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This course develops students’ ability to

appreciate, analyze, and critique works of


art. Through interdisciplinary and
multimodal approaches, it equips students
with a broad knowledge of the practical,
historical, philosophical, and social
relevance of the arts in order to hone
Course students’ ability to articulate their
understanding of the arts. It develops
Description students’ competency in researching and
curating art as well as conceptualizing,
mounting, and evaluating art productions.
Furthermore, it aims to develop students’
genuine appreciation for Philippines arts by
providing them opportunities to explore the
diversity and richness and their rootedness
in Filipino culture.
Learning Outcomes
At the end of the course, the students should be able to:

 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
and postproduction, marketing, documentation, critiquing)
3. Create their own works of art and curate their own
production or art 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. 3. Develop an appreciation of the local arts
PRELIM
WEEK 1
TOPICS • Art history

• Discuss and illustrate the art


LEARNING OUTCOMES history.
• Explain the nature of art’s
preliminary expression
ART HISTORY TIMELINE

 The history of art is immense, the earliest cave paintings pre-date


writing by almost 27,000 years! If you’re interested in art history, the
first thing you should do is take a look at this table which briefly
outlines the artists, traits, works, and events that make up major art
periods and how art evolved to present day:
Art Periods/ Characteristics Chief Artists and Historical Events
Movements Major Works
Stone Age (30,000 b.c.– Cave painting, fertility Lascaux Cave Painting, Ice Age ends (10,000
2500 b.c.) goddesses, megalithic Woman of Willendorf, b.c.–8,000 b.c.); New
structures Stonehenge Stone Age and
first permanent
settlements (8000 b.c.–
2500 b.c.)

Mesopotamian (3500 Warrior art and narration Standard of Ur, Gate of Sumerians invent writing
b.c.–539 b.c.) in stone relief Ishtar, Stele of (3400 b.c.); Hammurabi
Hammurabi’s Code writes his law
code (1780 b.c.);
Abraham founds
monotheism
Greek and Hellenistic (850 Greek idealism: balance, Parthenon, Myron, Phidias, Athens defeats Persia at
b.c.–31 b.c.) perfect proportions; Polykleitos, Praxiteles Marathon (490 b.c.);
architectural Peloponnesian
orders(Doric, Ionic, Wars (431 b.c.–404 b.c.);
Corinthian) Alexander the Great’s
conquests
(336 b.c.–323 b.c.)

Roman (500 b.c.– a.d. 476) Roman realism: practical and Augustus of Primaporta, Julius Caesar assassinated
down to earth; the arch Colosseum, Trajan’s Column, (44 b.c.); Augustus
Pantheon proclaimed
Emperor (27 b.c.); Diocletian
splits Empire (a.d. 292);
Rome falls
(a.d. 476)
Indian, Chinese, and Serene, meditative art, and Gu Kaizhi, Li Cheng, Guo Xi, Birth of Buddha (563 b.c.);
Japanese(653 b.c.–a.d. 1900) Arts of the Floating World Hokusai, Hiroshige Silk Road opens (1st century
b.c.);
Buddhism spreads to China
(1st–2nd centuries a.d.) and
Japan
(5th century a.d.)
Byzantine and Islamic (a.d. Heavenly Byzantine Hagia Sophia, Andrei Justinian partly restores
476–a.d.1453) mosaics; Islamic Rublev, Mosque of Córdoba, Western Roman Empire
architecture and amazing the (a.d.
maze-like design Alhambra 533–a.d. 562); Iconoclasm
Controversy (a.d. 726–a.d.
843); Birth of Islam (a.d.
610) and Muslim Conquests
(a.d.
632–a.d. 732)
Middle Ages (500–1400) Celtic art, Carolingian St. Sernin, Durham Cathedral, Viking Raids (793–1066);
Renaissance, Romanesque, Notre Dame, Chartres, Battle of Hastings (1066);
Gothic Cimabue, Crusades I–IV (1095–1204);
Duccio, Giotto Black Death
(1347–1351); Hundred Years’
War (1337–1453)
Early and High Renaissance Rebirth of classical culture Ghiberti’s Doors, Brunelleschi, Gutenberg invents movable
(1400–1550) Donatello, Botticelli, type (1447); Turks conquer
Leonardo, Michelangelo, Constantinople (1453);
Raphael Columbus lands in New World
(1492); Martin
Luther starts Reformation
(1517)
Venetian and Northern The Renaissance spreads Bellini, Giorgione, Titian, Council of Trent and
Renaissance (1430–1550) north- ward to France, the Dürer, Bruegel, Bosch, Jan Counter-Reformation (1545–
Low van 1563);
Countries, Poland, Eyck, Rogier van der Copernicus proves the
Germany, and England Weyden Earth revolves around the
Sun (1543

