a.

Relevance of Arts and Humanities

Visual Arts III b. Basic Concepts in visual arts
c. Pre Historic & Specific Arts
By: Jennifer T. Dulay

LEARNING
OBJECTIVES
2. Traditional Art
After studying this module, you as a future
(Manmade Environment)
Educators should be able to:
a. Traditional Artifacts
a. Discuss the relevance of humanities and b. Elements of Art
arts. c. Principles of Art

b. Explain and explore the basic concepts

and opportunities in Visual Arts.
OVERVIEW
c. Discover the different prehistoric arts
specifically the traditional arts and designs Welcome to the creative world of Arts! For better
in the Philippines. understanding of the discussions, the following
terms are hereunder defined: Visual Arts- are the arts
d. Produce a catalogue of art and designs that meet the eye and evoke an emotion through an
determining the purpose and meaning of expression of skill and imagination. They include the
early
most ancient forms, such as painting and drawing,
traditional arts and symbols.
and the arts that were born thanks to the
e. Show appreciation on the elements and development of technology, like sculpture,
principles as an important means in printmaking, photography, and installation art, the
presenting Philippine arts latter a combination of multiple creative
expressions. Though beauty is in the eye of the
f. Understand the way principles of arts work beholder, different eras in art history have had their
together to create an artwork
own principles to define beauty.

g. Recognize the different

traditional artifacts

h. determine and Identify the functions and

meanings of each of the traditional artifacts

i. Assemble 3d artworks or mockup of

artifacts that are functional using varied
materials and mediums

TOPIC
OUTLINE

1. Introduction: Nature of humanities

and Arts

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 Introduction to Nature of
ACTIVATING
Humanities and Arts:
PRIOR KNOWLEDGE

Direction: Define the following words: Relevance of Humanities

Note: You can use extra paper for your answer. and Arts
B
1. Traditional Art-
_________________________________
_________________________________
_________________________________ The humanities and the arts are
_________________________________
central to all human cultures throughout
_________________________________
time. Their study can facilitate deeper
2. Artifacts- intercultural understanding and lay the
_________________________________ groundwork for a civically engaged life.
_________________________________ They can also prepare you to think critically,
_________________________________ act creatively, and succeed in a rapidly
_________________________________ changing world. It can be said that in these
_________________________________
times, the thing we all need most is to
abolish ignorance and increase empathy
3. Dimensional Art-
_________________________________ and understanding of others- the
_________________________________ understanding of different cultures,
_________________________________ languages and acknowledgement that other
_________________________________ things exist outside of one’s own place of
_________________________________ living. The art, in brief, refers to the
expression of creativity found in the
societies of humans and culture.
Humanities subjects would be, for example:
History, Religion, Philosophy and
Languages, etc. Whereas the arts would

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consist of subjects that involve creative
expression: Literature, Theatre, Painting and
Music, etc. Things that are made to make
us feel alive, things that were made to give
us an outlet to express our happiness or
grievances toward the world we exist in.
Moreover, things that make us understand
or, for a moment, listen to the problems that
we ourselves have.

THE BASIC CONCEPTS OF VISUALART

Below is a short description of each element's

characteristics and concepts.

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  CALLIGRAPHY: Precise, elegant handwriting
or lettering done by hand.

 IMPLIED: Lines that are not actually drawn

but created by a group of objects seen from
a distance, or by the direction an object is
pointing to, or the direction a person is
looking.

2. SPACE: The area inside, around or between flat

objects on the same plane or between foreground
and background objects.

Concepts of space
1. LINE: A mark on a surface.
 POSITIVE SPACE: The enclosed line that
Characteristics of line represents an object.

 WIDTH Is it thick or thin? Even thickness or  NEGATIVE SPACE: The space around the
uneven? Tapering? outside of an object.

 LENGTH: Is it short or long? Continuous or  PICTURE PLANE: The flat surface of your

broken? drawing paper or canvas.

