ARTAPP MODULE.pdf

SCHOOL OF TEACHER EDUCATION AND LIBERAL ARTS CODE: DESCRIPTION: ART APP 1 ART APPRECIATION 1 Prepared by: A Self-regulated Learning Module Ms. Cristine P. Andayan,MPA Ms. Jenny B. Agtani,...

SCHOOL OF TEACHER EDUCATION AND LIBERAL ARTS CODE: DESCRIPTION: ART APP 1 ART APPRECIATION 1 Prepared by: A Self-regulated Learning Module Ms. Cristine P. Andayan,MPA Ms. Jenny B. Agtani, MAEM A Self-regulated Learning Module 1 COURSE CODE: ART APP 1 COURSE TITLE: ART APPRECIATION 1 CREDITS: 3 UNITS COURSE DESCRIPTION: Art Appreciation is a three-unit course that develops students’ ability to appreciate, analyse, and critique works of art. Through interdisciplinary and multimodal approaches, this course equips students with a broad knowledge of practical, historical, philosophical, and social relevance of the arts in order to hone students’ ability to articulate their understanding of the arts. The course aims to develop students’ genuine appreciation for Philippine arts by providing them opportunities to explore diversity and richness and affirm their rootedness in Filipino culture. Requirements of the Course: 1. Three (3) Major Examinations 2. Regular Attendance 3. Scheduled Quizzes and Tasks 4. Home-works/ Assignments 5. Classroom-Based Recitations and Discussions 6. Essay Writing (Descriptive, Informative, Argumentative) 7. Creative Artwork Video 8. Research Paper Writing/Biography Writing 9. Production of a Fine Art 10. Formal Criticism of an Artwork Learning Competencies At the end of the course the students are expected to: 1. be proficient and effective in communication skills through writing, speaking, listening, reading, viewing, and the use of new platforms of technology; 2. apply critical, analytical, and creative thinking skills in evaluating an artwork, re-tracing historical art facts, and interpreting philosophical values of arts. 3. exhibit personal and civic responsibilities from spreading awareness to active participation in preserving local arts as a cultural heritage. 4. demonstrate the ability to reflect on moral norms or ethical standards specially in the issues of cultural appropriation of arts and in judging the values of an artwork. 5. exhibit understanding and respect for human rights as they contribute personally and meaningfully to the country’s development; 6. possess and display practical skills through working effectively in a group; 7. demonstrate application of computing and information technology skills to assist and facilitate research- related activities; and 8. display practical problem-solving skills in addressing real-world problems. A Self-regulated Learning Module 2 TABLE OF CONTENTS Content Page Cover Page.............................................................................. 1 Introduction of the Module................................................................ 2 Table of Contents........................................................................ 3 Lessons 1: Understanding the Arts..................................................................4 2: Philosophical Perspectives and Assumptions of Arts......................................... 9 3: Functions of Arts...................................................................... 16 4: Categories of Arts..................................................................... 21 5: Subjects of Arts....................................................................... 26 6: Art Criticisms..........................................................................31 7: People Involved and Procedures Followed in the Production of Arts............................ 35 8: Form and Composition of Art............................................................ 43 9: History of Arts........................................................................ 52 10: Art Movements...................................................................... 57 11: Different Genres and Elements of Music.................................................. 62 12: Soul-making art and the Da Vinci Principles.................................................71 13: Improvisation and Appropriation of Arts.................................................. 74 14: Brief History of Philippine Arts.......................................................... 80 15: Local Cultural Arts/Indigenous Arts...................................................... 88 16: Arts of the Cordilleras.................................................................. 92 Evaluation of the Course.................................................................... 92 Sources/References......................................................................101 A Self-regulated Learning Module 3 LESSON 1: UNDERSTANDING THE ARTS OBJECTIVES: At the end of the lesson, the students should be able to 1. Define art and art appreciation. 2. Explain the concepts of creativity and imagination as important ingredients to the creation of art. 3. Form own definition and perspective about the arts. “The Last Supper” painting by Leonardo da Vinci. credits: INTRODUCTION TO ART APPRECIATION When one enjoys a work of art, understands it, and finds meaning in it, he or she is engaged in art appreciation. Appreciating art can range from a simple act like listening to popular music or watching a good movie, to a much more complicated act, especially when dealing with timeless pieces of art, like analyzing Picasso’s or Monet’s paintings, listening to Mozart’s Concertos, or evaluating the Byzantine architectures and their relevance in history. Art appreciation as a course is very important as it gives a view of how these artworks were created, for what purpose they were created, what they mean to a particular audience, and what is their relevance to the student of the arts. Furthermore, the course equips the students with knowledge and theories as well as builds their skills while engaging in analyzing, evaluating, and criticizing a particular work of art, leading to a deeper understanding and appreciation of the arts. - The Authors A. DEFINING ART There is not a single definition of the word art. Famous personalities in history including scholars, artists, and philosophers gave different perspectives about the arts hoping to capture its essence in a single definition that is worth studying. According to Britannica Encyclopedia, art is something that is created with imagination and skill and that is beautiful or that expresses important ideas or feelings. With this definition of art, we assume that the creation of the artist, to be considered art, must exude beauty. However, “beauty” A Self-regulated Learning Module 4 can be subjective and relative. What others see as beautiful may not be the same as the next person. So what is the definition of art then? Originally, the term “art” is related to the Latin word “ars” meaning, art, skill, or craft. The first known use of the word comes from 13th-century manuscripts. However, the word art and its many variants (artem, eart, etc.) have probably existed since the founding of Rome (Marder, 2019). Therefore, it is safe to say that art is both the process of producing something skillfully and the product of artists’ imagination and creativity. B. ARTISTS AND THEIR DEFINITIONS OF ART (Marder, 2019) The following are definitions of the art coming from famous artists perspectives, influenced by their own backgrounds. 1. Art evokes the mystery without which the world would not exist. -Rene Magritte 2. Art is a discovery and development of elementary principles of nature into beautiful forms suitable for human use. - Frank Lloyd Wright 3. Art enables us to find ourselves and lose ourselves at the same time. - Thomas Merton 4. The purpose of art is washing the dust of daily life off our souls. - Pablo Picasso 5. All art is but imitation of nature. - Lucius Annaeus Seneca 6. Art is not what you see, but what you make others see. - Edgar Degas 7. Art is the signature of civilizations. - Jean Sibelius 8. Art is a human activity consisting in this, that one man consciously, by means of certain external signs, hands-on to others feelings he has lived through, and that others are infected by these feelings and also experience them. - Leo Tolstoy C. ART APPRECIATION The word appreciate is defined by Merriam Webster Dictionary as - grasping the nature, worth, quality, or significance of something. Therefore, when a person appreciates a work of art, it means that he or she understands the nature and meaning of the work of art, thereby giving it value. Moreover, Deborah Gustlin & Zoe Gustlin states that art appreciation centers on the ability to view art throughout history, focusing on the cultures and the people, and how art developed in specific periods. It is difficult to understand art without understanding the culture, its use of materials, and a sense of beauty. Art is conveyed by the simple act of creating art for art's sake. Every person is born with the innate desire to create art, and similar to other professions, training is essential in honing skills to produce art. Art education broadens a person's comprehension, development, and visions of art. Art brings an understanding of diversity, how people lived in the past, and connects the issues concerning contemporary life and art today (Gustlin and Gustlin, 2021). D. CREATIVITY AND IMAGINATION IN THE CREATION OF ART Creativity and imagination are always tied to the production of the arts. Man’s yearning to experience and explore new things in life fuels his imagination to create something that has never existed before. To further understand creativity and imagination as important ingredients to the creation of art, let us define each. Richard Foster, a lecturer in management at Yale SOM and emeritus director of McKinsey & Company, has made a study of creativity, both its history and the process itself. He differentiates creativity both from A Self-regulated Learning Module 5 innovation and discovery, which often are used as synonyms. Only creativity, he says, is about making something new, rather than merely applying or discovering something new. “Creative solutions are insightful, they’re novel, they’re simple, they’re elegant, and they’re generative,” he says. “When you find one creative idea, more often than not it triggers other ideas in the same fashion (Foster, 2015).” Richard Foster’s definition of creativity is easy to understand; however, Berys Gaut thinks that there should be more to be required to be creative than simply salient newness; for we use ‘creative’ as a value- term, which refers in people to a kind of excellence or virtue, in the broad sense of ‘virtue’. Creativity is the virtue exhibited most fully by genius. But is the mere possession of originality sufficient to make the original object valuable? Kant, in a related discussion about genius, holds that ‘Since nonsense too can be original, the products of genius must also be models, i.e., they must be exemplary...’