PAMANTASAN NG LUNGSOD NG MAYNILA

College of Humanities, Arts, and Social Sciences

Department of Social Sciences and Humanities

.............................................................................................................................................................................................................................................................................................
Course Title ART APPRECIATION
Course Code AAP 0005
Course Credit 3 UNITS
Course Description Nature, function and appreciation of the arts in contemporary society.
Course Objectives
At the end of the course the students will
1. Demonstrate higher level of art appreciation grounded on philosophical, historical, social, political, and personal level;
2. Critically analyze and interpret art;
3. Cultivate a great sense of respect and appreciation for art;
4. Engage in substantive personal reflection about the relationship between art and life.

COURSE OUTLINE

WEEK TOPICS LEARNING OUTCOMES (LO) TEACHING AND LEARNING RESOURCES ASSESSMENT TOOL/S MODE OF LEARNING
NUMBE ACTIVITIES (TLA) (AT)/OUTPUT/S (ONLINE)
R
Orientation on:  To orient the participants on the  Facilitated by the Syllabus Comments, questions and  Interactive
 Syllabus objective of the course, expected faculty insights on sharing Discussion
 House Rules activities and outputs, and outcomes Via Zoom
 Requirements (including Seat at the end of the course.
Plan, Directory)  To determine the expectations of the
 Grading System course
I. Assumptions and Nature of Art:  To know why the need to study  Interactive Drost, M. P. 1991. The students will work on the  Interactive
Aristotle and Nietzsche
Creativity, Imagination, and Expression Art discussion on: theme, “What is Art?” Discussion
on art as imitation of
A. Why Study the Art?  Understand the link of Man, Art 1. What is the role of art nature. Guidelines: Via Zoom
B. Art and/or Humanities? and Society in man’s life? http://smjegupr.net/wp-  Make a DIGITAL ART  SYNCHRONOUS
C. How the art influences society?  To grasp well how artinfluences 2. How is art related to content/uploads/2016/06/ collage that would focus
Aritotle-and-NIetzsche-
society society? on-art-as-imitation-of-
on the students’
3. How does the natureMark-P.-Drost.pdf understanding and/or
language of art perception of art based on
Casey. E. S. 1971. the discussion of the
facilitate critical
Expression and
appreciation and communication in art.
lesson.
enhance cultural The Journal of Aesthetics
breadth and human and Art Criticism, Vol. 30,
experience. No. 2, pp. 197-207.
https://pdfs.semanticscho
lar.org/8d60/b3fede5b18
dfe3c46b8f2516aef87a04
b59f.pdf

“Functions of
Art”https://www.thoughtc
o.com/what-are-the-
functions-of-art-182414
II. Art and Life  To integrate Art and its implication to The class will be divided into Group 1: Art and Create an Exhibition  The faculty
Mathematics
A. Art and the Value of Aesthetic practical aspects of culture and life five (5) groups. Each group will Catalogue discusses the
 Mathematics in the Art of
B. Art and Mathematics choice one topic to study and Leonardo Da Vinci
Guidelines: assigned group
C. Cultural Relativism in Aesthetics present a webinar on: http://blog.mathnasium.com/ma  The exhibition catalogue tasks and the
D. The Concept of Beauty Group 1: Art and thematics-in-the-art-of- should include specific mechanics on the
E. Art and Education Mathematics leonardo-da-vinci aspects of how art
 Leonardo Da Vinci the webinar they
F. Art and Psychology Group 2: Cultural influences man’s
Mathematics will facilitate via
Relativism in Aesthetics http://www.leonardo-da- existence.
zoom with
Group 3: The Concept of vinci.net/mathematics/  Artworks should be
Beauty appropriate slide
 Vitruvian Man – Math+Art properly cited.
Group 4: Art and Education https://mathinart.weebly.com/vit presentation.
Group 5: Art and Psychology ruvian-man.html  The faculty clearly
 Proportion: Da Vinci’s “ – discuss the
Math
http://math.afterschooltreats.co
evaluation tool
m/wfdata/frame119- which is the
1019/pressrel2.asp creation of exhibit
 Donald Duck Teaches the
catalogue via zoom
 Golden Mean (YouTube) with appropriate
https://www.youtube.com/watch
?v=qVlW97e_UKI
slide presentation.
 SYNCHRONOUS and
Group 2: Cultural Relativism ASYNCHRONOUS
in Aesthetics
 Aesthetic Relativism
http://www.artandpopularculture
.com/Aesthetic_relativism
 Foot Binding in China (check
YouTube documentation)
http://factsanddetails.com/china
/cat4/sub21/item1030.html
 Traditional African Murci Lip
Plates
https://tatring.com/piercing-
types/Have-Mursi-on-the-
Lip-Plate
 Kayan Neck Ring Culture
(check YouTube
documentation)
http://www.kangalifestyle.com/h
ome/2017/7/17/kayan-coil-
culture