 DIRECTION: Is it horizontal, vertical or  COMPOSITION: The organization and

diagonal? Curving, perpendicular, parallel, placement of the elements on the picture
radial or zigzag? plane.

 FOCUS: Sharp, blurry, fuzzy, or choppy?  FOCAL POINT: The object or area that most
draws the viewer's attention.
 FEELING: Sharp and jagged or graceful and
smooth?  DEPTH: The use of perspective to create a 3-
dimensional illusion on a 2-dimensional
Concepts of line
surface).
 OUTLINE: Lines made by the edge of an
Perspective types
object, its silhouette.
 NON-LINEAR: The use of position,
 CONTOUR: Lines that suggest the silhouette,
overlapping, size variation, color and value
the shape and interior detail.
to create depth.
 GESTURE: Strong, energetic lines that reflect
 LINEAR: The use of line to create depth by
the movement and gestures of an active
using one-point, two-point, or 3-point
figure.
perspective.
 SKETCH: Lines that capture the appearance
3. SHAPE: Formed when a line or lines cross to
of an object or impression of a place with
enclose a space, giving an object height and width
some detail.
but no depth.

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Concepts of shape  TINT: The adding of white to a color to
create lighter values.
 GEOMETRIC: Circles, squares, rectangles
and triangles as seen in architecture and  SHADE: The adding of black to a color to
manufactured items. create darker values.

 ORGANIC: Free flowing, informal and  VALUE SCALE: A scale showing the gradual
irregular shapes as seen in nature. changes in value from the lightest to the
darkest.
 POSITIVE: The shape of an object.
 HIGH-KEY: The values of the picture are all
 NEGATIVE: The shape of the area around an
on the light side of the value scale.
object.
 LOW-KEY: The values of the picture are all
 STATIC: Shapes that appears stable and
on the dark side of the value scale.
resting.
 CONTRAST: Using light and dark values next
 DYNAMIC: Shapes that appears moving and
to each other to create contrast.
active.
7. COLOR: The spectrum of light broken down by
4. FORM: A 3-dimensional shape.
light hitting an object and being reflected into the

Concepts of form eye.

 REAL: An actual 3-dimensional object that Concepts of color

can be held, walked around or walked inside

 HUE: The basic name given to a range of
of.
colors, like red or blue.

 IMPLIED: The visual representation of the 3-

 INTENSITY: The strength or vivacity of a
dimensional qualities of an object through
color.
the use of line, space, shape, color and
value.  VALUE: The relative lightness or darkness of
a color
5. TEXTURE: How an object feels when touched.
 TEMPERATURE: The warmth or coolness
Concepts of texture
the viewer feels when looking at a color

 REAL: The actual texture of an object when

Pre Historic Art of the Philippines
it is touched.
The first expression of art can be traced from
 IMPLIED: The visual representation of the
actual texture of an object through the use prehistoric a time which dates 500,000 years ago.
of line, color, value, and space. However, these indigenous art forms and national

6. VALUE: The range of darkness to light. treasures pertain more to archeology rather than art.
Prehistoric - relating to the period before history was
Concepts of value
first recorded in writing. Foreign traders played
major role in the development of art in the

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Philippines. A great no. of potteries, porcelain and Before Task: Students are given a copy of
stone wares has been recovered in the Philippines activity/modules. Activity format and submission
guidelines are discussed.
which provide evidence of trade during the proto
historic period. During Task: Students are given particular role to
portray. Students are given time to study and
Some Chinese potteries found in the Philippines are practice the task. Teacher check the students on the
given task assigned to them.
from the late Tang and Northern Sung dynasties in
the 10th century A.D., Yuan Dynasty and the early After Task: Students are required to submit their
output.
Ming dynasty. Such artworks have also been found
in the graves of Pre-Spanish Filipinos, as well as in Tools and resources: Online resources, photos,
laptop, Flash drive, paper and pencil.
the homes of mountain people. Most common finds
made by Chinese ceramic artist and technicians are
figurines, ceramics, dishes, bowls, vases and boxes. Traditional Art
The Duyong cave in Palawan and the Tabon cave
(Manmade Environment)
complex (two burial sites with charcoal in grave fill
dated roughly 2,680 B.C.) yielded shell ear pendants Traditional Art
and a polished stone adze and shell axe-adze,
(Traditional Artifacts)
representing a typical Early Neolithic site.

