Mission: Produce through a responsive curriculum

TOMAS DEL ROSARIO COLLEGE

Vision: Truth and Goodness in Man and for
(TRC) morally upright, committed and competent
all others through Education. Capitol Drive, San Jose, Balanga City graduates capable of meeting the growing
TelefaxNo: (047) 791-6152; Tele No: (047) 791-6082
human resources needs in the profession,
government, business, industry and home.
Course Syllabus in
Art Appreciation
SY 2020-2021

Department: BSA

I. Course Title: Art Appreciation

II. Corse Code: GE6

III. Course 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.

II. Course Credit: 3 units

II. Course General Objectives:

Knowledge
1. Demonstrate an understanding and appreciation of arts in general, including their function, value, and historical significance;
2. Define and demonstrate the elements and principles of design;
3. Explain and evaluate different theories of art; and
4. Situate Philippine arts in a global context.
Skills
1. Analyze and appreciate works of art based on aesthetic value, historical context, tradition, and social relevance;
2. Mount an art exhibit (concept development, production and post production, marketing, documentation, critiquing);
3. Create their own works of art and curate their own production or exhibit;
 4. Utilize art for self-expression and for promoting advocacies.
Values
1. Deepen their sensitivity to self, community, and society;
2. Discover and deepen their identity through arft with respect to their nationality, culture, and religion;
3. Develop an appreciation of the local arts.

IV. Course Content:

Time Frame Topics Intended Learning Outcomes Teacher-Learner Activities Assessment Methods/Tasks

Preliminary Course Orientation To determine students’ expectations of the Group discussion: oral recitation Essay:
Grading system course Why study humanities? If you were an artist, what kind of
Grading Requirements What is art history? artist will you be?
Relevance of the course What is art appreciation?

Why do people create works of art? What art field will you explore?
Group 1 Art history To characterize artistic expression based (individual) Why?
on personal experiences with art
Art appreciation, What is creativity? How can you utilize the arts to
Art, creativity, imagination and the Why is creativity necessary in art express yourself, your community,
expression making? and your relation to others and
Differentiate art history from art When can you say that a person is with the earth?
Assumptions of art appreciation; creative?
(Art is universal; art is cultural; art is not Discuss the nature of art’s preliminary
nature; art involves experience) expression. Insight paper:
(Art as expression, as a form of creation) Students will select from the
Lecture following topics:
Visual arts (2D, 3D) Clarify misconceptions about art; Dynamics
Film (Digital arts/analog) Differentiate art from nature. 1. Why is art ageless and timeless?
Performance art
Poetry-performance Guide questions:
Architecture “Art is good because it is popular” or 2. Why is art not nature?
Dance Categorize works of art by citing personal “Art is good because it is universal”
Film experiences.
Literary Why is art universal? 3. Why does art involve
Theatre experience?
Applied Arts (Fashion, Furniture) Why is art not nature?
 Reporters: Characterize the assumptions of the art. Why does art demand involvement?
1.
2. Suggested activity:
3. Debate
4.
Functions of art: Distinguish between directly functional Individual sharing: Oral recitation
Group 2  Personal (utilitarian, public and indirectly functional art What art form/artwork has changed
display, expression) somethings in your life? Why? FGD Group discussion and critiquing on
 Social (used for public display the video presented
and celebration, used to affect the Film viewing: Video Documentary
collective behavior)  “Sa Duyan ng Sining” (Jesuit Reflection Questions:
 Physical (utilitarian) Communications) Does art always have a function?
 “Tuklas Sining” CCP
Philosophical import of art Apply concepts and theories on beauty and If artwork did not have any
 Integrity aesthetics in the real life scenarios Discuss basic philosophical perspectives function, will it remain art?
 Proportion/Consonance such as: (Suggested topics)
 Radiance/Clarity Art as mimesis (Plato)
Art as representation (Aristotle)
Subject type: Representation (with Art for art’s sake (Kant)
subject) and non-representation (without Art as an escape
subject) Art as functional
Differentiate content from subject Lecture Gallery visit (thru: video)
Source of subject (nature, history, Greek
and Roman mythology, Judeo-Christian Provide classic examples
tradition, sacred oriental texts, other Classify artworks according to subject
works of art) What are the two types of representing Reflection paper on students’
subject? experiences during visit to a
Kinds of subject (history, still life, gallery or museum (thru video)
animals, figures, nature, landscape, Analyze how artists present their subjects What are the sources and kinds of
seascape, cityscape, mythology, myth, in relation to the real subject subject?
dreams, and fantasies)
Assign students to bring either digital or
Content in art (levels of meaning) printed copies of Filipino contemporary
1. factual Characterize sources and kinds of art artworks to be presented orally or using
2. Conventional PowerPoint
3. Subjective
Identify and discuss the subject, source,
type, and kind of subject
 Reporters:
1.
2.
3.
4.

