PHINMA Education Network Course Syllabus

PEN Code: ART 002 Credits: 3

Subject Title: Art Appreciation Prerequisite:

A. Subject Description

Art Appreciation is a three-unit course that develops student’s 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 by providing them opportunities to
explore the diversity and richness and their rootedness in Filipino culture.

B. Objectives
By the end of the course, students should be able to:
1. Discover their identity and translate their ideas through the creation of the various art
forms with respect to their nationality, culture, and traditions.
2. Analyze and interpret various forms of visual art, including paintings, sculptures,
architecture, and multimedia installations, using appropriate art vocabulary and critical
thinking skills.

C. Subject Outline and Time Allotment

DAY Module Topic
1 Orientation

2 Orientation

3 SAS # 1 Defining art and its purposes

4 SAS # 2 Exploring the nature of art, appreciation, creativity, and imagination
5 SAS # 3 Assumptions and Functions of ART
6 SAS # 4 Basic Philosophical Perspectives on ART
7 SAS # 5 Subject and Content of ART (Quiz)
8 FIRST PERIODICAL EXAMINATION

9 SAS # 6 Art History (Western, Asian)

10 SAS # 7 Cultural Appropriation and transcreation in the arts
11 SAS # 8 Elements of Arts and Principles of Design (Quiz)
12 SAS # 9 Mediums and Techniques in Art
13 SAS # 10 Production Processes
14 SAS # 11 Improvisations and collaborations in various arts
15 SAS # 12 National Artists and Artisans (The National Living Treasures)
16 SAS # 13 Indigenous Arts (Cordillera, Muslim, Christian)
 17 SECOND PERIODICAL EXAMINATION

18 SAS # 14 Colonial Art in the Philippines

19 SAS # 15 Contemporary Philippine Art Practices and movements
20 SAS # 16 Advocacy for preservation of Artistic Heritage
21 SAS # 17 Art Criticism and appreciation (Quiz)
22 SAS # 18 Research and Curation of Arts Exhibitions
23 SAS # 19 Conceptualizing and mounting Art Productions
24 SAS # 20 Evaluation and Critique of Art Exhibitions
25 SAS # 21 Interdisciplinary Collaborations and Digital Technologies in Art Curation
26 FINAL PERIODICAL EXAMINATION

D. Texbook/s
1. Santiago, P. N. M. (2020). A journey in life through Art Appreciation.
2. Ariola, M. M. (2018). Art Appreciation.

E. Other References
1. Dewey, J. (1934). Art as experience. Penguin.
2. Egan, K. (1992). Imagination in teaching and learning: The middle school years.
University of Chicago Press.
3. Zulueta, Francisco M. (2002). The Humanities. Manila: National Bookstore.
4. Osborne, Harold (1970) Aesthetics and Arts Theory: A Historical Introduction, New
York: E.P. Dutton.
5. Dudley, L., & Faricy, A. (1968). The humanities: Applied aesthetics. McGraw-Hill.
6. Croce, B. (1902). "Aesthetic as Science of Expression and General Linguistic".
7. Inwood, Michael, 'Dasein', Heidegger: A Very Short Introduction, 2nd edn, Very Short Introductions
(Oxford, 2019; online edn, Oxford Academic, 24 Jan. 2019)
8. Kant, I. (1790). Critique of Judgment. Translated by Werner S. Pluhar, Hackett Publishing, 1987.
This text provides the foundational exposition of Kant's aesthetic theory.

F. Grading System
The Final Grade is computed as follows:
FG =(0.33×P1) + (0.33×P2) + (0.34×P3)
Where:
• FG refers to the Final Grade

• P1 refers to the First Period Grade

• P2 refers to the Second Period Grade

• P3 refers to the Third Period Grade

The 1st Periodical Grade is computed as follows:

1st PG = 30% Quizzes + 30% Comprehensive Portfolio +
40% Periodical Exam
The 2nd Periodical Grade is computed as follows:
2nd PG = 30% Quizzes + 30% Comprehensive Portfolio +
40% Periodical Exam
The 3rd Periodical Grade is computed as follows:
3rd PG = 30% Quizzes + 30% Comprehensive Portfolio + 40% Periodical Exam
G. Methodology
To achieve the objectives of this course, the following teaching-learning methodology shall be
used: Discussion, Technology Integration, Assessment, Project-based Learning

H. Contact Information
Instructor:_____________________________________________________
Contact Number:_____________________________________________________
Email Add: _____________________________________________________
Dean's Name and Signature:_____________________________________________________
 ART 002: Art Appreciation
Module: Orientation 2

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

Lesson title: Orientation 2 for ART 002 Materials:

Learning Targets:
At the end of the module, students will be able to: References:
1. Explain important course policies regarding attendance, CHED Syllabus for Art Appreciation
participation, academic integrity, and grading.
2. Effectively communicate with the instructor and classmates,
including methods for asking questions and seeking help
3. Discuss effective study strategies and time management
techniques to help them succeed in the course.

A. CONNECT
A.1 Lesson Preview/Review
Good day, students! Welcome to our second orientation session for ART 002. As we embark on our
journey of Art Appreciation, our primary learning tool will be the Student Activity Sheet (SAS), which is
comprised of four key components:
A. CONNECT - serves as the module's introduction
B. COACH - contains the lesson content
C. CHECK - includes assessments
D. CONCLUDE - wraps up the lesson

The SAS is structured in a systematic approach to instruction. It is important to read and understand
each component thoroughly for better comprehension. Additionally, you will be introduced to various reading
strategies, enhancing your learning experience with different approaches in each session. Doesn't that sound
exciting? Indeed, it is!

Activity A.1: Artistic Introduction

Each student will craft a simple self-portrait or symbol that artistically represents them on a piece of
paper. After completing their artwork, students will take turns presenting to the class, explaining their artistic
choices. The teacher will collect their artwork to create a gallery, allowing students to briefly share about
themselves.

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 ART 002: Art Appreciation
Module: Orientation 2

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

B. COACH
B.1 Content Notes
Read and understand.

Art Appreciation

In this course, students will explore the diverse world of art and its significance in human
expression. Through the study of various art forms, including painting, sculpture, architecture, and
multimedia installations, students will gain a deeper understanding of different cultures, traditions, and
identities. By analyzing and interpreting visual art using critical thinking skills and art vocabulary,
students will develop a greater appreciation for the artistic process and its impact on society.
Specifically, this course intends for students to:
1. Discover personal identity and translate ideas through the creation of various art forms,
respecting nationality, culture, and traditions.
2. Analyze and interpret various forms of visual art using appropriate art vocabulary and critical
thinking skills.

Grading System

The quality of your learning will be assessed through coursework like class activities, quizzes,
periodical exams, and performance tasks.
● The passing rate for this course is 50%. To pass this course, you need a final score of at least
50% which gives you a Final Grade of 3.0 (Passed). If your final score is 49% and below,
Freshmen will get a mark “No Credit” (NC). (Note: *Upperclassmen in this course who get a final score
of 49% and below will get a Final Grade of 4.0, Failed.)
○ “No Credit” means that you need to re-enroll the subject and redo the course work to earn a
grade. An “NC” mark is not counted as a failed grade and will not affect your average grade.
● There are 3 grading periods - P1, P2, and P3. Each period will be graded according to the
following criteria: Period score = (Activities x 30%) + (Quizzes x 30%) + (Exams x 40%)
● Your Final Score is based on each of the three Period Grades. The formula is:

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 ART 002: Art Appreciation
Module: Orientation 2

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

Final Score = (P1 x 33%) + (P2 x 33%) + (P3 x 34%)

● Your Final Grade will be based on this table:

Final Score Final Grade Status

94.8 - 100 1.00 Passed
89.2 -94.79 1.25 Passed
83.6 - 89.19 1.50 Passed
78 - 83.59 1.75 Passed
72.4 - 77.99 2.00 Passed
66.8 - 72.39 2.25 Passed
61.2 - 66.79 2.50 Passed
55.6 - 61.19 2.75 Passed
50 - 55.59 3.00 Passed
0 - 49.99 4.00 No Credit
INC Incomplete

○ INC - stands for “Incomplete”. It means that you have missing coursework - particularly
periodic exam/s. An INC must be completed within one year. Only students with a valid reason
(A. Medical Condition, B. Accident, or C. Emergency) will be allowed to process a completion.
You need to connect with your teacher and find out what tasks you need to do. You will have a
recomputed grade once your tasks are completed.

House Rules:

● Respect Everyone: Treat classmates, teachers, and staff with kindness and respect.
● Be On Time: Arrive to class on time and be ready to start promptly.
● Be Prepared: Bring all necessary materials and completed assignments to class.
● Participate Actively: Engage in discussions, group work, and activities.
● Follow Instructions: Listen carefully and follow instructions promptly.
● Raise Your Hand: Wait to be called on before speaking or asking questions.
● Keep the Classroom Clean: Dispose of trash properly and respect school property.
● Use Technology Wisely: Use electronic devices for educational purposes only.
● Be Honest: Do your own work and avoid cheating or plagiarism.
● Stay Positive and Supportive: Encourage classmates and maintain a positive attitude.

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 ART 002: Art Appreciation
Module: Orientation 2

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

Good Study Habits

Ten Habits of Successful Students.
Developing a habit of good study skills may help you succeed in learning.

1. Try not to do too much studying at one time.

2. Plan specific times for studying.

3. Try to study at the same time each day.

4. Set specific goals for their study times.

5. Start studying when planned.

6. Work on the assignment they find most difficult first.

7. Review their notes before beginning an assignment.

8. Tell their friends not to call or disturb them during their study times.

9. Call another student when they have difficulty with an assignment.

10. Balance study time and leisure time.

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 ART 002: Art Appreciation
Module: Orientation 2

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

B.2 Skill-Building Activity

To set the mood for learning this subject, supply the needed information in the table below.

What are your expectations in What study skills would you like What are your questions
this subject? to add on our list? regarding the subject?

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 ART 002: Art Appreciation
Module: Orientation 2

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

C. CHECK
C.1 Check for Understanding
True or False. Analyze each statement below. Write T if it is correct, if not, write F. Write your answer
on the space provided before each number.

_____1. Art Appreciation is a three-unit course designed to develop students' ability to appreciate, analyze,
and critique works of art.
_____2. The course uses only historical approaches to equip students with knowledge about the arts.
_____3. One of the goals of Art Appreciation is to develop students' competency in researching and curating
art.
_____4. Art Appreciation does not involve interdisciplinary approaches to studying the arts.
_____5. The course aims to help students articulate their understanding of the arts.
_____6. Art Appreciation solely focuses on Philippine arts and does not explore other cultures and traditions.
_____7. Students in Art Appreciation will learn to mount and evaluate art productions.
_____8. The course seeks to provide students with opportunities to explore the diversity and richness of
Filipino culture.
_____9. Analyzing and interpreting visual art using critical thinking skills is not part of the Art Appreciation
course.
_____10. Art Appreciation equips students with knowledge about the philosophical relevance of the arts.

D. CONCLUDE
D.1 Summary/Frequently Asked Questions
Study Tips for Success in Art Appreciation

1. Engage Actively with Artworks:

● Take time to visit museums, galleries, or virtual art exhibits to observe various art forms
firsthand. Pay attention to details like composition, color, technique, and historical context.
Engaging directly with artworks will deepen your understanding and appreciation.
2. Practice Critical Thinking and Art Vocabulary:
● Regularly practice describing and analyzing artworks using appropriate art vocabulary. Write
short critiques or reflections on different pieces, focusing on elements like form, technique, and
meaning. This will help you articulate your thoughts clearly and build your analytical skills.
3. Connect with Course Materials:
● Relate your personal experiences and cultural background to the artworks you study. Consider
how different art forms reflect societal values, historical events, and cultural traditions.

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 ART 002: Art Appreciation
Module: Orientation 2

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

● Making these connections will enrich your understanding and make the subject more relevant
and interesting.

D.2 Thinking about Learning

What aspects of the Orientation did you find easy to grasp, and which parts did you find more
challenging?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Reflect on why certain topics or activities were more accessible for you and what made others more
difficult. How can you apply this insight to improve your understanding and appreciation of art in future
lessons?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

D.3 Glossary of Terms

Art: Art is a diverse range of human activities and the products of those activities, typically
involving imaginative or technical skill. It encompasses various forms such as painting,
sculpture, music, theater, literature, dance, and digital media, created to express emotions,
ideas, or conceptual concepts.
Art Appreciation: Art appreciation refers to the understanding and enjoyment of art, involving
the analysis, interpretation, and evaluation of artworks. It includes recognizing the elements and
principles of art, understanding the context and historical background of various art forms, and
developing the ability to articulate thoughts and feelings about art.
Perspective: The technique used to represent three-dimensional objects on a two-dimensional
surface, giving a sense of depth and space.

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 ART 002: ART APPRECIATION
Module #1

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

Lesson Title: Defining Art and its Purposes Materials:

Visual aids (e.g., images, videos)
Learning Targets: representing various art forms, styles, and
cultural contexts
At the end of the module, students will be able to:
1. Define the significance of art in society References:
2. Describe the purposes of art across different cultures Santiago, P. N. M. (2020). A journey in life
and time periods through Art Appreciation. Dewey, J. (1934). Art
3. Identify various definitions of art from different as experience. Penguin. Guillermo, A. (2001).
perspectives using a concept map. Image to meaning: Essays on Philippine art.
Ateneo de Manila University Press. Young, J.
O. (2008). Cultural appropriation and the arts.
Blackwell Publishing. Honour, H., & Fleming,
J. (2009). A world history of art. Laurence King
Publishing. Kalaw-Tirol, L. (2000). The world
of Filipino arts and crafts. Ikalawang Muog.

A. CONNECT

A.1. Lesson Preview/Review (2 mins)

Introduction:
Hello everyone! Let's get excited because today, we're embarking on an incredible journey into the
world of art! We're also going to unravel the incredible purposes that art serves. Let me tell you, it's going to be
an eye-opening adventure! Read the learning targets listed above so you have a good idea of what to expect
from today’s lesson.
To help you learn better, remember:
● Work with the SAS in sequence. Our SAS activities were designed so that each task will help you learn
more effectively.
● Do all the tasks. Working on all the tasks will help you learn more. If there are changes to the tasks,
your teacher will tell you.
● Read instructions carefully. Ask your teacher or your classmates if you have questions about the tasks.

Let the journey begin!

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 ART 002: ART APPRECIATION
Module #1

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

Activity 1. Quick Artistic Share (5 mins).

Instruction:
1. On a piece of paper, quickly draw, write, or scribble something that represents art around
(2minutes)
2. Present your work, What it is and why you chose this certain art representation.

B. COACH
B.1. Content Notes (30 mins)
Topic: Defining Art and its Purposes
Reading Comprehension Strategy: Definition/Description

Etymologic Philosophical Cultural and

ART al Meaning Perspective Historical Views Aesthetical Perspective

Art is defined by its capacity to

John Dewey's "Art as evoke sensory, emotional, and
Experience" (1934): Art is a intellectual responses through its
culmination of human beauty and expressive qualities.
Art serves as
experiences, emotions, and This perspective focuses on the
expression,
interactions, emphasizing it visual, auditory, and overall
communication,
Derived from as a process rather than a experiential aspects of art,
and reflection of
the Latin product. emphasizing the aesthetic
societal values,
Definition word "ars," experience as central to its value
conveying
meaning skill Guillermo's "Image to and significance.
narratives,
or craft. Meaning": Artworks are
histories, and
analyzed for their capacity Key Elements of the Aesthetical
cultural
to convey complex social Perspective:
traditions.
and historical narratives 1. Beauty and Form
beyond their visible 2. Emotional Impact
subjects. 3.Sensory Experience
4.Expressiveness

Marcel Duchamp's Honour and Beauty and Form: Leonardo da

"Fountain" (1917) Fleming's "A Vinci's "Mona Lisa" (1503-1506)
"Fountain" is a porcelain World History of
Traditional urinal signed "R. Mutt" and Art": Historical Emotional Impact:
craftsmanshi was presented by Marcel context Vincent van Gogh's "Starry Night"
Examples
p, visual Duchamp as a work of art. influences the (1889)
arts. It was submitted to the interpretation of
Society of Independent art's content
Artists in 1917, causing a across different
major controversy and cultures and

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 ART 002: ART APPRECIATION
Module #1

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

challenging traditional epochs.

notions of art.

Purposes of Art

Art serves worship, rituals, and spiritual expression across faiths, seen in religious
Religious and Spiritual
iconography, sacred architecture, and ceremonial objects.

Art acts as propaganda, activism, and social commentary, advocating for causes and
Political
challenging norms through political murals, protest art, etc.

Art explores cultural identity, reflecting and celebrating cultural narratives, landscapes,
Social and Cultural
and contemporary diversity.

Significance in Society

Self-expression and Art facilitates personal growth, self-reflection, and cultural pride, allowing individuals
Identity and communities to express and communicate their identities.

Art inspires societal transformations by raising awareness and challenging norms,

Catalyst for Change
sparking discussions and actions around social, political, or cultural issues.

Bridge Between Art transcends cultural boundaries, fostering cross-cultural understanding and
Cultures appreciation through cultural exchange and dialogue.

Good work!

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 ART 002: ART APPRECIATION
Module #1

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

Strategy Review (5 mins)

Defining and describing helps us understand the content better. This comprehension strategy can be
used in any subject!
Keep trying! The more you use this strategy, the better you will be at it.

1.What did you define and describe? ________________________________________________________

2. How does the description/definition help you understand the art?________________________________
3. What did you do with this strategy? _______________________________________________________

B.2. Skill Building Activity (25 mins)

Concept Mapping Activity
Instructions:
1. Review the various definitions of art from different perspectives, purpose and significance .
2. Using this concept mapping tool, placing "Art" at the center, identify each perspective and give
descriptions or your own examples to elaborate your ideas.

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 ART 002: ART APPRECIATION
Module #1

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

C. CHECK
C.1. Check for Understanding (10 mins)

Directions: Read each statement carefully. Put your answer on the space provided before the number.

_____1. According to John Dewey's perspective in "Art as Experience," art is primarily viewed as a culmination
of human experiences. Dewey believed that art goes beyond being a static object or a product of individual
talent. Instead, he saw art as a dynamic process that captures and reflects the diverse range of human
experiences, emotions, and interactions with the world. Through art, individuals can engage with and interpret
their surroundings, fostering deeper connections and understanding of the human condition.

According to John Dewey's perspective in "Art as Experience," art is primarily viewed as:
A) A static object B) A culmination of human experiences
C) A product of individual talent D) A commercial commodity
_____2. Throughout history, various cultural and historical definitions of art have emerged, each reflecting
different beliefs and values. One such definition views art as a means of expression and communication. In this
perspective, art serves as a platform for individuals to convey ideas, emotions, and cultural narratives to
others. It transcends personal emotions alone and becomes a shared language that communicates societal
norms, values, and experiences across different cultures and time periods.

Which of the following best describes one of the cultural and historical definitions of art?
A) Art as a static representation of societal norms B) Art as a reflection of personal emotions only
C) Art as a means of expression and communication D) Art as a tool solely for political propaganda

_____3. Artistic expressions often serve as reflections of society, mirroring its beliefs, customs, and values.
Through art, individuals and communities can convey their cultural heritage, preserving and celebrating
traditions that have been passed down through generations. Art becomes a powerful tool for preserving
cultural identity and heritage, fostering a sense of belonging and continuity within communities. Additionally, art
can also critique and challenge societal norms, sparking conversations and debates about social issues and
promoting cultural diversity and understanding.

Artistic expressions often mirror the beliefs, customs, and values of society, highlighting its role as a
reflection of:
A) Individual preferences B) Cultural heritage
C) Economic status D) Technological advancements

_____4. Religious icons, sacred architecture, and ceremonial objects often serve the purpose of religious and
spiritual expression. These forms of art are deeply intertwined with religious beliefs and rituals, serving as
tangible manifestations of faith and devotion. Through religious art, individuals and communities express their
spirituality, connect with divine forces, and commemorate significant religious events and figures. Religious art
transcends aesthetic exploration and becomes a means of spiritual connection and worship for believers.

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 ART 002: ART APPRECIATION
Module #1

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

Which purpose of art is exemplified by religious icons, sacred architecture, and ceremonial objects?
A) Aesthetic and cultural exploration B) Political and social activism
C) Religious and spiritual expression D) Propaganda and advocacy

_____5. Art plays a significant role in society as a catalyst for social and cultural change. Through artistic
expression, individuals and communities can raise awareness about social issues, challenge societal norms,
and advocate for positive change. Art has the power to evoke emotions, provoke critical thinking, and inspire
action, making it a potent tool for social activism and advocacy. By highlighting injustices, celebrating diversity,
and promoting empathy and understanding, art can contribute to creating a more inclusive, equitable, and just
society.

The significance of art in society includes its role as a catalyst for social and cultural change, achieved
through:
A) Art's function as a commercial commodity B) Its promotion of individualism
C) Raising awareness and challenging norms D) Isolating cultural groups

D. CONCLUDE (3 mins)

D.1. Summary / Frequently Asked Questions

Question 1: What is John Dewey's perspective on the nature of art?

Answer: John Dewey viewed art as a culmination of human experiences, emotions, and interactions with the
environment. He believed art is not just an object but a process involving the artist's creative expression and
the audience's active engagement and interpretation.

Question 2: How can art serve as a means of communication and storytelling?

Answer: Art can serve as a means of communication and storytelling through visual representations,
performances, or other artistic forms that convey narratives, histories, and cultural traditions. Artistic
expressions often mirror the beliefs, customs, and values of the society or culture that produced them.

Question 3: What are some examples of art serving political and social purposes?
Answer: Art can serve political and social purposes by acting as a tool for propaganda, promoting political
ideologies, or influencing public opinion. Examples include political murals, protest art, and socially engaged
art works addressing issues such as human rights, environmental concerns, or social injustice.

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 ART 002: ART APPRECIATION
Module #1

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

D.2. Thinking about Learning (10 mins)

To end this session today, kindly answer the questions provided below to sum up your today’s
learning adventure.

1. How has your understanding of art and its purposes changed after this module?

___________________________________________________________________

___________________________________________________________________

2. What new insights or perspectives have you gained about the role of art in society?

___________________________________________________________________

___________________________________________________________________

3. How can you apply the knowledge and skills learned in this module to your everyday life
or future endeavors?
___________________________________________________________________

___________________________________________________________________

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 ART002: Art Appreciation
Module #2
Name: _________________________________________________________________ Class number: _______
Section: ____________ Schedule: ________________________________________ Date: ________________

Lesson Title: Exploring the Nature of Art, Appreciation, Materials:

Creativity, and Imagination Student Activity Sheets

Learning Targets: References:

At the end of the module, students will be able to: 1. Santiago, P. N. M. (2020). A journey in
1. Explain the concepts of art appreciation, creativity, and life through Art Appreciation.
imagination.
2.Illustrate the relationships between art, appreciation,
creativity, and imagination through a written reflection.

A. CONNECT

Welcome to Module #2! Last meeting, we learned about Defining Art and its Purposes. Today we will
learn about the nature of art, appreciation, creativity,and imagination. Read the learning targets listed above so
you have a good idea of what to expect from today’s lesson.

To help you learn better, remember:

● Work with the SAS in sequence. Our SAS activities were designed so that each task will help you learn
more effectively.
● Do all the tasks. Working on all the tasks will help you learn more. If there are changes to the tasks,
your teacher will tell you.
● Read instructions carefully. Ask your teacher or your classmates if you have questions about the tasks.

Let’s start learning!

A.1. Lesson Preview/Review (2 mins)

Good day, learners! In exploring the nature of art, a starting point for us is to be mindful of the reading strategy
we'll use. Today, we're focusing on the strategy of definition and description as we delve into the concepts of
art appreciation, creativity, and imagination.

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 ART002: Art Appreciation
Module #2
Name: _________________________________________________________________ Class number: _______
Section: ____________ Schedule: ________________________________________ Date: ________________

Activity 1: Vocabulary Building (10 mins)

Directions: Look up the meanings of the words given below. Write their dictionary meanings. After searching
for their meanings, create a sentence containing the words.

WORDS DICTIONARY DEFINITION SAMPLE SENTENCE

Art Appreciation

Creativity

Expression

Imagination

B. COACH
B.1. Content Notes (30 mins)

Directions: Read and analyze the lecture content notes so you can fill in the table below.

Nature of Art
Art is a creative activity that expresses imaginative or technical skill. It produces a product, an object. The
product of art is called a work of art. It includes drawing, painting, sculpting, photography, performance art,
dance, music, poetry, prose and theatre.

Creativity. Creativity refers to our instinctive and intuitive power as the highest form of species. Creativity is
universal. This means that art does not only exist in humans, but also in other creations. It is evident even in
a typical Filipino backyard that various species create and construct. Think of the creative formations of
Maya birds in the sky. Observe how chickens or ducks beautifully assemble their nests. Insects like ants
build their anthills. Spiders weave their intricate webs..

Imagination. Imagination is the ability to produce and simulate novel objects, peoples and ideas in the mind
without any immediate input of the senses. Imagination is the ability to form a mental image of something

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that is not perceived through the five senses. It is the ability of the mind to build mental scenes, objects or
events that do not exist, are not present, or have happened in the past. Imagination manifests in various
degrees in different people. It is also described as the forming of experiences in one's mind, which can be
re-creations of past experiences such as vivid memories with imagined changes, or they can be completely
invented and possibly fantastic scenes. Imagination is a cognitive process used in mental functioning and
sometimes used in conjunction with psychological imagery. It is considered as such because it involves
thinking about possibilities. Imagination, however, is not considered to be exclusively a cognitive activity
because it is also linked to the body and place, particularly that it also involves setting up relationships with
materials and people, precluding the sense that imagination is locked away in the head.

Expression. Expression is the ability to convey meaning. It involves low level skills such as spelling,
punctuation, capitalization, and grammar, but also high level composition skills such as planning,
organization, determining content, and revision to express information effectively. Today’s society is going
through challenging times across the globe and art has contributed to a reaction towards local, as well as
national and international issues. With a range of talent, artists are painting ideas that many choose to
ignore, using their art as their voice to react to the injustices they see in this world. Within its nature, art has
no rules. There are no guidelines to express yourself. Art is meant to be the way the artist wants it to be, and
art could be a reaction to outrage to established systems. But just because art could be a reaction to what’s
going on, does not mean it has to be. Different artists have different stories to tell and different ideas to get
across through their art. Art is controversial yet peaceful, simple yet bold. No matter what form art is
manifested — be it through painting, dance or music — it is up to the artist to choose how they express
themselves, what expressions they’ll share, and which ones they will keep to themselves.

Let us go back to the text above, get the definition and examples

Nature of Art Definition Examples

Creativity It refers to our instinctive and Bees are super important because
intuitive power as the highest form they help plants grow by moving
of species. Creativity is universal. pollen from one flower to another.
They fly all over the backyard,
making their homes called
beehives. Bees build these hives
very carefully using wax. Each
little room inside the hive is
shaped like a hexagon.

Imagination

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Expression

And we’re done!

Understanding the definition and description of our main topic is crucial for a deeper comprehension. This
strategy can be applied across various subjects, so don't worry if it feels challenging at first. With practice,
you'll find yourself studying more efficiently.

Strategy Review (5 mins):

What was the title of the text we read? ___________________________________________________

What reading comprehension strategy did we use? _________________________________________

What are the two steps in using this strategy? _____________________________________________

How many definitions and descriptions were in the text? ___________________________________

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B.2. Skill Building Activity (25 mins)

Activity 2. Get that Rhythm! Get that Art!

Have you ever caught yourself thinking about someone you once cared about? Ben & Ben made a
meaningful song talking about how their actions may have hurt someone else and how they want to say
sorry and fix things. This is what art is all about! We, Filipinos, love using our creativity and imagination
to show how we feel and what we've been through.

The song’s title is Let us listen to the Ones We Loved. You may search
for it or use the QR code to listen to it.

Based on your reflections while listening to the song, write a structured

essay or a free-form reflection that explores the relationships between
art, imagination, creativity, and expression. Consider including personal
experiences, examples from art history, or references to artworks that
resonate with you.

You will be guided with these questions:

What does art mean to you, especially in connection to the song?

How do you think imagination is important when making and enjoying art, like the song by Ben & Ben?

How do you think creativity is used through the expression of the song?

How does the song help us understand how art can share thoughts, feelings, and life stories?

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C. CHECK
C.1. Check for Understanding (10 mins)
Directions: Read each question carefully. On the space provided before the number write TRUE
if the statement is correct and FALSE if it is incorrect

__________ 1. Appreciation is recognition and enjoyment of the good qualities of someone or

something.
__________ 2. Creativity is a phenomenon whereby something new and somehow valuable is formed.
__________ 3. Imagination is the ability to form a mental image of something that is not perceived
through the five senses.
__________ 4. Art appreciation involves a deeper look into the setting and historical implication and
background of the piece, a study of its origins.

__________ 5. Art has no rules and there are no guidelines to express yourself.

D. CONCLUDE

D.1. Summary / Frequently Asked Questions (3 mins)

Question 1: What is art?

Answer: Art is a creative activity that expresses imaginative or technical skill, encompassing various
forms like drawing, painting, sculpting, photography, performance art, dance, music, poetry, prose, and
theatre.

Question 2: What is creativity?

Answer: Creativity is our instinctive and intuitive power as the highest form of species, existing
universally in humans and other creations. It's seen in the creative formations of nature, like bird nests
and spider webs.

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Question 3: What is imagination?

Answer: Imagination is the ability to produce novel objects, people, and ideas in the mind without
immediate sensory input. It involves forming mental images of things not perceived through the senses.

Question 4: What is an expression?

Answer: Expression is the ability to convey meaning, involving low-level skills like spelling and
grammar, and high-level skills like planning and revision. In today's society, art serves as a reaction to
issues, allowing artists to express themselves freely.

D.2. Thinking about Learning (10 mins)

To end this session today, kindly answer the questions posted on the chart below to sum up your
today’s learning experience.

Did you find this lesson easy/difficult/important? Were you able to meet the learning objectives?
Yes/No/Why? Explain in your own words.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

Did you have challenges in today’s learning? How did you overcome those challenges?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

D.3. Glossary of Terms

1. Creativity. The instinctive and intuitive power to generate novel and valuable ideas or artifacts,
often considered the highest form of species' expression. Context: Creativity is evident not only
in humans but also in other species, such as birds constructing nests or spiders weaving webs.
2. Cognitive Process. Mental operations or activities that include thinking, understanding,
learning, and remembering. Context: Imagination is described as a cognitive process because it
involves mental functions that create possibilities and envision scenarios beyond immediate
sensory input.
3. Imagination. The ability to form mental images, concepts, or scenarios that are not currently
perceived through the senses; it involves creating or re-creating experiences in one's
mind.Context: Imagination allows individuals to visualize new objects, peoples, and ideas,
contributing to artistic and creative processes.

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4. Expression. The act of conveying thoughts, feelings, or meanings through various forms,
including language, art, and behavior. Context: Artists use expression to react to societal issues,
communicate personal stories, and share their perspectives through different art forms.
5. Performance Art. A type of art that involves live presentations, often combining visual art with
dramatic performance. Context: Performance art is one of the many forms through which
creativity and expression manifest, encompassing actions like dance and theatre.

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Lesson title: Assumptions and Functions of Art Materials:

Excerpts from texts discussing
Learning Targets: assumptions about art (e.g. philosophical
At the end of the module, students will be able to: essays, artist statements)
1. Identify the underlying assumptions about art by Examples of artworks or artistic traditions
analyzing relevant texts using annotation strategies. serving different functions
2. Categorize the various functions of art based on their Category chart templates or mind
characteristics through a classification activity. mapping tools
3. Evaluate the validity of different assumptions about
art's functions through a critical analysis essay. References:
Zulueta, Francisco M. (2002). The
Humanities. Manila: National Bookstore.
Osborne, Harold (1970) Aesthetics and
Arts Theory: A Historical Introduction,
New York: E.P. Dutton.
Dudley, L., & Faricy, A. (1968). The
humanities: Applied aesthetics.
McGraw-Hill.

A. CONNECT

A.1. Lesson Preview/Review (3 mins).

Introduction:
Welcome to Module 3! In our previous modules, we explored the Nature of Art, Appreciation, Creativity, and
Imagination. Today, we'll delve deeper into the underlying assumptions and beliefs in art, as well as the
multifaceted functions it can fulfill. Read the learning targets listed above so you have a good idea of what to
expect from today’s lesson.
To help you learn better, remember:
● Work with the SAS in sequence. Our SAS activities were designed so that each task will help you learn
more effectively.
● Do all the tasks. Working on all the tasks will help you learn more. If there are changes to the tasks,
your teacher will tell you.
● Read instructions carefully. Ask your teacher or your classmates if you have questions about the tasks.

Let's Go!

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B. COACH

B.1. Content Notes (30 mins).

Topic: Assumptions and Functions of Art
Reading Comprehension Strategy: Definition/Description

Assumptions about Art:

1. Art is everywhere: This means that art can be found in many places around us, not just in museums or
galleries. It can be in paintings, sculptures, music, dance, and even in everyday objects like clothes and
buildings.

2. Art is not nature: This means that art is different from the natural world around us. While nature includes
things like trees, animals, and mountains, art is created by people to express ideas and emotions using
different materials and techniques.

3. Art is imitating and creating: This means that artists often observe the world around them and then use
their imagination and skills to create something new. They might paint a picture of a flower they see in a
garden, or they might sculpt a statue of an animal they admire.

4. Art perfects nature: This means that sometimes art can make things even more beautiful or meaningful
than they are in nature. For example, a painting of a sunset might capture the colors and feelings of the
moment in a way that makes it even more special than seeing the sunset itself.

5. Art's message is universal: This means that art can be understood and appreciated by people from
different places and cultures. Even if someone doesn't speak the same language as the artist, they can still
feel the emotions and ideas that the artwork is trying to convey.