In the archeological area in the coasted strip of

Traditional art is art that is part of a culture
Calatagan peninsula in Batangas province south of
of a certain group of people, with skills and
Manila were found 500 Filipino graves which yielded knowledge passed down through
porcelain and stone wares from China and Annam or generations from masters to apprentices.
Vietnam, along with glass jewelry, stone beads, iron But on my “art world”, the academic
environment, when we speak of Traditional
tools and weapons.
Art, we are often referring to what we call
Classical Art: the ideas that emerged from
LEARNING the Renaissance and Illuminist about what
ACTIVITY 1 art should represent to society. These ideas
emerged on the Renaissance, but lasted
Activity: Students are asked to study on their own
long after, until the 19th century. and these
regarding to the nature of humanities and art. In
ideas and concepts are directly connected
order to help them gain an idea about the topic.
to Academicism. Academicism is the
TASK: Create /Produce an art catalogue about the method of professionalizing art education,
Pre historic art of the Philippines determining the designed, formalized and taught by
purpose and meaning of early art European art academies, starting on the
16th Century. There is in the academicism
the appreciation of renowned masters,

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veneration of the classical tradition, and the
adoption of concepts collectively
Art elements
formulated, that had, besides a aesthetic
character, also ethical origins and purposes. The art elements are the basic visual
And it is about these concepts that I building blocks that can be observed or
propose to speak. experienced in an artwork. Artists use them
to compose or order the way we see an
Art matters because it provides us the
artwork. They also convey ideas through
opportunity to stop the march of time, to be
their associations.
in front of ourselves and recognize what we
have become. And the great Art is designed Line – Has a single dimension, joining two
to express and deal with authentic emotions, points. It has length and direction. It may be
but for the world's foremost authority on a mark made by a painted tool, brush, pencil
aesthetic issues, Professor Roger Scruton, or pen. It may be the meeting edge between
much of the work produced in recent shapes or it may divide space. If repeated, it
decades short of this wildly accepted can make patterns, define a shape (outline),
standard. On the 20th century, the modernist indicate mood or be used to create texture
movements had big influence over the and tone. By varying a line’s width and
global conscience about art. Different views direction, an artist can create movement or
on beauty, or maybe about the usefulness of weight and suggest emotions. Every line has
beauty on art, emerged. But well, the way a thickness, direction and rhythm. Terms to
that "things appear to us" can radically describe line include straight, contour,
change the way we see the world and thus curvilinear, analytical, uneven, implied,
the degree to which we value what is explicit, calligraphic, erratic, thick, thin,
presented to us. gestural, vertical, diagonal, horizontal, and
autographic.
The artists of today seem to be more
concerned about doing something that is Color – Color is generated by light reflecting
unique in itself and not something with off a surface and describes our experience
which they relate. Before, in their passions of this action. Colour hue, value and
and affections, through their triumphs and intensity are the main characteristics of
tragedies, the great artists captured the colour. Colour is a visual sensation and can
human condition in its raw form, undiluted. be represented realistically or artists can
But virtues of the classical art, including the deliberately alter colour for emotional or
ability to paint, have been neglected in subliminal effects. Harmonious colours are
recent decades. similar and are close together on the colour
wheel. Complementary colour schemes,
Elements of Art
such as red-green, purple-yellow, are
The elements of art are the basic opposite on the colour wheel and produce
components of art-marking. It is impossible vibrant, clashing effects.Terms used to
to create a work of art without using at least describe the use of color might include: hue,
one of the seven elements of art. Artworks saturation, intensity, brightness,
can also be analysed according to the use of monochromatic, polychromatic, palette,
the elements in a work of art. local, optical, impressionistic, arbitrary,