Artists and artisans Identify the medium kin various forms of Video Documentary Oral recitation
Group 3 art, visual, auditory, and combined arts
Managers, curators, buyers, collectors, art Lecture - Topics to be discussed:
dealers Define an artist’s or artisan’s medium and  What is the difference between
technique artists and artisans? What is the
Production process (preproduction, relationship between artists and Quiz
production, art postproduction) Define the role of managers, curators, artisan?
buyers, collectors, art dealers in the art  Which is most important the
Medium, technique approach (in visual world artist or the artwork?
arts, auditory, and combined arts)  What are medium and
Differentiate between artists’ and artisan technique?
GAMABA approach/technique toward a particular  What are the new trends or Organize a forum about an artist;
National Artists medium practices in art? artist’s or artisan’s brochure and
 What is the role of the following video clip to be uploaded on social
Events/Exhibits/Managing Audience Understand that the artisan’s work is an figures (managers, curators, media (Note: before uploading, the
end in itself and the artist’s work is a buyers, collectors, art dealers) in teacher will check the output for
Reporters: means to an end the community? validation and observance of
1. ethics)
2. Identify national and GAMABA artist’s Students will be assigned to discuss the
3. notable works and their contribution to characteristics of different art
society expressions (7 arts)

Interview of artists (virtual)

Studio visit (thru video)
Elements of art Identify the elements of Art Lecture/Illustration/Discuss basic Quiz (identification) and oral
Group 4  Visual elements recitation
 Auditory Analyze the various elements present in
 Combined visual, auditory, and combined arts Assign students to discuss the elements Analysis paper by group:
of the 7 arts (visual arts, film, literature, Choose a contemporary work and
Arts/Performance Art Determine dominant elements used in dance, film, architecture, music), then discuss the subject, medium, and
hybrid or modified art expressions conduct an FGD to look into the technique;
Discuss fusions and overlapping and variations, overlapping, dominant Discuss further how the artist
interrelated elements Determine the factors influencing artists elements in art production in a particular utilized the elements and
 Graffiti, poetry-performance, such as distortion, transformation, art expression principles of design in an artwork
 performance art, digital art appropriation in an experimental or hybrid
art expression Suggested topic: How do artists recreate,
Transcreation transform, or translate one art form into
 Music to text another work?
 Text to dance
 Dance to visual Suggested exercises:
1. Analog drawing
Reporters: 2. Room design
1. 3. Visual tapestry
2. 4. Soil/coffee art (value)
3. 5. Illustration (lines, texture, form)
6. Scribbling souls (color)
7. Creative writing (erasure)
8. Dula-tula (poetry-performed)
9. Poem writing
10. Performance art/deviant art
11. Advocacy art
Principles of design Identify the principles of design Lecture/illustration Essay
Group 5  Unity and harmony
 Rhythm, variation Define and translate principles of design in Exercises: Collaborative room design
 Balance and proportion an artwork Product design critiquing (artwork to be posted on screen by
 Emphasis and subordination group)
(focal-point) Create an artwork depicting the various
principles of design With rubrics
The rule of thirds
Prelim Exams
Reporters:
1.
2.
3.

