Republic of the Philippines

UNIVERSITY OF NORTHERN PHILIPPINES

Tamag, Vigan City
2700 Ilocos Sur

A
MODULE:

College of Arts & Sciences

DEPARTMENT OF LANGUAGES AND HUMANITIES
Email address: [email protected]
Website:www.unp.edu.ph

Prepared by:

HONORATO R. PATUBO MAE OLIVA M. PIANO

CHARITO R. ALCONIS LEILA P. GUILLIEN
JOE MICHAEL A ESTA AL C. BENZON
CLIFFORD MAXEL T. TORRICER RYAN F. FERALES

Name: ____________________________________________
Course & Year: ____________________________________
Contact: __________________________________________
Address: _________________________________________
 TABLE OF CONTENTS

Introduction
Acknowledgement
Overview

TOPICS PAGE

MODULE 1: ART HISTORY

Definition of Humanities …………………………………………………….
Nature ………………………………………………………………………..
Aesthetics ……………………………………………………………………
Art Appreciation ……………………………………………………………..
Art Experience ……………………………………………………………….
Humanities …………………………………………………………………..
Functions of Arts …………………………………………………………….

MODULE 2: ELEMENTS OF ARTS

Mediums of Arts …………………………………………………………….
Techniques & Style …………………………………………………………

MODULE 3: PRINCIPLES OF DESIGN

Unity and Harmony ………………………………………………………….
Rhythm and Variation ……………………………………………………….
Balance and Proportion …………………………………………………….
Emphasis and Subordination ……………………………………………….

MODULE 4: READING THE IMAGES

Semiotic Plane ………………………………………………………………..
Iconic Plane …………………………………………………………………..
Contextual Plane …………………………………………………………….
Evaluative Plane ……………………………………………………………..

MODULE 5: DRAMA, MUSIC, DANCE, AND PERFORMING ARTS

 INTRODUCTION

Art Appreciation is one of the New General Education Core Courses designed

primarily to provide the 21st century learners insights into the diverse effects of arts

on our lives.

Thus, this Arts Appreciation module provides students with an introduction to

appreciating arts. It will comprehensively introduce students to such issues as the

nature of art, how art is analyzed and evaluated, processes of art-making, various

forms and mediums and the place of art in the history of mankind. In addition, it will

walk students through the important periods of art history so as to position the art

and artists in their context. Finally, it will provide students significant art experiences

as they create their own works and learn to express themselves via various artistic

forms.

ACKNOWLEDGMENT
The writers are gratefully indebted to the authors whose name appear in the

reference section. Their books have been a very rich source of inputs which were

instrumental in the completion of this module.

They are likewise indebted to Professor Marla C. Papango from the Philippine

Normal University, for her very comprehensive lecture on designing self-paced

instructional module. Her presentation became the bible that guided the writers every

step of the way.

 OVERVIEW

This module presents a comprehensive discussion of art in general, including

its uses, medium, elements, forms, and the principles and standards involved in its

creation. It will also enhance your ability to analyze, appreciate, and critique works

of art and to create your own masterpiece.

This module maintains a consistent link between theory and practice by

providing activities that will reflect your understanding of essential art concepts. As

you go through the different lessons, you will be helped in understanding significant

arts concepts and in figuring out their practical application as you must be very eager

to try them out by immersing yourself into critiquing art masterpieces against their

historical backdrops and social relevance and subsequently into conceptualizing and

mounting an art production to promote your own advocacy. It will also heighten your

genuine appreciation for the Philippine arts by exposing you to their diversity,

richness, and rootedness in Filipino culture.

In each lesson, you will go through four stages. First is the DO IT Stage

where you encounter a new experience or a reinterpretation of an existing

experience. This is followed by the WHAT STAGE where you reflect on the new

experience. Then comes the SO WHAT STAGE that leads you to generate a new

idea or to modify an existing concept. Then finally the NOW WHAT STAGE where

you apply the new idea or the modified concept to create an output.
 This module contains four lessons, each covering major arts concepts.

Lesson 1 focuses on the basic concepts of arts and humanities.

Lesson 2 deals with the different elements of art.

Lesson 3 is centered on the principles of design.

Lesson 4 covers the different art forms from visual to performing.

At the end of this module, you are expected to:

1. increase your level of theoretical, conceptual, and cultural knowledge of

the arts;

2. increase your comprehension of art and art history;

3. develop an informed appreciation of the arts, and

4. create and use arts to promote your advocacy.

Guide in Using the Module

Welcome. You are now a part of the Humanities 101 class. As a novice tertiary

student, you must now be very eager to immerse yourself in the task of determining

and taking ownership of your own learning.

Your primary concern is to walk through this module with the end in view of

filling your cups with important takeaways which are vital for you to deepen your

appreciation of art.
 At the start of the module, you have to take a pretest to see how much

background information and knowledge you have about arts.

This module is self-instructional. As such, you are to read, analyze, and reflect

on the concepts presented on your own. The Self-Check Questions (SCQs) and

Activities at the end of every topic will help you assess how you progress as you go

through the module. Answers to the SCQs are found at the end of the module and a

rubric accompanies each activity to help you self-evaluate and assess your own

progress. However, you can request your instructor to help in the assessment if you

so desire. These will be part of your formative evaluation. DO NOT WRITE YOUR

ANSWERS IN THE MODULE. USE A SEPARATE NOTEBOOK AS YOUR

ANSWER SHEET. If you need help or assistance at any point in the module, you

can always ask the assistance of your facilitator.

The post-assessment will be given in a separate booklet upon completion of

the module. It will serve as a summative evaluation of your performance.

