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This document provides an introduction to a course on art appreciation. The course aims to enhance students' awareness and understanding of various art forms, both in theory and practice. It covers key concepts of art appreciation, the functions of art, subjects and content in art, different art mediums and movements, the mind of the artist, textile art and culture, and various art expressions. The module introduces definitions of art appreciation, assumptions about art, and the difference between art and Art. It includes quizzes to evaluate students' initial conceptions of what constitutes art.

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100% found this document useful (1 vote)

3K views149 pages

Gart 2 PDF

Uploaded by

Bob Tristan Pergis

We take content rights seriously. If you suspect this is your content, claim it here.

Available Formats

Download as PDF, TXT or read online on Scribd

You are on page 1/ 149

GART

COURSE LEARNING OUTCOMES

At the end of the module, you should
be able to:
1. demonstrate knowledge and
appreciation of arts in general,
including their content, function,
value, ad historical significance;
2. analyze local and global works of art
based on aesthetic value, cultural
context, and socio-political
relevance;
3. create your own artworks to
enhance your self-awareness and
creativity;
Images by Analyn A. Caroy, Milanie Dalingay, and
Marinel L. Piamonte via Facebook 4. present a creative production
applying the principles of performing
arts; and
5. deepen your identity through art
with respect to your nationality,
culture, and religion.
ART APPRECIATION

COURSE INTRODUCTION
Art appreciation is a three-unit course which introduces and exposes the students
to the creative output of humanity both in theory and practice. It aims to enhance
the students’ awareness and sensitivity to the state of arts and culture in general
and Philippine arts in particular. The course also develops students’ competency in
researching about and analyzing various art works in different modalities. The
course is a study of the general art forms which may include but not limited to
visual, literary and performing arts.

**All images and compiled notes belong to their rightful owners.

I. Cover Page

II. Cover Letter to the Student

Introduction of the course and the course learning outcomes introduced in a
letter version.

III. Table of Contents

MODULE INTRODUCTION AND OVERVIEW OF ART

1
Unit 1: Definition of Art Appreciation and Key Concepts on Art 4

Unit 2: Functions of Art and Soul and Space 16

30
Unit 3: Subject and Content in Art

MODULE MEDIUMS, ART MOVEMENTS, AND NARRATION, APPRORPIATION AND

2 BORROWING 48
MODULE THE MIND AND WORK OF AN ARTIST 81
3
MODULE TEXTILE ART AND IMBEDDED CULTURE 99
4
MODULE VARIOUS ART EXPRESSIONS 123
5

Unit 1
Art and Art Appreciation

Learning Outcomes
 Explain the concept of art appreciation
and the nature of art;
 Evaluate assumptions of art; and
 Critique an article on the difference of
art and Art

Before you look into the concepts of art, take this short quiz.
Which of the following do you consider as art? Explain your
answer.

a. Chair b. Well-done steak

b. road signs d. Mural

Which of the following do you not consider a kind of art? Explain your answer.
a. Storytelling
b. Chirping of the birds
c. Hanging and folding of clothes
d. Mountains and other natural landscapes
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
__________________________________________

Definition of Art

Art, since time immemorial, is man’s concrete product of

his innermost thoughts, feelings, observations, desires, needs, and fancy. Regardless
of culture, milieu, and space, art continues to expand linking the past, the present
and the future.

Perhaps this simple question has baffled every civilization and culture. Due to
the vastness of art, several definitions of it have developed out of individual
perceptions, feelings, and beliefs. The following are some definitions:
1. “We have our Arts so we won’t die of Truth.” Friedrich Nietzsche, made famous
all over again by Ray Bradbury in Zen in the Art of Writing
2. “ Art is an imitation of an imitation” Plato, philosopher
3. "Art is either plagiarism or revolution." Paul Gauguin, painter
4. "Art is the signature of civilizations." Jean Sibelius, composer
5. "Art is a lie that makes us realize truth, at least the truth that is given us to
understand." Pablo Picasso, painter
6. “The role of art as a creative work is to depict the world in a completely different
light and perspective.” Jean Sartre, philosopher

Art is an ever-expanding form. Trying to encapsulate all great ideas

pertaining to what art is into one single definition poses a vexing challenge.

Source: Encyclopaedia Britannica

Art Appreciation

Because of our varied tastes, the way we perceive and appreciate art differs
at certain levels. Ariola (2008) defines Art Appreciation as the ability to interpret
and understand man-made arts and enjoy them either through actual work-
experience with varied tools and materials for one’s admiration and satisfaction.

Creativity
Creativity is the act of turning new and imaginative ideas into reality.
Creativity is characterized by the ability to perceive the world in new ways, to find
hidden patterns, to make connections between seemingly unrelated phenomena,
and to generate solutions. Creativity involves two processes: thinking, then
producing.

Imagination
Anne Sheppard(1991) argues that imagination plays an important part in our
understanding of representational art, claiming that imagination is what enables us
to see a picture as a representation of something in the real world. IN addition, she
claims that imagination plays a part in our response to the expression of emotion in
art such as joy, sadness, and grief.

Expression
In his article The Expression Theory of Art: A Critical Evaluation, Haig
Khatchadourian (Spring, 1965), explains that expression may be any kind of
conscious experience- intellectual, imaginative, or emotional. What an artist
expresses is the subconscious experiences, his conceptions of or reactions to
various qualities or aspects of society in which he lives or works, and/or the world
around him.

Now that you have learned about the basic concepts of

art, you are now ready to look into the various
assumptions of art listed below. Study them carefully.

1. Art is universal.
Art has always been timeless and universal, spanning generations and
continents through and through. Most, if not all, people can relate

An art is not good because it is old, but old because it is good” (Dudley et al.,
1960). The following are some examples of what we call “oldie but goodie”:
 Iliad and Odyssey of Homer
 Works of Jose Rizal
 Ibong Adarna of José de la Cruz
 Florante at Laura of Francisco Balagtas
 Psalms

In other words, Art is man’s expression of his reception of nature. Art is man’s
way of interpreting nature. And as Plato states in Unit 1, “Art is an imitation of an
imitation.”

Now, go back to your answers in Engage part of

this unit. From the pictures given, what do you consider
as art? Why?

3. Art is cultural
Since time in memoriam, art and culture go hand in hand, with one
influencing the other. According to John Nieto, one of America’s most dynamic
contemporary artist,
“Art and culture at their very core serve as some of the most significant,
dynamic, participation, and social influences of human behavior and
interaction. When put together, they have the ability to generate empathy,
stir up dialogue, induce reflection and charter new relationships and
ideas.”(2017)
It can be observed that art and culture serve as part of the basis for shaping the
values people have, some of which include:
 A sense of community or belonging
 Affiliation
 Self-acceptance
 Creativity
 Self-respect
 Equality
 Unity
 Nature
 Freedom

It can also be observed that some nations have similar, but not exactly the
same, culture. For example, the Maoris of New Zealand have their Tā moko while

In popular culture, or pop culture, it can be seen that culture of a nation is

embedded in art, and differences and similarities of each nation are seen. An
example of this Pol Medina’s Pugad Baboy and American TV show Family Guy.

Photo Credit: via mikeinel.deviantart

4. Art involves experience
Artists, most of the time, would like to immortalize the memory they have, or
maybe the emotions they felt during a certain episode of their life. It could the
exact image of a person or a place, or other cases, a symbol of the experience
they have. It could also be something that symbolizes the history of one country.
One example of these artworks is BenCab’s Homage to Sabel 9. It was said that
Sabel was a street person aka taong grasa found by Bencab in Tondo. She
became the muse of many of his art pieces, which are exhibited in his art museum,
and some of the museum goers would think that Sabel embodies what life
hardships can do to a person

5. Art as expression
Art, as most believe, is a form of expression, and most of the time expression
of feelings of a person or a collective group of people. It can also be said that art is
an expression of a person’s desires, thoughts, and intuitions.

In Tolstoy’s view, art is the communication of feelings from artist to viewer

through certain external signs; artist are people inspired by emotional experiences
use their skill with words, paint, music, movement, etc., to embody their emotions in
a work of art with a view to stimulating the same emotion in an audience.

In the previous assumption (Art involves experience) an example given was

of graphic arts. In this assumption, one example is music. Music also expresses the
tone of the scene in a play, and/or movie. Upbeat tempo suggests a happy scene
while slow tempo suggests longing or loneliness. A sudden loud volume can
produce excitement or fear, which depends on the genre of what is being shown.
As for songs, in the late 1970s up to 1980s, the songs of Asin, a Filipino pop/rock
band are often interpreted by the listeners as songs that depict the emotions of the
Filipinos during the Marcos Regime.

In powwows, Native Americans of all ages can take part. Each dancer has
his or her unique regalia. The regalia of the dancer can have similarities with the
other dancers, but it can be observed they are not exactly the same. Before,
women were not allowed, but now they are now part of the traditional powwows.
Also, if the Cordilleran gongs are the center of the cañaos, the Native American
powwow drum is the heart of the Indian Tribal culture.

Photo Source: indians.org

Art involves the concepts of imagination, creativity and

beauty. Each culture has their standards of what beauty
is. Watch the video “African Body Modification”
*(https://www.youtube.com/watch?v=wwOXCmjTsvs –
(Check activity 1file name, Module 1 folder in your flash
drive).Then, answer the following questions:

a. What art assumptions are expressed in the different body modifications in Africa?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
______________________________

b. What makes these body modifications beautiful?

Poleteismo is art, not Art

MINI CRITIQUE - Isagani Cruz (The Philippine Star) - September 15, 2011 - 12:00am

This is the last of my series of columns on the controversy that surrounded

Mideo Cruz’s “Poleteismo.”
There is no question in my mind that the work, as a creative work, is
protected by the freedom of expression provision of the Constitution. It was wrong
of the CCP to defy the Constitution by stopping its display.
There is no question in my mind that the CCP should not have exhibited it in
the first place. There are literally hundreds of creative pieces that CCP could have
exhibited; to choose this particular one betrayed a lack of discretion and foresight
on the part of the CCP board.
There is no question in my mind that, if we use the generic definition of art, it is
art. It was exhibited in an art gallery (two, in fact, if we count the earlier version in
the Vargas Museum) and art critics say that it is art.
There is no question in my mind that, if we use the evaluative definition of art,
it is not art. This is the statement that I want to elaborate on today.
Let me use Venn diagrams. There is a huge set of things that may be labelled
expressions. This set contains the set of creative expressions we are talking about.
But it also contains other sets, such as the sets of graffiti, libelous statements in a
newspaper, slander, and the common example of someone shouting “fire” in a
crowded movie theater. These other sets are not creative expressions; they are
merely expressions. They are not the kind of creative expressions protected by the
Constitution.
Inside the set of creative expressions protected by the Constitution is the set
of things exhibited in an art gallery. Everything in an art gallery is art in the generic
sense of the word. But not everything in an art gallery is art in the evaluative sense
of the word.

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited. 14
Take the Louvre. Not everything there is art. Many pieces are merely old.
Some of the portraits are there because the persons being portrayed happen to be
of some importance in history, but the portraits themselves do not satisfy any of the
formal criteria for real art.
Take something closer to home. Take a walk on the fourth floor (called the
Art Walk) of SM Megamall and look at the things being sold in the art galleries
there. There are some really good artistic works there, but there are clearly a lot
more that should never have been imposed on the public.
There are many objective criteria for saying that something is art. If there
were none, the judges at the annual Shell National Students Art Competition, not to
mention the annual Palanca Awards, would never agree on winners, but they often
do — unanimously. The saying that art or taste is purely subjective is simply not true.
One of these objective criteria is the ability of art to ennoble. I do not mean
that one should suddenly kneel down and pray upon seeing a work of art that
deals with religion. No tourist has suddenly become born again by staring at the
Sistine Chapel ceiling (I could be wrong).
What I mean is that, after stimulating or provoking or even incensing us, a
work of art should make us better persons. Clearly, “Poleteismo” did not do that. In
fact, it did the opposite. It made us worse persons.
The proof stares us in the face. Suddenly, some Catholics became terrorists,
threatening the CCP board members with bodily harm, trying to commit arson,
behaving like devils rather than saints, forgetting all about the command of Jesus
to “Put your sword away!” (John 18:11). Goodness, even bishops forgot to set the
example of being like Jesus, who preached love and not hatred!
If Mideo Cruz intended to make better Catholics of Catholics — to make
them distinguish between illusion and reality, between the image of Jesus and the
real Jesus, between a mere drawing of His face and His real face, between
worshipping Jesus and not the puny human representations of Him — then he failed
miserably.
Instead of ennobling some Catholics, “Poleteismo” made them commit one
of the deadly sins — anger. It made them receive Holy Communion with hatred in
their hearts — the sin of sacrilege. It made them judge and therefore made them
liable to be judged. It made them throw the first stone even if — let us not be
hypocritical — no human beings except Jesus and His mother Mary were born
without sin.

Indicators and Rating

The introductory paragraph has a The introductory The author has an The introductory
strong hook or attention grabber paragraph has a hook or interesting paragraph is not
Attention

that is appropriate for the audience. attention grabber, but it is introductory interesting AND is
Grabber

This could be a strong statement, a weak, rambling or paragraph but the not relevant to the
relevant quotation, statistic, or inappropriate for the connection to the topic.
question addressed to the reader. audience. topic is not clear.
5 points 3 points 2 points 1 point
The position statement provides a The position statement A position statement There is no position
clear, strong statement of the provides a clear statement is present, but does statement
Statement
Position

author's position on the topic. of the author's position on not make the
the topic. author’s position
clear.
5 points 4 points 2 points No point
Includes 3 or more pieces of Includes 3 or more pieces Includes 2 pieces of Includes 1 or fewer
Support for Position

evidence (facts, statistics, of evidence (facts, evidence (facts, pieces of evidence

examples, real-life experiences) statistics, examples, real- statistics, examples, (facts, statistics,
that support the position life experiences) that real-life experiences) examples, real-life
statement. The writer anticipates support the position that support the position experiences).
the reader's concerns, biases or statement. statement.
arguments and has provided at
least 1 counter-argument.
10 points 7 points 5 points 3 points
The conclusion is strong and leaves The conclusion is The author's position is There is no
the reader solidly understanding the recognizable. The restated within the conclusion - the
paragraph

writer's position. Effective restatement author's position is closing paragraph, paper just ends.
Closing

of the position statement begins the restated within the first but not near the
closing paragraph. two sentences of the beginning.
closing paragraph.
5 points 4 points 2 points No point
Sentence structure, Sentence structure, There are some errors There are many
punctuation, spelling and punctuation, spelling in sentence structure, distracting errors in
Grammar

capitalization are correct; no and capitalization are punctuation, spelling sentence structure
errors. generally correct with and capitalization punctuation,
few minor errors. spelling and
capitalization
5 points 4 points 3 points 1 point

TOTAL POINTS: __________/30 points

Format: Century Gothic, 11, Single space,

Name, Course, Block No. and Date must be BOLD and CAPILATIZED
Submit as WORD DOCUMENT, JPED, or PDF to the TASK 1 Assignment bin on Google
Classroom. Always check your stream for submission deadline.

Have you ever wondered about what reasons artists have for creating art
works? Artists create art in order to communicate visually and conceptually.

To understand the meaning of a work of art, you must do more than simply
look at it with your eyes. In order to experience art fully, you must develop the ability
to perceive. To perceive is to become deeply aware through the senses of the
special nature of a visual object. A perception is a sensation to which you attach a
meaning.

Learning Outcome
 Determine the functions of art; and
 Determine how one utilizes space.

If things serve specific purpose, what do you think is the

purpose or function of the Paleolithic stone sculpture
below?

http://www.talariaenterprises.com/faces-
and-shapes-of-ancient-mother- goddesses/

Venus of Willendorf. On display in Hall 11 of the Natural History Museum, Vienna,

dedicated to the Stone Age in Central Europe

Venus of Willendorf, a prehistoric sculpture symbolizes the nurturing and

support that mother-hood creates. She is fat, showing her abundant life-energy. This
sculpture of a so-called Venus–because of her exaggerated breasts and hips–was
probably used as a fertility fetish. Fertility and hunting were essential components of
survival during the nomadic, Paleolithic era.

Within art, there exist purposes referred to as functions for which a piece of art
may be designed, but no art can be "assigned" a function—either in scholarly studies
or casual conversation—outside of the proper context. Art forms exist within very
specific contexts that must be considered when classifying them. Whether a
particular piece of art has existed for centuries or has yet to be created, it is
functional in some way—all art exists for a reason and these reasons make up the
functions of art.

Functions of Art

1. Personal Function
While it is true that an artwork is an artist’s expression, its impact may be individualized
and personal; hence, artists create art to express personal feelings.

