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Module in GE 6
ARTS APPRECIATION
Compiled by Ivy Millare
 This module is published by the Department of Social
Sciences and Philosophy, College of Arts and
Sciences, University of Southern Mindanao

USM Vision
“Quality and relevant education for its clientele to be globally
competitive, culture-sensitive and morally responsible human
resources for development.”

USM Mission
“To accelerate the socio-economic development, promote harmony among the
diverse communities in Southern Philippines and improve the quality of life through
instruction, research, extension and production.”

CASS Goals

The College of Arts and Social Sciences’ goals are as follows:

Accelerate the advancement of knowledge to favor the promotion of mental health,
improvement of care, and enhancement of quality of life:
Provide leadership in the promotion of peace, development, and justice thru Instruction,
research, extension and resource generation:
Develop communicative competence and embody nationalism in multilingual and
multicultural settings, and:
Produce globally competitive graduates who uphold excellence, moral integrity, and
compassion to contribute in nation building.

Course Objective

This work-textbook is conceptualized to provide teachers and students with

greater opportunities of learning aside from their classroom experiences. Incorporated in
this work-textbook are the concepts and topics compiled from different references in
teaching Humanities to help the students cope with discuss lesson s and the same have
a uniform experience for easier monitoring of the students’ progress.
However, this does not delimit the students and teachers to explore other venues
for learning like the use of library materials, the internet and several other sources of
information may it be written, orally transmitted or from artistic production, tape
recordings and like which would certainly enhance their understanding and
appreciation of the arts.
 FOREWORD
Over the years, humans struggle to make sense of the things
happening around them. They continually seek for answers to the questions
about their existence and about life. Many attempts have been made to
answer these questions, and records of these attempts can be found in the
writings and in the arts which provided some kind of enlightenment.

However, the meaning of human existence has become more confusing as the
development of technology increasingly challenges their traditional functions.
Fortunately, we are constantly reminded of our worthiness as human beings through arts.
As Salvador Gonzales put it. “Science educates our minds and hearts while humanities
educate our feelings and sensitivities as that we may use our minds without forgetting
that we are human beings.”

By studying Humanities; particularly the arts, we learn what is to be human.

However, we should not be limited on mere concepts of the subject but more importantly
on experiencing the arts. Thus, appreciation of the arts cannot be taught but can be
caught through experience.

Art is experience, and so, there can be no appreciation of the arts without
experience --- the actual doing of things.

With this in mind, the compilers have developed this work textbook to meet the
requirements of an introductory General Humanities course and update the materials in
order to give more meaning and delight in the subject.

These work textbook attempts to provide students necessary knowledge about

the meaning and importance of the arts so that they may appreciate it better. This may
also serve as a guide for teachers of Humanities 111 (Arts Appreciation).

The Humanities 111 module is divided into concepts and theoretical part that
come from collated and summarized lessons and topics from different references that
are primarily used in teaching course. Another part of it contains exercises and activities
to reinforce the teaching-learning experiences that provide opportunity for students to
apply the concepts learned on the concepts.
 CHAPTER I
INTRODUCTION AND DEFINITIONS

Intended Learning Outcomes

At the end of the session, the student will be able to:
1.1 Define ‘art’ within a cultural perspective.
1.2 Explain the difference between ‘objective’ and ‘subjective.’
1.3 Discuss the meaning of ‘aesthetics’ and its relationship to cultural conventions.
1.4 Clarify misconceptions about art;

The Meaning of Art

Art is derived from the Latin word “ars”
meaning “ability” or “skill.” It covers those areas of
artistic creativity that seek to communicate beauty
primarily through the sense. Art embraces the visual
arts, literature, music and dance.
Art is a highly diverse range of human activities
engaged in creating visual, auditory, or performed
van Gogh. V. (1889). The Starry Night.
artifacts — artworks — that express the author’s
imaginative or technical skill, and are intended to be
appreciated for their beauty or emotional power.
The oldest documented forms of art are visual arts,
which include images or objects in fields like painting,
sculpture, printmaking, photography, and other
visual media. Architecture is often included as one of
the visual arts; however, like the decorative arts, it
involves the creation of objects where the practical Lady Gaga performing at Pepsi Zero
considerations of use are essential, in a way that they Sugar Super Bowl LI halftime show

usually are not in another visual art, like a painting.

Art may be characterized in terms of mimesis
(its representation of reality), expression,
communication of emotion, or other qualities.
Though the definition of what constitutes art is
disputed and has changed over time, general
descriptions center on the idea of imaginative or
technical skill stemming from human agency and
creation. When it comes to visually identifying a work Hokusai. (1831). The Great Wave off
of art, there is no single set of values or aesthetic traits. Kanagawa
Form and Content

The form of a work of art or design refers

to all of its visible elements and the particular
way these come together as a whole. These
include:
 The material or medium used to
construct the work. Examples are
marble, bronze, found objects, oil
paint, video, wood, steel, mixed
media, and photography:
 The color of the work and the way
color has been used in terms of tonal
variation, contrast, harmony,
coolness, warmth, opacity, and
translucence:
 The use of line in the work and
whether or not it is curved, angular,
directional, repetitive, flowing, and
irregular:
 The texture or surface of the work and
whether it is rough, smooth, tactile,
repellant, viscous, and fluid:
 The composition of the work like the
way the space is organized or how
the elements are put together. For
example, one point perspective,
close up, viewed from above, depth
of field, chaotic, symmetrical, grid-
like:
 The scale or dimensions of a work and
whether it is monumental, miniature,
intimate, and imposing:
 The duration of a work and the length
of time the viewer is expected to
engage with it - particularly
significant for timed-based work such
as video and performance.
Content is the subject matter of a work of art or design. It is revealed though the
formal properties of the work and may be evident on a number of levels. There is the
immediate or obvious content of the work. For instance, it may be an historical scene, a
landscape, a portrait, an interior, a functional object or an abstraction. Beyond this the
content may become more complex. It is about what is happening in the works, what
meaning you derive from them, and whether or not they create a particular mood or
reaction. Sometimes content can be difficult to assess because it may be ambiguous or
obscure. The formal elements of the work and its title can often help to read the content,
as can recurring patterns, motifs or symbols that may have special significance.

