ART APPRECIATION Page |1

ART APPRECIATION

Ruby B. Dimas, Ph.D

Evelyn B. Cristobal, Ed.D
Jing-Jing C. Rubio, MA-PE
Denson P. Cendaňa, MAEd
Krystal Gay T. So, MA-PE
Orville A. Galicgic, MST-PE
Liezl P. Villaluz,RPm,MAed, MOP
Vicente S. Saddul, M.T.E.-DT
Vicente L. Quinto, MAEd

1
Jerowin A. Belo, LPT
Rosemarie V. Valenzuela, MAEd
Joyce Milagros N. Angobung, MA-
Psych
Pamela Bergonio, LPT
ART APPRECIATION Page |2

CHAPTER II

Topic 5: Reading The Image

Introduction

In our world of multi- and visual media, we must expand our notion of what a
text is and how we must read it. As more texts are used to convey information print
once did, we must bring to these visual texts critical literacies that will help us
construct meaning from their elements.

Learning Outcomes
At the end of the topic, you are expected to:

a. Categorize various planes in art;

b. Analyze the given photo on contextual plane;

Learning Content

1. SEMIOTIC PLANE

Semiotics is the theory and study of signs and symbols, especially as elements of

language or other systems of communication. Common examples of semiotics include
traffic signs, emojis, and emoticons used in electronic communication, and logos and
brands used by international corporations to sell us things—"brand loyalty," they call
it.

A person who studies or practices semiotics is a semiotician. Many terms and

concepts used by contemporary semioticians were introduced by the Swiss linguist
Ferdinand de Saussure (1857–1913). 

Example: Signs
ART APPRECIATION Page |3

Brands and logo

2.

Iconic Plane

The iconic plane includes the choice of the

subject which may bear social and political implications. Few words are more over-
used than “iconic”. Often when I hear it used, I think what the speaker really means is
‘recognizable’, ‘famous’, or even ‘ubiquitous’. ‘ICONIC’ simply because it is
instantly recognizable.

Examples:Eastern Church . A representation of

some sacred personage, as Christ or a saint or
angel, painted usually on a wood surface and
venerated itself as sacred.

Computers. a
picture or
symbol that appears on a monitor and is used to
represent a command, as a file drawer to represent
filing.

The Facebook logo comes closer to the meaning I

am trying to understand. It is a corporate
logo but the image conjures up broader meanings
as well; the power of social networking… the loss
ART APPRECIATION Page |4

of privacy… the next generation of the information age. It would be hyperbole to

suggest that it represents human interaction in the early 21st century but I think it
conveys more just a corporate identity.

This Pulitzer Prize-winning photo is

what comes to mind when anyone
mentions Vietnam. It is not just
because it depicts the horrors of that
war but because it depicts them live
before the camera lens.

3. CONTEXTUAL PLANE

It analysis the artwork in a different perspective. It looks at an artwork on a cultural, social,

or political context. It is often used by historians, art critics, or sociologists.

Elements of contextual plane:

 History
 Author
 Influence
 Reaction

Examples:

The Spoliarium is a painting by

Filipino painter Juan Luna. Luna,
working on canvas, spent eight
months completing the painting
which depicts dying gladiators.
The painting was submitted by
ART APPRECIATION Page |5

Luna to the Exposición Nacional de Bellas Artes in 1884 in Madrid, where it garnered
the first gold medal.

The Mona Lisa is a half-length portrait painting by

the Italian artist Leonardo da Vinci. It is considered
an archetypal masterpiece of the Italian Renaissance,
and has been described as "the best known, the most
visited, the most written about, the most sung about,
the most parodied work of art in the world". 

Assessment Task

ACTIVITY 1:
Identification: Analyze each photo and identify its category (Semiotic, Iconic,
Contextual). Write your answer on the space provided.

1. 2. 3. 4.
ART APPRECIATION Page |6

5. 6. 7.

8. 9. 10.

Activity 2:

Aside from the given example above, search at least two (2) examples of
Conceptual photo and its concepts.10 points each.

Criteria:
Uniqueness 5 points
Completeness 5 points
10points
ART APPRECIATION Page |7

References:

www.google.com
www.youtube.com
Panisan, W.K et,al. (2018). Art appreciation. Mutya Publishing house Inc.,
Ernesto Thaddeus M. Solmerano. Art Appreciation (2018)
Bernardo N.C (2018). Art appreciation. Rex Bookstore Inc.,

Topic 6: Historical Development of Art

Introduction
History shows the intrinsic value of art as a language that narrates the
knowledge, belief and experience of each generation of mankind, it shows the
foundation of civilization through art, where humanity from the past to the present
stipulates their desire for a better life.

Learning Outcome

At the end of the module the students should be able to:

a. Identify the underlying history and philosophy of the era or movement.
b. Classify the various art movement and cite their characteristics such as
historical background, sociopolitical issues, influential persons, prevalent
artists, art forms and media.
c. Present the historical timeline of the arts through the various era and
movement, and
d. Cite/recognize the distinct characteristics of an artwork in an era or movement.

Learning Contents
ART APPRECIATION Page |8

1. PREHISTORIC ART ( cave art or parietal art)

2. EGYPTIAN & GREEK
3. ROMAN & MEDIEVAL
4. CHINESE & JAPANESE
5. RENAISSANCE & MANNERISM
6. BAROQUE AND ROCOCO
7. NEOCLASISM
8. ROMANTIC AND REALISM

In the history of art, Prehistoric art refers to all artwork produced by ancient
men before any preconceived culture and known methods of writing.

The term cave art is the painting or drawing of figures called petrographs or
petroglyphs to portray a story or to record known history. The term is used mostly in
connection with Stone Age Art created during the last Ice Age, between about 40,000
and 10,000 BCE a period known as the “upper Paleolithic”. It is generally believed
that this was created by the Modern Man ( Homo Sapiens Sapiens ).

 Cave painting or petrographs involves the application of pigment on

the walls, floors or ceilings of ancient rock dwellings inhabited by
prehistoric men.
 Most of the prehistoric cave paintings were figures of animals like
bison and reindeer, horses and tracing of human hands. Human figure
were rarely shown and were usually highly stylized and far less
naturalistic than the animal figures.
 An example of this are the cave paintings which were found in 1870 at
Altimira, Spain by Don Marcelino and his daughter. These paintings
are sometimes called “The Sistine Chapel of Paleolithic Art”
 The term cave drawing or petroglyphs refers to an engraved drawing
that is etched or done by cutting lines on the rock surface with a sharp
object probably a stone tool.
ART APPRECIATION Page |9

www.boredart.com

As of this time there is no clear idea when cave painting first began.
Researchers founded more than a dozen examples of wall painting across Spain that
are more than 65,000 years old. At “Cueva de los Aviones” researchers also found
perforated seashells beads and pigments that are at least 115,000 years old.

o The Paleolithic Period (Old stone age) in arts was the time when
primitive cave artworks were created with the use of primitive tools by
primitive men.

o The Neolithic Period (New stone age) when man began to develop
culture and change his lifestyle. The naturalistic art style of hunter
gatherer of the Paleolithic had been replaced by geometrically abstract
art of Neolithic.

Philippine Primitive Art

 The Angono Petroglyphs Site Museum- Located in the Municipality of

Binangonan, Rizal. It was accidentally founded by National Artist
Carlos “Botong” Francisco with a troop of boy scouts during a field
trip in 1965.
 Alab Mountain Province- carving on boulders on top of cliffs, dating
was placed at not earlier than 1500 B.C.
 Petrographs in Penablanca,Cagayan Province- Charcoal drawings on
cave walls
 Petrographs in Anda Peninsula, Bohol- Red hematite prints,dating of
these is still undetermined.
o Themes that appear in Cave Art
 Animals- the most abundant animaldepictions are those of horses, images
of Bisons are also very common. The animals are tend to be painted larger
than the other images.
 Signs- These are abstract symbols that are difficult to interpret because of
their ambiguity. Signs are commonly associated with hunting equipment
and the female form.
 Humans- they are rarely depicted in caves. When they are shown, they are
drawn as a cartoon like silhouette.
ART APPRECIATION P a g e | 10

www.thejournal.ie

 THE ROMAN ART ( 500 B.C. to 1453 A.D. )

 Roman art began around 500 B.C. and ended at the fall of Rome in
1453 A.D. medieval art covers the production of art and artists in
North Africa, Europe and the Middle East.
 Roman art was developed largely because of the Roman empire,
During the time of Romulus to Emperor Constantine.
 Roman art often depicted Roman mythology because of their belief in
the power of gods, artists also illustrated Roman emperors particularly
in sculpture.
 The Greeks were a great influence in Roman sculpture. But Roman
portraiture showed the skills originality of the Romans by portraying
their emperors, generals and senators with a degree of realism
unknown to the Greeks.