The personal functions of art are often the most

difficult to explain. There are many types of personal
functions and these are highly subjective. Personal
functions of art are not likely to be the same from
person to person. An artist may create a piece out of
a need for self-expression or gratification. They might
also or instead want to communicate a thought or
point to the viewer. Sometimes an artist is only trying
to provide an aesthetic experience, both for self and
Credit to Kyle Phoenix, 2019

Personal function is vague for a reason. From artist to artist and viewer to viewer,
one's experience with art is different. Knowing the background and behaviors of an
artist helps when interpreting the personal function of their pieces.

2. Social Function
Feldman(1967) states that art performs a social function when it influences the
collective behavior of people. It is created to be seen and experienced by the
public, and when it expresses a collective feeling rather than an individual one. These
characteristics lead to global understanding and peace.
Artists may produce art to reinforce and enhance the shared sense of identity
of those in a family, community, or civilizations (family portraits, uniforms for bands,
celebration floats, costumes, etc.) Additionally, satire performs social functions.
Spanish painter Francisco Goya (1746–1828) and English portrait artist William
Hogarth (1697–1764) both went this route with varying degrees of success at
motivating social change with their art. Sometimes the possession of specific pieces
of art in a community can elevate that community's status.
Comprador depicts two politicians in suits at the top of the composition with
money passing through their outstretched hands. The politicians, one from the
Philippines and the other from the United States, stand on the backs of the workers
profiting from their labor.

 They laugh as a group of Filipino

workers toils below, their struggle
represented by bold, angular lines, a
restrained color palette, and a strong
diagonal pull across the composition.
 A large green dollar sign is located in
the upper right corner, affirming that the
politicians are only interested in money.

Pablo Baens Santos, Comprador, 1978, Oil on canvas,

NAGM, Manila
https://medium.com/@rafhaelpiola/some-of-
the-finest-work-of-art-made-by-filipinos-
9f8d1130cf05

3. Spiritual Function
The statues of saints, Jesus, and Mary were all created to enhance one’s spiritual
connection. Through these works, man feels connected with the Higher Being.

The Pieta is a work of Renaissance sculpture

housed in St. Peter’s Basilica, Vatican City.
The statue was commissioned for the
French Cardinal Jeane De Vilheres who
was a representative in Rome.

https://www.mentalfloss.com/article/63602/15-
things-you-should-know-about-michelangelos-
pieta

Arnel David Garcia’s highly provocative two-

dimensional work (its width is three inches!) presents a myriad of faces of the Christ figure—
from the ikonic images that have come down to us from ancient times (Byzantine,
Medieval Gothic, classical Renaissance)—and melded with images of unmistakable Filipino
features—the brown color, the squat
nose, the noose-like lips.

But the “Faces” hover around the

central details of Christ’s Passion and
Sacrifice—the wounded hands and the
nails of the Crucifixion.

Amid the Easter exhilaration, the

message is quite provocative: The
Resurrection of Christ transitions
humanity to salvation. God Incarnate
means universal elevation and
redemption.

4. Cultural Function Art

Faces of Christ, Arnel David Garcia, Mixed Media, 20x16 in
Cultural footprints can reveal much
about the culture in which it is created. Some cultural practices such as dances and
body tattoo have been passed on to preserve not only the art but also the culture.

Our forefathers once used tattoos to express themselves; their bodies were the
canvas, and the tattoos were their art. In particular, ethnic groups have been
performing this practice for centuries to mark their social status or accomplishments
in the community, or as a symbol of beauty among women. In fact, the Spanish
explorers first recorded natives covered in tattoos upon disembarking into one of the
islands during the 16th century. The ancient Visayans, as well as the highland tribes
of northern Luzon or Cordillerans, are known for their intricate art of tattooing.

In the olden days, tattoos (batuk in Visayan) were

thought to be widespread in the island. The Spaniards
fought against the fierce Visayan warriors, whom they
called pintados because most of their bodies were
covered in elaborate tattoos intended to intimidate
the rivals. The markings gradually increase in number
depending on the number of battles one has had.
Facial tattoos are reserved only for the most valiant
and strongest warriors. At present, the ancient
tattooing tradition of the Visayans and their warriors’
courage are celebrated annually during the Pintados
Festival.

https://originalchicano.com/hair_rm.php

5. Utilitarian Function or Physical Function of Art

Some forms of art were and are created to be used. These works make man’s life
more comfortable. Artist and crafts people constantly invent new ways to create

The utilitarianism in modern

architecture rejects bourgeois details
such as over-abundant decorative
details in cornices and eaves.
Utilitarianism honours the functionality of
the building and space rather than the
grandeur of ornamental purpose. The
roots of utilitarian thinking in 21st century
architecture could be traced back to
the establishment of Bauhaus School by
https://medium.com/@xm335/utilitarianism-in-
21st-century-modern-architecture-
a90906e6a18c

pioneer modern architect Walter Gropius in 1919, Germany.

Everyday part of commuters in the Philippines
is to ride jeepneys, the main public
transportation in the country. These colorful
rides have one of the most bizarre art and
color combination, which seems to paint the
busy streets
A product of the post World War II era, surplus
jeeps were left to the Filipinos by American troops
who stayed in the Philippines. Filipinos took
advantage of these leftovers and made the most
out of it. With a new extended body, the
remodeled jeeps became jeepneys. This made
https://www.pinterest.ph/pin/315463148875023836/ way for inexpensive mass transportation and
more importantly, a part of Philippine culture.

There are other purposes or functions of art. They are not limited to the ones
presented to you earlier because there are many more identifiable functions of art
in man’s life. To label them as the ones discussed earlier is limiting what the arts can
contribute to the world.

Non-motivated Functions of Art

The non-motivated purposes of art are those that are integral to being human,
transcend the individual, or do not fulfill a specific external purpose. In this sense, art,
as creativity, is something humans must do by their very nature (i.e., no other species
creates art), and is therefore beyond utility.
1. Basic human instinct for harmony, balance, rhythm.
Art at this level is not an action or an object, but an
internal appreciation of balance and harmony
(beauty), and therefore an aspect of being human
beyond utility.

Ashanti Kente Cloth featured in "Measure of Earth: Textiles

and Territory in West Africa" opening at the African American
Cultural Center Gallery (Sept 19 - Dec 18, 2013) | Gregg
Museum of Art & Design |
https://www.pinterest.ph/pin/544161567446827669/

2. Experience of the mysterious. Art provides a way to experience one’s self in relation
to the universe. This experience may often come unmotivated, as one appreciates
art, music or poetry.

‘The most beautiful thing we can experience is the mysterious. It is the source of all true art
and science. ‘—Albert Einstein

3. Expression of the imagination. Art provides a means to express the imagination in

non -grammatic ways that are not tied to the formality of spoken or written
language. Unlike words, which come in sequences and each of which have a
definite meaning, art provides a range of forms, symbols and ideas with meanings
that are malleable.

Ganymede with Jupiter’s Eagle, Bertel Thorvaldsen, 1817

https://artsandculture.google.com/asset/ganymede-with-
jupiter-s-eagle/owEgDKCDQEhlWg

4. Ritualistic and symbolic functions. In many cultures, art is used in rituals,

performances and dances as a decoration or symbol. While these often have no
specific utilitarian (motivated) purpose, anthropologists know that they often serve
a purpose at the level of meaning within a particular culture. This meaning is not
furnished by any one individual, but is often the result of many generations of
change, and of a cosmological relationship within the culture.

Motivated Functions of Art

Motivated purposes of art refer to intentional, conscious actions on the part of the
artists or creator. These may be to bring about political change, to comment on an
aspect of society, to convey a specific emotion or mood, to address personal
psychology, to illustrate another discipline, to (with commercial arts) to sell a
product, or simply as a form of communication.

1. Communication. Art, at its simplest, is a form of communication. As most forms of

communication have an intent or goal directed toward another individual, this is a
motivated purpose. Illustrative arts, such as scientific illustration, are a form of art as
communication. Maps are another example. However, the content need not be
scientific. Emotions, moods and feelings are also communicated through art.

2. Art as entertainment. Art may seek to bring about a particular emotion or mood, for
the purpose of relaxing or entertaining the viewer. This is often the function of the art
industries of Motion Pictures and Video Games.

3. The Avante-Garde. Art for political change. One of the defining functions of early
twentieth-century art has been to use visual images to bring about political change.
Art movements that had this goal—Dadaism, Surrealism, Russian constructivism, and
Abstract Expressionism, among others—are collectively referred to as the avante-
garde arts.

*The Russian Embassy building, a constructivist architecture landmark and

diplomatic compound in Miramar, Havana, Cuba

Credit to Imageplotter Travel / Alamy Stock Photo, 23 June 2017

4. Art as a “free zone,” removed from the

action of the social censure. Unlike the
avant-garde movements, which
wanted to erase cultural differences in
order to produce new universal values,
contemporary art has enhanced its
tolerance towards cultural differences
as well as its critical and liberating
functions (social inquiry, activism,
subversion, deconstruction…),
becoming a more open place for Credit: Photo by Mong Palatino posted at the
research and experimentation. Facebook page of Sim Tolentino.

5. Art for social inquiry, subversion, and/or anarchy.

While similar to art for political change, subversive or deconstructivist art may seek to
question aspects of society without any specific political goal. In this case, the
function of art may be simply to criticize some aspect of society.

Trashion, using trash to make fashion, practiced by

artists such as Marina DeBris is one example of
using
art to raise awareness about pollution.

This dress is made from takeaway containers found on the beach and in the
ocean. Taken on Malibu beach, California.
Photograph: Monching Flores

7. Art for psychological and healing purposes. Art is also used by art therapists,
psychotherapists and clinical psychologists as art therapy. The Diagnostic Drawing
Series, for example, is used to determine the personality and emotional functioning
of a patient. The end product is not the principal goal in this case, but rather a
process of healing, through creative acts, is sought. The resultant piece of artwork
may also offer insight into the troubles experienced by the subject and may suggest
suitable approaches to be used in more conventional forms of psychiatric therapy.

8. Art for propaganda or commercialism.

Art is often utilized as a form of propaganda, and
thus can be used to subtly influence popular
conceptions or mood. In a similar way, art that tries
to sell a product also influences mood and emotion.
In both cases, the purpose of art here is to subtly
manipulate the viewer into a particular emotional or
psychological response toward a particular idea or
object.
https://sites.google.com/a/asij.ac.jp/stan/home/commercial

9. Art as a fitness indicator. It has been argued that the ability of the human brain by
far exceeds what was needed for survival in the ancestral environment.
One evolutionary psychology explanation for this is that the human brain and
associated traits (such as artistic ability and creativity) are the human equivalent of
the peacock’s tail. The purpose of the male peacock’s extravagant tail has been

The functions of art described above are not mutually exclusive, as many of them
may overlap. For example, art for the purpose of entertainment may also seek to sell
a product (i.e. a movie or video game).

Art Functions Compiled from

guides.hostos.cuny.edu/edu107/3-12
vicblogspot.wordpress.com/2018/06/29/artart/
mainarts.blogspot.com/2009/08/motivated-functions-of-
art.htmlcourses.lumenlearning.com/masteryart1/chapter/oer-1-2/
www.yaaka.cc/wp-content/uploads/2014/11/Art
oscarartsblog.wordpress.com/2016/11/02/first-blog-post/

It is also noteworthy to consider that the functions of art

apply not only to the artist that created a piece but to
you as the viewer or occupier of art. Your whole
experience and understanding of a piece should
contribute to the function you assign it, as well as
everything you know about its context.
The space we occupy serve us various purposes. There are spaces we occupy more
often than another because of the feelings we associate with a certain space.

Soul and Space

Creating a space for the soul or inner
being is something that can be emotional,
for we attach meaning to objects that
surround us maybe for inspiration or spiritual
support. Although material things,
including the structure of our house and
the design of our space, do not exactly
define who we are, they can be reflective
of our being – our cultural, religious, or
philosophical identities.

https://www.alamy.com/stock-photo/bahay-kubo.html

One of the traditional structures that defines and identifies the Filipino soul is the
bahay kubo.

The bahay kubo or nipa hut is a type of stilt house recognized as an indigenous
icon of Philippine culture. This type of village dwelling is a showcase of the simplicity
of Filipinos which has been sustained through the years. The Bahay kubo is mainly
constructed with the ever dependable bamboo or kawayan. The most dominant
feature of the house is its thick roof of nipa or anahaw leaves that insulate the interior
from the tropical sun; its steep roof keeps the rain to slide off; and the wide overhangs
protect the walls from water. The walls are made of nipa leaves or bamboo slats,
and the floor is made of finely split bamboo. The floor of bamboo slats conducts air
into the house even if all openings are closed. There are now many versions of the
nipa hut, but the typical structure is raised with thick bamboo poles, one to two
meters above the ground to provide the occupants a safe shelter from wild animals,
snakes and against rains and floods. The awning type windows on all sides keep the
interior well-ventilated. When the windows are closed, they are sealed off by the use
of sliding panels. Also, it has a kind of stairs or hagdan which can easily be
disconnected at night and placed on the porch.

Some nipa huts have other features like an open back porch or batalan, used
for storage of water jars; a cellar or silong used for most household chores, and a silid
or alcove used for keeping the mats and pillows after using them. The space beneath
the house is used for ventilation and as a storage area for food, or sometimes as a
shelter for small animals like goats and poultry.

The Filipino soul is reflected in the bahay kubo. The bahay kubo follows the
centuries-old Asian rural archetype of the single-room dwelling where all family
activities happen in one space; thus, there are no partitions for rooms. It is designed
for family living and all household activities like dining, recreation and sleeping.

Thus, this dwelling is typical for the Filipino concept of shared space and limited
privacy. Filipinos prefer living space that is communal. This preference shows their
being friendly and accommodating. Filipino families like to be surrounded by
relatives all the time despite the problems that may be created by their offsprings or
other members of the clan. Because Filipinos adhere to close family ties, they do not
want to be separated from one another. Even if the children are already married,
their families are allowed to stay in the house or they will build their own bahay kubo
next to the home of their relatives. Three or more generations of the same family live

Life in a bahay kubo is not bound by the walls of the house but goes out to
include the lives of neighbours and friends who are often considered as relatives. In
the Filipino lifestyle, it is all for one and one for all. Their communal ties allow them to
give aid to a family in need like if a new house has to be built or if a nipa hut needs
to be transferred to another area. This collective activity is known as bayanihan,
meaning unity and harmony. Bayanihan is an old Filipino tradition in which members
of the community work hand in hand for the common good by giving each other
unsolicited assistance out of a sense of closeness and solidarity without expecting
recognition or personal gain or something in return.

The bahay kubo is not only an indigenous architectural masterpiece but also
a national symbol reflective of the Filipino soul --- their flexibility, resiliency, simplicity
as well as solidarity.

As a dwelling space, nowadays, the bahay kubo serves many purposes – as a

guesthouse, as recreational area, as a place to rest, as an embellishment in gardens,
or even as a lovers’ nest.
Now, let us see how much you understood from the
discussion on the functions of art and soul and space.
Accomplish this activity as a self-test.
Determine the functions of the sample artworks below.
Write your answer on the space provided.

Lilo Piamonte’s Pen and Paper, poisoned Mindr

LIKHA Pilipino Folk Ensemble. (Photo by

pc@amazestudios)
_________________________________ ______________________________________

_______________________________________________________

Now that you have learned about the functions of art

and how art serves various purposes on man, as well as
the concept of soul and space, you may now take the
evaluative task. To accomplish this task, be guided by the
steps below:

1. Select your most inspiring space at home

2. Take a picture of that space showing inspiring objects or view.
3. In not more that 15 sentences, explain the personal function of your chosen
space. Underline your key terms. Use the guide questions below:
 What do you call your selected space?
 Where is it located?
 What do you feel when you occupy that space?
 What are you able to accomplish when in that space?
 Does the space speak of a sentimental or special moment in your life?
 Do you think that your selected space is something common among
Philippine houses?
 What makes your selected space special?
4. Encode your task on a short bond paper with your name,course and year level,
block no., and date.
5. Place the picture alongside your explanation.
6. For CBL students, label your task as TASK 2 and save your task on the OTG.

Please refer to the criteria stated below for your guidance:

1. Ability to discern and explain appropriate function (15 pts)
2. Neatness and completeness of answer (5 pts)

References
Hasso, J. Social Protest in Art History, Harold Washington College, Triton College
Zulueta, L. (2016). Top 4 contemporary art works for your Easter reflection. Philippine
Daily Inquirer. Retrieved from https://lifestyle.inquirer.net/225595/top-
4-contemporary-art-works-for-your-easter-reflection/
The Old Filipino Tradition of Tribal Tattoos by Ethnic Groups Philippines
"Constructivism". Tate Modern. Retrieved 9 April 2020.
https://www.tate.org.uk/art/art-terms/c/constructivism
Reading: Purpose of Art. OER Services. Retrieved from
https://courses.lumenlearning.com/suny-masteryart1/chapter/oer-1-
2/
Dela Cruz, M. (2014). Functions of Art (PPT) Retrieved from
https://www.slideshare.net/dennismarkdelacruz/functions-of-art
Purposes and Functions of Art. Retrieved from
https://slideplayer.com/slide/7273383/

Learning Outcomes
 Classify artworks based on the kinds/sources
of subject and methods used; and
 Analyze the content of an artwork in terms of
its factual, conventional, and subjective
meaning

Are subject and content in art the same? Some people use these terms
interchangeably. Hence, to clarify the issue on the reference of these terms, this
module will provide you with the necessary tools to distinguish subject from content
of art. The activities prepared are designed to help you get acquainted with various
art subjects, classifications as well as the methods in representing them. You will also
be guided in exploring the messages intertwined with the different levels of meaning
found in art. Your journey to art subject and meaning begins. Have fun!