Functions of Art:

1. Personal/Emotional

- Self-expression: This means showing your feelings, thoughts, or ideas through art. For example, painting
a picture or writing a poem about how you feel.

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-Emotional release: Art can help people let out their feelings in a healthy way. For instance, drawing or
writing when you're sad or angry can make you feel better.

- Personal growth: Creating art can help you learn new things about yourself and grow as a person. When
you practice art, you get better at it, and you also learn about your strengths and what you enjoy.

2. Cultural

- Preserving traditions: Art can help keep customs and practices from the past alive. For example, making
traditional crafts or performing dances that have been passed down through generations.

- Fostering identity: Art can show who you are and where you come from. It can include things like wearing
traditional clothing or singing songs from your culture.

-Promoting values: Art can teach important lessons and values. For instance, paintings or stories might
teach about kindness, honesty, or bravery.

3. Social

-Commentary: Art can be used to talk about important issues in society, like fairness or equality. Artists
might make paintings or sculptures that show their thoughts on these topics.

-Activism: Some art is made to try to change things in the world for the better. For example, making posters
or songs to protest against unfairness or pollution.

- Raising awareness: Art can help people learn about things they might not know much about, like
endangered animals or different cultures. Artists might create exhibitions or performances to share this
knowledge.

4. Decorative/Aesthetic:

-Beautification: Art can make things look more attractive or beautiful. For example, decorating a room with
paintings or adding designs to clothes.

-Visual appeal: This means that art is nice to look at. It can include things like colorful paintings, intricate
patterns, or graceful sculptures.

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5. Spiritual

- Religious practices: Art has often been used in religious ceremonies and rituals. This can include things
like making sacred paintings, sculptures, or music.

-Ceremonies: Art can be part of special events or celebrations, like weddings or festivals. People might use
art to decorate spaces or perform traditional dances.

-Spiritual expression: Some art is made to show feelings or beliefs about things that are bigger than just
everyday life. For example, making sculptures or paintings that represent ideas about the soul or the afterlife.

Done!
● Definition/Description help us understand the content better. This comprehension strategy can be
used in any subject!
● Keep trying! The more you use this strategy, the better you are at it.

Strategy Review (5 mins).

1. What did you define and describe? ____________________________________________________

2. What reading comprehension strategy did we use? _______________________________________

3. What did you do with this strategy? ____________________________________________________

4. How many terms did you define and describe? ___________________________________________

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B.2. Skill Building Activity (30 mins).

Art Exploration and Analysis
In this activity, you will embark on a personal journey to explore and analyze artworks or artistic
traditions through the lens of assumptions and functions.

Instructions:
1. Using the egg cracks organizing tool, identify each assumption on one cracked egg and
function of art on the other.
2. Provide specific examples of artworks, artistic movements, or cultural traditions that exemplify
that particular assumption or function.
3. Include brief descriptions or explanations of how the examples relate to the identified
assumption or function.

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C. CHECK
C.1. Check for Understanding (10 mins).

Directions: Read each statement carefully. Put your answer on the space provided before the number.

_____1. Art is often viewed through various assumptions, shaping how individuals perceive its purpose and
significance. However, not all assumptions align with the diverse roles that art plays in society. While some see
art primarily as a form of self-expression or a reflection of society, others recognize its function as a means of
communication or even as a form of entertainment. Understanding the breadth of perspectives surrounding art
allows for a richer appreciation of its complexity and impact.

Which of the following is NOT an example of an assumption about art?

A.) Art as self-expression B.) Art as a reflection of society
C.) Art as a means of communication D.) Art as a form of entertainment

_____2. Art serves a vital function in preserving traditions and promoting cultural values. Through artistic
expression, communities can pass down cultural practices, beliefs, and stories from one generation to the next.
Art acts as a visual and tangible representation of cultural identity, reinforcing connections to heritage and
fostering a sense of belonging. By celebrating cultural traditions through various art forms, communities can
maintain their cultural heritage and ensure its continuity for future generations.

What is the primary function of art in preserving traditions and promoting cultural values?
A.) Personal/Emotional B.) Cultural
C.) Social D.) Decorative/Aesthetic

_____3.Certain types of art serve the purpose of raising awareness and advocating for social causes. These
artworks use visual and creative expression to address pressing social issues, challenge injustices, and inspire
action. By highlighting societal challenges and advocating for change, art becomes a powerful tool for social
activism and mobilization. Through exhibitions, performances, and public installations, artists can engage with
communities, spark conversations, and drive social change.

Which type of art serves the purpose of raising awareness or advocating for social causes?
A.) Personal/Emotional B.) Cultural
C.) Social D.) Ritual/Spiritual

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_____4. Artworks created for religious practices or spiritual ceremonies fall under the function of ritual/spiritual
art. These artworks serve a sacred purpose within religious traditions, acting as vessels for spiritual
connection, worship, and reverence. From religious icons and sculptures to sacred architecture and ceremonial
objects, these artworks play a central role in religious rituals and ceremonies, facilitating spiritual experiences
and fostering a sense of divine presence among believers.

Artworks created for religious practices or spiritual ceremonies fall under which function of art?
A.) Personal/Emotional B.) Cultural
C.) Social D.) Ritual/Spiritual

_____5. Art that primarily aims to explore beauty, emotions, and human experiences serves the function of
personal/emotional expression. These artworks delve into the depths of human consciousness, eliciting
emotional responses and inviting introspection. Through various artistic mediums and styles, artists convey
their innermost thoughts, feelings, and experiences, creating works that resonate with viewers on a personal
and emotional level. By tapping into universal themes and emotions, these artworks evoke empathy,
contemplation, and connection among audiences.

If an artwork primarily aims to explore beauty, emotions, and human experiences, which function of art does it
serve?
A.) Personal/Emotional B.) Cultural
C.) Social D.) Decorative/Aesthetic

D. CONCLUDE

D.1. Summary / Frequently Asked Questions

Question 1. Can artworks serve multiple functions simultaneously?
ANSWER: Yes, artworks often fulfill multiple functions concurrently. For instance, a religious painting may
serve both spiritual and cultural purposes.

Question 2. How do assumptions about art influence its creation and interpretation?
ANSWER: Assumptions about art's nature and purpose significantly impact its creation and interpretation.
Artists' beliefs shape their work, prioritizing personal expression or reflecting societal values.

Question 3. Can the function of an artwork change over time or across different contexts?
ANSWER: Yes, an artwork's function can evolve based on cultural, historical, or social context. For example, a
piece initially created for religious use may gain aesthetic or political significance in a different context.

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D.2. Thinking about Learning (10 mins).

To end this session today, kindly answer the questions posted on the chart below to sum up your
today’s learning experience.

Did you find this lesson easy/difficult/important? Were you able to meet the learning objectives?

Yes/No/Why? Explain in your own words.

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

Did you have challenges in today’s learning? How did you overcome those challenges?

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

D.3. Glossary of Terms

1. Imitating
● Definition: The act of observing and replicating aspects of the natural world.
● Context: Artists often imitate elements of nature, such as painting a flower or sculpting an
animal, using their imagination and skills to create new works.
2. Universal
● Definition: Relating to or affecting all people, regardless of their background or culture.
● Context: Art's message is universal, meaning that it can be understood and appreciated by
people from different places and cultures, transcending language barriers.
3. Emotional Release
● Definition: The process of expressing and letting out one's feelings through creative activities.
● Context: Art provides a means for emotional release, allowing individuals to draw or write when
they feel sad or angry, which can help them feel better.
4. Fostering Identity

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●Definition: Encouraging and promoting a sense of self and cultural heritage through creative
expression.
● Context: Art fosters identity by reflecting who individuals are and where they come from, such as
through traditional clothing or cultural songs.
5. Activism
● Definition: The practice of using art to promote social or political change.
● Context: Activism in art includes creating posters or songs to protest against issues like
unfairness or pollution, aiming to improve the world.

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 ART002: Art Appreciation
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Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

Lesson Title: Basic Philosophical Perspectives of Art Materials:

Student Activity Sheets
Learning Targets:
References:
At the end of the module, students will be able to: 1. Santiago, P. N. M. (2020). A journey in life
through Art Appreciation.
1. Identify the basic philosophical perspective of art 2. Kant, I. (1790). Critique of Judgment. Translated
by Werner S. Pluhar, Hackett Publishing, 1987.
2. Synthesize the key ideas from various philosophical This text provides the foundational exposition of
perspectives on art through a summary writing activity. Kant's aesthetic theory.
3. Inwood, Michael, 'Dasein', Heidegger: A Very
Short Introduction, 2nd edn, Very Short
Introductions (Oxford, 2019; online edn, Oxford
Academic, 24 Jan. 2019)
4. Croce, B. (1902). "Aesthetic as Science of
Expression and General Linguistic".

A. CONNECT

Welcome to Module #4! Last meeting, we learned about Assumptions and Functions of Art. Today we
will learn about the Basic Philosophical Perspectives of Art. Read the learning targets listed above so you have
a good idea of what to expect from today’s lesson.

To help you learn better, remember:

● Work with the SAS in sequence. Our SAS activities were designed so that each task will help you learn
more effectively.
● Do all the tasks. Working on all the tasks will help you learn more. If there are changes to the tasks,
your teacher will tell you.
● Read instructions carefully. Ask your teacher or your classmates if you have questions about the tasks.

Let’s start learning!

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 ART002: Art Appreciation
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Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

A.1. Lesson Preview/Review (10 mins)

Good day, learners! In learning the philosophical perspectives of art, a starting point for us is to
be mindful of the reading strategy we'll use. Today, we're focusing on the strategy of definition and
description as we delve into the concepts of basic philosophical perspectives of art.

Using the graphic organizer, let us identify the connection between arts and philosophy by
revisiting its definitions.

What is Arts? What is Philosophy? How does philosophy influence Arts?

B. COACH
B.1. Content Notes (30 mins)

Directions: Read and analyze the lecture. Using the graphic organizer below, you will define and describe the
concepts.

Basic Philosophical Perspectives on Art

Art as Mimesis

The concept of art as mimesis refers to the idea that art is an imitation or representation of reality. Originating
from ancient Greek philosophy, particularly from the works of Plato and Aristotle, mimesis involves the
portrayal of the physical world, human actions, or natural phenomena in a way that reflects or mimics the
real world. Plato believed that art was nothing but an ideal state. For instance, an illustration on the concept

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Section: ____________ Schedule: ________________________________________ Date: ________________

of a table that runs into two categories which are thing and actual object.

The thing refers to an idea or the essence of a table itself. It is simply the internal properties of a table. The
idea of a table exists only in the mind and no physical substance appears. On the other hand, an actual
object refers to the physical substance qualities of a real table. Thus, concerning beauty and truth on art for
Plato., this table in the real world would lack the perfection of an ideal table even though the finest craftsman
already achieved his purpose of creating a table. For him, it reduced the ultimate idea of thing.

Art as Representation

Aristotle believes that art should be judged by the accuracy and effectiveness of its imitation. This means
that the subject matter of art should be an accurate representation of reality and that it should represent the
things that exist in the world. For example, when painting a landscape, the artist should strive to capture the
colors, shapes, and textures of the natural environment as accurately as possible.

Art as Purposive without a Purpose

According to Kant, art can be considered purposive in that it seems to have been created with intention or
design. However, it lacks a specific purpose or practical function beyond the aesthetic experience it provides.
This idea emphasizes the intrinsic value of art and beauty, suggesting that true aesthetic appreciation is
detached from utilitarian or instrumental concerns.

Art as Dasein

Dasein is Heidegger’s way of referring both to the human being and to the type of Being that humans have.
Its essence lies in its existence. It can respond to its circumstances, thereby choosing its ‘Being’. ‘Dasein’ is
about the human being and its place in the world. Dasein is essentially in the world, because it continually
interprets and engages with other entities and the contexts in which they lie. Only Dasein makes the world a
unitary world at all, rather than a collection of entities. Dasein is the whole human being, and makes no
distinction between body and mind. Heidegger rejected any purely psychological realm.

Art as Supreme over Morality

Art and Morality: Benedetto Croce argued that art should not be judged by moral standards because the
purposes of art and morality are fundamentally different. While morality concerns itself with actions and their

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ethical implications, art concerns itself with the creation of beauty and the expression of intuition. Hence, art
should be appreciated for its aesthetic value rather than its adherence to moral norms.

Let's build key concepts! Using the table below, you will copy the definition from the text above.
Ready? (10 mins)

Basic Philosophical
Perspectives of Art Definition

Art as Mimesis

Art as Representation

Art as Purposive without a

Purpose

Art as Dasein

Art as Supreme over Morality

Understanding the definition and description of our main topic is crucial for a deeper comprehension. This
strategy can be applied across various subjects, so don't worry if it feels challenging at first. With practice,
you'll find yourself studying more efficiently.

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 ART002: Art Appreciation
Module #4

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

Strategy Review:

1. What was the title of the text we read? ___________________________________________________

2. What reading comprehension strategy did we use? _________________________________________
3. What are the two steps in using this strategy? _____________________________________________
4. How many definitions and descriptions were in the text? _____________________________________

B.1. Skill Building Activity (20 mins)

Activity 2. Look Around! That’s Art! Let us navigate key concepts by creating your own
definitions and adding examples. Let’s go!

Basic
Philosophical Definition Examples
Perspectives on
Art

Art as Mimesis Art as mimesis means that art is like a copy If someone draws a picture of a table,
of real life, showing things and actions as they're trying to make it look like a real
they are in the world. table, even though the table they draw
might not be perfect like the idea of a table
in their mind.

Art as
Representation

Art as
Purposive
without a
Purpose

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Art as Dasein

Art as Supreme
over Morality

C. CHECK
C.1. Check for Understanding (10 mins)
Direction: Read the following statements carefully. Write your answer on the space provided.

________________ 1. The concept of "Art as Mimesis" suggests that art imitates reality. This idea, rooted in
ancient philosophy, posits that artworks strive to replicate aspects of the natural world, capturing the essence
of reality through various artistic mediums. By mimicking the physical world, artists seek to evoke recognition,
understanding, and emotional resonance among viewers.

According to the concept of "Art as Mimesis," art imitates:

A) Reality B) Dreams C) Ideal Forms D) Emotions

________________2. The concept of "Art as Mimesis" suggests that art imitates reality. This idea, rooted in
ancient philosophy, posits that artworks strive to replicate aspects of the natural world, capturing the essence
of reality through various artistic mediums. By mimicking the physical world, artists seek to evoke recognition,
understanding, and emotional resonance among viewers.

"Art as Representation" suggests that art:

A) Reflects the artist's emotions B) Depicts reality as it is
C) Conveys hidden meanings D) Transcends human experience

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_______________3. The concept of "Art as Purposive without a Purpose" suggests that art may have inherent
meaning and intentionality, even if its purpose is not immediately apparent or utilitarian. Unlike forms of art with
explicit practical functions, such as architecture or design, artworks created under this concept may transcend
specific objectives or purposes. Instead, they invite viewers to engage with ambiguity, complexity, and
aesthetic experience, challenging conventional notions of utility and functionality.

The idea of "Art as Purposive without a Purpose" implies that art:

A) Serves no practical purpose B) Has a clear and defined purpose
C) Aims to confuse the viewer D) Is only for entertainment

________________4. "Art as Dasein" refers to art as a manifestation of human existence and experience. This
concept, derived from existential philosophy, emphasizes the inherent connection between art and human life.
Art is seen as a reflection of the human condition, expressing emotions, thoughts, and existential concerns.
Through artistic expression, individuals confront questions of identity, mortality, and meaning, forging a deeper
understanding of their own existence and relationship to the world.

According to the concept of "Art as Dasein," art is:

A) Aesthetic expression B) A manifestation of divine inspiration
C) The result of human skill and effort D) An imitation of nature

_________________5. The concept of "Art as Supreme over Morality," advocated by Benedetto Croce,
emphasizes the autonomy and primacy of art over moral considerations. According to this view, art operates
within its own realm of aesthetic values and principles, independent of ethical judgments or moral standards.
Art is valued for its ability to evoke beauty, inspire creativity, and stimulate emotional responses, transcending
the limitations of moral critique. Croce's perspective challenges the notion of art as a moral instrument,
asserting its intrinsic worth and significance as a form of human expression and cultural heritage.

The concept of "Art as Supreme over Morality," advocated by Benedetto Croce, emphasizes the:
A) Ethical values in art B) Primacy of art over moral considerations
C) Importance of moral lessons in art D) Subordination of art to moral standards

D. CONCLUDE

D.1. Summary / Frequently Asked Questions

Question 1: What is "Art as Mimesis"?

Answer: "Art as Mimesis" is the philosophical concept that suggests art imitates reality. It aims to
represent the true essence of things to reveal universal truths.

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Question 2: What does "art as representation" entail?

Answer: "Art as representation" suggests that art depicts reality as it is or as it is perceived, often
conveying deeper meanings or messages beyond the surface.

Question 3: What is meant by "Art as Purposive without a Purpose"?

Answer: "Art as Purposive without a Purpose" implies that art serves no practical purpose and exists
for its own sake, often aiming to evoke emotions or provoke thought without a specific end goal.

Question 4: Define art as dasein.

Answer: "Art as dasein" refers to art as a manifestation of human skill and effort, often involving the
creation of aesthetically pleasing or meaningful objects or experiences.

Question 5: What does "art as supreme over morality" mean?

Answer: "Art as supreme over morality," advocated by Benedetto Croce, emphasizes the autonomy
and primacy of artistic expression over moral or ethical considerations.

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 ART002: Art Appreciation
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D.2. Thinking about Learning (10 mins)

To end this session today, kindly answer the questions posted on the chart below to sum up your
today’s learning experience.

Did you find this lesson easy/difficult/important? Were you able to meet the learning objectives?

Yes/No/Why? Explain in your own words.

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

Did you have challenges in today’s learning? How did you overcome those challenges?

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

D.3. Glossary of Terms

1. Mimesis
● Definition: The concept that art is an imitation or representation of reality, reflecting the physical
world, human actions, or natural phenomena.
● Context: Originating from ancient Greek philosophy, mimesis involves creating art that mimics
the real world, such as a painting that accurately depicts a landscape.
2. Representation
● Definition: The idea that art should accurately depict the subject matter it portrays, capturing the
essence of the real world.
● Context: According to Aristotle, art should be judged by how well it represents reality, such as an
artist striving to depict the colors and textures of a landscape accurately.
3. Purposive without a Purpose
● Definition: A concept by Kant that suggests art appears to have intention or design but lacks a
practical function, existing purely for aesthetic experience.

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● Context: This perspective emphasizes the intrinsic value of art, appreciating beauty without any
utilitarian or instrumental concerns.
4. Dasein
● Definition: Heidegger's term for human existence, emphasizing the individual's engagement with
the world and the interpretation of their experiences.
● Context: Dasein refers to the human being's way of being in the world, making sense of their
surroundings and existing as a whole entity without separating mind and body.
5. Aesthetic Value
● Definition: The worth of an artwork based on its beauty and the experience it provides, rather
than its moral or practical implications.
● Context: Benedetto Croce argued that art should be appreciated for its aesthetic value, focusing
on beauty and intuition rather than moral standards.

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 ART 002: ART APPRECIATION
Module #5

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Lesson title: Subject and Content of Art Materials:

Graphic Organizer Template
Learning Targets: Sample Artworks for Analysis

At the end of the module, students will be able to: References:

1. Distinguish between the subject and content of art by Santiago, P. N. M. (2020). A Journey in
analyzing examples using a graphic organizer. Life through Art Appreciation.
2. Evaluate the effectiveness of different subjects and Ariola, M. M. (2018). Art Appreciation.
content in conveying artistic messages through a Dewey, J. (1934). Art as Experience.
critique activity. Guillermo, A. (2001). Image to Meaning:
Essays on Philippine Art.
Honour, H., & Fleming, J. (2009). A World
History of Art.
Ocvirk, O. G., et al. (2009). Art
Fundamentals: Theory and Practice.

A. CONNECT

A.1. Lesson Preview/Review (3 mins).

Introduction:
Welcome to Module #5! In our last session, we explored the Basic Philosophical Perspectives of Art. Today,
we'll delve into the Subject and Content of Art. Review the learning targets above to understand what we'll
accomplish in this lesson.

Tips for Effective Learning:

1. Follow the SAS (Self-Assessment System) in sequence as each task builds upon the previous
one.
2. Complete all tasks to maximize your learning.
3. Carefully read all instructions. If you have any questions, feel free to ask your teacher or
classmates.

Let’s start learning!

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 ART 002: ART APPRECIATION
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B. COACH

B.1.Content Notes (30 mins).

Topic: Subject and Content of Art
Reading Comprehension Strategy: Definition/Description

This strategy helps us break down and understand complex concepts by defining terms and describing their
characteristics:
● Define the Subject: Identify and describe what is visually present.
● Describe the Content: Explore and explain the underlying themes, messages, or emotions conveyed.

Understanding the Subject and Content of Art:

Subject: The subject of a piece of art encompasses the identifiable objects or themes portrayed within it,
providing an answer to the question, "What is it about?" This can manifest in two main forms:

1. Representational: Involves the portrayal of naturalistic or realistic forms such as landscapes,

portraits, and still life. These subjects are recognizable and often drawn from the observable world.
2. Abstract: Contrary to representational art, abstract pieces do not directly depict identifiable subjects.
Instead, they utilize shapes, colors, and forms to evoke emotions, provoke thoughts, or convey
messages. In abstract art, the focus shifts from depicting tangible objects to exploring the interplay of
visual elements and their impact on the viewer.

Content: The content of a work of art delves into its deeper meaning or message, addressing the question,
"What does it mean?" This deeper layer of significance can be derived from various sources:

1. Symbolism: Artists frequently employ symbols to represent ideas, emotions, or qualities beyond
their literal appearance. These symbols imbue the artwork with layers of meaning, inviting viewers to
interpret and engage with the piece on multiple levels.

2. Context: The cultural, historical, and social context surrounding the creation of art significantly
influences its content. Art is often a reflection of the time, place, and society in which it was produced.
Understanding the context provides valuable insight into the intended message or interpretation of
the artwork.

3. Artist’s Intent: At the core of every artwork lies the artist's intent—their personal vision, thoughts,
and emotions that they aim to express through their creation. The artist's intent serves as a guiding

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force, shaping the content of the artwork and influencing how it is perceived by the audience. By
understanding the artist's perspective and motivations, viewers can gain deeper insights into the
artwork's significance and appreciate the creative process behind it.

In essence, understanding both the subject and content of art involves unraveling the visual elements and
delving into the underlying messages, symbols, and contexts that shape its meaning and impact. Through
thoughtful analysis and interpretation, viewers can engage more deeply with artworks, enriching their
experience and fostering a greater appreciation for the diversity and complexity of artistic expression.

Based on the text, fill in the matrix to organize key concepts. (10 mins).

Good work! Keep on!

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Strategy Review (5 mins):

Define the Subject: Identify and describe what is visually present in the artwork.
Describe the Content: Explore and explain the underlying themes, messages, or emotions conveyed by the
artwork.

1. Define and Describe: What did you define and describe?_________________________________

2. Reading Comprehension Strategy: What strategy did we use? ___________________________
3. Application: What did you do with this strategy? ________________________________________
4. Terminology: How many terms did you define and describe? ____________________________

B. Skill Building Activity :

B1. Look at That! (10 mins): Find out what the art is mainly about (like what you see in a
painting or drawing). Look closely at the artwork and decide what you see (like people, things, or
places) on one side. Then, think about what the artist might be trying to say or show on the other side.
Give short explanations of what you see in the artwork (like a sunny day or a sad person) and then try
to guess what the artist might want you to understand (like feeling happy or lonely). Use examples to
help explain your ideas.

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 ART 002: ART APPRECIATION
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B.2. Phrase That! (10 mins): Based on your output above, group your description into content
and subject. Use the matrix below.

Content Description Subjective Description

C. CHECK
C.1. Check for Understanding (7 mins).
Read the following statements carefully. Write your answer on the space provided before the number.

_____1. When we talk about the 'subject' of an artwork, we're referring to the identifiable objects or
themes that the artist has drawn or painted. It's like figuring out what the picture is all about. For
example, if you see a painting of a beach with palm trees and waves, the subject might be the beach
scene itself.

What does the 'subject' of an artwork refer to?

A) The underlying meaning or message of the artwork.
B) The cultural and historical context of the artwork.
C) The identifiable objects or themes depicted in the artwork.
D) The artist's personal feelings and emotions.

_____2. Now, let's think about the 'content' of an artwork. This is the deeper meaning or message that
the artist wants to share with us through their creation. It's like finding out what the artist is trying to tell
us or make us feel. So, if we go back to that beach painting, the content might be about relaxation,
nature, or the beauty of the seaside.

Which of the following best describes the 'content' of an artwork?

A) The specific colors and materials used by the artist.
B) The technical skill and techniques applied in creating the artwork.
C) The deeper meaning or message that the artist intends to communicate.
D) The physical size and shape of the artwork.

_____3. Sometimes, artists use 'symbolism' to help us understand the content of their artwork better.

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 ART 002: ART APPRECIATION
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Symbolism means using symbols, like pictures or objects, to represent ideas or feelings. So, in our
beach painting example, if there's a seashell in the corner, it might symbolize the idea of tranquility or
the passage of time.

In the context of art analysis, how is 'symbolism' related to 'content'?

A) Symbolism is used to identify the subject of the artwork.
B) Symbolism helps convey the deeper meaning or message of the artwork.
C) Symbolism determines the style and genre of the artwork.
D) Symbolism is only related to the historical period of the artwork.

_____4. To figure out the subject and content of an artwork, it's helpful to look closely and describe
what we see in the picture. We can talk about the visible things, like colors and shapes, which help us
understand the subject. Then, we can think deeper about what those things might mean, which helps
us understand the content.

Which strategy is helpful in distinguishing between the subject and content of an artwork?
A) Measuring the dimensions of the artwork.
B) Identifying the materials used in the artwork.
C) Defining the visible elements and describing the underlying themes.
D) Counting the number of colors used in the artwork.

_____5. Understanding both the subject and content of an artwork is important because it helps us
appreciate and think more deeply about the artwork. It's like looking at a picture and not just seeing
what's on the surface but understanding what the artist is trying to say. This helps us enjoy art more
and think about the world in different ways.

Why is it important to understand both the subject and content of an artwork?

A) To accurately determine the market value of the artwork.
B) To enhance the appreciation and critical analysis of the artwork.
C) To replicate the artwork in a different medium.
D) To categorize the artwork into a specific art movement.

D. CONCLUDE
D.1. Summary / Frequently Asked Questions (5 mins.)
Summary:
The subject of art is the visual or narrative focus.
The content encompasses the underlying meaning, message, or theme.

FAQs:
Question 1: What is the difference between subject and content?
Answer : The subject is what is depicted, while content is the deeper meaning or message conveyed.

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Question 2: Can one artwork have multiple interpretations of content?

Answer : Yes, different viewers might interpret the content differently based on their perspectives and
experiences.

Question 3: Why is it important to distinguish between subject and content?

Answer : Understanding both helps in fully appreciating and critically analyzing artworks.

D.2. Thinking about Learning (10 mins.)

To end this session today, kindly answer the questions posted on the chart below to sum up your
today’s learning experience.

Did you find this lesson easy/difficult/important? Were you able to meet the learning objectives?
Yes/No/Why? Explain in your own words.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

Did you have challenges in today’s learning? How did you overcome those challenges?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

D.3. Glossary of Terms

1. Subject
●● Definition: The identifiable objects, themes, or elements portrayed in a piece of art, answering
the question "What is it about?"
●● Context: The subject can be representational, depicting recognizable forms like landscapes and
portraits, or abstract, focusing on shapes and colors without depicting identifiable objects.
2. Representational
●● Definition: A form of art that depicts recognizable and realistic forms from the observable world.
●● Context: Examples of representational art include realistic landscapes, portraits, and still-life
paintings that accurately portray their subjects.
●●

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3. Abstract
●● Definition: Art that does not depict identifiable subjects but uses shapes, colors, and forms to
evoke emotions or convey messages.
●● Context: Abstract art shifts the focus from tangible objects to the interplay of visual elements,
encouraging viewers to interpret emotions and ideas.
4. Symbolism
●● Definition: The use of symbols to represent ideas, emotions, or qualities beyond their literal
appearance in art.
●● Context: Artists employ symbolism to imbue their works with deeper layers of meaning, inviting
viewers to engage with and interpret the artwork on multiple levels.
5. Context
●● Definition: The cultural, historical, and social circumstances surrounding the creation of art,
influencing its content and meaning.
●● Context: Understanding the context in which an artwork was created provides valuable insight
into its intended message and the influences shaping its interpretation.

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 ART002: Art Appreciation
Module #6
Name: ________________________________________________________________ Class number: _______
Section: ____________ Schedule: ________________________________________ Date: ________________

Lesson Title: Art History (Western, Asian, Philippines) Materials:

Student Activity Sheets
Learning Targets:
At the end of the module, students will be able to: References:
1. identify key artistic styles and movements in Western, 1. Santiago, P. N. M. (2020). A journey in life
through Art Appreciation.
Asian. 2. Hills, Helen. "Architecture and the Baroque." The
Oxford Art Journal, vol. 21, no. 2, 1998, pp.
2. summarize the characteristics and themes associated with 118-128.
these artistic styles. 3. Bailey, Gauvin Alexander. "Between
Renaissance and Baroque: Jesuit Art in Rome,
1565-1610." The Art Bulletin, vol. 82, no. 3, 2000,
3. analyze and present how art reflects cultural identity and pp. 398-419.
influences societal perspectives. 4. Metropolitan Museum of Art - Baroque Art
5. Jocano, F. Landa. The Philippines at the Spanish
Contact. Manila: MCS Enterprises, 1975.

A. CONNECT

Welcome to Module #6! Last meeting, we learned about the Subject and Content of Art. Today, we will
delve into the rich tapestry of Art History, exploring the diverse and fascinating traditions of Western, Asian,
and Philippine art.. Read the learning targets listed above so you have a good idea of what to expect from
today’s lesson.

To help you learn better, remember:

● Work with the SAS in sequence. Our SAS activities were designed so that each task will help you learn
more effectively.
● Do all the tasks. Working on all the tasks will help you learn more. If there are changes to the tasks,
your teacher will tell you.
● Read instructions carefully. Ask your teacher or your classmates if you have questions about the tasks.

Let’s start learning!

A.1. Lesson Preview/Review (2 mins)

Good day, learners! In learning art history, a starting point for us is to be mindful of the reading strategy
we'll use. Today, we're focusing on the strategy of comparing and contrasting as we delve into the concepts of
art history.

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B. COACH
B.1. Content Notes (30 mins)
Directions: Read and analyze the lecture (content notes so you can answer the questions that follow.)

Western Art History

1. Ancient World

● Prehistoric Art. The history of art also covers the entire history of humankind=d since
prehistoric times. Art is a product of man’s emotional and intellectual connection with the
world. It also aimed to produce a message which will either provoke an unexplainable
consciousness within the hearts of its viewers or incite wisdom among inquisitive minds.

The history of the arts reflects the artistic remnants and the wonders of civilization that
commenced in the past and remains alive in our generation today.

The study of artworks and the beginning of such craftsmanship enable us to appreciate
more of our present life today with our collective and colorful past. This helps us to
authenticate the makers and inventors who took a great portion in the propagation and
appreciation of art we now enjoy today.
● Prehistoric Art The art of prehistoric man is characterized for its mysterious and ritual
functions. Art was prehistorically viewed as symbolic. Art is an expression of people's
religious and superstitious belief characterized as "animism". Let us look at the prehistoric
arts through the following period:
● Paleolithic - In the history of art, prehistoric art is all art produced in preliterate, prehistoric
cultures beginning somewhere in very late geological history, and generally continuing until
that culture either develops writing or other methods of record-keeping, or makes
significant contact with another culture that has, and that makes some record of major
historical events. At this point ancient art begins, for the older literate cultures. The
end-date for what is covered by the term thus varies greatly between different parts of the
world.
● Neolithic art was created in the form of statues, tools, paintings, and architecture. For
example, the megalith was created during this time period. Megaliths are massive
structures made out of stones.
● Egyptian art, Ancient sculptures, paintings, and decorative crafts produced mostly in the
dynastic periods of the 3rd–1st millennium BCE in the Nile valley of Egypt and Nubia.
Egyptian art served those in power as a forceful propaganda instrument that perpetuated
the existing framework of society. Much of what has survived is associated with ancient
tombs.

