CORDILLERA CAREER DEVELOPMENT COLLEGE

College of Teacher Education

Buyagan, Poblacion La Trinidad Benguet

LEARNING MODULE IN
HUMANITIES 1:
(Arts Appreciation)
For remote teaching and learning use only

July 2021

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 Table of Contents

Page

 Title Page
 Table of Content
 Preface
 Unit 1: The Nature of Art 5
Lesson 1: What is Art?
-“Ways of Defining Art” By Lisa Mader
- Some Comments about Arts
- Students Activity
Lesson 2: Some Basic Assumptions about Arts
- Top 10 questions on our Assumptions about Arts.

Lesson 3: Basic Art Criticism

- The Steps in Arts Criticism by Matt Fussell
- The Four Steps in Art Criticism
a. Describe
b. Analyze
c. Interpretation
d. Judgement
Lesson 4: The Artist and the Artisan Artist/ Artisan
- National Artist of the Philippines/ GAMABA
 Unit 2: The Language of Visual Arts 25
Lesson 1: The Art Movement
- Realism
- Abstraction
- Impressionism
- Symbolism
- Fauvism
- Cubism
- Dadaism
- Surrealism
- Expressionism
- Pop-Art
Lesson 2: Function in the Arts
- Function of Arts
a. Personal
b. Social
c. Physical

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 Unit 3: Learning on How Art is made 34
Lesson 1: Medium and Technique in the Arts
a. Medium
b. Techniques
c. Media used Painting, Sculpture and Architecture
 Unit 4: Organization in the Arts 40
Lesson 1: Elements of Arts
a. Distance
b. Space
c. Color
d. Value
e. Perspective
f. Line
g. Shape
h. Form
i. Texture
Lesson 2: The Principles of Design
a. Rhythm
b. Emphasis
c. Unity
d. Balance
e. Proportion
f. Movement
g. Pattern
h. Contrast
 Unit 5: Soul Making 46
- “What is Soul Making?” By Maichael Bogar

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 Preface

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 production. 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.

Art appreciation is intended for students taking-up Humanities

from different colleges and universities. The main goal of this course
is to introduce arts to the leaners not only with theories but also with
the artist and artisan who contributed pride when it comes to arts.

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UNIT 1: THE NATURE OF ART
Unit Objectives: At the end of this unit, you are expected to:
a. discuss the nature of art’s preliminary expression;
b. articulate the definitions of art;
c. characterize the assumption of the arts;
d. identify and differentiate the basic steps in art criticism;
e. analyze and critique artworks for their formal qualities and
artistic organization;
f. differentiate an artist from an artisan; and
g. acquaint students with the National Artist of the Philippines and
the GAMABA

Lesson 1: (What is Art?)

“Ways of Defining Art”
By: Lisa Mader
There is no one universal definition of art though there is a
general consensus that art is the conscious creation of something
beautiful or meaningful using skill and imagination. The Definition
and perceived value of works of art have changed throughout
history and in different cultures. The Jean Basquiat painting that was
sold for $110.5 million at Sotheby’s auction in May 2017 would, no
doubt, have had trouble finding and audience in Renaissance Italy,
for example.

“Untitled” (Scull/Skull), Jean- Michael Basquiat (1981)

Etymology
The term “art” is related to the Latin word “ars” meaning, art,
skill, or craft. The first known use of the word comes from 13 th-
century manuscripts. However the, the word art and its many
variants (artem, eart, etc.) have probably existed since the founding
of Rome.

