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Republic of the Philippines

ISABELA STATE UNIVERSITY

Module in Art Appreciation

GEC 5
TOPIC 1: The Importance, Meaning, Nature and Assumption of Art

Introduction
This topic introduces the importance of art as part or component of our dynamic
civilization and art as an essential form of expression and communication in our daily
existence. The meaning of art covers its etymological to modern definition and how
man sees it variably and relatively from person, time and place. The Assumptions tackle
the principles and sources of appreciating art and establish the margin and boundary of
the responsibility and duty in fulfilling what man is capable of doing (Panison, 2018).

Learning Outcome
At the end of this chapter the learners should be able to:
a. characterize artistic expression based on personal experience with art;
b. discuss the nature of art;
c. categorize works of arts by citing personal experiences; and
d. elaborate the assumptions of arts

Learning Content

What is Art?
Art as a term is taken from the Italian word artis, which means craftsmanship,
skill, mastery of form, inventiveness and the association that exist between form and
ideas between material and techniques. From the Aryan root ar, this means to join or
put together; from the Greek words artezein, which means to prepare, and
arkiskein, meaning to put together.
In addition, Art is derived from Latin word ars, meaning ability or skill. (J.V.
Estolas)

AS A PROCESS--Is
the arrangement of
aesthetic elements
in an appealing and
interesting matter.
AS A PRODUCT--It
includes human
creation , different IS EXPRESSION--
activities and froms Expresses the feeling s
of expression like
painting, music,
ART and ideas shared by all
individuals regardless of
culture.
literature, and
dance etc.

IS IMITATION-- A
representation of
reality.
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According to Plato,”Art is that which brings life in harmony with the beauty of
the world.” While for F. Zulueta, “Art is the product of man’s need to express
himself.” And for John Dewey, “Art is an attitude of spirit, a state of mind-one
which demand for each own satisfaction and fulfilling, a shaping of matter to
new and more significant from.”

What are the Common Essentials of Art?

1. Art must be man-made.
2. Art must be creative, not imitative.
3. Art must benefit and satisfy man.
4. Art is expressed through a certain medium or material by which the artist
communicates himself to his audiences.

What is Art Appreciation?

It is the ability to interpret or understand man-made arts and enjoy them either
through actual and work-experience with art tools and materials or possession of these
works of art for one’s admiration and satisfaction. It also centers on the ability to view
art throughout history, focusing on the cultures and the people, and how art developed
in the specific periods. Thus, it is difficult to understand the art without understanding
the culture because the connections to the context of art and the interaction of
societies help us to analyze and appreciate a piece of art.

What are the Natures of Arts?

1. Art is everywhere.

VALLEY OF COLORS (LA ARTS & CRAFTS OF T’ BOLI’s necklace

TRINIDAD) IFUGAOS

2. Art is a means of expression and communication.

KUNDIMAN, ALCHETRON STREET ART, ANG GERILYA

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3. Art as a creation—It is the act of combining or re-ordering existing materials to

form a new object.

La Création d'Adam Michel- Art Display using Recycled Scrap Metal Art
Ange. Materials
4. Art and experience—It must be heard or seen to be appreciated and involve
intellectual understanding.

ART DOWNTOWN AT THE GALLERY CRAWL ART COLLECTIVE TEAMLAB

5. Art and beauty-- It gives pleasure when perceived.

Magritte Art
Pablo Picasso, «Guernica», 1937
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6. Art and nature

What are the differences between art and nature?

ART NATURE
1. It is man-made 1. It is nature’s creation.
2. It is artificial. 2. It is natural.
3. It is non-repeatable, or 3. Evanescent (fleeting) and
unchanging recreating itself.
4. It is not nature. 5. It needs art to improve it.

ACTIVITY:
DIRECTIONS: Analyze the following painting by Edvard Munch. What can you
infer about the painting? Write your answer on the space provided.

______________________________________________

______________________________________________

______________________________________________

______________________________________________

______________________________________________

______________________________________________

______________________________________________

______________________________________________

______________________________________________

ASSESSMENT:
1. Directions: Base on your own understanding, what is art? Write your answer
inside the graph.

ART
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2. What is the significance of art in our lives?

REFERENCES:
Keiran, E. (1992). Imagination in Teaching and Learning, pp. 12-37
Panisan, W.K et,al. (2018). Art appreciation. Mutya Publishing house Inc., pp. 1-7
Ortiz et. al, (1976). Art perception and appreciation, pp. 5-12
https://sites.psu.edu/civicissueswithsm/2017/04/20/why-we-need-art-in-our-lives/
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Topic 2: Functions of Art

Introduction

This topic discusses the practical usefulness of an art. The functions of art
normally fall under three categories: physical, social, and personal. This will be further
discussed in the module. As you read and analyze, you will differentiate and observe
that these categories can and often do overlap. Moreover, it covers also the subject of
art which is dynamic and forceful as man’s way of life.

Learning Outcomes
At the end of the topic, you are expected to:
a. distinguish between directly functional and indirectly functional art;
b. differentiate content from subject; and
c. apply concepts and theories on beauty and aesthetic in real life scenarios.

LEARNING CONTENT

FUNCTIONS OF ART
PERSONAL PHYSICAL SOCIAL FUNCTION
FUNCTION FUNCTION
 Is used to  This tends to  It is used for social
provide comfort, address our needs for display,
happiness and physical needs for celebration and
convenience to utilitarian objects communication.
human beings. and structures.  It seeks to influence
 It satisfies  The need for the collective
individual needs beauty in behavior of people.
for personal functional objects  It expresses or
expression. for everyday use. describes social or
 It educates our  Planning of collective aspects
senses and communities of existence as
sharpen our according to opposed to
perception of environmental and individual and
colors, forms, operational personal kinds of
textures, designs, efficiency. experience.
etc.

Basic Philosophical Perspectives of Art

1.) Art as Mimesis (Plato)
“Art is an imitation of the real that was an imitation of the ideal.”
“Art is an imitation of an imitation.”
2.) Art as Representation (Aristotle)
“The aim of art is not to represent the outward appearance of things but their inward
significance.”
3.) Art for Art’s Sake (Kant)
“Art has its own reason for being.”
4.) Art as an Escape
--The sacred level of art not only transforms something into art but also transforms the
artist at the very core of his or her being.
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5.) Art as Functional

-- Art serves a function. Art is meant to be used, to enrich lives to be spiritually
potent, to educate, to support or protest existing power structures, to entertain and so
on.

CATEGORIES/CLASSIFICATIONS OF ART
1. VISUAL ART (2D, 3D)
a. Painting –It is the application of pigment on any flat two-dimensional surfaces

b. Sculpture –it is the carving, modelling, casting, constructing, and assembling of

materials and objects into primarily three-dimensional works of art.