Aesthetics

Traditionally, aesthetics is the branch of philosophy dealing with beauty or the

beautiful, especially in art, and with taste and standards of value in judging art. Lip’s
Theodor defines aesthetics as the science of the beautiful. For him, an object is beautiful
if it is able to arouse in us a special feeling, which we call the 'sense of beauty'.
Aesthetics consists of the sense of beauty'. It is characterized by love of beauty. It
is concerned more with pure emotion and sensation and less with pure intellect; it means,
broadly, a devotion to beauty and primarily to beauty as found in art and in whatever is
attractive in the world around us. So any study of beauty be it natural or man-made, can
be called aesthetic. The quest for beauty is inherent in every individual.

Vermeer, J. (1665). Girl with a Pearl Earring. Magritte, R. (1964). The Son of Man.

Nature of Art

Art is everywhere

Art as it is found everywhere is very much a part of our lives. We cannot

deny its presence even if we want to. We find art in the clothes we wear, the
furniture and furnishings, style of houses and vehicles. We find art objects in the
home and in the community, in religion, in trade, and in industry.
Examples:

 Coins, medals and pendants are examples of relief sculptures

 Paper bills and postage stamps are examples of engravings
 Statues of angels or saints are examples of free-standing sculptures
 Multicolored design on the inside the jeepney are examples of decorative
arts

All these things are part of human efforts to lessen the drabness and tedium of
everyday living and transform the environment into more interesting place to live in.

Arts as expression and communication

No one can contain an intense emotion within the self for long. The tension
that results would compel the person to unburden the self or share the feeling
with others.
We express our emotional state by some visible signs and activities. This
expression however, is not only limited to the revelation of emotions but also
extends to the personal and social values of the artist and the penetrating
psychological insights into reality that are conveyed through the arts.

A Pulitzer Prize-Winning Photojournalism of Carol Guzy

depicting Kosovar refugee Agim Shala, 2, who was passed
through the barbed wire fence into the hands of grandparents
at a camp in Kukes, Albania on May 3, 1999 as members of
the large Shala family were reunited here after fleeing Prizren
in Kosovo during the conflict and ethnic cleansing.

A group of women performing a contemporary dance.

Beyonce in her Run the World (Girls) music

video depicting women empowerment.
Art as Creation

Human have been led by an innate craving for order to create objects that
are delightful to perceive. The word “creation” in this sense refers to the act of
combining and reordering already existing material so that new object is
formed.
As a creative activity, art involves skill or expertness in handling materials
and organizing them into new, structurally pleasing, and significant units. These
skills thus not just happen. It is acquired through long training and constant
practice. Therefore, art is a planned activity.

Art and Experience

It has been said that the art is experience, because all art demands
experience; but probably it is a clearer to say that all art involves experience,
that there can be no appreciation without experience.

At least three major kinds of experiences are involved in the artistic activity:

a. An artist has an experience that he/ she wants to communicate

b. The artist expresses the self -- that of creating the art object or form.
c. When the work is done, there is the artist’s gratifying experience of having
accomplished something significant.

There is a varying combination of sensory, emotional and intellectual responses

involved in experiencing art. These are the experiences of the onlookers and
listeners.

Sensory response happens when we feel a kind of delight or joy in many forms
of art using merely our senses. The onlookers and listeners do not seem to need
deeper understanding of what the artist has tried to express and how he manages
to achieve his purposes.

Emotional response is triggered by the recognition of a familiar situation

presented as the subject of the work. This may stem from memories evoked by the
subject.

Intellectual response is manifested in the delight of the mind to some works of

art because these works whose unique arrangements of elements apart from the
subject matter, stimulate the intellect more than they do the emotions.
 Art and Nature

Art is not nature. A work of art is made by human beings. Artist frequently find
their inspiration and subject matter in nature, as artist do use nature as a medium,
but art in itself is not nature.

Art and Beauty

The desire for the beauty and order around in another basic human need. This
provides the needed comfort and balance in our lives.

However, what we call beauty is relative. Our concepts of beauty also

changes over time and beauty varies among cultures, too.

Importance of Art

Art is relevant for a number of reasons:

1. Artworks are valuable sources of inspiration and aesthetic experiences.

2. We commemorate certain occasion with paintings, songs, dances and

dramatic plays to heighten their importance and keep records of such events.

3. Through the artist’s work, we get a glimpse of the thoughts, feelings and beliefs
of the people in their time and the forces of their environment that influenced
their works of art.

4. We value beautiful things as a consequence of our encounter with the arts.

5. Out of the aesthetic experience we derive from arts, we may be influenced to

change our ways. They may transform us into highly cultured, dignified and
respectable human beings.

Assumptions of Art

Our attitude towards the art may be influenced by these assumptions:

1. Art has been created by various people, at all places and time. Art exist
because it is liked and enjoyed.
2. Art does not grow old.
3. Art is something to be seen or heard.
4. Art is the product of human’s imaginations and skill in doing things.
5. Nature is artful. Its beauty and artistry could be enhanced.
Work of Art

A work of art is an activity that involves both imagination and skill in

accomplishing it. It creates aesthetic feelings or experiences which delight and
satisfy our desire for beautiful things.

Some guidelines in understanding a work of art

1. What did the artist make? What is it about? (This concerns the subject)

2. What did the artist want to show in the whole of the artwork? What is it for? (This
concerns the function of the art)

3. What is the artwork made of? (This refers to the materials or mediums and the
elements that are used to create it)

4. How are the materials and elements put together or organized? (This refers to
the organization)

5. What are its mood, temper and personality? (This refers to the style)

6. How good is it? (This refers to the judgment)

 Exercise #1
Let’s visit online museums!

