ST CLARE COLLEGE OF CALOOCAN

Zabarte Road, Camarin, Caloocan City

School Year 2020 – 2021

MODULE

GE 6 ART APPRECIATION

COURSE OUTCOME:

After finishing the degree, the graduates are expected to ;

1. Execute with confidence the skills they have learned from this subject;
2. Develop their artistic literacy, which involves more than just associating
a work of art with personal experiences;
3. Begin a successful career in art.

COURSE OBJECTIVE:

At the end of the course the students must be able to;

1. learned how to view a work of art , what to look for, and how to tell if
the art work is good or bad;
2. Understand the relationship of art to the individual students and his
surroundings;
3. Provide students the opportunity to examine, experience, and even
produce work of art;
4. Given the chance to expose to the different art forms.
5. Appreciate their jobs and purpose in life

LESSON 1 THE HISTORICAL BACKGROUND OF SCC,

ITS
MISSION/VISION

An introduction of the historical background of the school. Its Mission and Vision, the
school’s policies governing the students, staff (admin. people),teachers and down to the utility that
made this institution successful and great.

( Showing of a video clip)

LESSON 2 THE IMPORTANCE AND MEANING OF ART

The arts are indescribable to define and difficult to gather into a conceptual net, but we would
probably agree that the arts enhance daily experiences. Art has touched everyone. Art is all around
us, being universal as it can be found in all cultures. We are certain that we do not want to be
without the arts, yet we are pushed to define them. Art has a particular importance in our lives. All
the art that we receive through our senses have a purpose, as well as expression; they occupy some
place in our judgment.

These days, art plays a vital part in developing the intellect of the younger generation, to build up
a positive character and appreciate natural aesthetics. An artistically tending student has a
constructive turn of mind and artistic ways in every work he or she performs. Above all, such a
student steadily develops unbiased, responsive and inventive mind full of creativity and dormant
talent.

In this period of advanced technology know how and modernization, art is of vital magnitude. We
fight back to stabilize our lives while trying to maintain the swiftness of frenzied pace of living.
Students who rise up with an artistic awareness perceive the world from diverse viewpoints. This
understanding shapes their behaviour, interpersonal communications, and performances. The artistic
awareness is above any methodologies or approaches. The milieu in which each child dwells, grows
up, and functions is distinctive and cannot be comprehensive. Creative sensibilities are to be
developed and encourage at home, at school, in society, and finally, in the world, which plays a major
role.
In general, there is no debating the belief that the arts have never been more important to our
society and should be fully integrated into our lives, our community and education as a whole.

TASK 1.
Answer the questions briefly but precisely (Individual out put).
1. If you were an artist, what kind of artist would you be ?
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2. What field or form of art would you explore or engage in ? Why?

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3. How can you utilize the arts to express yourself, your community, your relation to others and
the world?
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LESSON 3 ASSUMPTIONS AND FUNCTION OF ART

There are principles and bases of appreciating a work of art since it is in art that man can
Communicate one’s individuality and way of life.

ART IS UNIVERSAL:
Art is everywhere, wherever men have lived together, art has sprung up among them as a
language charged with feelings and significance. The desire to create this language appears to be
general, and art as a cultural force can be pervasive and potent. Art has no limit, and it rises above
cultures, races, and civilization. It is timeless because it goes beyond the time of our own existence.

ART IS NOT NATURE:

Art is man made; It is a creation of man utilizing his thoughtful skill and artistry, which undergoes
process and planning. Art is artificial because it is just an imitation or even an appropriation of reality
and nature. It is a representation of ideas, thoughts and feelings that are communicated in creative
and artistic ways. Art that is created by God is divine, and art that is created by man is superficial or
temporary. Works of art are made by artists to adore the wonders of life and the beauty of God’s
creation.
Art can never be natural because it is momentary in the constant transformation of change; it does
not change by itself unless manipulated by its creator, which is man. Artist could not form nature. F
From man’s experiences, we cannot even compare art with nature because it is something
mysterious, and it nis made by the divine Providence whose depth and mystery is beyond human
understanding.

ART INVOLVES EXPERIENCE:

Art is a depiction of our experiences. It demand taking part. Art involves laying of pigments,
moulding of clay, chipping of marble, casting of bronze, constructing of buildings, singing of songs
playing roles on stage, acting, and going through rhythmic movements in a dance. Every art does
something with some physical material, the body or something outside the body; thus, the only way
to find conviction and assertion is through immersion in an arts. We can only appreciate art if we
spend time to look at it, listen to it, touch it, and feel its presence.

TASK 3
A. Answer the questions briefly but precisely (Individual output).

1. Why is art not nature?

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2. Why does art involve experience?

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3. Why is art is unlimited?

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LESSON 4 BASIC PHILOSOPHICAL PERSPECTIVES OF ART

1. Art as mimesis (Plato) – According to him, art is an imitation of the real that was an imitation
of the ideal . Art is an imitation of an imitation.

2. Art as representation (Aristotle) – According to him , the aim of art is not to represent the
Onward appearance of things but their inward significance.

3. Art for art’s sake (Kant) – that art has its own reason for being. It implies that an
art object is best understood as an autonomous creation to be valued only for its success as it
organizes colour and line into a formally satisfying and beautiful whole.

4. Art as an escape – The ceremony of doing or creating art touches the deepest realms of the
mind and the sacred dimension of the artistic creative process. The sacred level of art not
only transforms something into art but also transforms the artist at the very core of his or her
being.