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● Mesopotamian (3500 BC –539 BC). The early art of Mesopotamia spans the Sumerian,
Assyrian, Akkadian, and Babylonian cultures, all thriving empires that existed in a large
region that is known as modern day Iraq, Kuwait, and parts of Syria and Turkey. This era
included many stone sculptures and narrative reliefs, including the stele upon which
Hammurabi’s Code is carved, and the Standard of Ur. Writing was invented around this
time period, by the Sumerians.
2. Classical art, or Classicism, refers to artwork that draws inspiration from ancient Roman or
ancient Greek culture, architecture, literature, and art. Classicism was most popular in Western art
during the Renaissance period and often depicted scenes from mythology through painting,
sculpture, and printmaking.
● Roman art, spanning from the founding of Rome in 753 BCE to the fall of the Western
Roman Empire in 476 CE, is characterized by its adaptability and eclecticism, drawing
heavily from Greek, Etruscan, and later, Egyptian influences. It encompasses a wide range
of media, including sculpture, painting, mosaic, and architecture. Roman art is renowned for
its realism and intricate detail, particularly in portraiture and narrative reliefs, which often
depicted historical events and celebrated military victories. Architectural innovations, such
as the use of concrete, the arch, the vault, and the dome, enabled the construction of
monumental structures like the Colosseum, the Pantheon, and aqueducts. Roman art
served both public and private purposes, reflecting the empire's political propaganda,
religious practices, and social hierarchy, leaving a lasting legacy on Western art and
architecture.
● Ancient Greek art stands out among that of other ancient cultures for its development of
naturalistic but idealized depictions of the human body, in which largely nude male figures
were generally the focus of innovation. The rate of stylistic development between about 750
and 300 BC was remarkable by ancient standards, and in surviving works is best seen in
sculpture. There were important innovations in painting, which have to be essentially
reconstructed due to the lack of original survivals of quality, other than the distinct field of
painted pottery.
3. Medieval Art. The medieval art of the Western world covers a vast scope of time and place, with
over 1000 years of art in Europe, and at certain periods in Western Asia and Northern Africa. It
includes major art movements and periods, national and regional art, genres, revivals, the artists'
crafts, and the artists themselves. Art historians attempt to classify medieval art into major periods
and styles, often with some difficulty. A generally accepted scheme includes the later phases of
Early Christian art, Migration Period art, Byzantine art, Insular art, Pre-Romanesque, Romanesque
art, and Gothic art, as well as many other periods within these central styles. In addition, each
region, mostly during the period in the process of becoming nations or cultures, had its own distinct
artistic style, such as Anglo-Saxon art or Viking art.
● Christian art is sacred art which uses subjects, themes, and imagery from Christianity.
Most Christian groups use or have used art to some extent, including early Christian art and
architecture and Christian media. Images of Jesus and narrative scenes from the Life of
Christ are the most common subjects, and scenes from the Old Testament play a part in the

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art of most denominations. Images of the Virgin Mary and saints are much rarer in
Protestant art than that of Roman Catholicism and Eastern Orthodoxy.
● Byzantine art comprises the body of artistic products of the Eastern Roman Empire, as
well as the nations and states that inherited culturally from the empire. Though the empire
itself emerged from the decline of western Rome and lasted until the Fall of Constantinople
in 1453, the start date of the Byzantine period is rather clearer in art history than in political
history, if still imprecise. Many Eastern Orthodox states in Eastern Europe, as well as to
some degree the Islamic states of the eastern Mediterranean, preserved many aspects of
the empire's culture and art for centuries afterward.
● Romanesque art is the art of Europe from approximately 1000 AD to the rise of the Gothic
style in the 12th century, or later depending on the region. The preceding period is known
as the Pre-Romanesque period. The term was invented by 19th-century art historians,
especially for Romanesque architecture, which retained many basic features of Roman
architectural style – most notably round-headed arches, but also barrel vaults, apses, and
acanthus-leaf decoration – but had also developed many very different characteristics.
● Gothic art was a style of medieval art that developed in Northern France out of
Romanesque art in the 12th century AD, led by the concurrent development of Gothic
architecture. It spread to all of Western Europe, and much of Northern, Southern and
Central Europe, never quite effacing more classical styles in Italy. In the late 14th century,
the sophisticated court style of International Gothic developed, which continued to evolve
until the late 15th century.
4. Revival of Classic. Classical art, or Classicism, refers to artwork that draws inspiration from
ancient Roman or ancient Greek culture, architecture, literature, and art. Classicism was most
popular in Western art during the Renaissance period and often depicted scenes from mythology
through painting, sculpture, and printmaking.
● The Renaissance is a period in history and a cultural movement in Europe marking
the transition from the Middle Ages to modernity. It generally covers the 15th and
16th centuries and is characterized by an effort to revive and surpass the ideas and
achievements of classical antiquity. Renaissance art (1350 – 1620 AD) is the
painting, sculpture, and decorative arts of the period of European history known as
the Renaissance, which emerged as a distinct style in Italy in about AD 1400, in
parallel with developments which occurred in philosophy, literature, music, science,
and technology. Renaissance art took as its foundation the art of Classical antiquity,
perceived as the noblest of ancient traditions, but transformed that tradition by
absorbing recent developments in the art of Northern Europe and by applying
contemporary scientific knowledge.
● The Baroque is a Western style of architecture, music, dance, painting, sculpture,
poetry, and other arts that flourished from the early 17th century until the 1750s. It
followed Renaissance art and Mannerism and preceded the Rococo (in the past
often referred to as "late Baroque") and Neoclassical styles. It was encouraged by
the Catholic Church as a means to counter the simplicity and austerity of Protestant

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architecture, art, and music, though Lutheran Baroque art developed in parts of
Europe as well.
● Rococo, also known as Late Baroque, is an exceptionally ornamental and dramatic
style of architecture, art and decoration which combines asymmetry, scrolling
curves, gilding, white and pastel colours, sculpted moulding, and trompe-l'œil
frescoes to create surprise and the illusion of motion and drama. It is often
described as the final expression of the Baroque movement.
● Neoclassicism, also spelled Neo-classicism, emerged as a Western cultural
movement in the decorative and visual arts, literature, theatre, music, and
architecture that drew inspiration from the art and culture of classical antiquity.
Neoclassicism was born in Rome, largely due to the writings of Johann Joachim
Winckelmann during the rediscovery of Pompeii and Herculaneum. Its popularity
expanded throughout Europe as a generation of European art students finished
their Grand Tour and returned from Italy to their home countries with newly
rediscovered Greco-Roman ideals.

Asian Art History

Chinese Art: ● Harmony with nature, symbolism, landscape painting, calligraphy, and
porcelain; influence of Confucianism, Taoism, and Buddhism.
● Chinese art history encompasses the visual arts produced in China
throughout its long history, from ancient times to the present. It includes a
wide range of artistic expressions, such as painting, calligraphy, sculpture,
pottery, architecture, and more. Chinese art is characterized by its unique
aesthetic principles, philosophical and religious influences, and diverse
styles that evolved over different dynastic periods.

Sample Arworks

● Neolithic Pottery (c. 5000–2000 BCE)

○ Example: Painted Pottery of the Yangshao Culture
● Bronze Age (c. 1600–256 BCE)
○ Example: Ritual Bronzes of the Shang and Zhou Dynasties
● Han Dynasty (206 BCE – 220 CE)
○ Example: Funerary Art and Tomb Murals
● Tang Dynasty (618–907 CE)
○ Example: Tang Dynasty Pottery and Sculpture

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● Song Dynasty (960–1279 CE)

○ Example: Song Dynasty Landscape Painting
● Ming Dynasty (1368–1644)
○ Example: Ming Dynasty Porcelain
● Qing Dynasty (1644–1912)
○ Example: Qing Dynasty Painting and Porcelain
● Modern and Contemporary Chinese Art
○ Example: Modern Chinese Painting and Contemporary Art

Japanese Art ● Simplicity, asymmetry, nature, woodblock prints (Ukiyo-e), Zen Buddhism
influences; forms like ikebana (flower arranging) and bonsai.
● Japanese art encompasses a wide range of art forms and styles
developed over centuries in Japan. It includes various media such as
painting, sculpture, pottery, ink painting, calligraphy, origami, manga, and
anime. Japanese art is known for its emphasis on simplicity, natural
beauty, and a deep connection with nature and spirituality.

Sample Artworks

● “The Great Wave off Kanagawa” (c. 1831) by Katsushika Hokusai

● Red and White Plum Blossoms (c. 1710-1716) by Ogata Kōrin
● The Tale of Genji Scroll (12th century)
● Namban Screen (Late 16th - Early 17th century)

Indian Art ● Intricate sculptures, religious themes from Hinduism, Buddhism, and
Jainism; Mughal paintings and temples with elaborate carvings.
● Indian art encompasses a vast and diverse range of artistic traditions and
styles, spanning thousands of years and incorporating influences from
various cultures and religions. It includes various forms of visual arts, such
as painting, sculpture, architecture, textiles, and decorative arts. Indian art
is characterized by its intricate details, rich symbolism, and vibrant use of
colors. It reflects the cultural, religious, and social dynamics of the Indian
subcontinent.

Sample Artworks

● Ajanta Caves Paintings (2nd century BCE - 6th century CE)

● Khajuraho Temples (950 - 1050 CE)
● Mughal Miniature Paintings (16th - 18th century)

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● Tanjore Paintings (17th century - present)

● Madhubani Paintings (Bihar)

Let's embark on a journey to explore the fascinating world of Western and Asian art! We'll be focusing on
themes, styles, techniques, and cultural significance to understand the similarities and differences between
these two rich traditions.

First, let's choose two artworks for comparison. It's important to select pieces from similar periods or
movements to make our comparison meaningful. Once we have our artworks, we'll provide descriptions for
each, including the title, artist, date of creation, medium, and techniques used. (10 mins)

Western Art Asian Art

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This time, compare and contrast the artworks. Use the diagram below.

Understanding how to compare and contrast key ideas is crucial for a deeper comprehension. This
strategy can be applied across various subjects, so don't worry if it feels challenging at first. With practice,
you'll find yourself studying more efficiently.

Strategy Review:

What was the title of the text we read? _____________________________________________________

What reading comprehension strategy did we use? ___________________________________________

What are the two steps in using this strategy? _______________________________________________

How many comparisons and contrasts were identified in the text? ________________________________

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B.1. Skill Building Activity (30 mins)

Instruction: By looking at the pictures below, compare and contrast them. For each artwork, provide
the following information:

Points to Compare Differences Similarities

Medium and Techniques Used

Subject Matter and Themes

Stylistic Elements (e.g., use of

color, form, perspective)

Cultural and Historical

Significance

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B.2. Activity 2 (10 mins)

__________________________________________________________________________________
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C. CHECK
C.1. Check for Understanding (10 mins)
Direction: Read each statement carefully. On the space provided before the number, write TRUE if the
statement is correct and FALSE if it is incorrect.
_____ 1. The history of art encompasses the history of any activity or product made by humans in a visual
form, including Western, Asian, and Philippine art.
_____ 2. Arts are created for purposes such as communication, beauty, expressing ideas, emotions, or a
worldview, and these purposes can vary across Western, Asian, and Philippine cultures.
_____ 3. The history of art is a multidisciplinary branch that seeks to examine and understand art through time,
including the distinct styles and movements in Western, Asian, and Philippine art.
_____ 4. The study of art history involves classifying cultures and observing the distinctive and influential
characteristics of art within Western, Asian, and Philippine traditions.
_____ 5. Food product labels coming in various forms is an example of pop art, a movement that can be seen
in both Western and Asian contemporary art but is less prevalent in traditional Philippine art.

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D. CONCLUDE
D.1. Summary / Frequently Asked Questions

Question 1: How does Western art differ from Asian and Philippine art in terms of artistic styles and
techniques?
Answer: Western art is often characterized by realism, perspective, and individualism, while Asian and
Philippine art tend to emphasize symbolism, spirituality, and collective themes.
Question 2: What are some key influences that have shaped Western, Asian, and Philippine art over
the centuries?
Answer: Western art has been influenced by classical Greek and Roman art, Christian theology, and
the Renaissance, while Asian art has been influenced by Buddhism, Confucianism, and traditional ink
painting techniques. Philippine art has been influenced by indigenous animistic beliefs, Spanish
colonialism, and modern Western art movements.
Question 3: How do the themes of nature, spirituality, and community manifest in Western, Asian, and
Philippine art?
Answer: Western art often depicts nature realistically or symbolically, Asian art often portrays nature as
a reflection of spiritual harmony, and Philippine art often celebrates communal life and indigenous belief
systems.
Question 4: What role does storytelling play in Western, Asian, and Philippine art traditions?
Answer: Western art often tells stories from mythology, history, or literature, Asian art often conveys
moral or spiritual lessons through narrative scenes, and Philippine art often reflects oral traditions and
cultural heritage through visual storytelling.
Question 5: How have globalization and modernization impacted the contemporary art scenes in
Western, Asian, and Philippine art?
Answer: Globalization and modernization have led to greater cross-cultural influences, experimentation
with new techniques and styles, and the emergence of contemporary artists who blend traditional and
modern elements in their work.

D.2. Thinking about Learning (10 mins)

To end this session today, kindly answer the questions posted on the chart below to sum up your
today’s learning experience.

Did you find this lesson easy/difficult/important? Were you able to meet the learning objectives?
Yes/No/Why? Explain in your own words.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

Did you have challenges in today’s learning? How did you overcome those challenges?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

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D.3. Glossary of Terms

1. Animism
● Definition: The belief that objects, places, and creatures all possess a distinct spiritual essence.
● Context: In prehistoric art, animism is reflected through symbolic representations and ritualistic
artifacts believed to be imbued with spiritual significance.
2. Megalith
● Definition: A large stone that forms a prehistoric monument or part of one.
● Context: Neolithic art features megaliths like Stonehenge, which are massive stone structures
constructed for ceremonial or religious purposes.
3. Stele
● Definition: An upright stone slab or column typically bearing a commemorative inscription or
relief design, often used as a gravestone or monument.
● Context: Mesopotamian art includes notable steles, such as the Code of Hammurabi, which are
inscribed with laws or historical records.
4. Iconography
● Definition: The visual images, symbols, or modes of representation collectively associated with a
person, cult, or movement.
● Context: Byzantine art is rich in iconography, featuring religious icons and symbols used in
Eastern Orthodox Christian traditions.
5. Trompe-l'œil
● Definition: An art technique that uses realistic imagery to create the optical illusion that depicted
objects exist in three dimensions.
● Context: Rococo art often employs trompe-l'œil techniques in decorative frescoes to create the
illusion of depth and elaborate detail.

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 ART002: Art Appreciation
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Section: ____________ Schedule: ________________________________________ Date: ________________

Lesson Title: Cultural Appropriation and Transcreation in Materials:

the Arts Examples of artworks, scholarly articles
Learning Targets: on cultural appropriation, multimedia
At the end of the module, students will be able to: resources.
1. Define the concepts of cultural appropriation and
transcreation in the context of arts. References:
2. Identify examples of cultural appropriation and Ziff, B., & Rao, P. V. (1997). Borrowed
transcreation in various art forms by conducting Power: Essays on Cultural Appropriation.
research and presenting findings. Young, J. O., & Brunk, C. G. (2009). The
3. Examine the ethical implications of cultural Ethics of Cultural Appropriation.
appropriation and transcreation in the arts through a Young, J. O. (2008). Cultural
panel discussion. Appropriation and the Arts. Blackwell
Publishing.

A. CONNECT

A.1. Lesson Preview/Review (3 mins).

Introduction:
Welcome to Module #7! Last meeting, we learned about Art History (Western, Asian, Philippines). Today we
will learn about Cultural Appropriation and transcreation in the arts.
Read the learning targets listed above so you have a good idea of what to expect from today’s lesson.

To help you learn better, remember:

● Work with the SAS in sequence. Our SAS activities were designed so that each task will help you learn
more effectively.
● Do all the tasks. Working on all the tasks will help you learn more. If there are changes to the tasks,
your teacher will tell you.
● Read instructions carefully. Ask your teacher or your classmates if you have questions about the tasks.

Let’s start learning!

B. COACH

B.1. Content Notes (30 mins).

Topic: Cultural Appropriation and Transcreation in the Arts
Reading Comprehension Strategy: Compare and Contrast

Good day, learners! In learning art history, a starting point for us is to be mindful of the reading strategy
we'll use. Today, we're focusing on the strategy of comparing and contrasting as we delve into the concepts of
art history.

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Cultural Appropriation and Transcreation both involve the exchange and adaptation of cultural
elements, but they differ significantly in their ethical considerations and impacts, especially in the
Philippine context.

Cultural appropriation is a term used to describe the borrowing or adoption of elements from one
culture by individuals or groups outside of that culture. It can take various forms, such as using
traditional clothing, hairstyles, music, or symbols without proper understanding or respect for their
cultural significance. This practice often occurs when people take elements of another culture out of
context or without permission, which can lead to the distortion or misrepresentation of the original
culture. While cultural exchange can be positive and enriching, cultural appropriation is often seen as
harmful because it perpetuates stereotypes, diminishes the significance of cultural practices, and
reinforces power imbalances between dominant and marginalized groups.

Unfortunately, it is common in the Philippines. One example is the misappropriation of indigenous

cultural symbols and practices by mainstream Filipino society. For instance, the use of traditional
Filipino attire or indigenous designs as fashion statements without proper understanding or respect for
their cultural significance. Another example is the appropriation of Filipino cuisine without
acknowledgment of its origins, often leading to misrepresentation and oversimplification of complex
culinary traditions. This can perpetuate stereotypes and undermine the cultural integrity of marginalized
communities.

On the other hand, Transcreation is a creative process of adapting a message from one language to
another while maintaining its original tone, context, and intent. Unlike literal translation, which focuses
solely on linguistic accuracy, transcreation involves capturing the essence of the message and
reimagining it in a way that resonates with the target audience. For example, when translating a poem,
a transcreator considers not only the words themselves but also the emotions, cultural references, and
nuances embedded within the text. By skillfully navigating linguistic and cultural differences,
transcreation ensures that the essence of the original message is preserved while effectively
communicating its meaning to a new audience.

It is a more ethical approach to cultural exchange. In the Philippines, where multiple languages and
dialects are spoken, transcreation plays a crucial role in ensuring that messages are accurately
conveyed across different linguistic and cultural contexts. For example, translating a Tagalog poem into
English while maintaining its emotional depth and cultural nuances requires sensitivity and
understanding of both languages and cultures. Similarly, adapting Filipino folklore into different formats
or languages while preserving their essence and cultural integrity can promote cross-cultural
appreciation and understanding.

Therefore, preserving the original message's intent while adapting it to fit the cultural and linguistic
context is a fundamental characteristic of transcreation.

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Impact: Cultural Appropriation can have detrimental effects on marginalized communities in the
Philippines. It can reinforce colonial attitudes and perpetuate power imbalances, leading to cultural
erasure and marginalization. For instance, the commercialization of indigenous crafts or traditional
practices without proper compensation or recognition can further impoverish already marginalized
communities.

Conversely, Transcreation has the potential to promote cultural exchange and mutual respect. By
ensuring that messages are accurately and sensitively conveyed across cultural boundaries,
transcreation can facilitate meaningful dialogue and collaboration between different communities. For
example, translating Filipino literature into other languages can help promote Filipino culture on a global
scale, fostering appreciation and understanding of the richness and diversity of Philippine heritage.

In conclusion, while Cultural Appropriation can lead to cultural misrepresentation and exploitation,
Transcreation offers a more ethical and respectful approach to cultural exchange, promoting
understanding and appreciation across linguistic and cultural boundaries in the Philippines.

Understanding how to compare and contrast key ideas is crucial for a deeper comprehension. This
strategy can be applied across various subjects, so don't worry if it feels challenging at first. With
practice, you'll find yourself studying more efficiently.

Using the diagram identify the following (10 mins):

1. similarities on common involvement and intent

2. differences on Ethical considerations and Impact to the cultural elements of the arts.

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Strategy Review (7 mins):

What reading comprehension strategy did we use? _______________________________________________
How did this strategy help you understand the lesson? ____________________________________________
How many comparisons and contrasts were identified in the content? ________________________________

Skill Building Activity (10): Exploring Cultural Appropriation and Transcreation in Art
Read the case study carefully.

In 2015, the famous fashion brand Haute Couture faced severe backlash for featuring Native American
headdresses in their runway show during Fashion Week. The headdresses, which hold deep cultural and
spiritual significance in many Native American tribes, were worn by non-Native models as fashion statements.
This sparked outrage from Native American communities and activists, who condemned the brand for culturally
appropriating and misusing sacred symbols without understanding or respecting their true meanings. Critics
argued that reducing the headdresses to mere fashion accessories trivialized their cultural importance and
perpetuate harmful stereotypes.

In response to the controversy, the brand's creative director initially defended their use of the
headdresses, stating that it was meant as an "appreciation" of Native American culture and a way to celebrate

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its beauty. However, as the backlash intensified, the brand eventually issued a public apology and pulled the
controversial pieces from their collection.

While some argued that the brand's actions constituted cultural appreciation and transcreation (the
process of adapting cultural elements into new creative works), others maintained that it was a clear case of
cultural appropriation – taking and exploiting elements from a minority culture without proper context, consent,
or respect.

The debate highlighted the fine line between cultural appreciation and appropriation, raising questions
about the ethical boundaries of artistic expression and the need for greater cultural sensitivity and dialogue
when incorporating elements from other cultures into creative works.

Questions: Answer the following questions using the diagram below (10 minutes).

Based from the case study above,

1. How does Cultural Appropriation and Transcreation differ on:

1.a. Ethical Considerations
1.b. Social Implications
1.c. Artistic Interpretations

2. What common intention or similarities can you identify between the concepts of cultural
appropriation and transcreation?

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C. CHECK
C. 1 Check for Understanding (10 mins).
Direction: Read the following statements carefully. Write your answer on the space provided.

_____1. Cultural appropriation is when people take things from another culture without really
understanding or respecting where they come from. It's like borrowing someone's toys without asking or
knowing how to play with them properly. Instead of appreciating the culture, it can sometimes make fun
of it or use it in a way that's not right.

What is cultural appropriation?

A. The respectful adoption of elements from another culture.
B. The adoption of elements from another culture without understanding or respect.
C. The process of translating texts between languages.
D. The study of cultural history.

_____2. Transcreation is when you translate something, like a poem, into another language while
keeping the same feeling and meaning. It's like telling a story in a different language but making sure it
feels just as exciting and makes sense. So, if you read a poem in English and then someone turns it
into Spanish while still keeping the beautiful words and emotions, that's transcreation.

Which of the following is an example of transcreation?

A. Copying a famous painting.
B. Translating a poem while maintaining its original tone and context.
C. Using another culture’s traditional music in an advertisement.
D. Wearing traditional clothing from another culture at a festival.

_____3. Cultural appropriation can be harmful because it can make people from that culture feel
disrespected or misrepresented. It's like if someone wears a special outfit from your family's culture as
a joke, it might hurt your feelings. Instead of celebrating diversity, it can make people feel like their
traditions and customs aren't valued.

Why is cultural appropriation often considered harmful?

A. It promotes cultural exchange.
B. It respects and honors the original culture.
C. It can lead to misrepresentation and disrespect of the original culture.
D. It is a form of cultural preservation.

_____4. Appreciating another culture means understanding and respecting it, while appropriation often
doesn't show that same care. It's like enjoying different kinds of food because you like them, not
because you want to make fun of them. Appreciation is about learning from each other and celebrating
what makes each culture unique.

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What is a key difference between cultural appreciation and appropriation?

A. Appreciation involves financial gain, while appropriation does not.
B. Appropriation is always illegal, while appreciation is not.
C. Appreciation involves understanding and respect, while appropriation often does not.
D. Appropriation involves collaboration, while appreciation does not.

_____5. Transcreation is about keeping the original message's meaning while changing it into another
language. It's like if you want to tell a joke in Spanish, you have to make sure it's just as funny as it was
in English. So, while you might need to adjust some words to make sense, you still want to keep the
same feeling and style.

Which of the following is NOT a characteristic of transcreation?

A. Maintaining the original message’s intent.
B. Altering the cultural context significantly.
C. Preserving the style and tone.
D. Adapting messages between languages.

D. CONCLUDE

D.1 Summary / Frequently Asked Questions (3 mins).

Cultural appropriation involves the unacknowledged or inappropriate adoption of elements of one
culture by members of another culture. Transcreation is about adapting a message across different
languages and cultures while retaining its original context. Ethical considerations are crucial to prevent
cultural misrepresentation.

Question 1: What is the main issue with cultural appropriation?

Answer: It often leads to misrepresentation and disrespect of the original culture.

Question2. How can one practice cultural appreciation respectfully?

Answer: By seeking permission, understanding the cultural significance, and collaborating with
members of the culture.

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D.2. Thinking about Learning (7 mins).

To end this session today, kindly answer the questions posted on the chart below to sum up your
today’s learning experience.

Did you find this lesson easy/difficult/important? Were you able to meet the learning objectives?

Yes/No/Why? Explain in your own words.

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

Did you have challenges in today’s learning? How did you overcome those challenges?

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

D.3. Glossary of Terms

1. Cultural Appropriation
● Definition: The adoption of elements from one culture by individuals or groups outside of that
culture, often without understanding or respect for its significance.
● Context: Cultural appropriation in the Philippines can involve the misuse of traditional attire or
culinary practices, leading to misrepresentation and perpetuation of stereotypes.
2. Transcreation
● Definition: The process of adapting a message from one language to another while preserving
its original tone, context, and intent, going beyond literal translation to capture cultural nuances.
● Context: In the Philippines, transcreation ensures that messages in multiple languages maintain
their emotional depth and cultural nuances, promoting cross-cultural appreciation.
3. Marginalized Communities
● Definition: Groups of people who are excluded from mainstream social, economic, cultural, or
political life.
● Context: Cultural appropriation often impacts marginalized communities in the Philippines by
reinforcing stereotypes and diminishing the significance of their cultural practices.

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4. Colonial Attitudes
● Definition: Perspectives and behaviors that reflect the dominance and exploitation characteristic
of colonialism, often leading to unequal power dynamics and cultural erasure.
● Context: In the Philippines, cultural appropriation can reinforce colonial attitudes, perpetuating
historical power imbalances and marginalizing indigenous cultures.
5. Nuances
● Definition: Subtle differences in or shades of meaning, expression, or sound.
● Context: Transcreation involves understanding and conveying the nuances of a message,
ensuring that cultural references and emotions are accurately translated to resonate with the
target audience.

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 ART002: Art Appreciation
Module #8

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

Lesson Title: Elements of Arts and Principles of Design Materials:

Student Activity Sheets
Learning Targets: References:
At the end of the module, students will be able to: 1. https://www.artyfactory.com/art_ap
1. Differentiate between the elements of art, and preciation/visual-elements/visual-e
principles of design by creating a visual representation lements.html
or infographic. 2. https://www.thoughtco.com/principl
2. Distinguish the use of elements and principles in an es-of-art-and-design-2578740
original artwork and provide a written artist's statement.

A. CONNECT

Welcome to Module #8! Last meeting, we learned about Cultural Appropriation and Transcreation in the
arts.Today we will learn about the elements of arts and principles of design.. Read the learning targets listed
above so you have a good idea of what to expect from today’s lesson.

To help you learn better, remember:

● Work with the SAS in sequence. Our SAS activities were designed so that each task will help you learn
more effectively.
● Do all the tasks. Working on all the tasks will help you learn more. If there are changes to the tasks,
your teacher will tell you.
● Read instructions carefully. Ask your teacher or your classmates if you have questions about the tasks.

Let’s start learning!

A.1. Lesson Preview/Review (2 mins)

Good day, learners! As we begin our exploration of the elements of art and principles of design, it's
important to consider the reading strategy we'll employ. Today, we'll concentrate on the strategy of comparing
and contrasting, which will help us grasp these fundamental concepts more effectively.

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B. COACH
B.1. Content Notes (30 mins)

Directions: Read and analyze the lecture (content notes so you can do the activity that follows.)

Visual Elements of Art

The visual elements of art are the basic components that artists use to create artworks. These elements
include line, shape, form, texture, color, and space. Understanding these elements is crucial for artists as
they form the foundation for creating and interpreting artworks. Each element contributes to the overall
composition and visual impact of an artwork, and artists often manipulate these elements to convey specific
ideas, emotions, or messages.

1. Line is the foundation of all drawing. It is the first and most versatile of the visual elements of art.
Lines in an artwork can be used in many different ways. It can be used to suggest shape, pattern,
form, structure, growth, depth, distance, rhythm, movement and a range of emotions.

The way we draw a line can convey different expressive qualities:

● Freehand lines can express the personal energy and mood of the artist
● Mechanical lines can express a rigid control
● Continuous lines can lead the eye in certain directions
● Broken lines can express the ephemeral or the insubstantial
● Thick lines can express strength
● Thin lines can express delicacy

2. Shape can be natural or man-made, regular or irregular, flat (2-dimensional) or solid (3-dimensional),
representational or abstract, geometric or organic, transparent or opaque, positive or negative,
decorative or symbolic, colored, patterned or textured.

The Perspective of Shapes: The angles and curves of shapes appear to change depending on our
viewpoint. The technique we use to describe this change is called perspective drawing.

The Behaviour of Shapes:

● Shapes can be used to control your feelings in the composition of an artwork

● Squares and Rectangles can portray strength and stability
● Circles and Ellipses can represent continuous movement
● Triangles can lead the eye in an upward movement

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● Inverted Triangles can create a sense of imbalance and tension

3. Tone is the lightness or darkness of a color. The tonal values of an artwork can be adjusted to alter
its expressive character.

Tone can be used:

● to create a contrast of light and dark.

● to create the illusion of form.
● to create a dramatic or tranquil atmosphere.
● to create a sense of depth and distance.
● to create a rhythm or pattern within a composition.

4. Color is the visual element that has the strongest effect on our emotions. We use color to create the
mood or atmosphere of an artwork.

There are many different approaches to the use of color:

● Color as light
● Color as tone
● Color as pattern
● Color as form
● Color as symbol
● Color as movement
● Color as harmony
● Color as contrast
● Color as mood

5. Pattern is made by repeating or echoing the elements of an artwork to communicate a sense of

balance, harmony, contrast, rhythm or movement.

There are two basic types of pattern in art: Natural Pattern and Man-Made Pattern. Both natural and
man-made patterns can be regular or irregular, organic or geometric, structural or decorative, positive
or negative and repeating or random.

Natural Pattern: Pattern in art is often based on the inspiration we get from observing the
natural patterns that occur in nature. We can see these in the shape of a leaf and the
branches of a tree, the structure of a crystal, the spiral of a shell, the symmetry of a snowflake
and the camouflage and signalling patterns on animals, fish and insects.

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Man-Made Pattern: Pattern in art is used for both structural and decorative purposes. For
example, an artist may plan the basic structure of an artwork by creating a compositional
pattern of lines and shapes. Within that composition he/she may develop its visual elements
to create a more decorative pattern of color, tone and texture across the work.

6. Texture is the surface quality of an artwork - the roughness or smoothness of the material from which
it is made. We experience texture in two ways: optically (through sight) and physically (through
touch).
● The physical texture, also known as actual texture or tactile texture, refers to the patterns of
variations found on a solid surface. These can encompass a wide range of materials,
including but not limited to fur, canvas, wood grain, sand, leather, satin, eggshell, matte, or
smooth surfaces like metal or glass.
● Visual texture or implied texture is the illusion of having physical texture. Every material
and every support surface has its own visual texture and needs to be taken into consideration
before creating a composition. As such, materials such as canvas and watercolour paper are
considerably rougher than, for example, photo-quality computer paper and may not be best
suited to creating a flat, smooth texture. Photography, drawings and paintings use visual
texture both to portray their own subject matter realistically and with interpretation. Texture in

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these media is generally created by the repetition of the shape and line. Another example of
visual texture is terrazzo or an image in a mirror.

Principles of Design

The principles of art (or the principles of design) are essentially a set of criteria which are used to
explain how the visual elements are arranged in a work of art. These principles are possibly the
closest thing we have to a set of objective criteria for analyzing and judging art.

Art is a notoriously gray area when it comes to objectively defining what is great and what is not. An
artist of one era may be mocked during his lifetime, yet revered after his passing (such as Vincent
van Gogh). The principles of art help combat this gray area to some extent. They allow us to
communicate what makes a great painting great with an element of objectivity and consistency.

1. Balance refers to the visual weight of the elements of the composition. It is a sense that the painting
feels stable and "feels right." Imbalance causes a feeling of discomfort in the viewer.

Balance can be achieved in three different ways:

● Symmetry: A quality in which both sides of a composition have the same elements in the same
position, as in a mirror image or the two sides of a face.

● Asymmetry: The opposite of symmetry, in which the composition is balanced due to the contrast of
any of the elements of art. For example, a large circle on one side of a composition might be
balanced by a small square on the other side

● Radial Symmetry: Elements are equally spaced around a central point, as in the spokes coming out
of the hub of a bicycle tire.

2. Contrast is the difference between elements of art in a composition such that each element is made
stronger relative to the other. When placed next to each other, contrasting elements command the
viewer's attention. Areas of contrast are among the first places that a viewer's eye is drawn. Contrast
can be achieved by juxtapositions of any of the elements of art. The use of negative and positive
space is an example of contrast. Complementary colors placed side by side are an example of
contrast. Notan, a Japanese design concept, is an example of contrast.

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3. Emphasis is when an artist creates an area of the composition that is visually dominant and
commands the viewer's attention. This is often achieved by contrast.

4. Movement is the result of using the elements of art such that they move the viewer's eye around and
within the image. A sense of movement can be created by diagonal or curvy lines, either real or
implied, or by edges, the illusion of space, repetition, or energetic mark-making.

5. Pattern is the uniform repetition of any of the elements of art or a combination thereof. Anything can
be turned into a pattern through repetition. Some classic patterns are spirals, grids, and weaves.
Zentangles is one popular design practice in which an abstract or representational outline is divided
into different areas, each of which contains a unique pattern.

6. Rhythm is created by movement implied through the repetition of elements of art in a non-uniform
but organized way. It is related to rhythm in music. Unlike pattern, which demands consistency,
rhythm relies on variety.

7. Unity or Variety.You want your painting to feel unified such that all the elements fit together
comfortably. Too much unity creates monotony, and too much variety creates chaos. You need both.
Ideally, you want areas of interest in your composition along with places for your eye to rest.

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B.2. Activity 1. 3-2-1 Chart (10 mins). Supply the information asked below. You can go back to the
content notes to look for the needed information.

Understanding how to compare and contrast key ideas is crucial for a deeper comprehension. This
strategy can be applied across various subjects, so don't worry if it feels challenging at first. With practice,
you'll find yourself studying more efficiently.