Great Roman Art

The Aqueduct of Segovia, Spain Iconic dome of the Florence

Cathedral

www.trover.com
www.pinterest.com

Saint Peter’s Basilica, Rome The Colloseum in Rome, Italy

www.minutetravelguide.com
www.roadaffair.com
ART APPRECIATION P a g e | 11

MEDIEVAL PERIOD ( c. 450 C.E to 1400 C.E.)

Medieval art covered almost ten centuries between the Sack of Rome (c. 450
C.E.) and the early Italian Renaissance (1400 C.E.).
o Only one institution survived: the Christian Church- centered in Rome and
Constantinople. The church became the main sponsor of architecture and the
other types of art during the medieval era.
 In the beginning of the medieval period, all work of art are
commissioned by religious authorities for churches/monasteries.
 Prominent use of valuable materials such as gold, for objects in
churches, jewelry, mosaic backgrounds.

 -Art historians generally classify medieval art into the following

periods: Early Medieval Art, Romanesque Art, and Gothic Art

 Early medieval architecture was predominantly related to building

sacred buildings, such as churches, which was the primary structure
signifying Christian faith. The Roman basilica was the primary model
of medieval architecture. Castles and walls are the most notable
examples of nonreligious medieval architecture.

 Romanesque Architectural style flourished across the western part of

Europe with France as the center of production and innovation.
- It took shape in the eleventh (11th) century, initially developing
in France then spreading to Spain, Germany, Italy, and other
regions.
- Romanesque buildings were characterized by semi-circular
arches, thick stone walls, sturdy pillars, barrel vaults,large
towers, decorative arcading, and durable construction.
- Pre-Romanesque or Carolingian was the north European style
of the Renaissance in the late 8th and 9th century during the
reign of Charlemagne
- Ottonian architecture was the later period of Romanesque,
developed under the reign of Emperor Otto the Great (936-
975)

- Sculpture were prevalent during this time, where stone was used to
present biblical subject matter and church doctrines.
- Other significant media are stained glass and the tradition of continued
illuminated manuscripts.

Christi illuminated manuscript

ART APPRECIATION P a g e | 12

www.pinterest.com

 Gothic art- Originated in the 12th century with the rebuilding of the
Abbey Church in Saint Denis, France.
Gothic architecture offered revolutionary structural advancements such
as ribbed vaults, flying buttresses, and decorative pinnacles all
contributing to taller and lighter building design.

- Gothic architecture was light, graceful and mostly spacious in

nature. Heavy piers were replaced by slender ones while
window dimensions became larger as vaults and spires
increased in height.

- Gothic sculptures borrowed motifs from the architecture of the

period since it was primarily used to decorate exteriors of
cathedrals and other religious buildings.

Sites.google.com

Characteristics of Medieval Art

o Rich colors
o Heavily outlined
o Flat and stiff figures showing no depth
o Religious icons
o Architecture is influenced by Greek and Roman- Byzantine,
Romanesque and Gothic styles emerged from this period.
o Mosaics replaced carved decorations
o Large domes central to the church

Medieval Churches and Monasteries

ART APPRECIATION P a g e | 13

o Romanesque structures featured pointed arches and heavy thick

walls,small windows like the Roman style. A lot of sculptural
decorations
o Gothic structures featured pointed arches and have slender feel as if
they soar upward, large stained glass windows filtered in light and
color.
o Byzantine structures featured large domes that cover soaring spaces,
arches and lavish decorations.

Types of Medieval Art

o Illuminated Manuscripts- These are religious texts decorated with
rich colors, which often featured the use of gold and silver. The word
“illuminated” comes from the word illuminare, meaning adorn.
o Metalwork-Metals with great luster, such as gold, silver, and bronze
were frequently used as mediums in the creation of religious artifacts.
Metal workers transform these beautiful metals into objects of
adornment for the church (sculptures jewelry, and church doors).
o Paintings- Medieval painting includes artwork in iconography, fresco
and panel painting
o Embroidery- It is made of colored wool sewn together to form a
continuous panel. Story of William the Conqueror, the Norman
invasion of England and the Battle of Hastings were embroidered in a
linen 20 inches high and 230 feet long, “The Bayeux Tapestry”.
o Ceramic Art- it is done handmade and not wheel-turned during the
medieval period.
o Mosaics- is the artful creation of pictures with the use of broken pieces
of colored glass, rock, or any other material.
o Sculpture- elongated style of statues used in Romanesque art, a more
naturalistic style in the late 12th and early 13th century.
o Stained Glass- stained glass art makes use of fragmented pieces of
glass set to look like an image or a picture, the pieces are joined
together by strips of lead supported by a hard durable frame. It was
displayed to the windows of medieval churches, cathedrals and castles.
o Heraldry- was the art and custom of creating coats of arms and badges
of the nobles
 Famous Medieval Artists
o Donatello

Feast of Herod

www.donatello.net
ART APPRECIATION P a g e | 14

o Leon Battista Alberti

Santa Maria Novelle

www.britannica.com

o Filippo Brunelleschi

Duomo
www.pinterest.com

RENAISSANCE ( Rebirth) 14th to 17th century

o The period in European history, from the 14th to 17th century,

was considered the link the middle ages and the modern
history. The term “Renaissance” is from the same French word,
meaning rebirth or revival. It began as a cultural movement in
Italy in the late medieval period and later spread to the rest of
Europe.
o The revival in classical learning characterized by a sharp
increase in secular values and increased interest in learning the
classics.
o Renaissance is reflected in humanism. Humanism focused on
developing the full potential of man. This included not only the
ART APPRECIATION P a g e | 15

traditional virtues of love and honor but also virtues such as

judgement, prudence and eloquence.
o Leonardo da Vinci, making observational drawings of anatomy
and nature.
o The most important development of the period was not a
specific discovery but rather a process for discovery, the
scientific method. Influential promoters of these ideas include
Copernicus and Galileo.

Early Renaissance

By 1500, because of the rediscovery of the classical world, the art of painting
was radically changed. The Renaissance revived ancient forms and content.
The spiritual content of painting changed, and subjects from Roman history
and mythology were borrowed. Devotional art became classically humanized.
Classical artistic principles , harmony, proportion, realistic expression and
rational postures were followed.

Active artistic regions

in Europe during the
period: Flanders and
Italy
Almost all early
Renaissance art were
produced between 1420
and 1550.

 Dome of Florence Cathedral by Filippo Brunelleschi










www.pinterest.com

 Expulsion from the Garden of Eden by Masaccio

ART APPRECIATION P a g e | 16

Pacificrestrail2012.blogspot.com

 Jacob and Esau relief, Gates of Paradise by Lorenzo Ghiberti

www.pinterest.com

 The Adoration of the Kings by Hugo van der Goes

www.nationalgallery.org.uk

 The Birth of Venus by Sandro boticelli

www.ebay.com

 The Nativity in the Lower Church by Giotto di Bondone

ART APPRECIATION P a g e | 17

www.pinterest.jp

High Renaissance (c. 1490- 1530)

This was the period when classical ideals of humanism were fully implemented in
both painting and sculpture. The preceding Early Renaissance had been centered on
Florence and paid for by the ruling Medici family while the High Renaissance was
centered on Rome and paid for by the Pontiff.

High Renaissance artists wanted beauty and harmony more than realism, they
looked for ultimate truths in the study of the classical world of Greek and
Roman culture.

 Some of the best well-known masterpieces of High Renaissance.

 Genesis, Sistine Chapel Frescoes by Michelangelo

www.easynotecard.com

 Virgin of the Rocks by Leonardo da Vinci

www.telegraph.co.uk
ART APPRECIATION P a g e | 18

 Last Supper

www.getyourguide.com

 Mona Lisa

www.britannica.com

 Transfiguration

catholicexchange.com

 Late Renaissance or Mannerism

The word mannerism is derived from the Italian Maniera, meaning “style”
or “manner”. Mannerism was a European art style that appeared in the later
years of Italian High Renaissance around 1520 to 1580.
ART APPRECIATION P a g e | 19

In comparison with High Renaissance art that emphasizes proportion,

balance and ideal beauty, Mannerism exaggerates such qualities, often
resulting in compositions that are asymmetrical or unnaturally elegant. It
favored compositional tension and instability rather than the balance and
clarity of earlier Renaissance painting.

 Mostly, the mannerist painting was more artificial than natural.

