Art Appreciation Lessons-in-Unit-3 PDF

A Module in GE 6: Art Appreciation, Nourishing the Mind and the Heart through the Arts Let’s see what you know! Before we proceed to the lessons, let’s see what you know so far by answering the question that we will present to you on the next page. As you go on with the lesso...

A Module in GE 6: Art Appreciation, Nourishing the Mind and the Heart through the Arts Let’s see what you know! Before we proceed to the lessons, let’s see what you know so far by answering the question that we will present to you on the next page. As you go on with the lessons, try to remember your answers in this exercise and see if they go in line with those. Remember: Try to answer those questions without peeking on your notes or the previous lessons. DIAGNOSTIC TEST A. Based from previous learning, write a brief description of the following: 1. Abstract art - _________________________________________________ 2. Cubism - ____________________________________________________ 3. Realism - ___________________________________________________ 4. Pop art - ____________________________________________________ 5. Surrealism - _________________________________________________ B. What are some of the notable contribution to civilization of the following periods in terms of arts? Early Greeks Early Romans Gothic Period Byzantine Period Renaissance Period  A Module in GE 6: Art Appreciation, Nourishing the Mind and the Heart through the Arts READING THE IMAGE We begin with the basic premise that there are two interrelated aspects in the study of art.  Art has its specificity that is, its particular language has to do with the mediums, techniques, and visual elements of art. This is what constitutes art as a particular human activity different from the others.  Art is historically situated and shaped by social, economic, and political forces. Both these aspects need to be taken into account so as to be able to fully understand and appreciate art. A. THE BASIC SEMIOTIC PLANE  Semiotics is the study of "signs“.  A sign consists of a "signifier" or its material/physical aspect and its "signified" or non-material aspect as concept and value. It includes: 1. The visual elements and how they are used: line value, color, texture, shape, composition in space, movement. 2. The choice of medium and technique. 3. The format of the work. B. THE ICONIC PLANE OR THE IMAGE ITSELF  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”. It includes: 1. The choice of the subject which may bear social and political implications. 2. The positioning of the figure or figures. 3. The gaze of the subject. 4. Cropping of the figure or figures. 5. The relationship of the figures to one another. C. THE CONTEXTUAL PLANE  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.  A Module in GE 6: Art Appreciation, Nourishing the Mind and the Heart through the Arts  The experience of a work cannot be reduced 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 work of art has its horizon of meaning which is narrower or larger depending on the degree of cultural literacy, art exposure and training, and intellectual and emotional maturity of the viewer. ART HISTORY  The Prehistoric Period A. Introduction During the pre-historic times, the early humans had transitioned from a nomadic lifestyle to that of a more permanent one, which led to early civilization. Art appeared as one of the earliest activities of man. Man could draw long before he could write. The primitive man was primarily a hunter and a food finder, so that a great deal of cave painting was about animals and hunting. His success as a hunter depended upon his skills and weapons. Though pre-historic humans would not necessarily possess the complex rational capabilities to tell their story through written records and accounts, some artifacts would serve as “story tellers”. B. Characteristics  Reflecting their attitudes and beliefs system on spiritual, social, political and economic matters  Used for survival and activities of everyday life C. Milestones  Prehistoric Painting Cave Paintings and the Hall of Bulls in Lascaux Cave, France  A Module in GE 6: Art Appreciation, Nourishing the Mind and the Heart through the Arts  Prehistoric Sculpture “Lepenski Vir” is an important “Venus of Laussell” “Venus of Willendorf” Mesolithic archaeological site  Prehistoric Architecture Cromlechs Menhirs – a tall, Dolmens – a prehistoric Cromlechs – a group of upright stone erected structure dominantly found menhirs and dolmens that during prehistoric in Europe which consists of are placed in a spiral times