Study the painting by the National Artist Vicente

Manansala then answer the given questions.

1. What does each painting depicts?

a.______________________________________________________________________
________________________________________________________________________
b.______________________________________________________________________
________________________________________________________________________

Luksong-Tinik (Jumping over Thorns)

By Vicente Manansala
Artwork Dimensions: 31x28 in. (78 x 68 cm.)

https://www.wikiart.org/en/vicente-manansala/luksong-tinik-jumping-over-thorns-1973

Medium: oil on canvas

Medium: oil on canvas Creation Date: 1952
Creation Date: 1973 Signed
https://www.lampsusa.com/products/amanti-art-
https://www.wikiart.org/en/vicente- jackson-pollockconvergence-framed-print-aa114402
manansala/luksong-tinik-jumping-over-thorns-1973

a._______________________________________ b.________________________________________
_________________________________________ __________________________________________
_________________________________________ __________________________________________
_________________________________________ __________________________________________
_________________________________________ __________________________________________
_________________________________________ __________________________________________
______________________________________ __________________________________________

The Luksong Tinik of Vicente Manansala portrays children playing in the familiar
Filipino game of luksong- tinik where the youthful participants use their hands to form
a spine of thorns over which another child has to leap. As you can see, the images
are evident through the concrete appearance of three players. Two are seated on
the ground, their right feet slightly raised to touch the other’s feet. Their raised feet
serve to be the base for the spine of thorns formed by their hands. Leaping to cross
over the “spine of thorns” depicts the action of the third participant in the said game.

In the second painting, do you perceive any object, shape or figure that is
representational of anything found in reality? If the images presented in the first
painting were recognizable, you might have found the Convergence to have no

The perceptibility of the images depicted in the two paintings differs because
the types of subject the paintings represent also differ. Luksong Tinik is an example of
representational subject of art and the Convergence exemplifies a non-
representational type of subject. To guide you in understanding further the subject
of art, read the notes provided for you.
Understanding the subject and content in art is one of
the steps to art appreciation. Read further to know more
about the kinds of subjects, the sources of subject, and
the content in art.

What is subject in art?

 Subject in art refers to any person, object, scene or event described

or represented in a work of art.
 The definition of the subject in art refers to the main character,
object, or anything else that is presented as the main focus in the
work of art.
 The subject can appear in the center of the piece, or in any other
part of it, but it is always the most recognizable thing in the entire
work of art, regardless of its size.
 To a majority of people, the appeal of most works of art lies in the
representation of familiar objects.

Representational Art or figurative art represents objects or

events in the real world, usually looking easily recognizable;
refers to artworks—particularly paintings and sculptures–that
are clearly derived from real object sources, and therefore
are by definition representing something with strong visual
references to the real world

Non-representational: Work that does not depict

anything from the real world; may simply depict shapes,
colors, lines, etc., but may also express things that are not
visible– emotions or feelings for example.

Non-representational art is basically about lines, shapes,

colors and can even be splotches, paint drips or paint
splatters. It is art that is not trying to represent reality like
an image of a cat, a face or a landscape.
What else
do you Subjects can also be categorized as representational
need to
know? abstraction and non-representational abstraction.

Abstraction indicates a departure from reality in the depiction of imagery in art.

Abstraction exists along a continuum; abstract art can formally refer to compositions
that are derived (or abstracted) from a figurative or other natural source. It can also
refer to nonrepresentational art and non-objective art that has no derivation from
figures or objects.

>Self-portrait A briefly depicts something

easily recognized by most people as van
Gogh’s image.

>Portrait (B) may be far from a close

resemblance of his facial features, but any
viewer can perceive every part of his face
and shoulders even if the whole portrait
appears to be cubist.

Self-portrait C has almost no direct

resemblance to a face, a head, or really
any literal subject matter. It represents him
C. Lajos Vajda Self-portrait, 1937 somehow, but it is not representational of
Charcoal on Paper him. Thus, his work is an example of non-
representational abstraction.

If you need some ideas and inspiration, remember that subjects in art can be
anything you want them to be - whatever your imagination conjures up. The most
important thing is to choose a subject matter that interests you - something that you
can happily immerse yourself in while working on your piece.

1. Still Lifes
These are groups of inanimate objects arranged in an
indoor setting (flower and fruit arrangements, dishes
food, pots and pans, musical instruments and music
sheets). The arrangement is like that to show particular
human interests and activities.
– The still lifes of Chinese and Japanese painters usually
show flowers, fruits and leaves still in their natural
setting,unplucked from the branches.
https://www.amazon.com/Art-Still-Life-Contemporary-
Composition/dp/1580935486

- Today, focus is on the exciting arrangement and combinations of the object’s

shapes and colors.

2. Animals
– They have been represented by artists from almost every age and place. In fact,
the earliest known paintings are representations of animals on the walls of caves.
– The carabao has been a favorite subject of Filipino
artists.
– The Maranaws have an animal form of sarimanok
as their proudest prestige
symbol.
– Animals have been used as symbols in
conventional religious art.

https://web.facebook.com/Lopez.Museum.Library/photos/sarimanok-maranao-symbol-of-
good-fortune/10151470407874824/?_rdc=1&_rdr

3. Portraits/Portraitures

– People have always been intrigued by the human

face as an index of the owner’s character. As an instrument of expression, it is
capable of showing a variety of moods and feelings.

–It is a realistic likeness of a person in sculpture, painting, drawing or print but it need
to be a photographic likeness. A great portrait is
a product of a selective process, the artist
highlighting certain features and de-emphasizing
others.

- Besides the face, other things are worth noticing

in portraits are the subject’s hands, which can be
very expressive, his attire and accessories for it
reveals much about the subject’s time.

– Statues and busts of leaders and heroes were

quite common among the Romans but it was not
until the Renaissance that portrait painting
became popular in Europe.

– Many artists did self portraits. Their own faces

provided them unlimited opportunities for
character study.
http://www.circlelo.com/cla/PORTRAIT/index.htm

–The sculptor’s chief subject has traditionally been the

human body, nude or clothed. The body’s form, structure
and flexibility offer the artist a big challenge to depict it in a
variety of ways, ranging from the idealistic as in the classical
Greek sculptures to the most abstract.
– The grace and ideal proportions of the human
form were captured in religious sculpture by the
ancient Greeks. To them, physical beauty was the
symbol of moral and spiritual perfection; thus
they portrayed their gods and goddesses as
possessing perfect human shapes.
Figure Sculpture Gallery
philippefaraut.com

5. Everyday Life

– Artists have always shown a deep concern about life

around them. Many of them have recorded in paintings
their observation of people going about
their usual ways and performing their usual tasks.
– Genre Paintings – representations of rice threshers,
cockfighters, candle vendors, street musicians and children
at play. Saatchi art by Nadia
Tsakova

6. History and Legend

– History consists of verifiable facts, legends of

unverifiable ones, although many of them are
often accepted as true because tradition has
held them so far. Insofar as ancient past is
concerned, it is difficult to tell how much of what
we know now is history and how much is legend.
– History and Legend are popular subjects of
art.
Bonifacio Monument Designed by Guillermo Tolentino
https://faq.ph/famous-monuments-and-shrines-in-the-
philippines-that-you-should-visit/

7. Religion and Mythology

– Art has always been a handmaiden of
Religion. Most of the world’s religions have used
the arts to aid in worship, to instruct, to inspire
feelings of
devotion and to impress and convert
nonbelievers.
– The Christian Church commissioned craftsmen
to tell the stories about Christ and the saints in
pictures, usually in mosaics,
murals and stained glass windows in churches. It
also resorted to the presentation of tableaux and
plays to preach and teach.

Birth of Venus Tempera on canvas by Italian

artist Sandro Boticell

- Some religions however, forbid the representation of divinity as human beings or

animal forms, although they allow the use of some signs or symbols in their place.
• Pictures of God, human beings, or animals are
forbidden in Judaism and
Islam because people might worship the images
themselves
• Other religions have taught that a god may
sometimes assume human or other visible forms.
Thus he is distinguished from human beings by a
halo, wing, or a darker complexion, or by the use
of some attributes

Egyptian god, Anubis depicted as a jackal

Nepal - 14th-15th century The Goddess Durga as Slayer of the Buffalo

Demon

8. Dreams and Fantasies

– Dreams are usually vague and illogical. Artists

especially the surrealists have tried to depict dreams
as well as the grotesque terrors and apprehensions
that lurk in the depths of the subsconscious.

– A dream may be lifelike situation. Therefore, we would

not know if an artwork is based on a dream unless the
artist explicitly mentions it.

Fantasy art by Jeremiah Morelli

– But if the picture suggests the strange, the irrational and

the absurd, we can classify it right away as a fantasy or dream although the artist
may not have gotten from the idea of a dream at all but the workings of his
imagination
– No limits can be imposed on an artist’s imagination

Natural scenery such as mountains,

cliffs, rivers, etc Because of art’s continuous
expansion in terms of
genre and kinds, other types of
subject have been recognized

Sunflower and Lavender Field by by Mona Edulesco

10. Sacred – scenes and images found in the

bible

Jesus Washing the feet of the disciples

Maria Magdalena Oosthuizen Art .. X ღɱɧღ ||

11. Visionary- art that involves simplification

and/or rearrangement of natural objects to
meet the needs of artistic expression

FrFrom Artranked.com

Cityscape from the guardian.com

13. Wildlife- scenes and images depicting animals and their ways of life

Realistic
Wildlife
paintings
by Collin
Bogle

https://allworldbest.blogspot.com/2012/10/beautiful-realistic-wildlife-paintings.html

Methods of presenting Art Subject

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

The manner of representing subjects varies according to the intent and

inventiveness of each artist. Familiarize yourselves with the different characteristics of
the methods. Then determine how the methods are applied on the sample art works.

It depicts what the eyes can see, what the

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

Still life with Four Bunches of Grapes, Juan Fernandez’ el

Labrador, ca 1936, Museo Del Prado

2. ABSTRACTION – the process of simplifying

and/or reorganizing objects and elements
according to thedemands of the artistic
expression

The artist does not show the subject at all as

an objectivel reality,but only his idea, or his
feeling about it (exaggerated emotionalism).
It is all about what the artists feel and what
mood they might want to portray.

Abstract art is all shapes, no real-life images,

Abstract on the Go 006 18x24 Acrylic on Canvas by Filipino
scenery, or objects. (See forms of abstraction artist, Buboy Dinapo
in the succeeding pages)

2. SYMBOLISM- Artists systematically use

symbols to concentrate or intensify meaning,
making the work of art more subjective
(rather than objective) and conventional.

For example, a flag is a symbol of a country

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

US Capitol Building, Washington DC,Britannica.com/

architecture

4.FAUVISM- is derived from the French “les

fauves,” which means “the wild beasts.” It is
an artistic movement of the last part of the
19th century which emphasized spontaneity
and use of extremely bright colors. To a
fauvist, for example, a tree trunk need not be
brown. It could be bright red, purple or any
other color.

Les toits de Collioure of Henri Matisse, 1905

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

5.DADAISM- a system of art which is per se

“nonsensical.” )
It is a reaction to what people believed were
outworn traditions in art, and the evils they
saw in society. It tried to shock and provoke
the public with outrageous pieces of writing,
poetry recitals and art exhibitions.

Giuseppe Arimboldo and his piece, "Vertumnus" (1590 - 1591

http://fambamx.blogspot.com/2014/10/context-dadaism-
lecture.html

Futurism was presented as a modernist

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

Donald Davis’ Shaped Space Coony, 1970

7. SURREALISM-is an offshoot or a child of

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

Beatriz Susana Zobel de Ayala by Filipino artist,

AndresBarri-oquinto

8. IMPRESSIONISM- is also sometimes referred

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

Impressionism focused on directly describing

the visual sensations derived from nature.

Poppies of Claude Monet, 1873

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

In order to allow the viewer to easily understand an

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

Art is everywhere. We can see them in the park, street, walls, buildings,
and the like. We can simply look at it and say “I like it”. or Ï don’t like it”. We
have predetermined notions about it, but if we try to stop for a moment and
take a deep breath, we might see some details that we haven’t noticed

Having the skills of seeing, perceiving, asking, reflecting, and knowing

(SPARK), you would be able to understand the meaning of any work of art.
Content in art refers to the meaning or message that is expressed or
communicated by the artwork. These may be communicated feelings,
reactions, and ideas connected with the subject (Ryall, 2009).

In understanding the content of art, it is important to note the various

levels of meaning (Ortiz, 1978).

1. Factual Meaning is the literal statement of the work because of the

recognizable figures or images.

2. Conventional Meaning refers to a special meaning that a figure, color, line or

image has to a specific group or culture.

3. Subjective Meaning stems from the viewer’s or audience’s circumstance that

comes into play when engaging with art (what we know, what we learned,
what we experienced, and what values we stand for). When subjectivities are
consulted, a variety of meanings may arise when a particular work of art is
read. Thus, meaning may not be singular, rather multiple and varied.

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

Michelangelo in 1814.

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

In identifying content, elements and form play important

roles in bringing out what the viewers should feel and how
they experience these works of art. The conveyed
messages of these artworks come from the analysis of all
their compositions.

In order to understand and apply this concept in the next part of the lesson, watch
the analysis done by Dr. Steven Zucker and Dr. Beth Harris in Goya’s Third of May in
1808. Visit this link https://www.youtube.com/watch?v=_QM-DfhrNv8 and pay

After watching the video, write down three (3) images that contribute to the
subjective meaning of the painting and what these images stand for.

IMAGES MEANINGS
1.
2.
3.

You are now equipped with the vital information you will
be needing for your task.

Study the picture below. Identify its subject, method of

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

KIND/SOURCE OF SUBJECT:
________________________________________________________
REPRESENTATIONAL
METHOD:______________________________________________________

www.pinterest.com

Conventional

Subjective

Criteria:
1. General Information (5 points)
2. Depth of content (10 points)
3. Clear articulation of each meaning 10 points)
4. Neatness (5 points)

References
Antliff, M. & Leighten (2008) P. Sur quelques peintre, Les Marches du Sud-Ouest,
June 1911, pp. 57-64 in A Cubism Reader, Documents and Criticism, 1906-
1914, The University of Chicago Press. Arsology. Retrived from
https://artsology.com/emotion-in-art.php
"Constructivism". Tate Modern. Retrieved 9 April 2020.
https://www.tate.org.uk/art/art-terms/c/constructivism
Dela Cruz, M. (2014). Functions of Art (PPT) Retrieved from
https://www.slideshare.net/dennismarkdelacruz/functions-of-art
Hasso, J. Social Protest in Art History, Harold Washington College, Triton College
Ingram, C. (2019). Art criticism steps for inspired art connections and conversations.
Retrieved from SPARK Distance Learning Art Curriculum Website:
https://artclasscurator.com/art-criticism-steps/
Kuczynski, P. (2004). Satirical painting [Painting]. Retrieved from
https://digitalsynopsis.com/inspiration/36-thought-provoking-paintings-
pawel- kuczynski

Rayans, R. (2005). Art Talk (4th Ed.) Glencoe, Mc Graw Hill. CA. ISBN 0-07830599-3
Reading: Purpose of Art. OER Services. Retrieved from
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2/
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May. Retrieved from https://www.youtube.com/watch?v=_QM-DfhrNv8
The Old Filipino Tradition of Tribal Tattoos by Ethnic Groups Philippines
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4-contemporary-art-works-for-your-easter-reflection/
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Learning Outcomes
 Classify artworks based on the
kinds/sources of subject and the
methods by which they are
presented
 Create an artwork about a subject
by employing the methods of
subject representation

Are you Abstract Expression? Symbolism? Classical? Write

3-5 sentences about the art movement you are familiar
with.

School? Style or Movement? Many encounter these terms

when studying art. These terms are often interchanged
and may stir confusion.

In your reading of the different movements, you will encounter the terms oil, acrylic,
watercolor, limestone, marble, and others. These are called medium in art.

Some of the common mediums in painting are oil, acrylic, watercolor, fresco, crayon, pastel,
and pencil. On the other hand, bronze, marble, basalt, ivory, animal bones, copper, wood,
and others. Performance art uses the artist’s own body as the material or medium. The
expansion and overlapping of these media are also evident in some forms of art.