This could be attributed to such characteristics as the unnatural
display of emotions, unproportionate human figures, unnatural
poses, uncommon effects of scale, use of lighting or perspective,
and bright loud color.

The end of the Renaissance was caused largely by the beginning of the
protestant Reformation that set off violent conflicts throughout Europe
and eliminated much of the funding for art.

brainsoonweechien.blogspot.com

 Mannerist Painters
Among the finest Mannerist Artists
 Michelangelo, Sistine Chapel Frescoes
 Correggio, First to portray light radiating from the child Christ
 Agnolo Bronzino, An Allegory with Venus and Cupid
 Characteristics of Renaissance Art
1.Realism and Expression:
 Emotions was depicted in faces
 Humans are natural and lifelike-very realistic
 Nudity
2. Perspective
 Adjustment in size
 Depth
 Making 3D world on 2D surface
3.Classicism
 Influence of ancient Greeks and Romans
 Secularism
 Symmetry and balance
4.Individualism
 Emphasizes on the individual singular subject
 Free-standing figures (statues)
 Human beauty
5.Light and Shadow
ART APPRECIATION P a g e | 20

 Use of light and shadow to create depth

 Chiaroscuro- contrast between light and dark colors
6.Complex Arrangements
 Complicated arrangement of objects
 Lots of complex interactions
 Can be very busy

BAROQUE PERIOD

In Art, the word Baroque was taken from the Portuguese barocco meaning,
“irregular pearl or stone” and originating in Rome.
 Baroque art showed the religious conflicts of the age, the desire of
the Roman Catholic Church to restate itself after the Protestant
Reformation as annunciated at the council of Trent
 Baroque defined something that was extravagant or intricate and
highly detailed.
 The popularity of the style was due to the Catholic Church, which
was determined at the Council of Trent that the art should convey
and express religious ideas and direct emotional involvement in
reply to the Protestant Reformation.
 Catholic- inspired Baroque art served a propagandist role that
tended to be large-scale works of public art, such as monumental
wall painting and huge frescoes for the ceilings and vaults of
palaces and churches.

 Famous Baroque Artists

 Peter Paul Rubens, The Massacre of the Innocents
 Caravaggio, The Crucifixion of Saint Peter
 Rembrandt
 Bernini, Ecstasy of Saint Teresa
 Gian Lorenzo Bernini, created a remarkable series of monumental statues of
saints and figures whose faces and gestures lively expressed their emotions.

ROCOCO PERIOD

Rococo is referred to as Late Baroque, which is a hybrid word combining

rocaille (French for “shell”) and barocco . It was also known as the age of
artificiality as depicted in artworks showing unreal or artificial subjects.
 Rococo appeared in France and scattered around the world in
the late 17th and early 18th century.
 It started when King Louis XIV requested more youthful art to
be created in his reign.
 Artists in this period emphasized more attention to detail,
ornamentation, and use of bright colors.
 Rococo is focused on secular, light-hearted, asymmetrical
design while continuing the Baroque taste for decorative style.
 Canvasses were decorated with cherubs and myths of love
while keeping with the playful trend of the period.

 Known artists during the Rococo period

ART APPRECIATION P a g e | 21

 Francois Boucher, the Toilette of Venus

 Jeane Antoine Watteau, Pilgrimage in the Isle of Cythera
known as the father of the Rococo art
 Jean-Honore Fragonard, The Swing

 NEOCLASSICAL ART ( 18TH CENTURY)

Began in Europe around 1750 until the mid-nineteenth century, This movement
aspired to save and resurrect the aesthetic and cultural values of the Greco-Roman
civilization.
The archaeological findings in the excavation of the roman cities of Pompeii
and Herculaneum in the mid 18th century had rekindled the interest in the art of
Greco-Roman culture.
The industrial revolution’s effect led to the rise of the Age of Enlightenment
that saw the importance of technological innovation for the advancement of humanity.

 Heroes and beings from the Greco-Roman mythology were repeated

subjects in neoclassical paintings and sculpture.
 In sculpture, artists used natural white marble as medium.
 Cool colors in painting and the removal of perspective is were widely
used
 It gave importance to simplicity and aesthetic purity

 Famous Artists of Neoclassical Art

 Anton Raphael Mengs, German portraitist
 Joseph-Marie Vien,French
 Pompeo Batoni, Italian
 Angelica Kauffmann, Swiss
 Jacques-Louis David
Sculptors
 Antonio Canova
 John Flaxman
 Bertel Thorvaldsen

ROMANTICISM

The industrial revolution began in the latter part of the 18 th century. This
revolution brought a new market economy based on new technology. During that
same time, there was a growing reaction against the ideals of the enlightenment that
emphasized science, empirical evidence and rational thought.
 The Romantics opposed the idea that reason was the only way to truth.
 Romantics argued that mysteries could be revealed with emotion,
imagination, and intuition.
 Romantics emphasized a life filled with deep feeling, spirituality, and
free expression as a defense against the dehumanizing effects of
industrialization.
 Romanticism strongly placed emphasis on emotion and individualism,
as well as glorification of the past and of nature.

 Famous Artist
ART APPRECIATION P a g e | 22

 Theodore Gericualt
 Eugene Delacroix
 Francisco de Goya
 J.M.W. Turner
 John Constable

IMPRESSIONISM
Impressionism was created by Claude Monet and the other Paris based
artists in the early 1860. They relaxed their brushwork and included pure
intense colors. They abandoned traditional linear perspectives and avoided the
clarity of form. Because of these, many critics questioned Impressionist
paintings for their unfinished appearance and unprofessional quality.
 Impressionism could be regarded as the first modern movement in
painting
 It began in Paris and influenced the entire Europe and eventually,
the United States.
 Its founders were artists who refused the official, government
exhibitions, and were rejected by the powerful academic art
institutions.
 In the official yearly art salon of 1863, many artist were not
allowed to join, leading to public outcry.
 In 1863, the Salon des Refuses was formed to allow the exhibition
of works by artist who were refused entrance to the official salon.

The Thames Below Westminster

https://www.artst.org/monet-paintings/

 Impressionism Artist

 Cezanne
 Pissarro
 Whistler
 Manet
 Renoir
 Sisley
 Degas

POST- IMPRESSIONISM
ART APPRECIATION P a g e | 23

Post- Impressionism is a French art movement that developed roughly

between 1886 and 1905. Post impressionism emerged as a reaction against
Impressionist’ concern for the naturalistic depiction of light and color. The
movement was led by Paul Cezanne ( known as the father of Post-
Impressionism)

 Post-Impressionists rejected the idea of the impressionist that

the main focus of the artwork should be on the opticality of the
creation.
 The Impressioniost interest for the depiction of light and color
drew a negative reaction from the Post-Impressionist
 Post-Impressionist artist fought to bring back the emphasis on
the subject matter and the structure in painting that they felt
was lost
 Post-Impressionist movement focused on the emotional,
structural, symbolic and spiritual elements that they felt were
lacking in Impressionism.

A Sunday Afternoon on the Island of La Grande Jatte 

www.theartist.me/art-inspiration/

Post-Impressionist Artist
 Paul Cezanne
 Vincent van Gogh
 Paul Gauguin

Assessment Task:
Fill out the matrix below. ( Identify atleast one Artist and his/her work).

Chronological Matrix
Period Description Artist Artwork Characteristics
Prehistoric Art ( Cave
Art Or Parietal Art)

Egyptian & Greek

ART APPRECIATION P a g e | 24

Roman & Medieval

Chinese & Japanese

Renaissance &
Mannerism

Baroque And Rococo

Neoclasism

Romantic And Realism

ART RUBRIC

CRAFTMANSHIP/ EXCELLE GOO AVERA

APPERANCE ,CONCERN FOR NT 9-10 D 8-7 GE-6-1
EXCELLENCE
CREATIVITY/
UNIQUE,PERSONALITY IN
CORPORATED
WORK HABIT/ USE OF TIME
ATTITUDE/ATTENDANCE-
CONSIDERATE,ASSUMES
RESPONSIBLITY
ASSIGNMENT/
FULFILLED,COMPLETION

COMMENTS:_______________________________________________________
_____________________________________________________________________
_____________________________________________________________________

References:
www.google.com
www.youtube.com
Panisan, W.K et,al. (2018). Art appreciation. Mutya Publishing house Inc.,
Ernesto Thaddeus M. Solmerano. Art Appreciation (2018)
Bernardo N.C (2018). Art appreciation. Rex Bookstore Inc.,
ART APPRECIATION P a g e | 25

Topic 7: Instrumental Music

Introduction

Music performed without a vocalist, in any of several genres but especially

prevalent in rock and roll in the late 1950s and early 1960s. Serving primarily as
dance music, rock-and-roll and rhythm-and-blues instrumentals began appearing on
the pop charts in the mid-1950s, with Bill Doggett’.