Mannerism (1527–1580) Art that breaks the rules; Tintoretto, El Greco, Magellan circumnavigates the
artifice over nature Pontormo, Bronzino, Cellini globe (1520–1522)

Baroque (1600–1750) Splendor and flourish for God; Reubens, Rembrandt, Thirty Years’ War between
art as a weapon in the Caravaggio, Palace of Catholics and Protestants
religious Versailles (1618–1648)
wars
Neoclassical (1750–1850) Art that recaptures Greco- David, Ingres, Greuze, Enlightenment (18th
Roman grace and grandeur Canova century); Industrial
Revolution
(1760–1850)

Romanticism (1780–1850) The triumph of imagination Caspar Friedrich, Gericault, American Revolution (1775–
and individuality Delacroix, Turner, Benjamin 1783); French Revolution
West (1789–1799); Napoleon
crowned emperor of France
(1803)

Realism (1848–1900) Celebrating working class and Corot, Courbet, Daumier, Millet European democratic
peasants; en plein air revolutions of 1848
rustic painting

Impressionism (1865–1885) Capturing fleeting effects of Monet, Manet, Renoir, Franco-Prussian War (1870–
natural light Pissarro, Cassatt, Morisot, 1871); Unification of Germany
Degas (1871)
Post-Impressionism (1885– A soft revolt against Van Gogh, Gauguin, Belle Époque (late-19th-
1910) Impressionism Cézanne, Seurat century Golden Age);
Japan
defeats Russia (1905)

Fauvism and Expressionism Harsh colors and flat Matisse, Kirchner, Kandinsky, Boxer Rebellion in China
(1900–1935) surfaces (Fauvism); emotion Marc (1900); World War
distorting (1914–1918)
form

Cubism, Futurism, Pre– and Post–World War 1 Picasso, Braque, Leger, Russian Revolution (1917);
Supremativism, art experiments: new Boccioni, Severini, Malevich American women franchised
Constructivism, De Stijl forms to express modern life (1920)
(1905–1920)
Dada and Surrealism(1917– Ridiculous art; painting Duchamp, Dalí, Ernst, Disillusionment after World
1950) dreams and exploring the Magritte, de Chirico, Kahlo War I; The GreatDepression
unconscious (1929–1938); World War II
(1939–1945) and Nazi
horrors;
atomic bombs dropped on
Japan (1945)

bstract Expressionism (1940s– Post–World War II: pure Gorky, Pollock, de Kooning, Cold War and Vietnam War
1950s) and Pop Art abstraction and expression Rothko, Warhol, Lichtenstein (U.S. enters 1965); U.S.S.R.
(1960s) without form; popular art suppresses Hungarian revolt
absorbs consumerism (1956) Czechoslovakian revolt
(1968)

Postmodernism and Art without a center and Gerhard Richter, Cindy Nuclear freeze movement;
Deconstructivism (1970– ) reworking and mixing past Sherman, Anselm Kiefer, Cold War fizzles; Communism
styles Frank Gehry, collapses
Zaha Hadid in Eastern Europe and
U.S.S.R. (1989–1991)
Teaching-
Learning Lecture-Discussion on Art history
Activities

• The Humanities, Dudley and Faricy, 1968, pp. 5-22 (Nature of Art)
• Nature and Young Children, 2nd ed., Learning in Natural Environments, Ruth Wilson, 2012,
pp. 1-17
Resources • Garner’s Art through the Ages: A Concise History of Western Art, Fred S. Kleiner, 3rd ed.,
2012, pp. 1-2
• Imagination in Teaching and Learning, Kieren Egan, 1992, pp. 12-37