The Art Movements A-Z present not only the terms but also names of artists and the
factors that shaped each movement.

Have you seen any of the art samples above before?

Were they used as an example for a lesson or were they
appropriated?

Art can inspire another art. This idea is evident in the works of Dadaists and Pop
artists. Most of their works were inspired by an existing object or art. Do you consider
this stealing? Well, in the artworld, there is such a thing called borrowing and
appropriation.

According to Oxford English Dictionary art appropriation is the making of a

thing private property; taking as one's own or to one's own use”. In the visual arts,
the term appropriation often refers to the use of borrowed elements in the creation
of new work.
images, forms or styles from art history or from popular culture, or materials and
techniques from non-art contexts. Since the 1980s the term has also referred more
specifically to quoting the work of another artist to create a new work.

Types of Appropriation

The term Abstract Expression

was coined to describe works by
expressionists in Germany specifically the
work of Vasily Kadinsky or otherwise
spelled as Wassily Kadinsky. It was in 1946
that the term was later applied to
American art by Robert Coates, an art Hudson River Landscape
critic. David Smith
1951
Abstract Expressionists in New
York conveyed their art in varying
degrees of abstraction like the use of
broken lines, strong colors and from
emotional to expressive content. Abstract
expressionist qualities are also evident in
other forms of art such as in sculpture and
photography.

Artists: Jackson Pollock,Willem de

Kooning, Mark Rothko, Barnet
Newman Rome 62
Aaron Siskind
, Clyfford Still, Aaron Siskind, David 1967
Smith, Ibram Lassaw Photo credit: Museum of Modern Art

2. Aestheticism

This movement developed in the late

19th century Europe and focused on the idea
that art exists for solely its beauty sans any
political or didactic intent. The doctrine is
most succinctly expressed in the phrase ‘l'art
pour l'art’ (art for art's sake) attributed to the
French philosopher Victor Cousin (1792–1867)
in his lectures on Le Vrai, le beau et le bien
(1818, published 1836)
The movement started as a reaction
to utilitarian and social ideologies to what
1. Object appropriation 3. Style appropriation

Artists: James McNeill Whistler, Simeon

Solomon, Dante Gabriel Rossetti, Thomas
Dewing, Walter Pater, Oscar Wilde

Proserpine
Dante Gabriel Rossetti
1874
Photo credit: Tate. Org.Uk

3. Art Nouveau

This movement first appeared in a

Belgian art journal in 1884 to describe the
work of twenty progressive artists called
Les Vingt. These artists responded to the
theories of architect Eugène-Emmanuel
Viollet-le-Duc and British critic John
Ruskin, who advocated for the unity of all
arts, as well as a reaction to historicism.
This movement is characterized by
the use of winding lines, organic forms,
and asymmetrical lines. The arrangement
of elements particularly patterns and
rhythms depict a highly decorative
The Strawberry Thief (Flower and Bird Pattern)
outcome. William Morris
Regardless of art form, there are 1884

wide variations in the style according to

where it appeared and the materials that
were employed.

Photo credit: Museum of Modern Art

Snowball Table Lamp

Tiffany Studio
1904
Photo credit: Visual Arts Encyclopedia

4. Aschan School

The Aschan School was a group of

American urban realists. Holger Cahill and
Alfred Barr first used the term in 1934. Artists
of Aschan School portrayed in their varied
works the vitality and seamy side of New
York. Politics, current events, and social
temperament were the content of their
work.
Through the artists’ works, unsettling,
transitional time in American culture were
Shop Girls
documented. Their works were marked by
1900 polarity of confidence and doubt,
William James Glackens excitement and trepidation.
Photo Credit: Met Museum

5. Baroque
The term Baroque, derived from the
Portugese ‘barocco’ meaning ‘irregular
pearl or stone’, is a movement in art and
architecture developed in Europe from
the early seventeenth to mid-eighteenth
century. Baroque emphasizes dramatic,
exaggerated motion and clear, easily
interpreted, detail to produce drama,
tension, exuberance, and grandeur.

Artists:, Michelangelo, Caravaggio, Peter

Paul Rubens, Rembrandt van Rijn, Diego Bacchus
Caravaggio
Velázquez, Nicolas Poussin
1595
Photo Credit: Met Museum

6. Biomorphism

This movement focused on the power

of natural life thus creating works that depict
celebration of organic shapes. It was in 1936
when Alfred H. Barr used the term to
describe biomorphic figures.
Reclining Figure To create biomorphic images and
Henry Moore textures, artists employed a slew of
1939
innovative painting techniques including
decalcomania, where a piece of glass or
paper was placed over a painted surface
then removed; grattage in which an object
was placed beneath paper and then
painted over; and frottage, laying paper
over an object and then rubbing with
charcoal to create an imprint.

Sculpture de Silence, Corneille Artists: Henry Van de Velde, Victor Horta

Hans Arp
1942
, Hector Guimard, Henry Moore
Photo credit: Museum of Modern Art

Classicism was first used in the 17th

century Europe to describe arts of
Greece and Rome. This movement
manifested in architecture, literature, and
painting.
Classicism practiced harmony and
restraint, and fidelity to recognized
standards of form and craftsmanship
established by the Greeks and Romans.
In its painting and sculpture, it employs
idealized figures and shapes, and treats
its subjects in a non-anecdotal and
emotionally neutral manner. Color is
always subordinated to line and Saint Peter’s Basilica
composition. Donato Bramante
1506-1626
Photo credit: Tate. Org.Uk
Artists: Donato Bramante, Andrea
Palladio, Raphael, Jacques-Louis David,
J.A.D. Ingres, Michelangelo, Antonio
Canova

8. Classical Abstraction

In contrast with Abstract Expression

where free movement or style is used,
Classical Abstraction practices rigorous
intellectual discipline and technical control.
In other words, the outcome is planned and
expected.

Artists: Piet Mondrian, Casimir Malevich,

Pelagos
Barbaara Hepworth
Ben Nicholson, Barbara Hepworth
1946
Photo Credit: Met Museum
2. Content appropriation 4. Motif appropriation
5. Subject appropriation

1. Object Appropriation

Conceptual art was formed as a

reaction to traditional subjects in art.
Despite the lack of intrinsic financial
value, conceptual art may deliver
powerful socio-political messages.
Conceptual art centers on ideas
Anthropometry of the Blue Period
and imbedded meanings rather than the Yves Klein
work itself. Thus, it is not the physical art 1960
that must be given attention to but the Photo credit: Museum of Modern Art

meaning expressed.
This art movement is characterized
by its use of text, imagery, common and
typical found objects and materials.

Artists: Robert Rauschenberg, Yves

Klein, Stanley Brouwn, Yoko Ono, Judy
Chicago

10. Cubism
Cubism is a brief artistic movement
that was popular between 1907- 1912. It was
a movement fashioned out of varied artistic
influences and disciplines.
Though inspired by other movements,
Cubism abandoned several Renaissance art
principles such as perspective. Also, cubist
artists celebrated the use of non-realistic
forms and figures.
Three Musicians
Pablo Picasso
1921 Artists: Pablo Picasso, Georges Braque,
Juan Gris, Albert Gleizes, Henri Laurens
Photo Credit: Met Museum

Dada, a French term for hobby

horse, was formed as an art movement in
the mid-1910s in Switzerland. This
movement that was influenced by
Cubism, Futurism and Expressionism was a
reaction to the unjust and senseless World
War I. The characteristics of this
movement includes, but not limited to,
the use and reinterpretation of available
materials or existing artwork.

L.H.O.O.Q.
Artists: Henri-Robert-Marcel
Marcel Duchamp
Duchamp, Salvador Dali, Joan Miro, 1919
Photo credit: Tate. Org.Uk
Man Ray, Francis Picabia, Max Ernst,
Hans Arp

12. De Stijl

This movement that originated in

Holland in1917 sought laws of balance and
harmony to art and life through abstract
style.
The intention of this movement was to
have a Utopian concept of harmony and
order through simplicity and abstraction.

Artists: Piet Mondrian, Vilmos Huszár, Bart

Broadway Boogie Woogie
van der Leck, Theo van Doesburg, Gerrit
Piet Mondrian
1942-43 Rietveld, Robert van 't Hoff
Photo Credit: Museum of Modern Art

13. Early Christian

Also known as Paleochristian art,

this movement was formed under

14. Expressionism

Expressionism began as a response to

increasingly conflicted world views and loss
of spirituality.
Distortion and exaggeration of lines
and colors were used in the art produced
apparently to create an emotional effect.
This art movement depicted the
subjective emotions of artists rather than
objectifying reality.
Expressionist art sought to draw from
within the artist, using a distortion of form and
strong colors to display anxieties and raw
emotions.

Artists: Vincent van Gogh, Edvard

Munch, James Ensor

The Scream
Edvard Munch
1893
Photo credit: Tate. Org.Uk

Fauvism which is French for “wild

beasts, is a style of painting that became
popular in France and was formed
around friendships between artists around
the turn of the 20th century Fauve artists
painted directly from nature with works
invested. With a strong expressive
reaction to the subjects portrayed. The
term was coined by the critic Louis
Vauxcelles. Though this art movement
was highly fashionable, it was short-lived
for it lasted only a few years, 1905-1908.
Woman with a Hat
Artists: Henri Matisse , André Derain Henri Matisse
1905
Photo credit: Visual Arts Encyclopedia

16. Folk Art

Folk Art was a term used to describe

works that were perceived to be outside a
standard or established taste by society or a
certain canon. These form of art are usually
geographical or regional in nature that it
highlights the kind of art of the minority.
Tradition usually provides some
component, not only in terms of content,
subject-matter or use but also in structure,
craft techniques, tools and materials. Folk art
is as inseparable from folk building as it was
inseparable from daily life.

Artists: Ammi Phillips, Anna Mary

Robertson Moses, Jamini Roy, William
Painting of Dancing Gopi
Johnson, Howard Finster
Jamini Roy

17. Futurism
Futurism which was derived from
the Italian Futurismo, was an artistic and
social movement that started in the early
20th century. The new ideology of
Futurism set itself with violent enthusiasm
against the weighty inheritance of an art
tied to the Italian cultural tradition and
exalted the idea of an aesthetic
generated by the modern myth of the
machine and of speed. It focused on
progress and modernity, sought to sweep
away traditional artistic notions, and
replaced with an energetic celebration
of the machine age.
Artists: Umberto Boccioni, Carlo Carra,
Unique Forms of Continuity in Space
Giacomo Balla, Giorgio Morandi, Umberto Boccioni
Primo Conti 1913
Sculpture
Photo credit: Museum of Modern Art

18. Geometric Abstraction

Geometric Abstract relies heavily on

the use of geometric forms and uniformed
colors arranged in two-dimension to reduce
reality to its purest and most basic structure.
Geometric abstraction stood as part
of a greater camp of expression, which
aimed to depict the non-representational
and the non-objective through the means of
painting, but also drawing, sculpture and
architecture, among others.

Artists: François Morellet, Carloz Cruz

Unitled Diez, Vera Molnar, Gottfried Honneger,
Nicolas Dubreuille
2015 Paul Klee, Nicolas Dubreuille
Photo credit: Museum of Modern Art

The term "Gothic style" refers to the style

of European architecture, sculpture (and
minor arts) which linked medieval
Romanesque art with the Early
Renaissance. Its main form of expression
was architecture - exemplified by the
great Gothic cathedrals of Northern
France.

Artists: Giotto, Donatello, Albrecht

Dürer, Duccio,

Ognissanti Madonna
Giotto
1310
Photo credit: Visual Arts Encyclopedia

20. High Renaissance

High Renaissance is the peak of
Renaissance art. It is characterized above all
by the qualities of harmony and balance.
Although movement is both necessary and
important, it is always dignified and calm,
and the viewer's eye is always provided with
a point of focus.
Artists during this period were believed
to be those who have perfected the
depiction of human proportion and emotion
in their art.
High Renaissance celebrated man’s
ability to create works that were deemed
perfect.

Artist: Titian, Michelangelo, Raphael, Da

Vinci

21. Hyperrealism
Photorealism and Realism in
general paved the way to the formation
of Hyperrealism.
Hyperrealists used advancements
in high-definition photography as a
jumping-off point into expressions of false
realities that continue to astonish and
amaze art lovers all over the world.
Hyperrealist works such as painting
are often mistaken as enlarged
photographs due to the defined and
clear details.

Artists: Monica Castillo, Hwan Kwon Yi,

Jong Gu Lee, Jenaro Mejia Kintana, Seductive Portraits
Mike Dargas
Mike Dargas
Photo credit: Museum of Modern Art

Artists: Frédéric Bazille, Paul Cézanne,

Edgar Degas, Edouard Manet, Claude
Monet, Berthe Morisot, Camille Pissarro,
Auguste Renoir, Mary Cassatt

Woman in Parasol
Claude Monet
1875
Photo credit: Visual Arts Encyclopedia

23. Japonisme

The term Japonisme was first

coined by French critic Philippe Burty in
the early 1870s to refer to the Japanese
art craze that took place in Europe
because of trade.
As Japan began trade with Europe,
the aesthetic and philosophies of
Japanese design quickly became
fashionable. European collectors
amassed both high-end objets d'art and
inexpensive prints (which were actually

Artists: Édouard Manet, Edward

William Godwin, James Whistler

The Princess from the Land of Porcelain

James Abbott McNeill Whistler
1865
Photo Credit: Tate.Org. UK

24. Kinetic Art

This kind of art refers to works that are
mobile. Artists making kinetic art may use
motors to produce motion or may structure
the work so that it is responsive to the natural
movement of air currents.

Artists: Alexander Calder, Gego (Gertrud

Goldschmidt), Edoardo Landi

Lobster Trap and Fish Tail

Alexander Calder
Roxbury, Connecticut, 1939

25. Les Nabis

This movement emerged as an

innovative response to the traditional
norms of art. The Hebrew term Les Nabis,

Artists: Pierre Bonnard, Maurice Denis,

Paul Ranson , Paul Sérusier, Félix
Vallotton
Nude in the Bath (Nu dans le bain)
Pierre Bonnard
1963
Photo Credit: Tate.Org. UK

26. Land Art

Land art, which is also known as
earth art, was usually documented in
artworks using photographs and maps which
the artist could exhibit in a gallery. Land
artists also made land art in the gallery by
bringing in material from the landscape and
South Bank Circle
Richard Long
using it to create installations.
1991

Photo credit: Museum of Modern Art

Artists: Richard Long, Robert Smithson,
Dennis Oppenheim

27. Mannerism
Mannerism is an artistic style that
predominated in Italy from the end of the
High Renaissance in the 1520s to the
beginnings of the Baroque style around
1590. The term Mannerism was derived
from the Italian word Manierismo, from
maniera which means “manner,” or
“style.” The Mannerist style originated in
Florence and Rome between 1510 and
1520 and spread to Northern Italy and,
ultimately, too much of Central and
Northern Europe.

Artists: Jacopo da Pontormo,

Parmigianino, Bronzino, Jacopo
Bassano, Benvenuto, Cellini,
Giambologna

Rape of the Sabine Women

Giambologna
1581-83
Photo Credit: Visual Art Encyclopedia

28. Minimalism
Minimalists distanced themselves from the
Abstract Expressionists by removing
suggestions of biography from their art or,
indeed, metaphors of any kind. This denial of
expression coupled with an interest in
making objects that avoided the
appearance of fine art led to the creation of
sleek, geometric works that purposefully and
radically eschew conventional aesthetic
appeal.
Minimalists sought to break down
traditional notions of sculpture and to erase
distinctions between painting and sculpture.
The X
Ronald Bladen
1965 Artists: Frank Stella,Tony Smith, Carl
Andre, Ronald Bladen

29. Magic Realism

This movement that began in

Germany in the 1920s focused less on
biting social critique and more on
discovery of the bizarre, eccentric and
seemingly polar existence of man.
Magic Realism occupies a position
between Photorealism and Surrealism in
that subjects are realistic but placed in
an unusual and surreal setting or
environment.
Flat tones, ambiguous perspectives,
and strange juxtapositions suggest an
imagined or dreamed reality and are
characteristics of this movement.

Artists: Franz Radziwill, Albert Carel

Willink, Ivan Albright, Frida Kahlo,
Pedro Meyer

Tree of Hope
Frida Kahlo
1946
Photo credit: Museum of Modern Art

30. Naturalism

Naturalism combines realism in subject

where man’s daily toil is depicted and
impressionism in terms of brush strokes. This
movement is associated with plein air
practice due to the portrayal of rustic and
out-of-doors scenarios.

