In the previous discussions, you were presented what subject of art is and the difference

between representational and non-representational art. You were also provided the list of the
different kinds of subjects with the examples. Now, you are ready to deepen your understanding of
the subject of art by delving into the ways by which a subject in art is presented.

The manner of representing subjects varies according to the intent and inventiveness of each
artist. Familiarize yourselves with the different characteristics of the methods. Then determine how
the methods are applied on the sample art works.

1.REALISM – when things are depicted in the

way they would normally appear.

It depicts what the eyes can see, what the ear can
hear, what the sense faculty may receive. Example
was the painting of Zeuxis, 5th century painter.
The subject of his painting was a grape. When he
unveiled his painting of grapes, they appeared so
real, luscious and inviting that the birds flew
down from the sky to peck at them.

Still life with Four Bunches of Grapes, Juan

Fernandez’ el Labrador, ca 1936, Museo Del
Prado
2. ABSTRACTION – the process of simplifying and/or reorganizing objects and elements according
to thedemands of the artistic expression

The artist does not show the subject at all as an

objectivel reality,but only his idea, or his feeling

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about it (exaggerated emotionalism). It is all about what the artists feel and what mood they might
want to portray.

Abstract art is all shapes, no real-life images, scenery, or objects. (See forms of abstraction in the
succeeding pages)

Abstract on the Go 006 18x24 Acrylic on Canvas by Filipino

2. SYMBOLISM- Artists systematically use
symbols to concentrate or intensify meaning,
making the work of art more subjective (rather
than objective) and conventional.

For example, a flag is a symbol of a country and it

depicts the value of nationalism; a lion to represent
courage and a lamb to represent meekness. The
logos and emblems of business firms and the coat
of arms of bishops are also examples of
symbolism.

In archiecture, the most consistent symbolic forms
have been the dome, the tower, the stairway, the
portal, and the colonnade.
US
Capitol Building, Washington
DC,Britannica.com/ architecture
5.DADAISM- a system of art which is per se
“nonsensical.” )

4.FAUVISM- is derived from the French “les
fauves,” which means “the wild beasts.” It is an
artistic movement of the last part of the 19th
century which emphasized spontaneity and use of
extremely bright colors. To a fauvist, for
example, a tree trunk need not be brown. It could
be bright red, purple or any other color.
It is a reaction to what people believed were
outworn traditions in art, and the evils they saw
in society. It tried to shock and provoke the
public with outrageous pieces of writing, poetry
recitals and art exhibitions.
Giuseppe Arimboldo and his piece,

"Vertumnus" (1590 - 1591

artist, Buboy Dinapo

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http://fambamx.blogspot.com/2014/10/context-

dadaism-lecture.html

Les toits de Collioure of Henri Matisse, 1905

Oil on Canvas 59.5 cm × 73 cm (23.4 in × 29 in

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6. FUTURISM

Futurism was presented as a modernist movement celebrating the technological, future era. The car,
the plane, the industrial town were representing the motion in modern life and the technological
triumph of man over nature.

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 Donald Davis’ Shaped Space Coony, 1970

7. SURREALISM-is an offshoot or a child of dada. It is

also known as “super realism,” which revolves on the method of
making ordinary things look extraordinary. It focuses on
real things found in the imagination or fantasy or it has realistic
subjects that are found in the unconscious mind; depicting
dreamlike images of the inner mind.

Beatriz Susana Zobel de Ayala by Filipino artist, AndresBarri-

oquinto

8. IMPRESSIONISM- is also sometimes

referred to as optical realism due to its
interest in the actual viewing experience,
including such things as the effect of color, light
and movement on the appearance of the objects
depicted in the artworks.

Impressionism focused on directly describing the

visual sensations derived from nature.

Poppies of Claude Monet, 1873

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 There are several ways to present art subjects through abstraction. Below is a list of these forms and a short
description of each. A more detailed discussion about abstract art is provided in the next module.

In order to allow the viewer to easily understand an artwork beyond what is perceived as
subject, there are components or clues that mediate between him and the artwork. The subject
of art you recently learned contributes in drawing the message conveyed by any piece of art.
This time, you will use your understanding
of the kinds of subject in extracting meaning or making meaningful connections with art.