. Kant’s point is that originality can be exhibited by nonsense, and by implication be worthless. Therefore, A process is creative when it is the production of something valuable and original by flair (or, if we allow that a creative process need not always produce a creative outcome, when it is an instance of the kind of process involving flair that usually tends to produce original and valuable things). And artefacts (in a broad sense including the performance of acts) are creative when they are original, valuable and produced by flair. Originality, value and flair are the vital ingredients in creative making (Gaut, B. and Livingston, P.2003). Albert Einstein said “Imagination is more important than knowledge. For knowledge is limited to all we now know and understand, while imagination embraces the entire world, and all there ever will be to know and understand.” This is statement is true, without imagination life would be boring on earth. But what exactly is imagination? Cambridge Dictionary defines imagination as the ability to form pictures in the mind. Since imagination can be done by anyone in any day, can a person qualify as having an artistic mind by simply producing mental pictures in their head? Here's an explication of that difference from a book by Ann Pendleton-Julian and John Seely Brown called Pragmatic Imagination: Single from Design Unbound. Creative activity aims to do something purposeful. The imagination is something that emerges. While creativity works towards products that exist in the real world and have real-world purpose, the product of the imagination is the "imagined object"; it is the image itself. That image comes with meaning, but any purpose it contains is that which one to rise from it as it intersects with other cognitive processes.... It is precisely because the imagination is given permission to play without pragmatic intent that it finds connections between things that are not obvious or easy. It finds correspondences that the reasoning mind might never see, might find unlikely. It plays with boundaries. It lets thoughts and partial thoughts jump fences. While not purposeful by intent, or pragmatic by nature, it is precisely this kind of activity that has a pragmatic possibility in a world that is rapidly changing and radically contingent (De Koven, 2016). A Self-regulated Learning Module 6 SUGGESTED ACTIVITIES: ACTIVITY 1. A classic test of creativity, the Torrance Test of Creative Thinking was introduced by psychologist Ellis Paul Torrance in the sixties as a way to administer a more creatively inclined IQ test. Respondents were given images like the ones below and asked to finish the picture. Higher points were awarded for answers that included rich imagery, implied narrative, or used humor or fantasy. Instructions: Using the two figures below, create a scene based on your imagination and creativity. Get a clean sheet of white bond paper and draw what you have mentally-pictured. Afterwards write a description of the figure that you have created, take a snapshot of your work and send it to Canvas. Total Score: 20 points. Reminder: This activity is meant to be enjoyed and stimulate the student’s creativity and imagination. The teacher should not be so strict with regard to aesthetics when grading this. Sample works of students. (It is pretty obvious that student B has greater imagination and creativity than student A.) RUBRIC: CREATIVE WORK Criteria Excellent Work (10) Good Work (7-9) Average Work (5-6) Needs Improvement(1-4) Variety of Ideas Ideas represent a Ideas represent Ideas represent important Created artwork draws on starling variety of important concepts concepts from the same or only one source that are important concepts from different contexts similar contexts of discipline. not worthy or from different of discipline. inappropriate. contexts of discipline. Communicating Artwork is very Artwork is interesting, Artwork is somehow Artwork is not interesting, interesting, new, new, making it an interesting, and relatively hardly new, and an Something New making it an original original piece. new. unoriginal piece. piece. A Self-regulated Learning Module 7 ACTIVITY 2. ESSAY TEST. Instructions: Read the questions below; analyze each before answering them well. Total Score: 20 points 1. From the 8 Definitions of Arts by some artists, choose one to discuss. (10 points) For example: Art is the signature of civilizations. - Jean Sibelius a. What does Jean Sibelius mean when he said art is a signature of the civilizations? b. Do you agree with him? Why or why not? 2. Make your own definition of art. Explain why that is your definition. (10 points) RUBRIC: ESSAY Criteria Excellent Work (5) Good Work (4) Average Work (2-3) Needs Improvement(1) Content and Content is Most of the content is There are some inaccuracies Many inaccuracies and informative, accurate and adequate and missing details. missing details. Details accurate and many details. interesting details. Excellent Work (3) Good Work (2) Average Work (1) Needs Improvement(0) Organization Information is Most information is Some information is Information is unclear and presented in a clear presented in clear but somehow clear and unorganized and organized way less organized way. organized. Excellent Work (2) Good Work (1) Average Work (1) Needs Improvement(0) Writing No errors in Some minor errors in Some recognizable errors in Many errors in punctuation, punctuation, grammar, in punctuation, grammar, punctuation, grammar, Mechanics grammar, and and spelling. and spelling. and spelling. spelling. A Self-regulated Learning Module 8 LESSON 2: PHILOSOPHICAL PERSPECTIVES AND ASSUMPTIONS OF ARTS OBJECTIVES: At the end of the lesson, the students should be able to 1. Explain the connection between art and philosophy. 2. Explain the different philosophical perspectives and assumptions of the arts. 3. Create strong arguments defending the perspectives and assumptions of the arts that one has chosen to agree with. 4. Discuss the importance of gender equality in arts. A. PHILOSOPHY OF THE ARTS What is the relationship between art and philosophy? As previously defined in Lesson 1 of this module, art is a process and a product of the artist’s imagination and creativity using his skills. On the other hand, Philosophy literally means the love of wisdom, but on a broader sense, philosophy is an activity people undertake when they seek to understand fundamental truths about themselves, the world in which they live, and their relationships to the world and to each other (philosophy.fsu.edu). 10 Philosophy of art is the study of the nature of art, including concepts such as interpretation, representation and expression, and form. It is closely related to aesthetics, the philosophical study of beauty and taste. Also, it is distinguished from art criticism, which is concerned with the analysis and evaluation of particular works of art (Hospers, 2020). Without a certain degree of intellect there can be no subtle feelings and from this it follows that art, which aesthetically expresses man's emotional-intellectual world in his relationship to the environment, is bound to feel the impact of philosophy and the other sciences. A world-view may come into art but not as an intrinsic part of it. We can speak of the philosophical content of art, just as we can speak of the philosophical content of science, when the scientist begins to consider the essential nature of his science, its moral value, social responsibility, and so on. These are actually philosophical questions and they do not form part of the specific nature of the given science. Rather they are the self-awareness of the science, just as the artist's reflections on the nature of art, its social meaning, and so on, are the self-awareness of art. And this is in fact philosophy, whose categories permeate all forms of thought, including that of the artist. Without them no artist could generalize, identify the typical in the particular fact, assess the quality of his subject-matter, preserve proportion, the most vital element in aesthetic imagination, or comprehend the contradictions of life in such a way as to give them full expression (Spirkin, A.,1983). The work of the artist is not spontaneous. It always follows some kind of plan and it is most effective when talent is guided by a world-view, when the artist has something to tell people, much more rarely is it effective when it comes about as a result of the accidental associative play of the imagination, and never is it effective when it is a result of blind instinct. The keen attention that is given to the problems of method is a sign of progress in both modern science and art, a sign of the increasing interaction of all aspects of intellectual life—science, philosophy, and art. A Self-regulated Learning Module 9 B. PHILOSOPHICAL PERSPECTIVES IN ARTS 1. Art as imitation- Plato’s the Republic Plato was the first to introduce the idea of art as imitation, but in a decidedly derogatory sense, in contrast to Aristotelian or representational art (see next section). For Plato (strangely enough, in view of the high literary worth of his dialogues) poets, dramatists and painters were mere imitators and creators of appearances, thrice removed from real or objective truth, which for him could only be found in the Ideal and super-sensible Form of Beauty. It is generally agreed that Plato’s thoughts on art are somewhat ambivalent, at times, as in Book 10 of the Republic, showing scant respect and little tolerance for any art that does not conform to the highest dictates of the State, namely, pure Reason and the moral Good. At other times (as in the Phaedrus) he is quite Plato www.thefamouspeople.com appreciative of the divinely inspired abilities of the rhapsodies (performing artists, such as Phaedrus) (Pietersen, H. J., 2006). Yet, overall Plato is consistent in his view (typical of the metaphysical-visionary mode of thought) that true art is to be found in the universal forms of wisdom and beauty; as reflected in the formal patterns of mathematical symmetry and measure. What he (Plato) regarded as unacceptable, including Homer’s poetry that he much admired, is art that is mostly a manifestation of the lower, appetitive, levels of being. For Plato universal truth always superseded any personal admiration he may have felt for revered individuals such as Homer. 