Remember, you are to work on this module independently. I shall not be

around to supervise you as you go through each lesson. It is expected that you make

the most of this module and grow to become a critical thinker, someone who sees

and appreciates more than what meets the eyes.

 MODULE 1

INTRODUCTION TO HUMANITIES

Objectives:

At the end of the lesson you will be able to,

1. Orient the students with the academic/classroom policies and online decorum
and etiquettes.
2. Identify elements and principles of design and use them in creating their own
masterpiece.
3. Deepen their sensitivity to self, community, and society.

Hi! Good day! I am your instructor for humanities. Are you ready to learn?
Now, let us start discovering new horizon about arts and humanities.

Exercise #1
Analyze the artwork below:

Man with Cockerel by Fernando C. Amorsolo

Methods: Impressionism
Subject: Cock and Pet Owner under a hut
ANALYSIS
Name: ___________________________ Course/Year/Section: ____________
Date: _____________________________ Score: _________________________

1. What is the subject of the painting?

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

2. What Filipino values are represented in the painting of Fernando C.

Amorsolo?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

3. What is achieved by seeing a painting, reading a poetry and listening to great

music?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

4. Who is a Filipino? What are his characteristics?

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

Criteria for Painting Analysis

Interpretation of functions and purpose – 30

Evaluation of Cultural Significance – 20
Making comparison and correction – 30
Presentation of subject and specific language – 20

________
 Total 100%

ABSTRACTION

The term humanities generally refers to art, literature, music, architecture,

dance and the theatre and other subjects, all of which have one main objective- to
focus the attention on the life and achievement of man. These are the areas in
which human subjectivity is emphasized and individual expressiveness is
dramatized. The importance of the human being and his feelings are the main
concern of the humanities.

The Meaning of Humanities

Since time immemorial man has puzzled over the meaning of existence.
“What am I? Why am I in this world? Where do I go from here?
Through the ages many attempts have been made to answer these
questions. The meaning of his existence has become more puzzling today when his
traditional functions are being taken over by machines.
We learn to be human by studying humanity. And to do this, we have to
depend heavily on vicarious experience, and we reached out to people of different
cultures in different time and places through whatever means would bring us nearer
to them.

What are then the Humanities?

 They are records of man’s quest for answers to the fundamental functions he
asks about himself and about life.
 Anything that is inherently human – man’s experience, his values, his
sentiments, his ideals, and his goals.

In our century, the humanities serve to provide the student with certain skills
and values through the arts.
Humanities then provide an appreciation of what is “the true, the good”
and “the beautiful” concepts which vary from age to age, from country to
country.
The humanities are distinct from sciences, which are studies dealing with the
external world of man, as well as with the facets of man’s being that can be
subjected to observation, measurement and experimentation.
 Both sciences and humanities are necessary for the development of the
complete, social man, ready to take on his responsibility in his rapidly changing world
and to enjoy life as he lives it.

I. Art: Its nature, meaning and Importance

A. ART AND NATURE

Art is not nature. A work of art is man-made, and although it may closely
resemble nature, it can never duplicate nature.
Nature is evanescent and always recreating itself; art is non-repeatable and
unchanging.
In many ways, we use art to improve nature.
Aristotle’s teaching regarding imitation in art:
1. “Art aims at imitating nature.”
2. “Imitation is natural to man.”
3. “It is natural to man to delight in works of imitation.”

ART is EVERYWHERE
The popular feeling about art is that it exists only in concert halls, museums,
and at galleries in a world by itself, accessible only to those who can afford to pay for
its enjoyment or to the critics and scholars who take time to study the art objects. On
the contrary, art is found everywhere. It is very much part of our lives. We cannot
ignore the presence even if we try to.
We find art in the clothes and accessories we wear, in the design of our
furniture and furnishings, in the style of the houses we build and the vehicles we use.
We find art objects in the home and in the community, in religion, in trade and
industry.

ART as EXPRESSION and COMMUNICATION

No one can contain an intense emotion within himself for long . The tension
that results would compel him to unburden or share the feeling with others.
We express our emotional state by some visible sign and activities. We burst
into song when we are happy, or we dance, for it is pleasant to express joy through
rhythmic body movements. We like wise sing out our love or our despair, or we try to
convey our deep emotions in poetic language.
When an artist produces a poem, a song, a sculpture, or even a chair, he is
actually saying or revealing something significant.
 As in other systems of communication, the artist uses symbols, which he
organizes into some comprehensive equivalent of the experience he is trying to
convey. If his audience understands symbols, then communication has been
established.

ART as CREATION
Man has also 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 or re-ordering already existing materials so that a 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. This skill
does not just happen. It is acquired through long training and constant practice.

ART as EXPERIENCE
At least three major kinds of experienced are involved in the artistic activity. It
usually starts as an experience which the artist wants to communicate. Then the act
of expressing these experiences. Finally, when the work is done, there is artist’s
gratifying experience of having accomplished something significant.
But there is another kind of experienced associated with art. This refers to
what an onlooker or listener undergoes when he perceives the work of art. The
perception may kindle and experience which is similar or related to what the artist
tried to express.

B. ART as BEAUTY

The desire for beauty and order around us is another basic human need.
A thing of beauty is one that gives us pleasure when perceived. The delight
that we experience is called aesthetic pleasure, “aesthetic” coming from a Greek
word which means “to perceive with the senses.”
What we call beauty is relative, however. What may be beautiful to as may
not be so to others. And no two persons derive exactly the same degree of
satisfaction from what they mutually agree upon as beautiful.
Concepts of beauty change as time passes. The prevailing idea held by one
generation is usually different from that of the previous one.
An artist’s own concept may change as he grows older.
Concepts of beauty may vary between cultures too.
We expect every work of art beautiful. But it may not always be so.
 However “ugly” the subject, if we find the presentation a sense of order, a
harmonious arrangement of formal elements, then we can also experience aesthetic
pleasure from looking at it. Beauty in art may be result of the successful organization
of lines, colors, shapes and spaces in order to convey an idea or emotion.

