GEED 10073 ART Appreciation 1 PDF

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Polytechnic University of the Philippines Department of Humanities and Philosophy Sta. Mesa, Manila

INSTRUCTIONAL MATERIAL IN

GEED 10073

ART APPRECIATION Prepared by Anisco, Elmer Arevalo, Archie C. Cabrera, Dino Tristan C. Dasig, Jeniel P. Deyto, Jeffrey Doctor, Mel Matthew Lerida, Jerald Malabanan, Jalaine Joyce Tabon, Patrice Pagana, Lorraine Vibiesca, Renato C.

COURSE SYLLABUS Course Title

:

Art Appreciation

Course Code:

:

GEED 10073

Course Credit

:

3.0

Pre-requisite

:

None

Course Description

: Art Appreciation is a three-unit course that develop students’ ability to appreciate, analyze, and critique works of art. Through interdisciplinary and multimodal approaches, this course equips students with a broad knowledge of the practical, historical, philosophical, and social relevance of the arts in order to hone students’ ability to articulate their understanding of the arts. The course also develops students’ competency in researching and curating art as well as conceptualizing, mounting, and evaluating art productions. The course aims to develop students’ genuine appreciation for Philippine arts Philippine arts by providing them opportunities to explore the diversity and richness and their rootedness in Filipino culture.

Institutional Learning Outcomes

Program Outcomes

Course Objectives

Creative and Critical Thinking

Graduates with full capacity for academic and practical application of the theoretical studies and critical analyses instilled by the program.

At the end of the course, students are expected to:

•

Effective Communication

Graduates have excellent communication skills as manifested by their understanding of the subject matter as exemplified in the manner they deal with others in their everyday life.

Demonstrate an understanding and appreciation of arts in general, including their function, value, and historical significance.

•

Strong Service Orientation

Graduates are committed to achieve excellence for the success of any projects and programs assigned to them.

Define and demonstrate the elements and principles of design.

Community Engagement

Graduates use the learnings they gained from the course in general to pursue advocacies for the development of communities.

Adeptness in the Responsible Use of Technology

Graduates maintain a high literacy in the technologies used in theater productions and, at the same time, can adapt to any given situation with regards to technical equipment and facilities.

Passion to Life-Long Learning

Graduates never cease to improve their knowledge of the ever-changing landscape of educational setting in the Philippines and in the world by pursuing graduate studies or joining workshops, conferences, and theater productions.

High Level of Leadership and Organizational Skills

Graduates are capable of leading any responsibility given to them with exemplary organizational skills.

Sense of Personal Professional Ethics

Graduates have a strong sense of ethical conduct manifested in their personal and professional attitude and set of values.

and

Sense of Nationalism and Global Responsiveness

Graduates are rooted to a nationalist perspective in the theater to promote Philippine values and culture in general while exhibiting world-class caliber in response to the demands of the global stage.

•

Explain and evaluate different theories of art

•

Situate Philippine arts in global context

•

Analyze and appraise works of art based on aesthetic value, historical context, tradition, and social relevance.

•

Create their own works of art and curate their own production or exhibit.

•

Deepen their sensitivity to self, community, and society.

•

Develop an appreciation of the local arts.

COURSE PLAN Week Week 1-3

Topic • Course Introduction and Overview 1. Functions of Art and Philosophy a. Personal b. Social 2. Subject a. Representation (with subject) b. NonRepresentation (without subject) 3. Content a. Factual b. Conventional Subjective

Week 4

1. Art and Artisans a. Production Process b. Medium c. Technique Curation

Learning Outcome

Methodology

The students are expected to: • Characterize artistic expression based on personal experience with art. • Understand the effects of art to society. • Distinguish between directly functional and indirectly functional art • Differentiate content and subject • Classify artworks according to subject • Analyze how artists present their subjects in relation to the real subject • Characterize sources and kinds of art

• Lecture • Group discussion

• Identify the medium in various forms of art • Define an artist’s or artisan’s medium and technique • Define the role of managers, curators,

• Lecture • Group discussion / activity • Text Analysis • Film showing

Resources Course Outline Gardner’s Art through the Ages: A Concise History of Western Art, Fred S. Kleiner, 3rd ed., 2012 • Imagination in Teaching and Learning, Kieran Egan, 1992 Art Perception and Art Appreciation, Ortiz et al. 1976 •