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Philosophy of Art
The definition of art has been debated for centuries among
philosophers. “What is art?” is the most basic question in the
philosophy of aesthetics, which really means, “how do we determine
what is defined as art?” This implies two subtexts: the essential
nature of art, and its social importance (or lack of it). The definition
of art has fallen into three categories: representation, expression,
and form.
Art as Representation: Mimesis.
Mimesis which in Greek means copying or imitation.
The primary meaning of art was, for centuries, defined as the
“representation or replication” of something that is beautiful or
meaningful.
Art as Expression of emotional Content.
Expression became important during the Romantic Movement with
artwork expressing a definite feeling, as in the sublime or dramatic.
Audience response was important, for the artwork was intended to
evoke an emotional response.
Art as Form
Immanuel Kant (1724-1804) was one of the most influential of the
early theorists toward the end of the 18 th century. He believed that
art should not have a concept but should be b judged only on its
formal qualities because the content of a work of art is not of
aesthetic interest.

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My Personal Definition of Art

Jackson Pollock’s “Autumn Rhythm”

The American writer and comedian Groucho Marx once declared,

“Well, art is art, isn’t it? Still, on the other hand, water is water! And
east I east and west is west and if you take cranberries and stew
them like applesauce they taste much more like prunes than
rhubarb does. Now, uh… now you tell me what you know.” So what
makes art, “ART”? What is “ART” to you? How do you know if
something is an “ART”? Fill in the box below and share your personal
definition of art in our class GC. This activity will serve as your E-
Discussion 1.1.

My Personal definition of Art:

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 Rubric
Use the rubric below to assess the output and presentation of
the students:
10- The student creates a personal definition of art in a sentence or
less and explains the content of his/her definition of art in a clear
and consistent manner. There are no major grammatical errors.
7- The student creates a personal definition of art in a sentence or
less and explains the content of his/her definition of art and do so
in a somewhat consistent manner. There may be minor
grammatical errors.
5- The student has difficulty in creating a personal definition of art
in a sentence or less in explaining the content his/her definition of
art. There may be major grammatical errors.

------------------------------------------------------------------------
Name:
Score:
Date:

Self- Assesment 1: Types of Major Art Forms

Direction: Match each of the following terms with the correct
definition.

A. Painting F. Music
B. Sculpture G. Theatre
C. Architecture H. Dance
D. Photography I. Film
E. Literature J. Drawing

_1. A collaborative form of fine art that uses live performances,

typically actors or actresses, to present the collaborative form of
fine art that uses live performances, typically actors or actresses, to
present the experience of a real or imagined event before a live
audience in a specific place, often a stage.
2. A form of visual art in which a person uses various drawing
instruments to mark paper or another two-dimensional medium.

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 3. A performing art form consisting of purposefully selected
sequences of human movement.
4. A series of still images that, when shown on screen, create
the illusion of moving images.
5. An art form and cultural activity whose medium is sound
organized in time.
6. Refers to writing considered to have artistic merit.
7. The art and science of designing buildings and (some) non-
building structures.
8. The art of making two- or- three dimensional representative
or abstract forms, especially by carving stone or wood or by casting
metal or plaster.

9. The art, application and practice of creating durable images

by recording light or other electromagnetic radiation, either
electronically by means of an image sensor, or chemically by means
of a light- sensitive material.
10. The practice of applying paint, pigment, color or other
medium to a solid surface (support base).

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Some Comments about Arts:
1. “Art is something that is created with imagination and skill and
that is beautiful or that expresses important ideas or feelings”
- Merriam Webster
2. “Arts is the elimination of the unnecessary.”
- Pablo Picasso
3. “Art is the concrete representation of our most subtle feelings.”
- Agnes Martin
4. “Art is a way of recognizing oneself.”
- Louise Bourgeois
5. “Art is the only way to run away without leaving home.”
- Twyla Tharp
6. “Art helps us identify with one another and expands our notion of
we- from the local to global.”
- Olafur Eliasson
7. “Art wasn’t supposed to look nice; it was supposed to make you
feel something.”
- Rainbow Rowell
8. “Art is the most intense mode of individualism that the world has
known.”
- Oscar Wilde
9. “Art is not what you see, but what you make other see.”
- Edgar Degas
10. “Art is the proper task of life.”
- Friedrich Nietzsche
11. “Art without emotion it’s like chocolate cake without sugar. It
makes you gag.”
- Laurie Halse Anderson
12. “Art is to console those who are broken by life.”
- Vincent van Gogh