Learning Outcomes:

Upon completion of this module, students are expected to:

1. Describe each artist and his work;
2. distinguish the different instrumental music Artist and period;
3. classify the Artist and his work;
4. compare these music in today’s music; and
5. compose modern music or song inspired with other periods.

Learning Content

BAROQUE PERIOD:

The Baroque period refers to an era that started around 1600 and ended around 1750,
and included composers like Bach, Vivaldi and Handel, who pioneered new styles
like the concerto and the sonata.
Jonathan Sebastian Bach- (1685-1750) was music's most sublime creative genius.
Bach was a German composer, organist, harpsichordist, violist, and violinist of the
Baroque Era. Johann Sebastian Bach was born on March 21st 1685 in Eisenach,
Germany. The young Bach was offered a choral scholarship to the prestigious St
Michael's School in 1699. 1703 saw Bach become the organist at St Boniface's
Church in Arnstadt - a role that saw him on a regular salary and expanding his skills
at the keyboard. Bach composed the cantata Gott ist mein König in 1708 - he was
paid handsomely, and it helped him cement his early career. The Brandenburg
ART APPRECIATION P a g e | 26

Concertos were composed in 1721 as a sort-of musical job application for the
Margrave Ludwig of Brandenburg - it was unsuccessful.
Did you know?

Bach once walked two hundred and thirteen miles to hear a performance by an
organist whom he admired. Once he had heard the concert, he turned round and
walked the same distance home again.

Example of his work:

https://www.youtube.com/watch?v=frxT2qB1POQ

1. Antoneo Vivaldi- Antonio Lucio Vivaldi (4 March 1678–28 July 1741) was an
Italian Baroque composer, virtuoso violinist, teacher and cleric. Born in
Venice, he is recognized as one of the greatest Baroque composers, and his
influence during his lifetime was widespread across Europe. He is known
mainly for composing many instrumental concertos, for the violin and a
variety of other instruments, as well as sacred choral works and more than
forty operas. His best-known work is a series of violin concertos known
as The Four Seasons.
Many of his compositions were written for the female music ensemble of
the Ospedale della Pietà, a home for abandoned children where Vivaldi (who had
been ordained as a Catholic priest) was employed from 1703 to 1715 and from 1723
to 1740. Vivaldi also had some success with expensive stagings of his operas in
Venice, Mantuaand Vienna. After meeting the Emperor Charles VI, Vivaldi moved to
Vienna, hoping for preferment. However, the Emperor died soon after Vivaldi’s
arrival, and Vivaldi himself died less than a year later in poverty.

Example of his work:

https://www.youtube.com/watch?v=jGFqtOdEIWk

2. George Frideric (or Frederick) Handel born  (5 March 1685–14 April

1759) was a German-born, British Baroque composer who spent the bulk of
his career in London, becoming well known for his operas, oratorios, anthems
and organ concertos. Born in a family indifferent to music, Handel received
critical training in Halle, Hamburg and Italy before settling in London (1712),
and became a naturalized British subject in 1727. He was strongly influenced
both by the great composers of the Italian Baroque and the middle-German
polyphonic choral tradition.Within fifteen years, Handel had started three
commercial opera companies to supply the English nobility with Italian opera.
Musicologist Winton Dean writes that his operas show that “Handel was not
only a great composer; he was a dramatic genius of the first
order.” As Alexander’s Feast (1736) was well received, Handel made a
transition to English choral works. After his success with Messiah (1742) he
never performed an Italian opera again. Almost blind, and having lived in
England for nearly fifty years, he died in 1759, a respected and rich man. His
funeral was given full state honours, and he was buried in Westminster Abbey.

Example of his work:

https://www.youtube.com/watch?v=GAIZxaToV2A
ART APPRECIATION P a g e | 27

CLASSICAL PERIOD:

Serious or conventional music following long-established principles rather

than a folk, jazz, or popular tradition. Music written in the European tradition during a
period lasting approximately from 1750 to 1830, when forms such as the symphony,
concerto, and sonata were standardized.
Joseph Haydn-Franz Joseph Haydn (1732–1809) was an Austrian composer, one of
the most prolific and prominent composers of the Classical period. Haydn wrote 107
symphonies in total, as well as 83 string quartets, 45 piano trios, 62 piano sonatas, 14
masses and 26 operas, amongst countless other scores.

Example of his work:

https://www.youtube.com/watch?v=Vkse1g9ibnM

1. Ludwig Van Beethoven- (1770-1827) is one of the most significant and

influential composers of the western art music tradition. He was a ground-
breaker, in all senses. He oversaw the transition of music from the Classical
style, full of poise and balance, to the Romantic style, characterised by
emotion and impact. A prolific composer who wrote for wealthy patrons and
also earned money from public concerts, he wrote nine symphonies, 32 piano
sonatas, one opera, five piano concertos, and many chamber works including
some ground-breaking string quartets. He could be a difficult and unsociable
man, who felt bitter and isolated by the deafness which developed in his 20s;
he never married.He enjoyed great success and recognition in his lifetime. It is
said that at the premiere of his Ninth, he could not hear the thunderous
applause at the end, and had to be turned round to see the delighted audience
reaction.Virtually all his major works are standard repertoire pieces, familiar
to musicians and listeners throughout the commercial world.

What is special about his music?

Simply put, force of musical personality: he constantly pushed music into new areas.
More than any other composer before him, Beethoven could take a simple idea and
work it into a large-scale piece. The first movement of his famous Symphony No. 5,
for instance, all clearly comes from the opening da-da-da-daaa figure, yet it never
sounds repetitive; similarly the first movement of his Piano Sonata No. 29, the
'Hammerklavier', all springs from one short opening phrase.

Example of his work:

https://www.youtube.com/watch?v=wfF0zHeU3Zs

2. Johannes Chrystostomus Wolfgangus Theophilus Mozart (1756–1791) was

arguably the most gifted musician in the history of classical music. His
inspiration is often described as 'divine', but he worked assiduously, not only
to become the great composer he was, but also a conductor, virtuoso pianist,
organist and violinist. Mozart's music embraces opera, symphony, concerto,
chamber, choral, instrumental and vocal music, revealing an astonishing
number of imperishable masterpieces.

Example of his work:

https://www.youtube.com/watch?v=aeEmGvm7kDk
ART APPRECIATION P a g e | 28

ROMANTIC PERIOD

The Romantic period started around 1830 and ended around 1900, as
compositions became increasingly expressive and inventive. Expansive symphonies,
virtuosic piano music, dramatic operas, and passionate songs took inspiration from art
and literature. Famous Romantic composers include Tchaikovsky, lizst and chopin.

1. Pyotr llyich Tchaikovsky- Pyotr Ilyich Tchaikovsky, Tchaikovsky also

spelled Chaikovsky, Chaikovskii, or Tschaikowsky, name in full Anglicized
as Peter Ilich Tchaikovsky, (born April 25 [May 7, New Style],
1840, Votkinsk, Russia—died October 25 [November 6], 1893, St.
Petersburg), the most popular Russian composer of all time. His music has
always had great appeal for the general public in virtue of its tuneful, open-
hearted melodies, impressive harmonies, and colourful, picturesque
orchestration, all of which evoke a profound emotional response.
His oeuvre includes 7 symphonies, 11 operas, 3 ballets, 5 suites, 3 piano
concertos, a violin concerto, 11 overtures (strictly speaking, 3 overtures and 8
single movement programmatic orchestral works), 4 cantatas, 20 choral works,
3 string quartets, a string sextet, and more than 100 songs and piano pieces.

Example of his work:

https://www.youtube.com/watch?v=sdduPpnqre4

2. Franz Liszt- Franz Liszt was the greatest piano virtuoso the world has ever
known. He literally redefined what 10 fingers were capable of, producing one
scintillating sleight-of-hand keyboard effect after another. Such was the sheer
force of his musical personality that adoring women collapsed swooning
following just a single touch of the ivories. Even the normally
unimpressionable Matthew Arnold reported after a Liszt concert that “as soon
as I returned home, I pulled off my coat, flung myself on the sofa, and wept
the bitterest, sweetest tears”.There were even those who thought Liszt’s
unearthly powers were the result of a pact with the Devil, exacerbated by such
dark and “paranormal” pianistic whirlwinds as the Dante Sonata and Mephisto
Waltz.

