ART

APPRECIATI
ON
Table of Contents
UNIT 1: Introduction to Art Appreciation
Lesson 1 What Is Art? Introduction and
Assumptions
Lesson 2 Art Appreciation: Creativity,
Imagination and Expression
Lesson 3 Functions and Philosophical
Perspectives on Art
Lesson 4 Subject and Content
Lesson 5 Artists and Artisans
Lesson 6 Elements and Principles of Art
Lesson 1:
What Is Art?
Introduction and
Assumptions
LESSON OUTCOME
By the end of this lesson, the student should be able to:
1. Understand the role of humanities and arts in man’s attempt at fully
realizing his end;
2. Clarify misconceptions about the art;
3. Characterize the assumptions of arts; and
4. Engage better with personal experiences of and in art.
LESSON PROPER
What Is Art?
- The word “art” comes from the ancient Latin ars which
means a “craft or specialized form of skill, like carpentry or
smithying or surgery” (Collingwood, 1938).
- Art then suggested the capacity to produce an intended
result from carefully planned steps or method.
- Arts in Medieval Latin came to mean something different.
It meant “any special form of book-learning, such as
grammar or logic, magic or astrology” (Collingwood,
1938).
- The fine arts would come to mean “not delicate or highly
skilled arts, but ‘beautiful’ arts” (Collingwood, 1938). This is
something more akin to what is now considered art.
Assumptions of Art:
1. Art is Universal – Art has always been timeless and universal,
spanning generations and continents through and through.
2. Art is not nature – Art is man’s expression of his reception of
nature. Art is man’s way of interpreting nature.
3. Art involves experience – Unlike fields of knowledge that involve
data, art is known by experiencing. A work of art then cannot be
abstracted from actual doing. In order to know what an artwork
is, we have to sense it, see or hear it, and see AND hear it.
DISCUSSION POINTS
•Why do people have difficulty in
coming up with a single definition of
art?
• “Art is subjective. It depends on how
one perceives the art work.” To what
extent do you agree with this
statement?
PROCESSING QUESTIONS

•How can we see art in our everyday

lives?
•If you were an artist, what kind of
artist would you be? Are there
specific themes or messages that you
would want your art to contain?
ANSWER KEY
Let’s Work on This:
1. If you were an artist, what kind of artist would you be?
Answers may vary.
2. Why is art not nature?
Art is man’s expression of his reception of nature. Art is man’s way of
interpreting nature.
3. Why is art ageless and timeless?
Art has been crafted by all people regardless of origin, time, place, and
that it stayed on because it is liked and enjoyed by people continuously. A
great piece of work will never be obsolete.
4. Why does art involve experience?
A work of art then cannot be abstracted from actual doing. In order to
know what an artwork is, we have to sense it, see or hear it, and see AND
hear it.
LESSON SUMMARY

• Humanities and the art have always been part of man’s growth and
civilization.
• Since the dawn of time, man has always tried to express his
innermost thoughts and feelings about reality through creating art.
• Three assumptions on art are its universality, its not being nature,
and its need for experience.
• Without experience, there is no art. The artist has to be foremost, a
perceiver who is directly in touch with art.
 LESSON 2:
ART APPRECIATION:
CREATIVITY,
IMAGINATION,
AND EXPRESSION
LESSON OUTCOME
By the end of this lesson, the student should be able to:
1. Differentiate art from nature;
2. Characterize artistic expression based on personal experiences with
art;
3. Discuss the nature of art’s preliminary expression; and
4. Categorize works of art by citing personal experiences.
LESSON PROPER

Art Appreciation as a Way of Life:

• Art as a creative work that depicts the world in a completely
different light and perspective, and the source is due to human
freedom (Jean Paul Sartre as cited in Greene, 1995)
• Hence, refining one’s ability to appreciate art allows him to deeply
understand the purpose of an artwork and recognize the beauty it
possesses (Collins & Riley, 1931).
The Role of Creativity in Art Making:
• In art, creativity is what sets apart one artwork from another.
• An artist embraces originality, puts his own flavor into his work, and
calls it his own creative piece.