which are mostly a massive stone (flat or formation; speculated to be found in Europe semi-flat) on top of two used in rituals and as tombs pillar-like stones during the prehistoric times  A Module in GE 6: Art Appreciation, Nourishing the Mind and the Heart through the Arts  Early Egyptian Period A. Introduction Egypt for a long period was under the centralized rule of a Pharaoh, the dynasties of which mark the periods of Egyptian history. The art of ancient Egypt was closely knit with religion since the people there believed in life after death. It was in accordance with this belief that the Egyptians devoted more time and effort into the building of tombs than into the construction of dwellings. B. Characteristics  Strong sense of order  All figures must stand on horizontal lines  Eyes, shoulders, and torso are seen from front  Higher ranking officials were depicted within the rules more strictly seemingly more rigid. C. Milestones  Old Kingdom Narmer Palette (Left) is an important archaeological figure used to decode the ancient Egyptian hieroglyphics. It tells the history of the gods blessing to the Pharaohs and the unification of Egypt. The stone carvings and drawings (Right) shows the ancient art styles of the old kingdom of Egypt. The Pyramid of King Djoser (Left) is one of the oldest stone structures in Egypt. It is known for its step-like architecture, gaining the title “Step Pyramid”. The Great Sphinx of Giza (Right) is a stone structure made from limestone which forms the figure of a hybrid: half-human and half- lion. It is also one of the ancient wonders of the world.  A Module in GE 6: Art Appreciation, Nourishing the Mind and the Heart through the Arts  Middle Kingdom Temple of Karnak and Thebes © W. McKelvie (2005)  The New Kingdom The Bust of Nefertiti Death Mask of Tutankhamun What do you think? It’s a challenge! Using your own words and the things you have observed, can you give an answer or explain the following concepts below? Share us what you think! Why is art important during the early What are the themes of ancient human societies and civilizations? Egyptian art? What developments in art have you observed from the artworks of prehistoric times to the ancient Egyptian art?  A Module in GE 6: Art Appreciation, Nourishing the Mind and the Heart through the Arts  ART IN EMERGING EUROPE Early Greek Period A. Introduction Ancient Greek art proper emerged during the 8th century BCE (700-800). The Greeks were known to excel in various fields and aspects of society such as poetry, drama, philosophy and the arts. For this civilization, man was at the center of society and the humanist ideals of the Greeks were reflected in their democratic form of government. The Greeks were passionate about natural phenomenon and believed that nature should be in perfect order. And because of being idealistic, their principles, belief systems and ideologies are at the core of Greek art and architecture. B. Characteristics  Often represented the mythological gods.  Sought to capture the perfect physical form of their objects in artwork.  Art – expression of perfection and the classical ideals.  Exploring the aesthetics and philosophical ideals. 1. Archaic Period  Follow Geometric standards, although the angular elements are more rounded, the sizes are closer to reality.  Place importance on human figures showing the influence of Egyptian sculpture in its frontality and rigidity. 2. Classical Age  Golden Age or Age of Pericles.  The peak of cultural achievements  Many statues depicted young victors of Greek Games.  The human body was the emphasis of art.  Rebuilding of temples and focusing on creative artworks. 3. Hellenistic  The ideals of classicism went into eclipse, and gave rise to a new set of aesthetic ideals.  Emotion replaced classical restraint and serenity.  Art became imbued with dynamism and movement.  A Module in GE 6: Art Appreciation, Nourishing the Mind and the Heart through the Arts C. Milestones A. Archaic Period Archaic Pottery Kouros and Kore Temple of Hephaistos B. Classical Age Classical Greek Painting (Left) made by using fresco paint and the famous Parthenon (Right) in Athens, Greece, which was built in honor of their patron goddess, Athena. The Discobolus / Discuss- Thrower of Myron (Left) shows a youthful figure which had been the ideal body for the participants of the Olympics in Classical Greece. The Doryphoros / Lance-Bearer (Right) was sculpted by Polykleitos to show off the ideal body of the ancient Greeks.  