Example of his work:

https://www.youtube.com/watch?v=H1Dvg2MxQn8

1. Frederic Chopin- Frédéric François Chopin (22 February or 1 March 1810 –

17 October 1849), born Fryderyk Franciszek Chopin, was a Polish composer
and virtuoso pianist of the Romantic era, who wrote primarily for the solo
piano. He gained and has maintained renown worldwide as one of the leading
musicians of his era, whose “poetic genius was based on a professional
technique that was without equal in his generation.” Chopin was born in what
was then the Duchy of Warsaw, and grew up in Warsaw, which after 1815
became part of Congress Poland. A child prodigy, he completed his musical
education and composed many of his works in Warsaw before leaving Poland
at the age of 20, less than a month before the outbreak of the November 1830
Uprising.
ART APPRECIATION P a g e | 29

All of Chopin’s compositions include the piano. Most are for solo piano,
though he also wrote two piano concertos, a few chamber pieces, and some
songs to Polish lyrics. His keyboard style is highly individual and often
technically demanding; his own performances were noted for their nuance and
sensitivity. Chopin invented the concept of instrumental ballade. His major
piano works also include sonatas, mazurkas, waltzes,nocturnes, polonaises,
études, impromptus, scherzos, and preludes, some published only after his
death. Many contain elements of both Polishfolk music and of the classical
tradition of J. S. Bach, Mozart and Schubert, the music of all of whom he
admired. His innovations in style,musical form, and harmony, and his
association of music with nationalism, were influential throughout and after
the late Romantic period.

Example of his work:

https://www.youtube.com/watch?v=Gus4dnQuiGk

MODERN PERIOD

The Modern Era has been a period of massive technological and socio-political

change, sparked largely by the increasingly rapid transit of people and information
(via automobiles, airplanes, spacecraft and telephone, radio, television, satellite
transmission, the Internet, etc.). There have been more wars and outbreaks of social
violence in the past century than in all previous ages combined, including two major
World Wars that dramatically affected all aspects of life in Europe and America
between 1914-18 (WWI) and 1939-45 (WWII). This era has seen the gradual decline
of the worldwide British Commonwealth (which once included India, Hong Kong and
other parts of the Far East, much of Africa, Canada, and the British Isles), the
establishment of the United States as the major force of the Free World, and the rise
and fall of Soviet Communism. The ever-changing delicate balance of economic and
political power is now--more than ever--of urgent global significance.

1. Claude Debussy- (22 August 1862–25 March 1918) was a French composer.
Along with Maurice Ravel, he was one of the most prominent figures
associated withImpressionist music, though he himself disliked the term when
applied to his compositions. He was madeChevalier of the Legion of Honour
in his native France in 1903. Debussy was among the most influential
composers of the late 19th and early 20th centuries, and his use of non-
traditional scales and chromaticism influenced many composers who
followed.Debussy’s music is noted for its sensory content and frequent usage
of atonality. The prominent French literary style of his period was known as
Symbolism, and this movement directly inspired Debussy both as a composer
and as an active cultural participant.

Example of his work:

https://www.youtube.com/watch?v=cVYH-7QGE-A
ART APPRECIATION P a g e | 30

2. Arnold Schoenberg- Arnold Schoenberg is one of the most influential

composers of the twentieth century. He championed atonality in music
composition, first through freely composed, expressionist works such as
Pierrot Lunaire (one song from that cycle, “Madonna,” is on our playlist), and
later through his own system of composition commonly referred to as as
twelve-tone music (the Piano Suite, a portion of which is on our list, was
composed using this method). This system of atonal composition became the
dominant musical idiom at music conservatories in America and Europe
during the latter half of the twentieth century. Though the influence of twelve-
tone composition appears to be waning, its impact on the music of the last
century is enormous. Love it or hate it, the music of Schoenberg walks large
on the stage of history.

Example of his work:

https://www.youtube.com/watch?v=sGLcUfbVF3k

3. Maurice Ravel-Born in the Basque town of Ciboure, France on March 7th

1975, French composer Maurice Ravel was very influenced by his mother’s
Spanish heritage and love of Spanish folk song. From an early age it was clear
that Ravel had musical capabilities and his parents encouraged this, paying for
him to have piano lessons, as well as instruction in harmony, counterpoint and
composition. Whilst he was obviously a talented pianist, he showed a stronger
desire to compose. In order to encourage his musical pursuits further, Ravel’s
parents sent him to the Paris Conservatory, initially as a preparatory student
and then as a piano major. He studied first with Émile Descombes and
received a first prize in the piano in his first year (1891). More generally,
however, Ravel saw limited success at the conservatory and although his
musicianship matured significantly, his academics were weak. Ravel was
unfortunately expelled in 1895, after failing to be awarded a competitive
medal in three consecutive years. Three years later, he returned to the
conservatory in order to study composition with Gabriel Fauré. Unfortunately,
he fell victim once more of failing to win any competitive prizes and so was
expelled for the second time in 1900. 

Example of his work:

https://www.youtube.com/watch?v=q9tcHoD6r0c

Assessment Task

ACTIVITY I.

ESSAY: Read the statements carefully and give your opinion or insights.

1. Listen at least one example of music in every period discussed above and compare
to our modern music today. Elaborate your answer in not less than 50 words.
25points.

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
ART APPRECIATION P a g e | 31

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
____________________________________________________________________

2. Describe each artist and his work.

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
____________________________________________________________________

Essay Rubric

Areas of 4 3 2 1
Assessment
Ideas Presents ideas Presents ideas Ideas are too Ideas are
in an original in a consistent general vague or
manner manner unclear
Organization Strong and Organized Some No
organized beg/mid/end organization; organization;
beg/mid/end attempt at a lack
beg/mid/end beg/mid/end
Understandin Writing shows Writing shows Writing shows Writing shows
g strong a clear adequate little
understanding understanding understanding understanding
Word Choice Sophisticated Nouns and Needs more Little or no
use of nouns verbs make nouns and use of nouns
and verbs essay verbs and verbs
make the informative
essay very
informative
Sentence Sentence Sentence Sentence No sense of
Structure structure structure is structure is sentence
enhances evident; limited; structure or
meaning; sentences sentences need flow
flows mostly flow to flow
throughout the
piece
ART APPRECIATION P a g e | 32

Mechanics Few (if any) Few errors Several errors Numerous

errors errors

ACTIVITY II.

IDENTIFICATION: Recognize the photo below and identify its NAME, PLACE OF
ORIGIN, PERIOD, TITLE OF HIS WORK. 20points each item.

1.
Name:

_____________________________

Place of origin
_____________________________

Title of his work

_____________________________

Period
________________________________

2.
Name:

_____________________________

Place of origin
_____________________________

Title of his work

_____________________________

Period
________________________________

3.
Name:

_____________________________

Place of origin
_____________________________

Title of his work

_____________________________

Period
________________________________
ART APPRECIATION P a g e | 33

4.
Name:

_____________________________

Place of origin
_____________________________

Title of his work

_____________________________

Period
________________________________

5.

Name:

_____________________________

Place of origin
_____________________________

Title of his work

_____________________________

Period
________________________________

6.
Name:

_____________________________

Place of origin
_____________________________

Title of his work

_____________________________

Period
________________________________
ART APPRECIATION P a g e | 34

7.
Name:

_____________________________

Place of origin
_____________________________

Title of his work

_____________________________

Period
________________________________

8.
Name:

_____________________________

Place of origin
_____________________________

Title of his work

_____________________________

Period
________________________________

9.
Name:

_____________________________

Place of origin
_____________________________

Title of his work

_____________________________

Period
________________________________
ART APPRECIATION P a g e | 35

10.
Name:

_____________________________

Place of origin
_____________________________

Title of his work

_____________________________

Period
________________________________

ACTIVITY III.
Instructions: Create or compose your own unique song. Use Tagalog or English
language.