C. DEFINITIONS OF ART
 “the right reason of doing things”- Aristotle
 Is that which brings life in harmony with the beauty of the world – Plato
 Is the whole spirit of man – Ruskin
 Is the medium by which the artist communicates himself to his fellows –
Charlton Noyes
 Is anything made or done by man that affects or move us so that we see or
feel beauty in it – Collins and Riley
 Is a way life, of doing, of thinking, of feeling, of making choices. of living in a
fine way – Arthur Dow
 Is man’s response to his experiences with his environment through materials
– Margaret Mathias
 Is an attitude of spirit, a state of mind – John Dewey
 Is an expression with a particular combination of mediums to satisfy the
senses, to express human imaginations, emotions and intellect, and make
use of them in practical life through the use of artistic principles, taste and skill
– Vicente Dizon

Essential Requirements of Art

1. Art must be man-made
2. It must benefit and satisfy man.
3. It must be expressed through certain medium or material.

Art can also be defined as an expression of life, beauty, harmony and

truth. Its purpose is to create something meaningful, beautiful or interesting to
man.
In general, art is either the making or the composition of things useful for
our human needs, or the arrangements of certain elements and qualities made for
the contemplation of the mind and relaxation of the spirit.

D. THE DIVISIONS OF ART

1. With respect to the purpose.

a. Practical or useful arts – when human activity is directed to produce

things like artifacts and utensils, which cope the human needs.
 b. Fine arts – which are the products of human creative activity in so far
as they express beauty in different ways and media, for the
contemplation of the mind and the relaxation of the spirit.
c. Liberal Arts – in which intellectual efforts are considered.
d. Major Arts – which are characterized by their actual and potential
expressiveness.
e. Minor Arts – which are connected with practical uses and purposes.

2. According to media and forms

a. Plastic Arts –which are developed through space and perceived
by the sense of sight
b. Mixed Arts – which use two or more media
c. Phonetic Arts- which are based on sounds and words as media of
expression

Other useful definitions

1. Beauty – the sensual quality or qualities in a thing or idea which excites one’s
immediate admiration, pleasure or satisfaction for itself rather than for its uses
2. Aesthetic – it pertains to beauty or object which emphasizes beauty rather
than usefulness.
3. Art Appreciation- is the ability to interpret or understand arts and enjoy them.
4. Art Education – is the study of the elements and principles of art or design
and their proper application to all things made by man.
5. Graphic Art – it covers any form of visual artistic representation.

II. THE PRINCIPLES INVOLVED IN ART CREATION AND APPRECIATION

a. The subject of Art

The subject of art refers to any person, object, scene or event described or
discussed by the artist in his work. It is a term used for whatever is represented in a
work of art. However, not all art have a subject. The arts that have subject are
objective arts or representational. Those that do not have subject are known as
non-representational or non-objective art. Painting, sculpture, and the graphic
arts , literature, and the theatre arts are generally classified as
representational, although some paintings and sculptures are without subjects.
The non-objective arts do not present descriptions, stories or references to
identifiable objects or symbols. Rather they appeal directly to the senses primarily
because of the satisfying organization of their sensuous and expressive elements.
Ways of representing the subject
1. Realism – or realistic is the portrayal of things in life or reality without
idealizing them.
 2. Abstraction – when the subject is not presented as an objective reality but
only the feeling or idea of the artist is the one shown
3. Symbolism – in art can simply be an emblem that assumes a new meaning
originating from a highly personal and unique association in the mind of the
creator
4. Surrealism – an invented word meaning super-realism attempts to show the
inside of the man’s mind as the appearance of his outside world
5. Cubism – through the use of cubes or geometrical figures to represent the
object
6. Fauvism – through the use of colour
7. Expressionism- an art which the artist is more concerned with expressing his
emotional reaction to an object or situation.

Subject and Content

While subject refers to the objects depicted by the artist, content refers to
what the artist expresses or communicates on the whole in his work.
b. The functions of art

Art has very little function, the term function being taken to mean “practical
usefulness”. Architecture, weaving, furniture making, and few other crafts
have obvious purposes and are therefore classified as functional. But painting,
sculpture, literature, music and the theatre arts seem to serve no other end to
amuse or provide a pleasant escape from life’s daily problem. Thus they are
classified as non-functional art.
c. Elements of art

1. Line – a line refers to the contour, profile or outline of an object. It

determines the shape or form of the object.
2. Value – refers to the amount of light, shade or dark-and-light in an
object
3. Form – this refers to the mass, shape or area created by the
outline
4. Texture – the characteristic feature or quality of a surface or form it
may not be smooth or rough.
5. Color – this refers to the quality or kind of light that reflects from
the surface of the object
EXERCISE#02

Name: ___________________________ Course/Year/Section:

_____________ Date:
_____________________________ Score: __________________________

Exercise # 2
“MY ARTISTIC EXPERIENCE”
1. After reading the discussions, imagine a painting, poem, song, story,
sculpture or architecture that has made difference or moved you? Write a
reflective essay about it?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________

Criteria for “My Artistic Experience”

Analysis – 40
Depth of Reflection – 20
Clarity – 20
Completeness– 20
_______
Total - 100%
 MODULE 2

ELEMENTS OF ARTS

Objectives:

At the end of the lesson you will be able to,

1. Identify elements and principles of design and use them in creating their own
masterpiece.
2. Analyze and appraise works of art based on aesthetic value, historical
context, tradition, social relevance.
3. Discover and deepen their identity through art with respect to their nationality,
culture, and religion.

