say that it’s beautiful or it’s not good at all.
Others will say it’s frustrating, and some will say it’s great. For this
reason, our reaction to arts differs from one another.
4. Art is cultural. Art contributes to the understanding of past and present
cultures. Through art, people learn about their culture’s values and
strengthen their culture’s identity. Through art, the people feel proud of their
customs, traditions, and beliefs because they give sense of belonging.
5. Art as Expression. Art is an expression of an individual, making known his
thoughts or feelings. It means that the work of art reflects the artist’s
personality, background or even personal circumstances. Expression is an
avenue for the artist to explore more about his emotion and creating
something beautiful out of them.

NATURE OF ARTS: CREATIVITY AND IMAGINATION

The role of creativity in art making

Creativity- requires thinking outside the box. It is often used to solve problems
that have never occurred before, conflate function and style, and simply make life a
more unique and enjoyable experience. In art, creativity is what sets apart one artwork
from another.
Art as a production of imagination
Imagination- “is more important than knowledge. For knowledge is limited to
all we now know and understand, while imagination embrace the entire world, and all
there ever will be known and understand.”
- Albert Einstein

References/Additional Resources/Readings

 https://www.academia.edu/23038351/The_Nature_of_Art_and_Creativity
 https://www.slideshare.net/janril/subject-and-content-of-arts
 https://slideplayer.com/slide/10709280/
 https://www.bartleby.com/essay/The-Essential-Nature-Of-Art-
PKNJMA4CPL9X
 Ariola, Mariano M. (2018) Art Appreciation. Intramuros, Manila: Unlimited
Books Library Services & Publishing Inc.
 Capili, M. F. et.al. (2010) HUMANITIES: Art Apprecaition. Plaridel Bulacan:
TCS-Publishing House.
 Art Appreciation

Chapter 3

Elements of Visual Arts And

Principles of Design
Chapter 3

Elements of Visual Arts and Principles of Design

A rt is a highly diverse range of human activities engaged in creating visual, auditory, or

performed artifacts— artworks—that express the author’s imaginative or technical skill, and
are intended to be appreciated for their beauty or emotional power.

Art may be characterized in terms of mimesis (its representation of reality), expression,

communication of emotion, or other qualities. Though the definition of what constitutes art is
disputed and has changed over time, general descriptions center on the idea of imaginative
or technical skill stemming from human agency and creation. When it comes to visually
identifying a work of art, there is no single set of values or aesthetic traits

Specific Objectives

At the end of the lesson, the students should be able to:

 Discuss the elements of visual arts and principles of design

 Differentiate the elements of visual arts and its principles
 Familiarized the uses and meaning of each element
 Appreciate the seven elements of visual arts through participation and intense
involvement in artistic activities

Duration

Chapter 2: Elements of visual arts = 12 hours

(6 hours discussion; 6 hours
assessment)
 ELEMENTS OF VISUAL ARTS
Whenever we see an art object, we cannot fail to notice several things: shape or form,
texture, space, and lines which the artist used in expressing his ideas. These are called the
elements of visual arts.

It is necessary to understand the basic elements and principles of design that

these works of arts are composed. Take note also that these characteristics may be
found in all works of visual art and architecture and they constitute the building blocks
that artists manipulate.
1. Line
The basic building block of a visual design is line. To most of us, a line is thin
mark. However, in two – dimensional art, lines can be expressive in themselves.
Line is probably the most fundamental of all the elements of design. It is
the starting place for most artistic creation whether one is starting a fine drawing
or painting or even sketching ideas for a sculpture most design begins with line.

Five Types of Lines in Art

Vertical lines are straight up and down lines that are

moving in space without any slant and are
perpendicular to horizontal lines. They suggest height
and strength because they extend towards the sky
and seem unshakeable.

Horizontal lines are straight lines parallel to the horizon

that move from left to right. They suggest width, distance,
calmness, and stability.

Diagonal lines are straight lines that slant in any

direction except horizontal or vertical. When in use,
they suggest movement or lack of stability.
 Zigzag lines are a series of diagonal lines joined at
ends. They can convey action and excitement, as well as
restlessness and anxiety.