5. Art as functional – Art serves a function. Art is meant to be used, function. Art is meant
to be used, to enrich lives to be spiritually potent, to educate, to support or protest existing
power structures, to entertain, and so on.

TASK 4
1. Interpret, “Art is an imitation.”
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2 . What do we mean by “art is not to represent the outward appearance of things but their
Inward significance.”
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3. Explain, “ art as an escape.”

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LESSON 5 CATEGORIES/CLASSIFICATIONS OF ART
1. Visual Arts (2D, 3D)
a. Painting – It is the application of pigment (color) on any flat two- dimensional surfaces.

b. sculpture – It is the carving, modelling, casting, constructing, and assembling of materials and
objects into primarily three-dimensional works of art. c.

c. architecture- It is the art and science of planning, designing, and constructing buildings and
non building structures for human shelter or use (3D).

2. Performing/Combined Arts
a. Music – is an art form and cultural activity whose medium is sound organized in time.

b. Dance- is the movement of the body in a rhythmic way, usually to music and within a
given space for the purpose of expressing an idea or emotion.

c. Film – also called movie or motion picture, is a series of still images that when shown
on a screen creates an illusion of moving images.

d. Theatre – is a collaborative form of an art that uses live performers, typically actors or
actresses, to present experience of a real or imagined event before a live audience in
specific place, often a stage.

e. Literary - is concentrating the writing, study or content of literature, especially of the kind
valued for quality of form.

f. Performance poetry- is poetry specifically composed for or during a performance before an

audience rather than on print mosatly open to improvisation.

3. Digital Art- It is the art that is made with the assistance of electronic devices, or intended to be
displayed on a computer, which is the most important element in digital art.

4. Applied Arts – Are the application of design and decoration to everyday objects to make them
Aesthetically pleasing.
a. Fashion design- is the art of applying design, aesthetics, and natural beauty to clothing and
its accessories
b. Furnitures – design – is a specialized field where function and fashion collide.
c. Interior design- is enhancing the interior of a building to achieve a healthier and
more aesthetically pleasing environment for the people using the space.
d.
graphic design – it is an artistic process of effecgtive communication. Designers combine
words, images, and symbols to create a visual representation of ideas.

TASK 5 Answer the following questions.

1. What field or form of art would you explore or engage in ? Why?
 2. How can you utilize the arts to express yourself, your community, your relation to
others and the world
3. Why art involve experience?

LESSON 6 SUBJECT AND CONTENT OF ARTS

The subject of art is the matter to be described or to be portrayed by the artist. The subject
of art is varied. This may refer to any person, object, scene, or event. In general , the
subject of an art is anything under the sun. The subject could be make-believe, imaginary, an
invented, like Cerberus ( a three-headed dog) or Dyesebel ( a popular mermaid character
made for film and television). Subjects can also be real events. Like the devastations brought
about by super typhoons entering the Philippines or catastrophic tsunamis hitting many Asian
countries.

TWO KINDS OF ART TO SUBJECT:

1. Representational or Objective Art

They are those arts that depict (represent0 objects that are commonly recognized by
most people. They attempt to copy, even if in a subjective manner, something that is real.
They use “form” and are concerned with “what” is to be depicted in th art work.
They attempt to portray the subject as it is. The artist would try to be as objective as
possible.
EXAMPLE;

a) STILL LIFE – is a work of art depicting mostly inanimate subject matter, typically
commonplace objects, which maybe either natural (food, flowers, plants, rocks, or shells,) or
man-made (drinking glasses, books, vases, jewelry, coins, pipes, and so on) in an artificial
setting.
b) PORTRAIT – is a painting, photograph, figure, or any other art forms in which the face and
its expression is predominant. The purpose may be to show the resemblance, personality, or
disposition of the individual.
c) Landscapes, Seascapes, Moonscapes, Cityscapes
d) Mythology and Religion, Dreams and Fantasies
2. Nonrepresentational or non-objective Art
They are those arts without any reference to anything outside itself(without
representation). This kind of art is non-objective because it has no recognizable objects. It is
abstract in the sense that it does not represent real objects in our world. It uses “content”
and is concerned with “how” is depicted. The artist attempt only to show his ideas and
feelings not as objective as the realist or the representational artist.
 Some contemporary painters have shifted their interest to the work of art as an object
itself, an exciting combination of shapes and colours that fulfils the aesthetic needs without
having to represent images or tell a story. Many modern painting s have a purely visual
appeal, so difficult that literal –oriented spectators cannot appreciate them.

Traditional sculptures and paintings have subjects. When looking at a painting or a

sculpture, one expects to recognize the subject to know what it is about – a man, an animal,
or a tree.

TASK 6
1. Collect different kinds of pictures about still life, portrait, landscapes, seascapes,
moonscapes, and cityscapes.
2. Identify their difference/contrast.
3. Give example pictures of Mythology and Religion, Dreams and Fantasies
4. Write an essay about the beauty and importance of the subject matter of art.