Midterm Reading the image Identify various planes in art Lecture Read and research about selected
 Semiotic plane Western and Asian art
Grading Categorize and organize information from Demonstration simulation
 Iconic plane
 Contextual plane different sources
Group 6
Art history

Reporters:
1.
 2.
Cave art, Egyptian and Greek Identify the underlying history, philosophy Lecture Designed rubrics for creative
Group 7 of the era or movements output
Roman medieval Creative presentation (thru video)
Classify the various art movements by Quiz
Chinese painting, Ukiyo-e (Japanese citing their important characteristics such Gallery work
print) as historical background, factors, Games Oral recitation
influential person, socio-political issues,
Reporters: and prevalent artists, art forms, and media Talk show (recorded) Brochure about their respective
1. topics
2. Present the history and movements of the Video documentary
arts through a timeline Long test (true or false, fill in the
Renaissance and Mannerism, Baroque blanks, enumeration, essay)
and Rococo Cite important characteristics in an artwork
Group 8 based on the era movement (document and Individual output:
Neo-classicism, Romantic and Realism annotate works) Modern/classical works
appropriation through photography
Impressionism
Post-Impressionism

Neo-impressionism

Reporters:
1.
2.
3.
 Symbolism, Art Nouveau
Group 9 Fauvism and expressionism

Cubism, Futurism

Abstract or non-objective
-Dadaism and Surrealism Constructivism,
De Still Abstract Expressionism Optical
Art, Pop Art, Minimalism, Conceptual Art

Photo-realism

Installation Art (Body Art, Earth and

Land, Performance Art)

Reporters:
1
2.
3.
Instrumental music: Identify various genres in music Brief lecture Creative output/Presentations:
Group 10  Baroque (Johann Pachelbel,
Antonio Vivaldi, Johan Sebastian Make a creative interpretation of the Creative presentation (from solo to Students will interpret music
Bach, George Frederic Handel, different musical genres group, depending on students’ interests through their own art expressions
Franz Schubert) in art expression) (music video, dance, poetry, live
 Classical (Joseph Haydn, Translate sound or music into a new form painting, film, digital art, magic,
Wolfgang Amadeus Mozart, and in new context experimental, etc.)
Ludwig Van Beethoven, Franz
Schubert)
 Romantic (Carl Maria Von
Weber, Frederic Chopin, Robert
Schumann, Franz Liszt, Richard
Wagner, Jacques Offenbach,
Johannes Brahms, Pyotr Ilyich
Tchaikovsky, Nikolai Rimsky,
Korsakov, Richard Strauss)
 Modern (Claude Debussy, Arnold
Schoenberg, Maurice Ravel, John Midterm Exams
cage, Philip Glass)
 Reporters:
1.
2.

Final Soulmaking (artmaking): Discuss the concept of “soulmaking” Lecture Individual reflective essay (8
Crafting images images and 80 words to describe
Grading Crafting stories Develop students’ artistic potentials Demonstration self)
Crafting instruments through soulmaking
Performance Simulation Quiz
Group 11 Enhance students’ sensitivity and
7 da Vincian principles awareness toward their environment Workshop Art output with rubrics

Reporters: Extend to the immediate community the Art portfolio

1. students’ artworks as a form of service
2. learning (e.g., recyclable materials) Organize an advocacy art or
immersion or workshop for the
community
Narratives, appropriation, borrowing, and Characterize and define narratives, Lecture Creative output
Group 12 ownership appropriation, borrowings, and ownership
of the artists or any agency in the art world Students are assigned to look for works Students will appropriate an ad in
Posit five (5) acts of cultural that have been appropriated in any form; any form, take a picture of it and
appropriation Contextualize classical notable works into Discuss and compare the old and new create another poster that
1. Object appropriation a certain theme and comment on a certain meanings incorporates their new concept
2. Content issue, either on a personal or societal level
3. Style Suggested topics: Essay
4. Motif appropriation Develop students’ artistic ability in any What contemporary art forms or art
5. Subject appropriation form they would like to appropriate an art expressions utilize the principle of
appropriation?
Reporters: Why do they appropriate?
1. What art forms are commonly
2. appropriated?