2. Art as a Representation- Aristotle’s Poetics Like Plato, Aristotle defines art as mimesis, an imitation. Both agree that artists must be well educated as a means to acquire technical skills in order to produce tekhnê. This process is one based on scientific knowledge. Aristotle believed that man has the ability to apprehend through his Nous, which is an infallible mental faculty, the divine element within human beings (Selioni, V., 2013). Aristotle believed that if an artist wishes to create a work of art, he should collect all available material on the subject and present them in a specific form. Aristotle Thus, he starts from his general procedure when he examines a phenomenon; he www.thefamouspeople.com first examines the reasons that produce a result. However, Aristotle considered that it was more important to conceive a specific form than to actually create it. Aristotle was mainly concerned with the universal and he believed that in art the Universal is the act of becoming and the productive process that transubstantiates the informal into formal (Sikoutris, 1995: 59). A Self-regulated Learning Module 10 3. Art as a Disinterested Judgment- Immanuel Kant’s Critique of Judgment Kant has a definition of art, and of fine art; the latter, which Kant calls the art of genius, is “a kind of representation that is purposive in itself and, though without an end, nevertheless promotes the cultivation of the mental powers for sociable communication” (Kant, Critique of the Power of Judgment, Guyer translation, section 44, 46).) When fully unpacked, the definition has representational, formalist and expressivist elements, and focuses as much on the creative activity of the artistic genius (who, according Immanuel Kant to Kant, possesses an “innate mental aptitude through which nature gives the www.thefamouspeople.com rule to art”) as on the artworks produced by that activity. Kant’s aesthetic theory is, for architectonic reasons, not focused on art. Art for Kant falls under the broader topic of aesthetic judgment, which covers judgments of the beautiful, judgments of the sublime, and teleological judgments of natural organisms and of nature itself. So Kant’s definition of art is a relatively small part of his theory of aesthetic judgment. And Kant’s theory of aesthetic judgment is itself situated in a hugely ambitious theoretical structure that, famously, aims, to account for, and work out the interconnections between, scientific knowledge, morality, and religious faith. 4. Art as a Communication of Emotion- Leo Tolstoy How can we define art? What is authentic art and what is good art? Leo Tolstoy answered these questions in “What is Art?” (1897), his most comprehensive essay on the theory of art. Tolstoy’s theory has a lot of charming aspects. He believes that art is a means of communicating emotion, with the aim of promoting mutual understanding. By gaining awareness of each other’s feelings we can successfully practice empathy and ultimately unite to further mankind’s collective well-being. Furthermore, Tolstoy firmly Leo Tolstoy denies that pleasure is art’s sole purpose. Instead, he supports a moral-based www.thefamouspeople.com art able to appeal to everyone and not just the privileged few. Although he takes a clear stance in favor of Christianity as a valid foundation for morality, his definition of religious perception is flexible. As a result, it is possible to easily replace it with all sorts of different ideological schemes (Chaliakopoulos, A., 2020). C. ASSUMPTION OF ARTS 1. Art is universal. The reason Greece is wrong to claim the Parthenon sculptures as an exclusive national property is the same reason that this is a noble agreement: because art is for everyone. It does not have any borders. 2. Art is cultural. In every culture in the world, artistic expression has emerged to provide an outlet for thoughts, feelings, traditions, and beliefs. It's generally less important to define what art actually is and more useful that anthropologists look at the impact and meaning of a particular form of expression. 3. Art is not nature. If you think of nature as a baseline for truth (or what we experience as truth through our senses), art is an interpretation of that, an additive substance. Like science, mathematics and religion, art is a modeling tool for diving deeper into the patterns, rhythms and meanings tossed up by nature— interpreting, reframing and understanding them. It can easily exist conceptually, without embodiment, A Self-regulated Learning Module 11  whereas nature is pure embodiment, existent with or without conceptuality. 4. Art involves experience. All life is experience; everything you have been through up to now colors what you look at, how you see it, what details you focus as opposed to someone else and how they look at the same things. No two people are the same so your experiences shape all your art and anyone else’s is shaped by theirs. 5. Art as expression. Art is an expression made visible by a form. The expression contained in the form is an attempt to translate the unnamed and the unknown. Intrinsic to our existence as humans is our quest to create meaning, and art allows that process to take place. Making meaning involves understanding our surroundings and marking our experiences. Art, at its root, is an expression and the artist is an expresser, translating in order to create meaning. Art expresses and translates; art acknowledges and reveals, art transfers and art intervenes. 6. Art as a form of creation. The act of creation is what gives artists a special power. They are allowed to make statements about things which they have come to recognize and they accomplish this by giving the world something new to ponder. There is an unending amount of beauty in this world and it is the responsibility of the artist to effectively capture and display this beauty to the world. D. TOWARDS GENDER EQUALITY IN ART - Sustainable Development Goal #5: Gender Equality Gender equality by 2030 requires urgent action to eliminate the many root causes of discrimination that still curtail women’s rights in private and public spheres. For example, discriminatory laws need to change and legislation adopted to proactively advance equality. The two targets below are just two areas of the many target of gender equality which will be focused on in this module.  End all forms of discrimination against all women and girls everywhere.  Adopt and strengthen sound policies and enforceable legislation for the promotion of gender equality and the empowerment of all women and girls at all levels. Gender Gap in the Art Industry In the article “International Women’s Day: Gender gap in the art industry” of CGTN (https://america.cgtn.com/2018/03/08/international-womens-day-gender-gap-in-the-art-industry), they stated that women tend to be under-represented in most industries. Stock markets, politics and board rooms come to mind- but the world of the arts seems to be overlooked. And gender imbalances there are also pretty grim. Unfortunately, even in the history of arts, men have been dominating the field of arts. Even up to this day, women are not given the same opportunity compared to men. “To be able to train as an artist to make your way in the world it was very difficult for a woman to be a professional artist particularly with societal expectations which continue even today,” Kim Jones, curator of 19th century paintings, U.S. National Gallery of Art said. In 2014, Georgia O’Keefe sold a painting for almost $45 million, setting a record for an artwork by a female artist. But that’s nothing compared to Leonardo da Vinci’s “Salvator Mundi,” which sold in 2017 for $450 million – the highest price ever achieved for artwork sold at auction. Work by Mary Cassatt, a popular painter in the 19th Century, also fetches a lot less than her fellow impressionist Claude Monet at auctions. A Self-regulated Learning Module 12 SUGGESTED ACTIVITIES: ACTIVITY 1. Writing an Argumentative Essay- “Opposing views on art as a Mimesis” Instructions: Plato and Aristotle have an opposing view regarding art. Plato would argue that art has little value in the society while Aristotle says the opposite. It is interesting to note that these two disparate notions of art are based upon the same fundamental assumption: that art is a form of mimesis (imitation). Read and research more of the issue and write an argument in favor of Plato or Aristotle. Make sure to provide a convincing argument, explaining well your supporting details. Total Score: 35 points How To Outline an Argumentative Essay in 4 Steps (see for more details: https://www.masterclass.com/articles/how-to-write-a-good-argumentative-essay) Argumentative essays should have a straightforward structure so they are easy for readers to follow. The goal of an argumentative essay is to clearly outline a point of view, reasoning, and evidence. A good argumentative essay should follow this structure: 1. Introductory paragraph. The first paragraph of your essay should outline the topic, provide background information necessary to understand your argument, outline the evidence you will present and states your thesis. 2. The thesis statement. This is part of your first paragraph. It is a concise, one-sentence summary of your main point and claim. 3. Body paragraphs. A typical argumentative essay comprises three or more paragraphs that explain the reasons why you support your thesis. Each body paragraph should cover a different idea or piece of evidence and contain a topic sentence that clearly and concisely explains why the reader should agree with your position. Body paragraphs are where you back up your claims with examples, research, statistics, studies, and text citations. Address opposing points of view and disprove them or explain why you disagree with them. Presenting facts and considering a topic from every angle adds credibility and will help you gain a reader’s trust. 