Art as a Product of Imagination, Imagination as a Product of Art:

• Imagination is not constrained by the walls of the norm, but goes
beyond that.
• An artwork does not need to be a real thing, but can be something
that is imaginary (Collingwood, 1938).
• Artists use their imagination that gives birth to reality through
creation.
• In the same way that imagination produces art, art also inspires
imagination.
Art as Expression:
• Robin George Collingwood, an English philosopher who is best
known for his work in aesthetics, explicated in his publication The
Principles of Art (1938) that what an artist does to an emotion is not
to induce it, but express it.
• Some forms of art expression include visual arts, lm, performance
art, poetry performance, architecture, dance, literary arts, theater
arts, and applied arts.
DISCUSSION POINTS
•In the present context, why is being
creative becoming more of a
challenge?
•In what ways can imagination
produce art? In what ways can art
inspire imagination?
PROCESSING QUESTIONS
•If given a chance, what art field are
you going to explore? Why?
•How can you utilize the arts to
express yourself, your community,
and your relation to others?
ANSWER KEY
Let’s Work on This:
Answer the following questions as precisely yet as thoroughly as
possible.
1. What art field will you explore? Why?
Answers may vary.
2. How can you utilize the arts to express yourself, your community,
and your relation to others?
Answers may vary.
LESSON SUMMARY
• Art is a product of a man’s creativity, imagination, and expression.
• Refining one’s ability to appreciate art allows him to deeply
understand the purpose of an artwork and recognize the beauty it
possesses.
• Creativity is what sets apart one artwork from another. A creative
artist does not simply copy or imitate another artist’s work.
• While through imagination, an artist is able to craft something
bold, something new, and something better in the hopes of
creating something that will stimulate change
• Through expression, an artist is able to explore his own emotions
while at the same time, create something beautiful out of it.
 LESSON 3:
FUNCTIONS AND
PHILOSOPHICAL
PERSPECTIVES ON ART
LESSON OUTCOME

By the end of this lesson, the students should be able to:

1. Distinguish between directly functional art and indirectly functional
art;
2. Explain and discuss the basic philosophical perspectives on the art;
3. Realize the function of some art forms in daily life; and
4. Apply concepts and theories on beauty and aesthetics in real-life
scenarios.
LESSON PROPER
Functions of Art:
• Roughly and broadly, the functions of art are classified into three:
personal (public display or expression), social (celebration or to
affect collective behavior), and physical (utilitarian).
Does Art Always Have to Be Functional?
• The value of a work of art does not depend on function but on the
work itself.
• Despite these, efficiency cannot be mistaken as beauty. While it
certainly determines beauty in some works of art, an efficient
functional object is not necessarily beautiful.
Philosophical Perspectives on Art:
I. Art as an Imitation.
- For Plato, when one ascribes beauty to another person, he
refers to an imperfect beauty that participates only in the form
of beauty in the World of Forms.
II. Art as a Representation
- Aristotle considered art as an aid to philosophy in revealing
truth. It allows for the experience of pleasure. art also has an
ability to be instructive and teach its audience things about
life; thus, it is cognitive as well .
Philosophical Perspectives on Art:
III. Art as a Disinterested Judgment
- Kant considered the judgment of beauty, the
cornerstone of art, as something that can be universal
despite its subjectivity. Kant mentioned that judgment
of beauty, and therefore, art, is innately autonomous
from specific interests.
IV. Art as a Communication of Emotion
- Art plays a huge role in communication to its
audience’s emotions that the artist previously
experienced.
DISCUSSION POINTS
•Does art necessarily have an end?
•When an artist creates a work of art,
does he have an end in mind?
•Do all artworks have a function?
Does the function make an object a
work of art?
PROCESSING QUESTIONS
•What art form/artwork has
changed something in your life?
Why?
•Do you think that art can be a
catalyst for change?
ANSWER KEY
Let’s Work On This:
1. What art form/artwork has changed something in your life?
Why? Account for the experience.
Answers may vary.
2. Does art always have a function? Why? Support your
response. Provide your own example.
Answer: While some arts are functional, there are some which
are not. The value of the artwork is not dependent on its
function but on the work itself.
3. If an artwork ceased to have a function, will it remain an art?
Why?
Answer: Yes. Art demands so much more than efficiency.
LESSON SUMMARY
• Art has remained relevant in our daily lives
because most of it has played some form
of function for man.
• The different functions of art may be
classified as either personal, social, or
physical.
• Art may serve either as imitation,
representation, a disinterested judgment,
or simply a communication of emotion.
 LESSON 4:
SUBJECT AND CONTENT
LESSON OUTCOME
By the end of the session, the students should be able to:
1. Differentiate representational art and non-representational art;
2. Discuss the difference between an artwork’s subject and its
content;
3. Identify the subject matter and content of specific examples of
art; and
4. Enumerate the sources of the subjects of some of the most
recognizable works of art in Philippine art history.
LESSON PROPER
• The primary stage of engaging with art is its perception.
• Subjectivity is illustrated in the way that selective perception
renders one or two details more prominent than others, prompting
the viewer to focus on some details as essential or as standouts.
• In the arts, there are also observable qualities that the artwork holds
that will point to its subject, and sometimes even to its content.
Types of Subject:
• Representational art – have subjects that
refer to objects or events occurring in the
real world.
• Non-representational art – does not make a
reference to the real world, whether it is a
person, place, thing, or even a particular
event. It is stripped down to visual elements
such as shapes, lines, and colors that are
employed to translate a particular feeling,
emotion, and even concept.
Sources and Kinds of Subject:
• Often, even a singular source of inspiration
can yield multiple translations.
Content in Art:
• To recognize and grasp the message of the
artwork, the viewer may sometimes need
to go beyond what is visible.
• There are various levels of meaning –
factual, conventional, and the possibility of
a variety of meanings.
DISCUSSION POINTS
•What are the hurdles of accessing art
in terms of its subject and content?
•Where do artists source their
subjects?
PROCESSING QUESTIONS
•Why do you think that in the
Philippines, people are not
engaged in art activities?
•How important is perception in
engaging in art?
ANSWER KEY
Let’s Work on This:
1. What are the hurdles of accessing art in terms of its subject and
content?
Answer: The notion that in order for one to appreciate art, one
must be ale to extract a specific image and derive a certain
meaning from the work.
2. Where do artists source their subjects?
Answer: Artists can source their subjects from nature, religious
connections, and history.
3. Name an example of an artwork and speculate on the content
of the artwork based on its factual, conventional, and subjective
meanings.
Answers may vary.
LESSON SUMMARY
• One may begin by looking at perceivable
features of the artwork. Taking note of what
is apparent will provide clues as to what the
intended meaning of the artist might be.
• Knowing more about the context of its
creation—from the artist’s inspiration,
reference or source, will prove useful in
understanding the meaning of the artwork.
 LESSON 5:
ARTISTS AND ARTISANS
LESSON OUTCOME
By the end of this lesson, the students should be able to:
1. Outline the history of the emergence of artists and artisans;
2. Recognize and critically discuss the function of state sponsorship
in the field of arts and culture through the National Artists Award
and the Gawad sa Manlilikha ng Bayan (GAMABA);
3. Identify and define the different individuals and groups who take
on varied roles in the world of art and culture; and
4. Classify the practices of artists in terms of form, medium, and
technique.
LESSON PROPER
• Early on, artists were embedded in the development of culture, and
in turn, art was nurtured by the varying cultures in which it existed.