Curved lines are lines that bend and change direction

gradually. They can be simply wavy or spiral. Such
lines convey the feelings of comfort and ease, as well as
sensual quality as they remind us of the human body.

Variations of Lines
Lines come in many varieties. They may:
 be long, short or anything in between
 be thick, thin
 continuously change width
 be smooth or rough
 be continuous, implied, dotted, dashed
 be any of the above combined

Some Ways Artists Use Line

 to outline; a starting place for many drawings or paintings
 to suggest moods or emotion; lines can appear calm, nervous, angry, etc.
 to lead the viewer’s eye through a work of art
 to create lightness or darkness; lines placed close together appear darker than
those placed further from each other
  to create texture; roughness or smoothness

Common Types of Line Drawings

 Contour line drawing: Drawings that use a fairly continuous line to represent
the edges and surface detail of shape or objects being drawn.

 Gestural line drawing: These drawings use quick pencil strokes (or other
drawing instruments) to capture a scene. Gestural drawings imply action and
movement.

 Hatched and Cross-hatched line drawing: drawings that consist or parallel

lines (hatching) or crossing parallel lines (cross-hatching) drawn to create
changes in lightness and darkness and texture.

Hatching Cross-Hatching

Hatching is created when non-crossing lines are used to indicate the value
on or around an object. When hatching is used, the lines drawn generally go in the
same direction and are mostly parallel with each other. When cross-hatching is
used, the artist may begin adding value as hatching, but then allow the lines to
cross over each other. The more that the lines cross over each other, the darker
the value becomes.
2. Shape
 Shape is a two-dimensional area confined by an actual line or implied line (an edge
for example). In drawing shapes are created when the ends of lines are joined to
enclose areas.

Types of Shapes
A. Geometric Shapes
 Can be described using mathematical terms
 They are very regular or precise
 They are more often found in man-made things because they are easier to
reproduce and make things with
 Examples of geometric shapes are squares, rectangles, triangles, circles, oval,
pentagons and so on.

B. Organic Shapes
 are difficult to describe using definitions
 are irregular or uneven
 are more often found in nature
 Example could include the shape of clouds, puddles, trees, leaves, rocks and
so on.

3. Form
Form relates closely to line in both definition and effect. Form is very similar to the
element of design shape. The difference is that the term form is used in artwork
that has three dimensions instead of two as shapes. The three dimensions are
length, width and depth.
Types of Form
A. Geometric Forms
Geometric forms are mathematical, precise, and can be named, as in the basic
geometric forms. Since they are three-dimensional (3D) instead of two dimensional,
they are objects such as cubes, cylinders, cones and spheres. They are often the type
of form that human-made objects are constructed with.
B. Free-form or Organic Forms

Organic forms are irregular and are the type of forms that most things in
nature are. Cloud formations, mountains, trees and bushes are all relatively free-
form. animals and even humans tend to be more free- form too, as they are ever
changing forms.

Three-Dimensional (3D) Media

Sculpture is the term most often used for art that is made using three-
dimensional media. Media (plural) or medium (singular) is the material that is used to
make art. Here are some common media used for 3D design:

 clay  string
 wood  cardboard
 stone  fibers
 cast metal  cloth
 sheet metal  plaster
 wire  papier mache

4. Color

Color constitutes an additional and very

important aspect of the composition of an artwork.
Of all the Elements of Design, color is probably the
most challenging to understand. We have to learn a
little science to fully understand the nature of color.
Color has three main properties: hue, value and
intensity.
Color originates from a light source, that is
either view directly or as reflected light. Daylight or
white light contains light waves for all colors. There
is no color without light. The absence of light is
complete darkness or black. The colors that are always in the same order are
called the Color Spectrum. When organized in order around a circle; the color
spectrum is called Color Wheel.
 The primary colors are red,
yellow and blue in the art world. They are
considered primary colors because they
cannot be made from mixing other colors
but they may be mixed to make most other
colors. Black and white can also be added
to create additional colors.