A Frosty March Morning

Artists: Alfred Parsons, Benjamin Williams
Sir George Clausen Leader, Sir George Clausen
1904

31. Northern Renaissance

The Northern European Renaissance
began around 1430 when artist Jan van
Eyck began to borrow the Italian
Renaissance techniques of linear
perspective, naturalistic observation, and
a realistic figurative approach for his
paintings. The extreme iconoclasm
changed the face of Northern
Renaissance art, leading to works that
were decidedly humble, presenting a
more toned down view of everyday
reality. Art was taken off its glorified
pedestal that had previously been
occupied by only the rich and powerful
Ghent Altarpiece
and made accessible to the new Jan Van Eyck
burgeoning merchant classes. 1431

Photo credit: Visual Art Encyclopedia

Artists: Jan van Eyck, Roger van der
Weyden, Hieronymus Bosch,
Albrecht Dürer, Lucas Cranach the
Elder, Hans Holbein the Younger

32. Op art

Optical art, which is comprised of

illusion and often appears to the human eye
to be moving or breathing due to its precise,
mathematically-based composition,
emerged in the 1960s. Optical art, as official
movement, has been given a lifespan of
around three years. It is in print and
television, in LP album art, and in fashion
motif in clothing and interior design where
optical art can be seen.

Sin Hat 33
Victor Vasarely

33. Outsider Art

The term was first coined in 1972

by art critic Roger Cardinal. It was
synonymous to the term Art Brut coined
by Jean Dubuffet in the 1940s to describe
art formed beyond the boundaries of the
mainstream art world.
A characteristic of Outsider Art is the
combination of mediums from varied
forms or art or craft in one art piece.

Artists: Henry Darger, Bill Traylor,

William Hawkins, Thornton Dial and
Ronald Lockett, Adolf Wölfli, Judith
Scott

Untitled
1989
Judith Scott
( Yarn over mixed media supports)
Photo credit: Tate. Org.UK

34. Pop Art

Pop art, which presented a challenge
to traditions of fine art by including imagery
from popular mass culture, emerged in the
mid-1950s, in Britain and in the late 1950s in
the United States. This art comprise
advertising, news, comic books, and
mundane cultural objects. The art was a
Whaam! reaction to the seriousness of Abstract
Roy Lichtenstein Experiment Art.
1963
Photo credit: Museum of Modern Art
Artists: Andy Warhol, Roy Lichtenstein,

Artists: Yoko Ono, Carolee

Schneemann, Matthew Barney, Allan
Kaprow, Marina Abramović

36. Post-Impressionism
Post Impressionism as an art
movement concentrated on the artists’
subjective visions, as artists opted to evolve
emotions rather than realism in their work.
Painting during this era transcended its
traditional role as a window onto the world
and instead became a window into the
artists’ mind and soul. Groups which were
influences by the far-reaching aesthetic
impact of this movement arose during the
turn of the 20th century.

The Card Players Artists: Paul Cézanne (known as father of

Paul Cezanne Post-impressionism), Paul Gauguin,
1896
Photo credit: Visual Art Encyclopedia Vincent van Gogh, and Georges Seurat.

Artists: Louise Bourgeois, Jean

Tinguely, Claes Oldenburg, Bruce
Nauman, Richard Serra, Mark Di Cloud Gate
Anish Kapoor
Suvero, Antony Gormley, Anish 2004
Kapoor
Photo credit: Museum of Modern Art
38. Realism
Realism, which was an artistic
movement that began in the 1850s, rejected
the dominated French literature and art of
Romanticism. Realists believe that what is
real are people and situations with truth and
accuracy, including all the unpleasant or
sordid aspects of life. People of all classes in
ordinary life situations, which often reflected
the changes brought about by the Industrial
and Commercial Revolutions, were depicted
in Realist art.

The Gleaners
Jean-François Millet Artists: Gustave Courbet, Jean-François
1857
Millet, Édouard Manet, James Whistler,
Photo Credit: Met Museum
Ilya Repin, Thomas Eakins, Jules Breton

39. Renaissance( Early)

The origins of Renaissance art can
be traced totally in the late 13th and 14th
centuries. Under the combined influences
of an increased awareness of nature, a
revival of classical learning, and a more
individualistic view of man, different
artworks were produced in Europe. Some
of these included literature, architecture,
music, sculpture, and painting.

40. Rococo
Rococo is a style in interior design. This
art includes the decorative arts, painting,
architecture, and sculpture which began in
Paris in the early 18th century but was soon
adopted throughout France and later in
other countries, specifically Germany and
Austria. The word Rococo is derived from the
French rocaille, which denoted the shell-
covered rock work that was used to
The Settlement (from “Marriage A-la-Mode”)
decorate artificial grottoes.
William Hogarth
1744
Photo Credit: Met Museum

Artists: Jean-Antoine Watteau, François

Boucher, Jean-Honoré Fragonard,
Maurice-Quentin de La Tour, Luis Paret y
Alcázar, Giambattista Tiepolo, Jean-
François de Troy, Élisabeth Louise Vigée-
Le Brun, William Hogarth

41. Romanticism
Romanticism embraced individuality and
subjectivity to counteract the excessive
insistence on logical thought. Artists
began exploring various emotional and
psychological states as well as moods.
The preoccupation with the hero and the
genius translated to new views of the
artist as a brilliant creator who was
unburdened by academic dictate and
tastes.

The Third of May

Artists: Henry Fuseli, William Blake, Francisco Goya
Francisco Goya, Caspar David 1808, 1814
Photo Credit: Met Museum

Luis Buñuel pioneered Surrealist cinema, 42. Surrealism

becoming the filmmaker who most Surrealism, which emphasis was on
successfully achieved the movement's positive expression, was a movement formed
goals of liberation from linear, logical as early as 1917 in Europe between World
narrative. Wars I and II as a reaction against what its
proponents saw as the destruction brought
Film Titles: Un Chien Andalou (1929, That about by “rationalism.”
Obscure Object of Desire (1977) In a surreal painting, objects are
arranged in a seemingly fantastical manner.

Artists: Andre Breton, Jean Arp, Max

Ernst, Andre Masson Rene Magritte, Luis
Bunuel Salvador Dali

43. Suprematism

Suprematism, the invention of

Russian artist Kazimir Malevich, was one of
the earliest and most radical
developments in abstract art. Its name
derived from Malevich's belief that
Suprematist art would be superior to all
the art of the past, and that it would lead
to the "supremacy of pure feeling or
perception in the pictorial arts." Heavily
influenced by avant-garde poets, and an
emerging movement in literary criticism,
Malevich derived his interest in flouting
the rules of language, in defying reason.
He believed that there were only delicate
links between words or signs and the
objects they denote, and from this he
saw the possibilities for a totally abstract
art. Flight of an Aeroplane
Olga Rozanova
1916
Photo Credit: Met Museum

Artists: Kazimir Malevich, Olga

Rozanova, El Lissitzky, Lyubov Popova

This movement emerged as plain

graffiti until it was recognized as
contemporary art.
The goal of street art is to create an
urban setting into an art space where street
artists are free to express themselves.
Street artists are influenced by graffiti
style, tools, and methods to send an
important message and allow viewers to
ponder and react.

Artists: Roa, Christian Guemy aka C215,

Girl with Balloon Mentalgassi, Hyuro, Banksy,
Bansky
2002
Photo Credit: Visual Art encyclopedia

45. Synthetism

This movement was created as an

effort to break away from the heavy use
of light by Impressionists. Spearheaded by
Paul Gauguin, synthetists developed a
kind of painting that made use of two-
dimensional areas of pure color and thick
lines or outlines. In their work, few to non
areas are shaded.

Artists: Paul Gauguin, Émile Bernard,

Louis Anquetin

The Vision after the Sermon:

Jacob Wrestling with the Angel
Paul Gauguin
1888

Artists: Georges Mathieu, Jean Fautrier,

The Exemplary Life of the Soil
Jean Dubuffet Sam Francis, Jean Dubuffet
1958
Photo Credit: Met Museum

47. Ukiyo-e

This Japanese term that literally

means pictures of the floating world refers
to woodblock print and painting from the
Edo( modern-day Tokyo) period.
Ukiyo-e illustrates the richness of
Japanese culture, theatre and art in
general, travel, eroticism, as well was
nature and landscape.
The Floating World describes the
sensory pleasures of urban life, but also
offers a bittersweet reminder of the
fleeting nature of all worldly delights. The
concepts of mono no aware and wabi-
sabi are very much evident in Ukiyo-e art.
South Wind, Clear Sky
Katsushika Hokusai
Artists: Katsushika Hokusai, Utagawa
1831
Hiroshige, Utagawa Kunisada, Photo Credit: Met Museum
Kobayashi Kiyochika, Tsukioka
Yoshitoshi, Kitagawa Utamaro

Artists: Gustav Klimt, Koloman Moser,

The Beethoven Frieze
Gustav Klimt Egon Schiele, Max Kurzweil, Joseph
1902 Maria Olbrich
Photo Credit: Tate. Org.UK

49. Young British Art

The Young British Artists(YBAs) are

individuals who met in London in the late
1980s. Like other movements, their works
were created to defy traditional art. Their
works were described as shocking,
violent, bizarre, indecent, and brash. The Physical Impossibility of Death In The Mind of Someone
YBAs believe that art must not only Living
Damien Hirst
comfort but also disturb.
1991

Photo Credit: Museum of Modern Art

Artists: Damien Hirst, Tracey Emin,
Michael Landy,
It occurs when the possession of a tangible work of art is transferred from members of
one culture to members of another culture.

Examples:
Ifugao huts transferred to manila or other places
Cordillera antiques in the different museums across US
The parthenon by Lord Elgin

2. Content Appropriation

It could be a musical composition, a painting, a story, or a poem. An artist has made

significant reuse of an idea first expressed in the work of an artist from another culture.

Examples:

Cordilleran country songs patterned from the west

Starry Night by Don Mclean

Subject appropriation happens when artists appropriate a subject matter, namely

another culture or some of its members.

Reflect on the works of Dadaist and Pop Artists. What do you

think are some issues that might arise because of borrowing and appropriating
works of art?
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Artworks are steaming with inspiration. Choose one

artwork from any of the movements discussed for you to
appropriate. Follow the steps below to accomplish this
task:

1. Choose 1 artwork from any of the movements discussed in the module.

2. Understand the narrative or story behind the artwork to correctly appropriate it.
3. Using the concept of borrowing, recreate the artwork through a photo.
4. The photo appropriation must include you as the subject. Use the samples in the
module as a guide. The title must also be appropriated.
5. Place the source/inspiration beside your photo appropriation. Encode the
movement below your source/inspiration.
6. Submit the task as PDF or JPEG

For CBL students, label and save this file as TASK 4 the OTG.
For OBL students, submit your task via Google Classroom. Always check your
stream to be updated of the submission deadline.

Be guided by the rubric on the next page.

Kleiner, F. (2016). Art through the ages: A global history (15th ed.). Boston:
Cengage Learning.

Ortiz, M. A., Teresita, E., Guillermo, A. Montano, M. and Pilar, S. (1976). Art:
Perception and appreciation. Manila: University of the East.

Medium – Art Term | Tate. Tate. Retrieved 13 August 2020, from

https://www.tate.org.uk/art/art-terms/m/medium.

Young, J. O. (2010). Cultural appropriation and the arts. John Wiley & Sons

https://www.pinterest.ph/pin/559572322446599895/
https://www.google.com/search?q=motif+appropriation+of+picasso&oq=motif+a
ppropriation+of+picasso&aqs=chrome..69i57.9456j1j8&sourceid=chrome&ie=UTF-8
https://time-com/3879943/lascaux-early-color-photos-of-the-famous-cave-
paintings-france-1947/
https://smarthistory.org/standard-of-ur-2/
https://www.livescience.com/28937-giza-pyramid-archeology.html
https://www.shutterstock.com/search/myron
https://www.shutterstock.com/search/colosseum
https://www.artsy.net/article/artsy-editorial-things-hokusai-creator-great-wave
https://www.thoughco.com/the-alhambra-9138628
https://employees.oneonta.edu/farberos/arth/arth213/duccio.html
http://www.artcyclopedia.com/artist./michelangelo-buonarroti.html
https://www.google.com/search?tbm=isch&q=christ+carrying+cross&chips=q:christ
+carryng+cross,g_1:renaissance:42FAGfLXIpw%3D&usg=AI4_-
kQ04JL0LnBhA4TguMCtbEFRpfqVpw&sa=X&ved=ahUKEwj2sp3xi9zjAhWVad
4KHfdsBuAQ4lYILSgB&biw=1511&bih=640&dpr=0.9
https://smarthistory.org/tag/prehistoric
https://www.encyclopoedia.com/lsiterature-and-arts/art-and...art-1599/egyptian-
art
https://www.oxfordbibliographies.com/view/.../obo-9780195389661-088.Vml
www.visual-arts-cork.com/history-of-art/primitivism.htm
https://courses.lumen/lkearning.com/boundless-arthistory/chapter/introduction-to-
ancient-egyptian-art/
www.arthistory.net/greek-art/
https://www.khanacademy.org/humanities/ancient-art-
civilizations/roman/beginners-guide-rome/a/ introduction-to-ancient-roman-
art

The average people shun away from the unknown. They cower from difficulties and
uncertainties in their lives, so they escape either from confusion and discomfort by
scampering into the dark cave of unknowing. In time, they stick rigidly to established
beliefs or norms, which eventually hamper their inner transformation. To be in that
scenario is debilitating, for it deprives people from realizing their potentials and all the
other possibilities that they may achieve in their lives.

To young people like you where the many roads of life are yet to be discovered and
explored, the seven Da Vincian principles can serve as your guide to help awaken
the same traits Leonardo Da Vinci celebrated within himself in you. These principles
are consciously and unconsciously practiced by artists.

Art is everywhere. We get to experience either the

pleasure they give or the purpose they serve. All these
artworks and crafts are vehicles for the creators’ feelings
and ideas. To familiarize yourself with the creators of these
arts and crafts, study the six photos then find the similarity
based on the actors’ creations, activities, and materials. Classify these photos into
two. Write the letters of the photos below.

A. B.
www.linktv.org

E. F.
www.bluespicedesign.com automation-home.uk

GROUP 1 GROUP 2
_________________________ ________________________
_________________________ ________________________
_________________________ ________________________

what made you decide to classify the first group and the second group. Based on
your answers, differentiate both groups.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Oftentimes, the term artist and artisan are interchanged. Dana (2017) gave a
clear distinction between the two. She states that an artist is into the fine arts-
painting, sculpture, illustration, including those into film making, poetry and short
stories. Lacy (1995) created a spectrum of artist’s roles:

artist as artist as artist as artist as

experiencer reporter analyst activist

On the other hand, an artisan is a skilled worker that uses his hands to make
something often functional or that will enhance something else: furniture, gold,
leafing, decorative arts (like faux finishes), jewelers, upholstery, embroidery,
glassblowers, leather workers (like shoemakers, potters, and weavers.

In the previous section, you were able to understand the

differences between an artist and artisan. This time, you will
be looking into the life and work of Leonardo Da Vinci. Is
he an artist or an artisan? What does he have to say when
it comes to art making? Read on!

They are discussed in detail in his book, “How to Think like

Leonardo da Vinci: Seven Steps to Genius Every Day.” Each
principle is in Leonardo Da Vinci’s Italian language. In the book,
Michael Gelb introduces the power of the human brain, the life of
the Da Vinci and the Renaissance Period as characterized by a
surge of creativity and innovations. He then explains the 7 Da
Vincian principles derived from studying Leonardo’s life and work.

1. CURIOSITA or CURIOUSITY:It requires that you constantly

ask great questions at the heart of important quality-of-life issues,then search
intensely for answers.

First-hand experience (including disasters, failures and mistakes) is the best way to
test and improve on existing practices, and to develop new wisdom, know-how and
independent thinking. Leonardo’s brilliance came from how he questioned (and
tested) much of the accepted theory and dogma of his time to find his own insights.

•Leonardo Da Vinci was constantly exploring and experimenting, e.g. dissecting

human bodies and animal corpses to learn anatomy, trying out new innovations and
automations (with many failed attempts).

•He also rigorously challenged his own beliefs, assumptions, preconceptions and
knowledge, and constantly examined his own work, e.g. scrutinizing his paintings
against a mirror to see them in reverse, taking breaks to refresh his judgement, and
studying his work from a distance to see things from a broader perspective.

Consider these activities to develop originality and independent thinking:

Our five senses–sight, sound, touch, taste and smell–are the doorways to our
daily experiences. By increasing the amount and quality of sensory information you
take in each day, you increase both your intelligence and your ability to learn from
the world around you.

Saper Vedere (knowing how to see)was one of Leonardo’s mottoes and it defined
the whole of his artistic contribution to humanity.

“All our knowledge has its origin in our perceptions”–Leonardo Da Vinci

“The five senses are ministers of soul”–Leonardo Da Vinci

Sight, sound, touch, taste and smell are keys to doors of experience. Da Vinci
believed that the secret of Dimostrazione are revealed through the senses.

Here are ways by which we can sharpen our senses:

A. Practice Silence

This may be a challenging act for people

who love talking, but in order to quiet our
minds and enjoy the sound of silence, we
find time to be quiet.

