CENTRO ESCOLAR UNIVERSITY

Manila * Makati * Malolos

COURSE SYLLABUS

Course Number : COSH31 Course Descriptive Title : Arts Appreciation

No of Units : 3 units No of Hours : 54 hours
Pre-requisites : none
Course Description:
Art Appreciation is a three – unit course that develops students’ ability to appreciate, analyze, and critique works of art. Through interdisciplinary and multimodal approaches, this course
equips students with a broad knowledge of the practical, historical, philosophical, and social relevance of the arts in order to hone students’ ability to articulate their understanding of the arts.
The course also develops students’ competency in researching and curating art as well as conceptualizing, mounting and evaluating art productions. The course aims to develop student’s
genuine appreciation for Philippine arts by providing them opportunities to explore the diversity and richness and their rootedness in Filipino culture.
Course Intended Learning Outcomes:
At the end of the course:
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 aesthetic value, historical context, tradition, and social relevance
2. Mount an art exhibit (concept development, production, production and post production, 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 and appreciation of the local arts
4. Value the meaning and importance of art by conceptualizing, designing, creating, analyzing and appreciating an art journal.

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 CENTRO ESCOLAR UNIVERSITY
Manila * Makati * Malolos

CEU VISION – MISSION STATEMENT CENTRO ESCOLAR EXPECTED GENERAL EDUCATION OUTCOME
GRADUATE ATTRIBUTES (CEEGA) KNOWLEDGE
UNIVERSITY PHILOSPHY LIFELONG LEARNER 1. Analyze “texts” (written, visual, oral, etc.) critically
•Learns and works independently as well as collaboratively. 2. Demonstrate proficient and effective communication (writing,
Ciencia y Virtud ( Science and Virtue) •Translates knowledge generated from research and other sources to improve quality of speaking, and use of new technologies)
life. 3. Use basic concepts across the domains of knowledge
UNIVERSITY VISION •Creates new ideas to better understand society 4. Demonstrate critical, analytical, and creative thinking
•Evaluates own thinking, behavior and spirituality for self-growth 5. Apply different analytical modes in problem solving
To be the University of First choice REFLECTIVE AND CREATIVE THINKER VALUES
•Thinks critically and creatively. 1. Appropriate the complexity of the human condition
UNIVERSITY MISSION •Open-minded. 2. Interpret the human experience from various perspective
•Solves problems systematically. 3. Examine the contemporary world from both Philippine and
To promote a brighter future for our students, for •Loves art and shows artistic sensibility. global perspective
the Philippines and for the world. CARING AND TRUSTWORTHY CITIZEN 4. Take responsibility for knowing and being Filipino
•Values people and acts in unity with others. 5. Reflect critically on shared concerns
CEU CORE VALUES •Commits to social justice and principles of sustainability and respect for diversity. 6.Generate innovative practices and solutions guided by ethical
•Practices good stewardship and accountability. Standards
V- Valuing others, caring for them and empowering them •Manifests social responsibility by helping improve conditions of those who have less in 7. Make decisions based on moral norms and imperatives
A- Accountability, integrity and trust worthiness life or circumstance. 8. Appreciate various art forms
L- Lifelong learning as individuals and as an organization PROFICIENT COMMUNICATOR 9. Contribute to aesthetics
U- Unity, teamwork and loyalty •Articulates ideas clearly for varied purposes and audiences of diverse culture. 10. Advocate respect for human rights
E- Excellence in all endeavors •Listens attentively, engages in meaningful exchange and shares knowledge, values, 11. Contribute personally and meaningfully to the country’s
S- Social responsibility as citizens of the Filipino nation and attitudes and intentions. development
of the world •Utilizes effectively appropriate media and information technologies. SKILLS
COMPETENT AND PRODUCTIVE PROFESSIONAL 1. Work effectively in a group
•Initiates, innovates better ways of doing things and accountability. 2. Apply computing tools to process information effectively
•Promotes quality and productivity. 3. Use current technology to assist and facilitate learning and
research
4. Negotiate the world of technology responsibly
5. Create solutions to problems in various fields
6. Manage one’s knowledge, skills, and values fro responsible and
productive living
7. Organize one’s self for lifelong learning

