Module 2 Art Appreciation Midterm 1 PDF

 **VISION** **MISSION** **GOAL** **INSTITUTIONAL OUTCOMES** 1. Sustain willingness to serve the country and the world; 2. Produce scientific and technological innovations; 3. Can engage in varied entrepreneurial activities; 4. Practice as a game-changer professional...

 **VISION** **MISSION** **GOAL** **INSTITUTIONAL OUTCOMES** 1. Sustain willingness to serve the country and the world; 2. Produce scientific and technological innovations; 3. Can engage in varied entrepreneurial activities; 4. Practice as a game-changer professional; 5. Demonstrate resiliency in any life challenges **PROGRAM LEARNING OUTCOMES (CMO \#75 s.2017)** The program shall produce a graduate who can: a. articulate and discuss the latest developments in the specific field of practice. *(PDF level 6 descriptor)* b. effectively communicate in English and Filipino, both orally and in writing. c. Work effectively and collaboratively with a substantial degree of independence in multi-disciplinary and multi-cultural teams. *(PDF level 6 descriptor)* d. act in recognition of professional, social, and ethical responsibility. e. preserve and promote "Filipino historical and cultural heritage" (based on RA 7722). f. articulate the rootedness of education in philosophical, socio-cultural, historical, and political contexts. g. demonstrate mastery of subject matter/discipline. h. facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific learners and their environments. i. develop innovative curricula, instructional plans, teaching approaches, and resources for diverse learners. j. apply skills in the development and utilization of ICT to promote quality, relevant, and sustainable educational practices. k. demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting learning processes and outcomes. l. practice professional and ethical teaching standards sensitive to the local, national, and global realities. m. pursue lifelong learning for personal and professional growth through varied experiential and field-based opportunities. n. apply scientific and evidence-based practices critical to the educational and learning processes o. demonstrate skillful performance in a variety of physical activities p. adapt performance to variety of physical activity settings: (e.g. formal classes, recreational, and competitive) q. critically examine the curriculum (e.g. content, pedagogy and assessments) and program, and enhance (e.g. innovate) them necessarily r. plan and implement safe and effective physical activity programs to address the needs of individual and groups in school and/or non-school settings. s. monitor and evaluate physical activity programs in school and/or non-school settings. t. use appropriate assessments in as and for student or client learning. u. use information, media and technology in pedagogy and for lifelong learning. v. demonstrate firm work/professional ethics. w. cultivate solidarity by working and dealing with/relating to others harmoniously. x. promote the advancement of the profession by making sense of and getting involved in current discourse that impact on the profession. y. pursue lifelong learning for personal and professional development. z. communicate effectively with PE practitioners, other professionals and stakeholders. a. use oral, written, and technology formats deftly. **NONESCOST BPED Program Outcomes** ***The program shall produce a graduate who can:*** 1. Demonstrate proficiency, mastery and application of content, pedagogy and technological knowledge in the chosen field 2. Exhibit exemplary character, proactiveness, and cultural responsiveness to the needs of the community. Warm greetings! Welcome to the 1st semester of School Year 2021-2022! Welcome to the College of Education and welcome to NONESCOST! Despite of all the happenings around us, there is still so much to be thankful for and one of these is the opportunity to continue learning. You are right now browsing your course module in GE106, Art Appreciation. As you read on, you will have an overview of the course, the content, requirements and other related information regarding the course. The module is made up of 3 lesson.     Please read your modules and learn the concepts by heart. It would help you prepare to be effective and efficient professional in your respective fields. You can explore more of the concepts by reading the references and the supplementary readings. I encourage you to get in touch with me in case you may encounter problems while studying your modules. Keep a constant and open communication. Use your real names in your FB accounts or messenger so I can recognize you based on the list of officially enrolled students in the course. I would be very glad to assist you in your journey. Furthermore, I would also suggest that you build a workgroup among your classmates. Participate actively in our discussion board or online discussion if possible and submit your outputs/requirements on time. You may submit them online through email and messenger. You can also submit hard copies. Place them in short size bond paper inside a short plastic envelop with your names and submit them in designated pick-up areas. I hope that you will find this course interesting and fun. I hope to know more of your experiences, insights, challenges and difficulties in learning as we go along this course. I am very positive that we will successfully meet the objectives of the course. May you continue to find inspiration to become a great professional. Keep safe and God bless! **Course Outline in GE 106 -- ART APPRECIATION** +-----------------------------------+-----------------------------------+ | **Course Number** | **GE 106** | +===================================+===================================+ | **Course Title** | **Art Appreciation** | +-----------------------------------+-----------------------------------+ | **Course Description** | | +-----------------------------------+-----------------------------------+ | **No. of Units** | 3 units | +-----------------------------------+-----------------------------------+ | **Pre-requisites** | **None** | +-----------------------------------+-----------------------------------+ | **Course Intended Learning | 1. Demonstrate an understanding | | Outcomes** | and appreciation of arts in | | | general, including their | | | function, value, and | | | historical significance; | | | | | | 2. Define and demonstrate the | | | elements and principles of | | | design; | | | | | | 3. Explain and evaluate | | | different theories of art; | | | | | | 4. Situate Philippine arts in a | | | global context. | +-----------------------------------+-----------------------------------+ | **Content Coverage** | **MODULE 1** | | | | | | I. **Introduction to Art and | | | Humanities:** | | | | | | Importance of Art | | | | | | Assumptions of Art | | | | | | Function of Arts | | | | | | Subject and Content | | | | | | Artist and Artisan | | | | | | Elements and Principle of Arts | | | | | | **MODULE 2** | | | | | | II. **Art History** | | | | | | Historical Views of Art | | | | | | Historical Development of | | | Philippine Arts | | | | | | III. **Depiction of Male and | | | Female in Visual Arts** | | | | | | The Visual Arts | | | | | | Painting | | | | | | Sculpture | | | | | | Architecture | | | | | | **MODULE 3** | | | | | | IV. **Depiction of Male and | | | Female in Visual Arts** | | | | | | The Visual Arts | | | | | | Painting | | | | | | Sculpture | | | | | | Architecture | | | | | | V. **Soul making (Soul sound and | | | structure)** | | | | | | 1\. Performing Arts | | | | | | 2\. Multimedia Arts | | | | | | 3\. Combined Arts | +-----------------------------------+-----------------------------------+ | **References** | ***SUPPLEMENTARY READINGS:*** | | | | | | 1. Art Evolution | | | | | | 2. Origins of Art | | | | | | ***REFERENCES:*** | | | | | | ***TEXTBOOK:*** | | | | | | ***OTHER REFERENCES:*** | | | | | | R1 -- Copy of VMGO | | | | | | R6- Perez, Teody Boylie , Ph.D. | | | Cayas, Rogelio D. Jr. , Narciso , | | | Norman F,(2013) Alampat: An | | | Introduction to Art Appreciation, | | | Blue Patriach Publishing House | | | | | | ***ONLINE REFERENCES:*** | | | | | | OR2- | | | | +-----------------------------------+-----------------------------------+ | **Course Requirements** | 1. Active class participation | | | (online discussion board, FB | | | Closed group account) | | | | | | 2. Reflective Writing | | | | | | 3. Home-based Individual Art | | | Activities | | | | | | 4. Final output | +-----------------------------------+-----------------------------------+ | **Prepared by:** | **Ramonito N. Abesar, LPT, | | | MAEd-PES** | +-----------------------------------+-----------------------------------+ | **Adapted by:** | **Mark A. Labrador, LPT, MEd** | +-----------------------------------+-----------------------------------+ | | **Reviewed and Approved by:** | | | | | | Subject Area Coordinator: | | | **[RAMONITO N. ABESAR, LPT, | | | MAEd-PES]** | | | | | | Dean, CAS :**[MARY GRACE M. | | | OFQUERIA, LPT, | | | Ph.D.]** | | | | | | GAD Director : **[MARY ANN T. | | | ARCEŇO, LPT, Ph. | | | D.]