Group 3: The
Concept of Beauty
 Early Theories of Beauty
http://www2.uiah.fi/projects/met
odi/15k.htm
 Beauty
https://plato.stanford.edu/entrie
s/beauty/
 The Concept of Beauty
http://lightbringers.net/content/c
oncept-beauty
 Why Beauty Matters? (get
the highlight of his
documentation)
https://topdocumentaryfilms.co
m/why-beauty-matters/
 The Ugly Truth: The Beauty
of Ugliness
https://www.architectural-
review.com/essays/viewpoint
s/the-ugly-truth-the-beauty-
of-ugliness/8641754.article

Group 4: Arts and

Education
 10 Salient Studies on the
Arts in Education
https://www.onlinecolleges.net/
10-salient-studies-on-the-
arts-in-education/
 Aesthetic Development in
Higher Education: An
Interdisciplinary Dialogue
http://community.dur.ac.uk/pestl
he.learning/index.php/pestlh
e/article/viewFile/61/76
 Six Good Reasons for
Advocating the Importance
of Arts in School, pp. 37-44
http://www.steam-
notstem.com/wp-
content/uploads/2010/11/Ne
uroeducation.pdf
 Teaching Art or Teaching to
Think like an Artist?
https://www.youtube.com/watch
?v=ZcFRfJb2ONk
 Connecting Art and
Education
https://www.youtube.com/watch
?v=4gPi8UR06KI

Group 5: Arts and

Psychology
 Gestalt Principles
http://facweb.cs.depaul.edu/sgr
ais/gestalt_principles.htm
 The Designer’s Guide to
Gestalt Theory
 https://www.creativebloq.com/g
raphic-design/gestalt-theory-
10134960
 The Relationship Between
Art and Psychology
http://jlsb.science-
line.com/attachments/article/
16/JLSB-%202012-
%20B26,%20129-133.pdf
 Gestalt Theory in Art
https://www.youtube.com/watch
?v=57QmN8xt0xo
 Gestalt Principles of
Perception
https://www.youtube.com/watch
?v=ZWucNQawpWY
MIDTERM EXAM