Textile art Draw out metaphors from local myths so Video documentary Reflective essay
Group 13 Soul, dreams, and imagination students will value cultural roots
Brief lecture Quiz (multiple choice,
Tnalak process Deepen students’ understanding of enumeration, identification)
Tnalak and T’boli art imaging Illustration
Dagmay,
Pis-yabit Sputangan Mind mapping
Inaul
 Visual elements in Philippine traditional Analyze how line was interpreted and Lecture Quiz
motifs and crafts utilized in traditional crafts
Workshop Individual output with rubric
Decorative motifs and symbols, Develop students’ ability in manipulating
classification the elements of art FGD Visual tapestry

Reporters: Document changes and the shifting

1. environment such as terrain, texture, sound
2. through fusion of various elements of art
Soul and space: Determine the implications of soul and Lecture Oral recitation
Group 14 Torogan space for our society
Ifugao Bale Video documentary Build miniature skeletal or
Bahay Kubo Characterize how Filipinos utilize space to structural stilt houses
Bahay na Bato determine its implications for their Collaborative artistic work
Other indigenous houses identities, history, religion, philosophy Group activity with rubrics
Discuss the concept of Okir in relation to Lecture Portfolio of Okir-inspired artworks
Symmetry art Islamic Art Demonstration workshop in the city or community
Okir/Ukkil
Identify the parts of Okir/Ukkil Locate okir inspired artworks in the city Artistic output-symmetry art
Reporters: (paintings, drawings, architecture,
1. Create a symmetry art inspired by functional tools, jewelries, furniture,
2. Okir/Ukkil fabric or fusion)

Determine the cultural relevance of the

Okir
Improvisation in various artforms Define improvisation Lecture Workshop with rubric
Group 15
Contact-body improvisation (flow, Utilize the body as the basic tool in Demonstration Quiz
staccato, chaos, lyrical, stillness) expression and communication
Simulation Oral recitation
Sound improvisation Strengthen students’ initiative and artistic
sensibilities FGD Group dynamics with rubrics
Theatre improvisation
Performance art simulation 9e’g.,
Solving improvisational challenges planking, flash mob, happenings)

Reporters: Video documentary

1’
2’
 Indigenous art Trace and summarize the development of Lecture Reflective essay
Group16 the arts, art appreciation and aesthetics in
Muslim art contemporary art practice Creative presentation Quiz
Christian art Appreciate better the history and
development of Philippine arts Exhibit (online)
Contemporary art
Final Exams
Practice and movement

Reporters:
1.
2.

V. Course Requirements:

1. Attendance
2. Active participation in group presentation
3. Active participation in class discussion
4. Written quizzes
5. Term examinations
6. Oral and written group or group reporting

VI. REFERENCES:

 Agawu, Kofi (2009) Music as Discourse: Semiotic Adventures in Romantic Music. New York: Oxford University Press
 Ariola, Mariano M. (2008) Introduction to Art Appreciation: A Textbook in Humanities: Quezon City: C & E Publishing, Inc.
 Fernandez, Steven Patrick (2010) Making Theatre: The Craft of the Stage. Iligan City: MSU-Iligan Institute of technology, Mindanao State University
 Fernando-Amilbangsa, Ligaya (2005) Ukkil: Visual Arts of the Sulu Archipelago. Quezon City: Ateneo De Manila University Press
 Honour, Hugh and John Fleming (2009) A World History of Art. 7th ed. London: Laurence King Publishing
 Kleiner, Fred (2016) Art through the Ages: A Global History. 15 th ed. Boston: Cengage Learning
 Manaois, German (2010) Art Appreciation. Quezon City: National Bookstore
 Narciso, Norman (2016) Soulmaking. Davao City: Aletheia Publications
 Zulueta, Francisco. (2010) The Humanities, Revised Edition. Manila: Rex Bookstore, Inc.
Prepared by: Recommending Approval:

ROBERTO R. PANTIG, PhD MERCEDEZ G. SANCHEZ, EdD

Instructor Vice President for Academics, Student Affairs
and Extension Services