LESSON 7 ARTIST AND ARTISAN

Artist – the word “artist” is generally defined as an art practitioner, such as a painter,
sculpture, choreographer, dancer, writer, poet, musicians, and the like, who produces or
creates indirectly functional arts with aesthetic value using imagination. Thus, artists provide
us with paintings, sculptures, dances, music, literary pieces, and so on, as a means of
provoking our thoughts, ideas, and emotions that are necessary to discover ourselves and our
being.
Artists are creative individuals who use their imagination and skills to communicate in
an art form. They use the materials of an art to solve visual problems. Artists look to many
sources for inspiration. Some look forward to their natural and cultural environment for
ideas; others look within themselves for creative motivation

Artists exhibit the courage to take risks. They are able to see their surroundings in new
and unusual ways. They are willing to work intensely for long periods of time to achieved
their goals. Some artists are self-taught and have been called folk- artists because they are
not educated in traditional artistic methods. Just like the artists, the artisans learn skills and
techniques from some other artists and artisans, develop their own unique styles.

ARTISAN
An artisan is a craftsman, such as carepenter, carver, plumber, blacksmith, weaver,
embroiderer, and the like, who produces directly functional and/ or decorative arts. Artisans
help usin meeting our basic needs, such as food, clothing, dwelling, furniture, and kitchen
utensils; they craft everything that makes our life easy. The artisan’s works are useful,
relevant, and essential in our everyday life. They serve us for a long time, supplying us
directly functional arts.
The artisan is basically a physical worker who makes objects with his or her hands, and
who through skill, experience, and ability can produce things of great beauty, as well as
usefulness. The artist, on the other and appreciation of the viewer but with no practical
value.hand, is someone devoted only to the creative part, making visually pleasant work only
for the gratification

LESSON 8 THE ELEMENT OF ARTS

(LINE)
Line is used to lend the viewer’s eyes throughout the artwork. It can lead your eyes into, around,
and out of the visual images within the artistic frame. A line has width as well as length, but usually,
it is the length that occupies more space than its width. The use of line also evokes expressive
feelings and ideas. There are five basic kinds of lines: vertical, horizontal, diagonal, curved and zigzag.

Vertical lines move straight up or down. They express stability and show dignity, poise, stiffness,
formality and upward mobility.

Horizontal lines are parallel to the horizon. They express feelings of rest, peace, quiet and
stability, permanence or solidarity. They make you feel relaxed and calm.

Diagonal lines slant, as if they are either rising or falling,

Curved lines slowly change direction and form wiggly curves, spirals or circles.

Zigzag lines combine diagonal lines that formless and suddenly change direction.

Lines vary in appearance in five ways. These can be combined in many ways to make a variety of
lines.
Length. Lines can either be long or short.
Width. Lines can be thick or thin
Texture. Lines can be rough or smooth.
Direction. Lines can move in any direction, such as vertical, horizontal or diagonal
Degree of curve. Lines can curve gradually or not at all form spirals or circles

TASK 8 Draw an inanimate object showing the different kinds of lines.

VIRTICAL LINE HORIZONTAL LINE DIAGONAL LINE CURVE LINE ZIG-ZAG LINE
LESSON 9 THE ELEMENTS OF ARTS
(COLOUR)

Colours is an element of art that results from the light waves reflected from objects to your eyes.
There are warm and cool colours. Warm colours: red, orange, and yellow, are ar associated with
warm things such as fire or sunlight. Cool colours such as blue, green and violet are associated with
cool things such as ice, snow, water or grass. Warm colours seem to be moving close to the viewer
while cool colours have a receding effect.

Three properties of colour make up the colours we see: hue, value and intensity. These three rely on
one another to create all the colours around us.

Hue is the name of specific colour in the colour spectrum or the bands of colour that are present in
the colour wheel. Red, yellow and blue are the primary hues. The secondary hues are made by
mixing two primary colours, for example, red and yellow make orange; red and blue make violet; and
blue and yellow make green. The resulting colours; orange , violet; and blue and yellow make green.
The resulting colours; orange, violet and green are the secondary hues. Intermediate colours are
made by mixing a primary colour with its secondary colour. For example, red (primary colour) and
orange (secondary colour) make red-orange. Yellow is the lightest hue because it reflects the most
light. Violet is the darkest hue because it reflects the least light. Black, white, and gray are neutral
colours. The colours of all the light create white. White reflects all the colour waves and does not
absorb any.

Value is indicated through the lightness or darkness of a colour. The amount of light a colour
reflect determines its colour value. When a pencil is passed hard to draw a line, it produces dark
value. When it is used lightly, it makes a line of light value. You can change the value of any hue by
adding black or white. A light value of a hue is called a tint, and a dark value of a hue is called a shade.
The arrangement of light and shadow is called chiaroscuro (Kyah-roh-sckoo-roo). In Italian, chiar0
means “bright,” and oscuro means “dark”. Today it is more commonly known as “shading.”

Intensity is the brightness or dullness of a hue. A pure or bright hue is called a high-intensity
colour. Dull hues are called low-intensity colours. Most artists organize colours following a colour
scheme to avoid a confusing or unpleasant way of putting colours together. Colour schemes may be
monochromatic, analogous, complementary or split complement.

A monochromatic colour scheme uses only one hue. White and black are added in varying
degrees to show the different hues, they are related in colour. Complementary colours are
colours opposite each other in the colour wheel. For example, red and green are located
opposite each other on the colour wheel.
A split complement is the combination of one hue and the hues on each side of its complement. For
example, red-orange, blue and green form a split- complementary colour scheme.

TASK 9 Bring the following materials (Project Making)

1. oslo paper, pencil, Crayola or cray pass,eraser, sharperner

LESSON 10 THE ELEMENTS OF SHAPE and FORMS
 A shape is a two-dimensional area that is defined in some way. It may have an outline or a
boundary around it, or it may cover an area. Dimension refers to the amount of space an object takes
up in one direction. Two types of shape are geometric and free-form.