Hi again students! You have started to unlock your creativity and have
deepen your sense of sensitivity about humanities. You are now going to
continue enriching your understanding about the elements and principle of
design.

Exercise #03

St. Paul Metropolitan Cathedral

Vigan City, Ilocos Sur
ANALYSIS

Name: ___________________________ Course/Year/Section:

_____________ Date:
_____________________________ Score: __________________________

1. Observe the architectural design of the Vigan Cathedral. List down the lines,
texture, value, and form of the structure.

LINES TEXTURE FORM VALUE COLOR

2. Which among the elements of visual arts make the structure attractive? Why?

________________________________________________________________
________________________________________________________________
 ________________________________________________________________
________________________________________________________________

3. Select three (3) of the elements of visual arts used by the creator of the
structure, and how do these affect you?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

Criteria for St. Paul Metropolitan Cathedral Analysis

Interpretation of functions and purpose – 30

Evaluation of Cultural Significance – 20
Making comparison and correction – 30
Presentation of subject and specific language – 20

________
Total 100%

Line
A line is a geometrical figure which is made by the movement of a point.
There are two kinds of line. Straight line and Curve line. Straight lines maybe
vertical, horizontal, inclined or oblique, broken or zigzag, and parallel or
perpendicular. Curved lines vary from the simplest to the most elaborate or intricate
irregular curved lines.
Psychological Effects of Lines
1. Light lines
2. Heavy lines
3. Straight lines
4. Curved lines
5. Horizontal lines
6. Vertical lines
7. Oblique, slant, inclined or diagonal lines
8. Broken lines

Form
 Examples of two dimensional forms or planes are squares, rectangles, ovals,
or egg shapes, ellipses, circles, triangles, and polygons. Examples of three-
dimensional forms are prisms, pyramids, cones, cubes, cylinders, and spheres
Psychological Effects of Forms
1. Large forms
2. Horizontal rectangle
3. Circular shapes

Texture
Texture is the characteristics feature or quality of a surface or form. It may be
rough and smooth.
Psychological Effects of Texture
1. Coarse or rough textures
2. Fine or smooth textures

Value
The highest is white and the lowest is black.
Psychological Effects of Values
1. Dark Values give a feeling of quietness and dignity, usually suggest
foreground or nearness. They seem to decrease the size of the object.
2. Closely related values tend to blend into each other. They give the effect of
quietness or rest.
3. Contrasting values emphasize each other. They give the suggestion of
“decision and clarity”.
4. Adjacent of superimposed values offset each other. A given value seems
lighter when it is placed on a dark background. The same value seems darker
then placed on a light background.
5. Light Value suggests lightness and informality. They seem to increase the
sizes of objects.

Note to self: Now that you have learned the elements of

arts, art mediums, techniques and styles, you try to
examine yourself, your capability, abilities, and
weaknesses through the creation of your “The Johari’s
Window developed by the psychologist Joseph Luft”.
 THE JOHARI WINDOW

https://liberationist.org/the-johari-window/

Disclosure/Feedback model of awareness known as the Johari Window, named after

Joseph Luft and Harry Ingham. It was first used in an information session at the
Western Training Laboratory in Group Development in 1955.

The four panes of the window represent the following:

• Open: The open area is that part of our conscious self - our attitudes, behavior,
motivation, values, and way of life - of which we are aware and which is known to
others. We move within this area with freedom. We are "open books".

• Hidden: Our hidden area cannot be known to others unless we disclose it. There is
that which we freely keep within ourselves, and that which we retain out of fear. The
degree to which we share ourselves with others (disclosure) is the degree to which
we can be known.

• Blind: There are things about ourselves which we do not know, but that others can
see more clearly; or things we imagine to be true of ourselves for a variety of
reasons but that others do not see at all. When others say what they see
(feedback), in a supportive, responsible way, and we are able to hear it; in that way
we are able to test the reality of who we are and are able to grow.

• Unknown: We are more rich and complex than that which we and others know,
but from time to time something happens - is felt, read, heard, dreamed - something
from our unconscious is revealed. Then we "know" what we have never "known"
before.
APPLICATION

Name: ___________________________ Course/Year/Section:

_____________ Date:
_____________________________ Score: __________________________

Exercise #4

1. Fill in the (4) four quadrants using the characteristics of each color that
represent you best.
CONQUER YOUR BLIND SPOTS

1. Open/Free 2. Blind Area

 3. Hidden Area 4. Unknown Area

ANALYSIS
Name: ___________________________ Course/Year/Section:
_____________ Date:
_____________________________ Score: __________________________

Exercise #5

1. Write down your discoveries about yourself after filling up the “The Johari’s
Window” and you may give your own title.

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
 ______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

Criteria for “The Johari Window Technique” by

Psychologist Joseph Luft

Analysis – 40
Depth of Reflection – 20
Clarity – 20
Completeness– 20
_______
Total - 100%

MODULE 3

PRINCIPLES OF DESIGN

Objectives:

At the end of the lesson you will be able to,

1. Identify elements and principles of design and use them in creating their own
masterpiece.
2. Create their own works of arts and mount an online art exhibit.

Hello again! Remember that we have to embrace our culture, identify its historical
value because it is our pride and identity. Now, let us mount your creativity and
imagination through art exhibit!