4. Conclusion. One paragraph that restates your thesis and summarizes all of the arguments made in your body paragraphs. Rather than introducing new facts or more arguments, a good conclusion will appeal to a reader’s emotions. In some cases, writers will use a personal anecdote explaining how the topic personally affects them. RUBRIC: ARGUMENTATIVE ESSAY Criteria Excellent Work (10) Good Work (8-9) Average Work (5-7) Needs Improvement(1-4) Introduction Background of the Background of the Somehow, background of the Background of the problem and thesis problem is stated and problem and thesis is stated. problem and thesis is not (Claim/Thesis) is effectively thesis is stated clearly. communicated communicated. Excellent Work (10) Good Work (8-9) Average Work (5-7) Needs Improvement(1-4) Evidence Evidence from the Evidence from the Evidence from the source Evidence from the source source material is source material is material is weak, there is material doesn’t make Paragraph relevant and broad and unspecific little support for the claim; sense at all; no citations specific; citations but relevant; citations citations have two errors at all are correct have one error A Self-regulated Learning Module 13  Excellent Work (10) Good Work (8-9) Average Work (5-7) Needs Improvement(1-4) Reasoning Reasoning is clearly Reasoning is Reasoning relies more on Doesn’t analyze evidence supported by claim adequately supported emotional appeal; opposing in support of argument; Analysis and evidence; by claim and evidence; arguments are confusing or emotional appeal analyzes and More analysis could inadequately addressed. dominates; opposing critiques evidence to have been written in arguments are confusing support the support to the argument argument Excellent Work (5) Good Work (4) Average Work (3) Needs Improvement(1-2) Writing No errors in Some minor errors in Some recognizable errors in Many errors in Mechanics punctuation, punctuation, grammar, in punctuation, grammar, punctuation, grammar, grammar, and and spelling. and spelling. and spelling. spelling. Activity 2. Quiz Instructions: Read the statements or questions below, analyze them carefully, and then choose the correct answer. Total Score: 10 points 1. Who said that pleasure is not art’s sole purpose? a. Aristotle b. Immanuel Kant c. Plato d. Leo Tolstoy 2. He focused more on the artist as a genius in creating an art and less on the produced art. a. Aristotle b. Immanuel Kant c. Plato d. Leo Tolstoy 3. His idea of art is based on scientific process. a. Aristotle b. Immanuel Kant c. Plato d. Leo Tolstoy 4. He believed that true art is to be found in the universal forms of wisdom and beauty. a. Aristotle b. Immanuel Kant c. Plato d. Leo Tolstoy 5. He believed that a work of art has connections with science, morality, and religious faith. a. Aristotle b. Immanuel Kant c. Plato d. Leo Tolstoy 6. What gives artists a special power? a. his mood b. his uniqueness c. ability to create d. his statements 7. It is the responsibility of the artist to effectively capture and display the beauty to the world. a. True b. False 8. When Aristotle said man is a rational being, he meant ___________________. a. Man’s reasoning is infallible. c. Man has the ability to distinguish good from evil. b. Man is intrinsically evil. d. Man is a continuously evolving animal. 9. Everything you have been through up to now colors what you look in art and how you interpret it. a. True b. False 10. it is intrinsic to our existence as humans is our quest to create meaning, and art allows that process to take place. a. True b. False A Self-regulated Learning Module 14 Activity 3. SIMPLE ESSAY Instructions: Write an essay explaining why men and women should be given equal opportunity to create arts and given the same respect in regard to the arts they created. You may, anchor your essay on the assumption of arts. For example: If we assume art is an expression and most artworks were created according to man’s expression which is based on his experiences and his world view, then we have a one-sided view of the world since the art world is dominated by men (music, fine arts, architecture, etc.) To balance this one-sided perspective of art as an expression, women’s art works should be given the same respect and patronage like that of the men. Women should be given equal opportunity to express themselves through the arts without being discriminated. Score: 20 points RUBRIC: ESSAY Criteria Excellent Work (10) Good Work (7-9) Average Work (4-6) Needs Improvement(1-3) Content and Content is Most of the content is There are some inaccuracies Many inaccuracies and informative, accurate and adequate and missing details. missing details. Details accurate and many details. interesting details. Excellent Work (6) Good Work (4-5) Average Work (3) Needs Improvement(1-2) Organization Information is Most information is Some information is Information is unclear and presented in a clear presented in clear but somehow clear and unorganized and organized way less organized way. organized. Excellent Work (4) Good Work (3) Average Work (2) Needs Improvement(1) Writing No errors in Some minor errors in Some recognizable errors in Many errors in punctuation, punctuation, grammar, in punctuation, grammar, punctuation, grammar, Mechanics grammar, and and spelling. and spelling. and spelling. spelling. A Self-regulated Learning Module 15 LESSON 3: FUNCTIONS OF ARTS OBJECTIVES: At the end of the lesson, the students should be able to 1. Define personal, physical, social functions of art. 2. Distinguish between directly functional and indirectly functional art. 3. Give examples of art as agents of social change. 4. Recognize the importance of the arts as part of Sustainable Development Goal’s Quality Education. A. TWO TYPES OF FUNCTIONS OF THE ARTS A. Non-motivated Functions of Art/Non-Functional Arts The non-motivated purposes of art are those that are integral to being human, transcend the individual, or do not fulfil a specific external purpose. In this sense, art, as creativity, is something humans must do by their very nature (i.e., no other species creates art), and is therefore beyond utility. 1. Basic human instinct for harmony, balance, rhythm. Art at this level is not an action or an object, but an internal appreciation of balance and harmony (beauty), and therefore an aspect of being human beyond utility. Imitation, then, is one instinct of our nature. Next, there is the instinct for ‘harmony’ and rhythm, meters being manifestly sections of rhythm. Persons, therefore, starting with this natural gift developed by degrees their special aptitudes, till their rude improvisations gave birth to Poetry. —Aristotle 2. Experience of the mysterious. Art provides a way to experience one’s self in relation to the universe. This experience may often come unmotivated, as one appreciates art, music or poetry. The most beautiful thing we can experience is the mysterious. It is the source of all true art and science. —Albert Einstein 3. Expression of the imagination. Art provides a means to express the imagination in nongrammatic ways that are not tied to the formality of spoken or written language. Unlike words, which come in sequences and each of which have a definite meaning, art provides a range of forms, symbols and ideas with meanings that are malleable. Jupiter’s eagle *as an example of art+ is not, like logical (aesthetic) attributes of an object, the concept of the sublimity and majesty of creation, but rather something else – something that gives the imagination an incentive to spread its flight over a whole host of kindred representations that provoke more thought than admits of expression in a concept determined by words. They furnish an aesthetic idea, which serves the above rational idea as a substitute for logical presentation, but with the proper function, however, of animating the mind by opening out for it a prospect into a field of kindred representations stretching beyond its ken. —Immanuel Kant 4. Ritualistic and symbolic functions. In many cultures, art is used in rituals, performances and dances as a decoration or symbol. While these often have no specific utilitarian (motivated) purpose, anthropologists know that they often serve a purpose at the level of meaning within a particular culture. This meaning is not furnished by any one individual, but is often the result of many generations of change, and of a cosmological relationship within the culture. Most scholars who deal with rock paintings or objects recovered from prehistoric contexts that cannot A Self-regulated Learning Module 16  be explained in utilitarian terms and are thus categorized as decorative, ritual or symbolic, are aware of the trap posed by the term “art.”—Silva Tomaskova B. Motivated Functions of Art/Functional Arts Motivated purposes of art refer to intentional, conscious actions on the part of the artists or creator. These may be to bring about political change, to comment on an aspect of society, to convey a specific emotion or mood, to address personal psychology, to illustrate another discipline, to (with commercial arts) to sell a product, or simply as a form of communication. 1. Communication. Art, at its simplest, is a form of communication. As most forms of communication have an intent or goal directed toward another individual, this is a motivated purpose. Illustrative arts, such as scientific illustration, are a form of art as communication. Maps are another example. However, the content need not be scientific. Emotions, moods and feelings are also communicated through art. [Art is a set of] artifacts or images with symbolic meanings as a means of communication. —Steve Mithen 2. Art as entertainment. Art may seek to bring about a particular emotion or mood, for the purpose of relaxing or entertaining the viewer. This is often the function of the art industries of Motion Pictures and Video Games. 3. The Avant-Garde. Art for political change. One of the defining functions of early twentieth-century art has been to use visual images to bring about political change. Art movements that had this goal—Dadaism, Surrealism, Russian constructivism, and Abstract Expressionism, among others—are collectively referred to as the avant-garde arts. By contrast, the realistic attitude, inspired by positivism, from Saint Thomas Aquinas to Anatole France, clearly seems to me to be hostile to any intellectual or moral advancement. I loathe it, for it is made up of mediocrity, hate, and dull conceit. It is this attitude which today gives birth to these ridiculous books, these insulting plays. It constantly feeds on and derives strength from the newspapers and stultifies both science and art by assiduously flattering the lowest of tastes; clarity bordering on stupidity, a dog’s life. —André Breton (Surrealism) 4. Art as a “free zone,” removed from the action of the social censure. Unlike the avant-garde movements, which wanted to erase cultural differences in order to produce new universal values, contemporary art has enhanced its tolerance towards cultural differences as well as its critical and liberating functions (social inquiry, activism, subversion, deconstruction…), becoming a more open place for research and experimentation. 