Geometric shapes are the kind of shapes that can be studied mathematically because they possess
sides angles. Some examples of this are circle, square, triangles, oval, rectangle, octagon,
parallelogram, trapezoid, pentagon and hexagon. Those shapes that are not studied mathematically
because of their irregular and uneven shapes are called free-form shapes. They have outlines that are
unpredictably curved or angular or are a combination of different lines and forms.

Shapes, like the othe elements of art, suggest certain meanings. Some common meanings
conveyed by squares, for intances, are stability, symmetry, independence, and monotony;
circles may suggest confinement and self-reliance; ovals suggest creativity while stars may
mean reaching out (Ocvirik, 2002). The meaning associated with the different shapes depend
on their character, complexity, and how they are used as part of the whole composition and
the perceptive sensitivity or the viewer.

Kinds of shape:

Geometric shape – triangle, square, rectangle, etc.

TASK 10 ACTIVITY
Get a 1/8 illustration board. With the use of your pencil draw different straight line
criss-crossing in different direction. Then, identify the different geometric shapes you have
done.

LESSON 11 THE RULE OF THIRDS

One of the most useful composition techniques in photography is the rule of thirds. This
is commonly known as the basic knowledge in composition that most photographers use
when they are placing items within the frame for their masterpiece. It is considered to be an
important concept to learn as it can be used in all types of photography to produce images,
which are more engaging and better balanced.
 (Please see picture on messenger)

WHAT IS THE RULE OF THIRDS?

In its simplest form, the rule of thirds suggests that you should imagine a tic-tac-toe or
a pick-pack-boom board on the frame of the picture. It involves mentally dividing up your
image using two horizontal lines and two vertical lines. You then position the important
elements in your scene at the points where they meet along those lines.

(TIC-TAC-TOE- OR PICK-PACK-BOOM BOARD)

HOW TO USE THE RULE OF THIRDS

When you are framing a photo, you just have to imagine that the scene is divided into three. By
using the rule of thirds, the couple is placed on the left intersection of the frame, the picture contains
a visual mass, as what the viewer’s eyes is drawn to. When you see the portrait of couple your eye is
immediately drawn at their back, they have visual mass.

(Please see picture on the messenger)

PICTURE OF VERTICAL SUBJECTS

This image shows vertical subjects, such as this lighthouse, which can split a photo in two in much
the same way as a horizon can do horizontally. To avoid this, position them off-centre in your
composition. Clearly then, the rule, of thirds assists the artist in harmonizing areas of greater visual
mass areas of negative space.
PICTURE OF PHOTOGRAPING MOVING SUBJECTS

When photographing moving subjects, such as the woman riding a horse, position them as
normal, but also pay attention to the direction they are moving. As a general rule, you should leave
more space in front of them than behind, to show where they are going. The negative space leads
them to the place where they are going.

TASK 11 THE RULE OF THIRDS

(PROJECT MAKING)

1. Make your own picture by following the rule of third.

2. Take a picture by following the guidelines
3. Mount your chosen picture in a 1/8 illustration board.

LESSON 12 HISTORICAL DEVELOPMENT OF ART

PREHISTORIC ART (CAVE ART)

Talented artists with their creative artworks have served mankind for its entire existence. Even
during the ancient times up to the early civilization and the modern world, art has serve3d several
functions in human nlife.

In the history of art prehistoric art refers to all artworks produced by ancient men before any
preconceived culture known methods of writing and record keeping ever existed, simply meaning art
before history.

The term cave painting or petrograph refers to any parietal art, which involves the application of
colour pigments on the walls, floors, or ceilings of ancient rock dwellings inhabited by prehistoric
man. Monochrome cave paintings are images with only one colour, for example black, just like the
cave images found in Chauvet cave in France. A polychrome cave painting has two or more colours, as
can be seen in the multi-coloured images of bison on the ceiling at Altamera cave in Spain. The term
cave drawing or petroglyps, on the other hand, refers to an engraved drawing, that is, etched or done
by cutting lines on the rock surface with a sharp object probably a flint or stone tool, rather than one
made by drawing lines with charcoal or manganese.

Most of prehistoric cave painting s were figurative, and 99 percent of these were of animals. Stone
age artists painted both predator game animals, but game animals like bison and reindeer dominated
the imagery. Pictures of humans were rarely shown and were usually highly stylized and far less
naturalistic than the animal figures. Abstract images like signs, symbols, and geometric markings,
were also common and actually comprised the oldest of Paleolithic art found in caves of the late
Stone Age, as shown by recent dating results on paintings at El Castillo and Altamira caves.

As of this time there is still no clear idea when cave paintings first began. At the moment in a
recent study published in Science and Science Advances, done on three caves scattered across Spain,
researchers found more than a dozen examples of wall paintings that are more than 65,000 years old.
At Cueva de los Aviones, a cave in Southeastern Spain, researchers also found perforated seashell
beads and pigments that are at least 115,000 years old.

PALEOLITHIC PERIOD
The Paleolithic period in arts was the time when primitive cave artworks were created with the
use of primitive stone tools by primitive men. This period was commonly represented by the
naturalistics images of prey animals and the men that haunted them . Prehistoric caves were also
heavily decorated with painted hand-stenciled rock art.