• Group Activity: Preparing a flow chart to illustrate the


Assignment sequence of events
/ Strategies • Critical Essay: Answering the questions comprehensively
Task • Categorize works of art by citing personal experiences
WEEK 2
TOPICS • Assumptions of art
• Functions of Art
• Philosophical import of art
LEARNING • Clarify the misconceptions about arts
OUTCOMES
• Characterize the assumptions of the arts
• Distinguish between directly functional
and indirectly functional art
• Apply concepts and theories on beauty
and aesthetics in real life scenarios
• Lecture-Dynamic
Teaching- • Individual sharing
Learning • Focused Group Discussion
Activities Film Viewing:
• Video Documentary “Sa Duyan ng Sinig” (Jesult Communications) “Tuklas Sining” CCP

• Art Perception and Appreciation,


Ortiz et al., 1976, pp. 5-12
• Alampat: An Introduction to Art Aprreciation, Perez, Cayas, and Narciso, 2013, pp. 9-12, 15-
21
• The Humanities, Dudley Faricy and Rice, 1968, pp. 5-12
• Alampat: An Introduction to Art Appreciation, Perez, Cayas, and Narciso, 2013, pp. 9-12, 15-
Resources 21 (Imagination) pp. 38-40
• Art Perception and Aprreciation, Ortiz et al., pp. 27-32
• Alampat An Introduction to Art Appreciation, Perez, Cayas, and Narciso, 2013, pp. 23-25
Cultural Center of the Philippines,
• Tuklas Sining, DVD “The Philosophical Concept of Beauty,” Jacques Maritain (from Creative
Intuition in Art and Poetry), 1953, pp. 122-127
• Insight paper
Assignment/ • Group discussion and plenary presentation
Strategies • Personal Reflection on the topic
Task
Week 3

TOPICS  Subject type


(Representation and non-representation in Art)
 Source of subject
 Kinds of subject
 Content in art
LEARNING • Differentiate content from subject
OUTCOMES
• Classify artworks according to subject
• Characterize sources and kind of art
• Lecture-Discussion
Teaching-Learning • Provide classic examples
Activities

• Alampat, An Introduction to Art Aprreciation, Perez, Cayas, and Narciso, 2013,


pp. 27-34
• Cultural Appreciation and the Arts Young, 2008, pp. 1-27
• Art Perception and Appreciation, Ortiz et al., 1978, pp. 14-26
Resources

• Gallery visit
• Reflection paper on students’ experiences during visit to a gallery or museum
Assignment/ Strategies • Bringing either digital or printed copies of Filipino contemporary artworks to be
Task presented orally or using PowerPoint;
Week 4-5
TOPICS • Artists and artisans
• Managers, curators, buyers, collectors, art dealers
• Production process
• Medium and technique approach in Arts
• GAMABA National Artists

LEARNING • Identify the medium in various forms of art, viz. visual, auditory, and
combined arts
OUTCOMES • Define an artist’s or artisan’s medium and technique
• Define the role of managers, curators, buyers, collectors, art dealers in
the art world
• Differentiate between artists’ and artisan approach/technique toward a
particular medium
• Understand that the artisan’s work is an end in itself and the artist’s
work is a means to an end
• Identify national and GAMABA artist’ notable works and their contribution
to society
• Video Documentary
• Lecture-Discussion
• Interview of artists/ studio visit (off campus)
• Lecture/illustration/
• Discuss basic elements
Teaching- • Assign students to discuss the elements of the 7 arts
Learning • Conducting an FGD to look into the variations, overlapping dominant elements in art production in a particular
Activities art expression

Resources • Myths and Symbols Philippines Francisco Demetrio, SJ, 1978, pp. 406-411
• Alampat An Introduction to Art Appreciation, Perez, Cayas, and Narciso, 2013, pp. 35-56
• MAKING THE THEATRE The Craft of the Stage, Steven Partick C. Fernandez, 2010, pp. 15-20
• “Pioneers of the Philippine Art” video documentary directed by F. Capistrano-Baker, Ayala Museum, 2006, 29min
• Art Perception and Appreciation, Ortiz et al., 1978, pp. 14-26, 40-73
• Festival and Events Management, Yeoman et al., 2004, pp. 53-116\