•

•

Alampat: An Introduction to Art Appreciation, Perez, Cayas and Narciso, 2013 Art Perception and Art Appreciation, Ortiz et al. 1976

buyers, collectors, art dealers in the art world • Differentiate between artists’ and artisans’ approach/technique Understand that the artisans’ work is an end in itself and the artists’ work is a means to an end Week 5-6

Week 7-9

Week 11-13

•

1. Elements of Art a. Visual b. Auditory c. Combined 2. Principles of Art a. Unity and Harmony b. Rhythm and Variation c. Balance and Proportion Emphasis and Subordination

• Identify the elements of art • Analyze the various elements present in visual, auditory, and combined arts • Identify the principles of design • Define and translate principles of design in an artwork

Assumptions of Art: a. Art as Universal b. Art as Cultural c. Art is not Nature d. Art Involves Experience e. Art as Expression Art as a Form of Creation

Discuss the • Lecture nature of art’s • Group preliminary discussion/ expression Activity • Clarify the • Reporting misconceptions about art • Differentiate art from nature • Characterize the assumptions of the arts MIDTERM EXAMINATION • Identify the underlying • Lecture history, philosophy of • Group the era or movement discussion of art • Text • Classify the various analysis art movements by

ART HISTORY 1. Western Art a. Classical Art b. Medieval Art c. Renaissance Art

• Lecture • Group discussion / Activity • Reporting Debate

‘Pioneers of Philippine Art,’ video documentary directed by F. CapistranoBaker, Ayala Museum, 2006, 29min

•

•

•

•

•

•

•

Sining at Lipunan, Flores and De la Paz, 2000 Art Perception and Art Appreciation, Ortiz et al. 1976 The Humanities, Dudley and Faricy, 1968 Art Perception and Art Appreciation, Ortiz et al. 1976 The Humanities, Dudley and Faricy, 1968

Gardner’s Art through the Ages: A Concise History of Western Art, Fred S. Kleiner, 3rd ed., 2012

Week 14-17

d. Modern Art e. Romantic Art f. Contemporary Art 2. Eastern Art f. Ancient Chinese Art g. Medieval Chinese Art h. Modern Chinese Art i. Japanese Art j. East Asian Buddhist Art 3. Philippine Art a. GAMABA National Artists

citing their important characteristics such as historical background, factors, influential person, socio-political issues, and prevalent artists, and art forms. • Present the history and movements of art through a timeline.

ISSUES AND DISCOURSE 1. Art and Religion/ Rituals 2. Art and Beauty 3. Art and Technology 4. Art and Politics 5. Art and Criticism 6. Art and Nationalism

• Apply concepts and theories on beauty and aesthetics in real life scenarios. • Characterize how Filipinos utilize space to determine its implications for their identities, history, religion philosophy

• •

•

•

• Lecture • Group discussion • Film showing • Reporting

• •

•

Art in Focus, Mittler, 2006 Cave to Modern Art, in Fleming’s Art and Ideas, 10th ed., Mary Warner Marien and William Fleming, 2005 Art Perception and Art Appreciation, Ortiz et al. 1976 Image to Meaning: Essays on Philippine Arts, Alice Guillermo, 2001 Art in Focus, Mittler, 2006 Music as Discourse: Semiotic Adventure in Romantic Music, Agawu, 2009 Alampat: An Introduction to Art Appreciation, Perez, Cayas and Narciso, 2013

FINAL EXAMINATION

COURSE GRADING SYSTEM The basis of grade in a subject and their corresponding weights are as follows: 1. Class standing or participation: recitation, quizzes, unit test, projects, reports, reaction papers, oral examination, etc. (CS) 2. Formal Examination ( First Grading period [Midterm] and Second Grading Period [Final])

Formula: CS x 2 + ME =

First Grading Period

3

CS x 2 + FE=

Second Grading Period

3

PG + PFG

= Final Grade (FG)

SELF ASSESSMENT RUBRIC Type of Assessment: Essay Criterion

Poor (55)