BUST OF NEFERTITI, TERRACOTTA WARRIORS D AV ID BY MICHELANGELO

THUTMOSE (1345 BC) (LATE 3RD CENTURY BC) (1501-1504)

c. ARCHITECTURE –It is the art and science of planning, designing, and

constructing buildings and nonbuilding structures for human shelter or use (3D).

ARCHITECT: ZAHA HADID TANK INTERIOR DESIGN

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2. Performing/ Combined Arts

A. Music –is an art form and cultural activity whose medium is sound organized in
time.
b. Dance –is the movement of the body in a rhythmic way, usually to music and
within a given space to express idea or emotion.
c. Film –also called movie or motion picture, is a series of still images that when
shown on a screen creates an illusion of moving images.
d. Theater –is a collaborative form of art that uses live performers, typically actors
or actresses, to present the experience of a real or imagined event.
e. Literary –is concentrating the writing, study or content of literature, especially
of the kind valued for quality of form.
f. Performance poetry –is poetry specifically composed for or during a
performance before an audience rather on print mostly opens to improvisation.

3. Digital art- it is the art that is made with the assistance of electronic devices, or
intended to be displayed on a computer, which is the most important element in
digital art.

4. Applied arts-are the application of design and decoration to everyday objects to

make them aesthetically pleasing.

a. Fashion Design –is the art of applying design, aesthetics, and natural beauty to
clothing and accessories.

b. Furniture Design –is a specialized field where function and fashion collide.
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c. Interior Design –is enhancing the interior of a building to achieve a healthier and
more aesthetically pleasing environment for the people using the space.

d. Graphic Design –It is an artistic process of effective communication. Designers

combine words, images, and symbols to create a visual representation of ideas.
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Topic 3: Subject and Content of Art

Introduction
This topic discusses the subject of art, which is a dynamic and forceful as man’s
way of life, culture, and imagination. The subject and content of art never comes to an
end and is never fully worn out and exhausted. The clearness and simplicity of the
subject is vital since the content of the art is the soul of every artistic creation of
masterpiece (Panisan, 2018).

Learning Outcomes
At the end of the topic, you are expected to:
a. differentiate content from subject
b. classify artworks according to subject
c. analyze how artists present their subjects in in relation to the real subject.
d. describe the sources and kinds of art

LEARNING CONTENT

What are the subjects of arts?

SUBJECT—refers to any person, object, scene or event described or represented
in a work of art.
In general, the subject of an artwork is anything under the sun.

1. REPRESENTATIONAL/OBJECT ARTS
--are artworks that depict something easily recognized by most people.
They attempt to copy something that is real. It also attempts to portray the subject as it
is.

Examples:
1. Still Life is a work of art depicting mostly inanimate subject matter.

2. Portrait is a painting, drawing, photograph or engraving of a person.

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3.Landscape, Seascapes, Moonscapes and Cityscapes

Rice Fields, Michael Jadach Seascape Oil Painting, Manlangit

Moonscape// Oil on Canvas- Sophie Aurelia

Young

4. Mythology and Religion, Dreams and Fantasies

Giulio Romano, wall painting of the

Manila,Philippine
Olympian gods, courtesy Palazzo del Te in s
Mantua

2. NON-REPRESENTATIONAL OR NON-OBJECTIVE ARTS

-- are artworks that have no resemblance to any real subject. They do not represent
anything and they are what they are. They rather appear directly to the senses
primarily because of the satisfying organization of their sensuous and expensive
elements

Non-Objective, @Pinterest Non-Objective, Vasily Non-Objective, @Pinterest

Kandinsky
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Source of Subjects
 Nature
 History
 Greek and Roman Mythology
 Judeo-Christian Tradition
 Sacred Oriental Texts
 Other Works of Art

Types of Art Subject

1. Still Life – a drawing or painting of an arrangement of non-moving or non-living
objects usually set indoors such as bowl or vase.

2. Self-portrait – a painting, drawing, sculpture or other work of art showing the

artist himself.

3. Religious Theme – art which subject is of religious matter.

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4. Non-objective – art which the visual signs are entirely imaginative and not from
anything seen by the artist.

5. Landscape – a picture of natural outdoor scenery such as mountains, rivers, fields

or forest.

5. Genre – art that has a subject matter that concerns with everyday life, domestic
scenes, sentimental family relationship, etc.
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7. Visionary Expression – art that involves simplification and rearrangement of

natural objects to meet the needs or artistic expression.

8. Portrait – an art showing a person or several people, usually show just the face and
shoulders but it can include all parts of the body.

Content in Art
1. Subject – refers to any person, object, scene or event describe or represented in a
work of art; the “WHAT”

2. Content – the meaning that is communicated by the artist or the artwork; the
“WHY”

3. Form – the development and configuration of the art work – how the elements and
the medium or material are put together; “HOW”

LEARNING ACTIVITIES:
ASSESSMENT:
I. MULTIPLE CHOICES
DIRECTIONS: Read and analyze the questions. Encircle the letter of the
correct answer.
1. When the pigment of color is applied on a surface, what is the resulting artwork?
a. photography c. tapestry
b. mosaic d. painting
2. An architectural is designed and constructed in consideration of the following of
which aspects of life?
a. social and economic c. technological and geographical
b. political and ideological d. all of the above
3. Which of the element of visual art refers to the surface characteristics of an object
and is best appreciated when touched?
a. value c. form
b. texture d. color
4. This art form is the most personal of all art forms because of the nature of its main
medium.
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a. music c. drama
b. dance d. cinema
5. Art is usually a representation of reality. Hence it is often referred to us
_______________
a. communicative c. imitative
b. product d. expressive
6. What do we call the graphic image resulted by the duplicating process?
a. photography c. print
b. image d. copy
7. Which of the following refers to the material out of which the art is made of?
a. subject c. content
b. medium d. style
8. When we combined all the art forms. What type of performing art did we produce?
a. music c. film
b. dance d. theater
9. When we add and subtract to any materials to form new a design or object, what do
we do?
a. painting c. filming
b. sculpture d. architecture
10. Which element of art is the easiest to notice?
a. line c. value
b. form d. color

II. FILL IN THE BLANKS

DIRECTIONS: Read the following statements carefully. Identify what is being
described in the statement and write your answer on the space before the
number.
_____________________1. It deals with the learning or understanding and creating
artworks and enjoying them.
_____________________2. The philosophical thought that means imitating reality.
_____________________3. It is the function of art that is used to affect collective
behavior.
_____________________4. It is the study of objects or works of art in their historical
development and stylistic context.
_____________________5. It is an art that is made with the assistance of digital.
_____________________6. It is the function of art when it is being used to provide
comfort, happiness, and convenience to human beings.
_____________________7. These refer to the artworks perceived by seeing which
are 2-3 dimensional forms.
_____________________8. It is the projection of object on the retina for a split-
second longer that it is actually there, causing the images blur into illusion of motion.
_____________________9. It is the vocal or instrumental sounds combined to
produce a beauty of form, harmony, and expression of emotion.
_____________________10. It is writing with high artistic qualities.