The Artisan and the Guilds:
* The practice of artists was not grounded on the idea of individual
capacities or success; rather, in the commitment to work together as a
collective. Guilds were a type of social fellowship, an association
structured with rules, customs, rights, and responsibilities. With a
lifetime commitment to a particular trade, an artisan develops
immense skill and expertise in his craft.
The Artist and His Studio:
• The site that saw the shift from a craftsman to an independent artist
was a very personal space for the artist himself, which is the studio.
Other Players in the World of Art:
• In the last century, some of the roles that have been existent since
the beginning of art history have been properly dealt with—ascribed
with a name—and legitimized into a sophisticated network of
relationships and exchanges. This network is what we call the art
world.
• What must be recognized is that, as Becker contended, there are
numerous people who either work in consent or dissension, and in
doing so, continuously (re)-define, (in)validate, maintain (or abolish),
reproduce, and circulate the “cultural category of art, and to produce
the consent of the entire society in the legitimacy of the art world’s
authority to do so” (Irvine, 2013).
Production Process:
• The process of creating an artwork does not
necessarily follow a linear progression.
• The process is essentially tripartite: (1)
preproduction, (2) production, and (3)
postproduction.
Medium and Technique:
• Medium is the mode of expression in which the
concept, idea, or message is conveyed.
• The technique of the artwork shows the level of
familiarity with the medium being manipulated.
Engagement with Art:
• The defining roles and nature of exhibitions have had an interesting
evolution, changing alongside the demands of the society that
purports to partake in its display.
• The art exhibition, by its nature, holds a mirror up to society,
reflecting its interests and concerns while at the same time
challenging its ideologies and preconceptions.
Awards and Citations:
*After an artist has spent considerable time in honing his skills,
establishing the relevance of the body of his works, and even gaining
respect from his colleagues in the art world, he may be considered or
nominated for awards and citations.
DISCUSSION POINTS
•What makes the art world a complex
system?
•Why does the process of creating an
artwork have an anarchic dimension
to it?
PROCESSING QUESTIONS
• How relevant still are the awards
National Artists and GAMABA, not only
to the art world, but also to the Filipino
society as a whole?
• What do you think is the role of the artist
in the 21st century society?
ANSWER KEY
Let’s Work on This:
1. What do you think is the role of the artist in the 21st century
society?
Answers may vary.
2. How relevant still are the awards National Artists and
GAMABA, not only to the art world, but also to the Filipino
society as a whole?
Answers may vary.
3. Analyze and critique state-sponsored recognition for artists
and cultural workers. What do you think are some of the
considerations that must be addressed with regard to these?
Answers may vary.
LESSON SUMMARY
The evolution of the artist throughout
history is one of the most interesting
progressions in the affairs of man.
 LESSON 6:
ELEMENTS AND
PRINCIPLES OF ART
LESSON OUTCOME
By the end of this lesson, the students should be able to:
1. Enumerate the different elements of visual and auditory art;
2. Differentiate the principles of art;
3. Provide examples of the interrelatedness of some of the
elements and principles of art;
4. Explain the relevance of the elements and principles of art in the
study of art and its products (artworks); and
5. Illustrate examples of hybrid art and dissect what art forms are
combined therein.
LESSON PROPER
Elements of Art: Visual
• These elements of art are generally produced when something is
done to the medium after the technique is carried out.
• To enumerate, the elements of art and design are the following:
line, shape and form, space, color, and texture.
Planes and Perspectives:
• Picture plane is the actual surface of the painting or drawing, where
no illusion of a third dimension exists.
• Aside from this technique, linear perspective changed the way
pictorial representation was done.
Elements of Art: Auditory
• Perhaps one of the most widespread forms of art, whose
intersection in daily life is most perceptible, is music. Music is sound
organized in a specific time.
• Some of the common elements of music are the following: rhythm,
dynamics, melody, harmony, timbre, and texture.
Principles of Art:
• The principles of art will provide explicit ways in which these
elements are used, how they are manipulated, how they interact,
and how they inform the overall composition of the artwork to
assist the artist in conveying his intention.
• These principles are: balance, scale and proportion, emphasis and
contrast, unity and variety, harmony, movement, rhythm, and
repetition and pattern.
Combined or Hybrid Art:
• In combined arts, improvisation is often tapped in addition to
practical and logical considerations of creating an artwork.
• Another movement that is reminiscent of the motivations of the
Renaissance, and whose emergence is hinged on the frontiers of
science and technology, is called hybrid arts
DISCUSSION POINTS
• In two-dimension artworks such as paintings, cite the elements and
principles of art that when utilized in the composition of the
artwork, will help simulate or suggest the three-dimensional space.
•
How can hybrid artworks expand imagination?
PROCESSING QUESTIONS
• To what extent does the knowledge of
the principles of art relevant to the
knowledge of the elements of art?
• What is the relevance of combined arts
and hybrid art in the 21st century?
ANSWER KEY
1. What are the elements of art?
line, shape and form, space, color, and texture
2. In two-dimension artworks such as paintings, cite the elements and
principles of art that when utilized in the composition of the artwork,
will help simulate or suggest the three-dimensional space.
3. What is the relevance of combined arts and hybrid art in the 21 st
century?
Answers may vary.
LESSON SUMMARY
The elements and principles of art
are essential to any artwork.
Some of them will be more
obvious than others, becoming
the anchors in which the viewer
may latch on to engage with the
artwork.