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Name: Score:
Date:

Self- Assessment Task : Art Theme Chart

Direction: The theme is the message or the meaning or the main idea
the author is making about a subject or a topic. Choose four comments of
artist about art in the preceding page. Write your chosen comments in the
comment box of the chart. In the theme box, write down the ideas or
meanings that the comment suggests to you.
Comment Theme

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Lesson 2: Some Basic Assumptions about Arts

A picture of a duck when you look left, a picture of a rabbit when you look right.

Top 10 Questions on Our Assumptions about Art

10. Why do we always assume that art is always something intended for
public display?
9. Why do we assume that art should be collectible?
8. Why do we assume that art should be intelligent or explainable or
intended to impress?
7. Why should we assume that art has any particular consistent and
persistent qualities at all?
6. Why do we assume that art should be interpreted without context?
5. Why do we assume that serous art has more significance or greater
value than a doodle which only you seem to appreciate?
4. Why do we assume that art is something that can be defined?
3. Why do we assume that popularity is the ultimate indicator of good art
when it is in conflict with your own taste in art?
2. Why do we assume that art should be art?
1. Why do you assume that this list of questions about some basic
assumptions of art has to have coherent message and a sound ending?

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Name: Score:
Date:
Assignment 1:

Top 10 Reasons on why you should study Art appreciation

10.

9.

8.

7.

6.

5.

4.

3.

2.

1.

Rubric
Use the rubric below to assess the output and presentation of the
students:
8- The student creates a top 10 list about the significance of studying art
and explains his/her list in a clear and consistent manner. There are no
major grammatical errors.
5- The students create a top 10 list about the significance of studying art
and explains his/her list and do so in a somewhat consistent manner.
There may be minor grammatical errors.
3- The student has difficulty in creating a top 10 list about the
significance of studying art and explaining his/her list. There may be
major grammatical errors.

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Lesson 3: Basic Art Criticism
The Steps in Art Criticism
By: Matt Fussell

When we observe art, our minds go through a process. This

process naturally translate into the steps of art criticism. Following
these steps will help us evaluate art effectively. It is important for us
to be able to evaluate art.
If we are artist, we must recognize what is good and what is
bad, so that we may become more successful at our craft. If we are
patrons, we must be able to discern success from failure as well. If
we are teachers, we must teach our students the mental process
the p eople naturally go through when they look at and take in a
work of art. This way our students are better equipped to create
successful artwork on their own, and understand why and how their
artworks are digested.
The four steps in art criticism are description, analysis,
interpretation and judgment:
1. Description. The first step in art criticism is description. When
we look at a work of art, our minds naturally take notice of the
general information that is present. For example, if we take the
Mona Lisa, we notice, “Hey, this is a painting of a woman.” When
critiquing, start here with a simple description of what is seen in the
artwork.
2. Analysis. Analysis refers to how we see the elements and
principles of art. In this step, our minds take in the lines, values, and
colors of the artwork. We also may take notice of the balance,
proportion, rhythm, and unity found within the work. In a critique,
students should point out what is happening with these specific
elements and principles. Many times, the formal qualities of the
work are what makes the art successful. Students should understand
how these qualities work and what makes them successful in the
artwork. They should also be able to discern when these formal
qualities are unsuccessful as well.
3. Interpretation. Often time, students will automatically skip to
this step. We look for meaning in everything, so this is natural. In
this step, we explore the meaning of the artwork. What is the artist
trying to communicate to us? There are no wrong response here.
4. Judgment. The last step in art criticism is judgment. It is work of
art successful? It is important if we are teaching students, to guide
them in this step. Remind students that the work of art may