Content and Development 50 pts

The content is incomplete, the insight is not clear. The content is from other sources that are not properly cited. (1-30pts)

Organization / Structure 30pts

Format 10pts

Grammar / Syntax 10pts

The structure detracts from the message of the writer – poor transition or flow of ideas (1-15)

The student did not follow the prescribed format (1-5) The paper contains numerous grammatical, punctuation and spelling errors. (1-5)

Average (92) The content is not comprehensive. The Information from other sources did not support the argument. Inconsistent in terms of purpose and clarity of the content (31 -48) It is not easy to follow the organization of thoughts. The transition of ideas needs improvement (16 – 28) The paper follows most of the guidelines, but forgot the number of pages (6-8) Minimal grammatical errors, but the language still lacks clarity (6-8)

Good (100) The content is comprehensive and used proper citation. The content is clear. (49-50)

The structure / organization of thought is clear and easy to read (19-20)

The paper follows the prescribed format and number of pages (9-10) Rules of grammar are followed. Language is clear and precise (9-10)

Outline: Criterion Content and Development Organization / Structure Format Grammar / Syntax Total

Points 50 pts 30 pts 10 pts 10 pts 100 pts

Mark

SELF-ASSESSMENT RUBRIC Type of Assessment: Group dynamics / Group task Criterion

Insight / Idea contribution 50pts

Use of Collaboration time 10pts

Initiative 20pts

Participation in the task 20pts

Poor (15)

Satisfactory (45)

Student comments are mostly not related to the task (1-5)

Student often share his/her insights related to the task (6-20)

Student rarely or never attends or makes effective use collaboration time with his/ her follows (1-2)

Student often makes effective use of collaboration time with his/her fellows (3-5)

Student is not respectful and has no initiative in his/her own given task (1-3)

Student is often respectful, and sometimes has initiative in his/her given task (4-10)

Student participates only if asked or refuses to participate (1-5)

Student often participates but sometimes needs to be asked (6-10)

Very Satisfactory (80) Student sometimes share his/her insights related to the task. (21 – 40)

Student sometimes makes effective use of collaboration time and sometimes facilitates the task (6-8) Student respects his/her fellow and sometimes initiate the facilitation of the task (11-16) Student sometimes participates without being asked by his/her fellows (11-16)

Excellent (100) Student shares his/her insights related to the task and consistently moves the conversation forward. (41-50) Student makes effective use of collaboration time and always facilitates the task (9-10)

Student respects his/her fellow and sometimes initiate the effective facilitation of the task (17-20) Student consistently participates effectively without being asked by his/her fellows (17-20)

Outline: Criterion Insight / Idea contribution Use of Collaboration time Initiative Participation in the task TOTAL

Points 50 10 20 20 100

Mark

The final grade will appear as its equivalent in the 5-point score in SIS indicated in the matrix below

Grade / Mark 1.00 1.25 1.50 1.75 2.00 2.25 2.50 2.75 3.00 5.00 INC W D

Percentage / Equivalent 97-100 94-96 91-93 88-90 85-87 82-84 79-81 76-78 75 65-74

Description Excellent Excellent Very Good Very Good Good Good Satisfactory Satisfactory Passing Failure Incomplete Withdrawn Dropped

Table of Contents Functions of Art and Philosophy……………………………………………………….…....…..……. 1 Subject, Content, and Art and Artisans…...…………………………………………….….…..……. 7 Elements and Principles of Art………….……………………………………………………….……. 9 Assumptions of Art…………………………………………………………..…………………..……. 17 Functionalism, Action Theory, Institutional Theory…………………………………….…. 18 Art History…………………………………………………...…………………………………………. 26 Western Art…………...………………………………………………………………………. 27 Eastern Art……………………………………………………………………………………. 43 Philippine Art……………….…………………………. ………………………..…………… 54 Issues and Discourse………………………………………...……………………………...………. 62 Authorship…………………………….………………………………………………………. 62

FUNCTIONS OF ART AND PHILOSOPHY OVERVIEW There are various ways to define the nature and characteristics of arts. It is a concept which basically provides color and substance to our everyday existence as humans. Life without art is dull and without meaning. Art stimulates our senses and cognitive abilities as it allows the expression of emotions and the subjective self.