** | | | | | | CIMD, Chairperson : **[MA. JANET | | | S. GEROSO, LPT, Ph. | | | D.]** | | | | | | QA Director : **[DONNA FE V. | | | TOLEDO, LPT, Ed. | | | D.]** | | | | | | VP- Academic Affairs : **[SAMSON | | | M. LAUSA, Ph. D.]** | +-----------------------------------+-----------------------------------+  **LESSON** ------------- ------------------------------------------------------------------ **1** **a. Historical Views of Art (Pre-Historic- Neo-Impressionism)** **9 HOURS** Art history is the academic study of the works of art in their historical development and stylistic context. Styles change through time and artists introduce new materials, techniques, subject matter, and purposes of art. Constant change is a familiar theme in the history of art. It is a commonplace that art forms have history of changing style and genre occurs at the level of individual artworks. It is more than a stream of art objects created over time. It is closely tied to history that is recorded evidence of human event. Art history spans the entire history of humankind. The history of art is long as the beginning of the human habitation. The first visible form of art began in the oldest period in human history which is categorized by cave paintings and portable pieces of small figurines carved out of bone, modelled in clay or stone. Since the time when people begun to draw a picture on the wall of the cave, the method and style of art has constantly changed as time progressed. Artists in the past had been using different techniques in various forms and have always been interested in the new horizons of possibilities that is even something new to our understanding. - Differentiate art history from art appreciation; - Determine dominant elements used in hybrid or modified art expression; - Define and translate principles of design in artwork; - Explain moral and ethical standard in social and value the cultural roots and experiences for lifelong art expression; - Express responsible personal and social behavior through participation in different art activities, that promotes leadership and managerial capabilities in all programs for both normal and differently abled individuals; and  Find words that are related to History of Art. There are ten (10) words that needs to be found. Use different colors (highlighter, crayons, etc.) in identifying the words. S M W W L R O M A N E S Q U E R S --- --- --- --- --- --- --- --- --- --- --- --- --- --- --- --- --- T X C V B L K Y U D R I G O S E P A D S T O N E A N A K L N G P N O I S D R N U S N D V R M G A L A I N D C H A R A L G I Y H R T D I N E R V B R Q N Z E N L T E N W S T D T F I D C R T N C G N E P L S I G E G L U O A X V I S Z K R T A L L R M K Y C O R I N T H I A N N I A G N N N O W C S B K G L E R C S S U B C S W A Q M L N W H G A E M S P L I M P R E S S I O N I S M V - Give two words that best describes these terms in your perspective: - Prehistoric - Classical - Medieval - Renaissance - Fine Arts - Modernism  **PREHISTORIC ART-** is the span of time before written records appeared. Art appeared to be one of the earliest activities; even before he/she knew how to read and write 1. **STONE AGE**- is the term used to describe a period of history when stones were used to make tools and weapons for survival. 1. **Old Stone Age (Paleolithic Period)** Until around 10, 000 BC The Paleolithic era is characterized by the emergence of basic stone tools and stone art in the archaeological record. **Way of life:** nomadic, hunt and gather to survive **Art:** cave paintings, petroglyphs, Venus figurines **FAMOUS ARTWORKS:** - **Hall of Bulls**- Lascaux Cave, France (c. 15, 000 BCE) - **Great Hall of Polychromes**- Altamira, Spain (c. 13, 000 BCE)  2. **Middle Stone Age (Mesolithic Period)** 10, 000- 8, 000 BCE Bridge between Upper Palaeolithic & Neolithic Ages **Way of life:** nomadic; hunt, gather and fish to survive; domestication of animals; invention of bow andarrow **Art:**Pottery, Carving, Highly stylized rock paintings of human groupings, **FAMOUS ARTWORKS:** - **Cuevas de la Araña (Man of Bicorp)- Valencia, Spain (8, 000 year old cave painting)** - **Pre- Estuarine X- Ray Painting-** Arnhem Land, Australia (c. 9, 000 BCE) - **Cueva de las Manos (Cave of Hands)-** Patagonia, Argentina (carbon dated 7, 300 BCE) - **Jomon Rope Pottery-** oldest pottery in Japan(10, 000- 8, 000 BCE) - **Gobekli Temple-** Turkey (a temple complex, 10, 000- 9, 500 BCE) - **Nevali Cori-** Southeastern Turkey (stone temple and shrine complex that contained stone sculptures and statues, 9, 500BCE)  3. **New Stone Age (Neolithic Period)** 10, 000-5, 000 BCE This is the final stage of cultural evolution or technological development among prehistoric humans. **Way of Life:** Settlement in permanent villages and eventually formed cities, Stone tools shaped by polishing or grinding, Dependence on domesticated plants or animals **Art:** pottery, weaving, writings, architecture **FAMOUS ARTWORKS:** - **Dongba Paintings-** Southwest China (Pictograph, 7, 000 years old) - **Orkney Skara Brae-** Orkney Island, Scotland (Shelter, made of stones; 5, 000 years) - **Stonehenge-** England, United Kingdom (built around the same time as the Great Pyramids of Egypt)  *\*Note: to understand more about the Stone Age, you can watch this video entitled **The Stone Age (World History)*** 2. **[Bronze Age]**- It is an important period linking the Stone Age with the Iron Age andreflected the environment of the time. Considered as the wealthiest and most advanced stage during the prehistoric era. **ART:** - Ornamental and decorative designs on helmets, body armor, swords, axe-heads and other weapons became more widespread. - Ceramic designs became more elegant, and a new range of ceremonial/religious artifacts and artworks began to emerge. The best examples of Bronze Age art appeared in the \'cradle of civilization\' around the Mediterranean in the Near East, during the rise of Mesopotamia (present-day Iraq). - Examples of Bronze Age art within the Mediterranean area include: a wide range of painted ceramics, fresco murals, including landscapes as well as figurative pictures of humans and animals. Religious relief and free-standing sculpture, mostly carved from stone, although wood carving was also common. Sample Artefacts from the Bronze Age:  3. **[Iron Age-]** the last period of the prehistoric era with the widespread use of iron in both survival and livelihood. **Smelting**- the process where the iron undergoes heating until it is on its melting point which is easier to be manipulated. **CLASSICAL PERIOD-** Collectively known as the Greco-Roman world- It is the period in which Greek and Roman society flourished and wielded great influence throughout Europe. 1. **GREEK ART-** Also known as the Hellenic Period, the Golden Age of Greece and the Age of Pericles. Arts are devoted to civic and religious purposes 2. **ROMAN ART-** Expression in the arts is genius in organization and frank spirit of utilitarianism. Roman art was not made to be beautiful; it was made to impress. +-----------------------------------+-----------------------------------+ | **GREEK AND ROMAN ART | | | COMPARISON** | | +===================================+===================================+ | **GREEK** | **ROMAN** | +-----------------------------------+-----------------------------------+ | - Greek art often represented | - For the Romans, art had a | | the mythological gods in | more practical function. | | their art, to express the | Artwork was primarily used | | ideal form of beauty, | for ornamentation and | | physical strength and power. | decoration. | | | | | - Sought to capture the perfect | - The Romans wanted to produce | | physical form of their | realistic and natural forms | | objects in artwork. | | | | - They portrayed human emotions | | - They believed that art was an | instead of an ideal face and | | expression of perfection and | wanted to use an individual's | | wanted to produce an ideal | natural physical appearance | | form. | and not an ideal. | | | | | - Greek art was used to explore | - Roman art was sometimes used | | nature and philosophy | as political propaganda. | +-----------------------------------+-----------------------------------+ | **SCULPTURE** | | +-----------------------------------+-----------------------------------+ | - Greek sculpture tended to | - The Romans preferred to | | focus on athleticism and | sculpt historical events and | | mythology. Their statues | real people and are famous | | represent their objects in an | for their detailed busts. If | | idealized fashion, making | a Roman statue is idealized, | | them quite unrealistic though | it is probably a statue of | | beautiful. | one of the many Roman | | | emperors, who were | | | divinities. | +-----------------------------------+-----------------------------------+ | **ARCHITECTURE** | | +-----------------------------------+-----------------------------------+ | - The Greeks used marble.