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abstract, expressionistic, warm, cool, Sound – Sound is an audible material in art
primary, secondary, tertiary, complementary, that can be made electronically or naturally
opposite, analogous, adjacent, triadic, or tint. and might be recorded and reproduced.
Sound can be heard as noise, words or
Tone - Tones are black, white and grey and
music and is usually found in contemporary
can be described as a range in terms of key
art, such as videos. It may be a component
or value. Tone can increase the sense of
of installations or multimedia or interactive
reality or the three-dimensional, or can add a
works. Terms used to describe the use of
sense of drama if tonal contrast is used.
sound might include: loud, soft, harsh,
Terms used to describe the use of tone
discordant, melodic, natural, artificial,
might include: harsh, subtle, gradual,
vocalized, sonorous, high or low pitched,
dramatic, chiaroscuro (strong light on the
subject with dark background, achromatic, Light – Light is closely aligned to tone and
mid-tones, shadow, highlights, silhouette, describes the clarity of light rays that
umbra, tonal patterns and shading. illuminate an object or installation. Terms
used to describe the use of light might
Texture - Texture the surface quality, from
include: bright, glowing, highlight, reflection,
smooth to rough, that can either be felt or
shiny, ambient, atmospheric, sparkle,
observed (literal or implied). Texture can be
localized, illuminating, refracted, diffused,
simulated or actual. Application of paint
blushes,
with a dry brush suggests roughness while
heavy application of paint mixed with Time – Time as a material relates to the
impasto can create raised ridges of actual physical, emotional or psychological
texture. Terms used to describe the use of duration of an event or experience in art.
texture might include: invented, impasto, Terms used to describe the use of time
rough, smooth, natural, irregular, scratched, might include: chronological, implied,
polished, gritty, uneven, wrinkled or furry. transient, actual, set, long, short, periodical,
constant, abstract, cyclical and erratic.
Shape - Shape an area contained within an
implied line, or defined by a change in colour Art principles
or tone. Shapes have two dimensions: width
Art elements are organized individually or in
and breadth. They can be free-form and
combination to create art principles.
organic (asymmetrical) or geometric in
nature (symmetrical). Terms used to Balance – Balance is the distribution of
describe the use of shape might include: visual weight in a work of art. Elements like
non-objective, representational amorphous, shape may be balanced along a visual axis
irregular. symmetrically or asymmetrically. The
comparative amounts of colors, tones, and
Form – Form describes a three-dimensional
textures can create a sense of balance
area. It can be visual/depicted or physical.
within a composition. Points to consider
While related to shape, terminology should
when looking for balance: comparison of
be specific, i.e. biomorphic, geometric
elements and objects, and a comparison of
volumes (cube, spherical, pyramid,
stillness/movement.
ovoid).Terms include distorted, elongated,
layered, anthropomorphic (human like).

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Contrast – differences in tone, colours, movement (think of musical beats);
textures, shapes and other elements used to movement in a pattern, the relationship of
draw attention or to make dramatic parts of parts to the whole. Different types of rhythm
an artwork. For example, complementary include flowing; regular; alternating;
colours or black and white tones create high progressive and random.
contrast, and setting circular and elliptical
Scale – Refers to the comparative size of
shapes against each other creates low
shapes or forms, use of time, volume of
contrast.
sound in an artwork. Examples could be
Emphasis/focal point – The artist’s human, small or large scale. Scale can be a
application of art elements make a part or comparison of sizes as in a ratio, for
parts of the composition stand out. Artists example, one half of the original; in relation
often use implied or psychic line to draw the to human figures, scale can be larger than,
eye to a location on an artwork. Some works smaller than or actual life size.
have a single focal point, some provide a
Space – Refers to its visual/pictorial
clear ordering of emphasis, and others have
(illusionary/ plastic) depiction or physical
multiple focal points. Isolation, accents and
(sculptural/ architectural) use. Physical
placement can create a focal point or
space includes relief and in the round work.
emphasis.
Visual space can refer to an amount within a
Movement – Can be still, anticipated, kinetic, composition (i.e. crowded or empty) or the
due to kinetic empathy, suggested by depiction of depth (i.e. shallow, endless). It
motion blur. Pattern, the arrangement of can be decorative (flattened) through to
recurring figures/motifs and modules (3D deep plastic. Space can be created visually
form), can create movement. by simple overlapping or chiaroscuro, or
through more complex techniques such as
Proportion – Refers to the comparative
atmospheric or geometric perspective.
amounts or ratios of an element. This
Terms such as foreground, middle ground,
includes concepts such as the Golden
background, or interpenetration are useful
Section and distortions. Proportion includes
terms for discussing space. Techniques
the connection between parts and the
include foreshortening, multipoint
whole.
perspective or amplified perspective.