LEARNING OBJECTIVES At the end of this lesson, the students are expected to: 1. 2. 3. 4.

Distinguish directly functional and indirectly functional art Explain and discuss the basic philosophical perspectives on art Realize the functions and purpose of art forms in everyday life Apply concepts and theories on politics and aesthetics in real life issues

COURSE MATERIALS *note: Before starting the discussion and to better understand the lesson, the instructor/professor is recommended to ask the students to watch the video links. Also, the instructor/professor can modify the video links listed according to his/her preference. 1. Video link discussion on Function of Art: https://www.youtube.com/watch?v=wYdkTW-wPlA 2. Video link discussion on Purpose and Function of Art: https://www.youtube.com/watch?v=3tWjB_mB_Jo 3. Video link discussion of Alain de Botton, What art is for?: https://www.youtube.com/watch?v=ZVlQOytFCRI 4. Video link discussion of Katerina Gregos, Why art is important?: https://www.youtube.com/watch?v=UPk56BR1Cmk 5. Video link presentation of 1st year anniversary of Surian ng Sining (SUSI): https://www.facebook.com/watch/?v=2706734962938036 Discussion Philosophy as a World-view and Methodology by Alexander Spirkin Philosophy, science, and art differ principally according to their subject-matter and also the means by which they reflect, transform and express it. In a certain sense, art, like philosophy, reflects reality in its relation to man, and depicts man, his spiritual world, and the relations between individuals in their interaction with the world. We live not in a primeval pure world, but in a world that is known and has been transformed, a world where everything has, as it were, been given a "human angle", a world permeated with our attitudes towards it, our needs, ideas, aims, ideals, joys and sufferings, a world that is part of the vortex of our existence. If we were to remove this "human factor" from the world, its sometimes inexpressible, profoundly intimate relationship with man, we should be confronted by a desert of

grey infinity, where everything was indifferent to everything else. Nature, considered in isolation from man, is for man simply nothing, an empty abstraction existing in the shadowy world of dehumanized thought. The whole infinite range of our relationships to the world stems from the sum-total of our interactions with it. We are able to consider our environment rationally through the gigantic historical prism of science, philosophy and art, which are capable of expressing life as a tempestuous flood of contradictions that come into being, develop, are resolved and negated in order to generate new contradictions. No scientifically, let alone artistically, thinking person can remain deaf to the wise voice of true philosophy, can fail to study it as a vitally necessary sphere of culture, as the source of worldview and method. Equally true is the fact that no thinking and emotionally developed person can remain indifferent to literature, poetry, music, painting, sculpture and architecture. Obviously, one may be to some extent indifferent to some highly specialized science, but it is impossible to live an intellectually full life if one rejects philosophy and art. The person who is indifferent to these spheres deliberately condemns himself to a depressing narrowness of outlook. Does not the artistic principle in philosophical thought deserve the attention of, and do credit to, the thinking mind, and vice versa? In a certain generalized sense the true philosopher is like the poet. He, too, must possess the aesthetic gift of free associative thinking in integral images. And in general one cannot achieve true perfection of creative thought in any field without developing the ability to perceive reality from the aesthetic standpoint. Without this precious intellectual prism through which people view the world everything that goes beyond the empirical description of facts, beyond formulae and graphs may look dim and indistinct. Scientists who lack an aesthetic element in their makeup are dry-as-dust pedants, and artists who have no knowledge of philosophy and science are not very interesting people either, for they have little to offer above elementary common sense. The true artist, on the other hand, constantly refreshes himself with the discoveries of the sciences and philosophy. While philosophy and science tend to draw us into "the forest of abstractions", art smiles upon everything, endowing it with its integrating, colorful imagery. Life is so structured that for a man to be fully conscious of it he needs all these forms of intellectual activity, which complement each other and build up an integral perception of the world and versatile orientation in it. The biographies of many scientists and philosophers indicate that the great minds, despite their total dedication to research, were deeply interested in art and themselves wrote poetry and novels, painted pictures, played musical instruments and molded sculpture. How did Einstein live, for example? He thought, wrote, and also played the violin, from which he was seldom parted no matter where he went or whom he visited. Norbert Wien...