Name: ___________________________ Course/Year/Section:

_____________ Date:
_____________________________ Score: __________________________
APPLICATION
Exercise #1

“The Un-Selfie Selfie”

1. You have to be inside the frame or box and put a caption. This is not a “selfie”
exercise; so bring a tripod or alternative camera support. Compose, frame,
and start the self-timer. Then, put yourself into the photo in a meaningful and
thoughtful way.

__________________________

ANALYSIS

Criteria for Photography

Composition (visual Appeal, uniqueness, creativity) – 25

Technical Skills and Quality (use of basic photo concept, image quality) – 35
Overall Impression – 25
Adherence to the Chosen Advocacy – 25

_________
Total 100%

Exercise #2
1. Based on the picture you have captured about yourself, fill-in the web cluster
of what is asks for.

Variation Balance
 UN SELFIE-SELFIE

Emphasis

ABSTRACTION

Color
Color is the most interesting not only to the grownups but also to the children as
well. It has a universal appeal. Color is the quality or kind of light. Chromatics is the
science of colors.
The Emotional or Psychological Effects of some Colors:
 1. Red suggests courage, aggressiveness and vitality. It may also suggest fire,
blood, warmth, excitement, danger, violence, sudden death, cruelty and sin. It
is the most “advancing” of all the colors.
2. Yellow typifies light, brilliancy, joy and cheerfulness. It also suggests
cowardice, hatred, treachery and old-age.
3. Green means hope, life, but may also express jealousy, ignorance and
freshness. It is the color of vegetation and still water.
4. Yellow-green is the kind of color which is hurting to the eyes and which
makes one appear darker. It is a color appropriate with for those with fair
complexions. It is brilliant, symbol of jealousy and hatred.
5. Blue typifies truth, wisdom, honesty, loyalty, tranquility, and calmness but
may also mean pessimism, melancholy and depressed state of mind.
6. Violet means royalty, dignity, truth or suffering. It may mean also mourning
and grief. It is the color of distance and shadow.
7. Orange suggests deliciousness, ripeness and warmth.
8. Black means dignity and strength, as in the cap and gown worn by college
graduates and clergymen, but it may suggest deepest grief, mourning and
death.
9. White is purity, peace, simplicity and cleanliness.
10. Gray is the combination of black and white or the three primary colors. It gives
the impression of weight, solidity and neutrality.
11. Pink is a combination of red and white and symbolizes love.
12. Brown is a mixture of red and a little green. It is said to be the safest color for
all. It suggest humility and confidence.

Groups of Persons Interested in the Study of Colors

1. The Physicists. These men study the source and physical characteristics of
colors and light. According to them, the sun is the source of light and light is
the source of colors. If there is no light there would be no colors. But in order
to see colors, light must be broken up.
2. The Physiologist. They define color as a visual sensation caused by a light
wave entering the eye. Light according to them, enters the eye through the
pupil and passes through the retina, the inner coat of the eye.
3. The Psychologists. They study the effects of colors upon an individual and
how colors affect each other.

Three aspects of color in vision: (1) color affects human behaviour, (2) some
colors appears to advance and some recede; and (3) colors affect each other.
4. The Chemists. They study the chemical proportions of the natural and
artificial coloring materials (pigments) used for the manufacture of dyes and
paints.
5. The Artists and Art Students. They are more interested in color harmonies
and in the application of these combinations to their artwork.
Classes of Color in Pigments. Colors in pigments are those found in
crayons, watercolor, oil paint, pastel and tempera colors. They are tangible,
unlike the colors in light. Colors in pigments are classified into primaries,
secondaries, intermediates tertiaries and quarterneries.
The primaries; red (R), yellow (Y), and blue (B) are independent colors or
hues.
Secondary Colors, green (G), Orange (O), Violet (V).
Intermediate Colors Yellow-Green (Y+G), Yellow-Orange (Y+O), Red-Orange
(R+O), Red-Violet (R+V), Blue-Violet (B+V), Blue-Green (B+G).
Tertiary Colors are Russet or reddish brown (Mixture of violet and orange).
Olive or brownish yellow (Mixture of orange and green). Slate or bluish gray
(Mixture of violet and green).
Quarternary colors are Buff (Mixture of russet and olive), Sage (Mixture of
olive and slate), Plum (Mixture of slate and russet).

The Properties, Qualities or Dimensions of Colors

The three properties which are present in every color are hue, value and
intensity or chroma. Hue is the name of the color.

Color Harmonies or Combinations

A color combination or harmony means the use of two or more colors in
decorating an article or object. It does not mean the mixing of the colors.

1. Related Harmonies
a. Monochromatic, monochrome, one-mode or one hue harmony.
This is a combination of different intensities or values of one color
only.
b. Analogous or neighboring harmony. One or more adjacent
colors in the color chart are used for this harmony.
c. Saturation or keyed Color harmony. This is a combination of
colors each of which has common hue mixed with it.