Find a quiet place to sit comfortably. You

may close your eyes or gaze softly at your
hands on your lap or at a point of
distance, perhaps 20 feet away. Listen to
the silence. Listen to the silence in
between sounds. Perhaps you notice cars
moving outside. Listen to the silence in
between.

B. Eat with Your Eyes Closed

Use your sense of smell and taste to compare. You

may compare two different tea drinks or two types of
chicken dishes made with slightly different spices.
Take time to appreciate the aromas and the varying
tastes that hit your palate. Notice if the tastes seem to
have a connection with the smells. When you are
done, open your eyes and look at what you created
in your mind’s eye and if or how it matches up.

www.tooopen.com

Listen to your favorite concerto, opera, hip-hop or rock

tune. As you do, start to draw using crayons, markers
or paint(even finger paint!).Perhaps you can listen to
one form of music and compare it to another. See
what kind of masterpiece you can create!

www.tattoopins.com

D.Visualize

Gelb introduces the phrase, “Subtle Speculation: The Art of

Visualization.” He explains:

“The ability to visualize a desired outcome is built

into your brain, and your brain is designed to
help you succeed in matching that picture with
your performance. And the more thoroughly you
involve all your senses, the more compelling your
visualization becomes.”

www.magneticmemorymethod.com

 Find a time when you are relaxed, and close your eyes while you imagine and
visualize whatever you want to work on. It could be basically anything. Make it
as realistic as possible in your mind. Keep it positive and avoid anxious thoughts.
 Picture your favorite scene: close your eyes and imagine in great detail your
favorite place and the things you would see, hear ,smell, and feel.
 Visualize your favorite art pieces in detail and “put” yourself in the scene

www.istockphoto.com

thoughts,sensations, and feelings,as well as of the surrounding environment. You can

focus on one sensation like what a flower might smell like or feel like or evoke all your
senses.

4. SFUMATO:Embrace Uncertainty)—Be Comfortable With Ambiguity

Sfumato translates to“going up in smoke.”Leonardo applied this principle in his

paintings by creating hazy,ambiguous scenes with gossamer-thin layers of paint.

As you awaken your powers of Curiosita,probe

the depths of experience and sharpen your
senses,you come face to face with the
unknown.Keeping your mind open in the face of
uncertainty is the single most powerful secret of
unleashing your creative potential.

www.istockphoto.com

“That painter who has no doubt will achieve

little”–Leonardo
“Greatest geniuses sometimes accomplish more
when they work less”–Leonardo

How to Make Friends with Ambiguity

A. List some situations from your life where you are confused or feel ambiguous
about an outcome and explore the feelings that come up.

Remember that the most beautiful music often occurs in between the notes.Allow ideas and
feelings to incubate by pausing and taking breaks periodically.Alternate between intensely
focused periods of work and periodic breaks.Breakthroughs often come when you are
relaxed and by yourself,so take time for solitude.Take a ten minute break every hour to
improve memory recall on your work.In addition,take a weekly sabbath and a yearly
vacation.

Monitor your hunches and intuition to improve their accuracy and effectiveness,

5. ARTE/SCIENZA
Michael Gelb emphasizes that we are whole.We have one full brain,not half a brain,and we
won’t be able to experience the full capacity and power of our super-computer mind unless
we embrace and start using our entire head—and not just the limited half we are more
comfortable with or socially defined by.

He writes, “Left-brainers think,‘I'm sorry,I'm left-brained.I can't possibly be creative or

imaginative.’And right-brainers make the mistake of programming themselves: ‘Well,I'm
right-brained—I can't possibly come to meetings on time.” Do not get boxed into thinking
we are predominantly wired to either imagination OR logic.

www.platform505.com

Who would you be without your other half?

So,was Leonardo a scientist who studied art, or an artist who studied science?
Clearly,he was both.His scientific studies of rocks, plants, flight, flowing water, and human

He was ambidextrous and would often switch between his right and left hand while
painting, drawing or writing. His embrace and practice of whole-brain thinking led to another
gift he left for the modern intellect—the concept of“brainstorming.”Creative thinking as we
now know it,did not exist at that time.

Da Vinci had a unique quality of seeing the art in science and science in the arts.You
can also learn to connect the right and left brains through a powerful exercise called mind
mapping.Leonardo suggested going“straight into nature”to find understanding and
clarity.Everything in nature is made up of networks of sinuous,branched,and nonlinear paths.

Mind mapping is a way to link ideas and information naturally without immediate
need for sequential organization.
What is a mind map?How is the process of mind mapping
done?

A Mind Map is a visual thinking tool that can be applied to all

cognitive functions,especially memory,learning,creativity and
analysis.Mind Mapping is a process that involves a distinct
combination of imagery,colour and visual-spatial
arrangement.It encourages whole brain thinking as it brings
together a wide range of cortical skills from logical and
numerical to creative and special.

If you like to watch a mind mapping presentation,watch Tony Buzan’s video on How to do
mind mapping from this site:https://www.youtube.com/watch?v=u5Y4pIsXTV0

When creating a Mind Map,there are several elements to consider including the
map’s central image,branches,colours,keywords and images.

Steps to Creating a Mind Map

Mind Maps can be drawn by hand or using software such as iMindMap

6. CORPORALITA: Develop poise-the balance of body and mind

Da Vinci was strong,handsome,and graceful in

addition to his artistic and scientific genius.He placed
emphasis on eating well(he was a vegetarian)and being
physically active.
He taught(and exemplified)the idea that smart people
should also take good care of their physical health and
well-being if they expect to remain productive
throughout their lives.
“It is also a very good plan every now and then
to go away and have a little relaxation; for when
you come back to the work your judgement will be
surer, since to remain constantly at work will cause
you to lose the power of judgement.”-Da Vinci
https://www.dreamstime.com/illustration/mind-body-balance.html

Intelligence is often erroneously associated with physical ineptitude or poor health habits.But
most of the greatest geniuses in history—headed by Da Vinci—did not just cultivate their
mind but also enjoyed a splendid physique and cared for their body.

Goethe said it best,“Take care of your body with steadfast fidelity.Thesoul must see through
these eyes alone,and if they are dim,the whole world is clouded.” And,on Da Vinci,Goethe
said,“Handsome and with a splendid physique,he seemed a model for human perfection.

If the previous point advocated whole brain thinking,this one is

about whole-body thinking.The mind—minds you—lives inside
your body.The blood running through your veins carries nutrients
to your brain.

Your brain occupies 3%of your total body weight,yet it

consumes more than 30%of your oxygen intake.More aerobic
exercise=more oxygen to feed your brilliant brain;and more
oxygen=a higher capacity to function,process thought and
increase your problem-solving ability.You are one
indivisible,whole phenomenon.

https://www.doyou.com/25-simple-ways-to-balance-your-mind-body-and-soul-17694/

These are but few of the many ways by which you can balance your mind and
body.To achieve corporalita, you need to exercise self-discipline and the will to find
balance between your body and your mind.

7. CONNESSIONE: Seeing the interconnectedness in everything

Leonardo had a deep appreciation for the
connectedness of things—drawing correlations between
hair and flowing water, the human body and the earth,
and the oneness of nature. He found order in chaos, and
had a profound appreciation for the mysteries of life and
nature.

The interconnectedness of things is most evident during

extreme times, e.g. financial crises, pandemics,
weddings, etc.

Photo: Flower of life

(drawing by Da Vinci that has interesting mathematical
properties)

A. contemplate the dynamics of your family.The roles each member plays,how

those have changed over time,etc. Pretend your family is a human body and
assess who is what part,and the health of the body.

B. Imagine a dialogue between any two people from fiction,the past,or the
present(e.g.Christ and Buddha)

C. Before enjoying a meal,take a moment to think about where each of the

origins of each ingredient,with gratitude and reflection.Do the same for your
clothes and any other possessions.

D. Microcosm and macrocosm:Contemplate the systems that make up your

body,and the molecules and matter that make up those systems,going down to
the atomic and subatomic levels.Then,think about your place in the world,and
how you are connected to everyone else in subtle,disparate ways.Also try to
practice mindfulness/meditation for 10-20 minutes per day where you focus on
your breathing.Remember that you share the air around you with the entire
world.On busy days just pause once or twice for seven focused breaths.

E. Write your own eulogy—ask yourself, “how do I want to be remembered?”

F. Trace Map: Research how an event, a phenomena or a social problem

started. Find who or what caused it; who or what are affected; and how such
concern came about.

From the previous discussions, you were presented the seven Da Vincian principles
along with the suggested techniques or exercises, which you can adopt to nurture
your creativity and unravel your potentials

From the previous section, you were able to get to know

an extraordinary artist who made a mark not only in his
own place of origin but also in the world. Most artists and
artisans are self-taught or self-trained. They may not be
well-known around the world, but they are acknowledged and loved in their own
community for they give invaluable contributions.

Your output will be scored using the criteria for below:

1. General Information (10 points)
2. Techniques and Inspiration (10 points)
3. Techniques and Inspiration (10 points)
4. Picture of artist’s or artisan’s work(5 points)

ARTIST AND ARTISAN STUDY

General Information (10 points)
In this section find out some general information about the artist. Use your own
words. (name, physical age, artistic age, residence, etc.)

Techniques and Inspiration (10 points)

In this section, discuss the artist’s/artisan’s techniques and inspiration for their
work. Discuss in your own words. (media, main style, influences)

Paste a picture of the artist’s /artisan’s work

here (5 points)

References:
Life on the Island. (2013). Artists and Artisans: What’s the difference
Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited. 108
In this section, explain the
artist’s/artisan’s work. (method,
) techniques, colors, kinds of lines,
kinds of strokes). How does art
make you feel? (10 points)

References:
Book Summary: How to Think Like
Leonardo Da Vinci: 7 Steps to Genius
Everyday by Michael Gelb. Reading
Graphics.
Heydenreich, L. (1947). Leonardo
Da Vinci.: Italian artist, engineer,
scientist. Director,Central Institute for
the History of Art,Munich,1947–
70.Author of Leonardo da
Vinci;Leonardo architetto.
Jones, A. (1989). Soul making: The Desert way of spirituality. HarperSanFrancisco.
ISBN: 0060641797
How%20to%20Mind%20Map%20_%20iMindMap%20Mind%20Mapping.html
https://www.britannica.com/biography/Leonardo-da-Vinci
https://www.spiritualityandpractice.com/book-reviews/view/9274/soul-making
Matravers, D. (1998). Art and Emotion. Oxford University Press. ISBN(s) 0199243166
9780199243167 https://philpapers.org/rec/MATAAE
https://www.12manage.com/methods_herrmann_whole_brain.html
https://singularityhub.com/2017/11/08/how-to-think-like-leonardo-da-vinci-and-
unlock-your-creative-potential/
https://healthymemory.wordpress.com/2014/07/02/the-seven-da-vincian-principles/
https://www.tam-awanvillage.com/artist/jordan-mang-osan/
https://momentsjournal.com/filipino-artist-jordan-mang-osan-solar-drawings/
https://www.destig.com/destig-daily/jordan-mang-osan-the-artist-who-harnesses-
the-power-of-the-sun-to-create-pyrography-drawings
https://www.youtube.com/watch?v=OHjnjbER7gI
Life on the Island. (2013). Artists and Artisans: What’s the difference
between an artist and artisan?. Retrieved from Bali/Life on the Island NOW website:
https://nowbali.co.id/artists-and-artisans-what-s-the-difference-between-an-artisan-
and-an-artist/

MODULE 4:
TEXTILE ART AND EMBEDDED CULTURE

When buying clothes, which of the following do you

ENGAGE
consider first? Why?

A. Price
B. Type of cloth material
C. Design

“You Are What You Wear”

EXPLORE
EENGAGE
When we see a person wearing a g-string, or a malong, or
a kimona or even a patadyong, we oftentimes associate such clothing to the
place where it came from. Let us first find out how familiar you are with the different
cloths/textile designs from the various regions by answering the activity that follows.

Match the cloth/textile to its place of origin.

Image from https://nolisoli.ph/26741/philippine-weaves-

habi/
2. Ilocos B. T’nalak

Image from https://nolisoli.ph/26741/philippine-weaves-

habi/
3. Davao del Sur C. Inabel

Image from https://www.nardas.com/cordilleran-weaving-

culture/
4. Basilan D. Sinaluan

Image from https://nolisoli.ph/26741/philippine-weaves-

habi/

EXPLAIN Textile Art

EENGAGE
ph.asiatatler.com/life/weaving-the-threads-of-filipino-heritage

Textiles are a reflection of the traditions , ways of life, resourcefulness, and

worldview of the people weaving and wearing them in usually-vibrant and
harmonious colors of their immediate environment. Therefore, studying textiles
exposes one to the richness and aspirations of our cultures.

In this part of the lesson, you will learn about the textile designs from the
different regions in our country. Such design or art has a special meaning to the
people who use them. Discover the special art found in each of these textiles and
appreciate its cultural significance.

We will start with textiles found in the different CAR provinces then on to the
other regions in the country.

Textile Art from the Different Provinces in the Cordillera

Textile art is the process of creating something using fibers gained from sources
like plants, animals, insects (like silkworms), or synthetic materials. One way to make
such art is through weaving. Weaving is a method of fabric production in which two
distinct sets of yarns or threads are interlaced at right angles to form a fabric or cloth.
Traditional weaving in the Cordilleras was intricately a part of ritual life. Certain textiles
embodied magical functions such as protection from harm, or symbolized status and
wealth. Important individuals (kadangyans) were buried with their prized blankets. It
is said that the more blankets, hence more thread counts, was a deterrent from
malevolent spirits getting into the spirit of the deceased.

In the Cordillera region, there is a rich tradition of weaving that goes back
several centuries. Each of the different indigenous communities in the region
possesses a unique weaving technique, with the resulting forms and patterns
dictated by distinct religious, socio-political and artistic origins, functions and values.

The Cordilleras, largely inaccessible to Spanish missionaries, remained animistic

until the United States acquired the Philippines from Spain and became the focus of
Anglo-Saxon conversion to Protestant and Anglican denominations. Baguio, the
American summer capital, although the first indigenous population to be
acculturated to the Anglo-Saxon culture in the Cordilleras and served as a model by
American civilization process, kept its weaving tradition intact.

A. Bontoc Textile (Mountain Province)- Bontoc textile has traditional colors and motifs
which include geometric shapes of things around them such as man, lizard,
mountain, rain and flower. The siniwsiwan is Bontoc’s blanket and clothing. The fabric
is used for wanes (g-string for men) and lufid (tapis for women). Married women
oftentimes wear a belt called ginaspala wanes with inawin design composed of
continuous zigzag design.

The Bontoc textile revolves around the idea of centeredness, which symbolizes
permanence, order, and balance, key factors in the life of the Bontoc people.
Weavers demonstrate this idea through the direction of their weave, from the edge
to the middle, to the symmetry of the cloth construction and the repeated warp-
striped design.

Bontoc weavers learn the craft through various stages. Young Bontoc girls
usually start their training with the simplest part of the cloth, the langkit or edging.
Next, they move on to pa-ikid (side panels), learning simple designs such as fatawil
(warp-bands) and shukyong (arrows). After mastering this level, they move on to the
most challenging part, the sinangad-am design which represents the Sinamaki
weaving. Here, they incorporate designs on the bands such as tinagtakho (human
figure), minatmata (diamond), and tinitiko (zigzag). The pa-khawa (the center
panel) is the next thing they have to master. The center panel features a band in the
middle and a kan-ay (supplementary weft) at its end.

Because of the complex process of adding the kan-ay, the center panel
would be woven last. When all the parts are ready, they would be sewn together in
the reverse order of their creation, ending with the langkit.

Image from https://www.nardas.com/cordilleran-weaving-culture/

Figure 1: Bontoc (Mountain Province)

Image from https://www.nardas.com/cordilleran-weaving-culture/

Figure 2: Kalinga

C. Abra Textile- Textile from this province are dyed using natural dyes from plants:
mahogany for red, jackfruit and ginger for yellow, the malatayum plant for indigo
and the narra tree for brown,among others. One common design in their fabric is the
frog, which is traditionally worn during the rainy month in the belief that this will please
the gods and their ancestors in giving them the best out of the planting season

Image from https://www.nardas.com/cordilleran-weaving-culture/

D. Benguet Textile- The early people of Benguet actually used ethnic blankets
woven by the Ilocanos of Tagudin and Bangar, Ilocos Province. Contrary to the
present generation’s notion that ethnic blankets are only used for death-related
rituals and ceremonies, the early Benguets used blankets daily. These blankets have
different names and kinds depending on their owner’s status, age and gender. This
was revealed through a baseline study by Erlinda Alupias, Betty Gayao, Dalen
Meldoz and Jaila Sagpa-ey titled “Improving the Textile Industry in Benguet. ”The
study showed that the lifestyle of the Benguet people since the early 1960s was
influenced by traders and migrants from the lowlands who had more access to
different kinds of blankets, clothes and other fabrics.However, the original designs
and figures have been lost in the memory of old folks and even the Ilocano
weavers because the knowledge was passed on orally until it became a part of
the culture of the Benguet Ibalois and Kankana-eys. This process is locally termed as
tinmaru-tarun. Since only the rich could afford the woven products from the
Ilocanos embroidered with different designs, the blankets became associated to
their status, hence the status blankets.