RUBRICS:
Creativity 30points
Melody 20points
Rhythm 20points
Uniqueness 30points

References:
https://courses.lumenlearning.com/suny-musicapp-medieval-modern/chapter/frederic-
chopin/
https://www.bl.uk/onlinegallery/onlineex/musicmanu/beethoven/index.html
https://www.britannica.com/art/instrumental-music
https://www.britannica.com/biography/Antonio-Vivaldi
https://www.classicfm.com/composers/liszt/guides/franz-liszt-life/
https://www.wisemusicclassical.com/composer/1273/Maurice-Ravel/
https://www.youtube.com/watch?v=frxT2qB1POQ
https://www.youtube.com/watch?v=H1Dvg2MxQn8
https://www.youtube.com/watch?v=jGFqtOdEIWk
ART APPRECIATION P a g e | 36

CHAPTER III
Topic 8
Soulmaking: Making And Deriving Meaning From Art
Introduction
In order for humans to make sense of language and derive meanings from
words, semantics and grammatical rules the important elements to be considered.
Aside from this, context and symbolisms are also considered to interpret and analyze
either verbal or written works. When it comes to art, in order to make sense of the
work, it would require understanding the visual elements where art was grounded on,
especially the principles of design. It is important to note that the audience of the
artwork must have a certain level of awareness to the style, form, and content of the
said work. Without such understanding, it would be difficult to appreciate the arts in
its fullness and entirety (Caslib, B et. al., 2018)

Learning Outcomes:
At the end of the topic, you are expected to:

a. discuss the concept of soulmaking;

b. describe the categories of soul making; and
c. develop and present an individual art talk.

Learning Content
What is soulmaking?
ART APPRECIATION P a g e | 37

What comes to your mind when you hear the word soulmaking? Write your ideas on
the blanks.
_____________________________ _______________________________
_____________________________ _______________________________
_____________________________ _______________________________
_____________________________ ________________________________
_____________________________ ________________________________

The term “soulmaking”(craftmaking) is an alternative venue for knowing ourselves

and looking into the depths and real meaning of what we are doing for our everyday
life.
It is a form of crafting stories or transforming brief moments into images or symbols.
It is also connecting with people, understanding culture, and embodying tolerance and
peace.
Soulmaking can be an innate gift or a learned skill, or a combination of both. It has no
time reference, it occurs anytime.

What are the categories of soulmaking? Describe each category.

The Categories of soulmaking are the following:

1. Crafting Images. It refers to imaging or representing in any form, which

may be through painting, sculpting, drawing, storytelling, poetry, dancing,

composing, or talking notes. Crafting images is just like weaving, quilting,

or doing crochet; it is not creating works out of nothing (Narciso, 2012).

pinterest.com
ART APPRECIATION P a g e | 38

Crochet Quilting Weaving

2. Crafting Stories. The moment we write, engrave and inscribe our own
thoughts, ideas, commentaries, criticisms, and positive and negative emotions,
we are crafting stories. Stories that can be presented in any form, - image,
words, objects, and musical composition.

makeupandbreakup.com

3. Crafting Instruments. An instrument maker is a bridge toward the unknown

because the instrument produces sound that transcend our feelings, emotions,
and sensation in another realm (Narciso, 2016).

pinterest
4. Crafting movements. Our life is full of movements; it is filled with various
beats. Life if full of flowing images accompanied by narratives. Everything we
do in life is a performance, we perform life.

5. Crafting techniques. Anything can be crafting by using different evocative

descriptions of experiences and explorations like photograph studies, puppets
and masks, constructions, and notepad studies.

Assessment Task:
ART APPRECIATION P a g e | 39

a. Develop and present an individual art using any of the categories of

soulmaking.

ART RUBRIC

4 3 2 1

Student(s) Student(s) Student(s) Student(s)

makes makes makes makes
independent independent independent independent
choices in choices in choices in choices in
creating works creating works creating works creating works
Texture Art of art that of art that of art that of art that
incorporate incorporate incorporate incorporate
elements of elements of elements of elements of
texture with texture with texture with texture with a
limited some considerable high degree of
effectiveness. effectiveness. effectiveness. effectiveness.
Student(s) uses Student(s) uses Student(s) uses
Student(s) uses
elements of elements of elements of
elements of
diminishing diminishing diminishing
diminishing
size, and or, size, and or, size, and or,
size, and or,
Overlapping Shape overlapping overlapping overlapping
overlapping
Art shapes to shapes to shapes to
shapes to
create works create works create works
create works of
of art with of art with of art with a
art with limited
some considerable high degree of
effectiveness.
effectiveness. effectiveness. effectiveness.
Student(s) Student(s) Student(s)
Student(s)
mixes shades mixes shades mixes shades
mixes shades
of color with of color with of color with
of color with
various hues various hues various hues
various hues
and values to and values to and values to
and values to
create works create works create works
Color Art create works of
of art that of art that of art that
art that express
express his express his express his
his personal
personal personal personal
emotion with
emotion with emotion with emotion with a
limited
some considerable high degree of
effectiveness.
effectiveness. effectiveness. effectiveness.
Effort/Perseverance The project The student The student The project
ART APPRECIATION P a g e | 40

was continued work hard and finished the was completed

until it was completed the project, but it with minimum
complete as the project, but could have effort.
student could with a loom or been improved
make it; gave it effort it might with more
effort far have been effort;
beyond that outstanding. adequate
required; to interpretation
pride in going of the
well beyond assignment,
the but lacking
requirement. finish; chose
an easy project
and did it
indifferently.

Creativity/ The student The student  The student The student

Originality explored tried a few tried in idea, fulfills the
several choices ideas for and help out assignment,
before selecting one; adequately, but gave no
selecting one; or based his or but it lacked evidence of
generating her work on originality; trying
many ideas; someone else’s substituted anything
tried unusual idea; made “symbols” for unusual.
combinations decisions after personal
or changes on referring to observation;
several ideas; one source; might have
made solve the copied work.
connections to problem in
previous logical way.
knowledge;
demonstrated
understanding
problem
solving skills.

References:
1. Caslib, B. et. al (2018). Art Appreciation. Manila. Rex Book Store, 2018
2. www.youtube.com
ART APPRECIATION P a g e | 41

Topic 9
Da Vincian Principles

Leonardo da Vinci was the ultimate high achiever with simultaneous careers
as a world-class artist, architect, scientist, inventor, and engineer. In his spare time, he
was also an accomplished cook and played musical instruments to a professional
level. Therefore, if anybody can exemplify how to apply creativity and learning skills
productively, da Vinci is the consummate role model.
While it is true that Leonardo da Vinci was a genius, it is also true that most
people typically use only a fraction of their potential brain-power. Therefore, by
analyzing how da Vinci achieved so much, a system for personal and professional
achievement can be developed. In essence, this system has seven key principles
(Gelb, M. 1998).

Learning Outcomes:
At the end of the topic, you are expected to:

a. identify and discuss the seven da Vincian principles;

b. explain how these principles can be applied in art making.
Learning Content:

What are the seven da Vincian principles?

The seven Da Vincian Principles are the following:

1. Curiosita or curiosity, making his insatiable quest for knowledge and continuous
improvement.
ART APPRECIATION P a g e | 42

https://www.slideshare.net/

2. Dimostrazion or demonstration, testing knowledge through personal experience

rather than taking others’ reports for granted.

https://www.slideshare.net/
3. Sensazione or sensation, continued refinement of the senses to sharpen observation
and response.

https://www.slideshare.net/
4. Sfumato. A painting technique employed by Da Vinci to create an ethereal quality
in his work, showing his ability to
embrace ambiguity and
change.
ART APPRECIATION P a g e | 43

https://www.slideshare.net/

5. Arte/scienza. The balance between art and science or the science of art, which he
demonstrated in his whole-brain thinking.

https://www.slideshare.net/
1. Coroporalita or “of the body”, representing his belief that a healthy mind
requires a healthy body and the importance of cultivating both fitness and
poise.

https://www.slideshare.net/
ART APPRECIATION P a g e | 44

2. Connessione or connection, for his habit of weaving together multiple

disciplines around a single idea, recognizing and appreciating that all
pheomena are connected.

https://www.slideshare.net/
Assessment tasks:
1. How will you apply these principles in making art?

2. Short quiz ( to be posted)

Essay Rubric

Areas of 4 3 2 1
Assessment
Ideas Presents ideas Presents ideas Ideas are too Ideas are
in an original in a consistent general vague or
manner manner unclear
Organization Strong and Organized Some No
organized beg/mid/end organization; organization;
beg/mid/end attempt at a lack
beg/mid/end beg/mid/end
Understandin Writing shows Writing shows Writing shows Writing shows
g strong a clear adequate little
understanding understanding understanding understanding
Word Choice Sophisticated Nouns and Needs more Little or no
use of nouns verbs make nouns and use of nouns
and verbs essay verbs and verbs
make the informative
essay very
informative
ART APPRECIATION P a g e | 45

Sentence Sentence Sentence Sentence No sense of

Structure structure structure is structure is sentence
enhances evident; limited; structure or
meaning; sentences sentences need flow
flows mostly flow to flow
throughout the
piece
Mechanics Few (if any) Few errors Several errors Numerous
errors errors

References
Gelb, Michael (1998). How to Think Like Leonardo Da Vinci
scienceofpeople.com/7-steps-to-genius/

Topic 10

Appropriation Of Art

Appropriation has been a common practice throughout history. In the past, if

an apprentice painter needs to hone his skills in his craft, he would be allowed to use
his master’s work to copy. It is as if the apprentice is trying to explore his personal
application of techniques to something he is more familiar with. However, there are
some people who go to the extreme by believing that copying the exact artwork of an
artist and attributing to his own, this could pose a problem especially with authorship.
In this module, it discusses the concept of appropriation and the posit five acts of
appropriation.