2. Contrasting Harmonies
a. Complementary harmony. Combination of any two opposite colors
in the color chart produces this harmony.
b. Double complementary harmony. This is the combination of two
directly adjacent colors and their complements in the color chart.
c. Split complementary harmony. This is the combination of a
primary or an intermediate color in the chart with the color on each
side of its complement.
d. Triad or triadic harmony. This is a combination of three colors
which form an equilateral triangle in the color chart.
1. A primary triad (R,Y,B)
 2. A secondary triad (O,G,V)
3. First intermediate triad (YO,BG,RV)
4. Second intermediate triad (YG, BV, RO)
e. Neutral-and-a-color Harmony. This is the combination of a color
with black, white or gray. Any color is harmonious with any of the
neutral.
f. Black and white harmony. This is the combination of black and
white pigments, textiles, papers, etc.

d. Style
Style is the personality of the artist as shown through his choice of the
medium, elements, organization, subject matter and function. Style is the artist, the
man, his second set of fingerprints. Style is always individual. Since style, is the
reflection of personality, it follows that when personality changes, the style also
change for an individual does not have the same style at all times.
Kinds of Style
1. Individual Style
2. Historical Style
3. Styles based on attitudes and ideas

PRINCIPLES IN ART
1. Harmony- order or unity
2. Balance- symmetry, rest or repose, equilibrium
3. Rhythm- related movement, repetition, easy movements
4. Proportion- ratio, harmony of size, beautiful sizes, law of space relationships
5. Emphasis- dominance and subordination, center of interest, dominant
interest

Harmony
Harmony is the “art principle which produces an impression of unity through
the selection and arrangement of consistent objects of ideas.” It is the quality which
unifies every part of an arrangement. If there is order, there is harmony.
1. Harmony of lines and shapes
2. Harmony of sizes
3. Harmony of colors
4. Harmony of textures
5. Harmony of ideas

Rhythm
 Rhythm is the regular, uniform or related movement made through the repetition
of a unit or motif. It is a visual movement in a design or arrangement.
A unit of motif is the dominant feature in which is repeated in a design or
decoration.
Ways of Attaining Rhythm or Repetition
1. Regular repetition. This is a repetition of a unit in continuous succession and
at uniform or regular intervals.
2. Alternation or Contrast. This is the repetition of large and small motifs at
regular intervals.
3. Progression, sequence or gradation of sizes. Repetition of similar shapes
in gradual sequences.
4. Line Motion or Movement. Repetition of line motif continuously with or
without breaks.
5. Radiation. Repetition of a motif around a pivot or axis.
6. Opposition. Repetition of motifs in opposite direction. They may intersect
each other, hence it is called intersection.
7. Parallelism. Repetition of sets of parallel lines (narrow, broad or both) in
pleasing relationship.
8. Complication/Combination. Repetition and several motifs in complicated
arrangement. Modern dress designs are of this type.

Balance
Balance is a condition or quality which gives a feeling of rest, repose,
equilibrium or stability.
Kinds of Balance
1. Formal or symmetrical balance. This is the balance of equal visual weights
placed at equal distances from the axis.
2. Informal or asymmetrical balance. The balance of unequal visual weights.

Proportion
Proportion is then art principle which shows pleasing relationships between a
whole and its part between the parts themselves.
Goldstein mentions three aspects of proportion, namely (1) proportion in the
grouping of objects, (2) proportion in space division, and (3) scale.

Emphasis
Emphasis is the principle of art which tend to carry the eyes from the center of
interest or dominant part of any composition to the less important or subordinate
parts.
Methods of emphasizing object
1. By arrangement or grouping of objects
2. By decoration
3. By color contrast
4. By the use of plain background space
5. By the use of unusual lines, shapes, sizes and colors
6. By action or movement

THE RULE OF THIRDS

A technique of composition in which a medium is divided into thirds, creating
aesthetic positions for the primary elements of a design.
The rule of thirds is a technique derived from the use of early grid systems in
composition. It is applied by dividing a medium into thirds both vertically and
horizontally, creating an invisible grid of nine rectangles and four intersections. The
primary element within a design is then positioned on an intersection of the grid. The
asymmetry of the resulting composition is interesting to look at, and generally agreed
to be aesthetic.
The technique has a loyal following in design circles due to its use by the
Renaissance masters and its rough relationship to the golden ratio. Although dividing
a design into thirds yields a ratio different from the golden ratio (i.e., the 2/3 section =
0.666 versus golden ratio = 0.618), the users of the technique may have decided
that the simplicity of its application compensated for its rough approximation.
The rule of thirds generally works well, is easy to apply, and should be
considered when composing elements of a design. When the primary element is so
strong as to imbalance the composition, consider centering the element rather than
using the rule of thirds—especially when the strength of the primary element is
reinforced by the surrounding elements or space. If the surrounding elements or
space do not reinforce the primary element, use the rule of thirds and add a
secondary element (known as a counterpoint) to the opposing intersection of the
primary element to bring the composition to balance. In designs where there is a
strong vertical or horizontal element, it is common practice to align the element along
one of the grid lines of corresponding orientation.
Also known as golden grid rule.

APPLICATION

Name: ___________________________ Course/Year/Section:

_____________ Date:
_____________________________ Score: __________________________
EXERCISE #2

“Eight (8) Pictures with (80) Eighty Words”

1. Formulate a title that tells about your personal advocacy of your “Eight (8)
Pictures with (80) Eighty Words”. Make it sure that each picture must contain
10 words. Present your outputs creatively and be original.

Criteria for Photography

Composition (visual Appeal, uniqueness, creativity) – 25

Technical Skills and Quality (use of basic photo concept, image quality) – 35
Overall Impression – 25
Adherence to the Chosen Advocacy – 25
_________
Total 100%

Name: ___________________________ Course/Year/Section:

_____________ Date:
_____________________________ Score: __________________________
ANALYSIS

MIDTERM EXAMINATION
“PERSONAL PHOTOGRAPHS”

1. From the photographs taken, create your own story promoting your personal
advocacy.

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
 ______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

CHAPTER 04
READING THE IMAGE

Objectives:

At the end of the lesson you will be able to,

1. Analyze and appreciate arts in general, including their functions, value, and historical
significance.
2. Develop an appreciation of the local arts.
APPLICATION

Name: ___________________________ Course/Year/Section:

_____________ Date:
_____________________________ Score: __________________________

Exercise #1
1. View the painting
2. Spend longer time and look at it
3. Jot down words, phrases, ideas that cross your mind while viewing the
painting
Starry Night by Vincent Van Gogh
Methods: Expressionism
Subject: Scenic (Nightscape)
June 1889

The Basi Revolt

Esteban Pichay Villanueva
September 1807
 The Spoliarium by Juan Luna
April 1884

WORDS PHRASES IDEAS

1. 1. 1.