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Strategy Review (5 mins)

What was the title of the text we read? _________________________________________________________

What reading comprehension strategy did we use? _______________________________________________
What are the two steps in using this strategy? ___________________________________________________
How many comparisons and contrasts were identified in the text? ___________________________________

B.3. Skill Building Activity (25 mins)

Task: Create an Original Artwork

Alright, let's dive into creating your original artwork! Here's how to go about it:

STEP 1: Artwork Creation

a. Medium Selection: Start by choosing your preferred art medium. You have a wide range of options to
pick from: painting, drawing, digital art, sculpture, and more. Select the one that resonates most with
your vision.

b. Elements of Art: Incorporate at least three elements of art into your piece. You can play around with
elements like line, shape, color, texture, form, space, or value. Feel free to experiment and explore
different combinations.

c. Principles of Design Now, think about the principles of design. Integrate at least three principles such as
balance, contrast, emphasis, movement, pattern, rhythm, or unity. These principles will add depth and
cohesion to your artwork.

Remember, this is your chance to express yourself creatively. Don't hesitate to take risks and let your
imagination run wild!

Once you're done, move on to crafting your artwork description.

STEP 2: Art Work Description

Congratulations on completing your artwork! Here's how to describe it effectively:

a. Artistic Choices:Begin by describing the artistic choices you made during the creative process. Talk
about why you chose your specific medium and how it helped convey your message or vision.

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b. Elements and Principles: Explain how you utilized the elements of art and principles of design in your
piece. Discuss how each element and principle contributes to the overall composition and meaning of
your artwork.

c. Meaning and Response: Reflect on how your artistic choices create meaning or evoke a response from
the viewer. Consider the emotions, themes, or ideas you aimed to convey and how successful you feel
in achieving your goals.
d. Challenges and Insights: Share any challenges you encountered during the creative process and the
insights you gained from overcoming them. Discuss how these challenges shaped your artwork and
your growth as an artist.

Craft your description thoughtfully, aiming for a word count between 100-150 words. Once you're
finished, it's time to submit your artwork and artist's statement for evaluation.
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C. CHECK

C.1. Check for Understanding (25 mins)

Task: Artwork Comparison.

Find a classmate and embark on the journey of comparing your artworks! Here's how to do it using the
matrix provided:

a. Exchange Artworks : Start by exchanging your artworks with your classmates. Take some time to
carefully observe each other's pieces, noting similarities, differences, and unique aspects.

b. Matrix Evaluation: Utilize the provided matrix to compare and evaluate your artworks. Consider
elements such as medium, elements of art, principles of design, artistic choices, and overall impact.

c. Discussion: Engage in a meaningful discussion with your classmate, sharing your thoughts,
impressions, and interpretations of each other's artworks. Explore how your creative processes differed
and what you both gained from the experience.

By comparing your artworks, you'll not only gain insight into each other's artistic styles but also deepen
your understanding of art as a whole. Enjoy the journey of artistic exploration and discovery!

Our Differences
Elements of Art Our Similarities
My Artwork My Classmates’
Artwork

Line vs. Texture:

Compare the use of
smooth lines and rough
textures to highlight
differences and their
combined effect.

Color vs. Shape:

Contrast how color
choices influence the
perception of shapes
and contribute to the
overall mood.

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Space vs. Form:

Discuss how the
manipulation of space
and form creates depth
and interest.

Our Differences
Principles of Design Our Similarities
My Artwork My Classmates’
Artwork

Balance vs. Contrast:

Compare how
balanced elements
create stability, while
contrasting elements
add excitement.

Emphasis vs. Unity:

Contrast the focal
points with the
cohesive elements that
unify the piece.

Movement vs.
Pattern:
Compare how
movement guides the
viewer's eye through
the artwork, while
patterns create a sense
of rhythm and
repetition.

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D. CONCLUDE

D.1. Summary / Frequently Asked Questions

Question 1: What are the visual elements of art?

Answer: The visual elements of art are the basic components or building blocks used by artists to
create works of art. They include line, shape, form, space, color, texture, and value. These elements
are combined and arranged in various ways to convey meaning, create visual interest, and evoke
emotions in the viewer.

Question 2: What are the principles of design?

Answer: The principles of design are guidelines that govern how the visual elements are arranged in a
work of art. They include balance, contrast, emphasis, movement, pattern, rhythm, and unity. These
principles help artists create compositions that are visually appealing and effectively communicate their
intended message or idea.

D.2. Thinking about Learning (10 mins)

To end this session today, kindly answer the questions posted on the chart below to sum up your
today’s learning experience.

Did you find this lesson easy/difficult/important? Were you able to meet the learning objectives?

Yes/No/Why? Explain in your own words.

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

Did you have challenges in today’s learning? How did you overcome those challenges?

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

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D.3. Glossary of Terms

1. Tonal Values
● Definition: The lightness or darkness of a color in an artwork.
● Context: Tonal values can be adjusted to alter the expressive character of an artwork, such as
creating a contrast of light and dark to produce a sense of depth and distance.
2. Perspective Drawing
● Definition: A technique used to represent three-dimensional objects on a two-dimensional
surface, showing how shapes appear to change depending on the viewpoint.
● Context: Perspective drawing is essential in depicting the angles and curves of shapes
realistically, which changes based on the observer's viewpoint.
3. Radial Symmetry
● Definition: A type of balance in which elements are equally spaced around a central point.
● Context: Radial symmetry can be seen in the spokes of a bicycle tire or the petals of a flower,
contributing to the balanced feel of an artwork.
4. Visual Texture
● Definition: The illusion of physical texture created through visual means, such as patterns of
shapes and lines.
● Context: Visual texture is used in drawings and paintings to realistically portray subject matter or
to create an interpretive visual experience, like the roughness of a canvas or the smoothness of
photo-quality paper.
5. Emphasis
● Definition: An area in a composition that is visually dominant and draws the viewer's attention.
● Context: Artists create emphasis by using contrast, such as placing a brightly colored object
against a dark background to make it stand out.

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Lesson Title: Mediums and Techniques in Art Materials:

Pre-assigned mediums
Learning Targets: SAS
At the end of the module, students will be able to:
1. Classify different art mediums and techniques based References:
on their characteristics through a categorization "Art Techniques." The Art Institute of
activity. Chicago. https://www.artic.edu/techniques
2. Create artworks using mediums and techniques by "Exploring Art Mediums." The Museum of
creating. Modern Art.
https://www.moma.org/explore/mediums
"Art Techniques and Mediums." The
Getty.
https://www.getty.edu/education/teachers/
classroom_resources/curricula/art_tech/

A. CONNECT

A. 1 Introduction (3 mins.)

Welcome back, artists! Today, we'll dive into the world of art mediums and techniques. Get ready to explore the
vast array of materials and processes that artists use to bring their visions to life.
To help you learn better, remember:
● Work with the SAS in sequence. Our SAS activities were designed so that each task will help you learn
more effectively.
● Do all the tasks. Working on all the tasks will help you learn more. If there are changes to the tasks,
your teacher will tell you.
● Read instructions carefully. Ask your teacher or your classmates if you have questions about the tasks.

A. 2 Lesson Preview/Review (2 mins).

From the classic paints and sculpting tools to the cutting-edge digital art software, we'll uncover the
unique characteristics and applications of each medium. Today, we're focusing on the strategy of
comparing and contrasting as we delve into the concepts of art mediums and techniques..

Let's get started!

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Activity 1: Artistic Materials Guessing Game (5 mins.)

Instructions:
1. Your teacher will display various art materials and tools.
2. Identify as many as you can and share your experiences or knowledge about them.

B. COACH

B.1. Content Notes (15 mins).

Topic: Mediums and Techniques in Art
Reading Comprehension Strategy: Compare and Contrast

Art Mediums
The materials or tools used by artists to create artworks.

Chalk: Chalk is a soft, porous sedimentary rock primarily composed of calcium carbonate, used in art
for drawing in natural, black, white, and colored forms.

Charcoal: Charcoal is a lightweight, black residue made from carbon and ash, obtained by removing
water and volatile components from animal and vegetation substances, and is used in art for its rich,
deep black tones and ease of blending.

Pastels: Pastels are art mediums in stick form made from pure powdered pigment and a binder,
available as soft, hard, or oil pastels, known for their vibrant colors and smooth blending capabilities.

Pencils: Pencils are drawing tools with a thin graphite core encased in wood, available in various
hardness grades from soft (B) to hard (H), and commonly used for drawing, sketching, and detailed
work.

Oils: Oil paints consist of pigments mixed with oil, usually linseed, and are known for their rich colors,
versatility, and ability to create texture through techniques like glazing and impasto.

Acrylics: Acrylic paints are fast-drying paints made from pigments suspended in an acrylic polymer
emulsion, water-soluble when wet but water-resistant when dry, appreciated for their versatility and
vibrant colors.

Clay: Clay is a natural, malleable material composed of fine-grained minerals, used in art for sculpting
and ceramics, often fired in a kiln to create durable finished pieces.

Metal: Metal in art includes various materials such as steel, aluminum, and copper, used for sculpting,
casting, and creating structures through techniques like welding, forging, and casting.

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Bronze: Bronze is an alloy primarily consisting of copper and tin, valued for its durability and use in
casting sculptures, allowing for the creation of detailed and long-lasting works.

Wood: Wood is a natural material derived from trees, utilized in art for carving, construction, and
sculpture, with woodworking involving techniques like carving, joining, and turning to create both
functional and decorative pieces.

Art Techniques
The methods or approaches used by artists to manipulate mediums and create artworks.

Drawing: Creation of images using pencils, charcoal, pastels, or markers.

Painting: Application of pigments onto a surface using oils, acrylics, watercolors, etc.

Printmaking: Creating multiple copies of an image using relief, intaglio, lithography, serigraphy, etc.

Sculpture: Crafting three-dimensional forms using materials like clay, wood, metal, stone, etc.

Photography: Capturing images using light-sensitive materials or digital sensors.

Digital Art: Creating or manipulating art using digital tools such as software, tablets, or 3D printers.

Mixed Media: Incorporating multiple mediums or materials to create layered compositions.

Using the matrix below, differentiate Art Mediums and Techniques (10 mins.)

Aspect Art Mediums Art Techniques

Art techniques involve the methods or

Art mediums refer to the actual materials or approaches employed by artists to manipulate
Differentiation
tools used in the creation of artworks. these mediums and produce specific effects or
outcomes.

Examples

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Purpose

Flexibility

Specialization

Innovation

In essence, while art mediums dictate the physical materials used in creating artworks, art techniques
encompass the methods and approaches employed by artists to manipulate these mediums, ultimately
influencing the aesthetic and expressive qualities of the final piece.

Understanding how to compare and contrast key ideas is crucial for a deeper comprehension. This strategy
can be applied across various subjects, so don't worry if it feels challenging at first. With practice, you'll find
yourself studying more efficiently.

Strategy Review (5 mins.):

What reading comprehension strategy did we use? ______________________________________________

How did this strategy help you understand the lesson? ___________________________________________

How many comparisons and contrasts were identified in the content? ________________________________

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 ART002: Art Appreciation
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B. 2 Skill Building Activity (20 mins)

Activity 1. (If the class is face-to-face, discussions will be conducted in small groups.)
Instruction: Using the pre-assigned materials, create your own masterpiece using different mediums
and techniques. Use the space provided.

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Activity 2 (10mins.)
Instruction:
1. Using the diagram below, use your masterpiece from the first activity to fill in the mediums and
techniques you used.

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C. CHECK
I. Check for Understanding (10 mins.)
Direction: Read the following statements carefully. Write your answer on the space provided.

_____1. Printmaking is an artistic process that involves creating images or designs on a surface, such as
wood, metal, or stone, and transferring them onto paper or other materials. One common technique used in
printmaking is etching, where an image is incised or scratched into a surface coated with a special
acid-resistant substance. This process allows the artist to create intricate and detailed designs that can be
reproduced multiple times. While glazing, impasto, and hatching are techniques used in painting and drawing,
they are not typically associated with printmaking.

Which of the following is a printmaking technique?

a) Glazing b) Etching c) Impasto d) Hatching

_____2. Sculpture is a three-dimensional art form that involves shaping and manipulating materials to create
physical objects. One method of creating sculptures is through modeling, which involves gradually shaping and
building up material, such as clay or wax, to form the desired shape. This process allows the artist to sculpt
intricate details and textures, adding depth and dimension to the artwork. Carving, casting, and assemblage
are other techniques used in sculpture, each involving different methods of material manipulation and
construction.

The process of creating a sculpture by gradually shaping and building up material is known as:
a) Carving b) Casting c) Modeling d) Assemblage

_____3. Drawing is a fundamental artistic practice that involves creating images or designs on a surface using
various tools and mediums. Charcoal, pastels, and pencils are all commonly used drawing mediums, each
offering unique qualities and effects. Charcoal is known for its rich, dark tones and expressive marks, while
pastels provide vibrant colors and soft textures. Pencils offer precision and control, allowing artists to create
fine lines and intricate details. Unlike charcoal, pastels, and pencils, oils are not typically used for drawing but
are instead used as a painting medium due to their slow drying time and blendable properties.
Which of these is not a drawing medium?
a) Charcoal b) Pastels c) Oils d) Pencils

_____4. Impasto is a painting technique that involves applying thick layers of paint to create texture and
dimension on the canvas. This technique allows artists to build up layers of paint, creating a sense of depth
and tactile quality in their artwork. By manipulating the paint with brushes or palette knives, artists can achieve
a variety of textures and effects, from smooth and glossy to rough and sculptural. Glazing, blending, and
hatching are other painting techniques used to manipulate color and texture on the canvas, each offering
different approaches to creating depth and visual interest.

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The technique of applying thick layers of paint to create texture is called:

a) Impasto b) Glazing c) Blending d) Hatching

_____5. Digital art refers to artwork created using digital technology, such as computers, tablets, and software
programs. Common digital art mediums include pixels and vectors, which are used to create digital images and
graphics. Pixels are individual points of color arranged in a grid, while vectors are mathematical shapes
defined by lines and curves. Tablets and software programs, such as Adobe Photoshop and Corel Painter,
provide artists with digital tools and brushes to create and manipulate images. Additionally, 3D printing is a
digital fabrication process that allows artists to create three-dimensional objects by layering materials, such as
plastic or metal, based on digital designs.

Digital art mediums include:

a) Pixels and vectors b) Tablets and software c) 3D printing d) All of the above

D. CONCLUDE

D. 1 Summary / Frequently Asked Questions (5 mins.)

Art mediums are the physical materials like chalk, oils, clay or wood that artists use to create artworks,
determining the work's characteristics and sensory experience. Art techniques are the methods like shading,
glazing, sculpting or digital editing that artists employ to manipulate the mediums, impacting the artwork's
aesthetic, style and expression. While each medium has unique properties, techniques can cross mediums,
enabling artistic exploration.

FAQs:

Question 1. What distinguishes an art medium from an art technique?

Answer: An art medium refers to the physical materials or tools used in creating artwork, while an art
technique involves the methods or approaches employed to manipulate those materials for specific effects or
outcomes.

Question 2. Can artists utilize multiple mediums and techniques within a single artwork?
Answer: Yes, artists often blend different mediums and techniques, leading to mixed media or
multi-disciplinary pieces, enabling greater creative expression and exploration of various artistic approaches.

Question 3. How do advancements in technology and materials impact art mediums and techniques?
Answer: Advancements in technology and materials continually expand artistic possibilities, leading to the
creation of new mediums like digital art and exploration of innovative techniques, often resulting in the
emergence of new artistic styles and movements.

Question 4. How does an artist's selection of medium and technique influence the overall meaning or
message of their artwork?

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Answer: An artist's choice of medium and technique significantly impacts an artwork's meaning or message,
as different mediums and techniques evoke distinct emotions, convey specific themes, or symbolize particular
ideas, shaping the viewer's interpretation and engagement with the piece.

D. 2 Thinking about Learning (10 mins.)

To end this session today, kindly answer the questions provided below to sum up your today’s learning
adventure.

1. If you were commissioned to create a large-scale public installation, what mediums would you
choose?

_________________________________________________________________________________

_________________________________________________________________________________

2. How would your choice of mediums and techniques reflect the intended message or theme of
your artwork?

________________________________________________________________________________

________________________________________________________________________________

3. What is your creative process in planning and executing the installation?

__________________________________________________________________________________

__________________________________________________________________________________

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D.3. Glossary of Terms

1. Impasto
● Definition: A technique in painting where paint is laid on the surface thickly, so it stands out from
the canvas, creating a texture.
● Context: Artists use impasto to add depth and dimension to their work, making certain elements
of the painting appear more prominent.
2. Kiln
● Definition: A specialized oven or furnace used for firing ceramics and clay sculptures at high
temperatures to harden them.
● Context: After sculpting with clay, artists use a kiln to fire the pieces, transforming them into
durable, finished artworks.
3. Glazing
● Definition: A painting technique involving the application of a transparent or semi-transparent
layer of paint over another thoroughly dried layer of paint.
● Context: Glazing is often used in oil painting to create depth, enhance color richness, and
achieve a luminous effect.
4. Forging
● Definition: A metalworking process involving shaping metal using compressive forces, typically
with a hammer or press.
● Context: Artists use forging to create metal sculptures and structures, often heating the metal to
make it malleable before shaping it.
5. Relief Printmaking
● Definition: A printmaking process where the image to be printed is raised above the background
surface.
● Context: In relief printmaking, artists carve away parts of a block (such as wood or linoleum) to
create a raised design, which is then inked and pressed onto paper to produce an image.

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 ART002: Art Appreciation
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Name: _________________________________________________________________ Class number: _______
Section: ____________ Schedule: ________________________________________ Date: ________________

Lesson Title: Production Processes Materials:

Student Activity Sheets
Learning Targets:
1. Describe the production process References:
2. Compare and contrast the production processes "Producing and Directing the Short Film
involved in creating a commercial piece, highlighting and Video" by Peter W. Rea and David K.
differences and similarities between various stages Irving (Focal Press)
such as ideation, planning, production, and distribution. "The Filmmaker's Handbook" by Steven
Ascher and Edward Pincus (Plume)
"The Guerilla Film Makers Handbook" by
Chris Jones and Genevieve Jolliffe
(Continuum)
"The Complete Film Production
Handbook" by Eve Light Honthaner (Focal
Press)
"Film Production Management" by Bastian
Cleve (Focal Press)

A. CONNECT

Welcome to Module #10! Last meeting, we learned about Mediums and Techniques in Art. Today we
will learn about the Production processes in various Art forms. Read the learning targets listed above so you
have a good idea of what to expect from today’s lesson.

To help you learn better, remember:

● Work with the SAS in sequence. Our SAS activities were designed so that each task will help you learn
more effectively.
● Do all the tasks. Working on all the tasks will help you learn more. If there are changes to the tasks,
your teacher will tell you.
● Read instructions carefully. Ask your teacher or your classmates if you have questions about the tasks.

Let’s start learning!

A.1. Lesson Preview/Review (2 mins)

Good day, learners! In learning the production processes in various art forms, a starting point for us is
to be mindful of the reading strategy we'll use. Today, we're focusing on the strategy of comparing and
contrasting as we delve into the production processes.

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B. COACH
B.1 Content Notes (30 mins)

PRODUCTION PROCESS

The production process refers to the stages (phases) required to complete a media product, from the idea to
the final master copy. The process can apply to any type of media production including film, video, television
and audio recording. The stages in each medium vary; for example, there is obviously no storyboard in an
audio recording. However the same general concepts work for any medium.

The three main stages of production are:

1. Pre-production: Planning, scripting & storyboarding, etc.

2. Production: The actual shooting/recording.

3. Post-production: Everything between production and creating the final master copy.

Other stages include:

· Financing: This happens before pre-production, and involves budget forecasting, finding investors, etc.

· Screenplay: This can be considered a separate stage before pre-production.

· Distribution: After post-production, delivering the content to the audience (e.g. film prints, CD/DVD, etc.)

1. PRE-PRODUCTION

Pre-production is a fairly loose term which refers to the tasks undertaken before production begins. Exactly
what is included in this stage depends on the medium and situation.

For a small video company, pre-production may refer to everything that happens before shooting begins, for
example, meeting with the client, research, storyboarding, location planning, etc.

For feature films, pre-production is more specific and only begins when other milestones have been met
such as financing, screenplay, casting and major staffing.

Pre-production includes:

● Script writing
● Location scouting
● Prop and wardrobe identification and preparation

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● Special effects identification and preparation

● Production schedule
● Set construction
● Script-locking (semi-finalisation of the script)
● Script read-through with cast, director and other interested parties

2. PRODUCTION

In film and video, production refers to the part of the process in which footage is recorded. This is what most
people imagine when they think of a film being made — actors on sets, cameras rolling, etc. The production
phase is also known as principal photography.

In large feature films the beginning of the production phase marks the "point of no return", i.e. the point at
which it is no longer financially viable to cancel the project. At this point it is almost always cheaper to
continue until the project is finished than to deal with the financial fall-out of cancelling.

The goal of principal photography is obviously to record all required shots, however it is fairly common to
shoot "pick-up" shots in post-production. Pick-up shots may be required when a mistake is noticed, a script
change is made (this is unusual), or even if a performance is deemed to be unsatisfactory.

3. POST-PRODUCTION

Post-production is the third and final major phase of the production process. It is often referred to simply as
post, e.g. "We can sort that out in post". There are many things which can happen in post-production.

Common tasks include:

● Editing video footage

● Editing the soundtrack, adding sound effects, music, etc.
● Adding titles and graphics
● Colour and exposure correction
● Adding special effects
● Re-shooting certain scenes if required ("pick-up" shots)

In some cases post-production is relatively straightforward, consisting of choosing and arranging footage in
the correct sequence. In most cases however, post-production is a time-consuming job taking longer than
the actual production phase. In this phase, the dubbing of lines is done.

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 ART002: Art Appreciation
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Section: ____________ Schedule: ________________________________________ Date: ________________

Using the Venn diagram provided, list the stages of production that are common to both commercials
and feature films in the overlapping area (e.g., scriptwriting, storyboarding). In the left circle, list the stages
specific to commercials (e.g., quick turnaround editing, client approval), and in the right circle, list the stages
specific to feature films (e.g., script-locking, set construction). Finally, discuss the similarities and differences
between the production processes of commercials and feature films. (10 mins)

Analyze the completed Venn Diagram. Discuss why certain stages might be more important or take up
more time in one production process compared to the other. Consider factors like budget, shooting schedule,
and target audience. (10 mins)
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

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Understanding how to compare and contrast key ideas is crucial for a deeper comprehension. This
strategy can be applied across various subjects, so don't worry if it feels challenging at first. With practice,
you'll find yourself studying more efficiently.

Strategy Review:

What was the title of the text we read? _________________________________________________________

What reading comprehension strategy did we use? _______________________________________________
What are the two steps in using this strategy? ___________________________________________________
How many comparisons and contrasts were identified in the text? ___________________________________

B.2. Skill Building Activity (20 mins)

1. Research the production processes involved in painting, sculpture, and theater. Pay attention to key stages
and techniques used in each art form.
2. Create a comparison chart with three columns, one for each art form. In each column, list the key stages
and techniques involved in the production process.
3. Take a written assessment that tests your knowledge of the production processes in painting, sculpture, and
theater. Ensure your descriptions are accurate and detailed.

Art Form Key Stages Techniques

Painting Sketching Brushwork, blending

Sculpture

Theatre

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C. CHECK
C.1.Check for Understanding (10 mins)
Direction: Read the following statements carefully. Write your answer on the space provided.
1. You are part of a team planning to produce a documentary about climate change. You're discussing the
various stages involved in producing the documentary.
Which of the following is NOT a stage in the production process of a media product?
A) Pre-production
B) Production
C) Post-production
D) Distribution

2. You've been hired by a small video company to assist with pre-production tasks for an upcoming
commercial shoot. You're reviewing the tasks involved in pre-production.
What is the main focus of pre-production in a small video company?
A) Script writing
B) Meeting with the client
C) Location scouting
D) Script-locking

3. You're attending a lecture on film production and the instructor is explaining the different phases
involved in making a movie.
Which phase of production is also known as principal photography?
A) Pre-production
B) Production
C) Post-production
D) Financing
4. You're working as an editor for a film production company, and you've just received footage from a
recent shoot. You're preparing to start the post-production process.

What is a common task in post-production?

A) Script writing
B) Location scouting
C) Editing video footage
D) Set construction
5. You're discussing the budget for a large feature film with the film's producers. They mention the "point
of no return" in the production phase.

When does the "point of no return" typically occur in the production phase of a large feature film?
A) At the beginning of pre-production
B) At the beginning of production
C) At the beginning of post-production
D) At the end of production

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D. CONCLUDE

D.1. Summary / Frequently Asked Questions

1. What are the three main stages of the media production process?

The three main stages of the media production process are:

● Pre-production: This stage involves planning, scripting, and storyboarding. It includes tasks such as
script writing, location scouting, prop and wardrobe identification and preparation, special effects
identification and preparation, production scheduling, set construction, script-locking, and script
read-throughs with cast and crew.
● Production: Also known as principal photography, this stage is where the actual shooting or recording
takes place. It involves recording all required footage or audio.
● Post-production: This final stage includes editing video footage, editing the soundtrack, adding sound
effects and music, adding titles and graphics, color and exposure correction, adding special effects, and
potentially re-shooting certain scenes if necessary.

2. What tasks are typically undertaken during the pre-production stage?

Tasks typically undertaken during the pre-production stage include:

● Script writing
● Location scouting
● Prop and wardrobe identification and preparation
● Special effects identification and preparation
● Creating a production schedule
● Set construction
● Script-locking (semi-finalization of the script)
● Script read-throughs with cast, director, and other interested parties

3. Why is the production stage often referred to as the "point of no return" in large feature films?

The production stage is often referred to as the "point of no return" in large feature films because, by this point,
significant financial investments have been made, and it is no longer financially viable to cancel the project. It is
usually cheaper to continue with production until completion rather than deal with the financial repercussions of
canceling the project.

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4. What are some common tasks performed during post-production?

Common tasks performed during post-production include:

● Editing video footage

● Editing the soundtrack, adding sound effects, and music
● Adding titles and graphics
● Color and exposure correction
● Adding special effects
● Re-shooting certain scenes if required (pick-up shots)

5. How do the production processes of commercials and feature films differ, and what are some similarities?

Similarities:

● Both involve pre-production tasks like scriptwriting and storyboarding.

● Both require a production phase where the actual recording or filming takes place.
● Both undergo post-production for editing, adding sound effects, and other finishing touches.

Differences:

● Commercials:
● Often have a quicker turnaround time for editing.
● Require client approval at various stages.
● May have a simpler set and fewer special effects compared to feature films.
● Feature Films:
● Involve more extensive pre-production tasks such as set construction and script-locking.
● Generally have a longer production timeline and budget.
● May require more detailed post-production work including color grading and adding complex
special effects.

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D.2. Thinking about Learning (5 mins).

To end this session today, kindly answer the questions posted on the chart below to sum up
your today’s learning experience.
Did you find this lesson easy/difficult/important? Were you able to meet the learning objectives?
Yes/No/Why? Explain in your own words.
________________________________________________________________________________
________________________________________________________________________________

Did you have challenges in today’s learning? How did you overcome those challenges?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

D.3. Glossary of Terms

1. Principal Photography
● Definition: The phase of film production where actual footage is recorded, typically involving actors
performing scenes on sets or locations.
● Context: Principal photography marks a crucial stage in filmmaking, where the majority of the visual content
for the film is captured.
2. Pick-up Shots
● Definition: Additional shots filmed after the main shooting is complete, often to correct errors, address script
changes, or enhance existing footage.
● Context: Pick-up shots are a common practice in filmmaking, allowing directors to fine-tune the visual
narrative during post-production.
3. Dubbing
● Definition: The process of recording and replacing dialogue or sound effects in a film or video during
post-production.
● Context: Dubbing is essential for ensuring audio clarity and consistency in a final production, especially
when original recordings are inadequate or need enhancement.
4. Financing
● Definition: The process of securing funds or financial resources necessary to produce a media project.
● Context: Financing is a critical stage in media production, involving budget forecasting, investor
negotiations, and financial planning to support the project from inception to completion.
5. Script-Locking
● Definition: The stage in pre-production where the script is finalized, typically after revisions and adjustments
have been made.
● Context: Script-locking ensures consistency and clarity in the narrative structure before filming begins,
providing a solid foundation for the production process.

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 ART002: Art Appreciation
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Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

Lesson Title: Improvisations and Collaborations in Materials:

Various Arts SAS
Examples of collaborative art projects.
Learning Targets:
At the end of the module, students will be able to: References:
1. Interpret the role of improvisation and collaboration in Fernández, S. P. C. (2010). Making the
different art forms by analyzing case studies or Theatre: The Craft of the Stage.
examples. "Improvisation for the Theater" by Viola
2. Evaluate the advantages and challenges of Spolin
improvisation and collaboration in arts through a "Free Play: Improvisation in Life and Art"
written critical analysis. by Stephen Nachmanovitch
3. Create an improvised or collaborative art project, "Collaborative Art in the Twenty-First
reflecting on the experience and insights gained. Century" by Charles Green
Articles on improvisation from
dance/theater websites:
https://www.danceadvantage.net/improvis
ation-in-dance/
https://www.masterclass.com/articles/what
-is-theatrical-improvisation

A. CONNECT
A. 1. Introduction (3 mins):
Hello artists! Today, we'll dive into the world of art mediums and techniques. Get ready to explore the vast array
of materials and processes that artists use to bring their visions to life.
To help you learn better, remember:

● Work with the SAS in sequence. Our SAS activities were designed so that each task will help you learn
more effectively.
● Do all the tasks. Working on all the tasks will help you learn more. If there are changes to the tasks,
your teacher will tell you.
● Read instructions carefully. Ask your teacher or your classmates if you have questions about the tasks.

A. 2 Lesson Preview/Review (2 mins).

From the vast array of materials and processes that artists use to bring their visions to life, today we'll
highlight the importance of improvisation and collaboration in various art forms. We'll be focusing on the
strategy of comparing and contrasting as we delve into the concepts of art mediums and techniques..

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 ART002: Art Appreciation
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Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

B. COACH

B.1. Content Notes ( 35 mins).

Topic: Mediums and Techniques in Art
Reading Comprehension Strategy: Compare and Contrast

Improvisation in Different Art Forms:

Improvisation is a dynamic and spontaneous form of artistic expression found in various art forms.
In dance, it involves dancers responding to music or movement prompts without predetermined
choreography, allowing for creativity and freedom of expression.
In music, improvisation manifests through spontaneous melodies, harmonies, and rhythms, often seen
in jazz, blues, and world music traditions where musicians engage in improvised solos or ensemble
interactions.
Theater improvisation, commonly known as improv, involves actors spontaneously creating scenes,
dialogue, and characters based on audience suggestions or prompts, fostering quick thinking and
collaboration. In visual arts, improvisation can be seen in spontaneous brushstrokes, experimental techniques,
and intuitive compositions, allowing artists to explore new ideas and techniques in their work.

Collaboration in Different Art Forms:

Collaboration, on the other hand, plays a vital role in the artistic process, offering opportunities for artists to
combine their talents, perspectives, and resources to create innovative and impactful works.
Collaboration is the act of working together with one or more individuals or groups towards a common goal or
creative endeavor. In the context of the arts, collaboration involves artists from various disciplines or
backgrounds coming together to combine their skills, perspectives, and creative visions to produce a shared
artistic work or project.

Benefits of collaboration:
● Diverse perspectives: Collaborators bring unique backgrounds, experiences, and viewpoints, leading
to more innovative and well-rounded creative outcomes.
Example: The collaboration between artists Frida Kahlo and Diego Rivera, whose contrasting styles
and perspectives complemented each other, resulting in powerful and thought-provoking works.
● Skill-sharing: Artists can learn from each other's expertise and techniques, fostering growth and skill
development.
Example: Choreographers collaborating with composers, allowing for a seamless fusion of movement
and music in dance productions.
● Creative synergy: The combination of different artistic voices can spark new ideas and creative
directions that individuals may not have explored alone.
Example: The creative partnership between writers and illustrators in children's books, where the text
and visuals work together to create a cohesive and engaging narrative.

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Challenges of collaboration:
● Communication barriers: Differing work styles, artistic visions, or even language barriers can make
effective communication and coordination challenging.
Example: Interdisciplinary collaborations between visual artists and musicians, where translating
concepts across different mediums can be complex.
● Creative differences: Clashing artistic philosophies, aesthetics, or creative processes can lead to
conflicts and compromises that may dilute the original vision.
Example: The tumultuous collaboration between directors and screenwriters in filmmaking, where
creative differences can lead to power struggles and artistic compromises.
● Logistical coordination: Aligning schedules, managing resources, and coordinating logistics can be
complex, especially in large-scale or international collaborations.
Example: Organizing a collaborative public art installation involving multiple artists, materials, and
technical requirements.

Types of collaborations:
● Interdisciplinary: Collaborations that bring together artists from different disciplines, such as dance,
music, visual arts, and theater.
Example: A multimedia performance combining dance, live music, and digital projections.
● Cross-cultural: Collaborations between artists from diverse cultural backgrounds, fostering
intercultural exchange and understanding.
Example: A joint exhibition featuring the works of indigenous artists from different regions, highlighting
their shared and unique cultural expressions.
● Virtual: Collaborations facilitated by digital platforms and technologies, enabling artists to collaborate
remotely or across geographical distances.
Example: Online collaborative drawing or digital art projects where artists contribute remotely to a
shared canvas or file.

Examples of famous artistic collaborations:

The Beatles: The legendary music band exemplified the power of collaboration, with each member contributing
their unique talents and perspectives to create groundbreaking albums and songs.

Carefully read each category in the chart. Understand what information is required for each column
under "Improvisation" and "Collaboration" and complete the chart.

Aspect Improvisation Collaboration

Definition
Describe what improvisation and
collaboration mean in your own
words.

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Section: ____________ Schedule: ________________________________________ Date: ________________

Nature
Explain the main characteristics of
improvisation and collaboration. Think
about how they are created and how
they are performed.