A Module in GE 6: Art Appreciation, Nourishing the Mind and the Heart through the Arts Three Orders of Greek Colums Doric Ionic Corinthian  With a plain abacus  Taller and slender  The most beautiful capital than the Doric order  Tallest and most  Shortest, most  Has either a pair of slender order massive and has no spirals or volutes  Has a capital base capital and a base featuring acanthus leaves, and has a base C. Hellenistic The sculpture of Hermes and the Infant Dionysus (Left) depicts the myth wherein Hermes was ordered by Zeus to rescue the newborn Dionysus and deliver him to the nymphs before Hera catches him. The Theater of Dionysus (Center) pays homage to the theatrical dramas and comedies—a vital part of ancient greek art. The Great Painting of Zeuxis (Right) shows a realistic painting of grapes which was believed to be so realistic that a bird pecked on it, thinking that it was a real fruit.  A Module in GE 6: Art Appreciation, Nourishing the Mind and the Heart through the Arts Early Roman Period A. Introduction The Roman Republic was established around 500 BCE, and came of age during the Hellenistic Period. This civilization transformed into one of Western Europe’s mightiest inspires. The Romans admired the Greeks and their achievements in the arts hence, the fusion of Greek and Roman cultures can be seen in most Roman artworks. B. Characteristics  Practical and utilitarian  Interest in public works and engineering  Emphasis on grand monuments and architectural infrastructures  Technical advancement  Colossal to show power C. Milestones Two Roman Orders Tuscan Composite  very plain design, with a plain  mixed order, combining the volutes shaft, and a simple capital, base, of the Ionic with the leaves of the and frieze Corinthian order  simplified adaptation of the Doric order  A Module in GE 6: Art Appreciation, Nourishing the Mind and the Heart through the Arts Pantheon Bust Portrait Triumphal Painting Medieval Period A. Introduction Art during the Middle Ages saw many changes up to the emergence of the early Renaissance period because of the four artistic styles that flourished. These are the Early Christian art, the Byzantine art, the Romanesque art and the Gothic art. Because this age reflected the height of the power of the church, early art subjects were initially restricted to the production of religious art or Christian art, since the church was the central figure and authority of the period. Most of the previous themes of the art styles of the Greeks and the Romans like the flaunting of the naked human body and the depictions of the pagan gods and goddesses were censored, resulting to the evident changes in the development of art. B. Characteristics  Art was created for the church to glorify God more than appeal to aesthetic sensibilities.  Fully clothed, draped in deeply carved, stiff looking clothes.  Faces are solemn with little emotions  A Module in GE 6: Art Appreciation, Nourishing the Mind and the Heart through the Arts C. Milestones  Early Christian Art Jesus Healing the Detail from marble Christ and the Apostles in the Bleeding Woman depicted sarcophagus of Junius Heavenly Jerusalem, Rome in the Catacombs of Bassus Marcellinus and Peter The Barberini Ivory – Louvre, Paris  Byzantine Art Mother of Perpetual Help The Barberini Ivory (Left) in Louvre, Paris is an example of a medieval diptych which shows the conqueror trampling on the conquered but putting Christ and heaven above all. The Mother or Lady of Perpetual Help (Right) is a classic Byzantine icon that depicts the Virgin Mary as the mother of god by dressing her in a dark red robe which was the color of the empress’ robes during the Byzantine period. The Church of San Clemente (Left) in Rome, Italy is a minor basilica that was built in honor of Pope Clement I. The Hagia Sophia (Right) in Constantinople, Turkey is an important site for Christian worship during Medieval period before it was conquered and converted to a mosque of Muslim faith in 1453.  