\ | - The Romans used concrete. | |....to study the Parthenon | | | |..... the Pantheon | +-----------------------------------+-----------------------------------+ | **PAINTING** | | +-----------------------------------+-----------------------------------+ | - the Greeks were most | - The Romans created colorful | | developed in the area of vase | painted murals, some of which | | painting often with subjects | are still intact. | | of classical mythology | | | | - Painted portraits were also | | | quite popular in Roman times. | +-----------------------------------+-----------------------------------+ +-----------------------------------+-----------------------------------+ | **FAMOUS ARTWORKS** | | +===================================+===================================+ | **GREEK** | **ROMAN** | +-----------------------------------+-----------------------------------+ | - **Venus de Milo** (Alexandros | - **Arch of Titus** (1^st^ | | of Antioch; Marble; 101 BC) | century honorific arch) | | | | | - **Doryphoros** (Polykleitos; | - **Arch of Constantine** | | marble copy; 120-50BCE) | (erected to commemorate | | | Constantine I's victory) | | - **Laocoon and his Sons** (ca. | | | 175-150 BC) | - **St. Peter's Basilica/ | | | Basilica di San Pietro in | | - **Parthenon** (Athens, | Vaticano** | | Greece; 432 BC) | | | | - **Pantheon Rome** | | - **Acropolis** (Outskirts of | | | Athens) | - **Colosseum** (houses all | | | sort of sporting events) | | - **Zeus at Olympia** (Phidias; | | | 435 BC) | - **Villa of Julia Felix. The | | | so-called Sappho girl:** this | | - **The Diskobolos** (Discus | miniature, found in June | | Thrower) | 1760, has remained one of the | | | most famous female portraits | | - **The Barbarini Faun or | from Pompeii | | Sleeping Satyr** | | +-----------------------------------+-----------------------------------+ **GREEK ARTWORKS**   **ROMAN ARTWORKS**  ***"The glory that was Greece, the Grandeur that was Rome"*** The traditional view of Roman artists is that they often borrowed from and copied Greek precedents (much of the Greek sculpture known today is in the form of Roman marble copies), more recent analysis has indicated that Roman art is a highly creative relying heavily on Greek models. Pliny, Ancient Rome's most important historian concerning the arts, recorded that nearly all the forms of art---sculpture, landscape, portrait painting, even genre painting --- were advanced in Greek times, and in some cases, more advanced in Rome. **The Three Orders of Greek Decorative Style** 1. **Doric-** A simple, heavy column without a base, topped by a plain capital that has no ornamentation. 2. **Ionic-** Used an elaborate base and capitol in the form of scrolls. 3. **Corinthian-** The most elaborate of the three orders. It is elongated and decorated with leaves. It usually sits atop a plain column and has heavy detail. **The Two Roman Art Style** 1. **Tuscan Order-** is a Roman adaptation of the Doric. The Tuscan has an unfluted shaft and a simple echinus-abacus capital. It is similar in proportion and profile to the Roman Doric but is much plainer. The column is seven diameters high. This order is the most solid in appearance of all the orders. 2. **The Composite-** is a late Roman development of the Corinthian. It is called Composite because its capital is composed of Ionic volutes and Corinthian acanthus-leaf decoration. The column is 10 diameters high **MEDIEVAL PERIOD** - Also known as ***Middle Age***, this era is the period in European history that took place between 350- 1450 AD - Medieval art is an account of history of an integration of technique between the elements of classical, early Christian and ***"barbarian"*** that were produced in different media and style. *Islamic art* Was also developed in the Middle Ages. Muslim artists worked in the early formative stage of the period and then diverged in a variety of styles depending on the region in which the artist worked. The following are types of art that occurred during the Medieval Period: 1. **EARLY CHRISTIANITY**. This marks an important transition between the Greco- Roman heritage and the emerging art and architecture of the middle ages. **Three Important Features** 1. Small, Portable Constructions; 2. Abstract Imagery; and 3. Elaborate Interlacing Designs **Hiberno- Saxon Art** is from Ireland and the British Isles. This contained interlaced patterns and abstract animal forms. It reflects the rise of Christianity. **Carolingian Period**- the first revival of Roman art architecture happened in the West since the fall of the Roman Empire. ***Charlemagne***pushed for revival in learning that resulted in the production in many beautiful illuminated manuscripts. **Ottonian emperors** viewed themselves as the successors of Charlemagne. Their reign restored a positive environment for art and architecture during the 10^th^ century. (Otto the Great and his son and grandson) **Sample of Early Christian Artwork**  2. **ROMANESQUE.** Flourished in Western Europe between 1000 and 1150. Stone began to replace wood as the main material in the roofs of churches. *Romanesque Architecture Characteristics:* Massive quality, thick walls, Round arches, Sturdy pillars, Barrel vaults, large towers, and Decorative arcading. **Sample of Romanesque Artwork**  3. **GOTHIC.** Grew popularity during the 13^th^ and 14^th^ centuries, spreading from France to England and other European countries. Continued the trend of church building set by the Romanesque period. Gothic architect strove to create buildings of ever greater height and light. Pointed arches, ribbed vaults, and flying buttresses made the greater height possible. *Gothic Architecture Characteristics:* Stone structures, large expanses of glass, Clustered columns, sharply pointed spires, intricate sculptures, ribbed vaults, and Flying buttresses. **Sample of Gothic Artwork**  **TYPES OF ARTS PRODUCED IN THE MEDIEVAL PERIOD** - **CERAMIC ART**. Shaped rather than wheel-turned producing cooking pots, jars, jugs and pitchers, etc. **Examples:**  - **HERALDRY.** The practice of designing and recording coats of arms and badges. It is a special system of identification in order to distinguish fully armored knights on tournaments and battle fields.  - **ILLUMINATED MANUSCRIPTS.** Religious texts embellished with rich colors which often featured the use of gold and silver. **Example:**  - **IVORY CARVING. From the 8^th^ to 12^th^ century.** Uses elephant tusks- rare, exotic, and characterized by pearly, lustrous surface. **Example:** - **MOSAIC.** Art of creating images with small pieces of colored glass, stone or other materials. Wall and ceiling mosaics were adapted to Christian churches and cathedrals. **Example:**  - **SCULPTURE.** Gothic sculpture evolved from the early stiff and elongated style of statues used in Romanesque art - **STAINED GLASS.** Small pieces of glass arranged to form patterns or pictures which are held together by strips of lead and supported by a rigid frame. **Example: St. Michael Stained Glass window** in Abbey Church, Australia - **TAPESTRY.** A form of textile art, traditionally woven on a vertical loom with rich colored designs or scenes usually hung on walls for decoration. **Example:** - **FRESCO WALL PAINTINGS.** Frescoes are paintings made directly onto a wall or ceiling while the plaster is still wet and with this setting, the painting becomes an integral part of the wall. - **PANEL PAINTING.** A painting on a panel made of a single or several pieces of wood joined together. Panel painting was the normal form of support for painting until canvas became popular in the 16^th^ century. **RENAISSANCE-**means *"rebirth"* or *"revival"* and a time of discoveries in fine arts, music, literature, philosophy, science and technology, architecture, religion and spirituality. A series of literary and cultural movements that began in Italy and eventually expanded into Germany, France, England, and other parts of Europe. 