• Oral recitation
Assignment/ • Organize a forum about an artist, artist’s or artisan’s brochure and video clip to be uploaded on social media
• Exhibit of artists and artisans’ portfolio
Strategies • Mini-exhibit of artists/artisans’ work
Task • Analysis paper by group
• Choosing a contemporary work and discuss the subject, medium, and technique.
• Discuss further how the artist utilize the elements and principles of design in an artwork
MIDTERM
WEEK 6-7
TOPICS Principles of design
 Unity and harmony
 Rhythm variation
 Balance and proportion
 Emphasis and subordination (focal-point)
The rule of thirds
Reading the image
• Semantic plane
• Iconic plane
• Contextual plane
LEARNING • Identify the principles of design
• Identify various planets in art
OUTCOMES
• Categorize and organized information from different
sources
• Lecture- Illustration
Teaching- • Product design critiquing
Learning • Demonstration-Simulation
Activities

• Art in Focus, Mittler, 2006, pp. 26-39 (elements), pp. 40-49 (Principles)
• Alampat: An Introduction to Art Appreciation, Perez, Cayas, and Narciso, 2013, pp. 61-95
Resources (Elements), pp. 93-97 (Principles)
• Image to Meaning: Essays on Philippine Arts, Alice Guillermo, 2001, pp. 1-16
• Gardner’s Art through the Ages: A Concise History of Western Art, Fred S. Kleiner, 3rd ed., of
2012, pp. 1-2

• Essay
Assignment/ • Collaborative room design with rubrics
Strategies • Read and research about selected Western and Asian art
Task
WEEK 8-9
TOPICS • Cave art, Egyptian and Greek
• Roman Medieval
• Chinese Painting, Ukiyo-e (Japanese print)
• Renaissance and Mannerism, Baroque and Rococo
• Neo-classicism, Romantic and Realism
• Impressionism
• Post-impressionism
• Neo-imprssionism
• Symbolism, Art Nouveau
• Fauvism and Expressionism
• Cubism, Futurism
• Abstract or non-objective Dadaism and Surrealism Constructivism, De Still Abstract
expressionism Optical Art, Pop Art, Minimalism, Conceptual Art
• Photo-realism
• Installation Art (Body Art, Earth and Land, Performance Art)

LEARNI • Identify the underlying history, philosophy of the era on movements


• Classify the various art movements by citing their important characteristics such as historical
NG background, factors influencial person socio-political issues and prevalent artists, art forms
OUTCO and media
• Present the history and movements of the arts through a timeline
MES • Cite important characteristics in an artwork based on the era movement (document and
annotate works)
• Lecture
• Creative presentation
• Gallery Walk
Teaching- • Games
Learning • Talk show
Activities • Video documentary

• Cave Art to Modern Art in Fleming’s Arts and Ideas, 10th ed., Mary Warmer Marien and William
Fleming, 2005, pp. 1-654
Resources • Art Perception and Appreciation, Ortiz et al. 1978, pp. 163-229
• Alampat: An Introduction to Art Appreciation Perez Cayas, and Narciso, 2013, pp. 113-129
ArtSpoke, Robert Atkins, 1993, pp. 43-415
• A World History of Arts, 7 ed., Hugh Honour and John Fleming, 2009, pp. 356

• Designed rubrics for creative output


• Quiz
Assignment/ • Oral recitation
Strategies • Brochure about their respective topics
Task • Individual output:
Modern/classical works appropriation through photography
Week 10-11
TOPICS Instrumental music:
•Baroque (Johann Pachelbel, Antonio Vivaldi, Johan Sebastian
Bach, George Frederic Handel, Franz Schubert)
•Classical (Joseph Haydn, Wolfgang Amadues Mozart, Ludwig Van
Beethoven, Franz Schulbert)
•Romantic (Carl Maria Von Weber, Frederic Chopin, Robert
Schumann, Franz Liszt, Richard Wagner, Jacques Offenbach,
Johannes Brahms, Pyotc llyich Tchaikovsky, Nikolai Rimsky,
Korsakov, Richard Strausess
•Modern (Claude Debussy, Arnold Schoenberg, Maurice Ravel,
John Cage, Philip Glass)

LEARNING • Identify the various genres in music


OUTCOMES • Make a creative interpretation of the different
musical genres
• Translate sound or music into a new form and in a
new context
Teaching-
Learning • Brief lecture
Activities • Students’ Creative Presentation