Art Forms
List specific art forms where you can
find improvisation and collaboration

In Dance
Describe how improvisation and
collaboration are used in dance. Give
examples if you can.

In Music
Describe how improvisation and
collaboration are used in music. Give
examples if you can.

In Theater
Describe how improvisation and
collaboration are used in theater. Give
examples if you can.

In Visual Arts
Describe how improvisation and
collaboration are used in visual arts.
Give examples if you can.

Benefits
List the benefits of improvisation and
collaboration. How do they help
artists? Give specific examples if
possible

Challenges
List the challenges or difficulties of
improvisation and collaboration. What
can make them difficult?

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Section: ____________ Schedule: ________________________________________ Date: ________________

Types of Engagement
Explain the different ways artists
engage in improvisation and
collaboration. Provide examples (e.g.,
solo, group, interdisciplinary).

Famous Examples

Understanding how to compare and contrast key ideas is crucial for a deeper comprehension. This strategy
can be applied across various subjects, so don't worry if it feels challenging at first. With practice, you'll find
yourself studying more efficiently.

Strategy Review (5 mins.):

What was the lesson we dealt? _____________________________________________________________

What reading comprehension strategy did we use? _____________________________________________
How many comparisons and contrasts were identified in the text? __________________________________

B. 2. Skill Building

Activity 1 (20 mins.): Collaborative Improvised Sound Composition

Instructions:

Alright, here's what we're going to do for our fun sound activity!

1. Form a small group of 8-10 members each.

2. Make a two-minute cool sound composition using just your bodies and things you can find in the
classroom.
3. Talk with your group and decide on a theme or mood for your piece. It could be something like a
thunderstorm, a busy city, or a peaceful forest.
4. Pick different roles for everyone in your group. You’ll need some people to lead, some to make
sound effects, and some to keep the rhythm. You can switch roles during your performance if
you want.
5. You’ll get 10 minutes to try out different sounds, come up with ideas, and plan your
performance.

● When it’s time to perform, each group will take turns (for 2 minutes) showing their sound
composition to the class. Remember to be creative and work together, responding to each
other's sounds and movements. Let’s see what amazing sounds you can create!

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Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

Activity 2 (10 mins): Collaborative Improvised Sound Evaluation

Alright, now that we've finished our Collaborative Improvised Sound activity, let's take
some time to evaluate and reflect on it. You've watched the presentations of your classmates,
and it's time to think about how your group's performance compares to the others.

To help you with this, we'll use a simple matrix. Here are a few friendly questions to guide you:

Our Differences
Guide Questions Our Similarities
My Artwork My Classmates’
Artwork

What are the main parts of

improvisation that you used in
your performance?

How do these parts affect the

way you create and perform
your piece?

How do improvisation and

collaboration work together to
make the creative process and
final performance better or
more difficult?

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 ART002: Art Appreciation
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Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

C. CHECK
C.1. Check for Understanding (8 mins.)
Direction: Read the following statements carefully. Write your answer on the space provided.

_____1. In music, improvisation often involves spontaneous creation, such as a jazz musician crafting a
solo on the spot. Unlike a fully scored symphony or a classical pianist performing a written composition,
improvisation allows musicians to explore new melodies and rhythms in the moment.

Which of the following is an example of improvisation in music?

a) A composer writing a fully scored symphony b) A jazz musician spontaneously creating a solo
c) A classical pianist performing a written composition d) A choir singing from a pre-written score

_____2. The primary benefit of artistic collaboration lies in combining diverse perspectives and skills.
When artists work together, they bring unique backgrounds and viewpoints, leading to more innovative
and well-rounded creative outcomes. Collaboration fosters growth and innovation by promoting the
exchange of ideas and the integration of different talents.

What is the primary benefit of artistic collaboration?

a) Reducing creative differences b) Simplifying logistical coordination
c) Promoting individual expression d) Combining diverse perspectives and skills

_____3. In the visual arts, improvisation can be seen in action painting, where artists spontaneously
apply paint to a canvas. This spontaneous approach differs from creating a still life from a pre-arranged
setup or carving a pre-designed sculpture from a block of stone. Through improvisation, visual artists
can explore new techniques and experiment with different forms of expression.

Which of the following is an example of improvisation in visual arts?

a) A painter creating a still life from a pre-arranged setup
b) A sculptor carving a pre-designed sculpture from a block of stone
c) An action painter spontaneously applying paint to a canvas
d) A printmaker creating multiple editions of the same print

_____4. One challenge that artists may face when collaborating is difficulty in communication and
coordination. Differing work styles, artistic visions, and logistical constraints can make effective
communication challenging. This can lead to misunderstandings and conflicts, hindering the
collaborative process and impacting the quality of the final artwork.

What is a challenge that artists may face when collaborating?

a) Lack of creative freedom b) Difficulty in communication and coordination
c) Limited access to materials and resources d) Restricted to working within a single discipline

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Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

_____5. Contact improvisation is commonly practiced in the art form of dance. It involves dancers
engaging in spontaneous movement interactions, often in close physical contact. Unlike music, theater,
or visual arts, contact improvisation emphasizes physical expression and communication through
movement, fostering connection and creativity among dancers.

In which art form is contact improvisation commonly practiced?

a) Music b) Theater
c) Dance d) Visual Arts

D. CONCLUDE
D. 1 Summary / Frequently Asked Questions (2 mins.)
Q: What is the significance of improvisation in the arts?
A: Improvisation allows artists to explore spontaneity, creativity, and individual expression
beyond pre-planned structures or scripts. It encourages risk-taking, adaptability, and embracing the
unexpected.

Q: What are some benefits of artistic collaboration?

A: Collaborations bring together diverse perspectives, skills, and experiences, often leading to
creative synergy and innovative outcomes. They also promote skill-sharing, cross-pollination of ideas,
and the potential for interdisciplinary exploration.

D. 2. Thinking about Learning (5 mins.)

To end this session today, kindly answer the questions posted on the chart below to sum up
your today’s learning experience.

Did you find this lesson easy/difficult/important? Were you able to meet the learning objectives?
Yes/No/Why? Explain in your own words.

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

Did you have challenges in today’s learning? How did you overcome those challenges?

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

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Section: ____________ Schedule: ________________________________________ Date: ________________

D.3. Glossary of Terms

1. Improvisation
● Definition: The spontaneous and creative act of making something up on the spot without prior
planning or rehearsal.
● Context: Improvisation is a fundamental aspect of various art forms, allowing artists to respond
spontaneously to stimuli and explore new creative avenues.
2. Ensemble
● Definition: A group of musicians, actors, or dancers who perform together as a unified whole,
often in a collaborative and coordinated manner.
● Context: Ensemble interactions in music involve musicians playing together, responding to each
other's improvisations, and creating cohesive musical performances.
3. Improv
● Definition: Short for improvisation, improv refers to a form of theater where actors create
scenes, dialogue, and characters spontaneously based on audience suggestions or prompts.
● Context: Improv theater fosters quick thinking, creativity, and collaboration among actors,
challenging them to adapt and respond in the moment.
4. Intuitive
● Definition: Relating to or based on intuition, instinct, or gut feelings rather than conscious
reasoning or analysis.
● Context: Intuitive compositions in visual arts involve artists relying on their instincts and
spontaneous impulses to create artwork, resulting in organic and expressive outcomes.
5. Synergy
● Definition: The interaction or cooperation of two or more elements, resulting in a combined effect
greater than the sum of their individual effects.
● Context: Creative synergy occurs when collaborators bring together their diverse skills,
perspectives, and ideas to produce innovative and impactful artistic works.

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Name: _________________________________________________________________ Class number: _______
Section: ____________ Schedule: ________________________________________ Date: ________________

Lesson Title: National Artists and Artisans (The Living Materials:

National Treasures) Student Activity Sheets

Learning Targets: References:

1. deepen understanding of Philippine art and culture by The National Commission for Culture and
comparing and contrasting the works and artistic the Arts (NCCA) website and publications
contributions of selected National Artists and Artisans. on the Order of National Artists:
2. analyze the significance and impact of the works of National
http://ncca.gov.ph/national-artists/
Artists and Artisans on Philippine art and culture by
comparing and contrasting their approaches.
The Cultural Center of the Philippines
(CCP) website section on National Artists:
https://culturalcenter.gov.ph/visual-arts/nat
ional-artists/

A. CONNECT

Welcome to Module #12! Last meeting, we learned about improvisations and collaborations in various
arts. Today, you'll be learning about the National Artists and Artisans, also known as The Living National
Treasures of the Philippines. Read the learning targets listed above so you have a good idea of what to expect
from today’s lesson.

To help you learn better, remember:

● Work with the SAS in sequence. Our SAS activities were designed so that each task will help you learn
more effectively.
● Do all the tasks. Working on all the tasks will help you learn more. If there are changes to the tasks,
your teacher will tell you.
● Read instructions carefully. Ask your teacher or your classmates if you have questions about the tasks.

Let’s start learning!

A.1. Lesson Preview/Review (2 mins)

Good day, learners! Today, we're diving into the fascinating world of the Philippines' National
Artists and Artisans, also known as the Living National Treasures. But before we explore their incredible
works, we'll sharpen our detective skills by using a special reading strategy: comparing and contrasting!

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Section: ____________ Schedule: ________________________________________ Date: ________________

B. COACH
B.1. Content Notes (30 mins)

NATIONAL ARTISTS
The Order of National Artists (Orden ng Pambansang Alagad ng Sining) is the highest national recognition
given to Filipino individuals who have made significant contributions to the development of Philippine arts;
namely, Music, Dance, Theater, Visual Arts, Literature, Film, Broadcast Arts, and Architecture and Allied
Arts. The order is jointly administered by the National Commission for Culture and the Arts (NCCA) and the
Cultural Center of the Philippines (CCP) and conferred by the President of the Philippines upon
recommendation by both institutions.

Criteria to be a National Artist

Nominations for National Artist of the Philippines are based on a broad criteria, as set forth by the
Cultural Center of the Philippines and the National Commission on Culture and the Arts:

1. Living artists who have been Filipino citizens for the last ten years prior to nomination as well
as those who have died after the establishment of the award in 1972 but were Filipino citizens
at the time of their death;
2. Artists who have helped build a Filipino sense of nationhood through the content and form of
their works;
3. Artists who have distinguished themselves by pioneering in a mode of creative expression or style,
making an impact on succeeding generations of artists;
4. Artists who have created a significant body of works and/or have consistently displayed excellence
in the practice of their art form, enriching artistic expression or style; and
5. Artists who enjoy broad acceptance through prestigious national and/or international recognition,
awards in prestigious national and/or international events, critical acclaim and/or reviews of their
works and/or respect and esteem from peers within an artistic discipline.

Nominations are then submitted to the National Artist Secretariat that is created by the National Artist Award
Committee; experts from the different art fields then sit on a First Deliberation to prepare the short list of
nominees. A Second Deliberation, which is a joint meeting of the Commissioners of the NCCA and the Board
of Trustees of the CCP, decides on the final nominees. The list is then forwarded to the President of the
Philippines, who, by Presidential Proclamation, proclaims the final nominees as members of the Order of
National Artists.

Artist
An artist is a person who performs any of the creative arts. This captures all forms of art. For example, a
person who paints can be referred to as an artist. In the modern world, the term artist is also used for
musicians as well. This is why people often tend to hear the words ‘young artist,’ through the media to refer
to emerging musicians. Here it is important to highlight that the term artist is not only attributed for those who
create art as an occupation, but also for those who are skilled in a particular activity such as drawing,
designing, composing, etc.

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Artisan
An artisan is a skilled worker who makes things by hand. This includes various objects ranging from jewelry
to furniture. An artisan should not be confused with an artist because there is a clear difference in the things
that they create. An artisan is able to produce something that has a functional value; although it should not
be limited to its use value alone. However, it must be stressed that There are cases where the objects
created by an artisan have only decorative value.

The Differences between Artist and Artisan

The words artist and artisan are often very confusing for most people although there is a key difference
between the two words. An artist is a person who performs any of the creative arts. This can range from
painting to music. An artisan, on the other hand, is a skilled worker who makes things by hand. The mere
definition of the two words can be rather confusing because both involve the creation of something. The key
difference is that while the product or output of an artisan has a clear functional value, this may not be the
case for an artist. The output can be an expression of the beauty of art itself without having any functional
value.

By using the diagram below, differentiate Artist and Artisan by their key differences, focusing on creativity and
skill, and aesthetic value. (10 mins)

Aspect Artist Artisan

Creativity Creativity: Focused on

Creativity: Primarily driven by
traditional methods and
individual creativity and
techniques passed down
personal expression.
through generations.

Skill

Aesthetic value

Understanding how to compare and contrast key ideas is crucial for a deeper comprehension.
This strategy can be applied across various subjects, so don't worry if it feels challenging at first. With practice,
you'll find yourself studying more efficiently.

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 ART002: Art Appreciation
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Name: _________________________________________________________________ Class number: _______
Section: ____________ Schedule: ________________________________________ Date: ________________

Strategy Review:

What was the lesson we dealt? __________________________________

What reading comprehension strategy did we use? ____________________________
How many comparisons and contrasts were identified in the text? ____________________

B.1. Skill Building Activity (20 mins)

Instructions: Students will research two National Artists/Artisans (individually or in small groups) and
analyze their biographical information and artistic contributions.Students will create a chart to compare and
contrast the chosen artists. This will include aspects like:

● Materials and Styles: How do the artists use different materials and techniques to create their works?
● Subjects and Themes: What kind of subjects do the artists explore? Are there any recurring themes
across their work?
● Historical Context: How did the historical period each artist lived in influence their work?

Aspect Artist 1 Artist 2

Biographical Info

Artistic Contributions

Materials and Styles

Subjects and Themes

Historical Context

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C. CHECK
C.1. Check for Understanding (10 mins)
Direction: Read the following statements carefully. Write your answer on the space provided.

______1. What is the highest national recognition given to Filipinos who have significantly contributed to
Philippine arts?
a) National Commission for Culture and the Arts (NCCA) Award
b) Cultural Center of the Philippines (CCP) Award
c) Order of National Artists (Orden ng Pambansang Alagad ng Sining)
d) National Artist Association Recognition

______2. Which of the following is NOT a criterion to be nominated as a National Artist of the Philippines?
a) Being a Filipino citizen for at least 10 years before nomination.
b) Creating a significant body of work that enriches artistic expression.
c) Having a large social media following and online popularity.
d) Being a skilled teacher who inspires future generations of artists.

______3. How are nominations for National Artist finalized?

a) Solely by the President of the Philippines.

b) Through a public online voting system.
c) By a joint decision of the NCCA and CCP after deliberations.
d) By the artist's peers within their specific art field.

______4. What is the main difference between an Artist and an Artisan according to the passage?

a) Artists are more creative, while Artisans are more skilled.

b) Artists create works for primarily aesthetic purposes, while Artisans create functional objects.
c) Artists only work in visual arts, while Artisans work in various crafts.
d) Artists are always recognized nationally, while Artisans remain unknown.

_______5. The Order of National Artists is most likely awarded to individuals who:

a) Have a large collection of expensive art supplies.

b) Have a degree in Fine Arts or a related field.
c) Have made significant contributions to Philippine art forms.
d) Have used social media effectively to promote their work.

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Section: ____________ Schedule: ________________________________________ Date: ________________

D. CONCLUDE

D.1. Summary / Frequently Asked Questions

FAQ 1: Who can become a National Artist?

The Order of National Artists recognizes Filipino individuals who have significantly contributed to the
development of Philippine arts. This includes artists from various fields like music, dance, theater, visual
arts, literature, film, broadcast arts, and architecture.

FAQ 2: What's the difference between an Artist and an Artisan?

While both artists and artisans create beautiful things, there's a key distinction:

● Artists: Focus on creative expression. Their work can be purely aesthetic, conveying emotions
or ideas without a specific function. Examples include paintings, sculptures, or musical pieces.

● Artisans: Create objects with both beauty and practical use. They are highly skilled
craftspeople who master traditional techniques to create functional items like furniture, jewelry,
or textiles. While their work can be decorative, it also serves a purpose.

D.2. Thinking about Learning (10 mins)

To end this session today, kindly answer the questions posted on the chart below to sum up your
today’s learning experience.

Did you find this lesson easy/difficult/important? Were you able to meet the learning objectives? Yes/No/Why?
Explain in your own words.

______________________________________________________________________________________

______________________________________________________________________________________

Did you have challenges in today’s learning? How did you overcome those challenges?

______________________________________________________________________________________

______________________________________________________________________________________

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Section: ____________ Schedule: ________________________________________ Date: ________________

D.3. Glossary of Terms

1. Orden ng Pambansang Alagad ng Sining
● Definition: The Order of National Artists, the highest national recognition given to
Filipino individuals who have made significant contributions to the development of
Philippine arts across various disciplines.
● Context: This order is jointly administered by the National Commission for Culture and
the Arts (NCCA) and the Cultural Center of the Philippines (CCP), and recipients are
conferred by the President of the Philippines based on recommendations from both
institutions.
2. Artisan
● Definition: A skilled worker who produces handmade objects with functional or
decorative value, such as jewelry, furniture, or ceramics.
● Context: Artisans differ from artists in that their creations typically serve practical
purposes, although they may also possess aesthetic qualities.
3. NCCA
● Definition: The National Commission for Culture and the Arts, a Philippine government
agency responsible for the preservation, development, and promotion of Filipino arts
and culture.
● Context: The NCCA plays a crucial role in administering the Order of National Artists
and recommending nominees for the prestigious recognition.
4. CCP
● Definition: The Cultural Center of the Philippines, a government-owned and controlled
corporation tasked with promoting and showcasing Filipino arts and culture.
● Context: Alongside the NCCA, the CCP collaborates in administering the Order of
National Artists and selecting deserving individuals for the honor.

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Name: _________________________________________________________________ Class number: _______
Section: ____________ Schedule: ________________________________________ Date: ________________

Lesson Title: Indigenous Arts (Cordillera, Muslim, Materials:

Christian) SAS

Learning Targets: References:

1. Compare and contrast the characteristics, techniques, Alejandro, Reynaldo G. Philippine Art and
and symbolism in Cordillera, Muslim, and Christian Architecture. Quezon City: Vera-Reyes,
indigenous arts using a chart. Inc., 1980.
2. Analyze the cultural and historical contexts that Wood, Mark D. The Tapestry of Cultures
influenced the development of these indigenous art in the Philippines: Weaving Stories of
forms. Tradition and Modernity. Manila:
3. Create an artwork inspired by indigenous art styles University of Santo Tomas Publishing
while incorporating personal expression and providing House, 2015.
a written artist's statement. Maramba, Roberto. Ancestral Voices: The
Art of the Northern Philippines. Makati:
Bookmark, Inc., 1998.

Museo Kordilyera Website

https://ncca.gov.ph/

A. CONNECT
Introduction (3 mins.):
Hello artists! Today, we embark on a captivating journey through the rich tapestry of indigenous arts in the
Philippines. Get ready to explore, appreciate, and gain a profound understanding of the symbolism,
techniques, and stories woven into these timeless artistic traditions.
To help you learn better, remember:
● Work with the SAS in sequence. Our SAS activities were designed so that each task will help you learn
more effectively.
● Do all the tasks. Working on all the tasks will help you learn more. If there are changes to the tasks,
your teacher will tell you.
● Read instructions carefully. Ask your teacher or your classmates if you have questions about the tasks.

A. 2 Lesson Preview/Review (2 mins.)

From the breathtaking wood carvings of the Cordillera region to the intricate weaving traditions of
Muslim communities, and the vibrant folk arts of Christian groups, we'll immerse ourselves in the
diverse cultural expressions that have shaped our nation's artistic heritage. We'll be focusing on the
strategy of comparing and contrasting as we explore various artworks from different cultures.

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Name: _________________________________________________________________ Class number: _______
Section: ____________ Schedule: ________________________________________ Date: ________________

A. 2.1 Activity 1: Indigenous Art Gallery (10 mins):

Instruction:
In the images below, note your observations and initial impressions using the chart provided.

Art Category Materials and Cultural Contexts of indigenous

Techniques Significance art traditions.
(Cordillera, Muslim, or
Christian)

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B. COACH

B.1. Content Notes (15 mins.)

Cordillera Arts refer to the traditional art forms practiced by the indigenous peoples of the Cordillera region in
Northern Luzon, Philippines. This includes woodcarving, weaving, and pottery.

Muslim Arts in the Philippines encompass the traditional artistic practices of Muslim communities, particularly
the Maranao people, featuring woodcarving, weaving, and metalwork.

Christian Arts in the Philippines refer to the artistic expressions developed within Christian communities,
including folk sculptures, traditional crafts, and festival arts.

To further elaborate the different Indigenous arts in the Philippines, here’s a table for overview of each:

Art
Tradition Category Description

The Cordillera region is famous for its wood carving tradition, particularly the creation
of bulul figures. These carved wooden figures are used as rice granary guardians and
Woodcarving are believed to house spirits that protect the crops.
The bulul represents ancestral spirits and is central to various rituals and ceremonies,
highlighting the community's deep connection to their ancestors and nature.

The art of weaving in the Cordillera includes the production of inabel blankets and
tinnag textiles. These textiles are known for their intricate geometric patterns and
Cordillera
vibrant colors, which are not only aesthetically pleasing but also serve practical
Arts Weaving
purposes in daily life. The weaving process itself is a communal activity, often
involving multiple generations, which helps in preserving the cultural heritage and
passing down skills and stories.

Cordillera pottery, such as banga (earthenware pots), is both functional and artistic.
These pots are used for cooking and storage and are often decorated with simple yet
Pottery
meaningful designs. The pottery techniques have been handed down through
generations, and each piece reflects the skill and creativity of the artisan.

Muslim communities in the Philippines are known for their intricate wood carvings,
Muslim Arts Woodcarving featuring the okir motif. This design includes elaborate floral and geometric patterns,
often seen on house beams, furniture, and ceremonial objects. The okir represents the

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artistic identity and cultural heritage of the Maranao and other Muslim groups,
symbolizing their connection to nature and spirituality.

The pis sandan is a type of handwoven textile that showcases the rich tradition of
Muslim weaving. These textiles are often used in traditional attire and ceremonies,
Weaving featuring bold colors and intricate designs. Weaving is a significant cultural practice
that reflects the weaver's skill and creativity and serves as a form of cultural
expression.

Muslim artisans are also known for their exceptional metalwork, particularly in crafting
brass wares such as gongs and vessels. These items are not only functional but also
Metalwork serve as symbols of status and wealth within the community. The intricate designs and
high-quality craftsmanship reflect the artisans' expertise and the cultural significance
of these objects.

In Christian communities, folk sculptures such as santos (carved wooden religious

figures) play a crucial role in religious practices. These figures are used in churches,
Folk
processions, and home altars, representing various saints and religious icons. The
Sculptures
creation of santos involves detailed carving and painting, and each piece is imbued
with deep religious significance.

The weaving of banig (woven mats) is a traditional craft in Christian communities.

Christian These mats are made from local plant materials and are used for sleeping, sitting, and
Crafts
Arts as decorative items. The intricate patterns and designs reflect the artisan's creativity
and the cultural traditions of the community.

Christian festivals, such as Sinulog, Dinagyang, and Moriones, are vibrant

expressions of faith and community spirit. These festivals involve elaborate costumes,
Festivals masks, dances, and rituals that commemorate religious events and saints. The artistry
involved in creating the masks and costumes is a testament to the community's
dedication to preserving their cultural heritage.

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Carefully read each category and understand what information is required. Using Summarizing and
generalization, complete the chart below (15 mins.)

Cordillera Arts Muslim Arts Christian Arts

Understanding how to compare and contrast key ideas is crucial for a deeper comprehension. This strategy
can be applied across various subjects, so don't worry if it feels challenging at first. With practice, you'll find
yourself studying more efficiently.

Learning Modules by PHINMA Education is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0
International License.
 ART002: Art Appreciation
Module #13
Name: _________________________________________________________________ Class number: _______
Section: ____________ Schedule: ________________________________________ Date: ________________

Strategy Review (5 mins.):

What was the lesson we dealt? ______________________________________________________________

What reading comprehension strategy did we use? ______________________________________________
How many comparisons and contrasts were identified in the text? ___________________________________
B.2. Skill Building Activity

1. Compare and Contrast Using a Table (20 mins.):

In the chart provided below, compare and contrast the characteristics, techniques, and
symbolism of Cordillera, Muslim, and Christian indigenous art traditions. Provide examples.

Category Cordillera Arts Muslim Arts Christian Arts

Woodcarving

Weaving

Pottery/Metal
work

Symbolism

Cultural
Context

Festivals

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Section: ____________ Schedule: ________________________________________ Date: ________________

C. CHECK
C.1. Check for Understanding (7 mins.)
Direction: Read the following statements carefully. Write your answer on the space provided.

_____1. Woodcarving is the art of shaping or decorating wooden objects by cutting them with a sharp
handheld tool.The Cordillera region is famous for its wood carving tradition, particularly a kind of carved
wooden figures that are used as rice granary guardians and are believed to house spirits that protect
the crops.

What do you call this form of woodcarving from the Cordillera region which highlights the community’s
connection to their ancestors and nature?
a) Okir b) Sarimanok c) Bulul d) Santos

_____2. The pis sandan is often used in traditional attire and ceremonies, featuring bold colors and
intricate designs. The process of making it reflects the weaver's skill and creativity and serves as a form
of cultural expression.

The pis sandan is a type of:

a) Metalwork b) Weaving c) Pottery d) Woodcarving

_____3. Christian indigenous arts in the Philippines refer to the artistic expressions developed within
Christian communities. It blends indigenous Filipino traditions with Christian themes and influences.
These arts include various forms of art often seen in local churches,celebrations, and everyday items.

Which of these is NOT a characteristic of Christian indigenous arts?

a) Folk sculptures b) Festivals and rituals c) Kris blades d) Traditional crafts

_____4. The Philippines is rich in diverse cultural expressions that have shaped our nation's artistic
heritage. One of these is the sarimanok, a depiction of a colorful bird with elaborate wings and tail
feathers, often perched on a fish.

The sarimanok is a prominent motif in the arts of which indigenous group?

a) Cordillera b) Muslim c) Christian d) None of the above

_____5. What is the primary role of indigenous arts in their respective communities?
a) Commercial purposes b) Political propaganda
c) Cultural expression and preservation d) Religious conversion

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Section: ____________ Schedule: ________________________________________ Date: ________________

D. CONCLUDE

D. 1 Summary / Frequently Asked Questions (3 mins.)

Q: What are some common materials and techniques used in indigenous arts?
A: Indigenous arts often utilize locally available materials like wood, textiles, metals, and clay.
Common techniques include woodcarving, weaving, metalwork, and pottery-making.

Q: Why is it important to study and preserve indigenous arts?

A: Indigenous arts are important expressions of cultural identity, traditions, and worldviews.
Studying and preserving them helps maintain cultural diversity and promote understanding.

Q: Can you give an example of the symbolic meaning behind a specific indigenous art form?
A: The bulul figures of the Cordillera region are believed to represent the spirits of ancestors
and are used in various rituals and ceremonies.

D.2. Thinking about Learning (5 mins.)

To end this session today, kindly answer the questions posted on the chart below to sum up
your today’s learning experience.

Did you find this lesson easy/difficult/important? Were you able to meet the learning objectives? Yes/No/Why?
Explain in your own words.

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

Did you have challenges in today’s learning? How did you overcome those challenges?

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

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D.3. Glossary of Terms

1. Bulul Figures
● Category: Cordillera Arts
● Description: Carved wooden figures originating from the Cordillera region of the Philippines,
traditionally used as rice granary guardians. Believed to embody ancestral spirits, they play a
central role in various rituals and ceremonies, symbolizing the community's connection to their
ancestors and nature.
2. Inabel Weaving
● Category: Cordillera Arts
● Description: A traditional weaving technique practiced in the Cordillera region, known for
producing inabel blankets and tinnag textiles. These textiles feature intricate geometric patterns
and vibrant colors, serving both aesthetic and practical purposes in daily life. The weaving
process is a communal activity, fostering cultural preservation and skill transmission across
generations.
3. Okir Motif
● Category: Muslim Arts
● Description: Intricate wood carving design prevalent in Muslim communities of the Philippines,
characterized by elaborate floral and geometric patterns. Often seen on various objects like
house beams, furniture, and ceremonial items, the okir motif represents the artistic identity and
cultural heritage of groups like the Maranao, symbolizing their connection to nature and
spirituality.
4. Pis Sandan
● Category: Muslim Arts
● Description: Handwoven textile showcasing the rich weaving tradition of Muslim communities,
featuring bold colors and intricate designs. Used in traditional attire and ceremonies, the pis
sandan reflects the weaver's skill and creativity, serving as a form of cultural expression and
identity.
5. Santos
● Category: Christian Arts
● Description: Carved wooden religious figures prevalent in Christian communities, used in
religious practices like church adornment, processions, and home altars. Each santo represents
a specific saint or religious icon, crafted with detailed carving and painting, imbued with deep
religious significance.

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 ART002: Art Appreciation
Module #14

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

Lesson Title: Colonial Art in the Philippines Materials:

Student Activity Sheets
Learning Targets:
1. Analyze artworks from pre-colonial and colonial References:
periods to identify general themes and characteristics Smith, John. "The Arrival of Change: A
of art in each era. Brief History of Colonial Art in the
2. Explain the overall impact of colonialism on Philippine Philippines." Philippine Art Journal,
art using broad generalizations.
2020,
3. Create a visual representation (drawing, collage, etc.)
that reflects the fusion of indigenous and foreign styles www.philippineartjournal.com/arrival-o
in colonial Philippine art. Briefly explain your artistic f-change.
choices.

A. CONNECT
Welcome to Module #14! Last meeting, we learned about Indigenous Arts (Cordillera, Muslim,
Christian). Today we will learn about Colonial Art in the Philippines. Read the learning targets listed above so
you have a good idea of what to expect from today’s lesson.

To help you learn better, remember:

● Work with the SAS in sequence. Our SAS activities were designed so that each task will help you learn
more effectively.
● Do all the tasks. Working on all the tasks will help you learn more. If there are changes to the tasks,
your teacher will tell you.
● Read instructions carefully. Ask your teacher or your classmates if you have questions about the tasks.

Let’s start learning!

A.1. Lesson Preview/Review (2 mins)

Good day, learners! As we begin our exploration of the colonial arts of the Philippines, it's important to
be mindful of the reading strategy we'll use. Today, we're focusing on the strategy of comparing and contrasting
as we delve into the concepts of colonial art history.

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 ART002: Art Appreciation
Module #14

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

A. COACH

In this lesson, you are going to read to learn about Colonial Art in the Philippines. Last meeting, we
were introduced to the reading strategy of summarizing and generalization. Today we will continue learning this
strategy with our new topic.

The summary of the first part of the lesson was provided for your reference. In the second part of the
lesson, it will be your opportunity to summarize and generalize the lesson.

You can do it!

B.1. Content Notes (30 mins)

This lesson will delve into the rich history and cultural significance of colonial art in the Philippines. We
will explore the influences of Spanish colonization on Filipino artistic expression, examining how art was used
as a tool for both religious conversion and social control. Additionally, we will discuss the fusion of indigenous
and Spanish artistic elements, leading to a unique cultural synthesis. This lesson will also assess the lasting
impact of colonial art on contemporary Filipino art and identity, highlighting the importance of preserving this
heritage in the face of modern challenges.

The Arrival of Change:

● Prior to colonization, Philippine art was characterized by indigenous styles and materials.
● The arrival of Spanish colonizers in the 16th century marked a significant shift in artistic expression.

The Influence of the West:

● Spanish influence introduced European styles, techniques, and religious themes.

● Churches became a major platform for colonial art, showcasing paintings, sculptures, and
architectural designs inspired by European models.
● Christian iconography became prominent, with depictions of saints, biblical stories, and the Virgin
Mary.

A Blend of Cultures:

● Despite strong European influences, indigenous elements persisted and began to blend with Western
styles.
● Local artists adopted European techniques like oil painting and perspective while incorporating
traditional motifs and symbolism.

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● This fusion resulted in a unique style of colonial art that reflected both European and Philippine aesthetics.

Materials and Techniques:

Colonial art utilized a variety of materials, including:

Paintings: Oil on canvas became a dominant medium, replacing indigenous materials like tree sap and
natural pigments.
Sculptures: Carving in wood and ivory remained prevalent, with influences from European religious art.
Architecture: Stone churches with European architectural styles were constructed, often incorporating local
materials and decorative elements.

Examples of Colonial Art:

● Santo Niño: A popular devotional statue depicting the Christ Child, often elaborately decorated and
dressed in local garments.
● San Agustin Church: A UNESCO World Heritage Site showcasing Spanish colonial architecture
with Baroque influences.
● Penitensya (Penance) Paintings: Paintings depicting the Passion of Christ, often featuring graphic
imagery and combining European techniques with local artistic traditions.

Lasting Legacy:

● Colonial art remains an important part of Philippine cultural heritage.

● It reflects the historical interaction between indigenous and foreign cultures, offering insights into the
Philippines' colonial past.

Further Exploration:

● Explore the works of renowned Filipino artists from the colonial period, such as Juan Luna and
Fernando Amorsolo.
● Research the influence of other colonizers, like the Americans, on Philippine art styles.
● Visit museums or historical sites showcasing colonial art to gain a deeper appreciation for this artistic
period.

By using the diagram below, synthesize information about colonial Philippine art and understand its lasting
impacts through summarization and generalization techniques.

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 ART002: Art Appreciation
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Name: _________________________________________________________________ Class number: _______

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Section Key Points

Arrival of Change

Influence of the West

A Blend of Cultures

Materials and Techniques

Examples of Colonial Art

Lasting Legacy

Understanding how to summarize and generalize key ideas is crucial for deeper comprehension. This
strategy applies across various subjects, and with practice, you'll study more efficiently, even if it feels
challenging at first.