Learning Outcomes
Upon completion of this module, the students are expected to:
1. Define art appropriation.
2. Discuss the posit five (5) acts of cultural appropriation.

Learning Content

What is art appropriation?

Appropriation in Art

- It refers to borrowing images that are recognizable from different sources and using

these borrowed images to make a new art form.

ART APPRECIATION P a g e | 46

- The context of pictures is absolutely integral to their meaning, taking something for

one’s own use, typically without permission from, or acknowledgement of, the owner,

creator, or culture origin.

- Appropriation in art and art history refers to the practice of artists using pre-existing
objects or images in their art with little transformation of the original.
- This means borrowing, copying, and altering images and objects that already exists.
Appropriation has been a strategy used by artists for a super long time.

Example:
1. Edward Manet and Pablo Picasso took historical artworks as departure
points for their own pieces.
2. Pablo Picasso, Glass and Bottle of Suze (1912)
3. Marcel Duchamp infamously appropriated urinal in his 1915 work Fountain
4. Surrealism also made extensive use of appropriation in collages and objects
such as Salvador Dali’s Lobster Telephone.
- Appropriation took a new significance in mid-20 th –century America and Britain
with the rise of consumerism and proliferatio of popular images through mass media
outlets from magazines.
- Appropriated images and objects appear extensively in Pop art of Jasper Johns,
Robert Rauschenberg, Class Oldenburg, Andy Warhol, Tom Wesselman, and Roy
Lichtenstein. They reproduced , juxtaposed, or repeated mundane, everyday images,
from popular culture.

2. What are the posit five (5) acts of cultural appropriation?

a. Material appropriation
Material appropriation occurs when the possession of a tangible object (such as s
sculpture) is transferred from members of one culture to members of another culture.
The removal of the friezes from the Parthenon by Lord Elgin is often regarded as a
case of material appropriation.

b. Non-material appropriation
This form of appropriation involves the reproduction, by a member of one culture, of
non-tangible works (such as stories, musical compositions or dramatic works)
ART APPRECIATION P a g e | 47

produced by some other culture. A musician who sings the songs of another culture
has engaged in non-material appropriation, as has the writer who re-tells stories
produced by a culture other than his own.

c. Stylistic appropriation
Sometimes artists do not reproduce works produced by another culture, but still take
something from that culture. In such cases, artists produce works with stylistic
elements in common with the works of another culture. White musicians who
compose jazz or blue music are often said to have engaged in appropriation in this
sense.

d. Motif appropriation
This form of appropriation is related to stylistic appropriation. Sometimes artists are
influenced by the art of a culture other than their own without creating works in the
same style. Picasso, for example, was influences by African carving, but his works are
not and African style. Similarly, Ravel was influenced by the jazz of African-
Americans, but his compositions are not in a jazz idiom. Rather than appropriating an
entire style, such artists have appropriated only basic ideas or motifs.

e. Subject appropriation
Subject appropriation occurs when someone from one culture represents members or
aspects of another culture. Many of Joseph Conrad’s novels involve subject
appropriation, since Conrad frequently wrote cultures other than his own.

Assessment Tasks
1. Why some artists appropriate some arts?

2. Develop artistic ability in any form you would like to appropriate an art.

Essay Rubric

Areas of 4 3 2 1
ART APPRECIATION P a g e | 48

Assessment
Ideas Presents ideas Presents ideas Ideas are too Ideas are
in an original in a consistent general vague or
manner manner unclear
Organization Strong and Organized Some No
organized beg/mid/end organization; organization;
beg/mid/end attempt at a lack
beg/mid/end beg/mid/end
Understandin Writing shows Writing shows Writing shows Writing shows
g strong a clear adequate little
understanding understanding understanding understanding
Word Choice Sophisticated Nouns and Needs more Little or no
use of nouns verbs make nouns and use of nouns
and verbs essay verbs and verbs
make the informative
essay very
informative
Sentence Sentence Sentence Sentence No sense of
Structure structure structure is structure is sentence
enhances evident; limited; structure or
meaning; sentences sentences need flow
flows mostly flow to flow
throughout the
piece
Mechanics Few (if any) Few errors Several errors Numerous
errors errors

References
1. Young, J. O. (2008). Cultural Appropriation and the Arts. (New Directions in
Aesthetics). Blackwell Publishing Ltd. (2008).
2. youtube.com/watch?v=OpjzJojNC18
ART APPRECIATION P a g e | 49

Topic 11: Indigenous Art

Introduction

Filipinos are probably one of the most creative and colorful people
around. You can tell this just by looking at the types of art that we have. Sadly,
some of these art forms are now dying as the younger generation does not seem
to have any interest in learning about them. But the fact remains that not a lot of
young ones know the process and hardwork that go with these arts.

The indigenous arts most sensitively reflect this communal orientation.

Being the most lucid and expressive symbols of a culture’s values, the arts are
the most powerful instruments of inquiry into the essential character of a
culture. It is undeniable that the following basic concepts and attributes of art
and the conditions of artistic creation, expression and expression and experience
could only have arisen in communal or integral Filipino cultural settings.

Art is not synonymous with big production costs because because what
matters is artistic excellence or the creative idea as well as making art part of
everyday life. Thus, the least expensive medium, e.g. paper for kites, is regarded
highly and not considered inferior to the costlier ones. And even the most
practical objects like a coconut grater, container, knife handle, tree stump, mat,
or hat can become a medium for the finest art.

Learning Outcome

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

ART APPRECIATION P a g e | 50

a. trace and summarize the indigenous art;

b. create a symmetry art inspired by Okir/Ukkil; and
c. appreciate better the history and development of Philippine arts.
Learning Content

Indigenous Arts are those native arts that have grown naturally
through the years in a certain locality. Indigenous arts include the Torogan of Muslim
Mindanao (previously discussed), bahay-kubo, bahay bale, bahay na bato, and other
indigenous house. Traditional arts and crafts are not indigenous arts per se since these
arts did not naturally exist in the particular area from time immemorial.

Some of this Indigenous Art is:

1. Architecture

Wander over the world heritage site, Banaue Rice Terraces, Eighth Wonder of
the World carved from the high Cordilleras over 2,000 years ago. These rice terraces
were carved out of the mountains by the native Ifugao people. The Ifugao made the
walls out of hardened mud and clay while they flattened the slopes it could hold water
essential for rice growth. It had been the way of life of the Ifugao mountain tribes for
the past 2,000 years, kept alive up to this day.

https://theculturetrip.com/asia/philippines/

2. Sculpture

Sculpture is three-dimensional artwork created by shaping or combining hard

materials, typically stone such as marble, metal, glass, or wood, or plastic materials
such as clay, textiles, polymers and softer metals. Carving is one of the techniques
used in sculpture. The most important type of sculpture, in its quality, quantity and
continuing use, are wooden bulul or bulol carved by Ifugao craftsmen of Mountain
Province, Luzon. Often made in pairs, male and female, bulul represent guardian
deities and are placed in rice granaries to ensure beautiful rice.
ART APPRECIATION P a g e | 51

http://bernarddegrunne.com http://tribalartasia.com

3. Weaving
Weaving means to make cloth and other objects. Threads or strands of
material are passed under and over each other. Most of the common forms of weaving
in the Philippines are in the form of hats, mats, bags, baskets and textiles (clothes and
blankets). This brought the ikat technique of resist – dyeing of the warp thread and the
concept of using textiles in death ceremonies. Weavers were further influenced by
imported materials: they imitated the new designs, integrating them with their
traditional textiles. Weaver imigrants appear to have brought the ikat technique to the
Isinai and Ifugao people of Luzon.

Abaca fiber derived from the abaca plant is widely grown in certain regions ‘n
the country. It is woven mainly to make ‘sinamay’ fabric and abaca rope, as well as
specialty papers like vacuum bags, currency, and tea bags.