A Module in GE 6: Art Appreciation, Nourishing the Mind and the Heart through the Arts  Romanesque Art Portico da Gloria, Metalwork Adornment Illuminated Manuscripts by Santiago Cathedral St.Thomas Aquinas Lady with the Unicorn Pisa Cathedral Tapestries  Gothic Art The Western (Royal) Maestà del Duomo di Siena Chartres Cathedral – Portal at Chartres (Tempera and Gold on Wood) France Cathedral  A Module in GE 6: Art Appreciation, Nourishing the Mind and the Heart through the Arts Renaissance Period A. Introduction The Renaissance began in Italy where the culture was surrounded by the remnants of a once glorious empire. This was a period of rebirth, for it ushered in a new outlook on man and the world. There was a revival of classical learning in the study of the ancient Greeks and Roman texts. Humanistic education based on rhetoric, ethics and the liberal arts was pushed as a way to create well-rounded citizens who could actively participate in the political process. B. Characteristics  More visually accurate and secular  Human emotions were depicted literally  Revival of classical learning and the ideals of classicism became the artistic standard. C. Milestones  Painting Flight into Egypt by Mona Lisa by School of Athens by Raphael Giotto Di Bondone Leonardo da Vinci  A Module in GE 6: Art Appreciation, Nourishing the Mind and the Heart through the Arts  Sculpture Young David by Pieta by Michelangelo David by Donatello Di Nicolo Michelangelo Bardi  Architecture Palazzo Rucellai - Medici-Riccardi Palace - Basilica of Saint Lawrence Florence Florence by Filippo Brunelleschi Baroque Period A. Introduction The Baroque style is characterized by exaggerated motion and clear detail used to produce drama, exuberance, and grandeur in sculpture, painting, architecture, literature, dance, and music. Baroque iconography was direct, obvious, and dramatic, intending to appeal above all to the senses and the emotions. The use of the chiaroscuro technique is a well-known trait of Baroque art. This technique refers to the interplay between light and dark and is often used in paintings of dimly lit scenes to produce a very high-contrast, dramatic atmosphere. B. Characteristics  Images are direct, obvious, and dramatic.  A Module in GE 6: Art Appreciation, Nourishing the Mind and the Heart through the Arts  Tries to draw the viewer in to participate in the scene.  Depictions feel physically and psychologically real. Emotionally intense.  Extravagant settings and ornamentation.  Dramatic use of color.  Dramatic contrasts between light and dark, light and shadow.  Has continuous overlapping of figures and elements.  Common themes: grandiose visions, ecstasies and conversions, martyrdom and death, intense light, intense psychological moments. C. Milestones  Painting The Calling of Saint The Crucifixion by Matthew by Caravaggio Peter Paul Rubens  Sculpture  Ecstacy of St. Theresa by Architecture Trevi Fountain Gian Lorenzo Bernini by Salvi and Bracci  A Module in GE 6: Art Appreciation, Nourishing the Mind and the Heart through the Arts St. Peter’s Basilica of Rome Church of San Carlo Alle (New) Quatro Fontane FINE ARTS Neo-classicism Neoclassicism was an artistic movement (painting, literature, sculpture and architecture), emerged in Europe around 1750, lasting until the mid-nineteenth century. This move aimed to rescue the aesthetic and cultural values of the civilizations of antiquity (Greece and Rome) and saw the revival of styles and influences of Greek and Roman arts. Characteristics  It represents the enhancement of themes and aesthetic standards of the ancient classical art. Heroes and creatures from Greek mythology  Characterized by order symmetry and simplicity of style  In sculpture, you could find some strong influence of classical forms of the Renaissance. Unlike the Baroque sculptors, who painted their works, neoclassical artists opted for natural white marble (as the Greek and Roman sculptors).  A Module in GE 6: Art Appreciation, Nourishing the Mind and the Heart through the Arts Oath of the Horatii by Perseus with the Portico of La Medeleine by Jacues – Louis David Head of Medusa Alexander Vignon by Antonio Canova Romanticism Romanticism (also known as the Romantic era) was an artistic, literary, musical and intellectual movement that originated in Europe toward the end of the 18th century, and in most areas was at its peak in the approximate period from 1800 to 1850. Characteristics  Stressed the individual freedom of the artist and his subjective reaction to the world around him – nature, people and events.  Interest in social issues, heroic elements and patriotic and nationalistic movements.  Emphasized emotion and feelings of men which was a deviation from the humanist principles of rationalism. The Raft of the Medusa by Theodore Cavalier Gaulois by Gericault Antoine-Augustin Preault  A Module in GE 6: Art Appreciation, Nourishing the Mind and the Heart through the Arts Realism This movement renounced all the traditional subject of art, especially the gods and goddesses of classical mythology. The realists preferred much to get their subject from the working people and show them as they are in their daily activities. The artist’s main function is to describe as accurately and honestly as possible what is observed through the senses. Characteristics  Attempts to portray the subject as it is, idealistic concepts and images were replaced by real manifestations of society.  