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Intended Learning Outcomes Content
MODULE 1
INTRODUCTION TO ART
Syllabus
Orient the participants on the House Rules
objective of the course, its Requirements
objectives, activities and output Grading system
and outcome at end of the
course. What is an art journal?
What is the purpose and
Discuss the meaning and reason for keeping an art
importance of an art journal. journal?
What are the materials for an
Encourage students to design art journal?
an art journal. Content of an art journal
Determine the expectations of Overview of art and society
the course.
Differentiate art history from art
appreciation and discuss What is the importance of art
nature’s of art’s preliminary and humanities to us and to
expression our daily lives?
Differentiate and clarify Art and its meaning
misconceptions about art from Art and its value
nature Art and nature
Categorize works of art by citing Art history
personal experiences Visual arts (2D/3D)
Characterize the assumptions of Film (Digital arts, Analogue)
art Performance Art
Poetry-Performance art
To differentiate the differences Architecture
or similarities of arts, Dance
humanities before and now. Film
Literary
Theatre
To categorize the work of art by Applied arts
citing personal experiences. (fashion/furniture)
Teaching Learning Activities Allotment
Lecture
Discussion
Sharing
Open forum
Lecture/discussion
Demo/workshop
Video/sample of an art journal
Conduct a tour around the
campus
Take picture or object that
interest you.
Group sharing/discussion
Using the picture/object taken
Video presentation 1 hours
On arts and humanities
Lecture
Video on what is arts before and
now
Group Activity
Group Discussion
Group sharing with
Powerpoint
3
Time
Resources
I hour Syllabus
Charlotte Mason Approach
1 hour (http://pennygardner.com
2 hours
Introduction to Art Appreciation: A
textbook in Humanities, Mariano M.
Ariola, 2008 pp. 1-8
Introduction to Art Appreciation: A
textbook in Humanities, Mariano M.
Ariola, 2008 pp. 1-8
Alampat. An Introduction to Art
Appreciation, Perez, Cayas and
2 hours Narciso, 2013, pp.9-12, 15-21.
Alampat. An Introduction to Art
Appreciation, Perez, Cayas and
Narciso, 2013, pp.9-12, 15-21.
Assessment
Expectations in a ¼ paper
An initial design of an art
journal that includes:
 Chapters and title
 Materials to be use
Group report/sharing
Group discussion
On the object/picture
With rubric
Group Report and present
the pictures and objects in a
power point.
Reflection
paper 1
Reaction paper in a ¼
With rubric
Reaction through Reflection
paper/power point on the
differences and progress of
arts before and now citing its
merits and demerits of the
various arts.
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Intended Learning Outcomes Content Teaching Learning Activities Allotment Resources Assessment
MODULE 2
HUMNANITIES, ART AND ITS Lecture
SUBJECTS Kinds of subject:
 Landscape, seascape Video Presentation
To discuss and differentiate the Cityscape Introduction to Art
different kinds of subject use by  Animals Appreciation: A
an artist.  Figures Discussion textbook in Humanities,
 Portraits Group report Mariano M. Ariola, 2008 Reflection Paper 2
 Still life pp. 5-9
Differentiate content from Take picture and Long test
 Religion/ mythology
subject  History/ legend classify them according to
various subjects. Power point presentation on the
 Dreams/fantasy
Characterize sources and kinds 3 hours picture taken inside the campus
 Everyday life by classifying them according to:
of arts Critique an editorial cartoon Alampat. An
Introduction to Art  Subject
Subject types:
Critique an advertisement Appreciation, Perez,  Subject type
 Representational (with
Distinguish between directly Cayas and Narciso,  Levels of meaning
subject)
functional and indirectly
 Non-Representational (w/o
Create your own editorial 2013, pp. 27-34  Ways on how the
functional art. cartoon/advertisement subject was
subject)
represented

Discuss and differentiate the Contents in arts: levels of meaning:

levels and meaning of the  Factual
subject use in art  Conventional
 Subjective Prepare chapter 1 and 2 of art
Discuss and characetrize the journal:
functions of art Ways on how a subject is Chapter 1: My Reactions
represented: Chapter 2: My Reflections of life Charlotte Mason
Allow students to critique and  Realism Approach Chapter: 1 My Reactions
produce an artwork using the  Surrealism (http://pennygardner. Chapter 2: My Reflections
functions of art.  Distortion com
 Abstract

Characterize the ways and

sources and kinds of arts.