5. Art for social inquiry, subversion, and/or anarchy. While similar to art for political change, subversive or deconstructivist art may seek to question aspects of society without any specific political goal. In this case, the function of art may be simply to criticize some aspect of society. A Self-regulated Learning Module 17 Spray-paint graffiti on a wall in Rome Graffiti art and other types of street art are graphics and images that are spray-painted or stenciled on publicly viewable walls, buildings, buses, trains, and bridges, usually without permission. Certain art forms, such as graffiti, may also be illegal when they break laws (in this case vandalism). 6. Art for social causes. Art can be used to raise awareness for a large variety of causes. A number of art activities were aimed at raising awareness of autism, cancer, human trafficking, and a variety of other topics, such as ocean conservation, human rights in Darfur, murdered and missing Aboriginal women, elder abuse, and pollution. Trashion, using trash to make fashion, practiced by artists such as Marina DeBris is one example of using art to raise awareness about pollution. 7. Art for psychological and healing purposes. Art is also used by art therapists, psychotherapists and clinical psychologists as art therapy. The Diagnostic Drawing Series, for example, is used to determine the personality and emotional functioning of a patient. The end product is not the principal goal in this case, but rather a process of healing, through creative acts, is sought. The resultant piece of artwork may also offer insight into the troubles experienced by the subject and may suggest suitable approaches to be used in more conventional forms of psychiatric therapy. 8. Art for propaganda or commercialism. Art is often utilized as a form of propaganda, and thus can be used to subtly influence popular conceptions or mood. In a similar way, art that tries to sell a product also influences mood and emotion. In both cases, the purpose of art here is to subtly manipulate the viewer into a particular emotional or psychological response toward a particular idea or object. 9. Art as a fitness indicator. It has been argued that the ability of the human brain by far exceeds what was needed for survival in the ancestral environment. One evolutionary psychology explanation for this is that the human brain and associated traits (such as artistic ability and creativity) are the human equivalent of the peacock’s tail. The purpose of the male peacock’s extravagant tail has been argued to be to attract females. According to this theory superior execution of art was evolutionarily important because it attracted mates. B. QUALITY EDUCATION AND THE ARTS - Sustainable Development Goal #4: Quality Education Under the 17 Sustainable Development Goals of UN, Sustainable Development Goal 4 (SDG 4) is the quality education goal which aims to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.” Target 4.7 of SDG 4 is that by 2030, all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and nonviolence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development. A Self-regulated Learning Module 18  Quality art education promotes emotional development, as well as cognitive achievement, which is a key factor to achieve quality education. Art education is an instrument par excellence that a nation can rely upon to bring about self-reliance. Quality art education produces positive learning outcomes, such as creating positive attitudes to learning, developing a greater sense of personal and cultural identity, and fostering more creative and imaginative ways of thinking in students. Arts-based processes allow students the opportunity to express their knowledge, ideas and feelings in ways that do not necessarily involve words. Through the motivated and unmotivated functions of the art in this module, art works are produced to promote human rights, gender equality, promotion of a culture of peace and nonviolence, global citizenship and appreciation of cultural diversity. _________________________________________________________________________________________ SUGGESTED ACTIVITIES: Activity 1.Watching and Reacting to Video Inspirational Talks Instructions: Watch the TED talk given by Katerino Gregos on the context, “Why art is important?” (see Video link: https://youtu.be/UPk56BR1Cmk.)and answer the following questions: Do you agree or disagree with Katerina Gregos on her following statements. Explain very well your answer comprehensively. Total Score: 40 1. “Only the social and political art that has value and art for art's sake is insufficient.” -(20 points) 2. “Art should act as a barometer of the society- as a moral and intellectual resistance.”-(20 points) RUBRIC: ESSAY Criteria Excellent Work (10) Good Work (7-9) Average Work (4-6) Needs Improvement(1-3) Content and Content is Most of the content is There are some inaccuracies Many inaccuracies and informative, accurate and adequate and missing details. missing details. Details accurate and many details. interesting details. Excellent Work (6) Good Work (4-5) Average Work (3) Needs Improvement(1-2) Organization Information is Most information is Some information is Information is unclear and presented in a clear presented in clear but somehow clear and unorganized and organized way less organized way. organized. Excellent Work (4) Good Work (3) Average Work (2) Needs Improvement(1) Writing No errors in Some minor errors in Some recognizable errors in Many errors in punctuation, punctuation, grammar, in punctuation, grammar, punctuation, grammar, Mechanics grammar, and and spelling. and spelling. and spelling. spelling. Activity 2. Group Activity (Can be an Individual activity): “Art with a purpose” Instructions: Group students into 5. Allow students to brainstorm on how they will portray an artwork (drawing or painting) promoting any of the following: culture of peace and nonviolence, global citizenship, appreciation of cultural diversity, and culture’s contribution to sustainable development. On a poster paper, A Self-regulated Learning Module 19 students will create the artwork and a photo will be taken and posted on Canvas. On a separate sheet of paper, the artwork will be described taking into consideration the elements and principles of design used. Total Score: 40 points (This painting originally Prophetic Message Sketch 20-What Woman Will Rise up? (you can see it without the words Justice in it under that title with accompanying scripture) was chosen by the organization “Gateway to Justice” a human rights organization and I’m happy to offer it to them with JUSTICE on it. – Anne Cameroon Cutri) Description-Interpretation of the Artwork: (Note: This is just a sample of subjective interpretation. The artist may have different interpretation in mind when doing the art.) The emphasis of the painting is the white bird and the blue hand. The white dove symbolizes peace and freedom. The bird ability to fly and be anywhere means freedom and the colour white symbolizes purity or peace. And the rope is tied to the blue hand. The rope is identified to be restrictive. The blue hand can have both a positive and negative meaning. In this image, the blue hand tries to hold the bird but the word justice is keeping it from touching the bird. The blue colour of the hand here could mean a lack of oxygen in the blood or extremely cold temperatures so it is interpreted as negative. Without the strings of justice, peace can be in perils. Justice is what keeps freedom and peace alive. RUBRIC: CREATING AN ARTWORK Criteria Excellent Work (10) Good Work (7-9) Average Work (4-6) Needs Improvement(1-3) Creativity Work exceptionally Work generally unique, Work somewhat unique, Work is not unique, unique, detailed, detailed, and detailed, or interesting. detailed or interesting, and interesting. interesting. Explores Shows some developing ideas and shows no original Explores several some different options but without a true sense of ideas or risks taken. different options and takes some originality. and takes many creative risks. creative risks. Use of Elements Exceptional Good understanding Basic understanding and No understanding and understanding and and application of the application of the elements application of the and Principles application of the elements of arts and of arts and principles of elements of arts and elements of arts and principles of design. design. principles of design. principles of design. Craftsmanship Work done with Work done with good Work done minimal care and Work done with no care exceptional care and care and attention to attention to detail and and attention to detail attention to detail detail and neatness. neatness. and neatness. and neatness. Effort and The total outcome is The total outcome is The total outcome is The total outcome is Totality of the great since the ideas good since the ideas somewhat good and some shows lack of effort since and symbols are and symbols are well- ideas and symbols are well- the ideas and symbols are Project well-aligned to aligned to produce a aligned to produce al not well-aligned to produce a meaningful message. message. produce a meaningful meaningful message. message. A Self-regulated Learning Module 20 LESSON 4: CATEGORIES OF ARTS OBJECTIVES: 1. Classify an art work according to the types, branch, and category it belongs to. 2. Explain the different types, branches, and categories of art works. 