• Music as Discourse: Semiotic Adventures in Romantic Music, Agawu, 2009


• The Human Image in the Arts, Fernandez, 2009, pp. 65-76

Resources

• Creative output/
Presentations:
Assignment/ Students will interpret through their own art expressions (music video, dance, poetry, live
Strategies painting, film, digital art, magic experimental, etc.)
Task
SEMI-FINAL
Week 12
TOPICS • Soulmaking (artmaking)
• Crafting images
• Crafting stories
• Crafting instruments performance
• 7 da Vincian principles
LEARNING
OUTCOMES • Discuss the concept of “soulmaking”
• Develop students’ artistic potentials through
soulmaking
• Enhance sudents’ sensitivity and awareness
toward their environment
• Extend to the immediate community the
students’ art works as a form of service learning
(e.g. recyclable materials)
• Lecture
Teaching- • Demonstration
Learning • Simulation
Activities • Workshop

• Soulmaking, Narciso, 2016


• Mick Basa, The Soul Maker 2013, online
• Nature and young Children, 2nd ed., Encourage Creative Play and Learning in Natural
Resources Environments, Ruth Wilson, 2012, pp. 3-17
• Dela Cruz et al., Art Rebublik, 2012, video, 10 episodes

• Individual reflective essay


• Quiz
Assignment/ • Art output with rubrics
Strategies • Art portfolio
Task • Organize an advocacy art or immersion or workshop for the community
Week 13
TOPICS • Narratives, appropriation, borrowing and ownership
Posit five(5) acts of cultural appropriation
1. Object appropriation
2. Content
3. Style
4. Motif appropriation
• Subject appropriation
LEARNING • Characterize and define narratives appropriation,
OUTCOMES borrowing and ownership of the artist or any
agency in the art world
• Contextualize classical notable works into a
certain theme and comment on a certain issue,
either on a personal or social level
• Develop students’ artistic ability in any form they
would like to appropriate an art
Teaching- • Lecture- Discussion
Learning • Students are assigned to look for works that have been appropriated in any form. Discuss
Activities and compare the old and new meanings.

• Cultural Appropriation and the Arts, Young, 2008, pp. 1-27


• Black Film as a Signifying Practice: Cinema, Narration and the African-American Aesthetic
Resources Tradition Yearwood, 2000, p. 124-129

Creative output
Students will appropriate an as in any form, take a picture of it and create another poster that
Assignment/ incorporates their concept
Strategies Reflective Essay
Task
Week 14
TOPICS • Textile art,
• Soul, dreams and imagination
• Tnalak process
• Tnalak and T’boli art
• Dagmay,
• Pis-yabit Seputangan
• Inaul
• Visual elements in Philippine traditional motifs and crafts
• Decorative motifs and symbols, classification
LEARNING • Draw out metaphors from local myths so students will value
OUTCOMES cultural roots
• Analysis how line was interpreted and utilized in traditional
crafts
• Develop students’ ability in manipulating the elements of art
• Document changes and the shifting as terrain, texture, sound
through fusion of various elements of art
• Video documentary
• Brief lecture
Teaching- • Illustration
Learning • Mind mapping
Activities • Lecture- Discussion
• Workshop
• FGD

• Sourcebook of Philippine Traditional Motifs and Crafts Processes, Mercedita Jose Dela Cruz,
1982, pp. 18-34
• Ukkil: Visual Arts of the Sulu Archipelago, Ligaya
Resources Ferdenando-Amilbangsa, 2005, pp. 15-38
• Hinabing Panaginip, Fruto Corre, Bookmark video, 1999
Myth, Mimesis and Magic in the Music of the T’boli, Mora, 2005, p. 66-68

• Individual output with rubric


Assignment/ • Reflective Essay
Strategies • Visual tapestry
Task
THE ARTS: WHAT IS
IT?
• The word “art” is derived from arti, which denotes
craftmanship, skill,mastery of form, inventiveness.

• Art serves as a technical and creative record of


human needs and achievements.