Strategy Review:

What lesson did we cover? __________________________________

What reading comprehension strategy did we use? ____________________________
How many summaries and generalizations were identified in the text? ____________________

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 ART002: Art Appreciation
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Section: ____________ Schedule: ________________________________________ Date: ________________

B.2. Skill Building Activity (20 mins)

Activity 2. 3-2-1 Chart. Supply the information asked below. You can go back to the content notes to
look for the needed information.

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B. CHECK
C. 1. Check for Understanding (10 mins)
Direction: Read the following statements carefully. Write your answer on the space provided.

_____________1. Describe how Spanish colonization influenced religious art in the Philippines.
_____________2. What architectural features are characteristic of the churches built during the Spanish
colonial period in the Philippines?
______________3. How did indigenous Filipino artists contribute to colonial art in the Philippines?
______________4. Identify and describe one example of a fusion between indigenous and Spanish artistic
elements in colonial Philippine art.
______________5. What role did colonial art play in the social and cultural landscape of the Philippines during
the Spanish era?

C. CONCLUDE

D.1. Summary / Frequently Asked Questions

Question: 1. How did Spanish colonization influence the development of art in the Philippines?
Answer: Spanish colonization had a profound impact on the development of art in the Philippines. The
Spanish introduced new artistic styles, techniques, and religious themes that significantly influenced local art.
Religious art, including paintings, sculptures, and church architecture, became dominant, as the Spanish used
art as a tool for evangelization and cultural assimilation.
Question 2: What are some notable examples of colonial art in the Philippines, and where can they be
found?
Answer: Some notable examples of colonial art in the Philippines include:

● San Agustin Church in Manila: A UNESCO World Heritage Site, this church is a prime example of
Baroque architecture introduced during the Spanish colonial period. Its intricate details and design
reflect the fusion of Spanish and local influences.
● Paoay Church in Ilocos Norte: Also known as San Agustin Church, it is renowned for its distinctive
earthquake Baroque architecture, which combines European and local design elements.

D.2. Thinking about Learning (10 mins)

To end this session today, kindly answer the questions posted on the chart below to sum up
your today’s learning experience.

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 ART002: Art Appreciation
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Did you find this lesson easy/difficult/important? Were you able to meet the learning objectives?
Yes/No/Why? Explain in your own words.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Did you have challenges in today’s learning? How did you overcome those challenges?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

D.3. Glossary of Terms

1. Colonial Art
● Description: Art produced during the period of colonization, particularly referring to the artistic
expression in the Philippines under Spanish rule. It encompasses various forms such as
painting, sculpture, and architecture, reflecting the cultural fusion between indigenous Filipino
and Spanish influences.
2. Christian Iconography
● Description: The visual representation of Christian figures, symbols, and narratives in art. In the
context of colonial art in the Philippines, Christian iconography became prominent due to the
influence of Spanish colonization, with depictions of saints, biblical stories, and religious motifs.
3. Aesthetics
● Description: Refers to the principles of beauty and artistic taste. In the context of colonial art, it
relates to the visual qualities and stylistic elements present in artworks, influenced by both
indigenous Filipino and Spanish artistic traditions.
4. Synthesis
● Description: The combination or merging of different elements to create something new. In the
context of colonial art in the Philippines, synthesis refers to the blending of indigenous Filipino
artistic elements with Spanish influences, resulting in a unique cultural expression.
5. Heritage Preservation
● Description: The efforts to protect and conserve cultural artifacts, traditions, and historical sites
for future generations. In the context of colonial art, heritage preservation involves safeguarding
colonial-era artworks, architectural structures, and cultural practices as part of the Philippines'
cultural legacy.

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 ART002: Art Appreciation
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Lesson Title: Contemporary Philippine Art Practices and Materials:

Movements SAS

Learning Targets: References:

1. Investigate and present key contemporary Philippine "Contemporary Philippine Art from the
art practices, movements, and artists Regions" by Alice G. Guillermo
2. Critique selected contemporary Philippine artworks by "Philippine Contemporary Art: Filipino
applying relevant art theories and concepts through a
Artists" by Manuel D. Duldulao
written analysis.
3. Conceptualize and propose an exhibition or event that https://ncca.gov.ph/
showcases and promotes contemporary Philippine art.

A. CONNECT
Introduction (3 mins.) :
Hello artists! Today, we embark on a captivating journey through the world of Contemporary Philippine
Art Practices and Movements. Get ready to explore the importance of preserving these treasures and learn
how you can make a difference. To help you learn better, remember:

1. Follow the Sequence: Work with the SAS activities in order. Each task is designed to build your
understanding step by step.
2. Complete All Tasks: Ensure you complete all the tasks. Each activity contributes to your overall learning
and understanding of the topic.
3. Pay Attention to Instructions: Read the instructions carefully. If you have any questions, don't hesitate to
ask your teacher or classmates for clarification.

Let's dive in and discover the significance of preserving our artistic heritage together!

A.1. Lesson Preview/Review (2 mins.)

Good day! In our exploration of the advocacy for preserving artistic heritage, we'll be using the reading
strategy of summarizing and generalizing. Today's focus will be on the importance and challenges of
preserving artistic heritage within the context of Contemporary Philippine Art Practices and Movements.

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 ART002: Art Appreciation
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Section: ____________ Schedule: ________________________________________ Date: ________________

B. COACH
B. 1 Content Notes (25 mins.)

Overview of Contemporary Filipino Art Movements:

TIMEFRAMES

Post-World War II to present, with shifts in the 1970s, 1980s, and 21st century.
Contemporary Filipino art movements span from the aftermath of World War II to the present day, marked by
distinct shifts in artistic styles and approaches over time.
● Example: After World War II, Filipino artists began to explore new forms of expression influenced by
post-war reconstruction efforts and changing social dynamics.

Early 1970s: Social realism and political art during Martial Law.
During the Martial Law era in the early 1970s, Filipino artists turned to social realism and political art as a
means of expressing dissent and resistance against the oppressive regime.
● Example: The works of artists such as Jose Tence Ruiz and Kidlat Tahimik during this period often
depicted the struggles and injustices faced by ordinary Filipinos under authoritarian rule.

1980s-1990s: Rise of installation art, performance art, and multimedia.

The 1980s and 1990s witnessed a surge in experimentation with installation art, performance art, and
multimedia, as Filipino artists sought new ways to engage with audiences and challenge traditional artistic
boundaries.
● Example: Artists like Marina Cruz and Ronald Ventura emerged during this period, exploring themes of
identity, memory, and the complexities of contemporary urban life through their innovative artworks.

2000s-present: Digital art, street art, and globalization’s impact.

In the 21st century, Filipino art has been increasingly influenced by digital technology, globalization, and urban
culture, leading to the emergence of new forms such as digital art and street art.
● Example: Contemporary artists like Leeroy New have embraced digital tools and social media platforms
to create immersive experiences and engage with a global audience in real-time.

INFLUENCES

Historical events like Martial Law, EDSA Revolution.

Historical events such as Martial Law and the EDSA Revolution have profoundly shaped the trajectory of
Filipino art, inspiring artists to respond to social and political upheavals through their work.
● Example: The EDSA Revolution of 1986, which saw millions of Filipinos peacefully overthrow a
dictatorship, inspired a wave of artistic expression celebrating democracy and freedom.

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Global art movements and technological advancements.

Filipino artists are influenced by global art movements and technological advancements, incorporating new
techniques, styles, and concepts into their practice.
● Example: The advent of digital technology has enabled Filipino artists like Rodel Tapaya to create
intricate digital paintings that explore contemporary issues while also drawing on traditional artistic
techniques.

Indigenous traditions and local cultures.

Indigenous traditions and local cultures play a significant role in shaping Filipino art, providing artists with a rich
source of inspiration and artistic vocabulary.
● Example: Artist Benedicto Cabrera, known as BenCab, often incorporates indigenous motifs and
symbols into his paintings, reflecting his deep connection to Filipino cultural heritage.

Social issues like poverty, inequality, and human rights.

Filipino artists frequently engage with pressing social issues such as poverty, inequality, and human rights
abuses, using their art as a tool for advocacy and awareness-raising.
● Example: Through her artwork, Marina Cruz addresses themes of gender inequality and domestic
violence, shedding light on the experiences of marginalized women in Philippine society.

ARTISTS

Early Contemporary (1970s-1990s):

Benedicto Cabrera (BenCab)

Benedicto Cabrera, widely known as BenCab, is one of the Philippines' most renowned contemporary artists,
celebrated for his expressive figurative paintings and prints that explore themes of Filipino identity, culture, and
history.
● BenCab's iconic "Sabel" series, inspired by a beggar woman he encountered in the streets of Manila,
captures the resilience and humanity of marginalized individuals in urban society.

Jose Tence Ruiz

Jose Tence Ruiz is a Filipino contemporary artist known for his politically charged sculptures and installations
that confront issues of power, violence, and social justice in Philippine society.
● Example: Tence Ruiz's installation "Shoe Brush," which consists of a large brush made from discarded
shoes, serves as a poignant commentary on the exploitation and struggles of Filipino laborers.

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Kidlat Tahimik
Kidlat Tahimik is a pioneering filmmaker and visual artist whose works often blur the boundaries between
documentary, fiction, and performance, reflecting his deep connection to indigenous Philippine culture and his
critiques of colonialism and globalization.
● Example: Tahimik's seminal film "Perfumed Nightmare" combines elements of autobiography and satire
to explore themes of cultural identity and the impact of Westernization on Filipino society.

Modern Contemporary (2000s-present):

Ronald Ventura
Ronald Ventura is a contemporary Filipino artist known for his hyperrealistic paintings, sculptures, and
installations that juxtapose pop culture imagery with social commentary, exploring themes of identity,
consumerism, and globalization.
● Example: Ventura's painting "Grayground" depicts a chaotic scene of urban decay, populated by
fantastical creatures and symbols of contemporary consumer culture, inviting viewers to reflect on the
complexities of modern life.
Leeroy New
Leeroy New is a multidisciplinary artist known for his boundary-pushing sculptures, installations, and
performance art pieces that challenge traditional notions of beauty, materiality, and form.
● Example: New's "Aliens of Manila" series features otherworldly sculptures made from recycled
materials, blurring the line between fantasy and reality and inviting viewers to reconsider their
perceptions of the urban landscape.
Marina Cruz
Marina Cruz is a contemporary Filipino artist celebrated for her delicate and intricate paintings and installations
that explore themes of memory, nostalgia, and the passage of time, often drawing inspiration from personal
experiences and family histories.
● Example: Cruz's "Vestiges" series consists of ethereal paintings of lace and fabric fragments, evoking a
sense of fragility and impermanence while also reflecting on the enduring significance of domestic
space and familial bonds.
Rodel Tapaya
Rodel Tapaya is a prominent contemporary Filipino artist known for his visually stunning paintings, murals, and
installations that combine traditional Filipino folklore and mythology with contemporary social and political
commentary.
● Example: Tapaya's mural "Bayanihan Hopping Spirit House" depicts a vibrant scene of communal
cooperation and solidarity, drawing on indigenous myths and legends to celebrate the resilience and
spirit of the Filipino people in the face of adversity.

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EXPLORE NEW MEDIA, TECHNIQUES, AND THEMES

New Media

Digital Art
Digital art involves the creation of artworks using digital technology, such as computers, software, and digital
drawing tablets. Artists can manipulate images, create animations, and experiment with various digital tools to
produce unique and innovative artworks.
● Example: Filipino artist Lynyrd Paras creates intricate digital paintings inspired by Philippine mythology
and folklore, blending traditional imagery with modern digital techniques to create visually stunning
artworks.

Video Installations:
Video installations are artworks that incorporate video footage or projections into physical spaces, creating
immersive and multi-sensory experiences for viewers. Artists often use video installations to explore complex
narratives, themes, and emotions.
● Example: Mariano Ching's video installation "City After Dark" immerses viewers in a surreal urban
landscape, combining fragmented images and sounds to evoke the chaotic energy of city life after dark.

Interactive Art:
Interactive art invites viewers to actively engage with the artwork, often through touch, movement, or
participation. Artists use sensors, technology, and interactive elements to create dynamic and participatory
experiences that blur the boundaries between the artwork and the audience.
● Example: Tengal Drilon's interactive installation "Mirror, Mirror" allows viewers to manipulate light and
shadow using hand gestures, creating an ever-changing kaleidoscope of patterns and colors on the
gallery walls.

Use of Social Media as a Platform for Art:

Social media platforms such as Instagram, Facebook, and Twitter have become essential tools for
contemporary artists to showcase their work, connect with audiences, and participate in global conversations
about art and culture. Artists use social media to share their creative process, promote exhibitions, and engage
with followers in real-time.
● Example: Filipino street artist Kaff-eine often shares photos and videos of her murals and public art
projects on Instagram, allowing her to reach a wider audience and connect with fans around the world.

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TECHNIQUES

Mixed Media:

Mixed media involves the use of multiple materials or techniques in a single artwork. Artists combine traditional
drawing, painting, sculpture, and collage techniques with found objects, textiles, and digital elements to create
layered and textured compositions.
● Example: The mixed media artworks of Filipino artist Mark Justiniani incorporate photography,
sculpture, and installation, blurring the boundaries between two- and three-dimensional space to create
immersive and thought-provoking environments.

Collage:

Collage is a technique that involves the assembly of various materials, such as paper, fabric, photographs, and
found objects, to create a new composition. Artists use collage to explore juxtapositions, contrasts, and
unexpected connections between different elements.
● Example: Filipino artist Lui Medina creates vibrant collage artworks inspired by Philippine pop culture
and everyday life, combining vintage advertisements, comic book imagery, and personal mementos to
create visually striking compositions.

Assemblage:

Assemblage is an artistic technique that involves the assembly of three-dimensional objects and found
materials to create sculptures or installations. Artists repurpose and recontextualize everyday objects to
explore themes of identity, memory, and cultural heritage.
● Example: The assemblage sculptures of Filipino artist Gerry Leonardo often incorporate discarded
materials such as scrap metal, wood, and plastic, transforming them into whimsical and
thought-provoking artworks that challenge viewers' perceptions of value and beauty.

SOCIAL, POLITICAL, CULTURAL IMPACTS/STATEMENTS

Art as a Reflection and Critique of Society:

Contemporary Filipino art serves as a mirror reflecting the complexities and contradictions of Philippine society.
Artists critically engage with social, political, and cultural issues, offering insights into the lived experiences of
Filipinos and interrogating dominant narratives and power structures.
● Example: The paintings of Filipino artist Emmanuel Garibay often depict scenes of everyday life in the
Philippines, capturing moments of joy, struggle, and resilience with sensitivity and empathy. Through his

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art, Garibay invites viewers to contemplate the human condition and the socio-political realities shaping
Filipino society

Role of Art in Activism and Political Movements:

Art has long played a central role in activism and political movements in the Philippines, serving as a powerful
tool for mobilization, resistance, and solidarity. Artists use their creativity and imagination to inspire social
change, challenge injustice, and envision a more just and equitable society.
● Example: During the Martial Law era, Filipino artists like Nunelucio Alvarado created powerful protest
art that captured the spirit of resistance and defiance against the authoritarian regime. Through their
artworks, these artists galvanized public outrage and mobilized communities in the struggle for
democracy and human rights.

Preservation and Reinvention of Cultural Heritage:

Contemporary Filipino artists play a vital role in preserving and reinventing cultural heritage, drawing inspiration
from traditional art forms, rituals, and practices while also reinterpreting them in contemporary contexts. Artists
celebrate the richness and diversity of Philippine culture, fostering a sense of pride and belonging among
Filipinos.
● Example: The sculptures of Filipino artist Agnes Arellano often incorporate elements of pre-colonial
Philippine mythology and folklore, paying homage to ancestral wisdom and indigenous knowledge.
Through her art, Arellano seeks to reconnect contemporary audiences with their cultural heritage and
promote a deeper appreciation for Philippine history and traditions.

Art as a Means of Giving Voice to Marginalized Communities:

Contemporary Filipino art serves as a platform for marginalized communities to express their experiences,
perspectives, and aspirations. Artists from marginalized backgrounds use their art to reclaim their voices,
assert their rights, and challenge the systemic injustices that perpetuate inequality and discrimination.
● Example: The artworks of Filipino indigenous artist Jordan Mang-osan celebrate the cultural heritage
and resilience of indigenous peoples in the Philippines. Using the traditional practice of sunburn art,
Mang-osan creates intricate portraits and landscapes that reflect the beauty and vitality of indigenous
cultures, giving voice to marginalized communities and advocating for their rights and recognition.

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 ART002: Art Appreciation
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Drop Box: Summarize and Generalize your understanding and fill out the chart below (15 mins).

Summarizing and generalizing key ideas is crucial for a deeper comprehension.

This strategy can be applied across various subjects, so don't worry if it feels challenging at first. With practice,
you'll find yourself studying more efficiently.
Strategy Review (5 mins.):
What was the lesson we dealt? _____________________________________________________________
What reading comprehension strategy did we use? _____________________________________________
How many comparisons and contrasts were identified in the text? __________________________________

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Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

I. Skill Building Activity (25 mins.)

Instructions: Carefully review the provided categories in each table. Using Summarizing and
generalizing techniques, fill in the blanks with relevant information. Use examples where applicable to
illustrate key points.

Timeframes

Post-World War II to present

Early 1970s

1980s-1990s

2000s-present

Influences

Historical events like Martial

Law, EDSA Revolution

Global art movements and

technological
advancements

Indigenous traditions and

local cultures

Social issues like poverty,

inequality, and human rights

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Early Contemporary (1970s-1990s): Modern Contemporary (2000s-present):

Artists

Explore New Media, Techniques, Themes

New Media

Techniques

Themes

Social, Political, Cultural Impacts/Statements

Art as a Reflection and Critique

of Society

Role of Art in Activism and

Political Movements

Preservation and Reinvention of

Cultural Heritage

Art as a Means of Giving Voice

to Marginalized Communities

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C. CHECK
I. Check for Understanding (8 mins.)
Direction: Read the following statements carefully. Write your answer on the space provided.

_____1. Contemporary art encompasses a diverse range of artistic styles and movements, often reflecting
social, political, and cultural themes. One notable movement within contemporary art is Social Realism, which
addresses social and political issues through realistic depictions of everyday life. This movement contrasts with
earlier art styles like Impressionism and Cubism, which focused more on aesthetic qualities and formal
innovations.

Which of the following is a contemporary art movement that addresses social and political issues?
a) Impressionism b) Cubism
c) Social Realism d) Romanticism

_____2. Conceptual art, another significant contemporary movement, prioritizes ideas and concepts over the
physical form of the artwork. This approach often results in artworks that challenge traditional notions of
art-making and the role of the artist, emphasizing the intellectual engagement with art rather than its visual
appeal.

What is a common characteristic of conceptual art?

a) Focus on traditional techniques b) Emphasis on realistic depictions
c) Prioritizing ideas and concepts over form d) Adherence to classical styles

_____3. In the Philippines, contemporary art has embraced new media and technology, with artists exploring
innovative forms such as video installations. These new media art forms contrast with traditional methods like
oil painting, bronze sculpting, and fresco painting, allowing artists to experiment with time, space, and
interactivity.

Which of these is an example of a new media used in contemporary Philippine art?

a) Oil painting b) Bronze sculpting
c) Video installation d) Fresco painting

_____4. Street art and urban art movements have also gained prominence in contemporary art. These
movements aim to challenge societal norms and address urban issues, often creating public artworks that
provoke thought and engage the community. Unlike traditional art forms that adhere to academic standards,
street art is characterized by its rebellious nature and its accessibility to a broad audience.

What is the primary goal of street art and urban art movements?
a) Preserving traditional artistic practices b) Challenging societal norms and addressing urban issues
c) Promoting government-approved art forms d) Adhering to strict academic standards

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 ART002: Art Appreciation
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Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

_____5. Several contemporary Filipino artists have gained recognition for their innovative practices. Leeroy
New, for instance, is known for his large-scale installations made from found objects. His work often combines
elements of sculpture, architecture, and fashion, creating immersive environments that reflect on contemporary
society.

Which contemporary Filipino artist is known for their large-scale installations made from found objects?
a) Juan Luna b) Benedicto Cabrera (BenCab)
c) Ang Kiukok d) Leeroy New

D. CONCLUDE

D. 1 Summary / Frequently Asked Questions (3 mins.)

Summary
Contemporary Philippine art encompasses a diverse range of artistic practices and movements that challenge
traditional boundaries and engage with current social, political, and cultural issues. These include Social
Realism, Conceptual Art, Installation Art, Performance Art, Multimedia and Digital Art, and Street Art and
Urban Art. Artists employ new media, innovative techniques, and explore thought-provoking themes, making
bold statements and reflecting on contemporary realities. Prominent figures and collectives have gained
recognition for their impactful works that push artistic boundaries and spark dialogue.

Frequently Asked Questions

1. What are some key themes explored in contemporary Philippine art?

Answer: Contemporary Filipino artists often address themes of identity, social issues, political
commentary, and cultural preservation through their work.
2. How has technology influenced contemporary art practices in the Philippines?
Answer: The integration of new media, digital tools, and multimedia installations has expanded the
boundaries of artistic expression in contemporary Philippine art.
3. What is the significance of street art and urban art movements in the Philippines?
Answer: These movements aim to challenge societal norms, address urban issues, and reclaim public
spaces through thought-provoking and often subversive artworks.
4. How do contemporary Filipino artists respond to globalization and its impact on local cultures?
Answer: Many contemporary artists explore themes of cultural identity, hybridization, and the effects of
globalization on traditional practices, often incorporating elements from diverse influences into their
work.

Learning Modules by PHINMA Education is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0
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 ART002: Art Appreciation
Module #15

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

D.2. Thinking about Learning (5 mins.)

To end this session today, kindly answer the questions posted on the chart below to sum up your today’s
learning experience.

Did you find this lesson easy/difficult/important? Were you able to meet the learning objectives?
Yes/No/Why? Explain in your own words.

____________________________________________________________________________________

____________________________________________________________________________________

Did you have challenges in today’s learning? How did you overcome those challenges?

____________________________________________________________________________________

____________________________________________________________________________________

D.3. Glossary of Terms

1. Contemporary Art
Description: Art produced in the present day, often reflecting current social, political, and cultural
contexts. Contemporary Filipino artists engage with pressing issues and explore innovative forms of
expression to address the complexities of modern society.
2. Hyperrealistic
Description: A style of art characterized by the detailed and lifelike representation of subjects,
often to the point of resembling high-resolution photographs. Hyperrealistic artists like Ronald Ventura
meticulously capture intricate details and textures to create visually stunning and immersive artworks.
3. Multidisciplinary
Description: Involving multiple disciplines or fields of study. Multidisciplinary artists like Leeroy
New integrate various artistic mediums, techniques, and approaches in their practice, blurring the
boundaries between traditional art forms and exploring new possibilities for creative expression.
4. Colonialism
Description: The policy or practice of acquiring political control over another country, occupying
it with settlers, and exploiting it economically. Colonialism has had a profound impact on Filipino art and
culture, shaping artistic expression, traditions, and identities.
5. Social Commentary
Description: Artistic expression that critiques or reflects on social, political, or cultural issues.
Many contemporary Filipino artists use their work as a means of social commentary, addressing topics
such as poverty, inequality, human rights abuses, and cultural identity to raise awareness and provoke
critical thinking.

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 ART002: Art Appreciation
Module #16

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

Lesson Title: Advocacy for Preservation of Artistic Materials:

Heritage SAS
Learning Targets:
1. Identify and explain at least three major threats to References:
artistic heritage preservation UNESCO. (1972). Convention Concerning the
2. Create a multimedia campaign/ advocacy to raise Protection of the World Cultural and Natural
Heritage. Retrieved from UNESCO
awareness about the importance of preserving artistic Smith, L., & Akagawa, N. (2009). Intangible
heritage. Heritage. Routledge.
https://goodgov.ph/balangay/f/protecting-the-philippi
nes%E2%80%99-national-heritage-flaws-milestone
s?blogcategory=Balangay%3A+Feature

A. CONNECT
Hello artists! Today, we embark on a captivating journey through the world of artistic heritage. Get ready
to explore the importance of preserving these treasures and learn how you can make a difference. To help you
learn better, remember:

1. Follow the Sequence: Work with the SAS activities in order. Each task is designed to build your
understanding step by step.
2. Complete All Tasks: Ensure you complete all the tasks. Each activity contributes to your overall learning
and understanding of the topic.
3. Pay Attention to Instructions: Read the instructions carefully. If you have any questions, don't hesitate to
ask your teacher or classmates for clarification.

Let's dive in and discover the significance of preserving our artistic heritage together!

A.1. Lesson Preview/Review (2 mins)

Good day, learners! As we explore the advocacy for the preservation of artistic heritage, it is essential
to be mindful of the reading strategy we'll use. Today, we're focusing on the strategy of summarizing and
generalizing as we delve into the importance and challenges of preserving artistic heritage.

B. COACH
B.1. Content Notes (30 mins)

Read and understand.

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 ART002: Art Appreciation
Module #16

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

1. Step one: Read and highlight information.

First, I will read the concept notes about Advocacy for Preservation of Artistic Heritage. As I
read, I will underline what I think the main ideas are. Look at what I did!

This lesson will delve into the importance of preserving artistic heritage and its impact on
cultural identity and community cohesion. We will explore various strategies for advocating the
preservation of artistic heritage, focusing on community involvement, education, and policy support.
Additionally, this lesson will assess how public awareness and appreciation of artistic heritage can be
fostered within the broader context of cultural preservation and heritage conservation.

Advocacy for the Preservation of Artistic Heritage

Artistic heritage represents the collective cultural memory and identity of societies across the
globe. It encompasses a wide range of forms, including visual arts, literature, music, dance,
and architecture. Preserving this heritage is essential for maintaining the continuity of cultural
traditions, educating future generations, and fostering a sense of belonging and identity. Here,
we delve into the importance of advocating for the preservation of artistic heritage and the
various means by which this can be achieved.

Importance of Preserving Artistic Heritage

1. Cultural Identity and Continuity

Artistic heritage serves as a vital link between the past, present, and future. It helps maintain
cultural identity and continuity by keeping traditional practices and knowledge alive. This is
particularly important in a globalized world where cultural homogenization poses a threat to
unique cultural expressions. Preserving artistic heritage allows communities to retain their
distinct identities and fosters a sense of pride and belonging among members.

2. Education and Inspiration

Historical artworks, literature, and other cultural artifacts provide invaluable educational
resources. They offer insights into the values, beliefs, and lifestyles of past societies,
enriching our understanding of history and human development. Additionally, artistic heritage
serves as a source of inspiration for contemporary artists and creators, influencing new works
and innovations. By preserving artistic heritage, we ensure that future generations have
access to these rich educational and inspirational resources.

3. Economic and Social Benefits

Artistic heritage contributes significantly to the economy, particularly through tourism. Cultural
heritage sites, museums, galleries, and festivals attract millions of visitors annually, generating
substantial revenue and creating jobs. Furthermore, preserving artistic heritage promotes
social cohesion by bringing communities together to celebrate their shared cultural legacy.

Learning Modules by PHINMA Education is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0
International License.
 ART002: Art Appreciation
Module #16

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

Strategies for Preservation

1. Legal and Institutional Frameworks
Governments and international organizations play a crucial role in preserving artistic heritage
through the establishment of legal and institutional frameworks. Instruments such as the
UNESCO World Heritage Convention provide guidelines for identifying, protecting, and
managing cultural heritage sites. National governments can enact laws to protect cultural
property, allocate funding for conservation projects, and establish institutions dedicated to
heritage preservation.

2. Community Engagement and Education

Engaging local communities in the preservation process is essential for sustainable heritage
management. Communities are the primary custodians of their cultural heritage, and their
involvement ensures that preservation efforts are culturally sensitive and locally relevant.
Educational programs and awareness campaigns can help foster a sense of ownership and
responsibility among community members, encouraging them to actively participate in
preservation initiatives.

3. Technological Innovations
Advancements in technology offer new opportunities for preserving artistic heritage. Digital
archiving, 3D scanning, and virtual reality allow for the documentation and dissemination of
cultural artifacts and sites, making them accessible to a global audience. These technologies
can also aid in the restoration and conservation of deteriorating artworks and structures,
ensuring their longevity.

4. International Cooperation
Preserving artistic heritage is a global responsibility that requires international cooperation.
Collaboration between countries, cultural institutions, and non-governmental organizations
can facilitate the sharing of resources, expertise, and best practices. Joint efforts can address
common challenges such as illicit trafficking of cultural property and the impact of climate
change on heritage sites.

Threats and Challenges to the Preservation of Artistic Heritage

Artistic heritage encompasses a vast array of works, from ancient cave paintings to modern murals.
These treasures connect us to the past, offering insights into different cultures, beliefs, and artistic
movements. However, artistic heritage faces a number of threats and challenges that endanger its
preservation.

Here are some of the most significant threats:

Learning Modules by PHINMA Education is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0
International License.
 ART002: Art Appreciation
Module #16

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

● Natural Disasters: Earthquakes, floods, wildfires, and other natural disasters can cause
devastating damage to cultural heritage sites and artifacts. Rising sea levels due to climate
change also pose a serious threat to coastal sites.
● War and Civil Unrest: Armed conflict can lead to the deliberate destruction of cultural
heritage, as well as collateral damage from bombings and shelling. Looted artifacts often end
up on the black market, funding further conflict.
● Uncontrolled Development: Rapid urbanization and development projects can destroy
historical sites and artifacts. Even well-intentioned construction can damage the foundations
of older structures.
● Lack of Funding: The proper conservation and restoration of artistic heritage requires
significant financial resources. Many institutions and organizations struggle to secure
adequate funding, which can lead to neglect and deterioration.
● Neglect: Even in the absence of direct threats, artistic heritage can suffer from neglect. A lack
of proper maintenance and climate control can cause artifacts and buildings to deteriorate
over time.
● Lack of Awareness: If the public is not aware of the importance of artistic heritage, they may
be less likely to support preservation efforts. Education and outreach programs are essential
for raising awareness.

Addressing these challenges will require a multifaceted approach. Here are some steps that
can be taken:

● International Cooperation: International organizations such as UNESCO can play a vital

role in coordinating preservation efforts and providing financial assistance.
● Community Involvement: Local communities must be involved in the preservation of their
own artistic heritage. This can help to foster a sense of ownership and responsibility.
● Public Awareness: Educational programs can help to raise public awareness of the
importance of artistic heritage and encourage support for preservation efforts.
● Improved Legal Protection: Stronger laws and enforcement mechanisms are needed to
protect cultural heritage from looting, trafficking, and destruction.
● Investment in Conservation: Increased funding is essential for the proper conservation and
restoration of artistic heritage. This includes funding for training conservators and developing
new conservation techniques.

WHAT IS CONSERVATION?
Conservation encompasses all those actions taken toward the long-term preservation of cultural
heritage. Activities include examination, documentation, treatment, and preventive care, supported by
research and education.

Learning Modules by PHINMA Education is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0
International License.
 ART002: Art Appreciation
Module #16

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

Preserving cultural heritage is essential, but it also presents complex challenges. Conservators
embrace these challenges with passion, commitment and dedication.

What is a Conservator?
A conservator:

● Saves our cultural heritage physically. They are unique in the wider preservation field for the
particular expert hands-on technical and decision-making skills they bring to preserving and
caring for and our tangible history.
● Trains in a graduate conservation program or sometimes a lengthy apprenticeship with more
experienced senior colleagues. While they take many paths to becoming a conservator, they
all have extensive training in art history, science, studio art, and related fields.
● Specializes in a particular kind of material. Given the increasingly technical nature of modern
conservation, they often focus on a specific type of material called their “specialty,” becoming
experts in that subject.
● Adheres to a strict ethical practice in their work. They assume certain obligations to cultural
heritage, its stewards, the profession, and society as a whole. In much of what they do, they
rely on our Code of Ethics as their guide.
● Works in a variety of settings like cultural institutions, research labs, and private practices and
has various titles and responsibilities.
● Hears their job called many different things, such as “art restorer” or "art doctor." Conservator
is the preferred term in the United States. Professionals in other countries do identify as “art
restorers,” but this is often due to differences in language. In French, for example,
conservateur actually means curator, and restaurateur means "conservator."
"Conservationists" are typically the professionals who focus on environmental conservation.

Step 2: Organize the ideas and write the summary. (20 mins)

I will now review what I underlined. I will ask myself - “What is the most important thing here? What is
the author trying to tell me?” - That will give me the summary. I will then ask myself - “What helps me
understand that?” - That will give me the generalization. I will look for sentences that provide examples, facts,
or reasons that explain the main idea. Write the summary in the right column. You can do it!

Learning Modules by PHINMA Education is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0
International License.
 ART002: Art Appreciation
Module #16

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

Notes Summary

Advocacy for the Preservation of

Artistic Heritage

Artistic heritage represents the collective

cultural memory and identity of societies
across the globe. It encompasses a wide
range of forms, including visual arts,
literature, music, dance, and architecture.
Preserving this heritage is essential for
maintaining the continuity of cultural
traditions, educating future generations,
and fostering a sense of belonging and
identity. Here, we delve into the
importance of advocating for the
preservation of artistic heritage and the
various means by which this can be
achieved.

Importance of Preserving Artistic

Heritage

1. Cultural Identity and Continuity

Artistic heritage serves as a vital link
between the past, present, and future. It
helps maintain cultural identity and
continuity by keeping traditional practices
and knowledge alive. This is particularly
important in a globalized world where
cultural homogenization poses a threat to
unique cultural expressions. Preserving
artistic heritage allows communities to
retain their distinct identities and fosters a
sense of pride and belonging among
members.