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not be their favorite, but it may still be successful. This way we
teach students to appreciate good art, even if we personally do not
like this.
Understanding the steps to art criticism and implementing
them in a structured way in critique, will help you create better
artwork. (Fussell, “The Steps in Art Criticism” 2010)

Name:
Score:
Date:
Self- Assessment Task:

Compare and Contrast: The Four Steps in Art Criticism

Differentiated
Direction: Use this chart to compare and contrast any two basic
steps in Art Criticism.
Steps in Art Criticism
Describe Analyze

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Steps in Art Criticism
Describe Judge

Rubric:
Use the rubric below to assess the output and presentation of the
students:

10- The student compares and contrast the four basic steps in art
criticism and explains the content of each step in art criticism in a clear
and consistent manner. There are no major grammatical errors.

7- The student compares and contrast the four basic steps in art
criticism and explains the content of each step in art criticism and do so
in a somewhat consistent manner. There may be minor grammatical
errors.

5- The student has difficulty in comparing and contrasting the four basic
steps in art criticism and explaining the content of each step in art
criticism. There may be major grammatical errors.

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Name: Score:
Date:

Self- Assessment task: Art Criticism Process

Direction: In this chart, you will describe, analyze, interpret and
judge artworks in order to practice the art criticism process.
Title:
Sketch:

Describe Analyze

Interpret Judge

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Lesson 4: The Artist and the Artisan

An artist and an Artisan at Work

What’s the difference between an artist and an artisan? This

question is comparable to the issue of what constitutes art and what is
labeled as a craft.

Artist is someone engaged in an activity related to creating art, practicing

the art, or demonstrating an art.

Artisan is stimulated by the same impulse in creating tangible or

intangible products, produces crafts which are meant for decoration and
are designed to be practical or useful.

Though there may be exist a perceived dissimilarity between an

artist (a producer of art) and an artisan (a designer of craft) in their
relative cultural status, the distinction are not in quality or artistic
achievement but in function.

NATIONAL ARTIST OF THE PHILIPPINES/GAMABA.

What is GAMABA?
-Gawad sa Manlilikha ng Bayan (GAMABA) also known as
the National Living Treasures, is the award given to a person or
a group of artists that is recognized by the Philippine government for
their contributions to the nation’s cultural heritage.

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LIST OF GAMABA AWARDEES

Ginaw Bilog Masino Antaray

(+ 2003) (+ 2013)
Poet Musician and Storyteller
Hanunuo Pala’wan Brooks Point Palawan
Mangyan Panaytayan, 1993
Oriental Mindoro 1993

Samoan Sulayman Lang Dulay

(+ 2011) (+2015)
Musician Textile Weaver
Magindanao Mama sa Pano, T’boli
Maguindanao 1993 Lake Sebu, South Cotabato
1998

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Salinta Monon Alonzo Saclag
(+2009) Musician and Dancer
Textile Weaver Kalinga, Lubugan Kalinga
Tagabawa Bogobo 2000
Bansalan, Davao Del Sur
1998

Federico Caballero Uwang Ahadas

Epic Chanter Musician
Sulod0 Bukidnon Yakan
Calinog, Iloilo Lamitan, Basilan
2000 2000

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Name: Score:
Date:

Self-assessment Task: Guess Who Made It.

Direction: Identify by putting a check on the column to tell

whether a work or form of art is made by an artist or an artisan or
both.

Artwork/ Artform Artist Artisan Both

1. Architecture

2.Basket weaving

3. Cake decorating

4. Calligraphy

5. Carpentry

6. Ceramics

7.Dance

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8. Drawing

9. Embroidery

10. Filmmaking

11. Floral design

12. Glass etching

13. Interior design

14. Jewelry design

15. Knitting

16. Music

17. Needlework

18. Painting

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19. Papier- Mache

20. Photography

21. Printmaking

22. Quilting

23. Sculpture

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Name: Score:
Date:

Assignment 2: Artist Study

Direction: Research on a Life story of a Cordilleran Artist (any) and
fill in the information required on the table below.
My artist’s name is:

What are 3 interesting facts about my artist?