1. Visit an online museum, one local museum and one foreign museum. You may
choose from the following virtual museums:

Local:
https://www.nationalmuseum.gov.ph/#page=page-1
https://www.ayalamuseum.org
https://ateneoartgallery.com/

Foreign:
https://www.metmuseum.org/
https://www.moma.org/

2. Research one foreign and one local artist. Write their biography and list at least
three of their artworks.
3. Paste the picture of the artists and the artworks that they have created.
4. Explain their paintings by answering the questions below.
LOCAL ARTIST

Name: ___________________________________________________
Birthdate: ________________________________________________
Birth place: ______________________________________________
Artwork: 1. ______________________________________________
2. ______________________________________________
3. ______________________________________________
ARTWORK # 1

1. Title or name of artwork:

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2. Year created:
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3. Dimension:
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4. Content:
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ARTWORK # 2

1. Title or name of artwork:

___________________________________
2. Year created:
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3. Dimension:
___________________________________
4. Content:
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ARTWORK # 3

1. Title or name of artwork:

___________________________________
2. Year created:
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3. Dimension:
___________________________________
4. Content:
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FOREIGN ARTIST

Name: ___________________________________________________
Birthdate: ________________________________________________
Birth place: ______________________________________________
Artwork: 1. ______________________________________________
2. ______________________________________________
3. ______________________________________________
ARTWORK # 1

1. Title or name of artwork:

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2. Year created:
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3. Dimension:
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4. Content:
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ARTWORK # 2

1. Title or name of artwork:

___________________________________
2. Year created:
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3. Dimension:
___________________________________
4. Content:
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ARTWORK # 3

1. Title or name of artwork:

___________________________________
2. Year created:
___________________________________
3. Dimension:
___________________________________
4. Content:
___________________________________
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 CHAPTER II
THE PROCESS OF ART

Intended Learning Outcomes

At the end of the session, the student will be able to:
2.1. Compare and contrast art as a social activity and a singular creative act:
2.2. Discuss historical forms of artistic training:
2.3. Describe the cultural ties to artistic process and training:

The Artistic Process

How many times have you looked at a work of art and wondered “how did
they do that”? Some think of the artist as a solitary being, misunderstood by society, toiling
away in the studio to create a masterpiece, and yes, there is something fantastic about
a singular creative act becoming a work of art. The reality is that artists rely on a support
network that includes family, friends, peers, industries, business and, in essence, the whole
society they live in. For example, an artist may need only a piece of paper and pencil to
create an extraordinary drawing, but depends on a supplier in order to acquire those
two simple tools. Whole industries surround art making, and artists rely on many different
materials in order to realize their work, from the pencil and paper mentioned above to
the painter’s canvas, paints and brushes, the sculptor’s wood, stone and tools and the
photographer’s film, digital camera and software or chemicals used to manipulate an
image.
After the artwork is finished there are other support networks in place to help exhibit,
market, move, store and comment on it. Commercial art galleries are a relatively recent
innovation, springing up in Europe and America during the Industrial Revolution of the
nineteenth century. As these societies concentrated their populations in cities and
formed a middle class, there was a need for businesses to provide works of art for sale to
a population that began to have more spare time and some discretionary income. As
art became more affordable, the gallery became a place to focus solely on buying and
selling, and, in the process, making art a commodity.
Museums have a different role in the world of visual art. Their primary function is in
the form of a cultural repository – a place for viewing, researching and conserving the
very best examples of artistic cultural heritage. Museums contain collections that can
reflect a particular culture or that of many, giving all of us the chance to see some of the
great art humanity has to offer.
The role of the critic commenting on art is another function in the process. Critics
offer insight into art’s meaning and make judgments determining ‘good’ or ‘bad’ art
based on the intellectual, aesthetic and cultural standards they reflect. In this way,
museums, galleries and critics have become gatekeepers in helping to determine what
is considered art within a culture like our own.

The Individual Artist

Inasmuch as we have seen art as a community or collaborative effort, many artists

work alone in studios, dedicated to the singular idea of creating art through their own
expressive means and vision. In the creative process itself there are usually many steps
between an initial idea and the finished work of art.
Artists will use sketches and preliminary drawings to get a more accurate image of
what they want the finished work to look like. Even then they’ll create more complex trial
pieces before they ultimately decide on how it will look. Artists many times will make
different versions of an artwork, each time giving it a slightly different look.
Some artists employ assistants or staff to run the everyday administration of the
studio; maintaining supplies, helping with set up and lighting, managing the calendar
and all the things that can keep an artist away from the creative time they need in order
to work.