Secondary colors are green, orange and violet (or Purple). They are
the colors that result in mixing two of the primary colors together in equal
amounts.

Tertiary or Intermediate Colors

Intermediate colors are made by

mixing a primary color with one of its two
adjacent secondary colors.
An adjacent color is one that is
next to a color in the color spectrum.
Another way to remember this is to mix a
primary with only one of the secondary
colors that it has in it.
For example, yellow is used to
make secondary colors green and
orange, so only green and orange can be mixed with yellow to get an
intermediate color. Each primary color had two secondary colors choices that
may mix to produce an intermediate color.

Properties of Color

1. Hue: Hue is the name of a pure color, such as red, blue, or yellow.
2. Value: Value is the lightness or darkness of a hue (color). The value of a
hue can be changed by adding black or white. Light values of colors are
called tints. Darker values of colors are called shades.
3. Intensity: Intensity is the brightness or dullness of a hue (color). Pure hues
are high-intensity colors. Dull hues are low-intensity colors. Intensity of color
is changed by adding varying amounts of its complimentary color. For
example, to make a bright green duller a little bit of red could be added to it.
  Warm colors: Colors that remind us of things that are warm; they are
red, yellow and orange.
 Cool colors: Cool colors remind us of things we associate with cold or
coolness; they are blue, violet and green.

5. Space
Space refers to the area within, around, above or below an object or objects. It
is important to creating and understanding both two-dimensional or three-dimensional
works of art.
With three-dimensional art, the space things occupy is real as is the space
around object. In two-dimensional art, this is definitely not the case. Two-dimensional
art exists on a flat surface, so if something looks three-dimensional - it is
an illusion. Even the most realistic paintings or photographs are illusions. Two-
dimensional artists use a number of "tricks" for creating the illusion of depth in their
art. There are five ways to create the illusion of space on a 2-Dimensional surface:

Overlapping - occurs when objects that are closer to

the viewer prevent the view of objects that are behind
them.

Placement on the paper - Objects placed higher

within the picture plane will appear further away.
 Size – Smaller objects will appear further away from
the viewer.

Detail - Objects that are further away should have

less detail than objects that are closer to the viewer.

Color and Value - Objects that are further

away are cooler in color temperature, while
closer objects are warmer. Objects that are
further away are lighter in value, while closer
objects are typically darker in value.

6. Texture
The texture of a picture is its apparent roughness or smoothness.
Texture refers to the surface quality in a work of art. We associate textures with
the way that things look or feel. Everything has some type of texture. We describe
things as being rough, smooth, silky, shiny, fuzzy and so on.

Some things feel just as they appear; this is called real or tactile texture. Some
things look like they are rough but are actually smooth. Texture that is created to look
like something it is not, is called visual or implied texture.

Texture may be used in a work of art to:

 create visual interest or a focal point in a composition
 create contrast within a design composition
 help visually balance a design composition
 Real/Tactile Texture Implied Texture

 Tactile texture is the way a surface actually feels, such as sandpaper or tree
bark.
 Implied texture is the way the surface of an object “looks” like it feels.
This is created with different pencil and brush or other drawing media
techniques.

PRINCIPLES OF DESIGN
The principles of design are the rules a designer must follow to create an effective and
attractive composition. The fundamental principles of design are Emphasis, Balance
and Alignment, Contrast, Repetition, Proportion, Movement and White Space.

Design differs from art in that it has to have a purpose. Visually, this functionality is
interpreted by making sure an image has a center of attention, a point of focus. Maybe
you’re thinking, ‘But wait! I thought design was all about creativity?’ If you’re an
entrepreneur or designer who’s just starting out, you might be tempted to go wild and
combine the first five typefaces and colors that catch your eye, believing you’re
creating something fresh and new. You will probably find yourself with a design that is
muddled, unfinished, or well, just plain ugly.