1.

2.

3.

How does his/her artwork make you feel?

Draw something that represents you of your artist. Explain why

you have chosen such.

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 Unit 2: The Language of Visual Art
Unit Objectives: At the end of this unit, you are expected to:
a. differentiate content from subject;

b. classify artworks according to subjects;

c. analyze how artist present their subjects in relation to the real subject;

d. characterize sources, kinds and function of art; and,

e. distinguish between directly functional and indirectly functional art.

Lesson 1: The Art Movement

Realism- when the objects are portrayed in the way they normally
appear in nature such artwork is said to be realistic. Realism doesn’t
mean exactly alike because no art is even a duplicate of nature.

Abstraction- To abstract means “to move away or separate”.

Abstract art move away from showing things as they really are. The
painter or artist paints the picture not as it really looked. The
picture in not just like life. It is not “realistic.”

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Impressionism- A painting movement of varying styles which
began in the mid- nineteenth century in France including such artists
as Monet, Renoir, Pissarro, Degas, Morisot, Cezanne 9 in his early
years).

Post- Impressionism- It is seeing the picture surface more as a flat

plane than an illusion of depth. This led toward the twentieth
century notion of painting essentially colors and forms on a flat
surface, rather than the imitation of objective reality.

Symbolism- is an art style developed in the late 19 th century and is

characterized by the incorporation of symbols and ideas, usually
spiritual or mystical in nature, which represent the inner life of
people.

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Fauvism- the main emphasis in Fauvism was on color-bright, free
use of arbitrary (independent of objective reality) color. The shapes
were also not confined to objective reality, and showed strong
exuberance of spirit.

Cubism- dealt mainly with space- the disintegration of traditional

illusionist space in art, and the beginning of pictorial space, which
again was based on the notion that a painting is not an illusion of
three dimensions, but has its own two-dimensional reality which
overrides the depiction of depth.

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Dadaism – the Dadaist movement extended to both visual art and
literature. It was an anti-movement born in the second decade of the
20th century, and affected by the disillusionment after World War I.

Surrealism- movement in visual art and literature, flourishing in

Europe between World Wars I and II. Surrealism grew principally out
of the earlier Dada movement, which before World War I produced
works of anti-art that deliberately defied reason; but

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Surrealism’s emphasis was not on negation but on positive
expression.

Expressionism- artistic style in which the artist seeks to depict not

objective reality but rather the subjective emotions and responses
that objects and events arouse within a person. The artist
accomplishes this aim through distortion, exaggeration, primitivism,
and fantasy and through the vivid, jarring, violent, or dynamic
application of formal elements.

Pop-Art- art in which commonplace objects (such as comic strips,

soup cans, road signs, and hamburgers) were used as subject
matter and were often physically incorporated into the work.

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Major Activity 1: Paint and Explain
Direction: Choose one of the art movements you will use as your
technique then paint anything that comes to your mind after that
explain why did you paint such. Use long bond paper, no margins,
use any medium.

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Lesson 2: Functions of Art
Art has remained relevant in our daily lives because most of it has
played some form of function for man. Since the dawn of civilization,
art has been the forefront of giving color to man’s existence.

Function- refers to the direct and practical usefulness of the arts.

Architecture is directly and almost entirely functional because
buildings and other structures are always built for some special
purpose.
The function of art normally falls into three categories. These
are personal, social, or physical functions. These categories can and
often overlap in any given piece of art.
The physical functions of art are most easily dealt with. Works
of art that are created to perform some service have physical
functions.
Art also has social functions when it addresses aspects of
collective life, as opposed to one person’s point of view or
experienced.
Art that depicts social conditions performs social functions.
Francisco de Goya went this route, with varying degrees of success
at enacting social change.
The personal functions of art are the most difficult to explain in
any great detail. There are many of them, and they vary from
person to person. An artist may create out of a need for self-
expression, or gratification.