Artistic Training Methods and Cultural Considerations

For centuries craftsmen have formed associations that preserve and teach the
‘secrets’ of their trade to apprentices in order to perpetuate the knowledge and skill of
their craft. In general, the training of artists has historically meant working as an
apprentice with an established artist. The Middle Ages in Europe saw the formation of
guilds that included goldsmiths, glassmakers, stonemasons, medical practitioners and
artists, and were generally supported by a king or the state, with local representatives
overseeing the quality of their production. In many traditional cultures, apprenticeship is
still how the artist learns their craft, skills and expressions specific to that culture. Some
nations actually choose which artists have learned their skill to such a degree that they
are allowed and encouraged to teach others. An example would be artists considered
National Treasures in Japan. In the developed nations, where education is more
available and considered more important that experience, art schools have developed.
The model for these schools is the French Royal Academy founded by Louis XIV in the
17th century. In the 19th century, the Victorians first introduced art to the grade schools,
thinking that teaching the work of the masters would increase morality and that teaching
hand-eye coordination would make better employees for the Industrial Revolution. These
ideas still resonate, and are one of the reasons art is considered important to children’s
education. A recent New York Times article by Steve Lohr explains how this notion has
carried into the realm of high technology and the digital arts. A woman quoted in the
article says that a proficiency in digital animation is an asset less for technical skills than
for what she learned about analytic thinking.
 Like most skilled professions and trades, artists spend many years learning and
applying their knowledge, techniques and creativity. Art schools are found in most
colleges and universities, with degree programs at both the undergraduate and
graduate levels. There are independent art schools offering two and four year programs
in traditional studio arts, graphic arts and design. The degree earned by students usually
ends with a culminating exhibition and directs them towards becoming exhibiting artists,
graphic designers or teachers. Such degrees also consider the marketing and sales
practices of art in contemporary culture.
Many artists learn their craft on their own through practice, study and
experimentation. Whether they come from art schools or not, it takes a strong desire to
practice and become an artist today. There are no longer the historical opportunities to
work under church, state or cultural sponsorships. Instead the artist is driven to sell their
work in some other venue, from a craft fair to a big New York City gallery (New York City
is the official center of art and culture in the United States). There are very few
communities that can support the selling of art on a large scale, as it is generally
considered a luxury item often linked to wealth and power. This is a modern reflection of
the original role of the art gallery.
What is required to become an artist? Skill is one of the hallmarks that we often
value in a work of art. Becoming skilled means a continual repetition of a craft or
procedure until it becomes second nature. Talent is certainly another consideration, but
talent alone does not necessarily produce good art. Like any endeavor, becoming an
artist takes determination, patience, skill, a strong mental attitude and years of practice.
Creativity is another element necessary to become an artist. What exactly is
creativity? It’s linked to imagination and the ability to transcend traditional ways of
thinking, with an exaggerated use of alternatives, ideas and techniques to invent new
forms and avenues of expression. The music composer Leo Ornstein (Links to an external
site.) described creativity this way:

“Once you’ve heard what you’ve created you can’t explain

how it’s done. But you look at it and say ‘there’s the evidence.”

Creativity is used in traditional (Links to an external site.) art forms as well as more
innovative ones. It’s what an artist uses to take something ordinary and make it
extraordinary. Creativity can be a double-edged sword in that it’s one thing that artists
are most criticized for, especially in the arena of buying and selling art. In general the
buying public tends to want things they recognize, rather than artwork that challenges
or requires thinking. This dichotomy is illustrated by a poem by English writer Robert
Graves, “Epitaph on an Unfortunate Artist”:

He found a formula for drawing comic rabbits

This formula for drawing comic rabbits paid,
So in the end he could not change the tragic habits
This formula for drawing comic rabbits made.
Art as Social Activity

Some of the grandest works of art are made not by a single person but by many
people. Pyramids in Egypt and Mexico are massive structures, built by hundreds of
laborers under the direction of designers and engineers. Egyptian pyramids are tombs for
individual royalty, while those in Mexico function as spiritual altars dedicated to gods
or celestial objects. They are typically placed at a prominent site and give definition to
the surrounding landscape. Their construction is the cumulative effort of many people,
and they become spectacular works of art without the signature of a single artist.
A more contemporary example of art making as a community effort is the AIDS
Memorial Quilt Project. Begun in 1987, the project memorializes the thousands of lives lost
to the disease through the creation of quilts by families and friends. Blocks of individual
quilts are sewn together to form larger sections, virtually joining people together to share
their grief and celebrate the lives of those lost. The project is evidence of the beauty and
visual spectacle of a huge community artwork. Today there are over 40,000 individual
blocks. The quilt project is ongoing, growing in size, and exhibited throughout the world.
Many artists collaborate with non-artists in arrangements designed to produce
work for a specific place. Public art is a good example of this. The process usually begins
with a select panel of the public and private figures involved in the project who call for
submissions of creative ideas surrounding a particular topic or theme, then a review of
the ideas submitted and the artist’s selection. Funding sources for these projects vary
from private donations to the use of public tax dollars or a combination of the two. Many
states have “1% for Art” laws on the books which stipulate that one percent of the cost
of any public construction project be used for artwork to be placed on the site.
Public art projects can be subject to controversy. It’s not easy for everyone to
agree on what constitutes ‘good’ or ‘bad’ art, or at least what is appropriate for a public
space. The issue takes on a more complex perspective when public money is involved in
its funding. One example involves Richard Serra’s sculpture Tilted Arc from 1981.
 Exercise #2
Writing a journal

Name: _____________________________________________________
Course, year & section: _____________________________________
Score: _____________________________________________________

Instruction: Choose one or more of the following prompts. Try to write roughly a page on
each prompt you select. Write your answer on the space provided.

Journal Prompt #1: Who Makes Art?

Who makes art? Do you think artists have innate ability or acquired skill (or both)? How
do artist’s roles change with different cultural considerations? Support your answers
with examples, and provide any images that help in your explanations.

Journal Prompt #2: Art21

View at least five short videos from ART21. You can search for artist’s names by alphabet
at the top middle of Art: 21’s homepage. Watch how they work and what they say
about their process. Then place one artist in each of the following categories:
1. Artist most concerned with the process of making the work.
2. Artist most concerned with creativity in the idea for their art or the work itself.
3. Artist most concerned with materials
4. Who surprised you the most?
5. List the artists you viewed.