Graphic design, like any discipline, adheres to strict rules that work beneath the
surface to make the work stable and balanced. If the work is missing that balance, it
will be weak and ineffective.
This article will take you through 7 basic principles of design that will make your next
project stand out.

1. Emphasis

Poster design by miai313 for Handel’s

Messiah Rocks

Say you’re creating a poster for a concert.

You should ask yourself: what is the first
piece of information my audience needs to
know? Is it the band? Or the concert venue?
What about the day and the cost of
attending?

Make a mental outline. Let your brain

organize the information and then lay out
your design in a way that communicates that
order. If the band’s name is the most
essential information, place it in the center or
make it the biggest element on the poster. Or
you could put it in the strongest, boldest type.
Learn about color theory and use strong color
combinations to make the band name pop.

Like writing without an outline or building without a blueprint, if you start your
composition without a clear idea of what you’re trying to communicate, your design
will not succeed.

2. Balance and alignment

Poster design by Shwin for Rumspringa

Never forget that every element you place

on a page has a weight. The weight can
come from color, size, or texture. Just like
you wouldn’t put all your furniture in one
corner of a room, you can’t crowd all your
heavy elements in one area of your
composition. Without balance, your
audience will feel as if their eye is sliding
off the page.

Symmetrical design creates balance

through equally weighted elements aligned
on either side of a center line. On the other
hand, asymmetrical design uses opposite
weights (like contrasting one large element
with several smaller elements) to create a composition that is not even, but still has
equilibrium.

Symmetrical designs are always pleasing, if not occasionally boring. Asymmetrical

designs are bolder and can bring real visual interest and movement (more on that
later!) to your composition.

3. Contrast

Poster design by Daria V. for Mama J

Contrast is what people mean when they say

a design “pops.” It comes away from the
page and sticks in your memory. Contrast
creates space and difference between
elements in your design. Your background
needs to be significantly different from the
color of your elements so they work
harmoniously together and are readable.

If you plan to work with type, understanding

contrast is incredibly essential because it
means the weight and size of your type are
balanced. How will your audience know what
is most important if everything is in bold?

As you seek out examples of really strong, effective design, you’ll notice most
designs only feature one or two typefaces. That’s because contrast can be
effectively achieved with two strong fonts (or even one strong typeface in different
weights). As you add fonts, you dilute and confuse the purpose of your design.

4. Repetition

Poster design by robbyprada for Zoom.de

If you limit yourself to two strong typefaces or

three strong colors, you’ll soon find you’ll have
to repeat some things. That’s ok! It’s often said
that repetition unifies and strengthens a
design. If only one thing on your band poster
is in blue italic sans-serif, it can read like an
error. If three things are in blue italic sans-
serif, you’ve created a motif and are back in
control of your design.

Repetition can be important beyond one

printed product. Current packaging design is
heavily embracing beautiful illustrated
patterns. Anyone thinking about a startup
knows one of the first things you need is a
strong logo to feature on your website, business cards, social media and more. Brand
identity? Another term for repetition.

5. Proportion

Poster design by Mahuna

Proportion is the visual size and weight of

elements in a composition and how they relate
to each other. It often helps to approach your
design in sections, instead of as a whole.

Grouping related items can give them

importance at a smaller size—think of a box at
the bottom of your poster for ticket information
or a sidebar on a website for a search bar.
Proportion can be achieved only if all elements
of your design are well-sized and thoughtfully
placed. Once you master alignment, balance,
and contrast, proportion should emerge
organically.

6. Movement

Poster design by Stefanosp for Great

American Music Hall

Going back to our concert poster. If you decided

the band was the most important piece of
information on the page and the venue was the
second, how would you communicate that with
your audience?

Movement is controlling the elements in a

composition so that the eye is led to move from
one to the next and the information is properly
communicated to your audience. Movement
creates the story or the narrative of your work:
a band is playing, it’s at this location, it’s at this
time, here’s how you get tickets. The elements
above—especially balance, alignment, and
contrast—will work towards that goal, but
without proper movement, your design will be DOA.
If you look at your design and feel your eye get “stuck” anywhere on it—an element is
too big, too bold, slightly off-center, not a complimentary color—go back and adjust
until everything is in harmony.