III. OUTPUT
Applying your drawing skills
Direction: Draw an example of representational and nonrepresentational art in
oslo/drawing paper
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*REFERENCES:
Art Perception and Appreciation, Ortiz et al., 1978, pp. 27-32
Alampat; An Introduction to Art Appreciation, Perez, Cayas and Narciso, 2013, pp.
23-25
Cultural Appropriation and the Arts, Young, 2008, pp. 1-27
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Topic: 4 The Elements and Principles of Art

Introduction

This topic discusses the elements and principles of art and design are essential
components of art and design used as a guide to creating works of art. Different forms
of art share the use of the same concept of elements and principles.

Learning Outcomes
At the end of the topic, you are expected to:
a. identify the elements and principles of art
b. determine elements and principles use in hybrid or modified art of
expression
c. create an artwork depicting the various element and principle of art

Learning Content

Elements of Art

Are stylistics features that are included within an art piece to help the artist
communicate. The seven most common elements include lines, shape, texture, form,
space, color and value with the additions of mark making, materiality. When analyzing
these intentionally an element, the viewer is guided toward a deeper understanding of
the work.

What are elements of Art?

Elements of Art
-are the components or part which can be isolated and defined in any visual design or
work of art. They structure and carry the work.
Types of Elements of Art:
1. Line
2. Shape
3. Color
4. Texture
5. Size
6. Space
7. Text

Line - can be used for a wide range of purposes: stressing a word or phrase, connecting
content to one another, creating
patterns, dividing up space and much
more.
- Lines can create a sense of
movement or direction in your
design.
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Shape- can be used to create a pattern, organize and divide space, and draw the viewer’s
attention.
Categories of Shapes:

 Geometric Shapes- circles, squares, rectangles and triangles. We see them in

architecture and manufactured items.
 Organic Shapes- leaf, seashells, flowers. We see them in nature and with
characteristics that are free flowing, informal and irregular.
 Positive Shapes- In a drawing or painting positive shapes are the solid form in
a design such as a bowl of fruit. In a sculpture it is the form of the sculpture.
 Negative Shapes- In a drawing it is the space around the positive shape or the
shape around the bowl of fruit. In sculpture it is empty shape around and
between the sculptures.
 Static Shape- Shapes that appears stable and resting.
 Dynamic Shape- Shapes that appears moving and active.

Colors- Is used to generate emotions, create unity, make something stand out, and
generally create visual interest.
Categories of Color
Color wheel a tool used to organize color. It is made up of:

 Primary Colors- Red, Yellow, Blue these colors can be mixed, they must be
bought in some form.
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 Secondary Colors- Orange, Violet, Green, and these colors are created by
mixing primaries.
 Tertiary/Intermediate Colors- Red Orange, Yellow Green, Blue Violet, etc.;
mixing a primary with a secondary creates these colors.
 Analogous Colors- The analog colors are those colors which lie on either
side of any given color.
 Complementary Colors- are colors that are opposite to each other on the
color wheel. When placed next to each other they look bright and when
mixed together they neutralize each other.
 Monochromatic- is where one color is used but in different values and
intensity.
 Warm Colors- are on one side of the color wheel and they give the feeling
of warmth for example red, orange and yellow are the color of fire and feel
warm.
 Cool Colors- are on the other side of the color wheel and they give the
feeling of coolness for example blue, violet are the color of water, green are
the color of cool grass.

Texture- refers to what the surface of an object looks and “feels” like. In a graphic
design, you can mimic the look of different textures to add depth, contrast, and visual
interest.

Categories of Texture:

 Real Texture- is the actual texture of an object. Artist may create real texture in
art it visual interest or evoke a feeling.
 Implied Texture—is where a piece of art is made to look like a certain texture.
Like a drawing of a free trunk may look rough but in fact it is just a smooth
piece of paper.

Size- is how small or large something is. Interesting choices regarding size can attract
attention or define the importance of an element in the design.

Space- is the area around or between elements of the design. It can be used to separate
or group information. Used effectively it can lead the eye through a design.
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 Positive Space: the space the subject takes up.

 Negative Space: the space surrounding the subject.

Text- different texts have different moods. They can be clean and modern, classic and
professional, casual and fun, aggressive, mature historical, and so on. Try to match fonts
together that you believe complement each other.

Options:
 Serif fonts
 Sans-serif fonts
 Script fonts
 Artistic fonts
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Principles of Design

The principles of good design are the tools every artist uses to create an effective
composition. These tools are: balance, contrast, emphasis, movement, proportion,
repetition, simplicity, space and unity. How well an artist understands the uses these
tools will determine if the composition is a weak or strong one. The desired outcomes
should be a work of art that is both unified and aesthetically pleasing to look at. In a
series of discussions well take a look to each one of these principle.

What is Principles of Design?

Principles of Design- are the artistic guidelines used to organize or arrange the structural
elements of design.

What are the Principles of Design?

Principles of Design

Balance- is the concept of visual equilibrium, and relates to our physical sense of
balance.

Kinds of Balance
Asymmetrical Balance - it involves placement of objects in a way that will allow objects
of varying visual weight to balance one another around a central point.

Symmetrical balance – described as

having equal weight on equal sides of
a centrally placed fulcrum.

Bilateral symmetry – when the elements are arranged equally o either side of central
axis.
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Radial Balance - this axis may be horizontal or

vertical. It is also possible to build formal balance by arranging elements equally around
a central point

Rhythm- refers to a regular repetition of elements of art to produce the look and feel
of movement. It is often achieved through the careful placement of repeated
components which invite the viewers eyes to jump rapidly from one to another

Emphasis- creates focal point in the design composition; it is how we bring attention
to what is important in it.

Contrast- is simply defined as difference. Difference between elements or subject with

a work of art or composition.
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Movement- is a visual flow of your design. It’s the path that you intended your viewer’s
eye to follow.

Harmony- is a visual design means all part of the visual image relates to and
complements each other.

Repetition- helps to create patterns. When you repeat the use of any design element, it
is also creates cohesiveness.

Unity- refers how well the elements of design work together. Visual elements should
have clear relationship with each other in a design.

Proportion- refers to the size of an object in relationship to another object

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ASSESSMENT TASK

Art Activity (Elements and Principles of Design Matrix)

Instructions: Briefly create about how the elements and principles work together to
create a strong composition in this particular work.