Abaca Scrunch & Sinamay

http://alibaba.com http://wheninmanila.com

4. Pottery
Pottery are objects that are first shaped of wet clay, then hardened by baking.
Pottery includes both decorative and practical items such as bowls, vases, dishes, and
lamps. Pottery in the Philippines varies in forms and functions. The forms of the pots
are directly influenced by the functions of the pots and the tradition of the community
or local area. An example of this is the palayok, which is used for cooking, Banga and
ART APPRECIATION P a g e | 52

Tapayan are used for storing liquids. There is also the clay-made stove or kalan. The
burnay pottery in Ilocos Sur is still a lively tradition that continues up to the present.

http://filipiknow.net http://flickr.com

5. Body Adornment

Physical ornamentation can be categorized into three areas specifically the use
of traditional costumes (textile), jewelries and tattoos. The design vary depending on
the location, users and function of the ornaments. Since the early 16 th century, jewelry
making in the country has been practiced.

https://www.pinterest.ph/pin/39476934209858370/

Indigenous Materials

The materials in indigenous arts come from native materials or local materials
that are found in the locality. Some of these are the sawali, coco coir, bagasse, abaca,
bamboo, palm frond stems, mud bricks, rattan, rice husks, cogon, wood, and stone.

1. Sawali. This material comes from the outer covering of bamboo poles. It is
woven into mats and ideal for cement backing.
ART APPRECIATION P a g e | 53

https://www.zamboanga.com/z/index.php?title=Sawali-

2. Coco coir. This by-product of coconut is used to minimize the use of cement
and as sandwich panels for insulation.

https://www.advancednutrients.com/articles/how-to-get-the-greatest-benefits-
from-coco-coir/

3. Bagasse. This is sugar cane waste used for insulation or cement backing.

https://www.alamy.com/sugarcane-bagasse

4. Abaca. This is a fiber material obtained from the leaf stalk of a banana plant.
Most of these materials are found in the Bicol Region.
ART APPRECIATION P a g e | 54

https://www.alibaba.com/product-detail/I-grade-philippine-abaca-hemp-
yarn_127346716.html

5. Bamboo. This indigenous material has low degree of elasticity, low concrete
adhesion, but wide variable moisture content. It is very useful in architectural
forms and designs, mainly as reinforcement to concrete.

https://www.gardeningknowhow.com/ornamental/foliage/bamboo/transplanting-
bamboo.htm

6. Palm frond stems. This material is often used for non-structural panels, walls,
screens, and bases of houses. Despite being widely used, it is susceptible to
termites and have to be replaced every 4 to 5 years. To raise its life span to 15
years and above, the material must be treated with anti-termite chemical like
solignum or the structure must be raised above the ground.

https://www.pinterest.ph/pin/289919294756008313/

7. Mud Bricks. This material is brittle, has less strength, and cannot stand up
well to tension. However, it is the choice of the building materials in places
with hot, dry climates due to its low thermal conductivity
ART APPRECIATION P a g e | 55

https://www.shutterstock.com/search/mud+bricks+wall

Indigenous materials are widely used in architecture such as in the

construction of bahay-kubo, bahay bale, bahay na bato and other indigenous
architectural structures.

Bahay Kubo

-is a cultural icon, a cultural heritage and as a symbol of togetherness. Bahay

kubo is also known as “nipa-hut”. This typical hut symbolizes the typical Filipino
family as a close knit family.

https://st eemit.com/history/@
stanleemike/bahay-kubo-nipa-hut

Bahay na Bato

- it is also known as “house of stone” or better still, “stone house”. This type
of house is considered as an updated version of the traditional bahay kubo whereas in
the bahay. This type of indigenous house uses a Chinese tiled roof or sometimes nipa
or cogon roof but today, these roofings are being replaced by styled galvanized irons
with various shapes and designs.

https: //www.quora.com/
What- are-the-Filipino-
elements-on-the-
Bahay- na-Bato

Ifugao Bale (or Native House)

-This type of indigenous house is sometimes referred to as “No-Nail House”

because it was constructed without the use of nails.it is considered to be one of the
most indigenous and nearly perfect architectural constructs ever made by man. They
are known as the “architectural marvel” of the century.
ART APPRECIATION P a g e | 56

Local carpenters of Banaue who are called “munhabats” built the Ifugao bale
as part of dangah or free service.the bale evolved from primitive dwelling called
“abong” which is equivalent to “house” in Pangasinan dialect.

The Ifugaos observe the “ngilin” which is a pagan ritual, and during the
construction of this house, the munhabats abstain from sex right before they start
building the bale.

https://www.pinterest.ph/chinadesign1/vernacular-architecture/

Assessment Task

1. What is the significance of Bahay Kubo in Philippine cultural values?

2. Why are there no partition for rooms in Bahay Kubo, Ifugao Bale, and Bahay
na Bato? What do these symbolize?

3. Identify some places in the Philippines where indigenous art is still practiced.

Essay Rubric

Areas of 4 3 2 1
Assessment
Ideas Presents ideas Presents ideas Ideas are too Ideas are
in an original in a consistent general vague or
manner manner unclear
ART APPRECIATION P a g e | 57

Organization Strong and Organized Some No

organized beg/mid/end organization; organization;
beg/mid/end attempt at a lack
beg/mid/end beg/mid/end
Understandin Writing shows Writing shows Writing shows Writing shows
g strong a clear adequate little
understanding understanding understanding understanding
Word Choice Sophisticated Nouns and Needs more Little or no
use of nouns verbs make nouns and use of nouns
and verbs essay verbs and verbs
make the informative
essay very
informative
Sentence Sentence Sentence Sentence No sense of
Structure structure structure is structure is sentence
enhances evident; limited; structure or
meaning; sentences sentences need flow
flows mostly flow to flow
throughout the
piece
Mechanics Few (if any) Few errors Several errors Numerous
errors errors

Miniature Activity

Create a decoupage:

Use recyclable glass bottle and decorate using indigenous materials,

applying the symmetry of okir/ukkil. (be resourceful). Proof of
legitimacy(Picture/video)

Sample video Okir art: https://www.youtube.com/watch?v=SnuYmSO2brQ

http://www.slideshare.net
ART APPRECIATION P a g e | 58

https://www.metmuseum.org/toah/
images/

ART RUBRIC

4 3 2 1

Student(s) Student(s) Student(s) Student(s)

makes makes makes makes
independent independent independent independent
choices in choices in choices in choices in
creating works creating works creating works creating works
Texture Art of art that of art that of art that of art that
incorporate incorporate incorporate incorporate
elements of elements of elements of elements of
texture with texture with texture with texture with a
limited some considerable high degree of
effectiveness. effectiveness. effectiveness. effectiveness.
Student(s) uses Student(s) uses Student(s) uses
Student(s) uses
elements of elements of elements of
elements of
diminishing diminishing diminishing
diminishing
size, and or, size, and or, size, and or,
size, and or,
Overlapping Shape overlapping overlapping overlapping
overlapping
Art shapes to shapes to shapes to
shapes to
create works create works create works
create works of
of art with of art with of art with a
art with limited
some considerable high degree of
effectiveness.
effectiveness. effectiveness. effectiveness.
Color Art Student(s) Student(s) Student(s) Student(s)
mixes shades mixes shades mixes shades mixes shades
of color with of color with of color with of color with
various hues various hues various hues various hues
and values to and values to and values to and values to
ART APPRECIATION P a g e | 59

create works create works create works

create works of
of art that of art that of art that
art that express
express his express his express his
his personal
personal personal personal
emotion with
emotion with emotion with emotion with a
limited
some considerable high degree of
effectiveness.
effectiveness. effectiveness. effectiveness.
Effort/Perseverance The project The student The student The project
was continued work hard and finished the was completed
until it was completed the project, but it with minimum
complete as the project, but could have effort.
student could with a loom or been improved
make it; gave it effort it might with more
effort far have been effort;
beyond that outstanding. adequate
required; to interpretation
pride in going of the
well beyond assignment,
the but lacking
requirement. finish; chose
an easy project
and did it
indifferently.

Creativity/ The student The student  The student The student

Originality explored tried a few tried in idea, fulfills the
several choices ideas for and help out assignment,
before selecting one; adequately, but gave no
selecting one; or based his or but it lacked evidence of
generating her work on originality; trying
many ideas; someone else’s substituted anything
tried unusual idea; made “symbols” for unusual.
combinations decisions after personal
or changes on referring to observation;
several ideas; one source; might have
made solve the copied work.
connections to problem in
previous logical way.
knowledge;
demonstrated
understanding
problem
solving skills.

References

Ariola, Mariano M. 2018. Art Appreciation. Intramuros Manila: Unlimited

Books Library Services and Publishing Inc.

Leano Roman D., Agtani, Jenny Marsha B. Art Appreciation. Manila.

Mindshapers Co.,Inc.
ART APPRECIATION P a g e | 60