Focuses on the accuracy of the details that depicts and somehow mirrors reality.  Emphasis is placed in observable traits that can concretize through artworks.  Gustave Courbet, Francois Millet The Stone Breaker The Angelus by Gustave Courbet by Francois Millet CAUGHT IN BETWEEN: MODERN AND CONTEMPORARY ART Modern art saw the deviation of some artists away from past conventions and traditions. With the world becoming increasingly complex, it required an art that would be evident in the way people live and conduct themselves. It should deal with relevant social issues, fashion, music and the wide range of activities people are engaged in. it was no wonder that within this period, grew a vast number of different movements. Compared to the close taxonomy of modern art, contemporary art had fewer-isms under its wing.  A Module in GE 6: Art Appreciation, Nourishing the Mind and the Heart through the Arts Contemporary art was heavily driven by ideas and theories of what is and can be considered as “art”, with the involvement of television, photography, cinema, digital technology, performance and even objects of the everyday. It was the idea that was more important than its visual articulation. MODERN ART MOVEMENTS Impressionism This was developed in France in 1863 as a reaction to the specific character of a realistic art. To portray the effects of experience upon the consciousness of the artist and audience rather than the objective characteristics of things or events was the aim of this movement. Its concern was with the technique of suggesting light and color than with subject matter. Characteristics  Emphasizing the immediate impression the artist has of a particular event or scene.  Artwork gives a personal impression of what is seen. Woman with a Parasol by In the Garden by Auguste Claude Monet Renoir  A Module in GE 6: Art Appreciation, Nourishing the Mind and the Heart through the Arts Neo-Impressionism A branch of impressionism also known as pointillism. This technique use hundreds of small dots or dashes of pure color applied to canvas or other ground to create a maximum luminosity. Characteristic  Elements blend with the viewers perspective. A Sunday Afternoon on the A Washerwoman at Eragny Island of La Grande Jatte by Camille Pissarro by Georges Seurat Art Nouveau A new art style that emerged and flourished between 1890 – 1910 in Europe and United States. This style uses asymmetrical line that are seen in architecture, jewelry and glass design. Characteristic  Used long, organic and asymmetrical lines that usually is in the form of insect wings or flower stalks. Staircase in the Hotel Tassel, Woman with Daisy by Alphonse Brussels, designed Mucha by Victor Horta  A Module in GE 6: Art Appreciation, Nourishing the Mind and the Heart through the Arts Fauvism A movement that emerged in France in the twentieth century. This style rejected the conservative and traditional use of three-dimensional space by introducing and promoting a picture space that is defined by the movement of color. Characteristics  Uses wild colors and depictions of primitive objects and people.  Uses pure and vibrant colors by applying straight from the paint tubes directly to the canvas to produce an explosion of colors.  Rejects the conservative and traditional renderings of 3D space. The Trees by Andre Derain Woman with a Hat by Henri Matisse Cubism This is a kind of abstraction in which objects are reduced to cubes to present a new depiction of reality that may appear fragmented objects for viewers. Characteristics  Organic forms broken down to geometric forms and reassembled into abstract art.  Presented a new depiction of reality that may appear fragmented objects for viewers. Viaduct at L'Estaque The Weeping Woman by George Braque by Pablo Picasso  A Module in GE 6: Art Appreciation, Nourishing the Mind and the Heart through the Arts Dadaism This movement was founded in 1916, during World War 1 and its name came from the French word dada meaning “childish gabble”. This was created as a violent reaction against all traditional art in order to gain a new freedom for the artist in searching for meaning and new forms. Characteristics  Naughty and aims to startled the audience  Its purpose was to ridicule what its participants considered to be the meaninglessness of the modern world.  