Balance Movement Repetition Contrast Emphasis Pattern Unity

Line

Shape

Form

Color

Value

Texture

Space

*References:

www.google.com

www.youtube.com
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Topic: 5 Reading The Image

Introduction

This topic includes the analytic study of how the various elements and material
features of the work produce meaning should lead to a more stable and consensual field
of meaning, away from erratic, whimsical, purely subjective and impressionistic
readings. Having taken note of the information provided by the basic documentation of
the work, we then proceed to four planes of analysis: the basic semiotic, the iconic, the
contextual, and the axiological or evaluative planes.

Learning Outcomes
At the end of the topic, you are expected to:
a. Identify various planes in art
b.

Learning Content

Defining Semiotics

Have you ever thought about why certain words mean what they do? In an age when
'mouse' can mean a little rodent or a computer device, it's easy to question exactly what
words mean and how we make sense of them. This question of meaning is at the heart
of semiotics.

Semiotics covers the elements and general, technical, and physical aspects of the work.

Let’s start with a really simple example. Take a look at these three things:

These signs all ‘stand in’ for the idea of a tree. But they do so in different ways. We
generally categorize signs into three types:

1. Iconic signs – icons are signs where meaning is based on similarity of

appearance. So our drawing of our tree stands in for the notion of ‘tree’ based
on a crude similarity of appearance.
2. Indexical signs – Indexical signs have a cause-and-effect relationship between
the sign and the meaning of the sign. There is a direct link between the two. So
a leaf might be an indexical sign.
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3. Symbolic signs – these signs have an arbitrary or conventional link. The word
tree, t-r-e-e only comes to stand in for the notion of tree because of the
conventions of our language.

In each case, the sign can be broken into two parts, the signifier and the signified.

The signifier is the thing, item, or code that we ‘read’ – so, a drawing, a word, a
photo. Each signifier has a signified, the idea or meaning being expressed by that
signifier. Only together do they form a sign. There is often no intrinsic or direct
relationship between a signifier and a signified – no signifier-signified system is ‘better’
than another. Language is flexible, constructed, and changeable. de Saussure uses the
word ‘arbitrariness’ to describe this relationship.

This is important, because signs are understood and encoded in context. As with the
words ‘’cool,’ the relationship between signifier and signified is made meaningful in
context. This area starts by looking at signs in isolation, but as you become more
confident with semiotics, you will start to look at signs as part of a sign system.

A Quick Reminder About Signs

Ferdinand de Saussure, the other founder of semiotics saw signs as the basic unit of
meaning and he defined two parts of signs.

1. Signifier — The form of a sign. The form might be a sound, a word, a

photograph, a facial expression, a painting of a pipe, etc.

2. Signified — The concept or object that’s represented. The concept or object

might be an actual pipe, the command to stop, a warning of radioactivity.

3 Types of Signifiers — The Categories of Signs

Peirce said the form a sign takes, it’s signifier, can be classified as one of three
types an icon, an index, or a symbol.

 An Icon has a physical resemblance to the signified, the thing being

represented. A photograph is a good example as it certainly resembles
whatever it depicts.

 An Index shows evidence of what’s being represented. A good example is

using an image of smoke to indicate fire.

 A Symbol has no resemblance between the signifier and the signified. The
connection between them must be culturally learned. Numbers and alphabets
are good examples. There’s nothing inherent in the number 9 to indicate what
it represents. It must be culturally learned.
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THE ICONIC PLANE OR THE IMAGE ITSELF

Iconic Plane - includes the choice of the subject which may bear social and political
limplications.

This is still part of the semiotic approach since it is still based on the signifier-signified
relationship. But here it is not that material elements of the work that are dealt with as
in the basic semiotic plane, but this has to do with the particular features, aspects, and
qualities of the image which are the signifiers. The image is regarded as an "iconic sign"
which means, beyond its narrow associations with religious images in the Byzantine
style, that it is a unique sign with a unique, particular and highly nuanced meaning, as
different from a conventional sign such as a traffic or street sign which has a single
literal meaning.

The iconic plane includes the choice of the subject which may bear social and political
implications. An example in art history is the French realist artist Gustave Courbet's
choice of workers and ordinary people in his paintings, instead of the Olympian gods
and goddesses or heroes from Greek and Roman antiquity that were the staple of
classical and academic art up to the nineteenth century. We can ask the question: Is the
subject meaningful in terms of the socio-cultural context, does it reflect or have a
bearing on the values and ideologies arising in a particular place and time?
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The Huffington Post informs me that today is the birthday of Edvard Munch. He would
have been 149 years old today. In reading the article, I learned that his most famous
work, “The Scream”, was not just one drawing. He did it twice in pastels; painted it
twice, and created several lithographs. One of the pastels now holds the record as the
most expensive work of art ever sold at auction; just under $120 million. Certainly this
image is famous. I’ve seen it on masks, cards, posters, coffee mugs and the
occasional inflatable doll.

Author Martha Tedeschi has stated: “Whistler’s Mother, Wood’s American Gothic,
Leonardo da Vinci’s Mona Lisa and Edvard Munch’s The Scream have all achieved
something that most paintings—regardless of their art historical importance, beauty, or
monetary value—have not: they communicate a specific meaning almost immediately
to almost every viewer. These few works have successfully made the transition from
the elite realm of the museum visitor to the enormous venue of popular culture.” This
prompted me to ponder the idea of iconic images.

Few words are more over-used than “iconic”. Often when I hear it used, I think what
the speaker really means is ‘recognizable’, ‘famous’, or even ‘ubiquitous’. Is an image
‘iconic’ simply because it is instantly recognizable? When is ‘iconic’ the appropriate
term?

THE CONTEXTUAL PLANE

the viewer draws out the dialoguerelationship between art and societyresituating the
work in its context

Here one proceeds from the basic semiotic and iconic planes and the knowledge and
insights one has gained from these into the social and historical context of the work of
art. 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. Art sources its energy and vitality from its social context
and returns to it as a cognitive force and catalyst for change. If one does not view the
work in relation to its context, but chooses to confine analysis to the internal structure
of the work, one truncates its meaning by refusing to follow the trajectories of the work
into the larger reality that surrounds it. One prevents the work from reverberating in the
real world.

As has been said earlier, 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 or paraphrased to a statement, such
as a moral lesson or message, but is a total experience involving the faculties of the
whole person--not just his eyes or his senses, but his mind and emotions as well. The
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work of art has its horizon of meaning which is narrower or larger depending on the
degree of cultural literacy, cultural breadth, art exposure and training, and intellectual
and emotional maturity of the viewer. Art involves cognition or learning; it is an
important way of learning about people, life, and society. Does the work expand our
knowledge of reality as a whole? Is its experience liberative artistically,
psychologically, humanly, or socially?