Some definitions of art according to philosophers:

• Art is that which brings life in harmony with the beauty of


the world.-Plato

• Art is the whole spirit of man.-Ruskin

• Art is the medium by which the artist communicates himself


to his fellows.-Charleton Noyes

• Art is anything made or done by man that affects or moves


us so that we see or feel beauty in it.-Collins and Riley
What is Art Appreciation?
Art appreciation involves having an understanding of all of the qualities that
comprise a great work of art. Art appreciation classes can be enjoyed by everyone from
art experts to complete novices.
Art appreciation also involves learning about certain time periods, styles and
techniques so that a person has a better understanding of the basis for the art as well as
of the art itself. Themes and movements are important to understand when studying
art. Art appreciation differs from art criticism in that criticism is an evaluation of art and
is a judgment. Appreciation should be undertaken with no judgment involved but with
just a desire to understand and comprehend.
According to C.V. Tabotabo, Art is the end product of humanities. It gives comfort
and relief to man’s everyday life. It concerns to something beyond matters.
Types of Art
A. Major Arts B. Minor Arts
1. Architecture is the art or science of building, 1. Decorative Art is concerned with the design and
specifically: the art or practice of designing and building decoration of object that is chiefly prized for its utility,
structures and especially habitable ones. rather than for its purely aesthetic qualities like
ceramics, glassware, basketry, jewelry, metal ware,
furniture, textiles, clothing, and others.

2. Dance is a sport and art form that generally refers to 2. Graphic Art refers to the art of drawing or painting
movement of the body, usually rhythmic, and used as a or printmaking which focuses on visual communication
form of expression, social interaction or presented in a or presentation.
spiritual or performance setting.

3. Fashion Design is the applied art dedicated to 3. Industrial Art is tantamount to practical arts, such
clothing and lifestyle accessories created within the as engineering metalworking or carpentry.
cultural and social influences of a specific time.
A. Major Arts B. Minor Arts

4. Literature comes from the Latin word littera 4. Plastic Art includes those visual arts that
which means letter. In a broad sense, it means involve the use of materials that can be molded
any written work. or modulated in some way, often in three
dimensions. Examples are clay, paint, and
plaster.

5. Music is an art form whose medium is sound 5. Popular Art refers to any dance, literature,
organized in time. Common elements of music music, theatre, or other art form intended to be
are pitch ( which governs melody and harmony) received and appreciated by ordinary people in
rhythm ( and its associated concepts tempo, a literate and technologically-advanced society
meter and articulation), dynamics, and the dominated by urban culture.
sonic qualities of timbre and texture.
A. Major Arts B. Minor Arts

6. Painting is the practice of applying


paint, pigment, color, or other medium to a
surface like wall, paper, canvas, wood, and
glass.

7. Sculpture comes from the latin word


sculpere which means “ to carve”. It can be
defined as the act or practice of creating
three-dimensional forms or figures through
carving, modelling and casting.

• The Importance of Art


• 1. Art communicates feelings and emotions expressively and forcefully;

• 2. It connects people around the world;

• 3. It stimulates our thoughts when recreating the message of the artist;

• 4. It is a great tool for learning;

• 5. It reminds us of people’s selfless actions and nationalism;

• 6. It serves as a source of inspiration and aesthetic pleasure;

• 7. It makes the surrounding look better and complete;

• 8. It commemorates certain occasions;

• 9. It transforms us into highly cultured and respectable human beings; and

• 10. It makes us human.


THE ARTIST
The artists are those people who manifest creativity in different
works of art.
Types of Artist
The Visual Artists The Performing Artists The Literary Artists

An architect designs and An actor or actress acts in a An essayist is one who writes
constructs buildings and other dramatic production and who works compositions about any particular
physical structures primarily to in film, television, theatre, or radio subject.
provide shelter in that capacity. S/he interprets a
dramatic character.

10A designer studies fashion A composer writes an original A novelist writes a long work of
trends, sketches designs of clothing composition for theatre, tv, radio, written fiction that basically
and accessories, and selects colors film, computer games and other involves many characters and tells
and fabrics. He creates dresses, areas where music is needed. a complex story by placing the
suits, shoes, and other accessories. characters in a number of different
situations.
The Visual Artists The Performing Artists The Literary Artists

A painter applies paint, pigment, A dancer expresses ideas, A poet displays imaginative
color, sand, clay, scraps of paper stories, rhythm, and sound with power and beauty of thought and
and other mediums to surfaces his body. S/he works in musical language, as well as eloquence of
such as wall, paper, canvass, shows, opera, musical comedy, expression through poetry.
wood, or glass to form an art. television, movies, and music
videos.