1. **Early Renaissance (1400-1475 AD)-** began in Florence towards the end of the 14^th^ century. The subject matter remained primarily Christian, a variety of additional symbols and themes were introduced along with ideas from classical mythology +-----------------------------------+-----------------------------------+ | **EARLY RENAISSANCE ARTISTS** | **MAJOR ARTWORK** | +===================================+===================================+ | **GIOTTO DI BONDONE** | - Madonna Enthroned (1495-1498) | | | | | **painter (1267-1337)** | - Madonna and Child (1320-1330) | | | | | The most important Italian | - The Flight into Egypt (1310) | | painter of the 14^th^ century | | | whose works point to the | | | innovations of the Renaissance | | | style that developed a century | | | later | | +-----------------------------------+-----------------------------------+ | **DONATELLO DI NICOLO BARDI** | - Magdalene Penitent (wood, c. | | | 1453-1455) | | **Sculptor (1386-1466)** | | | | - Equestrian Statue of | | One of the forerunners of | Gattamelata (Bronze, 1453) | | Florentine Art, which also paved | | | way for the age of Renaissance | - Young David (Bronze, | | art. His works mainly comprise of | 1430-1432) | | low relief statues, usually from | | | wood to bronze. | | +-----------------------------------+-----------------------------------+ | **MASACCIO (Thommaso Cassat)** | - The Tribute Money | | | (Fresco, 1425) | | **painter, (1401-1428)** | | | | - The Holy Trinity (Fresco, | | Along with Donatello and | 1425-1428) | | Brunelleschi, he inspired the | | | style of art that exemplifies art | - The Expulsion (Fresco, | | of the Renaissance period. He | 1426-1427) | | developed a style thatused | | | perspective in a way thatcreated | - Madonna with Child and Angels | | an illusion of three-dimensions, | (Oil on Table, 1426) | | a significant change from a | | | medieval style of painting. | | +-----------------------------------+-----------------------------------+ | **FILIPO BRUNELLESCHI** | - Dome of Florence Cathedral | | | (1418-1436) | | **Architect, engineer | | | (1377-1446)** | - Basilica of Saint Lawrence | | | (1422-1470) | | One of the pioneers of early | | | Renaissance architecture in Italy | - Pazzi Chapel (1441-1460) | | who invented the linear | | | perspective. His major work is | | | the dome Cathedral of Santa Maria | | | del Fiore (the Duomo) in | | | Florence, constructed with the | | | aid of machines that Brunelleschi | | | invented expressly for the | | | project. | | +-----------------------------------+-----------------------------------+   2. **High Renaissance (1475-1525 AD) -** produces the most, the best, and the art that epitomizes the movement. There was a concentration of talent in Italy at the time and people were so interested in cultivating these talents. +-----------------------------------+-----------------------------------+ | **HIGH RENAISSANCE ARTIST** | **MAJOR ARTWORKS** | +===================================+===================================+ | **LEONARDO DA VINCI** | - The Last Supper (tempera on | | | gesso, pitch and mastic, | | **Painter, scientist, | 1495-1498) | | mathematician, musician | | | (1425-1519)** | - Mona Lisa (oil on | | | cottonwood, c. 1503-1519) | | Da Vinci was someone who was | | | skilled and knowledgeable in many | - The Annunciation (oil on | | subjects including science, | panel, 1472-1475) | | mathematics, and most importantly | | | art. Da Vinci considered being a | - Adoration of the Magi (Under | | true Renaissance man, for he was | painting on Panel, 1481) | | skilled in many subjects and is | | | revered for all his achievements. | - Salvator Mundi (Oil paint, | | | 1490-1500; had the highest | | | price paid for a painting, | | | \$450.3 million, adjusted for | | | inflation) | | | | | | - Madonna of the Carnation (oil | | | paint, 1478-1480) | | | | | | - Vitruvian Man (ink, 1490) | +-----------------------------------+-----------------------------------+ | **MICHAELANGELO BOUNARROTI** | - Sistine Chapel ceiling, | | | includes The Creation of Adam | | **Painter, sculptor, architect | (fresco, 1508-1512) | | (1475-1564)** | | | | - David (marble, 1501-1504) | | An Italian Renaissance artist who | | | was trained as a sculptor and | - Pieta (marble, 1498-1499) | | created two of the world's | | | greatest statues- the enormous | - Moses (marble, 1513-1515) | | David and the emotional Pieta. He | | | is often considered a contender | - The Deposition (marble, 1547) | | for the title of the typical | | | Renaissance man, alongside | - St. Peter's Basilica | | Leonardo da Vinci. | (architecture, 1546-1564) | +-----------------------------------+-----------------------------------+ | **RAPHAEL (Rafaello Sanzio, | - School of Athens (Fresco, | | 1483-1520)** | 1509-1510) | | | | | Architect and master painter of | - Portrait of Pope Julius II | | the High Renaissance. He was best | (oil on wood, 1511-1512) | | known for the perfection and | | | grace in his artwork. Raphael was | - Three Graces (oil on panel, | | considered a great master among | 1500-1505) | | Leonardo de Vinci and | | | Michelangelo in the high | | | renaissance period. | | +-----------------------------------+-----------------------------------+   3. **Late Renaissance/ Mannerism (1525-1600 AD) -** Derived from the Italian word \'maniera\' meaning style or stylishness refers to a style of painting, sculpture and (to a lesser extent) architecture. Mannerist compositions were full of clashing colors, disquieting figures with abnormally elongated limbs, (often torturous- looking) emotion and bizarre themes that combined Classicism, Christianity, and mythology. +-----------------------------------+-----------------------------------+ | **LATE RENAISSANCE/ MANNERIST | **MAJOR ARTWORKS** | | ARTIST** | | +===================================+===================================+ | **TITIAN (Tiziano Vecellio, ca. | - Rape of Europa (oil on | | 1488-1576)** | canvas, 1560-1562) | | | | | Titian was known as an Italian | - Sacred and Profane Love (Oil | | painter, one of the most | on canvas, c. 1513-1514) | | versatile. He was equally adept | | | with landscape paintings, | | | portraits and mystical subjects. | | +-----------------------------------+-----------------------------------+ | **EL GRECO** | - The Resurrection (oil on | | | canvas, 1584-1594) | | **Painter(1541-1614)** | | | | - The Assumption of the Virgin | | El Greco was a Spanish | (oil on canvas, 1577-1579) | | Renaissance artist of Greek | | | descent. El Greco combined the | - The Holy Trinity (oil on | | strict Byzantine style of his | canvas, 1577-1579) | | homeland, Greece, with influences | | | received during his studies in | | | Venice and the medieval | | | transition of Spain. In Venice, | | | his style was embellished with | | | components of Venetian | | | Renaissance and Mannerism. | | +-----------------------------------+-----------------------------------+  **THE FINE ART (17^TH^ -19^TH^ CENTURY)-**developed primarily for aesthetics and/or concept, distinguishing them from applied arts that also serve some practical function (Wikipedia). Art academies became increasingly important as a way to enter into the profession without conforming to guild regulations (Encarta 2009). 1. **Baroque Period (1600- 1750 AD).** The term Baroque was derived from the Portuguese word meaning "a pearl of irregular shape". Its qualities were mostly associated with grandeur, extravagance, and sensuous richness. 2. **Rococo (1700- 1750 AD).** Referred to as *"Late Baroque"*, is an artistic movement that developed in the early part of the 18^th^ century in Paris. This movement was formed as reaction against the grandeur symmetry and strict regulations of the Baroque style in art. This period is marked by elaborate ornamentation, as with an abundance of scrolls, greenery, and animal forms while the Baroque theme is politically focused. 3. **Neoclassicism (1750-1830 AD).** It is a revival of the styles and spirit of classic antiquity inspired directly from the classical period in 18^th^ and 19^th^ centuries. This is based on the imitation of surviving classical models and types, especially in the decorative arts. 4. **Romanticism (1790-1880 AD).** The term comes from *"romance",* a prose or poetic narrative favoring heroism that originated in medieval times. Romanticism favored wildness and expression, individuality and unbridled creativity. It was full of raw emotions ranging from longing and awe to fear and horror, and an uprising against rationalism (Hodge, 2008:87). +-----------------+-----------------+-----------------+-----------------+ | **MAJOR ARTISTS | | | | | IN THE 17^TH^ | | | | | TO 19^TH^ | | | | | CENTURY** | | | | +=================+=================+=================+=================+ | **BAROQUE** | **ROCOCO** | **NEO | **ROMANTICISM** | | | | CLASSICISM** | | +-----------------+-----------------+-----------------+-----------------+ | - Peter Paul | - Antoine | - Jacques- | - Theodore | | Rubens | Watteau | Louis David | Gericault | | | | | | | - Gian | - Jean- | - Jean- | - Eugene | | Lorenzo | Baptiste | Auguste | Delacroix | | Bernini | van Loo | Ingres | | | | | | - Caspar | | | - Jean- | | David | | | Honoré | | Friedrich | | | Fragonard | | | | | | | - Turner | +-----------------+-----------------+-----------------+-----------------+ **MODERNISM IN THE 19^TH^ CENTURY-** the term Modernism applied retrospectively to the wide range of experimental and avant-garde trends in the arts that emerged from the middle of the 19^th^ century, as artists rebelled against traditional Historicism, later through 20^th^ century as the necessity of an individual rejecting previous tradition, and by creating individual, original techniques. 1. **Impressionism (1860s-1880 AD).** The word impressionist itself is suggestive. The artist is not just painting a representation, because the artwork is giving a personal impression of what is seen. The artist is not trying to be a photographic realist. 2. **Post-Impressionism (1880-1905 AD).** Artists sought to progress beyond the narrow imitative style of Impressionism. This title wasn't a movement, but a group (Cézanne, Van Gogh, Seurat, and Gauguin, primarily) who moved past Impressionism and on to other separate endeavors. The Post-Impressionists often exhibited together, but, unlike the Impressionists, they wanted to work alone. 