Apply concepts and theories on

beauty and aesthetics in real life
scenarios

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Intended Learning Outcomes
Discuss and illustrate the
significance, relationship of the
use of Multiple intelligences in
art appreciation.
MODULE 3
THE MEDIUMS OF ART
Identify the mediums in various
forms of art (visual, auditory,
combines)
Discuss and differentiate the
mediums use in the different
forms of art.
Explore and apply the use of the
different mediums
Define the artist’s as artisan
medium
Content
Howard Gardner
Multiple intelligences
MEDIUMS OF PAINTING
MEDIUMS OF PRINT MAKING
MEDIUMS OF SCULPTURE AND
ARCHITECTURE
MEDIUMS OF MUSIC
Time
Teaching Learning Activities Allotment Resources Assessment
Howard Gardner  Submit MI test result
 Take the test on MI Multiple Intelligences  Prepare presentation on
 Evaluate the MI test Test bgfl the MI test result.
1 hour
 Group according to MI test (5 minutes)
Birmingham Grid for
Learning (on line by
Google search)
Video (Dayaw-Putik)
Presentation on a featured artist
Videos from Dayaw Reflection 3
Coffee art, Scribbling souls, paper NCCC materials paper
mosaic
Video (Dayaw- Wang-Ud)
Present one local artist in your
String arts, Press Art, Papel Picado 2 hours Alampat. An local place in a whole bond paper.
Introduction to Art
Appreciation, Perez,
Cayas and Narciso,
Lecture/Video Dayaw 2013, pp. 35-36
Stone art and crafting, Landscaping,
Build and Design structure for 21st Submit a video or
Century, Improvisation and PowerPoint of a chosen
installation art. artist by group
Art Perception and
Lecture/discussion/Video Dayaw Appreciation. Ma.
Shaded Poetry, Constructing Aurora Ortiz, Teresita Group Presentation
”Hugot/Tag Lines”, song Erestain et al., 13th
appropriation Manila University of the
East. Manila. 1978. pp
14-26, 40-73
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Intended Learning Outcomes
Differentiate between artist’s
artisan approach and technique
toward a particular medium.
Differentiate between artist’s
artisan approach and technique
toward a particular medium.
Define the role of managers,
curators, buyers, collectors, art
dealers in the art world.
Time
Content Teaching Learning Activities Allotment Resources Assessment
Artist’s and artisan Interview an artist on the medium for the Individual report or a group
 Production process technique, used, problems and report/ written and power point or
(pre-production, production and post difficulties
video presentation
production)
 What is the difference between
artist’s and artisan
 What is the relationship
between artist and artisan
Puppetry, (socks, paper/stick
Pictures/sticks or digital effects
A group presentation
MEDIUMS OF COMBINED
ARTS
What is important artist or the Art Perception
artworks? Visit a museum and gallery and interview and Appreciation. Reaction paper on the interview
What are the new trends or practices a curator/artists Ma. Aurora Ortiz, with the picture of the museum or
in art? Teresita Erestain galleries
What is the role of the following: et al., 13th Manila Managers, curators.
 Managers University of the
 Curators Room designing East. Manila.
 Buyers 1978. pp 14-26,
2 hours
 Collectors 40-73. Organize a simple exhibit in
 Art dealers in the community. Art exhibit, planning, organizing school showcasing all the art
works of the students (art month)
P R E - L I M I N A R Y E X A M I N A T I O N
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Intended Learning Outcomes Content Teaching Learning Activities Allotment Resources Assessment
MODULE 4 Video Presentation Reflection paper 4
ELEMENTS OF ARTS
Elements and Principles of art. Lecture/illustration Alampat. An Group reporting
To be able to analyse the various  Auditory Introduction to Present output in power point.
elements present in visual arts.  Visual Reporting Art Appreciation,
 Combined art Perez, Cayas and
Narciso, 2013, Analysis paper by group:
Fusion and overlapping Explain or discuss how an artist pp. 61-95  Choose a
recreates, translate or transform one contemporary work
Balance (graffiti, poetry, performance work into another. and discuss the
art and digital art). subject, medium and
technique.
Differentiate one element of art  Discuss further how
9 hours
from one another. Classroom Activities/workshops the artist utilized the
 Unity and harmony  Pointillism Itroduction to Art elements and
 Rhythm /variation  Analog drawing Appreciation: A principles of design in
 Balance and proportion  Soil, garlic or coffee art textbook in the artwork.
Analyze and determine the  Emphasis and subordination  Illustration (line, texture, form) Humanities,
factors that influence the artist  Scribbling souls Mariano M.
in choosing or using any of the  Shaded poetry Ariola, 2008 pp.
 Semiotic plane
elements.  Spoken poetry/word 43-57 Product design
 Ionic plane
And
 Contextual plane Workshops
Define and discuss the Narrative appropriation borrowing
principles of design. and ownership.
Creative output
Identify various planes in arts Post five (5) acts of cultural
Look for a posture work (painting or  Student will appropriate
appropriation. a painting, sculpture.
Characterize and define  Object appropriation sculpture) that have been appropriated.
Alampat. An  Take picture of the
narratives appropriation  Content Introduction to original art.
borrowings and ownership of the  Style  Create another personal
Art Appreciation,
artist or any agency in the art  Motif appropriation picture base on the
Discuss and compare the old and new. Perez, Cayas and
world.  Subject appropriation original art.
Narciso, 2013,
pp. 44-46
Photo appropriation
will be presented by group in a
Cultural mapping for Movable
power point. One slide per
Heritage
member.