NEOLITHIC PERIOD
The Neolithic period or the shift from Old Stone Age or Paleolithic to New stone Age or Neolithic
happened when man began to deverlop culture and change his lifestyle. Neolithic art reflected the
great shift in living conditions. The naturalistic art style of the hunter gatherer of the Paleolithic had
been replaced by geometrically abstract art of Neolithic farmers who started civilization. Man
became civilized when he stopped being nomadic and settled down and created communities that
grew crops and tamed wild animals. The designs used on clay pots were commonly derived from
plant and animal forms.

TASK 13
1. How man started to be aware of art?
2. What is the bases of knowing drawings or paintings before?
3. Did primitive men actually knows how to make a design or drawing?
4. What particular medium they used if there are?
5. In your opinion do you believe that during the stone age primitive men has started to draw?
6. What were their subject matter?

LESSON 13 WHAT SCULPTURE IS

Sculpture is the art of making figures, such as human forms, animals or geometrics that can either
be standing freely or attached to a background frame : either single or in group. When it can stand
freely, it is called three-dimensional or free-standing sculpture. Here, the viewer can go around the
figure and gaze at it from different angles. The different parts of the figure: front, back and side are
all exposed to the viewer. When the figure is mounted to the background, which may either be a
frame, a wall or a flat surface, it is called a relief sculpture. In high relief sculpture, the form is
embossed or raised above the surface of the background. The artist however, does not show the
human figure, for example, in its actual form blends with the flat background. In low relief sculpture,
the figure is raised only a little from the background, as in the case of coins. In some artworks, the
artist cuts into the surface or carves deep into the material until the form is incised but not separated
from the background. This is called bas-relief intaglio.

(“Relief Sculpture” and “Three-Dimensional-Standing Sculpture” picture please see on the messenger.
THE COMPOSITION OF SCULPTURE
Sculpture is done either by using subtraction, construction, substitution techniques, or any
combination of these.

SUBTRACTION
Carved works are subtractive. Using a large block of wood or stone, the sculptor carves out the
figures or “free” the figure from imprisonment in its original block form to give it an artistic look.
First, the artist forms a miniature model in clay, plaster of paris, wax or some other material. The
he /she makes the figure in the desired size by carving tools designed for different purposes. When
the figure is in its proper form, finishing work and polishing follow.

CONSTRUCTION
The sculptor chooses a base material such as metal, plastics, aluminium, steel or found objects and
then adds other elements to ‘construct’ the idea or image that he/she wants to express. These
materials require welding or adhesive to be attached together.
SUBSTITUTION
Any material transformable from a plastic, molten or fluid state can be molded or cast into a work
of sculpture. First, the artist created an identically-sized model of the intended sculpture (called
positive). He/she then covers the positive with a material such as plaster of paris that, when
hardened and removed, will retain the surface configurations of the positive. The form, called
negative, becomes the mold for the sculpture. The sculptor pours the molten or fluid material in to
the negative and allows it to solidify. When he/she removes the mold, the work of sculpture
emerges. Surface polishing, if desired, brings the work to its final form (Sporre, 20056:74)

TASK 13 LOW-RELIEF SCULPTURE

(project making)

Materials
Oslo paper or bond paper
Different kinds of leaves showing or with embossed hard veins.
Crayola or cray pas/pencil

LESSON 14 PHILIPPINE PRIMITIVE ART

The Philippines as a colony of Spain, U. S., and Japan saw the decline and destruction of its ancient
customs and traditions because of the strong influence of the conquering nations, which by way of
violence and intimidation, bent the people to their will and, thus, in effect left the country hungry for
its own identity. The recent findings of ancient antiquity prior to any occupation by the other nations
told us who we really were. The ancient antiquities simply concluded our true identity as a people
who were already civilized with our own writing system and intelligent enough to make
sophisticated tools and weapons long before the arrival of the first invaders.

CAVE PAINTINGS
In the municipality of Binagonan, province of Rizal, the Angono Petroglyps Site Museum is located.
 It was accidentally discovered by National Artist Carlos “Botong” Francisco with a troop of boy scouts
during a field trip in 1965. He immediately notified the National Museum of the existence of the
cave with primitive drawings. In the same year the national Museum fielded an interdisciplinary
research team headed by Archaeologist Alfredo Evangelista and recovered four stone tools from the
site. The National Museum in 1998 established a museum showing the cultural and artistic heritage
of the province of Rizal, thus, establishing the cultural value of the site. The Angono Petroglyphs were
dated back to circa late Neolithic. Presidential Decree No. 260 declared the Angono petroglyphs a
national Cultural Treasure.

Some other sites of Petroglyphs were found in Alab, Mountain province carved on boulders on top
of cliffs. The dating was relatively later and placed at not earlier than 1500 B.C. or even later. There
are two kinds of Petrographs: (a) charcoal drawings on cave walls in Penablanca, Cagayan Province,
and the Sipnapan Caves in southern Palawan; and (b) red hematite prints in Anda Peninsula, Bohol
province. The dating of these is still undetermined.

BURIAL JARS

The secondary burial jar was found in Manunggul Cave, Lipuun Point, Palawan in the early 1960’s
and now considered one of the Philippines’ national cultural treasures. It is perceived as a work of a
great craftsman, a master potter. The image on top of the jar cover is a boat with two human figures
representing two souls on a voyage to the afterlife. It clearly shows the belief of early shows the
belief of early Filipinos in life after death. It is dated to the late Neolithic Period, about 890-710 B.C.

The earthenware pots were found in Ayub Cave in Pinol, Maitum, Saranggani Province, resembling
human figures. The jars were used as secondary burial jars and were dated to the Metal Age about 5
B.C. 225 A.D. The creation of these earthenware portraying human figures and faces indicates a high
level of craftsmanship.