3. Recognize the importance of the different artworks in human life. A. TYPES OF ART There are two basic types of art namely 1. VISUAL ART: visual art appeals to our sense of sight or vision. Sub-branches of visual art include fine art and applied art. 2. NON-VISUAL ART: Non-visual art is the art we cannot feel with our hands and see with our eyes but rather, it appeals to our mind, emotion and feeling. Sub-branches of non-visual art include performing art and literary art. credits: https://stoplearn.com/introduction-to-art-types-and-branches/ B. 4 MAIN BRANCHES OF ARTS AND THEIR CATEGORIES 1. FINE ART Fine art is usually referred to as “high art” because it holds the highest standard of artistic expression. In European culture and academic traditions, “fine art” refers to art that is developed foremost to be enjoyed for its aesthetics or beauty. This definition distinguishes fine art from commercial artworks produced for business, or decorative art or applied arts such as ceramics and weaving, which also serve some practical functions. Fine art typically has a smaller and more elitist audience than the low arts. Throughout history, the audience for high art was usually upper class, educated, and wealthy. a. DRAWING A Self-regulated Learning Module 21  Drawing is the art or technique of producing images on a surface, usually paper, by means of marks, usually of ink, graphite, chalk, charcoal, or crayon. Drawing, in short, is the end product of a successive effort applied directly to the carrier. Whereas a drawing may form the basis for reproduction or copying, it is nonetheless unique by its very nature. Standing Dancer by Edgar Degas credits: pixels.com b. PAINTING Painting is the expression of ideas and emotions, with the creation of certain aesthetic qualities, in a two-dimensional visual language. The elements of this language—its shapes, lines, colours, tones, and textures—are used in various ways to produce sensations of volume, space, movement, and light on a flat surface. These elements are combined into expressive patterns in order to represent real or supernatural phenomena, to interpret a narrative theme, or to create wholly abstract visual relationships. An artist’s decision to use a particular medium, such as tempera, fresco, oil, acrylic, watercolour or other water-based paints, ink, gouache, encaustic, or casein, as well as the choice of a particular form, such as mural, easel, panel, miniature, manuscript illumination, scroll, screen or credits: welovebudapest.com fan, panorama, or any of a variety of modern forms, is based on the sensuous qualities and the expressive possibilities and limitations of those options. The choices of the medium and the form, as well as the artist’s own technique, combine to realize a unique visual image.21 c. SCULPTURE Sculpture is an artistic form in which hard or plastic materials are worked into three-dimensional art objects. The designs may be embodied in freestanding objects, in reliefs on surfaces, or in environments ranging from tableaux to contexts that envelop the spectator. An enormous variety of media may be used, including clay, wax, stone, metal, fabric, glass, wood, plaster, rubber, and random “found” objects. Materials may be carved, modeled, molded, cast, wrought, welded, sewn, assembled, or otherwise shaped and combined. “The Thinker”. www.amolife.com 2. APPLIED ARTS The term applied arts is most often used to describe the design or decoration of functional objects to make them pleasing to the eye. Made either by hand or by machine, works of applied art are intended primarily to serve a useful function. Artists who create applied arts or crafts are usually referred to as A Self-regulated Learning Module 22 designers, artisans, or craftspeople. Graphics Art Ceramics Art https://tse3.explicit.bing.net/ Textile Art Photography appraisal.com mymodernmet.com thephoblographer.com Interior Design Architecture https://www.styleflooringky.com/ Furniture Design www.phaidon.com https://www.styleflooringky.com/ a. Graphics. These are arts of representation, decoration, and writing or printing on flat surfaces together with the techniques and crafts associated with them b. Textile art. Textile art is a type of art that uses animal, plant, or synthetic fibers to create practical or decorative objects. Textiles are made through sewing, weaving, crocheting, knitting, and embroidery. Textile art could be a wall hanging, a rug, a clothing item, or even a sculpture created with fabric. c. Ceramics. in art history, ceramics and ceramic art mean art objects such as figures, tiles, and tableware made from clay and other raw materials by the process of pottery. d. Photography. This is an art of producing images by the action of radiant energy and especially light on a sensitive surface (such as film or an optical sensor). e. Architecture. This is the art or practice of designing and building structures. f. Interior Design. This is the art or practice of planning and supervising the design and execution of architectural interiors and their furnishings. g. Furniture Design. Furniture can be a product of design and is considered a form of decorative art. In addition to furniture's functional role, it can serve a symbolic or religious purpose. 3. PERFORMING ART The performing arts range from vocal and instrumental music, dance and theatre to pantomime, sung verse and beyond. They include numerous cultural expressions that reflect human creativity and that are also found, to some extent, in many other intangible cultural heritage domains. A Self-regulated Learning Module 23  credits: credits: credits: Greater Victoria Performing Arts Festival Disney Performing Arts on Stage Theatre Performance https://www.tourismvictoria.com/ https://v2.straightatours.com/ http://www.seattleu.edu/ a. Dance. Though very complex, dance may be described simply as ordered bodily movements, usually performed to music. Apart from its physical aspect, the rhythmic movements, steps and gestures of dance often express a sentiment or mood or illustrate a specific event or daily act, such as religious dances and those representing hunting, warfare or sexual activity. b. Music. Music is an art concerned with combining vocal or instrumental sounds for beauty of form or emotional expression, usually according to cultural standards of rhythm, melody, and, in most Western music, harmony. Music is a protean art; it lends itself easily to alliances with words, as in song, and with physical movement, as in dance. Throughout history, music has been an important adjunct to ritual and drama and has been credited with the capacity to reflect and influence human emotion. c. Cinema/Drama/Theatre Traditional theatre performances usually combine acting, singing, dance and music, dialogue, narration or recitation but may also include puppetry or pantomime. These arts, however, are more than simply ‘performances’ for an audience; they may also play crucial roles in culture and society such as songs sung while carrying out agricultural work or music that is part of a ritual. In a more intimate setting, lullabies are often sung to help a baby sleep. So what is the difference of these three- cinema, drama, theatre? Theatre is the art or profession of producing plays while cinema is the art or technique of making motion pictures or films. A drama on the other hand is a type of story acted out before an audience, often in a theater. Dramas are commonly called plays. Other forms of literature, such as novels and short stories, are meant to be read by individuals. But through staged productions dramas are shared with many people at once. 4. LITERARY ART Literary art which is an art that makes language as a medium, can be interpreted as a branch of art that contains everything both oral and written that contains elements of beauty, art, imaginative from the work of someone whose results can be enjoyed because it has excellence and artistic factors. A Self-regulated Learning Module 24 Types of Literary Art and Their Understanding https://tse4.mm.bing.net/ https://www.thoughtco.com a. Prose. Prose typically features natural patterns of speech and communication with grammatical structure in the form of sentences and paragraphs that continue across the lines of a page rather than breaking. In most instances, prose features everyday language. b. Reading. Reading is a multifaceted process involving word recognition, comprehension, fluency, and motivation. Why is reading an art? English poet, playwright, critic, and librettist Wystan Hugh Auden said, “The interests of a writer and the interests of his readers are never the same and if, on occasion, they happen to coincide, this is a lucky accident….To read is to translate, for no two persons’ experiences are the same. A bad reader is like a bad translator: he interprets literally when he ought to paraphrase and paraphrases when he ought to interpret literally. In learning to read well, scholarship, valuable as it is, is less important than instinct; some great scholars have been poor translators (ProfessorWu, 2016).” c. Poetry. Poetry features intentional and deliberate patterns, usually in the form of rhythm and rhyme. Many poems also feature a metrical structure in which patterns of beats repeat themselves. In addition, poetry often includes elevated, figurative language rather than everyday verbiage. Unlike prose, poems typically include line breaks and are not presented as or formed into continuous sentences or paragraphs. d. Writing. Writing is an art of expressing our thought and views. And, we cannot write something in an unorganized manner. In the art of writing, there are some skills needed and processes to observe to produce a beautiful output. e. Folklore. Also known as folk art, Folklore is created in a traditional medium by ordinary people. These artists are not professionally trained, but instead rely on traditions passed down by folk artists before them. f. Literary Journalism. Literary journalism is a genre created with the help of a reporter’s inner voice and employing a writing style based on literary techniques. The journalists working in the genre of literary journalism must be able to use the whole literary arsenal: epithets, impersonations, comparisons, allegories, etc. Thus, literary journalism is similar to fiction. At the same time, it remains journalism, which is the opposite of fiction as it tells a true story. The journalist’s task here is not only to inform us about specific events but also to affect our feelings (mainly aesthetic ones) and explore the details that ordinary journalism overlooks. A Self-regulated Learning Module 25 SUGGESTED ACTIVITIES: Activity 1. Quiz Instructions: Classify the following arts as, Fine Arts (FA), Applied Arts (AP), Performing Arts (PA), and Literary Arts (LA). Total Score: 10 points Example. Rizal Monument- answer: FA 1. Lord of