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. With this comes a
knowledge of national and world art and literatures, mythologies, philosophies, and
different cultures and world views. The work of art may contain references and
allusions, direct or indirect, to historical figures and events, as well as to religious,
literary, and philosophical ideas and values which are part of the meaning of the work.

The different symbolic systems which are culture-bound also come into play. Although
we have been strongly influenced by western symbolic systems, we have to move
towards a greater awareness of our many indigenous and Asian/Southeast Asian, Malay
animist and Islamic symbolic systems which must be given even greater value for they
are part of our social context. These systems may have to do with color, shape, design,
as well as cultural symbols associated with the belief systems of the different ethnic
groups. Figures may also bear rich and distinct intellectual and emotional associations
built around them in the course of the history of a group.

ASSESSMENT TASK

1. What is the relationship between a signifier and the signified?

2. What might be an example of an iconic, indexical and symbolic sign for the
idea of your pet?

Topic 6: Historical Development of Art

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

Learning Outcome

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

a. Identify the underlying history and philosophy of the era or movement.
 P a g e | 31

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

Learning Contents
1. PREHISTORIC ART ( cave art or parietal art)
2. EGYPTIAN & GREEK
3. ROMAN & MEDIEVAL
4. CHINESE & JAPANESE
5. RENAISSANCE & MANNERISM
6. BAROQUE AND ROCOCO
7. NEOCLASISM
8. ROMANTIC AND REALISM

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

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

 Cave painting or petrographs involves the application of pigment on the

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

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

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

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

Philippine Primitive Art

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

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

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

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

Great Roman Art

The Aqueduct of Segovia, Spain Iconic dome of the Florence

Cathedral

www.trover.com
www.pinterest.com
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Saint Peter’s Basilica, Rome The Colloseum in Rome, Italy

www.minutetravelguide.com
www.roadaffair.com

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

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

 -Art historians generally classify medieval art into the following

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

 Early medieval architecture was predominantly related to building

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

 Romanesque Architectural style flourished across the western part of

Europe with France as the center of production and innovation.
- It took shape in the eleventh (11th) century, initially developing
in France then spreading to Spain, Germany, Italy, and other
regions.
- Romanesque buildings were characterized by semi-circular
arches, thick stone walls, sturdy pillars, barrel vaults,large
towers, decorative arcading, and durable construction.
- Pre-Romanesque or Carolingian was the north European style of
the Renaissance in the late 8th and 9th century during the reign of
Charlemagne
- Ottonian architecture was the later period of Romanesque,
developed under the reign of Emperor Otto the Great (936-975)
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- Sculpture were prevalent during this time, where stone was used to
present biblical subject matter and church doctrines.
- Other significant media are stained glass and the tradition of continued
illuminated manuscripts.

Christi illuminated manuscript

www.pinterest.com

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

- Gothic architecture was light, graceful and mostly spacious in

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

- Gothic sculptures borrowed motifs from the architecture of the

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

Sites.google.com

Characteristics of Medieval Art

o Rich colors
o Heavily outlined
o Flat and stiff figures showing no depth
o Religious icons
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o Architecture is influenced by Greek and Roman- Byzantine,

Romanesque and Gothic styles emerged from this period.
o Mosaics replaced carved decorations
o Large domes central to the church

Medieval Churches and Monasteries

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

Types of Medieval Art

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

o Leon Battista Alberti

Santa Maria Novelle

www.britannica.com

o Filippo Brunelleschi

Duomo
www.pinterest.com

RENAISSANCE ( Rebirth) 14th to 17th century

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

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

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

Early Renaissance

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

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

 Dome of Florence Cathedral by Filippo Brunelleschi

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www.pinterest.com

 Expulsion from the Garden of Eden by Masaccio

Pacificrestrail2012.blogspot.com
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 Jacob and Esau relief, Gates of Paradise by Lorenzo Ghiberti

www.pinterest.com

 The Adoration of the Kings by Hugo van der Goes

www.nationalgallery.org.uk

 The Birth of Venus by Sandro boticelli

www.ebay.com

 The Nativity in the Lower Church by Giotto di Bondone

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www.pinterest.jp

High Renaissance (c. 1490- 1530)

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

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

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

 Genesis, Sistine Chapel Frescoes by Michelangelo

www.easynotecard.com

 Virgin of the Rocks by Leonardo da Vinci

www.telegraph.co.uk
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 Last Supper

www.getyourguide.com
 Mona Lisa

www.britannica.com

 Transfiguration

catholicexchange.com

 Late Renaissance or Mannerism

The word mannerism is derived from the Italian Maniera, meaning “style”
or “manner”. Mannerism was a European art style that appeared in the later
years of Italian High Renaissance around 1520 to 1580.
In comparison with High Renaissance art that emphasizes proportion,
balance and ideal beauty, Mannerism exaggerates such qualities, often resulting
in compositions that are asymmetrical or unnaturally elegant. It favored
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compositional tension and instability rather than the balance and clarity of
earlier Renaissance painting.

 Mostly, the mannerist painting was more artificial than natural. This
could be attributed to such characteristics as the unnatural display of
emotions, unproportionate human figures, unnatural poses,
uncommon effects of scale, use of lighting or perspective, and bright
loud color.

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

brainsoonweechien.blogspot.com

 Mannerist Painters
Among the finest Mannerist Artists
 Michelangelo, Sistine Chapel Frescoes
 Correggio, First to portray light radiating from the child Christ
 Agnolo Bronzino, An Allegory with Venus and Cupid

 Characteristics of Renaissance Art

1.Realism and Expression:
 Emotions was depicted in faces
 Humans are natural and lifelike-very realistic
 Nudity
2. Perspective
 Adjustment in size
 Depth
 Making 3D world on 2D surface
3.Classicism
 Influence of ancient Greeks and Romans
 Secularism
 Symmetry and balance
4.Individualism
 Emphasizes on the individual singular subject
 Free-standing figures (statues)
 Human beauty
5.Light and Shadow
 Use of light and shadow to create depth
 Chiaroscuro- contrast between light and dark colors
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6.Complex Arrangements
 Complicated arrangement of objects
 Lots of complex interactions
 Can be very busy

BAROQUE PERIOD

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

 Famous Baroque Artists

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

ROCOCO PERIOD

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

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

 Known artists during the Rococo period

 Francois Boucher, the Toilette of Venus
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 Jeane Antoine Watteau, Pilgrimage in the Isle of Cythera

known as the father of the Rococo art
 Jean-Honore Fragonard, The Swing

 NEOCLASSICAL ART ( 18TH CENTURY)