2. Education and Inspiration

Historical artworks, literature, and other
cultural artifacts provide invaluable
educational resources. They offer insights

Learning Modules by PHINMA Education is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0
International License.
 ART002: Art Appreciation
Module #16

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

into the values, beliefs, and lifestyles of

past societies, enriching our
understanding of history and human
development. Additionally, artistic heritage
serves as a source of inspiration for
contemporary artists and creators,
influencing new works and innovations.
By preserving artistic heritage, we ensure
that future generations have access to
these rich educational and inspirational
resources.

3. Economic and Social Benefits

Artistic heritage contributes significantly to
the economy, particularly through tourism.
Cultural heritage sites, museums,
galleries, and festivals attract millions of
visitors annually, generating substantial
revenue and creating jobs. Furthermore,
preserving artistic heritage promotes
social cohesion by bringing communities
together to celebrate their shared cultural
legacy.

Strategies for Preservation

1. Legal and Institutional Frameworks
Governments and international
organizations play a crucial role in
preserving artistic heritage through the
establishment of legal and institutional
frameworks. Instruments such as the
UNESCO World Heritage Convention
provide guidelines for identifying,
protecting, and managing cultural heritage
sites. National governments can enact
laws to protect cultural property, allocate
funding for conservation projects, and
establish institutions dedicated to heritage
preservation.

Learning Modules by PHINMA Education is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0
International License.
 ART002: Art Appreciation
Module #16

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

2. Community Engagement and

Education
Engaging local communities in the
preservation process is essential for
sustainable heritage management.
Communities are the primary custodians
of their cultural heritage, and their
involvement ensures that preservation
efforts are culturally sensitive and locally
relevant. Educational programs and
awareness campaigns can help foster a
sense of ownership and responsibility
among community members, encouraging
them to actively participate in preservation
initiatives.

3. Technological Innovations
Advancements in technology offer new
opportunities for preserving artistic
heritage. Digital archiving, 3D scanning,
and virtual reality allow for the
documentation and dissemination of
cultural artifacts and sites, making them
accessible to a global audience. These
technologies can also aid in the
restoration and conservation of
deteriorating artworks and structures,
ensuring their longevity.

4. International Cooperation
Preserving artistic heritage is a global
responsibility that requires international
cooperation. Collaboration between
countries, cultural institutions, and
non-governmental organizations can
facilitate the sharing of resources,
expertise, and best practices. Joint efforts
can address common challenges such as
illicit trafficking of cultural property and the
impact of climate change on heritage
sites.

Learning Modules by PHINMA Education is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0
International License.
 ART002: Art Appreciation
Module #16

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

Threats and Challenges to the Preservation of

Artistic Heritage

Artistic heritage encompasses a vast array of

works, from ancient cave paintings to modern
murals. These treasures connect us to the past,
offering insights into different cultures, beliefs,
and artistic movements. However, artistic
heritage faces a number of threats and
challenges that endanger its preservation.

Here are some of the most significant threats:

● Natural Disasters: Earthquakes, floods,

wildfires, and other natural disasters can
cause devastating damage to cultural
heritage sites and artifacts. Rising sea
levels due to climate change also pose a
serious threat to coastal sites.
● War and Civil Unrest: Armed conflict can
lead to the deliberate destruction of
cultural heritage, as well as collateral
damage from bombings and shelling.
Looted artifacts often end up on the black
market, funding further conflict.
● Uncontrolled Development: Rapid
urbanization and development projects
can destroy historical sites and artifacts.
Even well-intentioned construction can
damage the foundations of older
structures.
● Lack of Funding: The proper
conservation and restoration of artistic
heritage requires significant financial
resources. Many institutions and
organizations struggle to secure adequate
funding, which can lead to neglect and
deterioration.
● Neglect: Even in the absence of direct
threats, artistic heritage can suffer from

Learning Modules by PHINMA Education is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0
International License.
 ART002: Art Appreciation
Module #16

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

neglect. A lack of proper maintenance

and climate control can cause artifacts
and buildings to deteriorate over time.
● Lack of Awareness: If the public is not
aware of the importance of artistic
heritage, they may be less likely to
support preservation efforts. Education
and outreach programs are essential for
raising awareness.

Addressing these challenges will require a

multifaceted approach. Here are some steps
that can be taken:

● International Cooperation: International

organizations such as UNESCO can play
a vital role in coordinating preservation
efforts and providing financial assistance.
● Community Involvement: Local
communities must be involved in the
preservation of their own artistic heritage.
This can help to foster a sense of
ownership and responsibility.
● Public Awareness: Educational
programs can help to raise public
awareness of the importance of artistic
heritage and encourage support for
preservation efforts.
● Improved Legal Protection: Stronger
laws and enforcement mechanisms are
needed to protect cultural heritage from
looting, trafficking, and destruction.
● Investment in Conservation: Increased
funding is essential for the proper
conservation and restoration of artistic
heritage. This includes funding for training
conservators and developing new
conservation techniques.

Learning Modules by PHINMA Education is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0
International License.
 ART002: Art Appreciation
Module #16

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

What is Conservation?
Conservation encompasses all those actions
taken toward the long-term preservation of
cultural heritage. Activities include examination,
documentation, treatment, and preventive care,
supported by research and education.

Preserving cultural heritage is essential, but it

also presents complex challenges. Conservators
embrace these challenges with passion,
commitment and dedication.

What is a Conservator?
A conservator:

● Saves our cultural heritage physically.

They are unique in the wider preservation
field for the particular expert hands-on
technical and decision-making skills they
bring to preserving and caring for and our
tangible history.
● Trains in a graduate conservation
program or sometimes a lengthy
apprenticeship with more experienced
senior colleagues. While they take many
paths to becoming a conservator, they all
have extensive training in art history,
science, studio art, and related fields.
● Specializes in a particular kind of material.
Given the increasingly technical nature of
modern conservation, they often focus on
a specific type of material called their
“specialty,” becoming experts in that
subject.
● Adheres to a strict ethical practice in their
work. They assume certain obligations to
cultural heritage, its stewards, the
profession, and society as a whole. In
much of what they do, they rely on our
Code of Ethics as their guide.

Learning Modules by PHINMA Education is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0
International License.
 ART002: Art Appreciation
Module #16

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

● Works in a variety of settings like cultural

institutions, research labs, and private
practices and has various titles and
responsibilities.
● Hears their job called many different
things, such as “art restorer” or "art
doctor." Conservator is the preferred term
in the United States. Professionals in
other countries do identify as “art
restorers,” but this is often due to
differences in language. In French, for
example, conservateur actually means
curator, and restaurateur means
"conservator." "Conservationists" are
typically the professionals who focus on
environmental conservation.

Mastering the ability to summarize and generalize key ideas is essential for deep comprehension. This
strategy can be applied to various subjects, and while it may seem challenging initially, practice will lead to
more efficient studying.

Strategy Review:

1. What lesson did we cover? __________________________________

2. What reading comprehension strategy did we use? ____________________________
3. How many instances of summarizing and generalizing were identified in the text? ________________

B.2. Skill Building Activity:

Activity 1. Threats and Triumph. (15 mins)
1. Divide the students into six groups, each assigned one of the threats listed.
2. Each group researches their assigned threat, focusing on its definition, impact on artistic heritage,
and potential solutions.
3. Use the graphic organizer to structure their findings.
4. Present their findings, using the organizer as a guide. Each group will create a short presentation
(5-7 minutes) explaining their assigned threat.

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 ART002: Art Appreciation
Module #16

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

Group Threat Definition and Examples of Solution/Mitigation

Description Impact Strategies

Group 1 Lack of Funding

Group 2 Natural Disasters

and Climate
change

Group 3 War and civil

unrest

Group 4 Uncontrolled
tourism

Group 5 Neglect and

inadequate
maintenance

Group 6 Looting and illegal

trade

Activity 2: "Remix the Past" Multimedia Campaign Challenge! (20 mins)

Calling all artists, musicians, storytellers, and tech wizards! This is your chance to get creative and
show the world why preserving artistic heritage matters.

The Challenge:

1. Pick Your Artform: Dive into the world of endangered art forms! We'll provide a list of some
amazing traditions (pottery, weaving, music, etc.) OR you can choose your own favorite artistic
heritage that needs some love.
2. Remix the Past: Time for a creative mashup! Research your chosen art form and then create a
short and awesome multimedia piece (video, infographic, song, animation, anything you can
dream of!). Your goal? Remix the traditional art with a modern twist. Show everyone how
cool and relevant these artistic traditions are in today's world.
3. Show it Off & Get Votes: Once your masterpiece is complete, share it on the dedicated social
media channel (we'll provide the link!) or school forum. Get your classmates, friends, and family
to vote for your creation. The most creative and engaging "remix" wins!

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 ART002: Art Appreciation
Module #16

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

How You'll Be Judged:

● Participation Power: The more entries submitted, the better! So get creative and encourage
your friends to join the fun!
● Remix Rockstar: We'll be looking for originality in your "remix" idea. How cool and unique is
your modern twist on traditional art?
● Multimedia Magic: Does your chosen format (video, infographic, etc.) effectively showcase
your message and artistic skills?

This is your chance to learn something new, unleash your creativity, and show everyone why preserving
artistic heritage is awesome! Good luck and happy remixing!

C. CHECK
C.1. Check for Understanding
True or False? Test your Artistic Heritage Knowledge! (10 mins)
Instructions: Read the following statements about Artistic Heritage and decide whether they are True
or False. Write your answer to the space provided before each number.

________1. Artistic heritage only refers to visual arts like paintings and sculptures.

________2. Preserving artistic heritage helps communities feel connected to their past.

________3. Artistic heritage sites have no economic value.

________4. The public has no role to play in preserving artistic heritage.

________5. Technological advancements are a threat to artistic heritage.

C. CONCLUDE

D. 1 Summary / Frequently Asked Questions

1. Why is the preservation of artistic heritage important?
The preservation of artistic heritage is crucial because it ensures that future generations can
experience and learn from the rich cultural expressions of the past. Artistic heritage provides a sense of
identity and continuity, reflecting the history, values, and traditions of a society. By safeguarding these
cultural artifacts and practices, we maintain a connection to our shared human history and foster an
appreciation for diverse cultural contributions.

Learning Modules by PHINMA Education is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0
International License.
 ART002: Art Appreciation
Module #16

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

2. What are some effective ways to advocate for the preservation of artistic heritage?
Effective ways to advocate for the preservation of artistic heritage include raising public
awareness about its significance, supporting policies and initiatives that protect cultural sites and
artifacts, and engaging communities in preservation efforts. This can be achieved through educational
programs, social media campaigns, and collaborations with cultural institutions. Additionally, advocating
for funding and resources for preservation projects, as well as promoting the documentation and
digitalization of artistic heritage, can help ensure its longevity and accessibility.

D.2. Thinking about Learning (10 mins)

To end this session today, kindly answer the questions posted on the chart below to sum up your
today’s learning experience.

Did you find this lesson easy/difficult/important? Were you able to meet the learning objectives? Yes/No/Why?
Explain in your own words.

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

Did you have challenges in today’s learning? How did you overcome those challenges?

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

D.3. Glossary of Terms

● Advocacy
○ Description: The act of publicly supporting or recommending a particular cause or policy.
Advocacy for the preservation of artistic heritage involves raising awareness and
campaigning for the protection and conservation of cultural artifacts and traditions.
● Multifaceted
○ Description: Having many different aspects or elements. The preservation of artistic
heritage requires a multifaceted approach, involving various strategies and stakeholders
to address complex challenges and threats.

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● Conservation
○ Description: The actions taken to preserve and protect cultural heritage, including
examination, documentation, treatment, and preventive care. Conservation ensures the
long-term survival of artifacts and artworks for future generations.
● Ethical
○ Description: Adhering to principles of morality and fairness. Ethical conservation
practices involve making decisions that prioritize the well-being of cultural heritage and
respect the rights of communities and stakeholders involved.
● Specialty
○ Description: A particular area of focus or expertise within a broader field. Conservators
often specialize in a specific type of material or conservation technique, allowing them to
develop deep knowledge and skills in their chosen specialty.

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 ART002: Art Appreciation
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Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

Lesson Title: Art Criticism and Appreciation Materials:

SAS
Learning Targets:
1. Identify the principles and methods of art criticism by References:
creating an informative visual aid or infographic. Feldman, E. B. (1994). Practical
2. Apply the skills of art criticism and appreciation by Art Criticism. Prentice Hall.
analyzing and critiquing selected artworks through a Barrett, T. (2000). Criticizing Art:
written review.
Understanding the
3. Facilitate a gallery walk or virtual tour, guiding others in
the appreciation and criticism of displayed artworks. Contemporary. McGraw-Hill.
Stokstad, M., & Cothren, M. W.
(2018). Art History. Pearson.

A. CONNECT
A 1. Introduction (3 mins.):

Hello artists! Today, we embark on a captivating journey through the world of art criticism and appreciation. Get
ready to explore different methods of evaluating and appreciating art!
To help you learn better, remember:
● Work with the SAS in sequence. Our SAS activities were designed so that each task will help you learn
more effectively.
● Do all the tasks. Working on all the tasks will help you learn more. If there are changes to the tasks,
your teacher will tell you.
● Read instructions carefully. Ask your teacher or your classmates if you have questions about the tasks.

A. 2. Lesson Preview/Review (2 mins.)

Art criticism involves analyzing and evaluating the visual elements and principles used in artworks.
Today, we will delve into different techniques of art criticism and learn how to apply them effectively.
You will learn about the principles and methods of art criticism. You will also get to practice these skills
by analyzing selected artworks and sharing your insights with others through a gallery walk or virtual
tour.

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Section: ____________ Schedule: ________________________________________ Date: ________________

B. COACH

B. 1 Content Notes (25 mins.)

Art criticism is a systematic approach to evaluating and interpreting art. It involves four main stages:
Description, Analysis, Interpretation, and Judgment. Each stage helps viewers understand and appreciate the
artwork on a deeper level.

Description involves providing detailed information about the observable characteristics of something.
In the context of art, it means outlining the visual elements such as color, shape, texture, and composition
without adding any personal opinions or analysis.
Example: Describing a painting might include noting that it features vibrant colors, a large central figure,
and a background composed of geometric shapes.

Analysis refers to examining the components of a subject and how they interact to create a whole. In
art, this means breaking down the elements and principles of design used by the artist, such as balance,
contrast, emphasis, movement, and rhythm.
Example: Analyzing a sculpture could involve discussing how the artist uses balance and proportion to
create a sense of harmony and how the interplay of light and shadow enhances the three-dimensional effect.

Interpretation involves explaining the meaning or message conveyed by the subject. In art, it means
understanding and conveying what the artwork might signify, including the emotions, ideas, or narratives it
represents.
Example: Interpreting a photograph might include suggesting that it reflects the artist's views on urban
isolation, drawing from elements like the solitary figure in a vast, empty cityscape.

Judgement refers to forming an opinion or conclusion about the subject's value or significance. In art
criticism, it involves evaluating the artwork's effectiveness, originality, and overall impact, often based on
established criteria and personal response.
Example: Judging a piece of music might include deciding that it is a masterful composition due to its
innovative use of harmony and rhythm, as well as its emotional resonance with the listener.

Stages Scope Concepts

Subject Matter: Identify themes or subjects.

Visual Inventory: Thorough cataloging
Color: Describe colors and their
of visible elements.
interactions.
Description
Shapes and Forms: Note types and
Objective Observation: Focus on
contributions. Lines: Observe types and
factual details.
movement. Textures: Describe surface

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quality. Size and Scale: Note dimensions

and scale.Medium and Technique: Identify
materials and techniques.

Balance: Analyze composition symmetry.

Contrast: Look for differences creating
Formal Analysis: In-depth examination of
interest. Emphasis: Identify focal points.
visual elements. Compositional
Analysis Movement: Observe eye guidance. Pattern:
Techniques: Understand organization of
Identify repeating elements. Rhythm: Look
elements.
for visual rhythms. Unity: Assess overall
cohesion.

Symbolism: Identify and understand

symbols. Emotional Response: Reflect on
emotions evoked. Context: Understand Iconography: Study of symbols and
Interpretation historical and cultural context. Artist’s Intent: images. Emotional and Psychological
Consider the artist's purpose. Viewer’s Analysis: Understand impact and depth.
Perspective: Reflect on personal
interpretation.

Aesthetic Appeal: Assess visual beauty.

Effectiveness: Evaluate communication of
messages. Innovation: Consider originality Critical Evaluation: Comprehensive
and creativity. Technical Skill: Assess assessment of strengths and
Judgment
proficiency and execution. Personal Impact: weaknesses. Art Historical Context:
Reflect on personal response. Cultural and Place within a larger framework.
Historical Significance: Evaluate
significance.

Art Criticism Approaches:

Formalism Approach: Focuses on the visual elements and principles of design in an artwork.
Formalism is an approach to art criticism that focuses solely on the formal elements of an artwork, such as
color, line, shape, texture, and composition. Formalist critics analyze how these visual components are
organized and interact with each other, without considering external factors like the artist's intentions, historical
context, or symbolic meaning.

Feminist Approach: Examines the role of gender and how artworks relate to women's experiences and
issues.
Feminist art criticism is an approach that examines how gender influences the production, interpretation, and
evaluation of artworks. It analyzes representations of women in art, questions traditional power structures and
patriarchal norms, and advocates for greater recognition and inclusion of female artists throughout history.

Semiotic Approach: Analyzes the signs and symbols within an artwork and how they convey meaning.

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Semiotic art criticism is an approach that treats artworks as systems of signs and symbols that convey
meaning. It draws from the field of semiotics, which studies how signs and symbols create significance and
communicate ideas. Semiotic critics analyze the visual "language" used in artworks, exploring how formal
elements, iconography, and cultural codes shape the interpretation of meaning.

Guidelines for Constructive Critique:

Be Respectful: Critique the artwork, not the artist.
Be Specific: Provide detailed feedback rather than general statements.
Be Balanced: Highlight both strengths and areas for improvement.
Be Supportive: Offer suggestions for improvement in a positive and encouraging manner.

Using Summarizing and Generalization, fill in the chart with your understanding of the different stages in art
criticism (20 mins.)

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Understanding how to summarize and generalize key ideas is crucial for a deeper comprehension. This
strategy can be applied across various subjects, so don't worry if it feels challenging at first. With practice,
you'll find yourself studying more efficiently.

Strategy Review (4 mins.):

What lesson did we cover? __________________________________

What reading comprehension strategy did we use? ____________________________
How many summaries and generalizations were identified in the text? ____________________

B. 2 Skill Building Activity (20 mins.)

Instructions: Using the provided box below, create your own informative visual aid or infographic that
highlights the key principles and methods of art criticism. Use examples from well-known artworks to illustrate
each principle.

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C. CHECK
I. Check for Understanding (8 mins.)

Direction: Read the text below and answer the following questions provided. Write your answer on the
space provided.

Art criticism involves four main principles: Description, Analysis, Interpretation, and Judgment. Description is
the first step, where you detail what you see in the artwork without any interpretation. Analysis comes next,
focusing on how the artist uses elements and principles of design. Interpretation involves understanding the
meaning or message of the artwork, considering context, symbolism, and the viewer's emotional response.
Finally, Judgment evaluates the overall effectiveness and success of the artwork. Additionally, there are
various approaches to art criticism, such as formalism, feminist, and semiotic, each offering a different
perspective. The critical analysis process includes visual inventory, objective observation, compositional
techniques, iconography, and emotional and psychological analysis. Constructive critique should be respectful,
specific, balanced, and supportive.

_____1. The Description step in art criticism focuses on objectively observing and listing the visible elements of
an artwork, without interpreting or judging them.

What is the primary focus of the Description step in art criticism?

A. Evaluating the success of the artwork
B. Uncovering the meaning or message of the artwork
C. Examining the use of elements and principles of design
D. Noting the subject matter, colors, shapes, lines, and textures

_____2. The Analysis step goes beyond merely describing an artwork's elements by analyzing how those
elements interact and relate to each other within the composition.

How does the Analysis step differ from the Description step in art criticism?
A. Analysis involves detailed accounts of what is seen in the artwork.
B. Analysis focuses on the relationships and interactions between various elements.
C. Analysis uncovers the meaning or message of the artwork.
D. Analysis evaluates the overall effectiveness of the artwork.

_____3. Interpretation allows viewers to explore the deeper meaning, symbolism, and intended message
behind an artwork.
Why is Interpretation an Important Part of Art criticism?
A. It provides a detailed account of what is seen in the artwork.
B. It examines the use of design elements and principles.
C. It helps understand the meaning or message of the artwork.
D. It evaluates the success of the artwork.

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_____4. In the Judgment step, a key focus is evaluating the aesthetic merits and visual appeal of an artwork.
Which of the following is a key component of the Judgment step in art criticism?
A. Identifying symbols and their meanings
B. Assessing the visual beauty and appeal of the artwork
C. Noting the colors and textures used
D. Creating a visual inventory of elements

_____5. The feminist approach to art criticism analyzes how gender influences the creation, interpretation, and
portrayal of artworks.
Which approach to art criticism focuses on the role of gender in artworks?
A. Formalism
B. Feminist
C. Semiotic
D. Psychological

D. CONCLUDE

D. 1 Summary / Frequently Asked Questions (3 mins.)

In this lesson, you have learned about the principles and methods of art criticism. By practicing these
skills, you can develop a deeper appreciation and understanding of artworks. Remember, art criticism is not
just about finding faults but about exploring and understanding the artist’s intentions and the impact of their
work.

FAQs:

Q1: What are the four main principles of art criticism?

A1: The four main principles are Description, Analysis, Interpretation, and Judgment.

Q2: How does the Analysis step differ from the Description step in art criticism?
A2: Description involves noting observable elements without interpretation, while Analysis examines how the
elements and principles of design are used and how they interact within the artwork.

Q3: Why is Interpretation an Important Part of Art criticism?

A3: Interpretation is important because it helps uncover the meaning or message of the artwork, considering
the context, symbolism, and the emotional response it evokes.

Q4: What is Formalism in art criticism?

A4: Formalism is an approach that focuses on the visual elements and principles of design in an artwork,
analyzing how they contribute to its overall composition and effect.

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Q5: How should constructive critique be provided?

A5: Constructive critique should be respectful, specific, balanced, and supportive, offering detailed feedback
and suggestions for improvement in a positive manner.

D.2. Thinking about Learning (5 mins.)

To end this session today, kindly answer the questions posted on the chart below to sum up your today’s
learning experience.

Did you find this lesson easy/difficult/important? Were you able to meet the learning objectives? Yes/No/Why?
Explain in your own words.

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

Did you have challenges in today’s learning? How did you overcome those challenges?

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

D.3. Glossary of Terms

1. Criticism
● Description: A systematic approach to evaluating and interpreting art, involving stages such as
Description, Analysis, Interpretation, and Judgment. Criticism helps viewers understand and
appreciate artwork on a deeper level.
2. Description
● Description: The stage in art criticism that involves providing detailed information about the
observable characteristics of an artwork. It includes noting aspects such as color, shape,
texture, and composition without adding personal opinions or analysis.
3. Analysis
● Description: The stage in art criticism where the components of an artwork are examined to
understand how they interact to create a whole. It involves breaking down elements and
principles of design used by the artist, such as balance, contrast, emphasis, and movement.

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4. Interpretation
● Description: The stage in art criticism that involves explaining the meaning or message
conveyed by an artwork. It requires understanding and conveying what the artwork might signify,
including the emotions, ideas, or narratives it represents.
5. Judgment
● Description: The stage in art criticism where an opinion or conclusion about the artwork's value
or significance is formed. It involves evaluating the artwork's effectiveness, originality, and
overall impact based on established criteria and personal response.

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 ART002: Art Appreciation
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Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

Lesson Title: Research and Curation of Arts Exhibitions Materials:

SAS
Learning Targets:
1. Formulate a research plan and conduct an References:
investigation on a chosen art exhibition or curatorial https://news.artnet.com/art-world/exhibitio
theme. ns
2. Design a concept proposal for a curated art exhibition,
including the theme, artworks, and curatorial
statement.

A. CONNECT

Hello artists! Today, we embark on a captivating journey through the research and curation of arts
exhibitions. Get ready to dive deep into the world of curating and learn how to create impactful and meaningful
exhibitions. To help you learn better, remember:

1. Work with the SAS in sequence. Our SAS activities were designed so that each task will help you learn more
effectively.
2. Do all the tasks. Working on all the tasks will help you learn more. If there are changes to the tasks, your
teacher will tell you.
3. Read instructions carefully. Ask your teacher or your classmates if you have questions about the tasks.

Let's explore the fascinating process of curating art exhibitions together!

A.1. Lesson Preview/Review (2 mins)

In this lesson, we will continue to use summarizing and generalization as our reading strategies. I know
you can apply what you've learned from previous lessons. Now, it's your opportunity to practice your skills in
summarizing and generalization.

B. COACH
B.1. Content Notes (30 mins)

Read and explore the content notes, and review the exhibition descriptions provided by your teacher.
Each description includes the theme, type, and details about the exhibition.

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Types of Exhibitions

Deepen your understanding of various exhibition formats:

● Thematic:Thematic exhibitions are curated around a specific theme or concept rather than focusing
on chronology or origin. They use a variety of objects, documents and artworks to tell a story and
can draw on pieces from throughout history and from various cultures. This approach allows curators
to highlight lesser-known pieces from their collections and to connect with contemporary audiences
by addressing social and cultural issues. Thematic exhibitions can be found in museums, galleries
and even philatelic (stamp) collecting circles. Explores a central concept, idea, or movement across
time periods and artistic styles. (e.g., "Art and Social Justice")
● Historical: Focuses on a specific period in art history, showcasing works from that era. (e.g.,
"Renaissance Masters"). Historical exhibitions showcase artifacts, art, and other objects that shed
light on past events or cultures. They can be found in museums around the world and cover a wide
range of topics, from ancient civilizations to recent historical events.

Some famous historical exhibitions include:

-The Great Exhibition of 1851 in London, which displayed innovations in industrial design from
around the world.

-Exhibitions that focus on specific artists or art movements, such as the Cezanne, Gauguin,
van Gogh exhibition at MoMA.

These exhibitions can be educational and entertaining, providing visitors with a chance to learn about
history in a firsthand way.

● Solo: Features work by a single artist, allowing for a deep dive into their practice. (e.g., "Frida Kahlo:
The Life and Art"). Solo exhibitions focus on the work of a single artist, allowing for an in-depth
exploration of their artistic style, themes, and creative process. These exhibitions typically feature a
collection of works created by the artist throughout their career, offering viewers a comprehensive
look at their artistic journey.
● Group: Presents works by multiple artists, often united by a shared theme or style. (e.g., "Abstract
Expressionism"). Group exhibitions bring together works from multiple artists, often united by a
shared theme, style, movement, or even nationality. This format allows for exploring a concept or
period from diverse perspectives. Group exhibitions can showcase a range of artistic mediums
(painting, sculpture, photography, etc.) and can create a visually interesting and thought-provoking
experience for viewers.

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Research Methods
Learn to navigate both primary and secondary sources:

● Primary Sources: Offer firsthand accounts and insights into the exhibition.
○ Exhibition Catalogs: Provide detailed information about the artworks, curatorial approach, and
artist biographies.
○ Artist Interviews: Can shed light on the creative process behind the artworks and the artist's
intentions.
● Secondary Sources: Provide analysis and interpretation from art historians, critics, and journalists.
○ Scholarly Articles: Offer in-depth examinations of the exhibition's theme and its historical
context.
○ Reviews: Provide critical perspectives on the exhibition's strengths and weaknesses.

Critical Analysis
Develop your skills to effectively evaluate an exhibition:

● Theme: Identify the central idea and analyze how effectively it is presented.
● Artwork Selection: Examine how the chosen artworks contribute to the overall theme and create a
cohesive narrative.
● Curatorial Approach: Evaluate the organization and presentation of the exhibition, including the use
of space, lighting, and text panels.
● Strengths & Weaknesses: Identify aspects of the exhibition that are well-done and areas for
improvement. Consider how the exhibition could be more engaging or impactful.

Curatorial Vision
Go beyond just a theme, consider the purpose and message you want your exhibition to convey. What
impact do you hope to have on viewers?
Artwork Selection: Think strategically about the artworks you choose:

● Variety: Incorporate a mix of mediums (painting, sculpture, photography etc.) and artistic styles
(contemporary, historical) to create a visually interesting and engaging experience for viewers.
● Depth & Focus: While variety is important, ensure your chosen artworks maintain a strong
connection to your central theme.
● Availability: Consider the feasibility of acquiring or borrowing artworks for your exhibition.

Curatorial Statement
Craft a clear and concise statement that communicates your vision to potential viewers and stakeholders:

● Theme: Clearly state the central idea of the exhibition.

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● Artwork Selection: Explain how your chosen artworks explore and support the theme. Provide
specific examples of artists or artworks.
● Target Audience: Who is this exhibition intended for? What level of art knowledge do you assume
they have? How will the exhibition cater to their interests?

Start by reviewing the exhibition descriptions provided by your teacher, which include the theme, type
(Thematic, Historical, Solo, Group), and artwork details. Then, classify each exhibition type in the first column
of the graphic organizer. Next, in the second column, copy a short sentence from the description that captures
the main idea of the exhibition, using the example provided by your teacher as a guide. Finally, in the last
column, write a summary explaining the general characteristics of each exhibition type, referring back to the
description snippet and the provided information as needed. Here’s an example.

Exhibition Type Description Snippet General Characteristics

(Summary)

Thematic Explores the concept of "protest Thematic exhibitions are curated

art" throughout history, featuring around a specific theme or
works from various artists and concept rather than focusing on
movements. chronology or origin.

Historical Focuses on the art of ancient Focuses on a specific period in art

Egypt, showcasing sculptures, history, showcasing works from
paintings, and jewelry from that that era.
period.

Solo Features a collection of Frida Features work by a single artist,

Kahlo's self-portraits, exploring allowing for a deep dive into their
themes of identity and practice.
self-expression.

Group Showcases works by a group of Presents works by multiple artists,

contemporary Asian-American often united by a shared theme or
artists, exploring themes of style.
cultural identity and social
commentary.

Now, try it yourself! Use the graphic organizer to critically analyze each exhibition evaluation. I know
you can do it! (20 mins)

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Section: ____________ Schedule: ________________________________________ Date: ________________

Category Description Snippet General Characteristics

(Summary)

Critical Analysis

Theme The central idea of the exhibition The theme is effectively presented
is "Nature's Resilience". through diverse artworks
showcasing nature's ability to
recover.

Artwork Selection

Curatorial Approach

Strengths & Weaknesses

Curatorial Vision

Theme The exhibition aims to convey the

message of nature's enduring
strength and inspire viewers to
appreciate and protect natural
environments.

Artwork Selection

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Variety

Depth & Focus

Availability

Understanding how to summarize and generalize key ideas is crucial for a deeper comprehension. This
strategy can be applied across various subjects, so don't worry if it feels challenging at first. With practice,
you'll find yourself studying more efficiently.

Strategy Review:

● What was the lesson we dealt with? __________________________________

● What reading comprehension strategy did we use? ____________________________
● How many generalizations were identified in the text? ____________________

By focusing on summarizing and generalizing, you'll be able to distill information into its most essential
points, making it easier to grasp and remember.

B.2. Skill Building Activity

Instructions:"Mini-Museum Mission": Design Your Dream Exhibit!
Calling all future museum directors! This is your chance to design a captivating art exhibition.

1. Research & Theme (20 min): Choose a specific art movement, historical period, or cultural concept
that interests you. Briefly research its key features and artworks online or in books (if available). This
will be the theme for your exhibit.

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Section: ____________ Schedule: ________________________________________ Date: ________________

2. Artwork Selection (20 min): Imagine you have access to a vast museum collection! Look at a
provided list of artworks (paintings, sculptures, etc.) with brief descriptions and pictures. Choose 5-7
artworks that you think would be perfect for your chosen theme.
3. Curator's Statement (15 min): Write a short paragraph explaining your exhibition's theme and why
you chose these particular artworks. How do they connect to the theme? What story are you trying to
tell viewers?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_________________________________________________________________________________.

4. Bonus Challenge! (10 min): Sketch a simple floor plan for your exhibit. Where would you place each
artwork for the best flow and experience?

Here's what you'll need:

● List of artworks (provided by the teacher)

● Graphic organizer (see below)

Artwork (Title) Artist (if known) Why it fits the Theme (1-2
sentences)

Show off your creativity! Design your dream exhibition and explain what makes it unique. This is your chance
to become a mini-curator and share your passion for art!

C. CHECK

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Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

C.1. Check for Understanding (10 mins)

Activity 2. True or False. Analyze each item carefully. Write true if it is correct, if not write false. Write
your answer on the space provided before each number.

______1. Summarizing involves briefly restating the main points of a text, while generalization involves making
broad statements about a topic based on specific details.
______2. In the context of curating an exhibition, analyzing the artwork selection involves assessing how well
the chosen artworks contribute to the overall theme and create a cohesive narrative.
_____3. When evaluating the strengths and weaknesses of an exhibition, it is important to consider how the
exhibition could be more engaging or impactful.
_____4. In crafting a curatorial statement, it is important to clearly state the central idea of the exhibition and
provide specific examples of artists or artworks that support the theme.
_____5. Curatorial vision goes beyond just identifying a theme and considers the purpose and message the
exhibition aims to convey, as well as the desired impact on viewers.

D. CONCLUDE

D. 1 Summary / Frequently Asked Questions (8 mins)

1. Question: What are the key steps involved in researching and curating an art exhibition?
Answer: The key steps in researching and curating an art exhibition include defining a clear theme or
concept, conducting thorough research on selected artworks and artists, selecting and organizing
artworks that align with the theme, planning the exhibition layout, creating educational and interpretive
materials, and promoting the exhibition to attract visitors.
2. Question: How do I choose a theme for my art exhibition?
Answer: Choosing a theme for your art exhibition involves considering your interests, the message you
want to convey, and the audience you aim to reach. Themes can be based on a specific artist, art
movement, cultural period, social issue, or conceptual idea. It's important to select a theme that allows
for a cohesive and engaging narrative across the artworks you choose to exhibit.
3. Question: What resources can I use to research artworks and artists for my exhibition?
Answer: There are several resources you can use to research artworks and artists, including:

● Primary Sources: Visits to museums, galleries, artist studios, and art fairs; conducting
interviews with artists and curators.
● Secondary Sources: Books, academic journals, exhibition catalogs, and reputable online
resources such as museum websites and art history databases.
● Online Resources: The Getty Research Institute, Smarthistory, Google Arts & Culture,
and museum websites like MoMA, The Met, and Tate Modern.