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 Time
Intended Learning Outcomes Content Teaching Learning Activities Allotment Resources Assessment
MODULE 5 Culture Video presentation on the history of the Dayaw” by Loren
Philippines. Legarda
CULTURE, HISTORY, Art
RELIGION AND ART
History Lecture/demonstration/workshop on the UkilVisual arts of
Reflection Paper 5 on the video on
To understand and appreciate art of making okir/ukil. the Sulu
other cultures, traditions and Archipelago, “Dayaw”
practices in relations to art. Textile art Ligaya Fernando-
Soul, dreams and imagination Visit to the community Amilbangsa,
To understand and relate the
2005, pp 15-38
significance of history, religion to
art.  Tinalak process
Illustration Power point pictures on the tour
 Tinalak and T-boli art
to the community/museum
Draw out metaphors from local  Dagmay (one slide each member of the
myths so students will value  Pis-yabitseputangan Itroduction to Art
group)
cultural art.  Inaul Cultural mapping Appreciation: A
textbook in
Deepen students understanding of Humanities,
imaging.
3 hours
Visual Locate Okir inspired artworks in the city Mariano M.
Ariola, 2008 pp. Output on ukil art
Analyze how line was interpreted Elements in Philippine traditional (paintings, drawings, architecture,
and utilize in traditional crafts. motifs and crafts functional tools, jewelries, furniture, 129-175, 165-
the concept of Okir in relation to fabric or fashion) 169
Islamic art Symmetry Art Artistic output symmetry
Alampat. An
Identify the parts of Okir/Ukil Okir/Ukil Creative presentation Introduction to
Art Appreciation,
Create a Symmetry art inspired by Perez, Cayas and
Okir/ Ukil art. Narciso, 2013,
Exhibit (on line or actual pp.133-146 Reflection paper 6.
Determine the cultural relevance of  Indigenous art
the Okir.  Muslim art
 Christian art
Trace and summarize the Local community
 Contemporary art
development of the arts, art immersion
appreciation and aesthetics in
contemporary. Gallery, museum
Practice and movement
visit
Appreciate better the history and
development and Philippine art.
Research/
immersion

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Time
Intended Learning Outcomes Content Teaching Learning Activities Allotment Resources Assessment
MODULE 6
A product or output of the result of
THE ENVIRONMENT AND the MI test (a song, video
ART
presentation, a product of a recycled
Howard Gardner Recycle materials 2 hours
Result of the MI material and other innovations)
To appreciate and understand Multiple intelligence
the relationship of art and the test
environment.