7. White space

Poster design for pmoretti

All of the other element’s deal with what you

add to your design. White space (or negative
space) is the only one that specifically deals
with what you don’t add. White space is
exactly that—the empty page around the
elements in your composition. For beginning
designers, it can be a perilous zone. Often
simply giving a composition more room to
breathe can upgrade it from mediocre to
successful.

White space isn’t sitting there doing nothing—

it’s creating hierarchy and organization. Our
brains naturally associate ample white space
around an element with importance and
luxury. It’s telling our eyes that objects in one
region are grouped separately from objects elsewhere.

Even more exciting, it can communicate an entirely different image or idea from your
main design that will reward your audience for engaging with it. The logo above uses
active negative space to communicate multiple ideas in one fun, creative design.

HOW TO USE THE PRINCIPLES OF DESIGN

A design doesn’t have to strictly follow these

rules to be “good.” Some absolutely mind-
blowing designs ignore one or more of the
principles of design in order to create an eye-
catching and effective work.

The Bed Moved by Rebecca Schiff.

Designed by Janet Hansen for Knopf

Consider the cover of “The Bed Moved” by

Rebecca Schiff, designed by Janet Hansen.
This was one of the most lauded books
covers of 2016.

But did you immediately read the first line as

“Theeb?” Did your eye jump to the bottom
line where the M from “Moved” is isolated on
a different line than the rest of the word? The
design is clearly breaking the two rules of movement and alignment. But! Because of
the designer’s confident use of a bold contrasting color scheme and a repetitive
structure, your eye is easily guided to the title and author of the book.

The important information is communicated. That jarring moment of slight confusion is

what makes this design so revolutionary and rewarding.

The elements of a design should be viewed as moving parts which combine to tell a
story. As you approach your design project you must first familiarize yourself with
these principles of design. Only then will you be able to break the rules to create your
own signature style.

References/Additional Resources/Readings
 https://99designs.com/blog/tips/principles-of-design/
 Ariola, Mariano M. (2018) Art Appreciation. Intramuros, Manila: Unlimited
Books Library Services & Publishing Inc.
 Capili, M. F. et.al. (2010) HUMANITIES: Art Apprecaition. Plaridel Bulacan:
TCS-Publishing House.
 Art Appreciation

Chapter 4

Subject Form and

Content
Chapter 4

Subject, Form and Content

SUBJECT

Works of art have subject, form and content. We often identify a work by its subject: a
landscape painting, a sculpture of a young woman, a lithograph of a cat. In art,
the definition of the subject is referring to the main character, object, or anything else
that is presented as the main focus in the work of art. To a majority of people, the
appeal of most works of art lies in the representation of familiar objects. Their
enjoyment of painting, sculpture and literature comes not from their perception of the
meaning but from the satisfaction they get out of recognizing the subject or
understanding the narrative content.

The subject of art refers to any person, object scene or event described and
represented in a work of art.

1. Representational or objective
 Arts that have a subject (e.g painting, sculpture, graphic arts, literature
and theatre arts)
2. Non-representational or Non-Objective
 Arts that do not have subject.
 Music, Architecture and many of the Functional Arts
3. Program Music
 Musical compositions which have subject
 They do not present descriptions, stories, or references to identifiable
objects or symbols. Rather they, appeal directly to the senses primarily
because of the satisfying organization of their sensuous and expressive
elements.

Many contemporary painters have turned away from representational to non-

objective painting. They have shifted their attention to the work of art as an object in
itself, an exciting combination of shapes and colors that fulfills an aesthetic need
without having to represent images or tell a story. Many modern paintings are like
this making them more difficult to comprehend.

Ways of Representing Subject

The manner of representing subject varies according to the intent and
inventiveness of each artist.