the Rings Movie = ______ 6. The song “Yesterday” by the Beatle’s =_____ 2. A photograph of Queen Elizabeth = ______ 7. A beautiful Chinese jade vase = _____ 3. The stage play of Romeo and Juliet = ______ 8. The UP Oblation statue = _____ 4. The beautiful Burj Khalifa Hotel in Dubai = ______ 9. The Black Swan dance = _____ 5. J.K. Rowling’s Harry Potter book = ______ 10. Basket weaving = _____ Activity 2: MINI-RESEARCH Instructions: Choose any type of artwork from the, Fine Arts, Applied Arts, Performing Arts, and Literary Arts. For example, sculpture. Research anything related to sculpture like the following: How are sculptures created? What are the elements of sculpture? Who are some of the famous sculptors? What are the famous sculptures in the world? Total Score: 40 points Rubric: MINI-RESEARCH Criteria Excellent Work (10) Good Work (7-9) Average Work (4-6) Needs Improvement(1-3) Organization Information is Most information is Some information is Information is unclear and presented in a clear presented in clear but somehow clear and unorganized and organized way less organized way. organized. Content and Content is Most of the content is There are some inaccuracies Many inaccuracies and Details informative, accurate and adequate and missing details. missing details. accurate and many details. interesting details. Writing Mechanics No errors in Some minor errors in Some recognizable errors in Many errors in punctuation, punctuation, grammar, in punctuation, grammar, punctuation, grammar, grammar, and and spelling. and spelling. and spelling. spelling. Lay-out/Design The design/lay-out The design/lay-out of The design/lay-out of the The design/lay-out of the /Citations of the project is the project is good. project is good. The font size project is bad. The font great. The font size The font size used is used is a bit problematic, the size used lacks uniformity, used is neat, the neat, the arrangement arrangement of topics is not the arrangement of topics arrangement of of topics is okay, and well, and the resources used is bad, and some topics is clear, and the resources used are are not cited well. resources used are not the resources used cited well. cited. are cited well. A Self-regulated Learning Module 26 LESSON 5: SUBJECTS OF THE ARTS OBJECTIVES: 1. Identify the different subjects of the arts. 2. Classify the works of art according to their subjects, kinds of subjects, and sources of subjects. 3. Analyze how artists present their subjects in relation to the real subject. A. THE SUBJECTS OF THE ART The term subjects in art refer to the main idea that is represented in the artwork. The subject in art is basically the essence of the piece. To determine subject matter in a particular piece of art, ask yourself: What is actually depicted in this artwork? What is the artist trying to express to the world... what is his or her message? And how are they conveying that message? CLASSIFICATION OF ART ACCORDING TO THEIR SUBJECTS 1. REPRESENTATIONAL ART/FIGURATIVE ART Representational arts are artworks that depict real situations. They are also known as objective art because the sources of inspiration for a representational work are generally real objects, people, or scenes. For instance, the painting of a dog is considered to be representational art because it describes a real-world subject. 2. NON- REPRESENTATIONAL ART/NON-FIGURATIVE ART Non-representational art are works that does not depict anything from the real world (figures, landscapes, animals, etc.)It may simply depict shapes, colors, lines, etc., but may also express things that are not visible – emotions or feelings for example. 3. ABSTRACT ART Romanticism, Impressionism, and Expressionism contributed to the emergence of abstract art in the nineteenth century as artists became less interested in depicting things exactly like they really exist. Abstract art exists on a continuum, from somewhat representational work, to work that is so far removed from its actual real-world appearance that it is almost impossible to easily discern what is being represented. Abstract art is always connected to something visual from the real world. Representational Art Abstract art Non-Representational Art Johann Anton Eismann, Meerhaven. 17th c. Robert Delaunay, Le Premier Disque, Pablo Picasso, Girl Before a Mirror, 1932, 1913 MOMA A Self-regulated Learning Module 27 B. KINDS OF SUBJECTS OF THE ART 1. still life - a work of art depicting mostly inanimate subject matter, typically commonplace objects which may be either natural (food, flowers, plants, rocks, or shells) or man-made (drinking glasses, books, vases, jewelry, coins, pipes, and so on) in an artificial setting. 2. landscape/Seascapes/Cityscapes - landscape is the visible features of an area of land, its landforms, and how they integrate with natural or man-made features, often considered in terms of their aesthetic appeal. Cityscapes are urban landscapes while seascapes represent the sea. 3. nature – it is a focused view or interpretation of specific natural elements. 4. portraiture /portrait - is a painting, photograph, sculpture, or other artistic representation of a person, in which the face and its expression is predominant. 5. mythology- a collection of myths, especially one belonging to a particular religious or cultural tradition. 6. dream- successive visions, images, and feelings experienced by a person during his/her sleep. 7. fantasy- imagining improbable things, which have no basis in reality. Kinds of Subjects of the Art Still Life Landscape Seascape Credits: Credits: Credits: https://images.alphacoders.com/157/157601.jpg https://images.alphacoders.com/157/157601.jpg https://images.alphacoders.com/157/157601.jpg Cityscape Nature Portraiture/Portrait Credits: https://mymodernmet.com/wp/wp- Credits: Credits: content/uploads/2018/09/cityscape-photorealistic- https://i.pinimg.com/originals/db/19/ac/db19acdb https://i.pinimg.com/736x/90/be/55/90be55d2544 painting-nathan-walsh-thumbnail.jpg 8d31d2faef763276b089fdfc.jpg 31faa93d17f108e68f13f.jpg A Self-regulated Learning Module 28 Mythology Dream Fantasy Credits: Head of Gorgon Medusa Credits: Credits: https://i.etsystatic.com/6307530/r/il/931e04/2288 https://i.pinimg.com/originals/db/19/ac/db19acdb https://i.pinimg.com/originals/db/19/ac/db19acdb 423538/il_fullxfull.2288423538_geod.jpg 8d31d2faef763276b089fdfc.jpg 8d31d2faef763276b089fdfc.jpg C. SOURCES OF SUBJECTS OF THE ART 1. Nature 4. Judeo-Christian Tradition 2. History 5. Sacred Oriental Texts 3. Greek and Roman Mythology 6. Other Works of Arts A Self-regulated Learning Module 29 SUGGESTED ACTIVITIES Activity 1. Identifying the Subject of the Arts Instructions: The teacher will provide 10 pictures artworks and let the students analyze and identify the type of artwork, subject, and source of subject. Score total: 20 points (2 points each item) Artwork: Representational Art Subject: possible answer: Nature, Portraiture, Fantasy Source of Subject: Nature Activity 2. Short Quiz Instructions: Read the following questions or statements, analyze them, and then choose the correct answer. Total score: 10 points 1. It is a subject of the work of art that depicts inanimate subjects in an artificial setting. a. still life b. portraiture c. nature d. dream 2. It is a painting, photograph, sculpture, or other artistic representation of a person, in which the face and its expression is predominant. a. still life b. portraiture c. nature d. dream 3. If one paints about Bathala or any Filipino Gods and Goddesses, the source of the subject of the art is _____. a. History b. Mythology c. Religion d. Dream 4. It depicts real objects seen in nature. a. representational art b. non-representational art 5. This subject always shows the beauty of nature by showing vast green sceneries. a. seascape b. landscape c. still life d. cityscape 6. Which of the following artworks has History as a source of subject? a. The Visions of Escaflowne c. The Painting of Napoleon Bonaparte Crossing the Alps b. The Beautiful Rice Terraces of Banaue d. The Hobbit by JRR Tolkien 7. Which of the following is not a Judeo-Christian Tradition source of subject in art? a. The Madonna and Child b. The Last supper c. the School of Athens d. The Cathedrals 8. Fantasies are successive visions, images, and feelings experienced by a person during his/her sleep. a. True b. False 9. Existing works of arts can be a source of the subject of arts. a. True b. False 10. Abstract arts are classified as non-representational and not representation. a. True b. False A Self-regulated Learning Module 30 LESSON 6: ART CRITICISM OBJECTIVES: 1. Explain what art criticism is. 2. Explain each of the 4 procedures in art criticism. 3. Criticize a work of art following the 4 procedures: description, analysis, interpretation, and judgment. A. WHAT IS ART CRITICISM Art criticism is the discussion or evaluation of visual art. Art critics usually criticize art in the context of aesthetics or the theory of beauty. A goal of art criticism is the pursuit of a rational basis for art appreciation. Art criticism employs certain methods in studying a particular work of art. The methods used by art critics to identify these qualities often involve four operations: description, analysis, interpretation, and judgment. Learning how these operations are used will help you develop your own skills in examining and discussing works of art. These examinations and discussions will help you make your own personal decisions about those works and greatly increase your enjoyment of them. Art criticism is not a matter of casual observation and impulsive expressions of likes or dislikes. It is a reasoned activity of the mind. Art critics use the operations of description, analysis, interpretation, and judgment to gain information from the artwork, rather than gathering facts about the work and the artist who created it. Used by a critic, these operations direct attention to internal clues, that is, clues found in the work itself. When examining any work of art, critics ask and answer questions such as these: What is seen in the artwork? How is the artwork designed? What does it mean? Is it a successful work of art? B. 4 PROCEDURES IN ART CRITICISM 1. Description. This initial step begins by making a thorough inventory of everything one sees in the work of art. In other words, one identifies the literal qualities, or realistic presentation of subject matter, and the elements of art found in the work. 2. Analysis. During analysis, the principles of art will be used to determine how the elements of art used in the picture are organized. By focusing on the relationship of principles and elements, one would gain an understanding of the work’s design qualities, or how well the work is organized, or put together. This understanding will enable one to determine if the work has an overall sense of unity. 