Benguet status blankets and clothing have a common combination of red,

black or dark blue and white or dirty white. The designs are figures of “x” and the
eyelet design may represent a shield, a man, and a snake. Genuine blankets can be
determined by the arrangement of the design like the snake sign being placed after
the man. In the case of the salibobo/sadipopo or bedbed, a headband used by rich
old men or community leaders, the design corresponds with the status blanket. Most
often, the status level is determined by the number of eyelet designs. If there are nine
or 13 or 15 eyelet designs, this is the corresponding number of animals to be
butchered or have been butchered in a cañao.

Blankets worn only by those who already performed certain steps of cañao
are called alahdang/alechang, pinagpagan, dilli/shengdi and kuabaw/sarong.
Blankets worn by the poor with simple designs are
called bayaong/kolebaw and bandala/safey. Blankets like manta and mabli were
used years later.Status blankets can be inherited or acquired. There are areas in
Benguet where people are particular in using ethnic blankets that should be identical
to what his/her ancestors used. In other areas, the prestige of using status blankets
may be attained after performing levels of cañao.

Historically, Benguet people wore g-strings made out of tree barks. When g-
strings made from woven cloth was introduced, those who can afford discarded
their tree bark g-strings. In areas near Metro Baguio like Atok, it was in the late 1940s
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that kuba was seldom worn. In Kibungan, old men from the outskirt barangays
stopped using kuba in the late 1980s. In Kabayan, men stopped using toto/kubal in
the 1970s.There are no meanings attributed to the colors of the kuba. Generally,
the kuba worn by a man should be the kuba design worn by his forefathers. The
kankana-eys have several kinds of g-string: the baa, binoltong, pillac,
pinangsas and sinulaman. For the Ibaloi men they have
the pinangsas, padasan and donas.

The wrap around skirt worn by women

is called devit or etten and the
matching blouse is called sa-dey,
kambal and sambra. The designs are
combinations
of bangkoro and kambayashu,
combination of black, red and white
stripes. At present, people who still
Figure 4: Benguet
Image from https://www.nardas.com/cordilleran- practice the old traditions prefer ethnic
weaving-culture/ clothes made from pure cotton. The
clothes should
also be loose because they believe that clothing that will be worn by their
dead relative must decompose with the corpse. Clothing with synthetic materials
takes longer to decompose. Because of this, it is believed that the spirit of the dead
would cause trouble for the living relatives.
E. Ifugao Textile- Ifugao ikat weaving is a style that uses a resist dyeing process before
the threads are woven to create a pattern or design. The result of this process is a
motif which is fuzzy in appearance. This textile is characterized by diamond stripes of
white and red stripes. In addition, the textiles depict traditional symbols of the Ifugao,
pictograph renderings that contain a history of meaning: s-like shapes denote the
status of a headhunter, diamonds represent ferns and x’s portray fish. One special
textile is the Ga’mong which is a funeral blanket used to cloak the corpse of the
deceased and it is not to be used for any other purpose.
Some of the most common designs found in Ifugao textile are the following:

Image from https://www.facebook.com/pg/ifugaoartsandcrafts/photos/

1. ILOCOS Textile

Binakol
Origin: Ilocos and Abra

Also known as binakel, binakael, or binakul (Ilocano for “twill”) this

is a variation of the popular abel weave. Woven using pedal
looms, its design is composed of interlocked geometric patterns,
resulting in an optical illusion despite its flat surface. The
psychedelic pattern represents the waves of the sea and protects
against malevolent spirits by confusing them.

Image from: https://nolisoli.ph/26741/philippine-weaves-habi/

Pinilian
Community: Ilocano
Origin: Ilocos Region (also Abra)

A type of binakul weave that means “chosen” and uses a

complicated brocade weave where sticks are inserted on chosen
warp (lengthwise) threads. These create designs that “float” on
the threads, giving the weave a three-dimensional quality. Designs
are mostly representative of nature and their environment.

Image from https://nolisoli.ph/26741/philippine-weaves-habi/

The Ilocano of northwestern Philippines is

well-known for their handweaving, a tradition
with ancient roots, with the kapas or cotton as
the main material.
They use the pedal loom, locally
called pangablan; employ several weaving
techniques; and have numerous
designs/patterns. Different weaving techniques
include the basic plain weave, the double-
toned basket weave or binakul, and the multi-heddle weave
(binetwagan or tinumballitan), among others. Image from https://nolisoli.ph/26741/philippine-weaves-
habi/

There are two kinds of pinilian: scattered and continuous supplemementary

weft techniques. The weavers of Pinili, Ilocos Norte, are said to be adept in the
simultaneous warp and weft-float type of pinilian called the impalagto, a technique
unique in the town.

2. AKLAN Textile

Piña
Community: Aklanon
Origin: Aklan

Considered the finest of Philippine textiles, the

piña fabric is made from the fibers of the leaves
of the red Bisaya pineapple through an arduous
process. The extraction of the fibers is a most
delicate and tedious process.
Image from https://nolisoli.ph/26741/philippine-weaves-habi/
The leaves provides two kinds of fibers—the bastos or the rough fiber, and the
liniwan or the fine fiber. Using a shard of Chinese porcelain, the stripper removes the
epidermis of the leaf, exposing the lustrous bastos fiber. After stripping the leaves of
the rough fibers, the stripper then run a coconut shell on the inner layer of the leaf to
expose the liniwan.
The degumming process entails repeated rinsing, beating, and air-drying of the
fibers. When the fibers are completely dried, the weaver connects each strand
through knotting to produce long continuous strands before the weaving process,
which uses the pedal loom.

The Aklanons of western Panay Island are known for the piña with inlaid
supplementary weft designs or more often embroidered with floral or vegetal designs
on the lattice ground. Lumban in Laguna and Taal in Batangas are known
embroidery centres. The piña is the preferred material for the barong Tagalog.

Hablon
Communities: Kiniray-a and Hiligaynon
Origin: Panay Island
Hablon is Hiligaynon for “something
woven,” from the root word habol, “to
weave”. It refers to the hand-woven textiles
by Kiniray-a and Hiligaynon weavers.
Image from https://nolisoli.ph/26741/philippine-weaves-habi/

In a Panayanon legend, ten datus from Borneo landed on Panay Island,

established settlements and ushered in an era of development. One of the
legendary datus was Datu Lubay, who is said to introduce the art of weaving textiles.
Weaving using the pedal loom had been common in the provinces of Iloilo and
Antique until the arrival of mechanised weaving. Now, there are very few places
where traditional weaving is practiced, notable of these are Miag-ao in Iloilo and
Bagtasan, Bugasong in Antique.

The hablon is usually a plain weave and has plaid and striped designs. It is
usually used for the patadyong, the Visayan wraparound skirt, and panuelo.

Patadyong
Origin: Negros (Antique, Panay, Oton,
Miagao, Ilo-ilo)

A type of hablon (Ilonggo term for

woven material) that resembles the
Mindanao malong because of its tubular
style that allows it to be worn a number of
ways. The weave is done by interlacing different colored threads through a
wooden Image from https://nolisoli.ph/26741/philippine-weaves-habi/

handloom called tiral or habulan locally. The weave comes in either a plaid or
checked design.

Pis syabit and Kambut

A multi-colored headdress is traditionally worn by men that features

symmetrical geometric designs and represents the wearer’s rank in society. It can be
draped over the shoulder or tied around the hilt of the kris (sword). The kambut, on
the other hand, is a waist sash worn by men.

5. SARANGGANI and SOUTH COTABATO Textile

Mabal Tabih
Community: Blaan
Origin: Sarangani and South Cotabato

Tabih, in Blaan, refers to the native tubular

skirt, and also to the textile, while mabal means
“woven” or “to weave”. The Blaan weave the
tabih using abaca fibers and the back-strap
loom. The fibers are dyed using the warp tie-dye
resist ikat technique and natural dyes from native plants. Designs usually
Image from https://nolisoli.ph/26741/philippine-weaves-habi/

depict crocodiles and tiny curls. The Blaan are also known to be accomplished
embroiderers and the tabih is often meticulously embellished with embroidery. A
practice traditionally reserved to women of high status, weaving has a strong spiritual
context in Blaan society, believed to be the gift from Furalo, the goddess of weaving.
Aside from the tubular skirts, the abaca textile is used for making garment for men,
as well as covering for important materials such as knives.
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6. DAVAO DEL SUR Textile

Bagobo Inabal
Community: Bagobo Manobo
Origin: Davao del Sur

The Bagobo, a subgroup of the Manobo,

are expert in extracting the fibers of the abaca
from the leaf sheaths and selecting the very fine
ones for weaving their textiles.
They use the back-strap loom for weaving inabal
abaca fiber textiles with ikat-or tie-dyed resist
designs
Image from https://nolisoli.ph/26741/philippine-weaves-habi/

forming mother-and-baby crocodile figures in geometricised abstracted forms. The

dyestuffs are all extracted from plants in their surroundings. The finished abaca fibers
undergo a polishing process, using a smooth shell.

Beeswax, which is applied to the beater during the weaving process, adds to the
sheen during the finishing process. The Bagobo textile is usually used for making the
native tubular skirt, of which there are two types, sinukla and the bandira.

7. EASTERN MINDANAO Textile

Dagmay
Community: Mandaya
Origin: Eastern Mindanao

The Mandaya, which can be found in the

provinces of Davao Oriental, Davao del Norte,
Compostella Valley, Surigao del Sur, and Agusan
del Sur, have a strong weaving tradition as seen
in their coarsely textured dagmay, hand-woven
Image from
https://nolisoli.ph/26741/philippine-weaves- using a special kind of back-strap loom, made
habi/ from abaca fibers, and following intricate designs
revolving around man and nature, specially the
crocodile.

They use a mud dyeing technique. Used to obtain black, the technique is
based on the reaction between the tannins applied on the the yarn before
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treatment, and the iron found on the mud. The bark of the tree, which contains
tanninsm is pounded to a pulp and boiled together with the abaca yarn. The mud is
then added to the mixture. The yarn is steeped for one to several hours for the best
results.
Dagmay designs usually tell the story about the weaver and her community, as well
as the spirits that live on Earth. The dagmay is usually used for women’s skirt, but it is
also used as blankets or wraps for the dead.

8. LANAO Textile

Mëranaw Textile
Community: Mëranaw
Origin: Lanao del Norte and Lanao del Sur

The Mëranaw of Lanao del Norte and Lanao del

Sur know a wide range of weaving techniques
including the weft and warp ikat tie-dye resist
and continuous and discontinuous
supplementary weft design.

They are know for the malong, a tubular

Image from https://nolisoli.ph/26741/philippine-
weaves-habi/
lower garment. Among its several types, the
malong a andon is the most highly valued. This is followed by the malong a landap,
which is known for its tapestry bands called langkit, often used to join the broad
panels of silk together. Another kind is the malong a bagadat, made from similar
wide bands in contrasting colours and separated by narrow bands of warp ikat.

Made using a narrow, specialised kind of tapestry loom, langkit, usually comes
in two kinds: tabrian or the narrow panel, and lakban or the wider panel. Beautifully
designed, the langkit has distinct Maranao okir designs including potiok (bud), dapal
or raon (leaf), pako (fern), pako rabong (growing fern) and katorai (flower). These
intricate designs are made using discontinuous weft.

Pis Syabit Weave

Community: Tausug
Origin: Sulu Archipelago

The Tausug women are experts in tapestry

weaving and embroidery, while men do the
large hanings in appliqué. They specialise in the
production of pis syabit (head scarf) and
kambot/kandit.
Image from
https://nolisoli.ph/26741/philippine-weaves-
The pis syabit is traditionally worn by men habi/

and warriors. A most complicated design

technique, the pis syabit tapestry weaving of Tausug has no preset pattern sticks or
pre-designed warp yarns into which the weaver inserts the desert yarn.

The weaver has to clearly imagine the pattern in her mind as she inserts one
coloured weft yarn one at a time to fill up the space in the warp, in a sequence her
mind only knows. The weaver creates a perfectly symmetrical composition of squares
and Xs with hooks, and in seven to eight colours.

10. SOUTH COTABATO Textile

T’nalak
Community: Tboli
Origin: South Cotabato

The traditional textile woven by the Tboli

women, t’nalak represents birth, life, union in
marriage and death, and shows the uniqueness
and identity of the indigenous group. It is often
utilised as blankets and clothing, and used in royal
Image from wedding ceremonies on rare occasions.
https://nolisoli.ph/26741/philippine-weaves-
habi/

The tedious creation of the t’nalak

starts with extracting the abaca fibers, which
are them combed to remove the sap. They
are connected from end to end, and knotted and prepared for design prior to resist-
dyeing, known as the ikat method.
Photo: Courtesy of Manila FAME

A t’nalak traditionally has three colours: black, red, and white. The fibers are
then woven using the backstrap loom. The textile is then washed in the river, beaten
with a wooden stick to flatten the knots, and burnishing the surface with a cowrie
shell.
The late Lang Dulay was widely regarded as one of the best weavers and was
bestowed the Gawad sa Manlilikha ng Bayan in 1998. Pictured here is one of her
creations.

11. BASILAN Textile

Saputangan Tapestry Weave

Community: Yakan
Origin: Basilan

Known for being highly-skilled, with

impressive weaving repertoires, Yakan weavers Image from
https://nolisoli.ph/26741/philippine-weaves-
produce textile with five different kinds of
habi/
weaving, often differentiated by technique,
pattern, and function.

The bunga-sama is a supplementary weft weave, made by using pattern sticks

or heddles in the loom to produce the pattern. The colourful striped siniluan is
characterised by warp-floating pattern. Saputangan is a square cloth best known
for its intricate and rich design, involving optical illusion to create depth in the
patterns. The inalaman is made using an elaborate supplementary-weft technique,

The saputangan is an example of a tapestry weave, considered the oldest

and most traditional technique in producing ornamented woven textiles, aside from
the plain weave technique wherein stripes and plaids are formed.

The saputangan is worn by Yakan women in different ways depending on the

occasion such as elen-elen (for everyday wear), hap tabuan (for going to market)
and ginuna sipagkawin (worn like a veil when attending a wedding).

Types

a. Peneh pitumpuh

Literally translating to “70 designs/patterns,” the

weave was originally reserved for aristocrats
and considered the most intricate. Only an
expert can weave this tapestry which includes
all 70 designs within one meter of cloth featuring
the kadjang (fairy wings) or kabba kabba
(butterfly).
Image from
https://nolisoli.ph/26741/philippine-weaves-
habi/

b. Bunga sama

The highest level of Yakan weaves,

its format consists of repetitive
patterns, mostly diamonds, meant
to represent the continuity of the
universe. However, the pattern is
said to have been inspired, as well, Image from
by the skin of the python. https://nolisoli.ph/26741/philippine-weaves-
habi/

Flaunts a striped pattern that represents

bamboo stalks and nature. The traditional
fabric is used as clothing, mostly pants, for
men and women.

d. Saputangan

Image from A square handkerchief used by the women

https://nolisoli.ph/26741/philippine-weaves- as a headdress and worn in different ways
habi/
depending on the occasion.

Photo Credits:
Patrick Segovia of NOLISoLIPH
Tatler Asia Limited

Compare and contrast the weaving designs from the

ELABORATE different regions in terms of symbol, theme, and
EENGAGE influences

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_______________________________________________________________
Provide two reasons why these textiles are art. Explain your answers.
Reason 1:______________________________________

Activity 13 : My Textile Art Interpretation

EVALUATE Create your own interpretation of the different textile art
EENGAGE by designing your own scarf. Be guided by the rubric.

accurately. Overall, the are copied, accurate.

Overall, the drawings are printed or traced
drawings are original and done rather than
original and with some skill. original.
skillful. 6 points
8 points 4 points 2 point
Use of positive Use of positive The artwork The artwork
and negative space is good seems to have a seems unfinished
space creates a and the painting little too much (too much empty
Balance and Use of Space

feeling is relatively background or space) or there is

appropriate to balanced, but seems a little too not enough
the theme. negative space busy. Balance balance
Objects are could be utilized has not been between
placed for best better to create a achieved. foreground and
effect. Overall, it more cohesive background
just feels right. feel. causing it to
seem much too
4 points 3 points busy and
6 points unfocused.
1 point
The artwork has The artwork has The artwork looks
been crafted with been crafted with hastily thrown
great care. The some care. Most together or like it
lines are sharp, lines are sharp, was wadded up
Craftsmanship

colors clear, colors clear, in a desk. It seems

cutting crisp, and cutting crisp, and 3 points quite messy.
text aligned. No text aligned.
smudges, drips, Smudges, drips,
tears or erasures tears or erasures
are seen. are few and do
not detract.