A photographer controls the An instrumentalist plays musical A playwright, also known as a


camera and lens to “expose” the instrument. dramatist, writes dramatic
light recording material ( such as literature or drama. I t maybe
film) to the required amount of written specifically to be
light to form a “ latent image” ( performed by actors or it may be
on film) or “raw file” ( in digital a closet drama or a literary work
cameras) which, after appropriate written using dramatic forms but
processing, is converted to a not meant for performance.
usable image.
The Visual Artists The Performing Artists The Literary Artists

A sculptor shapes A singer uses the A scriptwriter is


various mediums voice to produce the one who writes
such as wood, music. He is often scripts.
stone, metal, accompanied by
andglass to form his musicians and
masterpiece. instruments.
Essay : Answer the following questions comprehensively:

• What is the relationship between artists and artisans?


• Which is more important, the artist or the artwork?
• What are medium and technique?
• What are the new trends or practices in art?
• What is the role of the following figures ( managers,
curators, buyers, art dealers) in the community?
Group Graded Activity:
• Choose any artist • Discuss his/her medium, technique and
 Painter processes
 Singer
• Share before the class ( 10 minutes for each
 Sculptor
group)
 Dancer
 Poet or writer
 Filmmaker
 Photographer
 Architect
 Actor
 Make-up artist
 Carpenter
 Carver
 Weaver
 Seamstress
 Fashion designer
ORIGAMI
FUN
NAME ART DESIGN
Instruction:
In this Name Art activity, you are going to design using
words, use unique lettering, and use cool and warm colors.
Individual Graded Activity

• Individual Research
Creative Process- TEDx
The Seven Steps of Creative Thinking:
Raphael DiLuzio at https://www.youtube.com/watch?v=MRD-4Tz60KE
“ Pioneers Of Philippine ART” video documentary directed by F Capistrano-Baker, Ayala
Museum,2006,9m

 Reflection Paper
Submit at aileenuv@gmail.com
Essay : Answer the following questions comprehensively:

• What is the difference between artists and Artisans?


• What is the relationship between artists and artisans?
• Which is more important, the artist or the artwork?
• What are medium and technique?
• What are the new trends or practices in art?
• What is the role of the following figures ( managers, curators, buyers, art dealers) in the
community?
• Did you know that origami came from the Japanese words “ Oru” meaning
“ to fold” and “kami” meaning “paper”? And that’s exactly what we are
going to do this afternoon- fold paper!
• Let’s Do This!
• Photo Appropriation

• Appropriation in art is the use of pre-existing objects or images


with little or no transformation applied to them. In the visual arts, to
appropriate means to properly adopt, borrow, recycle or sample aspects
(or the entire form) of human-made visual culture.

• Instruction: Go online and find a digital image of a famous work


of art. Appropriate it (in this case, download it on to your hard drive).
Integrate the image into a new Web page and give the image / artwork a
new title that you make up and that conceptually recontextualizes the
work in an “original way.”
Photo Appropriation

AILEEN C. COSTAS
Title: woman at bar
Artist: Fabian Perez
Title : woman in the room
Artist : Aileen Costas
Photographer : Dr. Anna Lou Cabuenas
Hair and makeup : Dr. Anna Lou Cabuenas
Choreographer : Mrs. Celeste Maghuyop
Performance Activity:
• Choose any artist • Discuss his/her medium, technique and
 Painter processes
 Singer
• Share before the class ( 10 minutes for each
 Sculptor
group)
 Dancer
 Poet or writer
 Filmmaker
 Photographer
 Architect
 Actor
 Make-up artist
 Carpenter
 Carver
 Weaver
 Seamstress
 Fashion designer
Individual Graded Activity

• Individual Research
Creative Process- TEDx
The Seven Steps of Creative Thinking:
Raphael DiLuzio at https://www.youtube.com/watch?v=MRD-4Tz60KE
“ Pioneers Of Philippine ART” video documentary directed by F Capistrano-Baker, Ayala
Museum,2006,9m

 Reflection Paper
Submit at aileenuv@gmail.com
Answer the following questions:

• What is the difference between artists and Artisans?


• What is the relationship between artists and artisans?
• Which is more important, the artist or the artwork?
• What are medium and technique?
• What are the new trends or practices in art?
• What is the role of the following figures ( managers, curators, buyers, art dealers) in the
community?