TASK 14

Give your answer to the following questions.

1. What is the importance of the remnants or artefacts found in our country?
2. Are you proud that we have found the Angono Petroglyphs, a National cultural Treasure?
3. What is a burial jar? It uses and the beliefs behind it?

LESSON 15 TEXTILE ART OF THE PHILIPPINES

WHAT IS TEXTILE ART?
It is the process of creating something using fibers gained from sources like plants, animals, insects
(silk worms) or synthetic materials. Making textiles is an extremely old art form. Textile fragments
have been found dating back to prehistoric times. People develop textiles to keep warm, to protect
surfaces, and to insulate dwellings.

Weaving is a way to create fabric in which two separate sets of yarn or thread are interlaced at
right angles to produce cloth or fabric. Since weaving by hand is not effective and requires immense
strength, our ancestors invented the loom, a manually operated device that holds the warp threads
steady while filling weft threads are woven through them. The weave is the way in which the warp
and weft threads interlace with each other. From fibers and threads to colours and prints, weaving
speaks so much about the Filipino culture. Besides preserving history, the country’s weaves are also
promising products that bring attention to indigenous communities via the international design and
lifestyle stage.

CORDILLERA ADMINISTRATIVE REGION (CAR) WOVEN FABRIC

The people of Kalinga are prominent in making woven clothes. Their cloth weaving is one of the
finest products in the CAR Kalinga textiles are characterized by dominant red stripes and motifs of
geometric patterns, as well as nature symbols interfaced with white, yellow, and black fibers. The
people of Ifugao, another tribal group in the region, have, however, a motif characterized by diamond
stripes of white and red. The dominant colour for the Ifugao is blue, and compared with the Kalinga
cloth, the Ifugao loincloth is less colourful and darker in color as opposed to the bright colours and
bead-accented clothes of the Kalinga. Weaving in Ifugao is an exclusive task for women: at least two
women are needed to make the long and tedious preparation for weaving.

KALINGA AND IFUGAO-WOVEN FABRIC PROCESS

Weaving entails a long process beginning with the preparation of the raw material to be used;
spinning; winding or skinning, known as Iwalangan; dyeing ; warping the cotton threads; and finally
the actual weaving, which involves two women or girls who operate the weaving loom.
Weavers from Kiangan, Ifugao classify their works into textiles with and without dyed designs.
They weave blankets, g-strings, skirts, upper garments, belts, hip and hand bags. Each type of textile
reflects particular social functions.

ILOCOS REGION- WOVEN FABRICS

Now that most fabrics are mass produced with imported threads from abroad, textiles carefully
hand-woven with Philippine cotton are becoming increasingly difficult to find. One of these textiles is
the Abel of the Ilocos Region in the northern Philippines. Abel comes in many designs, but one of the
most recognizable patterns is the Binakul. What makes the Ilocos Region’s loom weaving different is
the nature of the material used in producing it. The yarns are made from cotton and dyed from the
sap of a plum called Sagut. These Are abundant in the area of northern Luzon.

TASK 14 Answer the following questions.

1. What is the importance of textile industry in the life of the Filipino people? Explain your
answer.
2. How will you promote the textile made by our local manufacturers?
3. Is it necessary that we should develop our own textile industry ? Why? Give your reasons.

LESSON 16 DIFFERENT PHILIPPINE WOVEN

FABRICS
REGION 1V -1 AURORA PROVINCE
(Sabutan-Woven Fabrics)
 The Aurora province has its own weaving, producing a fiber mainly for manufacturing hats.
Such headware made of sabutan are strong and durable and its texture resembles that one of the
Panama hat. The unbleached hats are light gray. The main reason they dso not bleach the hat is that
the material does not bleach readily.

Sabutan weaving in Aurora is a tedious process involving the preparation of raw materials. In the
preparation of the fiber, the spiny marginsd and midribs of the leaves are removed. The leaves are
partly dried in the sun and divided into strips of the desired width by splitting them with a comb-like
instrument.

The fibers are boiled for about 15 minutes either in fresh water or in water mixed with a little
vinegar, lemon, or tamarind fruit. Excess water in the fiber is squeezed out by drawing the strips
tightly around a piece of wood. The prepared fibers are then coiled in bundles and for a period of
24 hours are placed preferably in running water; in stagnant water.

REGION 1V- B (MIMAROPA)

Palawan Fabrica

The Palawan people are known for weaving, which is a way to create fabric by pulling two different
threads on top of one another that follows a certain type of pattern. The material they use can only
be found in Palawan and is called Amumutina grass. The Amumutina is a dyed rust. The grass is
harvested, dried, and dyed depending on the colour preference.

The first step in making handloom products in Palawan is to dye the grass into one’s desired
xcolour, dry it , and dye the fibers that are used. Next is warping the threads that need for weaving.
After that , they need to be harvested from the warping frame. The thread should now be drawn
through heddle wires and reeds.

The next step is having to waft the threads by pushing the pedals. Stepping on one of the foot
treadles crosses the warp around the waft, allowing it to stay in place.

The last stage of the weaving process is battening. This involves pressing the portion of the weave
uses a comb-like part of the loom called a reed to batten or press the warp to the rest of the fabric.
This has to be done each time a waft thread is inserted.

TASK 15 Answer the following question.