2. 2. 2.

3. 3. 3.

ANALYSIS
Name: ___________________________ Course/Year/Section:
_____________ Date:
_____________________________ Score: __________________________

Exercise #2
1. Who do you think are the target audience of the painting “The Basi Revold by
Esteban Pichay Villanueva?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

2. What kind of society does it address?

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

3. Discuss the painting “Spollarium by Juan Luan” in terms of the four planes of
analysis: the basic semiotic, and contextual plane.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
 ______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

ABSTRATION

READING THE IMAGE h a s t w o i n t e r r e l a t e d a s p e c t s . F i r s t , a r t h a s i t s

s p e c i f i c i t y , t h a t t h e a r t i s t c a n manipulate features that are unique to a particular
medium. Second, historically situated and shaped by social, economic, and political force.
Both aspects are important to be considered to fully understand and appreciate art.

FOUR PLANES OF ANALYSIS

THE BASIC SEMIOTIC PLANE

It is the study of "signs”.
It consists of “signifier" or its material/physical aspect and its "signified" or non-material
aspect as concept and value.
The visual elements and how they are used conveys meaning which form the text of
the work. It also includes the choice of medium and technique that refers to material and
style that the artist exercises free selection. Then, the format of the work which are symbolic
representation that participates in its meaning. Lastly the physical properties and marks of
the work such as notations, traces, and marks. Semiotic is concerned with everything that
can be taken as a sign. The elements of the visual arts derive their meaning-conveying
potential from two large sources: human psychophysical experiences and the socio-cultural
conventions of a particular society and period.

THE ICONIC PLANE OR THE IMAGE ITSELF

It is still part of the semiotic approach since it is still based on the signifier-signified
relationship. The only difference is that that material elements of the work has to do with the
particular features, aspects, and qualities of the image. The iconic plane includes the choice
of the subject which may bear social and political implications. Also part of the iconic plane is
the positioning of the figure (frontal, in profile, three-fourths, etc.) that implies its bearing to
the meaning of the work. This is important not only in defining the relationship of subject and
viewer but also in describing pictorial space. Also takes into account the relationship of the
figures to one another, whether massed, isolated, or juxtaposed in terms of affinity or
contrast. The style of figuration or the proportion of the body deals with the image itself. In
the basic semiotic plane which deals with the material aspect of the work and in the iconic
plane which deals with the features of the image itself, one can see that as the signifier
cannot be separated from the signified, concrete fact or material data cannot be divorced
from value.

THE CONTEXTUAL PLANE

Resituating the work in its context will bring out the full meaning of the work in terms
of its human and social implications. The viewer draws out the dialogic relationship of art and
society. If one does not view the work in relation to its context, but chooses to confine
analysis to the internal structure of the work then he reduces its meaning. the meaning of a
work is a complex that involves concepts, values, emotions, attitudes, atmospheres, sensory
experiences that arise from the three planes. The experience of a work cannot be reduced.
A broad knowledge of history and the economic, political and cultural conditions, past and
present, of a society is called upon in the contextual plane. It shows progress of time

MODULE 5
DRAMA, MUSIC, DANCE AND PERFORMING ARTS

Objectives:

At the end of the lesson you will be able to,

1. Analyse and appreciate arts in general, including their functions,

value, and historical significance
2. Discover and deepen their identity through art with respect to their
nationality, culture, and religion
3. Create their own works of arts and mount an online art exhibit.
4. Utilize art for self-expression and promotion of advocacies

Good day! Now that you have scope out your knowledge about the
function, value, and historical significance of local arts Let us now
appreciate and explore spoken language and acting!
APPLICATION
Name: ___________________________ Course/Year/Section:
_____________ Date:
_____________________________ Score: __________________________

Exercise #1

Non-stop

1. In this task you have to present a script, a monologue on some of topic for 3 -5
minutes without any stops or time for preparation. You should try to avoid any pauses
and your speech should sound like you have been preparing it for a long time. At first
choose the topic you are familiar with, this exercise will help you develop your skills
of improvisation,

___________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
 ______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

ANALYSIS

Name: ___________________________ Course/Year/Section:

_____________ Date:
_____________________________ Score: __________________________

Exercise #2
ROMEO AND JULIET
Play by William Shakespeare
1996 –Romance/Drama
Film viewing, “Remeo and Juliet |Stratford Festival on Film”
Link: https://youtu.be/9Rmcc4HSZNA
1. Discuss the relationships between parents and children in Romeo and Juliet. How do
Romeo and Juliet interact with their parents? Are they rebellious in the modern
sense? How do their parents feel about them?

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
 ______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

2. Juliet's suitor Paris is compared throughout the play to Romeo. Examine carefully the
similarities and differences between the two young men who love Juliet.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
_____________________________________________________________

3. How does the idea of identity contribute to the story of Romeo and Juliet? Consider
family affiliation, gender, social class and age in your response.

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

4. How does the suicidal impulse that both Romeo and Juliet exhibit relate to the
overall theme topic of young love? Does Shakespeare seem to consider a self-
destructive tendency inextricably connected with love, or is it a separate issue? Why
do you think so?