3. **Pointillism/ Neo- Impressionism (1880s- 1900 AD).** Describes a technique of painting, in which hundreds of small dots or dashes of pure color are applied to the canvas or other ground in order to create maximum luminosity. The term was first used to describe the paintings of Georges Seurat and Paul Signac who developed the technique in 1886. a. **Spot the Difference** Classical Period in art has been widely known to be the age where Greek and Roman civilization became pronounced in the Mediterranean and Europe. Both empires developed their own distinct creations which vary from one another; but both have their similarities. Create an essay that explains the similarities and differences of both eras (Classical Period of Art) not less than 200 words.  b. **What Time is it?** identify the period of every major artworks below: +-----------------------------------+-----------------------------------+ | **[Artworks]** | **[Period]** | +===================================+===================================+ | 1. Sistine Chapel Ceiling | | +-----------------------------------+-----------------------------------+ | 2. Altamira Cave Painting | | +-----------------------------------+-----------------------------------+ | 3. The Tribute Money | | +-----------------------------------+-----------------------------------+ | 4. The Starry Night | | +-----------------------------------+-----------------------------------+ | 5. Colosseum | | +-----------------------------------+-----------------------------------+ | 6. Cologne Cathedral | | +-----------------------------------+-----------------------------------+ | 7. Venus de Milo | | +-----------------------------------+-----------------------------------+ | 8. Impression Sunrise | | +-----------------------------------+-----------------------------------+ | 9. Book of Kells | | +-----------------------------------+-----------------------------------+ | 10. Venus of Willendorf | | +-----------------------------------+-----------------------------------+ **CRITERIA** **5 / EXCELLENT** **4 / VERY GOOD** **3 / AVERAGE** **2 / NEEDS IMPROVEMENT** **1 / UNACCEPTABLE** -------------- ------------------------------------------------------------------------------------------------------------------------------------------------------------- ------------------------------------------------------------------------------------------- --------------------------------------------------------------------------------------------------------------- ------------------------------------------------------------------------------------------ -------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Ideas This paper is clear and focused. It holds the reader\'s attention. Relevant details and quotes enrich the central theme. This paper is mostly focused, and has some good details and quotes. The writer is beginning to define the topic, even though development is still basic or general. Topic is not well-defined and/or there are too many topics. As yet, the paper has no clear sense of purpose or central theme. To extract meaning from the text, the reader must make inferences based on sketchy or missing details. Organization The organization enhances and showcases the central idea or theme. The order, structure of information is compelling and moves the reader through the text. Paper (and paragraphs) are mostly organized, in order, and makes sense to the reader. The organizational structure is strong enough to move the reader through the text without too much confusion. Sentences within paragraphs make sense, but the order of paragraphs does not. The writing lacks a clear sense of direction. Ideas, details, or events seem strung together in a loose or random fashion; there is no identifiable internal structure. Presentation The form and presentation of the text enhances the ability for the reader to understand and connect with the message. It is pleasing to the eye. The format only has a few mistakes and is generally easy to read and pleasing to the eye. The writer\'s message is understandable in this format. The writer\'s message is only understandable occasionally, and paper is messily written. The reader receives a garbled message due to problems relating to the presentation of the text, and is not typed. **RUBRIC ESSAY** +-----------------------------------+-----------------------------------+ | **LESSON** | | +===================================+===================================+ | **2** | **a. Historical Views of Art (New | | | Media- Future of Philippine | | | Art)** | | | | | | **b. Historical Development of | | | Philippine Arts** | +-----------------------------------+-----------------------------------+ | **9 HOURS** | | +-----------------------------------+-----------------------------------+ Throughout the course of history, technologies are progressing, expanding and becoming less and less expensive, making it more accessible almost to everyone. As new technologies become available, artists learn to use them, and traditional means of expression are transformed, and entirely new means of expression are being developed. Exploring new mediums this very day is just as exciting, just as full of freshness and newness as it ever was (Johnson, 2012). This trend towards greater use of technology as a creative tool will continue. The Philippines has a larger and more vigorous artistic community than any other Southeast Asian nations because it has four cultural heritages- Asian, European, Mexican, and American. With the foreign influences and the vibrant diversity of different ethnic and linguistic groups from different parts of the country, it has become difficult to define Philippine Art or the extent of Philippine Art derivative from Western art.  - Differentiate art history from art appreciation; - Determine dominant elements used in hybrid or modified art expression; - Define and translate principles of design in artwork; - Identify the different elements in Visual, auditory and combined arts; - Explain moral and ethical standard in social and value the cultural roots and experiences for lifelong art expression; - Express responsible personal and social behavior through participation in different art activities, that promotes leadership and managerial capabilities in all programs for both normal and differently abled individuals; and Unscramble the words below and complete each statement. --- --- --- --- --- --- --- --- --- --- --- -- --- --- --- --- --- --- --- --- --- --- --- P R C O P E L P A E T N S C I R P I N O T I --- --- --- --- --- --- --- --- --- --- --- -- --- --- --- --- --- --- --- --- --- --- --- The first written document found in a Philippine language is called the Laguna --- --- --- --- --- --- --- --- O N U F I A N T --- --- --- --- --- --- --- --- A ready-made porcelain Urinal is called --- --- --- --- --- --- U B M S C I --- --- --- --- --- --- --- --- --- --- ---- E I F S TA --- --- --- --- ---- First abstract art is called A tactic for Spaniards to win Filipinos to new faith is called  - **How do you define "New Media Arts"?** - **What names do you think of when we say "Philippine Art"** **[NEW MEDIA, NEW ART FORMS (20^TH^- 21^ST^ CENTURY) -]** the artists in this period used new materials, new techniques of painting and developed new theories about how art should reflect the perceived world. They abandoned strict adherence to traditional hierarchies of mediums and embraced any means, including technological, which best served their purpose. 1. **Fauvism and Expressionism (1890-1939 AD).** First 20^th^ century movement in the modern art led by Matisse and Rouault. The group called 'Les Fauves' or the 'The Wild Beast" used with colors and depictions of primitive objects and people. Comparing the two art movements of Fauvism and German Expressionism is like looking at two sides of the coin. Both rest on the value of color as applied in painting, but where Fauvists used color to express joy, the artists of the German Expressionist movement manipulated it to convey the darker side of human emotions, ending up with a much different result. **Example: Fauvism- Madame Matisse**, 1905 (oil on canvas) **Expressionism- "The Scream"**, 1893 (waxed crayon tempera on paper) *\*Note: to understand more about Fauvism, you can watch this video entitled **Fauvism- Overview- Goodbye Art Academy*** 2. **Cubism. (1907-1914).** the first abstract art developed by Pablo Picasso and Georges Braque. This has been considered the most influential art movement of the 20^th^ century. Organic forms were broken down into a series of geometric shapes and reassembled in an abstract form. The cubist artist views an object from many angles selected from sight, memory and movement.  **TWO DISTINCT STAGES OF CUBISM** - **The Analytic Cubism.** The artist reduced natural forms to their basic geometric parts and reconstructed it within a geometric framework in a two-dimensional picture plane.  - **Synthetic Cubism.** Explores the use of foreign objects as abstract signs. The use of collage on a painting is one good example of a "Synthetic Cubism".  *\*Note: to understand more about Cubism, you can watch this video entitled **Cubism- Overview from Phil Hansen*** 3. **Dada (1916-1923).** An artistic and literary movement that began in Zurich, Switzerland. It emerged out negative reactions to the horrors of World War I and rationalism. A sort of revolution against the very concept of art that rejected reason and logic, irrationality and intuition. **Example: Marcel Duchamp-** leading dada artist, used ready- made or mass- produced objects. He is well known for his work***"Fountain"***, a urinal, turned upside down to which he submitted to an exhibition in 1917. 4. **Surrealism (1922-1939 AD).** The works feature the element of surprise, evocative juxtaposition of strange images in order to include unconscious dream elements. In painting, it is expressed in two techniques: the Naturalistic technique in the works of Salvador Dali and the Abstract technique in the works of Joan Miro.  *\*Note: to understand more about Surrealism, you can watch this video entitled **Surrealism- Art Vocab Definition*** 5. **Abstract Expressionism (1940-1960s).** An American post-World War II art movement that emerged in the 1940's and flourished in the '50s. This is regarded by many as the golden age of American art and the first American movement to achieve international influence. Although artists in this movement vary greatly in style, yet they all share the same outlook in the freedom of individual expression.  *\*Note: to understand more about Abstract Expressionism, you can watch this video entitled **Abstract Defined- From Goodbye Art Academy*** 6. **Pop Art (1950-1960s).** An art movement that emerged in the mid-1950s in United Kingdom and became prevalent in the late 1950s in the US. It depicts methods, styles, and theme of popular culture and employs techniques of commercial art or popular illustration such as comic strips and advertising. *\*Note: to understand more about Pop Art, you can watch this video entitled **What is Pop Art- What does Pop Art Mean?*** 7. **Optical Art (1960s).** Also known as Op Art, a style of visual art. The term is used to describe artworks which seem to swell and vibrate through their use of optical illusion. This method of painting concerns with the interaction between illusion and picture plane that produces dramatic visual effects that are difficult for the eye to resolve. This is a dynamic visual art, stemming from a discordant figure- ground relationship that causes the two planes to be in contradictory and the creation of effects using pattern and line.  8. **Photorealism (1960s- 1970s).** The subject matter, usually everyday scenes, is portrayed in an extremely detailed, exacting style. It is also called super realism, especially when referring to sculpture. It is the genre of painting using cameras and photographs to gather visual information and to create a painting that appears to be photographic. *\*Note: to understand more about Photorealism, you can watch this video entitled **What is Photorealism- What does Photorealism Mean?*** 9. **Minimalism (1960s- 1970s).** Also called ABC art, Minimal Art, Reductivism, and Rejective Art. It is a school of abstract painting and sculpture that emphasizes extreme simplification of form- mainly from American movement in the visual arts and music originating in New York City during the late 1960s and displaying extreme simplicity of form and literal objective approach. It is composed of extremely simple monumental geometric forms made of fiberglass, plastic, sheet metal, or aluminum, either raw or solidly painted with bright industrial colors. Minimalist sculptors attempted to make their works totally objective, inexpensive, and non- referential. **ART MOVEMENTS AND ARTISTS FROM 19^TH^ TO 21^ST^ CENTURY** +-----------------------+-----------------------+-----------------------+ | **MOVEMENT** | **ARTISTS** | | +=======================+=======================+=======================+ | **IMPRESSIONISM** | - Claude Monet | - Edgar Degas | | | | | | | - Edouard Manet | - Camille Pissarro | | | | | | | - Paul Cézanne | - Pierre Auguste | | | | Renoir | +-----------------------+-----------------------+-----------------------+ | **POST | - Vincent Wilhelm | - Henri Rousseau | | IMPRESSIONISM** | van Gogh | | | | | - Paul Gauguin | | | - Paul Cézanne | | | | | - Henri de | | | - Georges Seurat | Toulouse- Lautrec | +-----------------------+-----------------------+-----------------------+ | **FAUVISM** | - Henri Matisse | - Albert Marquet | | | | | | | - André Derain | | +-----------------------+-----------------------+-----------------------+ | **EXPRESSIONISM** | - Edvard Munch | - Franz Marc | +-----------------------+-----------------------+-----------------------+ | **CUBISM** | - Pablo Picasso | - George Braque | | | | | | | - Juan Gris | | +-----------------------+-----------------------+-----------------------+ | **DADA ART** | - Jean Arp | - Marcel Duchamp | | | | | | | | - Tristan Tzara | +-----------------------+-----------------------+-----------------------+ | **SURREALISM** | - Salvador Dali | - Joan Miró | | | | | | | - Max Ernst | - André Breton | +-----------------------+-----------------------+-----------------------+ | **ABSTRACT | - Jackson Pollock | - Mark Rothko | | EXPRESSIONISM** | | | | | - Paul Klee | - Willem de Kooning | | | | | | | - Wassily Kandinsky | | +-----------------------+-----------------------+-----------------------+ | **PHOTO REALISM** | - Chuck Close | - James Torlakson | | | | | | | - John Kacere | | +-----------------------+-----------------------+-----------------------+ | **MINIMALISM** | - Barnett Newman | - Frank Stella | | | | | | | - Piet Mondrian | | +-----------------------+-----------------------+-----------------------+ **[HISTORICAL ART IN THE PHILIPPINES]** - Wood carvings - Weaving - Ceremonial Masks - Artifacts - Stylish Body Tattoos worn by the Visayans in Tacloban known as "Pintados" - Traditional Music - Folk Dances Many of these ancient arts are still being practiced today but some have extended over time to include more *"Western"* practices, in both classical and modern styles. 1. **[PRE- HISPANIC PERIOD.]** Prior to Magellan's arrival in 1521, accounts on pre- Hispanic Philippines were formerly unknown to historians. It is only in recent years that history's facts have been revealed through discoveries of the earliest documents and artifacts. The known history of the Philippines is marked by the creation of the Laguna Copperplate Inscription, the first written document found in the Philippines. This earliest record of the Philippine Islands corresponds with the records of Ferdinand Magellan's arrival to the Philippines in 1521. **Early Philippine Music** Filipino music is quite diverse, composed of 140 ethnic groups spread across thousands of islands which vary from region to region and has been used practically for every phase of life, from birth to death. **Philippine Indigenous Instruments are grouped into:** **Aerophones (wind instruments)** - **[Tungali,]** Kalinga nose flute. Played by men to court a lady of their liking. - **Chordophones (Stringed instruments)** - **[Kaltsang,]** half tube cither played by the Ibaloi of the Northern Luzon - **Idiophones (percussion Instruments)** - **[Kulintang,]** set of 8 gongs made of bronze, on a wooden Sarimanok stand - **Membranophones (percussion Instruments)** - **[Dabakan,]** a single- headed Philippine drum, is normally played while standing with the player holding two sticks made of rattan or bamboo. 2. **[HISPANIC PERIOD (1521-1898)]** through arts, like religious paintings, engravings, and sculpture, the colonizers propagate the Catholic faith, explain the concepts behind Catholicism, and tell the stories of Christ's life and passion. - **SCULPTURE-** Sculpture was the main art form in the beginning of pre- Hispanic period. With the arrival of Spaniards and introduction of Christianity, carving *anitos* was then replaced with the carving of saints. - **PAINTING-** During Spanish regime, painting was exclusively for the churches and for religious purposes. - Juan Novicio Luna (Spolarium) - Felix Resureccion Hidalgo (Christian Virgins Exposed to the Mobs) - They became the first international Filipino artists when they won the gold and silver medals in the 1884 Madrid Exposition. - **ARCHITECTURE** - **Fort Santiago-** a defense fortress established by Spanish conquistador and first Governor General, Miguel Lopez de Legazpi. - **Churches and plazas** - **FIESTA DÉCOR** - **PRINT** - ***Ang Doctrina Christiana***written by Fr. Juan de Placencia and Fr. Domingo Nieva - ***Pigafetta***is the oldest method of printmaking with the use of woodcuts. In this method, the reverse image was etched in acid on a copper plate. - **LITERACY** - ***Relacion de las Islas Filipinas- documented*** by Pedro Chirino, a Jesuit historian, who wrote when Miguel Lopez de Legazpi found out that almost everybody could read and write. - 3. **[AMERICAN PERIOD (1898-1946).]