6 points 4 points 1 point

TOTAL POINTS: __________/20 points

References:
https://www.bulatlat.com/2009/08/22/students-learn-about-benguet%E2%80%99s-
traditional-clothes/
https://www.nardas.com/cordilleran-weaving-culture/
https://lifestyle.abs-cbn.com/articles/5670/cultured-one-of-our-oldest-living-ifugao-
handweavers-will-inspire-you-to-love-local-more
https://www.vigattintourism.com/tourism/articles/Indigenous-Arts-and-Crafts
https://iasdr2019.org/uploads/files/Proceedings/vo-f-1273-Kel-R.pdf
https://nolisoli.ph/26741/philippine-weaves-habi/
https://ph.asiatatler.com/life/weaving-the-threads-of-filipino-heritage
(https://www.facebook.com/pg/ifugaoartsandcrafts/photos/?tab=album&album_id=3336
048189773162)

There are many ways to creatively express yourself. You may use music and
improvisation as your means for creative expression. Music is not a new-found
concept. In fact, Barras ( 2020) in his article for BBC claims that despite the recent
invention and naming of instruments, music is significantly older, citing reference to
some archeological diggings such as flutes and other similar objects. Interestingly,
Montagu ( 2017) in his study, “How Music and Instruments Began supports Barras’
claim. He adds that the earliest form of music were sound emissions of earlier hominid
that eventually developed into a more complex form caused by the addition of
instruments. He further claims that with the addition of instruments to human sound,
music had a more meaningful intention. The combination of human sound and
instruments were created for various purposes which include dance, ritual,
entertainment, and expression.

On the other hand, Improv is about teaching a person that it is ok to look foolish and
say silly things; that only by saying what is silly can get you to what is truly funny. The
more you trust yourself, the more amusing you can be -Tim Soter

Learning Outcome

 Compare instrumental music form

 Interpret music through improv
transcreation

We marvel at the harmonious combination of sounds when

we hear music. Instrumental music has various effects on us.
ENGAGE Let’s see how the following instrumental music affects you.
Use one adjective to describe how you feel about the
following music. Then, in two to three sentences, explain
why.

Note:
 For correspondence-based learning, the files are stored in your flash drive.
Open the File Unit 4, Engage folder.
 For online-based learning, check the uploaded material in Google classroom.

1. Symphony 5:_____________________(adjective)
Explanation:_____________________________________________________________________
_________________________________________________________________________________
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means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited. 136
_________________________________________________________________________________
_____________________

2. Claire de Lune:_____________________(adjective)
Explanation:_____________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
____________________

3. Canon in D:_____________________(adjective)
Explanation:_____________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
____________________.

4. Nocturne Op.9 No. 2:_____________________(adjective)

Explanation:_____________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
____________________.

5. Matamorphosis 1: _____________________(adjective)
Explanation:_____________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_____________________
The above musical pieces were composed by world-famous composers,
Beethoven, Claude Debussy, Pachelbel, Chopin, and Philip Glass.

Now that you have immersed yourself with polyphonic

sounds, you are now ready to embark on a musical
EXPLORE journey.
EENGAGE Instrumental music is basically a composition, recording of
instruments, or combination of sounds without lyrics or
vocals. It may be easy to define the art form, but its rich history is quite the opposite.

Despite its prevalence even during the primitive era, it was only after the
Renaissance that instrumental music had been institutionalized. When you hear an
instrumental composition that is slow or a combination of piano, violin, flute and other
instruments, you would most likely easily dismiss it as classical music. The table below
will help you grasp the different forms of western instrumental music.

Romantic 1815-1910 An era in music Concertos, Ludwig Van

of increased Sonatas, Beethoven
Romantic passion Symphony, Hector Berlioz
music is works and expression Opera, Johannes
composed in marked by the Requiem, Brahms
the Romantic expansions of Theme and Fredrick
style, which music theory Variations, Trio, Chopin
arose during and Minuet, Tone Richard
the Romantic forms. During Poem, March, Wagner
Period. this period Suites, Ballades, Felix
Instrumental there was a Nocturnes. Mendelssohn,
music during significant Franz
this time arose increase in the Schubert.
out of the use of music as
philosophy of means of
individualism emotional
introduced expression.
during the Composers
Age of during this time
Enlightenment. prioritized
emotional and
narrative
content above
form. Breaking
the classical
composers’
rule made this
period in
instrumental
music distinct.
The increased
breaking of
rule was due to
the
incorporation
of imitated
sounds from
nature such as
thunder, birds,
wind, and
even trees.
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means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited. 139
Modern 1900- Present The 20th Preludes, Phillip Glass,
Century Nocturnes, Steve
The Modern marked Etudes, 12 Reich, John
Era has been various new Tone, Tone Adams,
a time of kinds of Rows, Music for Stravinsky,
considerable symphonic Marimba, Bernstein,
advances in music as well Metamorphosis, Arnold
technology as many new Short Ride in a Schoenberg
and politics. kinds Fast Machine, Alban Berg,
This was a time of popular and many Claude
when music. During more Debussy, John
numerous this period, Cage.
machines music styles
were invented were
and used by marked
many. by suggestion
There have or atmosphere
been more rather
wars and than clear,
outbreaks of defined parts;
social violence were based on
in the past a new kind of
century than musical theory,
in all previous mark by a
ages sense of
combined, atonality; were
including two based on
major World constant
Wars that harmony and
dramatically steady pulse;
affected all and musical
aspects of life elements were
in Europe and left to chance
America and that
between 1914- some part is
18 (WWI) and not written or
1939-45 planned
(WWII).

Now that you have read the characteristics of each musical style and period, you
are now ready to expand your understanding of instrumental music by looking into
the definition of some different forms of musical compostion.
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Forms of Definition
Musical
Composition
1. Concerto A musical composition usually composed in three parts or
movements, in which (usually) one solo instrument (for instance,
a piano, violin, cello or flute) is accompanied by an orchestra or
concert band.
2. Suites Are ordered sets of instrumental or orchestral pieces usually
performed in a concert setting.
3. Sonata Often written for one or more violins and bass, it consisted of a
slow introduction, a loosely fugued allegro, a cantabile slow
movement, and a lively finale in some binary form suggesting
affinity with the dance-tunes of the suite.
4. Overture An overture is a piece of music played by an orchestra at the
beginning of an opera or play.
5. Nocturne A composition inspired by, or evocative of, the night, and
cultivated in the 19th century primarily
6. Etude A piece of music intended to be played to improve a musician's
technical skills.
7. Requiem refers to the Requiem Mass, or as it is more properly known, Missa
pro defunctis, the 'Mass of the Dead. ' Thus, this composition is
meant for the wake or burial of the dead.
8. Fugue A musical composition in which one or two themes are repeated
or imitated by successively entering voices and contrapuntally
developed in a continuous interweaving of the voice parts
9. Symphony A usually long, complex and elaborate composition for the
orchestra with a sonata part.
10. Ballades A term applied to an instrumental (normally piano) piece in a
narrative style.

The above forms of music were extensively used in

EXPLAIN movies, television shows, radio drama, and other forms
EENGAGE of art as either background music, filler, or concluding
music because of the emotive and psychological
effects that they produce.

Music has been transcreated through interpretative dance, painting, poetry,and

other forms of art. When dealing with creative content, it can be challenging to
translate correctly and capture the same meaning in another language.
Transcreation is a compound word that combines translation and creation.
Transcreation share similarities with narration and borrowing.

The concept of transcreation may also be done through improvisation. Read about
it in the next section.

What is improvisation?
ELABORATE
EENGAGE Improvisation is one of the core techniques used by actors.
It stretches the imagination; sparks spontaneity and can
lead to unforgettable performances. Improvisation is the activity of making or doing
something not planned beforehand, using whatever can be found. It is a very
spontaneous performance without specific or scripted preparation. It is also known
as Improv, a group of performers who create original scenes and characters on the
spot.

Improvisation isn’t just restricted to the silver screen though. It spans various genres:
from improvised comedy nights and stand-up comedy to music. We’ll take a look at
what improvisation really means, and why developing improvisation skills can be so
useful.

When did it start?

Improv draws from the theatrical traditions of:

1. Commedia Dell’arte - 1500s-1700’s when

performers improvised in the streets of Italy

Commedia dell'arte troupe, probably depicting

Isabella Andreini
and the Compagnia dei Gelosi

https://www.britannica.com/art/commedia-dellarte

https://www.edgehill.ac.uk/news/2016/10/lets-not-forget-value-real-clowning/

What are its benefits?

1. Improv can help people become:

a. pragmatic- accept reality, pay attention, listen
b. playful- have fun, collaborate, diffuse difficult situations
c. flexible- be adaptive, willing to change, keep an open mind
d. imaginative- ideas there when needed, open flow to imagination, letting
ideas come without filters or judgment
e. courageous- fail and get over it, take risks, share imagination, think on your
feet

2. Improv strengthens the capacity for emotional risk.

3. improv teaches us to soften our focus and heighten our awareness, so that we can
respond well to surprises.

These are some rules to follow in improvisation:

1. Trust your partner
2. Trust your instinct
3. Yes, and…
4. Do not negate or shut down other people’s statements, instead, add on them
5. Don’t have a plan. Be in the moment. Don’t come in with a set of agenda. Let
the scene evolve. Listen and react.
6. Show rather than tell.
7. Play your scene from moment to moment and concentrate on what’s
happening in the present NOT what’s going to happen next.
8. DON’T anticipate action, or else you will miss what’s happening right now!
9. *Take cues from your scene partner (s) and be observant and listen!

Jargons used in Improv

Features of Improvisation

1. Dance Improvisation
 Process of spontaneously creating movement.
 Facilitated through a variety of creative explorations, including body mapping
through levels, shape and dynamic schema.
 It is a free, seemingly unstructured, less technically strict and impulsive form
that draws inspiration from everyday dance practices and influences.
 Not only into creating new movement, it is also defined as freeing the body
from habitual movement patters.

2. Performing Arts
 Improvisation can be:
 on the spot (at the moment)
 off the cuff (impromptu)
 It can take place more often if it is practiced as a means of encouraging
artistic or creative behavior.
 It can be done when an individual or group is acting, dancing, singing, playing
musical instruments, talking, creating artworks, problem solving, reacting at the
moment and in response to the stimulus of one’s immediate
Environment and inner feelings.

3. Music Improvisation
 The art and act of improvising or of composing or arranging anything
without previous preparation or producing something from whatever is
existing or available
 In music, it engages creativity and imagination.
 In theater, a performer may play dramatic scenes without any written
dialogue and with minimal or no prearranged dramatic activity.

1. Core Connection Sharing Balance by Rene Alvarez

https://www.youtube.com/watch?v=jcrbIdY3HZc

2. Becca Mitchell’s (Anna Kendrick) music mix in Pitch Perfect

https://www.youtube.com/watch?v=7_ppVt5Doks

3. Cornerstone’s Improv Team performs improve game for theater

https://www.youtube.com/watch?v=1EbCy08p4Ko

You have seen how musicians create music, dancers connect through touch,
and actors hone their acting skills through improvisation. Now it is your chance to
practice what made them prepared for their craft. Building confidence among
actors and performers takes a lot of time and effort. Even a seasoned performer or
actor needs workshop for him or her to be resourceful and to be comfortable with
his or her body.

As a performer, your voice, face, hands, head, and legs work together in
synchronization to show authenticity in your craft.
In order to have an experience how these performers prepare themselves, do the
following exercises on contact, music, and theater improvisation. Watch instructional
video, Contact Improvisation (https://www.youtube.com/watch?v=H8JiB2Nv5Qo).
In the first viewing, observe how the two performers execute movements. In the
second viewing, do the exercises by imitating these with a partner (any relative) how
they move their hands and connect with each other. Make sure you have enough
space for this activity.

A great way to build confidence and gain personal experience in music

improvisation is to sing along with your favorite recorded song. You may add a little
variety of sounds or a melody that fits to it. First, listen to the music improvisation of
Bobby McFerrin in this video
https://www.youtube.com/watch?time_continue=100&v=81uJZIF9TCs (sing!
Filename on your OTG module 5 folder, Elaborate subfolder) then try to start making
sounds that fit well with his music. You may add whistles, hums, or any sound you like.
Experiment on it. Try human beat box or sounds created when you do your chores
(washing utensils, brushing the floor tiles, pounding, chopping, etc.) Make sure you
record it and listen back. This activity will make you realize that you do not need to
be expert on the technicalities in music. As long as you have the technical ear to
make associations of sound quality, you can make an amazing music.

EVALUATE Now that your understanding of art expression is

EENGAGE expanded, you are now ready to take on a task.

David Hall( 2019) strongly contends that “ interpreting

music is an exercise that really pushes you to hone multiple musicality skills at once –
it can encompass active listening, sight reading, sight singing, transcription, and even
composition.” He adds that to interpret music, you must first re-imagine a piece of
music completely by allowing your interests, style, or preference to be of influence.
Second, you must realize the composer’s intention by understanding the milieu by
which the piece was created. Finally, interpretation necessitates personal
enjoyment; hence, you must shape your own rendition with much ease and
confidence.

Listen to Antonio Vivaldi’s Storm and create a two-minute impromptu performance

based on a story or set of emotions. To accomplish this task, follow the steps below:

1. Set up your video recording materials in a space where you can freely
move around.
2. Listen to the musical piece,Storm, by Antonio Vivaldi.
 For online-based learning, you may check the attached material
in Google classroom or visit the link:
https://www.youtube.com/watch?v=NqAOGduIFbg
 For correspondence-based learning, Open Module 5, evaluate
subfolder, Evaluate folder.
3. While the music piece is playing, act out an emotion, gesture, or
movements that match the emotive suggestion of the music. This must be
done impromptu.
4. Do not cut or rearrange the musical piece.
5. This task is likened to a silent film; hence, your video does not need any
caption or verbal audio from you. The only sound that must be heard is
Vivaldi’s Storm. Your facial expressions and movements must imply the
emotions and the story.

For OBL:
 Save your requirement in Google Drive and provide the access link, or upload
your video on Youtube then submit the link to the TASK 7 Assignment Bin.
 Please refer to Google classroom for submission date and time. Always check
Google classroom stream and classwork to keep yourself updated with the
deadline of tasks.

For CBL:
 Save your video in your flashdrive. File name must be: TASK 7 (FAMILY NAME)_
(FIRSTNAME)
 Submit your task along with your other requirements on or before the
scheduled final exam

V. Evaluation Tool
Your work will be evaluated using the criteria below:

Criteria
1. Originality of Creative Expression: 20 points
2. Adherence to the task: 10 points
3. Clarity of Video: 15 points
4. On-time submission: 5 points

Barras, C. (2020). Did early humans, or even animals, invent music?. Retrieved 19
June 2020, from http://www.bbc.com/earth/story/20140907-does-music-pre-
date-
modernman#:~:text=A%20literal%20reading%20of%20the,stretching%20back
%20a%20m
Hall, D. (2020). 3 Ways to Interpret Your Favourite Piece of Music | Musical U.
Retrieved 20 June 2020, from https://www.musical-u.com/learn/3-ways-
interpret-favourite-piece-music/
Modern Art Music. (2020). Retrieved 23 June 2020, from https://wmich.edu/mus-
gened/mus150/1500%20webbook%20modern%20artmusic/Modern%20ArtMu
sic.ht
Montagu, J. (2017). How Music and Instruments Began: A Brief Overview of the
Origin and Entire Development of Music, from Its Earliest Stages. Frontiers In
Sociology, 2. doi: 10.3389/fsoc.2017.00008
Music, Instrumental | Encyclopedia.com. (2020). Retrieved 23 June 2020, from
https://www.encyclopedia.com/humanities/encyclopedias-almanacs-
transcripts-and-maps/music-instrumental
Natalia Kuznetsova, T. (2020). Music Appreciation | Simple Book Production.
Retrieved 20 June 2020, from
https://courses.lumenlearning.com/musicappreciation_with_theory/
Overview of Baroque Instrumental Music | Music Appreciation 1. (2020). Retrieved
24 June 2020, from https://courses.lumenlearning.com/suny-
musicappreciationtheory/chapter/overview-of-baroque-instrumental-
music/#:~:text=During%20the%20baroque%20era%2C%20instrumental,as%20i
mpo
Team, S. (2020). The Romantic Period of Music. Retrieved 22 June 2020, from
https://www.connollymusic.com/stringovation/the-romantic-period-of-music
 Gabe Mercado’s Improv Workshops
 https://www.slideshare.net/maripatwilk/rules-of-improvisation-9408692
 https://www.google.com.ph/search?q=improvisation+ppt&oq=improvisation
+ppt&aqs=chrome.0.69i59j0.4287j0j8&sourceid=chrome&ie=UTF-8
 https://www.city-academy.com/news/what-is-improvisation-acting/

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