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

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

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

 Famous Artists of Neoclassical Art

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

ROMANTICISM

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

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

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

 Impressionism Artist

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

POST- IMPRESSIONISM

Post- Impressionism is a French art movement that developed roughly between

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

Impressionism)

 Post-Impressionists rejected the idea of the impressionist that the

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

A Sunday Afternoon on the Island of La Grande Jatte

www.theartist.me/art-inspiration/
Post-Impressionist Artist
 Paul Cezanne
 Vincent van Gogh
 Paul Gauguin

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

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

Egyptian & Greek

Roman & Medieval

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Chinese & Japanese

Renaissance &
Mannerism

Baroque And Rococo

Neoclasism

Romantic And Realism

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Topic: 7 Instrumental Music

Introduction

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

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

Learning Outcomes:

Upon completion of this module, students are expected to:

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

Discussion:

BAROQUE PERIOD:

The Baroque period refers to an era that started around 1600 and ended around 1750,
and included composers like Bach, Vivaldi and Handel, who pioneered new styles like
the concerto and the sonata.
Jonathan Sebastian Bach- (1685-1750) was music's most sublime creative genius. Bach
was a German composer, organist, harpsichordist, violist, and violinist of the Baroque
Era. Johann Sebastian Bach was born on March 21st 1685 in Eisenach, Germany. The
young Bach was offered a choral scholarship to the prestigious St Michael's School in
1699. 1703 saw Bach become the organist at St Boniface's Church in Arnstadt - a role
that saw him on a regular salary and expanding his skills at the keyboard. Bach
composed the cantata Gott ist mein König in 1708 - he was paid handsomely, and it
helped him cement his early career. The Brandenburg Concertos were composed in
1721 as a sort-of musical job application for the Margrave Ludwig of Brandenburg - it
was unsuccessful.
Did you know?

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

Example of his work:

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

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

Example of his work:

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

2. George Frideric (or Frederick) Handel born (5 March 1685–14 April 1759) was
a German-born, British Baroque composer who spent the bulk of his career in
London, becoming well known for his operas, oratorios, anthems and organ
concertos. Born in a family indifferent to music, Handel received critical
training in Halle, Hamburg and Italy before settling in London (1712), and
became a naturalized British subject in 1727. He was strongly influenced both
by the great composers of the Italian Baroque and the middle-German
polyphonic choral tradition.Within fifteen years, Handel had started three
commercial opera companies to supply the English nobility with Italian opera.
Musicologist Winton Dean writes that his operas show that “Handel was not
only a great composer; he was a dramatic genius of the first
order.” As Alexander’s Feast (1736) was well received, Handel made a
transition to English choral works. After his success with Messiah (1742) he
never performed an Italian opera again. Almost blind, and having lived in
England for nearly fifty years, he died in 1759, a respected and rich man. His
funeral was given full state honours, and he was buried in Westminster Abbey.

Example of his work:

https://www.youtube.com/watch?v=GAIZxaToV2A

CLASSICAL PERIOD:

Serious or conventional music following long-established principles rather than

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

Example of his work:

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

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

influential composers of the western art music tradition. He was a ground-
breaker, in all senses. He oversaw the transition of music from the Classical
style, full of poise and balance, to the Romantic style, characterised by emotion
and impact. A prolific composer who wrote for wealthy patrons and also earned
 P a g e | 50

money from public concerts, he wrote nine symphonies, 32 piano sonatas, one
opera, five piano concertos, and many chamber works including some ground-
breaking string quartets. He could be a difficult and unsociable man, who felt
bitter and isolated by the deafness which developed in his 20s; he never
married.He enjoyed great success and recognition in his lifetime. It is said that
at the premiere of his Ninth, he could not hear the thunderous applause at the
end, and had to be turned round to see the delighted audience reaction.Virtually
all his major works are standard repertoire pieces, familiar to musicians and
listeners throughout the commercial world.

What is special about his music?

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

Example of his work:

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

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

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

Example of his work:

https://www.youtube.com/watch?v=aeEmGvm7kDk

ROMANTIC PERIOD

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

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

spelled Chaikovsky, Chaikovskii, or Tschaikowsky, name in full Anglicized
as Peter Ilich Tchaikovsky, (born April 25 [May 7, New Style],
1840, Votkinsk, Russia—died October 25 [November 6], 1893, St. Petersburg),
the most popular Russian composer of all time. His music has always had great
appeal for the general public in virtue of its tuneful, open-hearted melodies,
impressive harmonies, and colourful, picturesque orchestration, all of which
evoke a profound emotional response. His oeuvre includes 7 symphonies, 11
operas, 3 ballets, 5 suites, 3 piano concertos, a violin concerto, 11 overtures
(strictly speaking, 3 overtures and 8 single movement programmatic orchestral
 P a g e | 51

works), 4 cantatas, 20 choral works, 3 string quartets, a string sextet, and more
than 100 songs and piano pieces.

Example of his work:

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

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

Example of his work:

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

1. Frederic Chopin- Frédéric François Chopin (22 February or 1 March 1810 – 17

October 1849), born Fryderyk Franciszek Chopin, was a Polish composer and
virtuoso pianist of the Romantic era, who wrote primarily for the solo piano. He
gained and has maintained renown worldwide as one of the leading musicians
of his era, whose “poetic genius was based on a professional technique that was
without equal in his generation.” Chopin was born in what was then the Duchy
of Warsaw, and grew up in Warsaw, which after 1815 became part of Congress
Poland. A child prodigy, he completed his musical education and composed
many of his works in Warsaw before leaving Poland at the age of 20, less than
a month before the outbreak of the November 1830 Uprising.
All of Chopin’s compositions include the piano. Most are for solo piano, though
he also wrote two piano concertos, a few chamber pieces, and some songs to
Polish lyrics. His keyboard style is highly individual and often technically
demanding; his own performances were noted for their nuance and sensitivity.
Chopin invented the concept of instrumental ballade. His major piano works
also include sonatas, mazurkas, waltzes,nocturnes, polonaises, études,
impromptus, scherzos, and preludes, some published only after his death. Many
contain elements of both Polishfolk music and of the classical tradition of J. S.
Bach, Mozart and Schubert, the music of all of whom he admired. His
innovations in style,musical form, and harmony, and his association of music
with nationalism, were influential throughout and after the late Romantic
period.