Repetition (Pattern) – A regularly recurring

Unity – Refers to the similar or uniform use
motif/ shape/ figure creates pattern. A motif
of an element that unifies or ties together a
that recurs irregularly is repetition. These
composition. Unity can create a sense of
can create a sense of unity, rhythm or
balance in an artwork. Patterns,
movement in a work. For example, a
figures/motifs and modules (3D forms) can
repetition of line can cause a pattern, or
create unity.
suggest movement, or a time sequence.
Variety – The diverse use of an element
Rhythm – Where the use of an element is
creates a more assorted and visually
repeated. This can be a regular or an
dynamic composition. Variety can be used
irregular repetition and if regular can form a
to create slight differences or alter the rate
pattern. Rhythm creates a sense of
of change, for example, a drawing is more

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 expressive if variation is used in the Basic Concepts in visual arts, Pre Historic &
thickness of the lines. Variation in tones Specific Arts. And the 2nd topic is all about
when painting an object produces a greater Traditional Dance it discusses the History
background of traditional artifacts, Elements
sense of solidity.
and Principles of Art. After lesson proper, a
review activity prepared for the students to
answer as a part of the assessment. The
LEARNING lesson properly ended with the post-
ACTIVITY 2 assessment and their learning activities or
the output of this module to be submitted
Activity: Students are asked to study regarding to online or personal meeting for consultation.
Traditional Arts (Manmade Environment). In order
to help them gain an idea about the topic.
REFERENCES
TASK: Assemble a 3d artworks or mockup of
artifacts that are functional using varied materials Zulueta,Francisco M., The Humanities Revised
and mediums Edition (2005)

Before Task: Students are given a copy of De Guia, Katrin, Kapwa: The Self in the Other
activity/modules. Activity format and submission (Worldviews and Lifestyles of Filipino
guidelines are discussed. CultureBearers), 2005.

During Task: Students are given particular role to Adarna Book Services, Inc. and National Centennial
portray. Students are given time to study. Teacher Commission,100 Events That Shaped The
check the students on the given task assigned to Philippines,1999.
them.
https://en.wikipedia.org/wiki/Prehistory_of_the_Phili
After Task: Students are required to submit their ppines
output.
https://www.slideshare.net/jeelchristine/prehistoric-
Tools and resources: Online resources, photos, arts
laptop, Flash drive, paper and pencil.
https://www.uwp.edu/learn/colleges/artsandhuman
ities/arts-and-humanities.cfm

SUMMARY https://www.mabalacatcollege/humanities/
and/arts

The objective of the module is to nurture the

knowledge and develop the psychomotor
skills of the learners through introducing Prepared by:
Nature of Humanities and arts And
Traditional Arts. It also explains the JENNIFER T. DULAY
importance or relevance of art .This module Faculty, College of Teacher Education
contains of; activating the prior knowledge and Human Sciences
of the learners to ensure the retention of
their knowledge of the topic. The 1st topic is
the Introduction to Nature of humanities and
Arts Relevance of Arts and Humanities,

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