1. How important is weaving industry in each region of the Philippines?

2. Describe the headwear made of “sabutan” .
3. What is “amumuntina grass”? Where does this grass grow abundantly?
4. What should the people do, so that their industry may prosper?

LESSON 17 CLASSICAL PERIOD

 The term classical arts refer to the art from Greece and Rome. Classicism in the arts favours the
classical period, classical antiquity (or the ancient times) in the western tradition, as standard for
taste, which the classicist want to copy or imitate. Classical period is a general term describing the
long period of time in cultural history when the Mediterranean Sea was the centre. It started with
the earliest-recorded Greek poetry of Homer and continued through the rise of Rome and
Christianity, up to the fall of the Western Roman Empire and the start of Early Middle Ages.

GREEK ARTS
It has always been known for thousands of years that the art of ancient Greeks has been held as
the standard or measure by which all later art will be judged. It has shaped our minds of what
perfection should look like.
Classical Greek art itself was a product of previous influences. Remnants of cultures pre-dating
the Greeks could be seen in early statues. Stone figures called kouroi were common. The heavy
stylized and rigid stature of human anatomy displayed the influence of the ancient Egyptians. Over
the course of the next centuries, Greek artists would develop their own style. They tried to capture
and imitate the human body as realistically as possible. Ceramics paintings and sculptures showed
how Greek art developed because few large paintings endured from this age.

Greek Golden age or the Classical period of ancient Greece was the time when the Greeks
achieved new heights in art, architecture, theatre, and philosophy.
Democracy in Athens was improved under the leadership of Pericles. The classical period began after
the Greek victory over the Persians. A new sense of Pride and feeling of self-confidence in the Greek
world emerged. One of the most wonderful accomplishments of Athens during this time was
rebuilding of Parthenon, a temple devoted to Athena on the Acropolis. Pericles as leader of Athens
planned the Rebuilding of the destroyed Acropolis, with the help of his friend Pheidias created a new
statue of Athena, Sculpted in ivory and gold, on the Acropolis. The mathematician Phythagoras lived
into this period. Socrates known as the father of Philosophy, met with his followers on the streets of
Athens during this period. The greatest known works of the classical period for contemporaries were
the massive Statue of Zeus at Olympia and the statue of Athena Phartenos in the Phartenon, which
were both chryselephantine (made of gold and ivory, chrysus, elephantine) and completed by
Pheidias or under his direction.

Greek art influenced Roman art, and both of them were an inspiration for the Renaissance. The
Greek were describe as idealistic, imaginative, and spiritual while the Romans were bounded to what
they saw in the world.

ROMAN ART
For over a millennium Ancient Rome was the most powerful nation on earth, defeating all others
at military organization and warfare, engineering, and architecture, The invention of the dome and
the groin vault, the development of concrete and a European-wide network of roads and bridges
were all part of the uniquely Roman achievements.

It was during the age of Emperor Trajan (98-117 C.E,) and Emperor Hadrian (117-138 C.E.) that
Rome reached the peak of its architectural glory, attained through numerous building programs of
monuments, baths, aqueducts, palaces, temples, and mausoleums. Many of the building from this era
and later served as models for architect of the Italian Renaissance, such as Filippo Brunelleshi (1377-
1446), designer of the iconic dome of the cathedral in Florence, and both Donato Bramante (1444-
1514) and Michelangelo(1475-1564), DESIGNER OF St Peter’s Basilica. The time of Constantine (306-
337 C.E.) witnessed the last great building programs in the city of Rome, including the completion of
the Baths of Diocletian and the erection of the Basilica of Maxentius and the arch of Constantine.

The Roman are practical people and wanted their art and architecture to be useful. They planned
their cities and built bridges, aqueducts, public baths and marketplaces apartment houses, and
harbours Every ordered sculpture for public square was meant to tell future generations of the
greatness of Rome. The art forms were influenced by the ancient Greeks and Etruscans, but the
practical usage of the arts were distinctly Roman.

TASK 17 ANSWER THE FOLLOWING QUESTIONS

1. Where was the ancient Greek learned their art?

2. Why is it that the Greek ancient arts are considered the standard or measure of
Judging arts?
3. What are the characteristics of the Greeks and the Romans?
4. How the Greek people and Romans viewed arts?
5. Aside of arts, what other contributions of Ancient Greece?

LESSON 18 THEATRE ARTS

INTRODUCTION
How and when theatre originated is uncertain but various kinds of rituals considered to be
important in the lives and well-being of people already demonstrate some elements that make up
theatre as we know it today. These are the performance space, performer, make-up, costume, music,
dance and the audience. Although how it emerged is not clear, theatre has achieved its own distinct
identity as an art form and has been developed and valued at different times or era.

Theatre as a form of art uniquely employs a specific language that applies to visual and auditory
elements, media, techniques and conventions, which takes place in both space and time. Alice
Guillermo, professor and critic, posits that this constitutes the specificity of art, and in this case, the
specificity of theatre as art. This aspect is precisely what sets it apart from other human activities and
other forms of art(Guillermo 4). At the same time, this also serves as its unique creative device that
helps us order and shape our perception about human experience and our views about the world in
which we live.

WHAT THEATRE ART IS

Theatre refers to performance based on a dramatic text that is staged using techniques of theatre
production and enacted and interpreted by artists, directors, designersa, and other personnel before
audiences who are situated in sites of performance.
 The dramatic text that is interpreted into a theatre piece narrates a story involving a character or
several characters who struggle to pursue a desired goal or ideal. Its heart is the conflict, which
develops into a series of crises that reaches a climax. It resolves either happily or unhappily in the
end. The theme of a dramatic text practically comes from any human experience.