III. Understanding Filipino Identity To deepen one’s rootedness on Filipino  The following  Nedelcu, A.(n.d.). Feature an ARTWORK:  Interactive
through the Arts expressiveness, our concept of aesthetics pictures will be Aesthetic experiences (Create a power point discussion via zoom
A. Filipino Expressiveness in everyday life as well as the Filipino presented to the of our everyday life at presentation on: and WEBINAR
1. The Filipino Concept of Aesthetics in aesthetic dimension. students and their file:///C:/Users/pc1/Do What contemporary through an invited
everyday life. wnloads/CKS%202014 Filipino art reflects our speaker on the topic
2. The Filipino practice of filling up space. _education_and_sociol aesthetic dimension as of “Filipino
B. Filipino Aesthetic Dimension ogy_art.095.pdf people?) Aesthetic
 Jocano, L. (2001). With proper citation of Dimension”.
Aesthetic dimension. art and artist’s  SYNCHRONOUS
Filipino Worldview,
description.
Quezon City. PUNLAD
Research House. Pp.
135-144.
tasks is to list down  Tan, M. (2008). Life
Filipino and Style. The
characteristics that Philippine Daily
the pictures Inquirer.
represent: http://www.mysinchew.
 Introduce to the
 students the term, com/node/18457
Horror Vacui and  Lorenzo, C. (2015).
initiate a discussion Filipino culture of filling
about it. Lead the up space in a gated
students in identifying community. Urban
the concept of horror Planning and
vacui in Philippine Architectural Design
arts. for Sustainable
 Discuss de Leon’s Development
Maximalism (2011) https://ac.els-
as reference to the cdn.com/S1877042815
Filipinos’ inclination 061972/1-s2.0-
to fill up space. S1877042815061972-
 Engage the students main.pdf?_tid=ad0cd7
in a discussion about 88-a2de-4769-9189-
the Filipinos’ concept 25445ca1dfff&acdnat=
of ganda. 1528429933_3650333
eb3bad7c3c67e01b06
61ddc7d
IV. Soulmaking (Soul, Sound, Structure) To deepen on art appreciation by learning 1. Ask the students about their  Art and Art History An ART CRITIQUE:  Interactive
A. Finding Meaning in Art: Objective and the various ways of finding meaning in art. opinion of art based on the https://www.uvm.edu/w discussion vis zoom
Subjective Means 1. Why critique art? following images. id/writingcenter/tutortip 1. Picture of the art with the use of
1. Formal Analysis 2. What are the different levels of meaning that s/ArtPage.pdf form that will be power point
2. Subject influence art appreciation?  How Art Speaks- analyzed. presentation.
3. Context 3. How to write a critique paper using formal Finding Meaning 2. Concise biography
 SYNCHRONOUS
4. Iconography and subjective analysis? https://ccs.instructure.c of the artist.
4.How knowledge of art appreciation enriches om/courses/1269129/p 3. Analysis of the
“The Palay Maiden” “Weeping Woman”
man’s understanding and appreciation of life? Fernando Amorsolo
Pablo Picasso ages/how-art-speaks- artwork.
finding-meaning
 What does the term
‘form’ mean in regards
to art?
https://www.thoughtco.
com/definition-of-form-
“Laughter”
“Sabel”
Anita Magsaysay-Ho in-art-182437
BenCab
 Historical and Cultural
bencab Context
 https://valenciacollege.
edu/west/arts-and-
humanities/writing/hist
orical-cultural.cfm
 Contextual Analysis
https://arthistoryrules.w
ordpress.com/essays/c
“Girl with a Pearl “Mona Lisa”
ontextual-anal/
Earring” Leonardo Da  Iconography-
Jan Vermeer Vinci
Methodology
2. Discuss the levels of http://science.jrank.org
meaning in art based on /pages/9729/Iconograp
formal analysis, subject, hy-Methodology.html
context, & iconography.  Reading: Analyzing
3. Explore other art forms like Symbols (Iconography)
sculpture, architecture, https://courses.lumenle
music, dance, literature, arning.com/masteryart
theater and film. 1/chapter/reading-the-
fourth-level-of-
meaning-iconography/

V. Creating & Expressing Art Understanding important theories of art 1. Present the following  The Aesthetics of Create an ADVOCACY  Interactive
A. Understanding some theories of the and be able to use the power of art as creative works to the Mixing the Senses PLAN using ONLINE discussion vis zoom
arts expression in forming one’s advocacy. students and ask them about http://www.david- PLATFORM. with the use of
B. Art as Expression 1. Why advocacy matters? the possible message that howes.com/senses/aesth power point
C. Promoting advocacy through the arts 2. How to create an advocacy plan using the each picture would like to eticsofmixingthesenses.p presentation.
arts? communicate. df
3. What are the habits of an effective advocate?  Empathy and the Art of  WEBINAR of an
Living
invited speaker on
https://www.romankrznari
the topic of
c.com/wp-
content/uploads/2011/12/ “Promoting
Empathy%20and%20the advocacy through
%20Art%20of%20Living the arts”.
“Washington “Sunrise %20200907.pdf
Monument” Kempinski Hotel”
USA Beijing, China
  Art as Expression  SYNCHRONOUS
https://www.britannica.co
m/topic/philosophy-of-
art/Art-as-expression

2. Start a discussion about the

following:
 How does the use of the
arts contributed to the
message that is being
communicated?
 How did the elements and
principles of art help in
communicating the
message?
 What personal advocacy
would you like to
communicate through the
arts?
FINAL
EXAM
Course Assessment:
Grading System: A. CLASS STANDING
 Assessment
Outputs
60%
B.MIDTERM
EXAMINATION
20%
 C. FINAL EXAMINATION
20%
References:
Core References: Adams, L. (2005). Exploring the humanities: creativity and culture in the west (combined edition). Prentice Hall.
Getlein, M. (2015). Living with art. McGraw-Hill Education.
Grieder, T. (1996). Artist and audience. Holt, Rinehart and Winston, Inc.
Matthews, R. & Platt, D. W. (2013). Experience humanities volume 2: the renaissance to the present. McGraw-
Hill Education.
Preble, D. & Preble, S. (2003). Artforms: an introduction to the visual arts. Prentice Hall
Tionson, N. (ed.). 1991. Tuklassining: essays on the Philippine Arts. Cultural Center of the Philippines
Witt, M. et al. (2000). The humanities: cultural roots and continuities, 6th ed. Houghton Mifflin Company.