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 ART002: Art Appreciation
Module #18

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

D.2. Thinking about Learning (10 mins)

To end this session today, kindly answer the questions posted on the chart below to sum up your today’s
learning experience.

Did you find this lesson easy/difficult/important? Were you able to meet the learning objectives? Yes/No/Why?
Explain in your own words.

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

Did you have challenges in today’s learning? How did you overcome those challenges?

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

D.3. Glossary of Terms

1. Thematic:
● Description Snippet: Explores the concept of "protest art" throughout history, featuring works
from various artists and movements.
2. Historical:
● Focuses on the art of ancient Egypt, showcasing sculptures, paintings, and jewelry from that
period.
3. Solo:
● Features a collection of Frida Kahlo's self-portraits, exploring themes of identity and
self-expression.
4. Group:
● Showcases works by a group of contemporary Asian-American artists, exploring themes of
cultural identity and social commentary.

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 ART002: Art Appreciation
Module #19
Name: _________________________________________________________________ Class number: _______
Section: ____________ Schedule: ________________________________________ Date: ________________

Lesson Title: Conceptualizing and Mounting Art Materials:

Productions SAS

Learning Targets: References:

1. Generate ideas and develop a plan for an art Bishop, C. (2012). Artificial Hells:
production, considering aspects such as theme, Participatory Art and the Politics of
logistics, and marketing strategies. Spectatorship. Verso.
2. Construct a detailed project proposal and budget for Bourriaud, N. (2002). Relational
the conceptualized art production, including a timeline Aesthetics. Les presses du réel.
and resource allocation. Mesch, C. (2013). Art and Politics:
3. Execute and present the proposed art production, A Small History of Art for Social
documenting the process and reflecting on the Change Since 1945. I.B. Tauris.
challenges and lessons learned.

A. CONNECT

A. 1. Introduction (3 mins.):

Hello artists! Today, we dive into the exciting process of conceptualizing and mounting art productions. Get
ready to explore how to bring your artistic vision to life! To help you learn better, remember:
● Work with the SAS in sequence. Our SAS activities were designed so that each task will help you learn
more effectively.
● Do all the tasks. Working on all the tasks will help you learn more. If there are changes to the tasks,
your teacher will tell you.
● Read instructions carefully. Ask your teacher or your classmates if you have questions about the tasks.

A. 2. Lesson Preview/Review (2 mins.)

Conceptualizing and mounting art productions involves creativity, planning, and execution. Today, we will learn
how to generate ideas, develop a comprehensive plan, and bring an art production to fruition.
In this lesson, you will gain insights into the steps required to conceptualize and mount an art production. You
will also practice creating a project proposal, budget, and timeline, and reflect on the entire process.

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 ART002: Art Appreciation
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Name: _________________________________________________________________ Class number: _______
Section: ____________ Schedule: ________________________________________ Date: ________________

B. COACH
B.1. Content Notes (15 mins.)

Overview of Conceptualizing and Mounting Art Productions: Stages of Art Production

1. Conceptualization: This initial stage involves brainstorming ideas, researching themes, and
developing a concept. Artists often create sketches or drafts and consider the message or experience
they want to convey.
2. Planning: Detailed planning is essential for successful art production. This stage includes selecting
materials, determining the production timeline, budgeting, and considering the technical requirements.
Artists also plan the layout and design of their work, including any necessary preparatory studies.
3. Creation: The creation stage is where the actual production of the artwork takes place. This involves
executing the planned design, experimenting with materials, and refining techniques. Artists may work
independently or collaborate with other professionals.
4. Mounting and Exhibition: This final stage involves preparing the artwork for display, whether in a
gallery, public space, or digital platform. Mounting art requires attention to presentation details, such as
framing, lighting, and placement. Artists must also consider the logistical aspects of transporting and
installing their work.

Key Considerations in Art Productions

1. Artistic Vision: Staying true to the original concept while being open to adjustments during the creation
process.
2. Technical Skills: Mastering the techniques and tools necessary to execute the artwork.
3. Material Selection: Choosing appropriate materials that align with the artistic vision and are suitable for
the intended display environment.
4. Audience Engagement: Considering how the audience will interact with and interpret the artwork.
Challenges in Art Productions
1. Resource Limitations: Managing time, budget, and material constraints.
2. Technical Difficulties: Overcoming technical challenges related to the chosen medium or tools.
3. Logistical Issues: Coordinating the transportation and installation of artworks, especially for large or
complex pieces.
4. Creative Blocks: Addressing periods of reduced creativity or inspiration.

Best Practices for Mounting Art Productions

1. Preparation: Thoroughly prepare all materials and tools before beginning the creation process.
2. Documentation: Keep detailed records of the production process, including sketches, notes, and
photographs.
3. Collaboration: Work with other artists, technicians, and curators to enhance the production quality.
4. Feedback: Seek feedback from peers and mentors to refine the artwork and its presentation.
5. Flexibility: Be adaptable to changes and unexpected challenges that may arise during the production
and mounting stages.

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 ART002: Art Appreciation
Module #19
Name: _________________________________________________________________ Class number: _______
Section: ____________ Schedule: ________________________________________ Date: ________________

Using Summarizing and Generalization, fill in the flower chart with your understanding of stages in Art
Productions (20 mins.).

Summarizing and generalizing key ideas is crucial for a deeper comprehension. This strategy can be
applied across various subjects, so don't worry if it feels challenging at first. With practice, you'll find yourself
studying more efficiently.

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 ART002: Art Appreciation
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Name: _________________________________________________________________ Class number: _______
Section: ____________ Schedule: ________________________________________ Date: ________________

Strategy Review (5 mins.):

What lesson did we cover? __________________________________

What reading comprehension strategy did we use? ____________________________
How many summaries and generalizations were identified in the text? ____________________

I. Skill Building Activity: Conceptualizing and Planning Art Productions (25 mins.)
Instructions:
Form a group of 8-10 members and do the following:

1. Idea Generation:
● Brainstorm themes for an art production. Choose one that stands out and develop a brief
concept around it.
2. Project Proposal:
● Write a detailed project proposal for your chosen theme. Include sections on theme,
logistics, marketing, budget and expected outcomes.
3. Create and Execute:
● Where would the production take place?
● Develop a timeline with specific budget and dates for each phase of the project.

C. CHECK
C.1. Check for Understanding (10 mins.)
Direction: Read the following statements carefully. Write your answer on the space provided.

_____1. The conceptualization stage of art production involves brainstorming ideas, researching themes, and
developing a concept. During this phase, artists create preliminary sketches or drafts and consider the
message or experience they want to convey. This stage is crucial for laying the groundwork for the entire
production process.
What is the main focus of the conceptualization stage in art production?
A) Executing the planned design
B) Brainstorming ideas and developing a concept
C) Preparing the artwork for display
D) Choosing appropriate materials
_____2. The planning stage in art production includes selecting materials, determining the production timeline,
budgeting, and considering technical requirements. Artists also plan the layout and design of their work,
including any necessary preparatory studies. This stage ensures that the creation process is well-organized
and efficient.
Which activities are involved in the planning stage of art production?
A) Brainstorming ideas and creating sketches
B) Executing the artwork and refining techniques
C) Selecting materials and determining the production timeline
D) Preparing the artwork for display and considering audience engagement

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 ART002: Art Appreciation
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Name: _________________________________________________________________ Class number: _______
Section: ____________ Schedule: ________________________________________ Date: ________________

_____3. During the creation stage of art production, the actual production of the artwork takes place. This
involves executing the planned design, experimenting with materials, and refining techniques. Artists may work
independently or collaborate with other professionals to bring their vision to life.
What occurs during the creation stage of art production?
A) Brainstorming ideas and researching themes
B) Detailed planning and budgeting
C) Executing the planned design and refining techniques
D) Preparing the artwork for display and mounting

_____4. Mounting and exhibition are critical stages in art production that involve preparing the artwork for
display. This includes framing, lighting, and placement considerations. Artists must also handle the logistical
aspects of transporting and installing their work to ensure it is presented in the best possible way.
What is a key activity in the mounting and exhibition stage of art production?
A) Brainstorming ideas and creating sketches
B) Selecting materials and budgeting
C) Executing the planned design
D) Preparing the artwork for display and considering logistical aspects
_____5. Artists face several challenges during art production, including resource limitations, technical
difficulties, logistical issues, and creative blocks. Effective management of these challenges involves thorough
preparation, flexibility, and collaboration with other professionals.
Which of the following is a common challenge in art production?
A) Excessive resources and unlimited time
B) Overcoming technical challenges related to the chosen medium
C) Lack of need for preparation and documentation
D) Avoiding collaboration with other professionals

D. CONCLUDE
D. 1 Summary / Frequently Asked Questions (5 mins.)

By generating ideas, developing a comprehensive plan, and executing your vision, you can bring your
artistic projects to life. Remember to document your process and reflect on the challenges and lessons learned
for continuous improvement.

FAQs:

Q1: What are the main stages of art production?

A1: The main stages of art production are Conceptualization, Planning, Creation, and Mounting and Exhibition.

Q2: Why is the conceptualization stage important in art production?

A2: The conceptualization stage is important because it involves brainstorming ideas, researching themes, and
developing a concept, which lays the groundwork for the entire production process.

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 ART002: Art Appreciation
Module #19
Name: _________________________________________________________________ Class number: _______
Section: ____________ Schedule: ________________________________________ Date: ________________

Q3: What are some best practices for mounting art productions?
A3: Best practices for mounting art productions include thorough preparation, detailed documentation,
collaboration with other professionals, seeking feedback, and maintaining flexibility to adapt to changes and
challenges.

D.2. Thinking about Learning (5 mins.)

To end this session today, kindly answer the questions posted on the chart below to sum up your
today’s learning experience.

Did you find this lesson easy/difficult/important? Were you able to meet the learning objectives?
Yes/No/Why? Explain in your own words.

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

Did you have challenges in today’s learning? How did you overcome those challenges?

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

D.3. Glossary of Terms

1. Pre-production Phase: Encompassing both conceptualization and planning stages, this phase
involves brainstorming ideas, researching themes, and developing a cohesive concept for the
artwork. Detailed planning is crucial, including material selection, timeline establishment, and
budgeting considerations.
2. Production Phase: This phase centers on the actual creation of the artwork, where the planned
design is executed, materials are experimented with, and techniques are refined. Artists may
work independently or collaboratively, focusing on bringing the conceptualized vision to life.
3. Exhibition Preparation Phase: The final stage of art production involves preparing the artwork
for display, whether in physical galleries, public spaces, or digital platforms. Attention to
presentation details such as framing, lighting, and placement is paramount. Artists must also
address logistical aspects like transportation and installation.

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 ART002: Art Appreciation
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4. Artistic Vision and Execution: Core principles guiding art production, emphasizing the
importance of staying true to the original concept while remaining open to adjustments during
the creation process. Mastery of technical skills and thoughtful material selection are essential
for realizing the artistic vision effectively.
5. Engagement and Interaction: Pertaining to considerations of audience engagement
throughout the production process. Artists must anticipate how viewers will interact with and
interpret the artwork, influencing decisions regarding concept development, presentation, and
overall impact.

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 ART002: Art Appreciation
Module #20

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

Lesson Title: Evaluation and Critique of Art Exhibitions Materials:

SAS
Learning Targets:
1. Create standards for judging art exhibitions using References:
relevant artistic and curatorial principles. Naturalist Gallery. (n.d.). Art criticism:
2. Evaluate a chosen art exhibition by applying these Understanding and evaluating contemporary art.
Retrieved
standards in a written critique. University of Cambridge Museums. (n.d.).
How to evaluate an exhibition. University of
Cambridge Museums

A. CONNECT
Hello art enthusiasts! Today, we delve into the intriguing world of evaluating and critiquing art
exhibitions. Prepare to explore and analyze various artworks, examining their artistic merits and conceptual
depths.

To enhance your learning experience, keep these guidelines in mind:

● Follow the SAS (Sequence, Analysis, Synthesis) approach. Our activities are structured to help you
progressively analyze and synthesize information, aiding in a deeper understanding of the subject.
● Complete all assigned tasks. Engaging with each task will enrich your understanding and appreciation
of the artworks. Any changes to the tasks will be communicated by your teacher.
● Pay close attention to instructions. If you have any questions or need clarification, don't hesitate to seek
assistance from your teacher or classmates.

A.1. Lesson Preview/Review (2 mins)

In this lesson, we will continue to use summarizing and generalization as our reading strategies. I know
you can apply what you've learned from previous lessons. Now, it's your opportunity to practice your skills in
summarizing and generalization.

B. COACH
B.1. Content Notes (30 mins)

Art criticism is the thoughtful evaluation and interpretation of contemporary art, exploring its meaning,
techniques, and social context. Critics play a pivotal role in shaping artistic understanding, fostering dialogue,
and contributing to a deeper appreciation of art's impact on society and culture.

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 ART002: Art Appreciation
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Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

Art criticism is not limited to negative opinions but also includes positive appreciation and exploration of
artistic expressions. The critic plays a significant role in interpreting the meaning and value of art, shaping art
history, and contributing to the establishment of artistic canons. Throughout history, art criticism has been
influenced by various philosophical and theoretical perspectives, which have evolved alongside different
cultural and historical contexts.

I. The Role of the Critic:

A competent art critic is not merely a connoisseur with extensive knowledge of art history; they are also
capable of forming judgments about new and unfamiliar works of art. The critic faces the challenge of either
defending established norms and values or advocating for innovative art that challenges conventions.
Extreme innovators, whose work is radically different, present the greatest challenge to the critic, forcing
them to explore new approaches or rely on established assumptions. The critic's perception of social needs
and underlying theoretical bases, such as Marxism or feminism, can significantly influence their evaluations
of art.

The role of the critic goes beyond being a connoisseur, requiring the ability to make judgments about
contemporary art.
Critics may choose to defend traditional art standards or advocate for groundbreaking, disruptive art.
Extreme innovators pose the greatest challenge to critics, pushing them to reconsider their understanding of
art.
The critic's perception of social needs, influenced by theoretical bases, impacts their evaluations of art.

II. Foundations of Art Criticism in Antiquity and the Middle Ages:

Philosophers like Plato, Aristotle, and Plotinus laid the groundwork for art criticism in antiquity. Plato regarded
art as a mere imitation of reality, with the artist dealing with appearances rather than absolute truths.
Aristotle, on the other hand, recognized the moral and cathartic aspect of art, emphasizing its value in
understanding human character. Plotinus introduced the idea that art can reflect higher spiritual beauty,
elevating artistic beauty to a sacred and abstract level.

III. Development of Art Criticism in Modern Times:

Art criticism in modern times saw the emergence of various schools of thought, including formalism, abstract
expressionism, and feminist art criticism. Critics like Roger Fry and Clive Bell championed post-Impressionist
and abstract art, praising works that explored pure imagination over traditional representation. Meanwhile,
the Marxist art critic Clement Greenberg supported abstract expressionism as the epitome of aesthetic value,
advocating for the purity of artistic form.

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 ART002: Art Appreciation
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Section: ____________ Schedule: ________________________________________ Date: ________________

IV. Contemporary Art Criticism:

Contemporary art criticism continues to evolve with new technologies and modes of communication. Art
critics now write for print media, online platforms, and television, engaging with audiences through various
channels. The practice of art criticism includes descriptive aspects, analyzing the techniques and materials
used in a work of art. It may also involve interpretation, delving into the meaning and social context of the
artwork. Evaluative criticism assesses the quality and significance of the art piece.

V. The Importance of Art Criticism:

Art criticism plays a vital role in fostering dialogue, encouraging contemplation, and sparking discussions on
aesthetics, politics, race, religion, and gender. It enables viewers to engage emotionally with art and
understand its impact on society and culture. By critically examining artworks, art criticism can highlight social
issues, foster understanding, and contribute to a deeper appreciation of contemporary art.

Art criticism serves as a multifaceted practice that explores and evaluates the complexities of contemporary
art. Through historical roots and philosophical foundations, critics play a pivotal role in shaping artistic
understanding and societal perceptions. Their analyses and evaluations encourage dialogue, enrich
appreciation, and bring to light the deeper meanings and social impact of art. As the world of art evolves, art
criticism continues to adapt, providing valuable insights into the dynamic and ever-changing realm of
contemporary art.

Art Criticism Steps

Anyone who is interested in understanding art can take on the role of a critic, and learn how to critique art by
following the 4 steps of art criticism. Following these four simple steps is how to write an art critique.
The 4 steps of art criticism are:

● Describing
● Analyzing
● Interpreting
● Evaluating

A piece of art criticism may emphasize one of these steps more than the others, but good art criticism will
integrate all of them together.
Description (step 1), requires the critic to observe the artwork and notice the obvious features such as the
subject. For analysis (step 2), the critic explains how the parts or elements of the artwork work together.
Interpreting an artwork (step 3), is to make a statement about what the artwork means, expresses, or
signifies. Evaluating an artwork (step 4), is explaining how well the artwork meets criteria informed by the art

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 ART002: Art Appreciation
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Section: ____________ Schedule: ________________________________________ Date: ________________

movement or style of the artwork. Criteria may address such values as beauty, the expression of emotion,
the communication of an idea, or the capacity of the artwork to fulfill a specific function.

How To: Evaluate an Exhibition

How can you evaluate the impact of an exhibition on your audiences?

Evaluation Approach
This is a short term and highly focused evaluation encompassing a range of qualitative and quantitative
methods. These methods include feedback surveys, interviews, observations, participant feedback and
ethnographic field notes. The focus of the evaluation is to explore the impact of the exhibition on a range of
different audiences including children and young people, general visitors and targeted outreach groups.

Evaluation Activities
Activity Inputs Processes Outputs Outcomes

Exhibition Survey Survey will be placed Qualitative and Improved

Feedback questionnaires in the Creative Space quantitative understanding of
Survey designed to collect at the end of the evidence relevant the impact of the
demographic data exhibition to the evaluation exhibition and
and responses to the aims public programme
exhibition Visitor Services Team
will encourage Improved
visitors to fill in the understanding of
survey the reach of the
exhibition and
Visitor Services Team public programme
will enter survey data
into an online portal

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 ART002: Art Appreciation
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Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

Events Public events Workshop leaders will Qualitative and Improved

Feedback programme distribute surveys to quantitative understanding of
Survey event participants evidence relevant the impact of the
Survey either via an online or to the evaluation exhibition and
questionnaires paper survey aims public programme
designed to collect
demographic data Learning Team will Improved
and responses to the enter survey data into understanding of
exhibition an online portal the reach of the
exhibition and
Data will be public programme
downloaded following
close of survey

Visitor This will collect Team of volunteers Qualitative and Improved

Tracking information about recruited and trained quantitative understanding of
audiences behave in to carry out visitor evidence relevant how visitors
the exhibition, how tracking surveys to the evaluation engage with
long they spend aims exhibition content
looking at the Managed by a
exhibits, displays member of the Improved
and interpretation evaluation team understanding of
how to make
Volunteers will exhibitions more
complete visitor impactful
tracking surveys and
then upload data to
online forms

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 ART002: Art Appreciation
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Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

Accompanied Liaison with This will take place Qualitative An understanding

Visits community group outside of normal evidence relevant of how community
leaders to arrange a opening hours and to the evaluation participants
suitable time and will follow participants aims engage with
date from the community exhibition content
film around the Transcriptions
Questions and exhibition and records of Feedback and
talking points conversations observations from
designed to prompt The evaluation team and interactions individuals from
conversations will note and record the local
their responses to the community
different exhibits as
they walk around,
providing a detailed
account of individual
experiences and
noting any changes in
thinking or attitude

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 ART002: Art Appreciation
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Name: _________________________________________________________________ Class number: _______

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Analysis and Outputs of all data Content analysis of Full written report Exhibition findings
reporting collection strands all the outputs to pull enhance
out key themes and Summaries of understanding of
Comparison to patterns in relation to data analysis for exhibition impact
previous reports and aims inclusion in and inform
tracking studies Impact Case reporting and
Description of the Study and future planning
Data collection and results and exhibition report
exhibition development of
information conclusions and
implications

Produce full written

report with reference
to Impact Case Study
focusing on evidence
of change

Use summarizing and generalization skills to fill in a chart with your understanding of evaluating an art
exhibition. (20 mins)

Aspect Summarizing and Generalization

Exhibition Feedback
Survey

Events Feedback
Survey

Visitor Tracking

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Accompanied Visits

Analysis and Reporting

Understanding how to summarize and generalize key ideas is crucial for deeper comprehension. This
strategy can be applied across various subjects, so don't worry if it feels challenging at first. With practice,
you'll find yourself studying more efficiently.

Strategy Review:

Strategy Review:

What lesson did we cover? __________________________________

What reading comprehension strategy did we use? ____________________________
How many summaries and generalizations were identified in the text? ____________________

B.2. Skill Building Activity:

Art Exhibition Critique: Pick an Exhibit, Analyze, and Write! (20 mins)

Challenge:

1. Find your exhibit: Choose an art exhibition that's currently showing at a museum, gallery, or
even online with a virtual tour. Websites, social media, and resources like
https://www.nationalmuseum.gov.ph/ can help you find one.
2. Gather info: Look for surveys offered by the exhibit or platform (feedback on the artwork, events,
or how visitors move through the space). If there are talks or workshops, see if there are
feedback surveys to understand how people are engaged.
3. Analyze your findings: Once you have this info, put it all together. See what it reveals about how
effective the exhibition is.
4. Write your critique:
○ Start by introducing the exhibit (title, artist, location).
○ Then discuss its strengths and weaknesses:
■ Was the art interesting and diverse? Did it connect to the theme?

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■ Was the layout easy to follow and inviting? Did the lighting and presentation work
well?
■ Did the exhibit encourage people to think or participate? Were there learning
materials?
○ Finally, give your overall evaluation. Did the exhibition achieve its goals?

Remember:

● Be clear and concise in your writing.

● Back up your ideas with the info you gathered.
● Keep your tone respectful, even when pointing out weaknesses.

C. CHECK
C.1. Check for Understanding (15 mins)
Direction: Read the following statements carefully. Write your answer on the space provided.

1. Art criticism is the thoughtful evaluation and interpretation of contemporary art, exploring its meaning,
techniques, and social context. Critics play a pivotal role in shaping artistic understanding, fostering
dialogue, and contributing to a deeper appreciation of art's impact on society and culture.

How does art criticism contribute to a deeper understanding of contemporary art?

A. By defending established norms

B. By advocating for innovative art
C. By analyzing techniques and materials
D. By exploring new approaches

2. A competent art critic is not merely a connoisseur with extensive knowledge of art history; they are also
capable of forming judgments about new and unfamiliar works of art. The critic faces the challenge of
either defending established norms and values or advocating for innovative art that challenges
conventions.

What is the primary focus of art criticism according to the text?

A. Defending established norms
B. Advocating for innovative art
C. Analyzing techniques and materials
D. Exploring new approaches

3. Evaluation of an exhibition includes various methods such as feedback surveys and visitor tracking.
What is the purpose of an Exhibition Feedback Survey?
A. To collect demographic data
B. To analyze techniques and materials

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C. To evaluate the impact of an exhibition

D. To promote dialogue and understanding

4. Art criticism plays a vital role in fostering dialogue and understanding. What is the role of the critic in
interpreting an artwork?
A. Defining its beauty
B. Analyzing its techniques
C. Explaining its meaning
D. Evaluating its social context

5. Art criticism in modern times saw the emergence of various schools of thought, including formalism,
abstract expressionism, and feminist art criticism. Critics like Roger Fry and Clive Bell championed
post-Impressionist and abstract art, praising works that explored pure imagination over traditional
representation. Meanwhile, the Marxist art critic Clement Greenberg supported abstract expressionism
as the epitome of aesthetic value, advocating for the purity of artistic form.

Which school of thought championed post-Impressionist and abstract art in modern times?
A. Formalism
B. Abstract expressionism
C. Feminist art criticism
D. Marxism

D. CONCLUDE

D. 1 Summary / Frequently Asked Questions

Why is criticism of art important?

Art criticism is important because it allows people to better understand and to appreciate art. Art
criticism responds to artworks in an informed way, and contributes to the ongoing discourse about the
nature and meaning of art.

What are the 4 parts of critique in art?

The four parts of critique in art are describing, analyzing, interpreting, and evaluating. The four parts
rely on each other, and a useful critique integrates the four parts together.

How do you write an art critique?

The best way to write an art critique is to follow the four steps of art criticism. First state the obvious and
describe what can be objectively perceived (describe). Second, explain how the parts of the artwork
work together (analyze). Third, state a meaning for the artwork (interpret). And lastly, judge the
effectiveness of the artwork (evaluation).

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Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

D.2. Thinking about Learning (15 mins)

To end this session today, kindly answer the questions posted on the chart below to sum up your today’s
learning experience.

Did you find this lesson easy/difficult/important? Were you able to meet the learning objectives? Yes/No/Why?
Explain in your own words.

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

Did you have challenges in today’s learning? How did you overcome those challenges?

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

D.3. Glossary of Terms

1. Artistic Vision and Execution: Core principles guiding art production, emphasizing the
importance of staying true to the original concept while remaining open to adjustments during
the creation process. Mastery of technical skills and thoughtful material selection are essential
for realizing the artistic vision effectively.
2. Engagement and Interaction: Pertaining to considerations of audience engagement
throughout the production process. Artists must anticipate how viewers will interact with and
interpret the artwork, influencing decisions regarding concept development, presentation, and
overall impact.
3. Exhibition Preparation Phase: The final stage of art production involves preparing the artwork
for display, whether in physical galleries, public spaces, or digital platforms. Attention to
presentation details such as framing, lighting, and placement is paramount. Artists must also
address logistical aspects like transportation and installation.
4. Pre-production Phase: Encompassing both conceptualization and planning stages, this phase
involves brainstorming ideas, researching themes, and developing a cohesive concept for the

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Section: ____________ Schedule: ________________________________________ Date: ________________

artwork. Detailed planning is crucial, including material selection, timeline establishment, and
budgeting considerations.
5. Production Phase: This phase centers on the actual creation of the artwork, where the planned
design is executed, materials are experimented with, and techniques are refined. Artists may
work independently or collaboratively, focusing on bringing the conceptualized vision to life.

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 ART002: Art Appreciation
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Name: _________________________________________________________________ Class number: _______
Section: ____________ Schedule: ________________________________________ Date: ________________

Lesson Title: Interdisciplinary Collaborations and Digital Materials:

Technologies in Art Curation SAS

Learning Targets: References:

1. Explore the role of interdisciplinary collaborations and Paul, C. (2016). Digital Art.
digital technologies in art curation. Thames & Hudson.
2. Propose an interdisciplinary and technology-enhanced Graham, B., & Cook, S. (2010).
curatorial project, outlining the collaborative processes
Rethinking Curating: Art after
and digital tools involved.
3. Participate in a collaborative curation project that New Media. MIT Press.
integrates digital technologies, reflecting on the Kwastek, K. (2013). Aesthetics
experience and challenges encountered. of Interaction in Digital Art. MIT
Press.

A. CONNECT

Hello artists! Today, we embark on a captivating journey through the integration of technology and
collaboration in art curation. Get ready to explore how digital tools can revolutionize the way we curate and
present art.

To help you learn better, remember:

● Work with the SAS in sequence. Our SAS activities were designed so that each task will help you learn
more effectively.
● Do all the tasks. Working on all the tasks will help you learn more. If there are changes to the tasks,
your teacher will tell you.
● Read instructions carefully. Ask your teacher or your classmates if you have questions about the tasks.

A 1. Introduction:
Today, we will dive into the exciting world of interdisciplinary collaborations and digital technologies in
art curation. We will explore how different fields come together to create innovative art projects and how digital
tools can enhance our curatorial practices.

A.2 Lesson Preview/Review (2 mins)

Before we begin, let’s review some key concepts:
● Interdisciplinary collaborations involve the integration of knowledge and methods from different
disciplines to solve a problem or create something new.

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● Digital technologies in art curation include tools like virtual galleries, augmented reality (AR),
and digital archives.

B. COACH
B.1. Content Notes (30 mins)

Interdisciplinary Collaborations:

Interdisciplinary Collaborations is the integration of methods, perspectives, and knowledge from different
fields to tackle complex problems or create innovative solutions.

● Interdisciplinary collaborations in art can include partnerships between artists and scientists, engineers,
sociologists, and more, leading to projects that address environmental issues, social justice, and
technological advancements.

Example: An art project that combines environmental science and visual art to highlight climate
change, involving artists, climate scientists, and digital technologists.

Digital Technologies in Art Curation:

Virtual Galleries:
● Online platforms where artworks are displayed in a digital space, allowing for global accessibility.
● Virtual galleries can host interactive exhibitions, include multimedia elements, and provide
immersive experiences for audiences worldwide.

Example: A virtual gallery that showcases contemporary art with interactive features like artist
interviews and 3D walkthroughs.

Augmented Reality (AR):

Technology that overlays digital content onto the real world through devices like smartphones or AR glasses.
● Scope: AR can enhance physical exhibitions with additional layers of information, interactive
elements, and engaging visual effects.
● Example: An AR-enhanced sculpture that reveals the artist’s process and concept when viewed
through a smartphone app.

Digital Archives:
● Systems for storing and accessing art collections digitally, ensuring preservation and easy retrieval.
● Scope: Digital archives can include high-resolution images, metadata, and comprehensive
records of artworks, accessible to researchers and the public.
● Example: A digital archive that documents the history and evolution of a regional art movement,
providing valuable resources for scholars and enthusiasts.

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Recollect your understanding of the lesson, then summarize and encode your learnings on the screens below.

Interdisciplinary Collaborations Virtual Galleries

Augmented Reality Digital Archives

Summarizing and generalizing key ideas is crucial for a deeper comprehension. By the help of this strategy,
you’ve found yourself learning more efficiently.

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Strategy Review:

Strategy Review:

What lesson did we cover? __________________________________

What reading comprehension strategy did we use? ____________________________
How many summaries and generalizations were identified in the text? ____________________

B.2. Skill Building Activity (20 mins)

Instructions:
In the space provided, create a concept for a curatorial project that integrates at least one digital
technology and involves interdisciplinary collaboration. Outline the steps involved, the collaborators you would
need, and the digital tools you would use.

C. CHECK
C.1. Check for Understanding (20 mins)
Direction: Read the following statements carefully. Write your answer on the space provided.
1. Artistic collaborations often bring together professionals from various disciplines to create innovative and
multifaceted works of art. These interdisciplinary collaborations can combine the skills and perspectives of

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artists, scientists, engineers, and other experts to explore new artistic possibilities and enhance the viewer's
experience. For example, an artist might work with a software engineer to create an interactive digital
installation that responds to the movements of the audience.
_____Which of the following is an example of an interdisciplinary collaboration in art?
a) A painter working alone on a canvas.
b) A sculptor and a software engineer creating an interactive installation.
c) A photographer editing photos in Photoshop.
2. With advancements in technology, the art world has expanded beyond physical spaces to include virtual
galleries. These online platforms allow artists to display their work to a global audience, providing a space
where viewers can explore and appreciate art from the comfort of their homes. Virtual galleries often include
features such as 360-degree views, detailed descriptions, and interactive elements that enhance the viewing
experience
_____What is a virtual gallery?
a) A physical museum space.
b) An online platform for displaying art.
c) A technique for painting.

3. Augmented Reality (AR) is transforming the way art is curated and experienced. By overlaying digital
information on the physical world, AR can enhance artworks by providing additional context, historical
background, or interactive elements. For instance, viewers might use their smartphones to see a digital
animation superimposed on a painting or to access an artist's commentary on their work, enriching their
understanding and appreciation of the piece.
_____How does AR enhance art curation?
a) By providing traditional frames for artworks.
b) By adding digital overlays that offer additional information.
c) By reducing the size of artworks.

D. CONCLUDE

D. 1 Summary / Frequently Asked Questions

Interdisciplinary collaborations and digital technologies are transforming art curation. By bringing together
experts from various fields and utilizing digital tools, we can create innovative and engaging art experiences.
These approaches not only enhance the way we curate but also make art more accessible and interactive.

FAQs:
1. What are some benefits of interdisciplinary collaborations in art?
Answer: They bring diverse perspectives and skills, leading to more innovative and impactful projects.
2. How can digital technologies improve art curation?
Answer: They provide new ways to display, interact with, and preserve art, making it more accessible to
a wider audience.
3. What is an example of a digital tool used in art curation?

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 ART002: Art Appreciation
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Answer: Virtual gallery software allows curators to create online exhibitions that can be accessed from
anywhere in the world.

D.2. Thinking about Learning (10 mins)

To end this session today, kindly answer the questions posted on the chart below to sum up your today’s
learning experience.

Did you find this lesson easy/difficult/important? Were you able to meet the learning objectives? Yes/No/Why?
Explain in your own words.

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

Did you have challenges in today’s learning? How did you overcome those challenges?

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

D.3. Glossary of Terms

1. Interdisciplinary Collaborations: Integration of methods and knowledge from different fields.

2. Virtual Galleries: Online spaces for global artwork display.
3. Augmented Reality (AR): Overlaying digital content onto reality.
4. Global Accessibility: Availability to audiences worldwide.
5. Immersive Experiences: Engaging, interactive encounters with art.

Learning Modules by PHINMA Education is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0
International License.