Example of his work:

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

MODERN PERIOD

The Modern Era has been a period of massive technological and socio-political
change, sparked largely by the increasingly rapid transit of people and information (via
 P a g e | 52

automobiles, airplanes, spacecraft and telephone, radio, television, satellite

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

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

Example of his work:

https://www.youtube.com/watch?v=cVYH-7QGE-A

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

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

Example of his work:

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

3. Maurice Ravel-Born in the Basque town of Ciboure, France on March 7th 1975,
French composer Maurice Ravel was very influenced by his mother’s Spanish
heritage and love of Spanish folk song. From an early age it was clear that Ravel
had musical capabilities and his parents encouraged this, paying for him to have
piano lessons, as well as instruction in harmony, counterpoint and composition.
Whilst he was obviously a talented pianist, he showed a stronger desire to
compose. In order to encourage his musical pursuits further, Ravel’s parents
sent him to the Paris Conservatory, initially as a preparatory student and then as
a piano major. He studied first with Émile Descombes and received a first prize
 P a g e | 53

in the piano in his first year (1891). More generally, however, Ravel saw limited
success at the conservatory and although his musicianship matured
significantly, his academics were weak. Ravel was unfortunately expelled in
1895, after failing to be awarded a competitive medal in three consecutive years.
Three years later, he returned to the conservatory in order to study composition
with Gabriel Fauré. Unfortunately, he fell victim once more of failing to win
any competitive prizes and so was expelled for the second time in 1900.

Example of his work:

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

ACTIVITY I.

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

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

_____________________________________________________________________
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_____________________________________________________________________
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_____________________________________________________________________
_____________________________________________________________________
____________________________________________________________________

2. Describe each artist and his work.

_____________________________________________________________________
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ACTIVITY II.

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

1.
Name:

_____________________________

Place of origin
_____________________________

Title of his work

_____________________________

Period
________________________________
2.
Name:

_____________________________

Place of origin
_____________________________

Title of his work

_____________________________

Period
________________________________

3.
Name:

_____________________________

Place of origin
_____________________________

Title of his work

_____________________________

Period
________________________________
 P a g e | 55

4.
Name:

_____________________________

Place of origin
_____________________________

Title of his work

_____________________________

Period
________________________________

5.

Name:

_____________________________

Place of origin
_____________________________

Title of his work

_____________________________

Period
________________________________
 P a g e | 56

6.
Name:

_____________________________

Place of origin
_____________________________

Title of his work

_____________________________

Period
________________________________

7.
Name:

_____________________________

Place of origin
_____________________________

Title of his work

_____________________________

Period
________________________________

8.
Name:

_____________________________

Place of origin
_____________________________

Title of his work

_____________________________

Period
________________________________
 P a g e | 57

9.
Name:

_____________________________

Place of origin
_____________________________

Title of his work

_____________________________

Period
________________________________

10.
Name:

_____________________________

Place of origin
_____________________________

Title of his work

_____________________________

Period
________________________________

ACTIVITY III.

COMPOSE: Compose or create your own music piece. Write your composition on a
one whole sheet of pad paper. 100points.

References:

https://courses.lumenlearning.com/suny-musicapp-medieval-modern/chapter/frederic-
chopin/
https://www.bl.uk/onlinegallery/onlineex/musicmanu/beethoven/index.html
https://www.britannica.com/art/instrumental-music
https://www.britannica.com/biography/Antonio-Vivaldi
https://www.classicfm.com/composers/liszt/guides/franz-liszt-life/
https://www.wisemusicclassical.com/composer/1273/Maurice-Ravel/
https://www.youtube.com/watch?v=frxT2qB1POQ
https://www.youtube.com/watch?v=H1Dvg2MxQn8
https://www.youtube.com/watch?v=jGFqtOdEIWk
 P a g e | 58

CHAPTER ____?: Soulmaking, Appropriation and Improvization: Making and

Deriving Meaning from Art

Introduction
Throughout history, art has played an important role to capture, record, and
communicate events, activities, traditions, and even belief systems of various groups of
people. In essence, art has been an instrument to reflect the things and events that has
been done in the past so that future generations can have a glimpse of that past.
This module will give the students an information that relates to making and
deriving meaning from art, categories of soulmaking, and the da Vincian principles, art
appropriation and improvization.

Learning Outcomes
At the end of the topic, you are expected to:
a. define soulmaking;
b. explain how meanings can be derived from art; and
c. develop students’ artistic potentials through soulmaking, appropriation and
improvization.

Learning Contents

 Soulmaking: Making and Deriving Meaning from Art

 The Seven Da Vincian Principles
 Appropriation of Art
 Improvization of art
Teaching and Learning Activities

This chapter adopted the following teaching and learning activities, to wit:
a. Lecture
b. Discussion
c. Activity Sheets
d. Assignment
e. Individual art talk( minimum of 3 minutes and maximum of 5 minutes)
 P a g e | 59

Flexible Teaching Learning Modality (FTLM) adopted

Online (synchronous)
Email, Messenger, Google meet
Remote (asynchronous)
Module
*(copy paste)
References
Books
Ariola, Mariano (2008). Introduction to Art Appreciation. C & E Publishing,
2008
Caslib, B. et. al (2018). Art Appreciation. Manila. Rex Book Store, 2018
Estolas, J. et. al (2010). Introduction to Humanities (Arts for Fine
Living).Mandaluyong City. National Book Store, 2010
Gelb, Michael (1998). How to Think Like Leonardo Da Vinci
Internet
durianwriter.wordpress.com/tag/noy-narciso/
www.youtube.com
 P a g e | 60

Topic 8

SOULMAKING: MAKING AND DERIVING MEANING FROM ART

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

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

a. discuss the concept of soulmaking;

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

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

_____________________________ _______________________________
_____________________________ _______________________________
_____________________________ ________________________________
_____________________________ ________________________________

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

looking into the depths and real meaning of what we are doing for our everyday life.
 P a g e | 61

It is a form of crafting stories or transforming brief moments into images or symbols.

It is also connecting with people, understanding culture, and embodying tolerance and
peace.
Soulmaking can be an innate gift or a learned skill, or a combination of both. It has no
time reference, it occurs anytime.

What are the categories of soulmaking? Describe each category.

The Categories of soulmaking are the following:

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

through painting, sculpting, drawing, storytelling, poetry, dancing, composing, or

talking notes. Crafting images is just like weaving, quilting, or doing crochet; it is

not creating works out of nothing (Narciso, 2012).

2. Crafting Stories. The moment we write, engrave and inscribe our own
thoughts, ideas, commentaries, criticisms, and positive and negative emotions,
we are crafting stories. Stories that can be presented in any form, - image, words,
objects, and musical composition.
3. Crafting Instruments. An instrument maker is a bridge toward the unknown
because the instrument produces sound that transcend our feelings, emotions, and
sensation in another realm (Narciso, 2016).