To demonstrate and maximize

the use of MI in art and in the
preservation of the environment.
Document changes and the Soul and Space
shifting environment such as  Torogan
terrain, texture, sound through  Ifugao Oral recitation
fusion of various elements of art. Lecture Video on “Dayaw”
 Bahay kubo
 Bahay nabato Build miniature or skeletal or
 Batanes house Video/ documentary structural house
 Other indigenous house Augusto de
Collaborative artistic work Viana, Philippine Reflection paper 7 about the Video
3 hours
A Story of
Philippine resources (Karagatan, Nation, Rex
Determine the implication of kalupaan and kalangitan) Ideal structure
soul and space for our society, Bookstore 2011.
generation. Nature and climate changes Pp. 3-60
Build structure out of paper
Characterize how Filipinos
utilize space to determine its
implications for their identities, Chapter 7 of My Art Journal
history, religion and philosophy. Prepare Chapter 7 of the art journal My Intelligences, nature and
Chapter 7: My Intelligences, nature and environment
environment.

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Intended Learning Outcomes Content Teaching Learning Activities Allotment Resources Assessment
MODULE 8: IMRPOVISATION Improvisation in various arts: Lecture/demo
ART  Contact body Stimulation The Wave Dance,
 Improvisation (flow, staccato, Roth 2008 Workshop
Define improvisation chaos, lyrical, stillness) Performance art (with rubric)
 Sound improvisation Stimulation
 Theatre improvisation  Planking The way of Reflection Paper 8
Utilize the body as the basic tool  Solving improvisational  Flash mob 3 hours improvisation,
in expression and challenges  Happenings Morris, 2011 (on Group dynamics
communication line) (with rubric)
Video documentary

Strengthen the student’s

initiative and artistic
sensibilities.

Discuss the concept of Soul making (art making)

“Soul making”  Craft images Lecture/demo Output:
 Craft stories Soul Making: A
 Crafting instruments Video Creative Process,  Reflective essay
 Performance 3 hours NoyNarciso, 2016 8 images and 80 words to
Develop student’s artistic Simulation describe oneself or a story or
potentials through soul making pictures with their group.
Workshop
Enhance student’s sensitivity
and awareness through their Transcreation
environment.  Music to text Chapter 8 of the Art Journal:
 Text to dance Chapter 8: History and its artists
 Dance to visual

F I N A L E X A M I N A T I O N

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REFERENCES:
Agawu, Kofi. Music as Discourse: Semiotic Adventures in Romantic Music. NY Oxford University Press. 2009.
Ariola, Mariano. Introduction to Art Appreciation. C&E Publications, 2007.
Cajipe-Endaya, Imelda. How to document One’s Work. In Paleta 5: A Handbook for Visual Artists,ed. Eloisa May Hernandez, pp.24-26. Manila
NCCA.
Cayas, Narciso, Perez. Alampat: An Introduction to Art Appreciation. Davao City: Blue Patriarch Publishing House.
Chilvers, Ian. The Oxford Dictionary of Art. Oxford: Oxford University Press, 2004.
Demetrio, Francisco. Myths and Symbols Philippines. Manila National Bookstore.
Fernando-Amilbangsa, Ligaya. Ukil: Visual Arts of the Sulu Archipelago. Quezon, City. Ateneo de Manila University Press.
Galer, Mark. Photograph Foundations for Art and Design. Massachussets: Elsievier Ltd. 2007
Hermano, Ma. Alessandra L. At home with Filipino Art and Artists. Pasig City: Anvil, 2001.
Honour, Hugh and Fleming, John. A world History of Art. 7th ed. London: Laurence King Publishing
Madale, Abdullah T. The MaranawTorogan. Manila: Rex Bookstore. 1996.
Narciso, Norman. Soul Making. Davao City: Aletheia Publishing.
Ortiz, Ma. Aurora, Erestain, Teresita et al. Art Perception and Appreciation. 13th. Manila University of the East. Manila.

Faculty Chairman: Recommending Approval:

Maria Catherine Pamintuan (sgd) Mr. D’ Ariel J. Javellana (sgd)

SAH/CELAS/CHED TRAINOR Head, Social Sciences and Humanities

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Intended Learning Outcomes Content Teaching Learning Activities Allotment Resources Assessment

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