1. Realism – when things are depicted in the way they would normally appear.
2. Abstraction – it is the process of simplifying and/or reorganizing objects and
elements according to the demands of the artistic expression.
3. Distortion – is when the figures have been so arranged that proportions differ
noticeably from natural measurements.
4. Surrealism – it is realism plus distortion.
The Artist and His Choice of Subject

 Practically everything under the sun is raw material for the artist to draw his
subjects from.
 Most, if not all, of the visual arts are representations of what the artist thought
and felt about the world they lived in. Or they are representations of things the
artists imagined or dream about.
 Whatever subject an artist chooses, his choice involves some personal
statement.
 Things that affect an artist’s choice of subject
– Medium
– Time in which he lives and or the patronage he gets
– Developments in Science and Technology
 The value of a work of art does not depend on the artist’s choice of subject. It
does not mean that the more profound the subject, the greater the work of art.
Rather, the worth of any representational work of art depends upon the way
the subject has been presented.
 How a work of art is to be appreciated and assessed, it has been agreed has
more to do with the way in which its subject or theme is presented than with
what is presented.

FORM (or design)

The visual organization of the art work -how the artist has used line, shape,
value, color, etc.

The term form can mean several different things in art. Form is one of the
seven elements of art and connotes a three-dimensional object in space. A formal
analysis of a work of art describes how the elements and principles of artwork
together independent of their meaning and the feelings or thoughts they may evoke
in the viewer. Finally, form is also used to describe the physical nature of the
artwork, as in metal sculpture, an oil painting, etc.

An Element of Art

Form is one of the seven elements of art which are the visual tools that an artist uses
to compose a work of art. In addition, to form, they include line, shape, value,
color, texture, and space. As an Element of Art, form connotes something that is
three-dimensional and encloses volume, having length, width, and height,
versus shape, which is two-dimensional, or flat. A form is a shape in three
dimensions, and, like shapes, can be geometric or organic.

Geometric forms are forms that are mathematical, precise, and can be named, as
in the basic geometric forms: sphere, cube, pyramid, cone, and cylinder. A circle
becomes a sphere in three dimensions, a square becomes a cube, a triangle
becomes a pyramid or cone.
Geometric forms are most often found in architecture and the built environment,
although you can also find them in the spheres of planets and bubbles, and in the
crystalline pattern of snowflakes, for example.

Organic forms are those that are free-flowing, curvy, sinewy, and are not
symmetrical or easily measurable or named. They most often occur in nature, as in
the shapes of flowers, branches, leaves, puddles, clouds, animals, the human figure,
etc., but can also be found in the bold and fanciful buildings of the Spanish
architect Antoni Gaudi (1852 to 1926) as well as in many sculptures.

Form in Sculpture

Form is most closely tied to sculpture, since it is a three-dimensional art and has
traditionally consisted almost primarily of form, with color and texture being
subordinate. Three-dimensional forms can be seen from more than one side.
Traditionally forms could be viewed from all sides, called sculpture in-the-round, or
in relief, those in which the sculpted elements remain attached to a solid
background, including bas-relief, haut-relief, and sunken-relief. Historically sculptures
were made in the likeness of someone, to honor a hero or god.

Form in Drawing and Painting

In drawing and painting, the illusion of three-dimensional form is conveyed

through the use of lighting and shadows, and the rendering of value and tone.
Shape is defined by the outer contour of an object, which is how we first perceive it
and begin to make sense of it, but light, value, and shadow help to give an object
form and context in space so that we can fully identify it.

Historically, painting has progressed from a flat representation of form and space to
a three-dimensional representation of form and space, to abstraction. Egyptian
painting was flat, with the human form presented frontally but with the head and feet
in profile. The realistic illusion of form did not occur until the Renaissance along with
the discovery of perspective. Baroque artists such as Caravaggio (1571 to 1610),
explored the nature of space, light, and the three-dimensional experience of space
further through the use of chiaroscuro, the strong contrast between light and dark.
The portrayal of the human form became much more dynamic, with chiaroscuro and
foreshortening giving the forms a sense of solidity and weight and creating a
powerful sense of drama. Modernism freed artists to play with the form more
abstractly. Artists such as Picasso, with the invention of Cubism, broke up the form
to imply movement through space and time.