In addition to being anti-war, dada was also anti-bourgeois and anarchist in nature. Fountain The Pillars of Society Todas Mis Voces, La by Marcel Duchamp by George Grosz Voz by Tristan Tzara Surrealism This is an artistic movement which drew its impulse from the psycho-analytic methods of Sigmund Freud, particularly that of free association and the interpretation of dreams. Characteristic  Turning away from rationality, in order to explore the irrational, dark forces in men. The Elephant Celebes Persistence of Memory by Max Ernst by Salvador Dali  A Module in GE 6: Art Appreciation, Nourishing the Mind and the Heart through the Arts Abstract Art Abstract art is a style in art in which the artist does not show the subject at all as an objective reality, but only his idea or his feeling about it. The image being projected will depend on the different perceptions of the onlookers of the art. Characteristics  No recognizable objects shown.  Objects are simplified and elements are applied according to the artist’s artistic expression  Original objects are reduce to simple geometric shapes Broadway boogie woogie by “Bird in Space” by Piet Mondrian Constantin Brancusi Symbolism Symbolism in art is a symbol in general, a visible sign of something invisible such as idea or quality. Characteristics  Atmosphere or the aura of the object, rather than the object itself was the essence of symbolism.  Other things such as person, action, plays, word or object of any form are used to represent something Death and the Mask by James Ensor Juan Luna’s Spolarium  A Module in GE 6: Art Appreciation, Nourishing the Mind and the Heart through the Arts Futurism It is an art movement that started in Italy in early twentieth century. This movement deals with analyzing visually the various stages of an action. Characteristics  Highlights the speed, energy, dynamism and power of machines.  Shows restlessness and the fast-pace of modern life. Dog on a Leash Nude descending a staircase by Giacomo Balla by Marcel Duchamp Expressionism This movement started in Germany shortly before the turn of the twentieth century. Images shown in this style portrayed non-rational and emotional concepts. Characteristics  Used bright, screaming colors disregarding the natural colors of the object, in order to express emotion powerfully.  Expressing morbidity, violence, chaos, tragedy, sufferings and death.  Used a great deal of distortion  A natural elongation of forms Starry Night by Vincent Van Gogh The Scream by Edward Munch  A Module in GE 6: Art Appreciation, Nourishing the Mind and the Heart through the Arts CONTEMPORARY ART MOVEMENT A. Abstract Expressionism This is a painting style in which the artist applies paint in a manner that expresses emotions and feelings in a spontaneous way. Number Three, Tiger, 1949 Crayola 1 by Adam Zafrian by Jackson Pollock B. Kinetic Art Is an art form that moves with the wind or is powered by a machine or electricity. It involves the element of rhythm and includes mobiles and motor-driven machines as an example of how art and technology can be brought together. Bicycle Wheel Southern Cross by Marcel Duchamp by Alexander Calder  A Module in GE 6: Art Appreciation, Nourishing the Mind and the Heart through the Arts C. Op Art Op art stands for optical art. It uses lines or images repeatedly to create an optical illusion. by Victor Vasarely Movement in Squares by Bridget Riley D. Earth Art / Land Art It is a kind of art in which the natural environment or a specific site is transform by the artist. It focuses on landscape manipulations and the materials used, taken directly from the ground.  A Module in GE 6: Art Appreciation, Nourishing the Mind and the Heart through the Arts E. Environment Art This involves the artistic creation of space which shows environmental issues or concerns. by Andy Goldsworthy “Shelly” by Citizens Campaign for the Environment and Atlantic Marine Conservation F. Feminist Art Society This art tackles issues about sexuality, equality, identity, gender roles and ways in which the female is treated in society. by Helen Zughaib by Susan Bee  A Module in GE 6: Art Appreciation, Nourishing the Mind and the Heart through the Arts G. Minimalism The image is presented as itself without pretensions or embellishments. It had a stripped-down, pre-fabricated look, free of details and often with flat surface but expresses a specific content or statement. Free Ride by Tony Smith Untitled by Robert Morris H. Street Art Street art is a drawing, or installation/sculptural objects done hastily on a wall or other surface made to be seen by the public. It is also known as graffiti art. Lungs by Jose Tence Ruiz Street Art  A Module in GE 6: Art Appreciation, Nourishing the Mind and the Heart through the Arts I. Postmodern Art Postmodern art carries modern styles to extreme practices, often expressing an idea through a mix of materials such as found objects welded together. General Mariana by Marc by Josephine Turalba Koeschinger J. Body Art It is an art form that uses the body as the medium or main material.  