4. Crafting movements. Our life is full of movements; it is filled with various

beats. Life if full of flowing images accompanied by narratives. Everything we do
in life is a performance, we perform life.
5. Crafting techniques. Anything can be crafting by using different evocative
descriptions of experiences and explorations like photograph studies, puppets and
masks, constructions, and notepad studies.
Flexible Teaching Learning Modality (FTLM) adopted
Online (synchronous)
Email, Messenger, Google meet
Remote (asynchronous)
Module
 P a g e | 62

Assessment Task:
a. Develop and present an individual art talk using any of the categories of
soulmaking.

Reference
1. Caslib, B. et. al (2018). Art Appreciation. Manila. Rex Book Store, 2018
2. www.youtube.com
 P a g e | 63

Topic 9

DA VINCIAN PRINCIPLES

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

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

a. identify and discuss the seven da Vincian principles;

b. explain how these principles can be applied in art making.
Discussion

What are the seven da Vincian principles?

The seven Da Vincian Principles are the following:

1. Curiosita or curiosity, making his insatiable quest for knowledge and continuous
improvement.

https://www.slideshare.net/
 P a g e | 64

2. Dimostrazion or demonstration, testing knowledge through personal experience

rather than taking others’ reports for granted.

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

https://www.slideshare.net/
4. Sfumato. A painting technique employed by Da Vinci to create an ethereal quality
in his work, showing his ability to embrace ambiguity and change.

https://www.slideshare.net/
 P a g e | 65

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

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

https://www.slideshare.net/
7. Connessione or connection, for his habit of weaving together multiple
disciplines around a single idea, recognizing and appreciating that all
pheomena are connected.
 P a g e | 66

https://www.slideshare.net/

Assessment tasks:
1. How will you apply these principles in making art?
2. Short quiz ( to be posted)
References
1. Gelb, Michael (1998). How to Think Like Leonardo Da Vinci
2. scienceofpeople.com/7-steps-to-genius/
 P a g e | 67

Topic 9

APPROPRIATION OF ART

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

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

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

Discussion

What is art appropriation?

Appropriation in Art

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

these borrowed images to make a new art form.

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

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

creator, or culture origin.

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

Example:
1. Edward Manet and Pablo Picasso took historical artworks as departure points
for their own pieces.
2. Pablo Picasso, Glass and Bottle of Suze (1912)
 P a g e | 68

3. Marcel Duchamp infamously appropriated urinal in his 1915 work Fountain

4. Surrealism also made extensive use of appropriation in collages and objects
such as Salvador Dali’s Lobster Telephone.
- Appropriation took a new significance in mid-20th –century America and Britain with
the rise of consumerism and proliferatio of popular images through mass media outlets
from magazines.
- Appropriated images and objects appear extensively in Pop art of Jasper Johns, Robert
Rauschenberg, Class Oldenburg, Andy Warhol, Tom Wesselman, and Roy
Lichtenstein. They reproduced , juxtaposed, or repeated mundane, everyday images,
from popular culture.

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

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

b. Non-material appropriation
This form of appropriation involves the reproduction, by a member of one culture, of
non-tangible works (such as stories, musical compositions or dramatic works) produced
by some other culture. A musician who sings the songs of another culture has engaged
in non-material appropriation, as has the writer who re-tells stories produced by a
culture other than his own.

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

d. Motif appropriation
This form of appropriation is related to stylistic appropriation. Sometimes artists are
influenced by the art of a culture other than their own without creating works in the
 P a g e | 69

same style. Picasso, for example, was influences by African carving, but his works are
not and African style. Similarly, Ravel was influenced by the jazz of African-
Americans, but his compositions are not in a jazz idiom. Rather than appropriating an
entire style, such artists have appropriated only basic ideas or motifs.

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

Assessment Tasks
1. Why some artists appropriate some arts?
2. Develop artistic ability in any form you would like to appropriate an art.

Learning Resources:
1. Young, J. O. (2008). Cultural Appropriation and the Arts. (New Directions in
Aesthetics). Blackwell Publishing Ltd. (2008).
2. youtube.com/watch?v=OpjzJojNC18
 P a g e | 70

Topic 10: Indigenous Art

Introduction

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

The indigenous arts most sensitively reflect this communal orientation.

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

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

Learning Outcome

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

a. trace and summarize the indigenous art;

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

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

Some of these Indigenous Art are:

1. Architecture

Wander over the world heritage site, Banaue Rice Terraces, Eighth Wonder of
the World carved from the high Cordilleras over 2,000 years ago. These rice terraces
were carved out of the mountains by the native Ifugao people. The Ifugao made the
walls out of hardened mud and clay while they flattened the slopes it could hold water
 P a g e | 71

essential for rice growth. It had been the way of life of the Ifugao mountain tribes for
the past 2,000 years, kept alive up to this day.

2. Sculpture

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

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

3. Weaving

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

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

4. Pottery

Pottery are objects that are first shaped of wet clay, then hardened by baking.
Pottery includes both decorative and practical items such as bowls, vases, dishes, and
lamps. Pottery in the Philippines varies in forms and functions. The forms of the pots
are directly influenced by the functions of the pots and the tradition of the community
or local area. An example of this is the palayok, which is used for cooking, Banga and
Tapayan are used for storing liquids. There is also the clay-made stove or kalan. The
burnay pottery in Ilocos Sur is still a lively tradition that continues up to the present.

5. Body Adornment

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

Indigenous Materials
 P a g e | 72

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

1. Sawali. This material comes from the outer covering of bamboo poles. It is woven
into mats and ideal for cement backing.

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

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

4. Abaca. This is a fiber material obtained from the leaf stalk of a banana plant. Most
of these materials are found in the Bicol Region.

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

The use of bamboo materials can lead to substantial savings and increased
employment in the locality.

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

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

Indigenous materials are widely used in architecture such as in the

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

Bahay Kubo

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

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

Bahay na Bato

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

Ifugao Bale (or Native House)

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

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

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

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

5. Teaching and Learning Activities

Answer the following questions.

1. What is the significance of Bahay Kubo in Philippine cultural values?
2. Why are there no partition for rooms in Bahay Kubo, Ifugao Bale, and
Bahay na Bato? What do these symbolize?
3. Identify some places in the Philippines where indigenous art is still
practiced.

6. Recommended learning materials and resources for supplementary reading.

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

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

https://www.youtube.com/watch?v=m2a5sz3KA8Y

https://www.youtube.com/watch?v=00ZBzecrewk

7. Flexible Teaching Learning Modality (FTLM) adopted

Online (synchronous)

//Google classroom, moodle, schoology, Podcast etc..

Remote (asynchronous)

//module, case study, exercises, problems sets, etc…

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8. Assessment Task

Miniature Activity

Create a decoupage:

Use recyclable glass bottle and decorate using indigenous materials,

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

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

http://www.slideshare.net

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

9. References

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

Books Library Services and Publishing Inc.

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

Mindshapers Co.,Inc.
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