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Quiz 1.1: Three Circle Venn diagram
This Venn diagram with 3 circle helps you identify shared
features of three ideas or objects. Use the Venn diagram below to
describe similarities and differences among the personal, social, and
physical functions of Art.

Personal

Social Physical

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Quiz 1.2: Form Follows Function Chart

Directions: “Form Follows Chart” is a principle associated with 20 th

century modernist architecture and industrial design which says that
the shape of the building or object should primarily relate to its
intended function or purpose (“Form follows function,” Wikipedia,
2018). Simply put, form follows function means that the form of an
object or structure is related to its function. In this activity, you will
look at the various items in your house and explain why they are
shaped the way they are.

House object/item Description of shape Reason why it is

shaped that way
(own reason)
1.

2.

3.

Reference: Solmerano, E.T., 2019, Art Appreciation, Books Atbp. Publishing Corp.
Leano, R., & Agtani, J, M., 2018, Art Appreciation for College Students, Mindshapers
Co., Inc

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Unit 3: Learning on How Art is made

Unit Objectives: At the end of this unit, you are expected to:
a. identify and describe and describe salient aspects of form, structure,
and medium;
b. create artworks using appropriate materials for the best possible output;
and,
c. applying artistic processes and skills, using a variety of media to
communicate meaning and intent in original works of art.

Lesson 1: Medium and techniques in the Art.

The term MEDIUM refers to the materials which are used by an

artist to create works of art to interpret his feelings or thoughts.
Medium denotes the means by which an artist communicates his
idea. The plural of medium is media. Many materials have been used
in creating different works of art thus, the medium is very essential
in arts. Without the medium, there is no art.

The TECHNIQUE, on the other hand, is the manner in which the

artist control the medium to achieve the desired effect. It is the
ability with which the artist fulfills the technical requirements of his
particular work of art. It has something to do with the way he
manipulates his medium to express his ideas in the artwork.

Media used in Painting, Sculpture and Architecture

In painting, media refers to both the type of paint used and

the base or ground to which it is applied. Here are some examples of
common paint media: acrylic paint, encaustic, fresco, gouache,
magna paint, oil paint, pastel, tempera and watercolor.

In sculpture, sculptors use a variety of material to create their

art. These include: hard materials, sound and light

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Assignment 3: Clutter or Calming Collage

A collage, is a work of art composed of numerous materials…

Originating from the French word “coller”, meaning “to glue”, and
the collage allows you to experiment with a wide range of materials
to achieve amazing end result.

Materials Needed
1 whole illustration board, old fashion or news magazines,
newsprint, photographs or electronic images, art papers, bond
papers, Elmer’s glue, foils, tapes, scissors, marker, ribbons, beads,
string, feathers or fabric.

Method

1. Collect the materials needed for making a paper collage.

2. Use cut-outs from magazines or newsprint.
3. Make use of different foils or tapes. Use colored masking or duct
tape.
4. Use photographs. Cutting images from old photographs can lend
your collage a retro feel.
5. Fold, cut or tear the paper into different shapes. You can use
scissors to make different shapes.

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6. Cut out a whole picture, an identifiable part, or just enough to
evoke texture, color, or feeling.
7. To make a word, cut out letters from sources which use different
fonts.
8. Figure out what you’re going to glue the collage onto your
illustration board.
9. Assemble the pieces before you glue them.
10. Be prepared to post your collage on your social media.