Link: https://art21.org/

Journal Prompt #3: Social Art vs. Creative Art

Instructions: Compare and contrast art created as a social activity and as a singular
creative act.
• What are the differences?
• Why are they important?
• Do their functions ever overlap? How?
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 CHAPTER III
SUBJECTIVE AND OBJECTIVE PERSPECTIVES

Intended Learning Outcomes

At the end of the session, the student will be able to:
2.1. Define the term ‘subject matter,’
2.2. Define the categories – realistic, abstract and non-objective;
2.3. Present different artistic styles through one’s own artwork

Introduction and definitions

Up until now we’ve been looking at artworks through the most immediate of visual
effects: what we see in front of our eyes. Now we can begin to break down some barriers
to finding specific meaning in art, including those of different styles and cultures. To help
in this journey we need to learn the difference between looking at something in an
objective way versus subjectively.
To look objectively is to get an unbiased overview of our field of vision. Subjective
seeing speaks more to understanding. When we use the term “I see” we communicate
that we understand what something means. There are some areas of learning,
particularly psychology and biology that help form the basis of understanding how we
see. For example, the fact that humans perceive flat images as having a “reality” to them
is very particular. In contrast, if you show a dog an image of another dog, they neither
growl nor wag their tail, because they are unable to perceive flat images as containing
any meaning. So you and I have actually developed the ability to “see” and read
specific meanings into images.
In essence, there is more to seeing than meets the eye. We need to take into
account a cultural component in how we perceive images and that we do so in
subjective ways. Seeing is partly a result of cultural conditioning and biases. For example,
when many of us from industrialized cultures see a parking lot, we can pick out each car
immediately, while others from remote tribal cultures (who are not familiar with parking
lots) cannot.

Artistic Roles

Visual artists and the works they produce perform specific roles. These roles vary
between cultures. We can examine some general areas to see the diversity they offer –
and perhaps come up with some new ones of our own.

Description

A traditional role of visual art is to describe our self and our surroundings. Some of
the earliest artworks are drawings and paintings of humans and wild animals on walls
deep within prehistoric caves. One particular image is a hand print: a universal symbol of
human communication.
 Portraits

Portraits, landscapes and still life are common examples of description. Portraits
capture the accuracy of physical characteristics but the very best also transfer a sense
of an individual’s unique personality. For thousands of years this role was reserved for
images of those in positions of power, influence and authority. The portrait not only
signifies who they are, but also solidifies class structure by presenting only the highest-
ranking members of a society. The portrait bust of Egyptian Queen Nefertiti, dated to
around 1300 BCE, exemplifies beauty and royalty.

Landscapes

Landscapes – by themselves – give us detailed information about our natural and

human made surroundings; things like location, architecture, time of day, year or season
plus other physical information such as geological elements and the plants and animals
within a particular region. In many western cultures, the more realistic the rendering of a
scene the closer to our idea of the ‘truth’ it becomes. In the 15th century German artist
Albrecht Durer creates vivid works that show a keen sense of observation. His Young Hare
from 1495 is uncanny in its realism and sense of animation.

Scientific Illustration

Out of this striving for accuracy and documentation developed the art of
scientific illustration. The traditional mediums of painting and drawing are still used to
record much of the world around us. Linda Berkley’s Merino Ram uses a layered
approach to record in great detail the physical anatomy of the head of the great sheep.

Enhancing our World

Enhancing the world of our everyday lives is another role art plays. This role is more
utilitarian than others. It includes textiles and product design, decorative embellishments
to the items we use every day, and all the aesthetic considerations that create a more
comfortable, expressive environment

Artistic Categories

Visual arts are generally divided into categories that make distinctions based on
the context of the work. For example, Leonardo da Vinci’s ‘Mona Lisa’ would not fall into
the same category as, say, a graphic poster for a rock concert. Some artworks can be
placed in more than one category. Here are the main categories:

Fine Art

This category includes drawings, paintings, sculptures, photographs and, in the last
decade, new media that are in museum collections and sold through commercial art
galleries. Fine art has a distinction of being some of the finest examples of our human
artistic heritage. Here is where you will find Leonardo Da Vinci’s Mona Lisa, ancient
sculpture, such as the Gandhara figure from India, and stunning ceramics from different
cultures and time periods.

Popular Culture

This category contains the many products and images we are exposed to every
day. In the industrialized world, this includes posters, graffiti, advertising, popular music,
television and digital imagery, magazines, books and movies (as distinguished from film,
which we’ll examine in a different context later in the course). Also included are cars,
celebrity status and all the ideas and attitudes that help define the contemporary period
of a particular culture. Handbills posted on telephone poles or the sides of buildings are
graphic, colorful and informative, but they also provide a street level texture to the urban
environment most of us live in. Public murals serve this same function. They put an
aesthetic stamp on an otherwise bland and industrialized landscape.

Craft

Craft is a category of art that shows a high degree of skilled workmanship in its
production. Craft works are normally associated with utilitarian purposes, but can be
aesthetic works in themselves, often highly decorated. The Mexican ceramic vessel is an
example. Handmade furniture and glassware, fine metalworking and leather goods are
other examples of craft.

Artistic Styles

Style

The search for truth is not exclusive to representational art. From viewing many of
the examples so far you can see how individual artists use different styles to communicate
their ideas. Style refers to a particular kind of appearance in works of art. It’s a
characteristic of an individual artist or a collective relationship based on an idea, culture
or artistic movement. Following is a list and description of the most common styles in art:

Naturalistic Style

Naturalistic style uses recognizable images with a high level of accuracy in their
depiction. Naturalism also includes the idealized object: one that is modified to achieve
a kind of perfection within the bounds of aesthetics and form. William Sydney Mount’s
painting The Bone Player gives accuracy in its representation and a sense of character
to the figure, from his ragged-edged hat to the button missing from his vest. Mount treats
the musician’s portrait with a sensitive hand, more idealized by his handsome features
and soft smile. Note: click the image for a larger view.

Abstract Style

Abstract style is based on a recognizable object but which is then manipulated

by distortion, scale issues or other artistic devices. Abstraction can be created by
exaggerating form, simplifying shapes or the use of strong colors. Questions of abstraction
can also emerge from something as simple as our distance from an artwork. At first
glance it is a highly realistic portrait of the artist’s grandmother-in law. You can zoom it in
to see how the painting dissolves into a grid of individual fingerprints, a process that
renders the surface very abstract. With this in mind, we can see how any work of art is
essentially made of smaller abstract parts that, when seen together, make up a coherent
whole.
Non-objective imagery has no relation to the ‘real’ world – that is – the work of art
is based solely upon itself. In this way the non-objective style is completely different than
abstract, and it’s important to make the distinction between the two. This style rose from
the modern art movement in Europe, Russia and the United States during the first half of
the 20th century. Pergusa Three by American artist Frank Stella uses organic and
geometric shapes and strong color set against a heavy black background to create a
vivid image. More than with other styles, issues of content are associated with a non-
objective work’s formal structure.