In the tradition of the West, the function of theatre is reduced to interpretation or translation or
communication in the dramatic text. However, within and across different cultures, the bounderies
of theatre are flexible and dispense with the requirements of drama. Theatre then expands tro
religious rituals, cultural events such as fiestas, and entertainments such as juggling and tumbling,
small scale practices involving story-telling or events performed by one person to at least one other,
among others, which only require minimum essentials to complete-at least one person who
demonstrates certain skills to at least one other. Peter Brook, one of the world’s greatest directors,
alludes to these requirements as follows: “ I can take an empty space and call it a bare stage. A walks
across the empty space whilst someone else is watching him, and this all that is needed for an act of
theatre to be engaged. (qtd. Brockett____)” Indeed, as Eric Bently suggests, all it takes for theatre
to complete is for A to perform B for C, where someone (performer) performs
something(performance) for someone else (audience).

THE PERFORMANCE OF THE THEATRE ACTORS

In theatre , The performance refers to acting that takes place within the dynamics of space and
time of the theatrical setting. A performance requires many special vocal and physical skills on the
part of the actor or actress. There had been no devised method or system to carry out a credible
performance until Constantine Stanislavski, Russian actor and director and founder of the Moscow
Art Theatre, forwarded a realistic acting grammar which is now called Method of Physical Actions or
simply the Stanislavski system. Some of the major features of Stanislavski’s system for naturalistic
acting include relaxation, concentration and observation, dealing with specific objects, use of the
power of fantasy or imagination to achieved inner truth in a role, developing a through line or a spine
which runs through a character’s role throughout the play, ensemble playing, and developing voiuce
and body (Wilson 97-108)

THE THEATRE SPACE

Theatre has a designated space. It is customarily assembled through visual and acoustic
signs such as properties, performers, lighting and sound. An orchard, for instance, may be
constructed acoustically through the blows of axes that cut down tress (Flores 54) or a
depressed area through an actual barong-barong structure on the stage.

The theatre space is usually set up on stage, which has four basic types. Each types has its own
advantages and disadvantages, and uniquely provides different viewing experiences.
The four basic theatre stages are the following:
1. The Proscenium or picture frame stage
2. Arena or circle stage
3. Thrust Stage with three quarter seating
4. Created and Found stage space.
 THE AUDIENCE
Besides the performers and his or her performance, the audience is also important in a theatre
event. As spectator, the audience combines what he sees and hears within the theatrical set –up and
finally completes the theatrical process through his or her imagination and mind. He or she is the
final individual who brings all the parts of the play together (wilsaon 407). Viola Spolin, actress, dire
ctor, educator, underlines this role by saying that without the audience there is no theatre, and
everything that formally makes up theatre is simply for te audience’s enjoyment.

HOW THEATRE IS DONE

A theatre performance comes from many forces coming together. Its elements are varied
complex, and may include the physical presence of the actors, the colours and shapes of the costumes
and scenery, sound and music, drama and the ideas and emotions expressed by the play wright,
among other things, that is dynamically interplay with each other within specific temporal and spatial
frames at each point of the performance (Wilson7) This whole event of combining the elements,
techniques and conventions results to a unique “shape”, which we call the theatre Form.

Eastern and Western theatre traditions have their own unique set of elements, techniques,
processes and conventions, and therefore differ in Forms. We shall focus to discuss the formal aspects
of genres that come from both of these ends in this part of the chapter. Specifically, we shall look
into how the elements, processes and conventions in the text-based drama of Shakespeare and Noh,
and in an Indigenous Philippine Ritual work together to translate into a theatre performance.

TASK 18 ACTIVITY
(Acting workshop)
Prepare and practice a short act with dialogue. Its either drama, comedy, horror, fantasy,
suspense etc. Give justice to the character you are portraying. There must be a moral lesson on the
performances. Lights and sound/music can be used as background, Costume and props are also
included and judging. Good Luck and Congratulations!!!!!

V. SUGGESTED READINGS

MINDING THE ART, Art Appreciation for College, Brenda V. Fajardo Ph. D. et. Al., Mutya
Publishing House Inc., (copyright 2008)
RUIZ, JOSE TENCE (1996): Pabitin Installation Photographs. Personal collection by Jose Tence
Ruiz, 1996.

The Collloseseum. 10 September 2007

http://static.flikr.com/64/17354069_38cd727d33.jpg
http://ttnnkki.homestead.co./files/102-0222_IMG.JPG>
JUNYEE, a.k.a. Luis Enanno Yee Jr. Installation Art. 19 March 2008.

VI. GRADING SYSTEM

 GRADE PERCENTAGE EQUIVALENT
1.0 97 - 100 Excellent
1.25 94 - 96 Excellent
1.50 91 – 93 Very good
1.75 88 – 90 Very good
2.0 85 – 87 Good
2.25 82 – 84 Good
2.50 79 – 81 Satisfactory
2.75 76 - 78 Satisfactory
3.0 75 Passing
5.0 74 or lower Failure
P Pass
N No Credit
AW Authorized Withdrawal
UW Unauthorized Withdrawal

Prepared by:

PABLO FORTEZA FUNA

Instructor

Recommended by:

MARYJOY AQUINO
Asst. Dean

APPROVED BY:
DR.CLARITA G. ADALEM
VPAA/President