Self- Assessment Task: Art with Rocks: Chalk Art and Land
Art

Using a chalk is such a fun way to be creative! It has a lovely

texture, with various colors, and can be used to draw on almost any
surface.
Materials Needed:
Non-toxic chalk pastels, rocks, sandpaper, paper, pencil,
water, soap, old toothbrush.
Methods
1. Find the perfect rock. Look for smooth rounded rocks. River rocks
are best, or rocks found on the beach. Searching for just the perfect
rocks, like looking for true love, is part of the fun!
2. If you’re picking up your rocks from Mother Nature, be certain
you’re allowed to take the rocks.
3. If you picked up your rock from outdoors, you’ll want to make
sure it’s nice and clean. Wash it off with some warm water and soap
and pat it dry. You could even scrub it an old toothbrush.

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4. Some rocks have rough patches on them that will make chalking
a little more difficult. You can sand it down with sandpaper.
5. After finishing you chalk or land art, take a picture of it and be
ready to post it on your social media.

Assignment 4: Painting Medium

Objective: At the end of the activity the learner will be able to;
a. understand the importance of medium, techniques and processes
of painting,
b. create an art piece with the use of their own medium
TASK: Create a painting with any theme and medium. Use 1/4
illustration board.

Rubric
Reference: Use the rubric below to assess the output
and
Leano, R., & Agtani, J, M., presentation
2018, of the
Art Appreciation student:
for College Students, Mindshapers
Co., Inc.
40- The students has a good control of the medium and showcase
the proper
Caslib Jr., B.C.,techniques
Garing, D., &and processes.
Casual, J. A., 2018, Art Appreciation, Rex Book Store

30- The students shows developing control of the medium and

some techniques and process.
20- The students has not yet mastered medium control and had
difficulty with techniques and process.

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Quiz 2: Let’s Wrap it Up!
Direction: Answer the following questions in a brief but concise
manner.
1. What do you think is the role of the artist in the twenty- first
century society?

2. How relevant is art not only to the world, but also to the
Filipino society as a whole?

3. What form of art can you most relate to and appreciate? ( it

may be architecture, sculpture, painting, music, film, dance,
etc.) Explain why.

Rubric
Use the rubric below to assess the output and
presentation of the students:
5- The student answers the question in a clear and consistent
manner. There was no major grammatical error.
3- The student answers the question in a somewhat consistent
manner. There may be minor grammatical errors.
1- The student has difficulty in answering the question. There may
be major grammatical errors.

Reference:

Solmerano, E.T., 2019, Art Appreciation, Books Atbp. Publishing Corp.

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Leano, R., & Agtani, J, M., 2018, Art Appreciation for College Students, Mindshapers
Co., Inc.

Unit 4: Organization in the Arts

Unit Objectives: At the end of this unit, you are expected to:
a. identify the elements of Arts;
b. analyze the various elements present in visual, auditory, and combined
arts;
c. determine dominant elements used in hybrid or modified art
expressions;
d. identify the Principles of Design;
e. define and translate Principles of Design in an artwork; and,
f. create an artwork depicting the various principles of design.

Lesson 1: Elements of Arts

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Assignment 5: Coffee Painting

Coffee painting is extremely easy and enjoyable process of

expressing your creativity on paper. This type of art may be
monochromatic, which involves working with only one color, but its
potential for art is limitless.
Materials Needed
Black coffee powder, water in plastic cups. Oslo paper or
sketchpad paper, paintbrush, pencil.
Method
1. Prepare your coffee solutions. You will only need to prepare two
shades of coffee (a light shade and a dark shade).
2. Sketch the subject of your artwork on your Oslo paper or sketch
pad paper. You can draw whatever you want on your paper.
3. Paint your sketch with a light shade of coffee. Make sure that you
spread the coffee solution evenly so that your paper won’t get too
soggy.
4. Apply the dark shade of coffee.
5. After finishing your artwork, let your coffee painting dry and then
snap a picture of it and post it on your social media, don’t forget to
tag your teacher.

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Name: Score:
Date:
Self-Assessment 4
Name the Line
Direction:
1. Below are four boxes. Create a different type of line for each box.
2. in the blank in the box come up with a name for that line that
describes it.

1. 2.

3. 4.