Cultural Styles

Cultural styles refer to distinctive characteristics in artworks throughout a particular

society or culture. Some main elements of cultural styles are recurring motifs, created in
the same way by many artists. Cultural styles are formed over hundreds or even
thousands of years and help define cultural identity. We can find evidence of this by
comparing two masks; one from Alaska and the other from Canada. The Yup’ik dance
mask from Alaska is quite stylized with oval and rounded forms divided by wide bands in
strong relief. The painted areas outline or follow shapes. Carved objects are attached to
the mask and give an upward movement to the whole artwork while the face itself carries
an animated expression.
By comparison, a ‘Groundhog Mask’ from the Tlingit culture in coastal
northwestern Canada exhibits similar forms and many of the same motifs. The mouths of
each mask are particularly similar to each other. Groundhog’s visage takes on human –
like characteristics just as the Yup’ik mask takes the form of a bird. This cultural style ranges
from western Alaska to northern Canada.
Celtic art from Great Britain and Ireland shows a cultural style that’s been identified
for thousands of years. Its highly refined organic motifs include spirals, plant forms
and zoomorphism. Intricate and decorative, the Celtic style adapted to include early
book illustration. The Book of Kells is considered the pinnacle of this cultural style.
 Exercise #3
Writing a journal

Name: _____________________________________________________
Course, year & section: _____________________________________
Score: _____________________________________________________

Instruction: Choose one or more of the following prompts. Try to write roughly a page on
each prompt you select. Write your answer on the space provided.

Journal Prompt #1: Who Makes Art?

Who makes art? Do you think artists have innate ability or acquired skill (or both)? How
do artist’s roles change with different cultural considerations? Support your answers
with examples, and provide any images that help in your explanations.

Journal Prompt #2: Art21

View at least five short videos from ART21. You can search for artist’s names by alphabet
at the top middle of Art: 21’s homepage. Watch how they work and what they say
about their process. Then place one artist in each of the following categories:
1. Artist most concerned with the process of making the work.
2. Artist most concerned with creativity in the idea for their art or the work itself.
3. Artist most concerned with materials
4. Who surprised you the most?
5. List the artists you viewed.

Link: https://art21.org/

Journal Prompt #3: Social Art vs. Creative Art

Instructions: Compare and contrast art created as a social activity and as a singular
creative act.
• What are the differences?
• Why are they important?
• Do their functions ever overlap? How?
 CHAPTER IV
FUNCTIONS OF ART

Intended Learning Outcomes

At the end of the session, the student will be able to:
2.1. Distinguish between functional and indirectly functional art:
Broadly speaking,
2.2. Explain allthe
artsdifferent
have function.
roles artFor human,
plays the
within makerscultures
different create things because
especially to the
they have a particular
Filipino people: need for them. To the layman, art has a very little function, the
term function being and
2.3. Reflect taken to mean
share on the“practical
different usefulness”.
functions of art in our lives

Ideally, one can look at a piece of art and guess with some accuracy where it
came from and when. This best-case scenario also includes identifying the artist because
they are in no small way part of the contextual equation. You might wonder, "What was
the artist thinking when they created this?" when you see a piece of art. You, the viewer,
are the other half of this equation; you might ask yourself how that same piece of art
makes you feel as you look at it. These—in addition to the time period, location of
creation, cultural influences, etc.—are all factors that should be considered before trying
to assign functions to art. Taking anything out of context can lead to misunderstanding
art and misinterpreting an artist's intentions, which is never something you want to do. The
functions of art normally fall into three categories: physical, social, and personal. These
categories can and often do overlap in any given piece of art. Functions are made for
some definite and specific use – Architecture, furniture-making, weaving and few other
craft have obvious purpose and therefore classified as function.

Personal function of Arts

1. Arts are vehicle for the artist’s expression of his/ her feelings and ideas. Music, for
instance, and literature at times, have a way of expressing emotions for us.
2. Works of art make us aware of other ways of thinking, feeling and imagining that
have never occurred to us before.
3. They offer us fresh insights into nature and human nature so that we gain a better
understanding of ourselves and the world around us.
4. They help us to improve our lives.

Social Function of Arts

One cannot conceive of a society without art, for art is closely related to every
aspect of social aspect. Arts perform a social function when:
1. It seeks or tends to influence the collective behavior of people. (Influencing
social behavior)
2. It is created to be seen or used primarily in public situations. (Display and
celebration)
 3. It expresses or describes social or collective aspects of existence as opposed
to individual and personal kinds of experience. (Social Description)

Physical Function of Arts

Arts that make our life physically comfortable belong to this function of arts. They
may be classified into tools and containers. A spoon is a tool. While a building, a ceramic
vase or a chair is a container.

Form and Function of Arts

The function of an object generally determines the basic form that it takes. A chair,
for example, is so designed as to allow the seated body to rest comfortably on it. Its
back, arms, legs and seat are harmoniously integrated into an object that fulfills its
particular purpose.

Community Planning of Arts

Community planning takes into consideration the assignment of areas for proper
land area use.

1. Residential District – special areas assigned for residential purposes. These are
designed with such personal and social needs in mind as a comfort, health and
facilities for recreation.
2. Industrial and Commercial Areas – areas that are usually located near the source
of raw materials.
3. Civic Centers – structures where the functions of the government can be
efficiently carried out, and which would, in appearance be symbolic of
community dignity and pride.
4. Park, Plazas and Malls – areas are provide relief from problems such as air and
water pollution, inadequate facilities for recreation, and lack of parking space.
5. Streets and Roads – links various districts of the community to each other and the
community to its environment.