Supplemental References:

I. Assumptions and Nature of Art:

 Drost, M. P. 1991. Aristotle and Nietzsche on art as imitation of nature. http://smjegupr.net/wp-content/uploads/2016/06/Aritotle-and-
Creativity, Imagination, and NIetzsche-on-art-as-imitation-of-natureMark-P.-Drost.pdf
Expression  Casey. E. S. 1971. Expression and communication in art. The Journal of Aesthetics and Art Criticism, Vol. 30, No. 2, pp. 197-207.
https://pdfs.semanticscholar.org/8d60/b3fede5b18dfe3c46b8f2516aef87a04b59f.pdf
“Functions of Art” https://www.thoughtco.com/what-are-the-functions-of-art-18241

 “Principles for Interpreting Art” http://sites.psu.edu/sica/wp-

II. Art and Life content/uploads/sites/6763/2013/10/Barrett_Ch8_PrinciplesforInterpretingArt_2003.pdf
 Jacobs, R. 2011. Aesthetic development on higher education: an interdisciplinary dialogue. Practice and Evidence of Scholarship of
Teaching and Learning in Higher Education, Vol. 6, No. 2, ECE Conference
 Miller, E. 2001. Aesthetics Introduction at http://users.rowan.edu/~millere/Introduction%20to%20Aesthetics.htm

 Nedelcu, A.(n.d.). Aesthetic experiences of our everyday life at

III. Understanding Filipino Identity file:///C:/Users/pc1/Downloads/CKS%202014_education_and_sociology_art.095.pdf
through the Arts  Jocano, L. (2001). Aesthetic dimension. Filipino Worldview, Quezon City. PUNLAD Research House. Pp. 135-144.
 Tan, M. (2008). Life and Style. The Philippine Daily Inquirer. http://www.mysinchew.com/node/18457
 Art and Art History https://www.uvm.edu/wid/writingcenter/tutortips/ArtPage.pdf
 How Art Speaks-Finding Meaning https://ccs.instructure.com/courses/1269129/pages/how-art-speaks-finding-meaning
 What does the term ‘form’ mean in regards to art? https://www.thoughtco.com/definition-of-form-in-art-182437
 Lorenzo, C. (2015). Filipino culture of filling up space in a gated community. Urban Planning and Architectural Design for Sustainable
Development https://ac.els-cdn.com/S1877042815061972/1-s2.0-S1877042815061972-main.pdf?_tid=ad0cd788-a2de-4769-9189-
25445ca1dfff&acdnat=1528429933_3650333eb3bad7c3c67e01b0661ddc7d

IV. Soulmaking  Art and Art History https://www.uvm.edu/wid/writingcenter/tutortips/ArtPage.pdf

 How Art Speaks-Finding Meaning https://ccs.instructure.com/courses/1269129/pages/how-art-speaks-finding-meaning
  What does the term ‘form’ mean in regards to art? https://www.thoughtco.com/definition-of-form-in-art-182437
 Historical and Cultural Context https://valenciacollege.edu/west/arts-and-humanities/writing/historical-cultural.cfm
 Contextual Analysis https://arthistoryrules.wordpress.com/essays/contextual-anal/
 Iconography-Methodology http://science.jrank.org/pages/9729/Iconography-Methodology.html
 Reading: Analyzing Symbols (Iconography) https://courses.lumenlearning.com/masteryart1/chapter/reading-the-fourth-level-of-
meaning-iconography/

V. Creating and Expressing Art  The Aesthetics of Mixing the Senses http://www.david-howes.com/senses/aestheticsofmixingthesenses.pdf
 Empathy and the Art of Living https://www.romankrznaric.com/wp-
content/uploads/2011/12/Empathy%20and%20the%20Art%20of%20Living%20200907.pdf
 Art as Expression https://www.britannica.com/topic/philosophy-of-art/Art-as-expression
 Feeling, Emotion, and Imagination: In Defense of Collingwood’s Expression Theory of Art
https://static1.squarespace.com/static/5425e139e4b047c33e107611/t/59bfdfef4c0dbff04009fb6b/1505746928458/rgc_bjhp_final.pdf
 Between Collingwood’s and Croce’s Art –Theories: A Comparative Study https://www.kritike.org/journal/issue_7/pavo_june2010.pdf
 Expression of Emotions in (some of) The Arts http://rci.rutgers.edu/~tripmcc/phil/poa/stecker-expressionofexpresssion.pdf