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

5. Analyze the characters of the Nurse and Friar Laurence as mentors to the young
people in the play. Do these two people do the “right thing” in their relationships with
Romeo and Juliet?
________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
 ______________________________________________________________
______

6. Shakespeare was the master of figurative language. Consider how the use of
metaphor, simile, hyperbole and/or personification contributes to the meaning of one
of the play’s longer speeches. Analyze the speech and explain its figurative
language.
________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______

7. Shakespeare was the master of figurative language. Consider how the use of
metaphor, simile, hyperbole and/or personification contributes to the meaning of one
of the play’s longer speeches. Analyze the speech and explain its figurative
language.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
ABSTRACTION

THE AUDITORY ARTS

a. Music

Music is the artistic expression of a feeling or a mood created basically by

sounds; it is the art of combining tones in such a way that is pleasing, expressive or
intelligible.
Music is said to be the most dynamic, most emotional, most universal (it
occupies an important place in the life of any nation), and the most abstract of all the
fine arts.
Two General Classification of Music
1. Worship/Praise
2. Secular

Forms of Music
A. Songs (Either solo, duet, trio, quartet, chorus or choir)
1. Carols – songs of joy and mirth
2. Hymns – songs of praise or adoration of God and country
3. Canticle – a scriptural hymn often used in church services
4. Kundiman – romantic or love songs of the Tagalogs, Philippines
5. Ballad – a folk or dance song with narrative text
6. Folk song – simple musical composition from the hearts of old people
(hele-hele, kumintang, etc.)
7. Composed folk song – a folk song the composer of which is known
8. Folk dance song – a song in which the singer dances at the same time.
(Balitao, Carinosa, Pandango, etc.)
9. Patriotic song – a song which express love for country. (Marcha
Filipina)
B. Marches – lively music usually played by brass bands during the marching of
soldiers or civilians.
C. Dances
1. Polka – a lively Bohemian dance tune in 2/4 measure, with the third
eight note (second beat) accented.
2. Mazurka – a Polish dance in moderate triple time, somewhat like the
polka.
3. Tango – any of several ballroom dances of Spanish-American origin,
commonly in 4/4 time and characterized by posturing, frequent pointing
positions, and a great variety of steps.
 4. Folk dances – native dances of people in rural places.
5. Ballet – a theatrical dance of an aesthetic character in which, with
music and gesture, a pantomime is executed, usually by women.
6. Minuet – a slow graceful dance
7. Rigadoon – a lively dance with a jumping step, for one couple, popular
during the 17th and 18th centuries.
8. Waltz – a kind of round dance in triple time.
9. Apache – a violent duet dance, common in Paris.
D. Sonata –an extended composition, for one or two instruments, having three
or four movements which are contrasted in rhythm but written in related keys.

E. Rhapsody –an irregular instrument composition like improvisation.

F. Symphony – an instrumental passage in a vocal composition or an

instrumental composition in sonata from for a full orchestra.

G. Overture – an introduction or prelude to an opera, oratorio, etc.

H. Opera – a musical drama wholly or mostly song, with orchestral

accompaniment, costumes, scenery and action.

I. Operetta – a short; light, musical drama, which is characterized by singing,

talking and acting. It is sometimes called the little opera.

J. Oratorio – a dramatic text or poem, usually founded on some Biblical theme,

set music, with orchestral accompaniment, but without action, scenery or
costume.

Range or kind of Voices

A. Women
1. Soprano (lyric, coloratura, dramatic, mezzo)
2. Contralto or alto
B. Men
1. Tenor (lyric, dramatic)
2. Baritone
3. Bass

kinds of Instrument
1. Reed Instruments (flute, clarinet, oboe, bassoon, English horn or alto oboe,
Saxophone). Clarinets are either alto or bass.
2. Wind Instruments (organ, harmonica, or mouth organ, trumpet, cornet,
trombone, french horn, bass horn)
3. Percussion Instrument (snare drum, bass drum, kettle drum, xylophone,
triangle, cymbals castanets, tambourine)
 4. String Instruments (piano, harp, violin, violin cello, viola, mandolin, guitar,
banjo, ukelele, Hawaiian guitar, etc.). the piano is classified as keyboard
instrument.
5. Keyboard Instruments
6. Electronic instruments

VI. THE PERFORMING ARTS

A. Dance

Dance is the art which makes use of the human body to express feelings by
means of graceful movements rhythmically blended with an accompanying music.
Dancing is a means of expressing ones emotion through movement disciplined by
rhythm.
Types of Dances
1. Ritual Dance – a primitive dance employed by the ancient men in the
performance of their religious worship. It is sometimes known as tribal dance.
2. Ethnological Dance – a dance which is native to a specific ethnic group
(Tinikling, Pandango sa Ilaw, Singkil).
3. Folk Dance – is the result of spontaneous development among the folk of the
region. It is usually handed down from generation to generation and follows a
basic pattern; this is social, mainly for entertainment.
4. Social Dance – applies to any form of dance form which brings individuals
together for any group enjoyment. It is related to ballroom dancing; are almost
synonymous.
5. Theatrical Dance – is any dance intended for viewing (ex. Ballet, Modern
dance).

B. Drama – to act or to do, from the Greek word dran.

A literary composition written for the stage which involves the actors and
actresses, speaking voice, costume, etc. It includes acting, directing, stage setting,
stage lightning and public speaking.
It is then expression of thought feeling in a form that seems beautiful to us
because it captures some significant aspects of life and holds it momentarily for our
lingering enjoyment or leisurely understanding. Drama may arouse or release life’s
tensions.
C. Film
 Film is essentially the art of moving picture. Film is the combined art only
when aural effects such as dialogue or music are added.