3. Interpretation. When interpreting the meaning of an artwork, one must refer to everything he or she learned during the description and analysis. The concern centers on identifying the expressive qualities, or the meaning, mood, or idea communicated to the viewer. However, everyone knows that a work of art may be interpreted in different ways by different people. Therefore, one’s interpretation of the painting will be a personal one, based on the information that was gathered from the art work under study. 4. Judgment. Judgment is an important part of the art criticism process in order to demonstrate a genuine appreciation for art. The act of making a judgment and defending that judgment with good reasons demonstrates that a person understands and appreciates a work of art. A Self-regulated Learning Module 31 This example shows how the 4 procedures were utilized to criticize a work of art. Henri Rousseau. The Sleeping Gypsy (detail). © 2004 Succession. H. Matisse, Paris/Artists Rights Society (ARS), New York. Step 1. Description a. Identifying the Literal Qualities  The painting depicts an incident taking place in a silent desert landscape illuminated by a perfectly round, cool moon. A few stars twinkle in the blue night sky. In the foreground, a lion sniffs at a gypsy asleep on the sand next to the still water of an oasis. The gypsy, not yet aware of the lion, sleeps peacefully on a carpet of some sort. Beside him rest a mandolin and a large jug. His right hand still grips the staff he used in his trek across the desert.  There are no footprints in the sand around the gypsy. Could this be an oversight, a detail the artist merely forgot to include in his picture? (this question will be kept away mind, to be considered later when one attempts to interpret the work)  Directing the attention to the lion, it does not look entirely like a real animal. The tail extends outward gracefully, perhaps too gracefully, and the mane appears to have been carefully arranged. Although it does appear menacing—it is, after all, a lion—it reminds one of a stuffed animals seen in toy shops.  The lion stares with button-like eyes at the gypsy, who slumbers on despite looking stiff and not altogether comfortable. He wears no sandals and is clothed in a colorful striped garment that shows no sign of a hard day’s travel. b. Identifying the Elements of Art  the artist painted with simple, unmixed colors. Most of these colors are found in small amounts in the gypsy’s costume and the carpet on which he rests. There, narrow stripes of red, blue, yellow, green, orange, and violet can be identified. The same dark orange noted on the mandolin is also used to color the jug. The sky is blue, and neutral browns and tans bordering on yellow are used for the sand, the lion, and the feet, arms, and face of the gypsy.  Light and dark values of blue, brown, and tan can be identified throughout the work.  each shape is clearly defined, making it stand out prominently from the background Gradual changes in A Self-regulated Learning Module 32  value within each make these shapes look like solid, three-dimensional forms.  long, short, straight, and curved lines of different thicknesses have been used on the lion’s mane and for the narrow stripes of the gypsy’s garment and carpet. A series of straight lines represents the strings of the mandolin. Step 2. Analysis  Using a design chart as an aid in analyzing the painting, one can identify the most important design relationships linking the elements and principles in the work. source: Mittler,G.2006. Art in Focus. Glencoe/McGraw-Hill, CA  #1. hue and emphasis :many of the hues in this painting have been used on the gypsy’s colorful costume and carpet. This emphasizes the gypsy’s importance and makes him, along with the lion, the painting’s center of interest.  #2. hue with harmony. This reflects his decision that large areas of the artwork have been painted with a limited number of hues. A relatively simple arrangement of blue, brown, and tan distributed throughout the work ties the parts together into a harmonious whole. At the same time, it makes the gypsy’s colorful costume appear more pronounced.  #3. value and emphasis. contrasts of light and dark values help emphasize not only the lion and the gypsy, but important details like the mandolin and the moon as well. Notice, on the one hand, how the lion’s dark form is boldly silhouetted against the lighter sky.This clearly establishes the animal’s importance. On the other hand, the light values of the gypsy, mandolin, and moon make them stand out against the darker values around them.  #4 value and gradation. The gradual change from dark to light values is obvious. This change of value is A Self-regulated Learning Module 33  most clear in the large areas of sky and sand and in the methods the artist used to make the lion and the gypsy look threedimensional.  #5 line and emphasis: The check here refers to the concentration of lines or stripes that decorate the gypsy’s garment and carpet. These lines clearly contrast with the large, unadorned areas of sand and sky and help emphasize the sleeping figure.  #6 line and variety: The thick and thin, straight and curved, long and short lines in the lion’s mane, the gypsy’s costume and carpet, the strings of the mandolin, and the outlines of distant sand dunes provide the variety needed to make the painting visually interesting  #7 texture and harmony: This reflects his decision that the glossy surface helps pull the painting together to make a harmonious whole.  #8 and #9 link the elements of shape and form with the principles of emphasis and gradation: the artist emphasized the shapes of the gypsy and the lion by making them look more like threedimensional forms. A gradual change from dark to light values gives each the appearance of a solid form occupying real space. Notice how the form of the gypsy overlaps that of the lion, which in turn overlaps the water and the sand dunes. Behind the sand dunes is the night sky. This overlapping of forms draws the eye to the desert stretching back as far as the eye can see. Step 3. Interpretation  The painting has an uneasy mood. This is attributed to the manner in which the elements and principles were used to depict a strange, haunting subject: a helpless gypsy asleep in a mysterious landscape, unaware of the lion hovering over him.  The absence of footprints in the sand seems to support the idea that the picture represents a dream rather than reality. Viewers who identify the helplessness of the gypsy will recognize their own feeling of helplessness when they find themselves alone and facing the unexpected in a dream. Step 4. Judgement  Rousseau’s The Sleeping Gypsy is a successful work of art. This decision can be defended by referring to the aesthetic qualities favored by each of the three theories of art.  The objects depicted in the painting could be easily identified, even though they were not completely convincing.  The stiffness in the figure of the sleeping gypsy and the lion that did indeed bear a resemblance to a child’s stuffed toy reinforce the idea that the scene took place in a dream rather than in the real world. It will be doubted if an accurately painted lion and gypsy would have been successful in capturing the same magical, dreamlike quality.  The design qualities were good.The work demonstrated both harmony and variety in the use of hue, texture, and value. The way hue, value, line, and form were used to emphasize the most important parts of the composition, the sleeping gypsy and the lion were impressive.  The way gradations of value created the illusion of three-dimensional forms existing in real space. This made the scene look incredibly real, even though it was not entirely lifelike.  Finally, work illustrates a dream, although it is by no means an ordinary dream. It is a dream so vivid and captivating that its images and the feelings those images evoke remain fixed in the mind well after the dream has ended. A Self-regulated Learning Module 34 SUGGESTED ACTIVITY Activity1: Formal Art Criticism Instructions: Criticize the work of the work of art below using the learned procedures in art criticism. Go back to the lesson in this module and pattern your work there. Total Score: 40 points Steps in Art Criticism a. Step 1-Description = b. Step 2- Analysis= c. Step 3- Interpretation= d. Step 4-Judgement= Criteria Excellent Work (10) Good Work (7-9) Average Work (4-6) Needs Improvement(1-3) Description Excellently identifies Identifies literal Identifies some literal Does not identify most literal qualities, or qualities, or realistic qualities, or realistic literal qualities, or realistic presentation presentation of subject presentation of subject realistic presentation of of subject matter, and matter, and the matter, and the elements of subject matter, and the the elements of art elements of art found art found in the work. elements of art found in found in the work. in the work. the work. Analysis The link between the The link between the Some link between the The link between the elements of design elements of design and elements of design and elements of design and and principles of principles of design are principles of design are principles of design are design are greatly identified. identified. not identified. identified. Interpretation Captures well the Captures most Captures some expressive Did not capture expressive qualities, expressive qualities, or qualities, or the meaning, expressive qualities, or or the meaning, the meaning, mood, or mood, or idea communicated the meaning, mood, or mood, or idea idea communicated by by the artwork to the viewer. idea communicated by communicated by the the artwork to the the artwork to the viewer. art work to the viewer. viewer. Judgment The judgment is well The judgment is The judgment is supported The judgment is not supported by the supported most of the most of the description, supported by most of the description, analysis, description, analysis, analysis, and interpretation description, analysis, and and interpretation.