Art is everywhere. We can see them in the park, street, walls, buildings, and the like. We can simply
look at it and say “I like it”. or Ï don’t like it”. We have predetermined notions about it, but if we try to stop for
a moment and take a deep breath, we might see some details that we haven’t noticed before. We might be able
to absorb those details if we try to slow down a bit and see how these works of art are connected to our personal
lives.

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 Having the skills of seeing, perceiving, asking, reflecting, and knowing (SPARK), you would be able to
understand the meaning of any work of art. Content in art refers to the meaning or message that is expressed or
communicated by the artwork. These may be communicated feelings, reactions, and ideas connected with the
subject (Ryall, 2009).
In understanding the content of art, it is important to note the various levels of meaning (Ortiz, 1978).

1. Factual Meaning is the literal statement of the work because of the recognizable figures or images.

2. Conventional Meaning refers to a special meaning that a figure, color, line or image has to a specific
group or culture.

3. Subjective Meaning stems from the viewer’s or audience’s circumstance that comes into play when
engaging with art (what we know, what we learned, what we experienced, and what values we stand for). When
subjectivities are consulted, a variety of meanings may arise when a particular work of art is read. Thus,
meaning may not be singular, rather multiple and varied.

To illustrate this, let’s take a look at the painting, Creation of Adam of Michelangelo in 1814.

https://www.smithsonianmag.com/arts-culture/the-measure-of-genius-michelangelos-sistine-chapel-at-
500123313873/

This narrates a story in the Bible, thus, its subject is biblical art. In terms of its factual meaning, literally
it shows a creation story or the creation of man. This idea is extracted from the identifiable and recognizable
forms, elements, or images (naked Adam reclining, background, God surrounded angels and floating, etc.) In
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terms of conventional meaning, man is created in the image and likeness of God. This kind of interpretation has
been acknowledged by many viewers and scholars. The likeness of the actors in the painting, leveling and other
symbols contribute to this type of meaning. Lastly, the subjective meaning is the endowment of intellect to man
from God. Michelangelo’s painting shows God is bestowing Adam with the gift of the intellect and that it is by
using this great gift that man may reach his highest potential and bring all things his mind develops into
creation.

Study the picture below. Identify its subject, method of representation, then provide its factual,
conventional, and subjective meanings in the matrix. Make sure you write the images, elements, symbols, or
forms with short descriptions that help you come up with those meanings in the third column of the matrix.

www.pinterest.com

Types of Answers in 2-3 sentences Images/Elements/ Symbols/

Meaning
Factual In terms of factual meaning, literally
it portrays something that is related to
education. Furthermore, the student seemed
sufficiently exhausted reading a lot of
books but still chooses to continue because
of the pressure on top of his head.
This idea is extracted from the
identifiable and recognizable forms,
elements, or images such as the opened
book that he is reading, the other books in
the table, the tool-like which seemed to be
the pressure pushing him to still continue
reading, and the outfit which looks like a
school uniform.

Conventional In terms of conventional meaning, The tool-like that pushed the

the educational system brings enormous
academic pressure to students. On top of
that, in some instances, those who were not
able to overcome the tensions chooses to
commit suicide.
student’s head in the book which
symbolizes academic pressure, the position
of the student which looks like he is being
forced to read, and the feeling of
exhaustment when you look at the student,
8

Subjective The subjective meaning is that,
education system, especially in some Asian
countries, is not fruitful as it causes high
level of academic stress that students’
experience. Students in this situation will
not be able to learn deeply and to enjoy
their journey as they take their paths to
education. Additionally, the educational
reforms are ineffective in reducing this
problem.
those books in the table, and the overall
impact of the illustration contributed to this
type of meaning.
The student being pushed by the
tool-like referred to as academic pressure
and how the student was positioned
wherein he is being forced/pressured to
read causes the academic stress. The
above-mentioned statements contributed to
this type of meaning.

Criteria:

1. General Information (5 points)

2. Depth of content (10 points)
3. Clear articulation of each meaning 10 points)
4. Neatness (5 points)