Analyzing an Artwork

When analyzing a work of art, a formal analysis is separate from that of its content or
context. A formal analysis means applying the elements and principles of art to
analyze the work visually. The formal analysis can reveal compositional decisions
that help to reinforce content, the work’s essence, meaning, and the artist’s intent, as
well as give clues as to historical context.
For example, the feelings of mystery, awe, and transcendence that are evoked from
some of the most enduring Renaissance masterpieces, such as the Mona
Lisa (Leonardo da Vinci, 1517), The Creation of Adam (Michelangelo,
1512), the Last Supper (Leonardo da Vinci, 1498) are distinct from the formal
compositional elements and principles such as line, color, space, shape, contrast,
emphasis, etc., the artist used to create the painting and that contribute to its
meaning, effect, and timeless quality.

Content is the impact or meaning of this work.

Subject and Content

• Subject refers to the objects depicted by the artist

• Content refers to what the artist expresses or communicates on the whole of
his work
• Content is the meaning
• In literature it is the theme
• Content reveals the artists’ attitude towards his subject

Definition of Subject

In art, the definition of the subject is referring to the main character, object, or
anything else that is presented as the main focus in the work of art.

The subject can appear in the center of the piece, or in any other part of it, but
it is always the most recognizable thing in the entire work of art, regardless of its
size. This center of attention will be recognized whether it is a commonly known
thing, or because it can be seen in context alongside the rest of the work of art. For
example, in a photograph of a dog running on the beach, the dog would be the
subject, because it is the most recognizable component in the picture.

In conclusion, the subject is the most recognizable part of the work of art.

Definition of Content

In the world of art, the definition of content is referred to as the general

meaning or intention of the piece. It is the way to manifest the message that the artist
wants to say with his work.

Content is the message given by the piece of art. It involves the subject, the
techniques used to make the piece, the colors used, and anything that was used by
the artist to make a statement and give a message.

So, in the same example mentioned before (a photograph of a dog running on

the beach), the content could be the dog’s hair moving in the air, its tongue coming
out, the white sand, a warm light from the sun, etc. It allows to give the message that
the dog feels free and happy running outside.
 Content is the overall meaning or message of the work of art.

Main Differences Between Subject vs Content

Have you now a better knowledge about the differences between subject and
content? Let’s recap what we’ve learned so far:

Basis of
Subject Content
Comparison

Definition The main object in an artwork The meaning of the work of art

Determination Very recognizable Must be analyzed

Is one of the parts of a work Involves and unifies all parts of the
In the work of art
of art artwork

Conclusion of the Main Difference Between Subject vs Content

Pieces of art are at least composed of 3 parts: subject, form, and content, and
normally it is easy to confuse the subject and the content. But now you know that
they are 2 different things.

The content involves all the parts of a work of art, and this includes the subject,
making it a part of the content. This means that the content can be seen as a macro
element on the piece, whereas the subject can be seen as a microelement on the
artwork.

Subject Matter’s Different Levels of Meaning

1. Factual Meaning- the literal statement or the narrative content in the

work which can be directly apprehended because the objects
presented are easily recognized
2. Conventional Meaning- refers to the special meaning that a certain
object or color has a particular culture or group of people. Examples:
Flag- symbol of a nation, cross for Christianity, crescent moon - Islam
3. Subjective Meaning- any personal meaning consciously or
unconsciously conveyed by the artist using a private symbolism which
stems from his own association of certain objects, actions or colors
with past experiences.
 A horse's head is the subject of both works (below). However, the artists have
used form very differently. Picasso's painting (left) has gestural lines, high value
contrast, and exaggerated proportions to create a highly emotional content.
Conversely, the harmonious rhythms and more naturalistic proportions in the ancient
Greek sculpture create a very different feeling. The differences in content were created
by the differences in form, not the subject matter. The decisions you make regarding
form (type of line and shape; selection of value and color; size of the work; type of
balance, etc.) shape the work's impact and meaning.