Functions and Beauty

Many remain the same in shape throughout the years because functional
requirements do not allow for greater variations. Time has proved that their designs best
enable them to accomplish their purpose.
However, functional works of art must not only perform their function efficiently
but must also be aesthetically pleasing.
It is the presence of the quality of delighting the beholder because of a
harmonious arrangement of the formal elements that distinguishes a work of art from an
ordinary functional object.
 Exercise #4.1
On becoming a Filipino

Instruction: Jeepney or jeep is a popularly known public transportation in the Philippines

known for their crowded seating and kitsch decorations symbolizing Philippine art
and culture. If you already tried to write a jeep, this activity will be very easy to
you. In this report, you need to analyze Philippine jeeps, and write all forms of art
that you see on the jeep. You explain the meaning of every form of art that you
see. You are also tasked to write what functions of art the jeep has conveyed to
you. Write your answer on the space provided.

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 Exercise #4.2
On becoming a Filipino

Instruction: Sa Ugoy ng Duyan is a classical Filipino lullaby composed by National Artists

of the Philippines - Lucio San Pedro and Levi Celerio who on the other hand wrote
its lyrics. The song was popularized by some of the most renowned OPM artists
such as Lea Salonga, Aiza Seguerra, and Regine Velasquez. In this activity, you
are tasked to listen to the song and analyze what function/s of art it
communicates to you. You need also to discuss the meaning of the song, and
write whether the song has changed something in your life or your perception of
life.

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 CHAPTER V
THE MEDIUM OF ARTS

Intended Learning Outcomes

At the end of the session, the student will be able to:
2.1. Familiarize with the different mediums in all forms of art:
2.2. Identify the mediums and technique used by artist in used by the artist in the
artwork present in their locality:
2.3. Make use of the available medium in one’s surrounding to create art

Definition

Medium in arts refers to the materials or means which the artist uses to objectify
feelings or thoughts; pigments in painting; stone, wood and metal in sculpture; various
building materials in architecture; sound in music; words in literature; and body
movements in the dance.

The Artist, Medium and Technique

An artist’s choice of the medium to employ is usually influence by such practical

consideration as:

a) The availability of material

b) The use to which the art object will be put
c) The idea to that he/ she wants to communicate and
d) The nature and special characteristics of the medium itself.

The Artist and the Technique

A good artist makes the medium for him/ her to produce effects that cannot be
possibly attained in any other means.

Technique refers to the artist’s knowledge of the medium and the skill in making it
to achieve what he/ she wants to.

The Distinctive Character of Mediums

1. Each medium determines the way it can be worked and turned into a work of art.
2. The medium also determines what can be expressed through it.
3. Each medium has its own range of characteristics which determine the physical
appearance of the finished product.
4. Each medium has intellectual limitations as well as potentials.

Classification of Arts According to Medium

 1. Painting and the Related Arts

Painting is the process of applying pigments on a smooth surface – paper,

cloth, canvas, wood or plaster – to secure an interesting arrangement of forms,
lines and colors.

Medium in Painting:

a. Encaustic – one of the earliest mediums is the application of a mixture of hot

beeswax resin and ground pigment to any porous surface, followed by
application of heat to set the colors and bind them to the ground.
b. Tempera – paints that are made of earth or material pigments mixed with egg
yolk and egg white.
c. Fresco – the application of earth pigments mixed water on plaster wall while
the plaster is still damp so the color sinks into the surface and becomes an
integral part of the wall.
d. Watercolor – tempered paint made of pure ground pigment bound with gum
Arabic Painters apply damp so that the color in thin, almost transparent films.
e. Oil – pigments ground on linseed oil is applied primed canvas.
f. Acrylic – synthetic paints using acrylic polymer emulsions as binder are the
newest mediums and the ones that are widely used by the painter today. It is
a combination of transparency and quick- drying characteristics of watercolor
and the flexibility of oil.

Related to painting are:

a. Mosiac – are wall or floor decoration made of small cubes or regular cut pieces
of colored stones or glass called tesserae.
b. Stained Glass – is the use of translucent glass colored by mixing metallic oxides
into molten glass or by fixing them onto the surface of the clear glass.
c. Tapestry – are fabrics into which colored have been woven.
d. Drawings – most fundamental of all skills needed in the arts.
e. Printmaking – the process duplicating a graphic image to make many faithful
copies of it.
f. Relief Printing – this involves cutting away from a block of wood or linoleum the
portions of the design that the artist does not want to show, leaving the design
to stand out on the block.
g. Intaglio Printing – are exactly the opposite of those of the relief printing. The
design is scratched, engraved or etched on a metal plate.
 h. Planographic Process – also called the surface printing is done from an almost
smooth surface which has been treated chemically or mechanically so that
some areas will print and the others will not.
i. Stencil Process – done by cutting designs out of special paper, cardboard, or
metal sheet in such a way that when ink is rubbed over it, the design is
reproduced on the surface beneath.
j. Photography – literary mean drawing or writing with light.

2. Sculpture

A work in sculpture is a three-dimensional form constructed to represent a

natural or imaginary shape. It can be free-standing, cared in relief or kinetic.

Medium in Sculpture:

a. Stone – the media most commonly used for sculpture because of its durability,
resistance to the elements of fire, water and the other hazards.
b. Wood – it is lighter and the softer to work with than stone.
c. Ivory – come from tusks of elephants and wild boars but intrinsically beautiful
and easy to carve into intricate designs.
d. Metals – possesses 3 unique qualities: tensile strength, ductility and malleability.
e. Plaster – finely ground gypsum or burned limestone that when mixed with water
forms a solid material with new qualities of workability.
f. Clay – moistened to a putty-like plasticity, it is kneaded and coaxed into form
by the sculptor’s bare hands.
g. Glass – it can also be used to make beautiful but very fragile sculptures with
the use of glassblowing.
h. Plastics – one of the human’s most successful inventions in the search for new
materials to meet the construction and designing needs in plastics.
i. Luminal Sculpture – the newest materials for sculpture are electronic devices
that make the beams of light travel in patterns or just remain in place to subtly
light up a sculptural form.