Create a
shape
Direction:
1. In box 1 create a design with a Geometrical shape
2. In box 2 create a design with organic shape.

1. 2.

In these two boxes below draw the same picture in each box.
The first box shade the positive space and the second box shade the
negative space.

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Name: Score:
Date:
Assignment 6: Color wheel
Direction: On the space below create a color wheel. Be sure to
include the primary, secondary and intermediate colors. Use any
coloring material. (25 points)
Major Requirement 2: POSTER MAKING
Objective: At the end of the activity learners will be able to:
a. understand the connection between elements of arts and
principle of design chart.
Direction:
1. Using the elements and principles of art as guide, redesign
the poster of your favorite film.
2. The poster must clearly reflect the use of the elements and
principles of art. It is not required that all elements and
principles be represented in the poster.
3. Prepare to share your poster in our class GC. Without
revealing many clues on the film, allow your classmates to
guess the title of the film represented by your poster.

Reference:

Gayeta, M,. et. al, 2010, Art: Text and Contexts, Jimczyville Publications

Solmerano, E.T., 2019, Art Appreciation, Books Atbp. Publishing Corp

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 UNIT 5: Soul Making
Unit Objectives: At the end of this unit, you are expected to:
a. discuss the concept of “Soul- Making” ; and,
b. develop students’ potentials through soul- making.

Lesson 1: What is “Soul Making” By Michael

Bogar Soul is beyond definition
Soul- making cannot be defined. The Greek philosopher
Heraclitus said, “You could not discover the limits of soul, even if
you traveled by every path in order to do so; such in the depth of its
meaning.”
Soul making is a Metaphor
The term soul-making is a metaphor. The word ‘metaphor’ is
comprised of two Greek words – Meta – above and Phero – to carry.
So a metaphor is an image or phrase that carries a reader above
the literal sensory realm into the realm of invisible imagination.
Soul Making is Poetry Making
The word ‘making’ in ‘soul-making’ comes out of the Greek
word poieo which means ‘to be the author or maker of something’.
Our English words poet, poem and poetry come from this word.

Self – Assessment Task: Black-out- Poetry

Black out poetry is when a page of text, usually an article
from a newspaper, is completely blacked out (colored over with a
permanent marker so that it is no longer visible) except for a select
few words. When only these words are visible, a brand new story is
created from the existing text.
Materials Needed:
An old newspaper, permanent marker, a work space and
imagination.
Sample:

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Assignment 7: Family Sculpture

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Materials Needed:
Modeling clay or Plasticine ( a non- hardening clay that
comes in several colors)

Method
1. Make a clay representation of each of your family member. The
goal is not to make a realistic image of each family member, but
rather an abstraction that reflects the individual’s personality and
role of each member of your family.
2. Be ready to present and post your family sculpture in your social
media, don’t forget to tag your family and teacher.

I. DELIVERY AND LOGISTICS

 This module shall be given to students via email
(powerpoint1025@yahoo.com) or messenger.
 The topic assessment activity can be submitted either through
online (LMS or FB messenger) or through a printed output
which shall be submitted to the teacher.
II. FOLLOW-UP TOPIC/ CHAPTER ASSESSMENT ACTIVITY
 Review on all the topics or chapters discussed in the subject.
Use your modules as your review materials but it can also be
supplemented by reading any books and other references
related to the subject. You can also search on the internet for
additional information.

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REFERENCES
Leano, R., & Agtani, J, M., 2018, Art Appreciation for College
Students, Mindshapers Co., Inc.
Caslib Jr., B.C., Garing, D., & Casual, J. A., 2018, Art
Appreciation, Rex Book Store
Gayeta, M,. et. al, 2010, Art: Text and Contexts, Jimczyville
Publications
Solmerano, E.T., 2019, Art Appreciation, Books Atbp.
Publishing Corp.
Web reference
www.thevirtualinstructor.com/elementsofarts.html
www.artcyclopedia.com
www.artsy.net

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