** 4. - **ARCHITECTURE**- patterned after the civic buildings of the neoclassical style. - Urban planning was introduced, and new buildings are needed to be constructed. Sample Architectural Designs: - The Congress - Post Office (designed by Juan Marcos de Guzman Arrelano, 1926) - **PAINTING** +-----------------------------------+-----------------------------------+ | **FABIAN DELA ROSA** | **FERNANDO AMORSOLO** | | | | | Worked on realistic subjects and | The first artist to be awarded | | a soft, cool palette of colors. | the Order of National Artist in | | He was the brightest name in the | 1972. he is renowned for his | | Philippine painting after Luna | artworks romantically depicting | | and certainly the leading master | Philippine rural scenes and | | of genre in the first quarter of | sun-drenched countryside scenery. | | the century. | | | | His Work: Planting Rice | | His Work: Planting Rice | | +-----------------------------------+-----------------------------------+ - **SCULPTURE** +-----------------------------------+-----------------------------------+ | **GUILLERMO TOLENTINO** | - **The Oblation in the | | | University of the | | In 1973, he was named as a | Philippines** | | National Artist for Sculpture. | | | Several followed the standards | - **The Bonifacio Monument in | | set by Tolentino, such as | Caloocan** | | AnastacioCaedo and his son | | | Florentino. | | +-----------------------------------+-----------------------------------+ 5. **[MODERNISM to CONTEMPORARY]** - VictorioEdades introduced modernism to local artists. - *"The Builders"* showed the hardship of life for the working class. - Edades alongside Carlos V. Francisco and Galo B. Ocampo formed the pioneering triumvirate of modern art and produced a mural for the lobby of the Capitol Theater on Escolta Street. This began the growth of mural painting in the Philippines. - NATIONAL ARTISTS OF THE PHILIPPINES IN VISUAL ARTS ----------------------------------------------------- ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- **Abdulmari Asia Imao (2006)** A native of Sulu, Sculptor, painter, photographer, ceramist, documentary film maker, cultural researcher, writer and articulator of Philippine Museum art and culture. **Benedicto Cabrera (2006)** Arguably the best-selling painter of his generation of Filipino artists **Jose T. Joya (2003)** Painter and multimedia artist who distinguished himself by creating an authentic Filipino abstract idiom that transcended foreign influences. **Ang Kiukok (2001)** First attained prominence in the Ph arts scene in the 1960's with distinct style that fused influences from cubism, surrealism, and expressionism. Some classified his style as "figurative expressionism". **[Jeremias Elizalde Navarro (1999) ]** [His devotion to the visual arts spans 40 years of drawing, printmaking, graphic designing, painting, and sculpting. ] **[Arturo R. Luz (1997) ]** [Created masterpieces that exemplify an ideal of sublime austerity in expression and form ] **[Hernando R. Ocampo (1991) ]** [A self- taught painter. Ocampo's *'Genesis'*(1968) served as the basis of the curtain of the CCP Theater. ] +-----------------------------------+-----------------------------------+ | **[NEO- REALISTS ]** | | +===================================+===================================+ | - **[Vicente Manansala | **[Madonna of the Slums, | | ]** | Jeepneys, 1951 ]** | +-----------------------------------+-----------------------------------+ | - **[Cesar Legaspi | **[Sandman, 1947]** | | ]** | | | | **[Street Incident, 1968 | | | ]** | +-----------------------------------+-----------------------------------+ | - **[Romeo | **[Wash lines, Mujer, 1956 | | Tabuena]** | ]** | +-----------------------------------+-----------------------------------+ | - **[Galo Ocampo | **[Ecce Horno, 1953 | | ]** | ]** | +-----------------------------------+-----------------------------------+ | - **[Carlos Francisco | **[Sungka Players ]** | | ]** | | +-----------------------------------+-----------------------------------+ Their style reveals influence of western modern style in art such as abstractionism, cubism, expressionism and surrealism. The New Media artists use new materials, new techniques of painting and developed new theories about how art should reflect the perceived world. They abandoned strict adherence to traditional hierarchies of mediums and embraced any means, including technological, which best served their purposes. To fully understand the New Media of Art, create an essay that describes the development in the arts in the 20th- 21^st^ century and how it affects the artworks of today. In relation to the latter, Philippine art has also been known globally. Discuss this: *"What makes Philippine Art Filipino?"*in 200 words.  - **COFFEE PAINTING** Create an artwork using coffee as a medium materials - Coffee stick (any brand of coffee will do) - Paint brush or cotton buds - Bond paper (any size) - Pencil (for sketching) - Plastic cups (for mixing) Please refer here for the procedure: - **LETRAS Y FIGURAS** LETRAS Y FIGURAS is a term used to describe a nineteenth century Philippine style of painting. It involved the imaginative arrangement of objects and figures to form letters of the alphabet. Use this style using your NAME in creating your activity. Any materials in creating this activity will do. - **SCRIBBLING** Create an artwork using scribbling technique. MATERIALS: - Ballpoint pen - Pencil - Bond paper (any size) Please refer to the link below for the procedure +-------------+-------------+-------------+-------------+-------------+ | | **Creativit | **Effort/Pe | **Craftsman | **Cooperati | | | y/Originali | rseverance* | ship/Skill* | on/Attitude | | | ty** | * | * | ** | +=============+=============+=============+=============+=============+ | | The student | The project | The artwork | The student | | | explored | was | was | willingly | | | several | continued | beautiful | participate | | | choices | until it | and | d | | | before | was | patiently | in | | | Selecting | complete as | done; it | necessary | | | one, | the student | was as good | preparation | | | generated | could make | as hard | or work for | | | many ideas, | it; gave it | work could | classroom, | | | tried | effort far | make it. | was | | | unusual | beyond that | | sensitive | | | combination | required. | | to the | | | s | | | feelings | | | or changes, | | | and | | | used | | | knowledge | | | problem-sol | | | of others, | | | ving | | | exhibited a | | | skills. | | | | +-------------+-------------+-------------+-------------+-------------+ | | The student | The student | With a | The student | | | tried a few | worked hard | little more | participate | | | ideas | and | effort, the | d | | | before | completed | work could | enthusiasti | | | selecting | the | have been | cally, | | | one or | project, | outstanding | performed | | | based | but with a | ; | more than | | | his/her | bit more | lacks the | adequately, | | | work on | effort it | finishing | assisted in | | | someone | might have | touches. | preparation | | | else's | been | | and | | | idea, made | outstanding | | | | | decision |. | | cleanup. | | | after | | | | | | referring | | | | | | to one | | | | | | source. | | | | +-------------+-------------+-------------+-------------+-------------+ | | The student | The student | The student | The student | | | tried an | finished | showed | was | | | idea but it | the | average | apathetic | | | lacked | project, | craftsmansh | toward the | | | originality | but it | ip; | assignment, | | | , | could have | adequate, | complained, | | | might have | been | but not as | assisted in | | | copied | improved | good as it | preparation | | | work, | with more | could have | and cleanup | | | substituted | effort, | been, a bit | when asked. | | | "symbols" | chose an | careless. | | | | for | easy | | | | | personal | project and | | | | | | did it | | | | | expression. | indifferent | | | | | | ly. | | | +-------------+-------------+-------------+-------------+-------------+ | | The student | The project | The student | The student | | | fulfilled | was | showed | allowed | | | the | completed | average | others to | | | requirement | with | craftsmansh | do most of | | | s | minimum | ip, | his/her | | | of the | effort | lack of | work, | | | assignment, | | pride in | participate | | | but gave no | | finished | d | | | evidence of | | work | minimally, | | | trying | | | exhibited | | | anything | | | no interest | | | unusual | | | in | | | | | | | | | | | | the project | +-------------+-------------+-------------+-------------+-------------+ | | The student | The student | The student | The student | | | showed no | did not | showed poor | did almost | | | evidence of | finish the | craftsmansh | nothing | | | original | work | ip; | toward | | | thought | adequately | evidence of | completing | | | | | laziness or | the | | | | | lack of | assignment, | | | | | understandi | did minimum | | | | | ng | or no | | | | | | amount of | | | | | | preparation | | | | | | or | | | | | | | | | | | | cleanup, | | | | | | distracted | | | | | | others. | +-------------+-------------+-------------+-------------+-------------+ Rubric (individual art activity) +-----------------------------------+-----------------------------------+ | **LESSON** | | +===================================+===================================+ | **3** | **The Visual Arts** | | | | | | **a. Painting** | | | | | | **b. Sculpture** | | | | | | **c. Depiction of Diverse Gender | | | in Visual Arts** | | | | | | **d. Architecture** | +-----------------------------------+-----------------------------------+ | **6 HOURS** | | +-----------------------------------+-----------------------------------+  In this lesson you are going to explore more on learning the different methods or medium used in painting, sculpture architecture and the representation of male and female artist in the field of visual arts and their primary contribution. - identify the mediums of painting - create your own artistic work using the mediums of painting. - understand the basic concept of architecture. - identify the characteristic of architectures in the Philippines. - Know some famous Filipino artists in the field of sculpture and architecture - Know some contemporary LGBT artist.  