3. Architecture and the Related Arts

Architecture is the art designing and constructing a building which will serve a
definite function, ranging from providing the simplest shelter to meeting the
technological demands of our modern cities.

Most architectures use material like wood, stones, steel and concrete. They
have relative durability and high tensile and compression strength. The usefulness
 and beauty of a building are directly related to the choice and handling materials
employed in the construction principle to be employed. They are used in
assembling architectural styles like the following:

a. Post-and-lintel – the oldest construction systems, which makes use of two

vertical supports (posts) spanned by a horizontal beam (lintel). Most of our
houses are built on this principle.
b. The arch – consists of separate pieces of wedge-shaped blocks, called
voussoirs, arranged in semicircle.
c. The truss – a system of triangular forms assembles into a rigid framework and
functioning like a beam or lintel.
d. Skeleton Construction – employs reinforced steel and concrete.
e. The cantilever – makes use of beam or slab extending horizontally into
space beyond its supporting post, yet strong enough to support walls and
floors.

Related to architecture are:

a. Interior design – concerned with the selection of space and furnishings to

transform an empty shell of a building into livable area.

b. Landscaping – the artificial arrangement of the outdoor areas to achieve

a purely aesthetic effect.

Mediums of Music

The material of the music is the sound. Musical sounds – tones – are produced
by artificial instruments and by the human voice. Thus we have two musical mediums:
the instrumental and the vocal mediums.

1. Musical Instruments – have three things common: a part which vibrates, a apart
which amplifies the sound by bouncing off the vibrations away from which the
instrument, and a system for producing and regulating fixed pitches.
a. The Stringed/ Bowed Instruments – these instruments have hollow sound box
across which nylon, wire, or gut strings are stretched. These strings are made to
vibrate by means of a horsehair bow which is rubbed over them.

 Violin, viola, violoncello (cello) and the double bass consists of the string
choir.
b. The Wind/ Blown Instruments
1. The Woodwinds – they are found behind the string choir in an orchestra.
They are sounded by blowing into them, thus setting a column of
vibrating. The instruments of the woodwind family consist of tubes, usually
made of wood, which have holes on the side.
  Examples of these are the flute, piccolo, clarinet, English horn, bassoon
and contrabassoon and saxophone.

2. The Brass Instruments – all of brass instrument consist of cylindrical brass

tube of varying length. This tube is either doubled on itself or coiled (for
easy handling) and expands into a bell-shaped end.

 The trumpet, horn, trombone, tube, and bugle belong to this group of
instruments.

c. The Percussion/ Struck Instruments – the complete set of percussion includes any
instrument that is sound by striking, shaking, or scratching with the hands or
with another object. These instruments are used to emphasize the rhythm,
generate excitement and enliven the orchestral sound.

 The kettledrum or tympani, chimes, glockenspiel, xylophones and

vibraphone are percussion instruments which are able to produce
different tones with definite pitches.
 The bass drum, the snare or side drum, the tambourine, the castanets,
the cymbals, the woodblock, the maracas, and the Chinese gong on
the other hand, are those which have indefinite pitch.

d. The Keyboards – instruments equipped with keyboard occasionally play with

the symphony orchestra.

 Instruments that are belong to this group are the piano, the harpsichord,
the celesta and the organ.
 *Instruments Groups – musical instruments are played either singly or in a group of
various sizes.

a) Orchestra – a big gathering of instrumentalist having the string section is its

nucleus. It is usually composed of four choirs: strings, woodwinds, brasses and
percussion.

b) Band – smaller in a size; composed mostly of wind and percussion

instruments with only a few strings or none at all.

c) Rondalla – best known Philippine instrumental grouping today; a band

made up of mostly stringed instruments.

*The Conductor – the person entrusted with the tremendous task of controlling
some one hundred player at a time and keeping the members playing together
harmoniously.

2. The Human Voice – humans are equipped with this most wonderful
musical instrument. It is rather like a wind instrument.

Classification of Human Voices According to Range:

a. Soprano – high-pitched female voice

b. Alto – low-pitched female voice
c. Tenor – high-pitched male voice
d. Bass – low-pitched male voice
e. Mezzo-soprano – a voice combining at the attributes of both the soprano
and the alto
f. Baritone – voice lying between the tenor and the bass

The Mediums of the Literature and the Combined Arts

1. Literature – the medium for this kind of art is language; that is the writer
uses words with which to “build” the composition of the same manner that
the builder uses bricks, stones or wood to construct an edifice.

- These words are not used singly, however, but in combination with
other words and arrange according to certain patterns or structures to
suggest images and feelings.

2. Combined arts – the mediums in this category may vary depending on

the needs of the particular art form. Dances for example may require body
movements while theatrical productions, such as the drama and opera,
combine several mediums such as gestures, music and spoken language,
props, etc.
 Exercise #5.1
Analyzing media of art

Instruction: Eraserheads was a Filipino rock band formed in 1989 consisting of Ely
Buendia, Buddy Zabala, Marcus Adoro, and Raimund Marasigan who were
schoolmates at the University of the Philippines that time. The band became one
of the most successful and influential bands in the Philippine history for bringing
alternative music in the Philippine mainstream. For this activity, you listen to any
songs of the Filipino band – Eraserheads. Pick two songs and list down all of the
media of art that you observe in each song. Explain the role of each medium
to the overall meaning of the song. Lastly, you write whether the media used by
the artist are successful in communicating the meaning of the song to you. Write
your answer on the space provided.

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 Exercise #5.2
Analyzing media of art

Instruction: On the box below, you draw the logo of USM. In drawing the logo of USM,
you list down the media of art that you used in making the artwork. What are the
forms of art that you observe in your drawing? Are there any symbols? What
meaning do they communicate? Write your answer on the space provided.

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Exercise #5.2
Summative Exam

I. IDENTIFICATION. Answer the following