A Module in GE 6: Art Appreciation, Nourishing the Mind and the Heart through the Arts K. Digital Art This form of art is done with the aid of computer to create an image or design composed of bits and bytes. The image can be printed on paper or any other mediums. L. Performance Art Performance art combines a variety of media and the human body to execute an artistic theatrical expression before a live audience. PETA Kalinangan Ensembles Tanghalang SLU  A Module in GE 6: Art Appreciation, Nourishing the Mind and the Heart through the Arts M. Video Art Video art consists of images that are recorded through a video and viewed through television, computer, or projection screen. N. Pop Art An art inspired by drawing and materials from ads, packaging, comic books, movies and movie posters is called pop art. Marilyn Monroe by Andy Warhol by Roy Lichtenstein  A Module in GE 6: Art Appreciation, Nourishing the Mind and the Heart through the Arts O. Conceptual Art In conceptual art, the idea or concept is the most important aspect of the work. It means that all of the planning and decisions are made before hand and the execution is a perfunctory affair. by Ai Wei Wei by Damien Hirst P. Photorealism These are drawings and paintings that are so immaculate in their precision that it starts to look like it is a photo without a direct reference to the artist who created it. by Tjalf Sparnaay Pastel Cat Painting by Thaneeya Mcardle  A Module in GE 6: Art Appreciation, Nourishing the Mind and the Heart through the Arts Q. Neo-pop Art Neo pop appropriated some of the first ideas of dada in which ready-made materials were used for the artwork. R. Installation Art This is a kind of an immersive work were the environment or the space in which the viewer steps into or interacts with is transformed or altered. Metalscape by Sam Penaso Beetle by Plet Bolipata  A Module in GE 6: Art Appreciation, Nourishing the Mind and the Heart through the Arts SOULMAKING, APPROPRIATION AND IMPROVISATION Soulmaking  In art, in order for people to appreciate, feel and make sense of the work, it is necessary for them to have an understanding of the visual elements as well as the principles of design. They are also required to have an awareness of the style, the form and the content of the artwork.  Otherwise, the desire of the artist to elicit a certain kind of response from the audience would not prosper.  This kind of response is the ability of the viewers to have a clear perception of the art so that they will be able to make and derive meanings from it. And this is what soulmaking is all about. Appropriation  Appropriation refers to the act of borrowing or reusing existing elements within a new work. It could also mean as the deliberate reproduction of another artist’s work by simply copying their arts for self-artistic expression.  This style evolved in the 1960s and peaked in the ‘80s. Post-modern appropriation artists keen to deny the motion of originality.  They believe that in borrowing existing imagery or elements of imagery, they are re-contextualizing or appropriating the original imagery, allowing the viewer to renegotiate the meaning of the original in a different, more relevant, or more current context.  Appropriation artists are often questioned about issues of plagiarism, but their reason behind the appropriation is that they want the viewers to see the original work in a new perspective; that is, to bring a new context to the original art. The Scream by Edward Munch American Gothic by Grant Wood Improvisation  A Module in GE 6: Art Appreciation, Nourishing the Mind and the Heart through the Arts  In art making, there is a tendency for every artists to make some changes and developments in their work, and this is what improvisation means. It is doing something without prior preparation and not necessarily planned.  Sometimes the reason for sudden change is breaking the monotony and the most is incomplete satisfaction of the work.  The unexpectedness of the changes brought by improvisation makes the artwork possess a distinctive quality of individuality and identity.  Improvisations have led artists to look for other mediums and avenues to show their creative expression.