My Favorite Color Instruction: Identify which color you like most and explain why that color is your favorite. \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_. In this module you will be given an opportunity to know the basic concepts of painting, sculptor, architecture and the different artists in the field of visual arts.  **PAINTING** Painting is a style of creating an expression by applying colors to a flat surface or any mediums like canvas, clay, glass, paper, walls, leaf, paper, or woods. Abstraction or composition, drawing, and other aesthetics may serve to manifest the expressive and conceptual intention of the artists (Mayer, 1970). It is an unspoken and mostly unrecognized dialogue, where paint speaks silently in masses and colors, and the artist responds in moods. Paint records the most delicate gesture. It tells whether the painter sat or stood or crouched in front of the canvas (Elkins, 1998). It loaded with narrative content, symbolism, or emotion. Mediums Used n Painting Oil- It is the type of slow-drying paint that consists of particles of pigment suspended in drying oils such as linseed oil, poppy seed oil, safflower oil and walnut oil.  Pastel- It is an art medium in the shape of a stick or crayons. It consists of pure powdered color and a binder. Dry pastel can be classified as soft pastels, pan pastels, hard pastels, and pastel pencils. Acrylic- It is fast drying paint containing pigment suspension in acrylic polymer emulsion which becomes water-resistant when dry. Watercolor- It is the medium which the paints are made of colors suspended in a water-soluble vehicle. It is usually transparent and appears luminous because the pigments are laid down in a relatively pure form with few types of filler obscuring the pigment colors. Ink- It is a liquid that contains colors and dyes and is applied to a surface to produce an image, text, or design. It is for drawing with a brush, or pen.  Encaustic- It is heated beeswax to which colored stains are added. The paste is then applied to a wood-based canvas. Fresco- It refers to any of several related mural painting types, executed on walls, ceilings or any other kind of flat surface. The term fresco comes from the Italian word "affresco" which means "fresh."  Gouache- It is a water-based paint consisting of pigment and other materials designed to be used in an opaque painting technique. Enamel- It is a paint that air dries to a durable, usually glossy and solid finish. It is used for outdoor coating surfaces or otherwise subject to variations in temperature.  Spray paint- It is the type of paint that comes in a sealed pressurized battle and released in a fine spray. Tempera- It is a permanent, fast-drying painting medium consisting of colored pigment mixed with a water-soluble binder method. **SCULPTURE**  Sculpture is from the Latin word sculpere which means "to carve." The tools used in sculpture are varied and is changing throughout history. It engages our sense differently than paintings because it occupies space as a three-dimensional mass through carving, casting modeling or assembling materials (Sheldon, 1968). It has sought to produce artworks that are as permanent and is working in durable and expensive materials such as bronze granite, limestone, marble, and stone. More rarely, precious metals such as gold, ivory, jade, and silver were used for chryselephantine works. More common and less expensive materials were also used for broader consumption, like cast metals, ceramics, glass, and hardwoods. The sculpture has long been one of the most popular forms of fine arts and one of the most beautiful representations of the humankind. It was also used to represent societal concerns, such as morality, politics, and religion (Witcombe, 1997). For many of years, sculpture has filled many roles in human life. For example, the earliest sculpture was made to supply magical help to trackers, to represent gods, and to hope of making their ancient kings becomes immortal. Most common purpose of sculpture during the ancient time is associated with religion. Different images like a human-made object revered for the spirit are familiar in many cultures. One of the oldest sculptures discovered is an ivory statuette, dating approximately 30,000 BCE from a cave at Hohlenstein-Stadel, Germany called *Löwenmensch* (which means a"lion-human"). This Paleolithic period statue is about 12" tall and depicts a human figure with a feline face.  Another very iconic and famous piece of sculpture is "the Sphinx" of Egypt. This sculpture of an image of the *pharaoh Khafre* and is part of a funerary complex for the pharaoh. Egyptian sculpture and all Egyptian art were on the belief in a life after death wherein the body of their ruler (the pharaoh) was preserved carefully and buried with some goods with him to provide for his needs forever. The Egyptians often combined features from various creatures to symbolize ideas. For example, the head of the pharaoh Khafre is added to the bowing figure of a lion to form the Great Sphinx. This type of masterpiece suggests the combination of human intelligence and animal strength. The *Great Sphinx* of Egypt is an enormous sandstone sculpture, measuring 240' ft. Long and 65' ft. High. **Importance of Sculpture** The sculpture is a perceptive-regeneration of reality through the use of three-dimensional form. As a specialized work of art, its objective is to exemplify a concept by forming a visual equivalent. Since the shape is the dominant characteristic of sculptures, the human body and animals have been its primary subject. They are constructed using bronze, clay, ivory as their mediums. Likewise, the making of Sculpture is with the idea of expressing religious, personal, and political views. This kind of artwork is meant to create a sense of patriotism, pride, greatness and spiritual respect. Statues and sculptures have always been an integral part of museums and art history. They become more popular as decoration items in private homes and office facilities. Sculptures and miniatures have also become more popular as decoration items, and in the long term, valuable art investments. **Types of Sculptures** **Bust**. A *bust* is a sculpted and painted representation of the upper part of the human figure such as the head, neck, shoulders, chest or breast.  **Statue**. A *statue* is a life-size or a larger size of a sculpture of a person or an animal, made of metal, stone or wood. The world\'s tallest statue is the 420 feet (128 meters) *Spring Temple Buddha* in Henan, China. **Architectural**. *Architectural* sculpture is a universal classification used to describe a structural design such as buildings, bridges, burial chamber and other big projects. It is from a brand of materials which includes carved stone such as brownstone, cast iron, machine pressed sheet zinc, terra cotta, concrete and other architectural supplies. **Medium and techniques** Sculpture techniques have the aim of providing practical and technical support through several procedures. These processes are either *additive* (added material) or *subtractive* (material is removed or carved out). Sculptures primarily use four basic techniques, namely: **Carving**. It is a procedure in which the artists cut away objects until reached the desired form. Various tools are used, depending the materials to be carved and the statue to which the work has progressed. a. *Stone carving*- It is a type of sculpture which requires patience and planning. It is a shaping activity of pieces of rough natural stone through the use of essential hand tools like hammer and chisel. b. *Wood carving*- It is the art of shaping objects of wood using cutting tools. It is done through a specialized *carving knife* (used to cut or smooth the wood), the *slicer saw* (used to cut off chunks of wood), the *chisel* (used for lines and cleaning up flat surfaces), and the *gouge* (used in carving hollows, rounds, and sweeping curves). **Casting**. Casting is a method by which a liquid material is usually poured into a fram