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CHAPTER 1

THAT'S ART, SO WHAT?

INTRODUCTION:

What is Art for: Functions, Relevance, and Significance

"I'm not an artist, I don't know how to appreciate art!"

Some of you may have this dilemma in mind. However, for others, they may have a glimpse of what art
means to them because they may be skilful at some techniques; but, have you ever had this lingering
curiosity about how and where does one begin to study art? In the age of Instagram and Facebook, it is
very easy to come across a work of art which is made, remade, or reused to fit a certain purpose or
value.

You must have pressed that "like" or "love" button as you deem a graphic post so relatable. YouTube
offers lots of tutorials and techniques for painting, calligraphy, watercolor et al; lots of young artists
have been exposed to a wide range of art techniques because of them. Art and information are now
within our reach. There are so many sources available to learn from. The downside of this quick
information is that it is very scattered. We do not know which to prioritize and are unsure if we are
getting the right information.

Art Appreciation on the other hand is a discipline offered in an academic setting but probably less likely
to be consumed here in this country. However, it has one strength: its premise being in the academe. To
direct our often-ambivalent feelings toward art, let us learn and discuss it from which, I believe, is a
good starting point: you. The beginning of this chapter is about understanding the functions of art in
relation to your context, your needs, and your belongings as a person in the context of the millennial
age. The rest progresses from this starting point.

COMPETENCIES:

At the end of the chapter, the students should be able to:

* integrate the value of art in their personal life experiences through the functions presented;

* practice the art of criticism and analyzing artwork; a skill that can be applied to other areas of
thinking;

* create some works that are thought-provoking, well-thought of, and show some technical
knowledge;

* increase their vocabulary on the language of art and awareness of its platform;

* develop a good attitude toward art institutions and art issues of varying degrees; and

* apply their knowledge of art history to the changing landscape of the art scene.

Lesson 1: What is Art to Me? Understanding How Art can meet some Human Needs

Objectives:

* Understand the role of art as a tool to aid human limitations

* Relate art to yourself: to your context, experiences, and longings as a person

* Challenge one's critical thinking skills through creative ways of confronting life's problem

* Inculcate values and humanistic attitude toward art


INTRODUCTION:

Do you agree with the assumption that our generation today is called the "anxious generation"?

When you talk to those who were born during the age of "baby-boomers," most of them would
probably describe a life formed out of simple choices to make: go to school, study, work, and get
married. However, the time today pose a stark contrast to such simplicity. We have never been so
detached from the primary values of our humanity: we are distracted by illusions and "ideal lives" that
the internet age suggests.

Hence, in this lesson, you will learn and relearn the value of art in our lives. Even if you are not
an artist, hopefully you will understand that the arts are actually meant to aid some human limitations
that we have often ignored or set aside because of so many distractions in our generation today.

These are some proposed functions of art in our lives but are not supposed to limit other
presumed ideas. There is definitely more, but considering the scope and limit of our time, we will focus
on the following:

1. Beauty

2. Happiness and hope

3. Identity and understanding one self

4. Grief and healing

5. Remembering and mark-making

6. Raising awareness

7. Culture and togetherness

Inspired by the book "ART AS THERAPY" by Alain de Boton, this version of the seven functions of
art are common human experiences with which, I believe, we as Filipinos can mostly adhere to. Hence,
by taking off from these ideas, we can all relate to the role of art through our shared humanity.

Choose any of these activities which are most feasible to do for you. Afterward, answer the analysis
potion.

ACTIVITY 1:

Visit local art and culture center. It may be a pottery-making place, a local art gallery, school
exhibit, a cultural event, a museum, or a local arts and crafts store. Observe what is happening. Observe
the processes that the artist or craftsmen are involved in. If not applicable, simply reflect on your
experience of the space. Take note of the question below as you conduct your visit.

ANALYSIS:

Answer the following questions:

a. What do you see? Enumerate 5-10 things that were most notable in the place. Describe them
briefly.

b. Describe your visit: How did it awaken your senses? Did you feel relaxed, exited, curious, or
intrigued?
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c. Why is this industry of making art or other cultural materials in your place? When did they start?
Why do they do it and keep at it? (You may modify and fit these questions to your chosen
venue.)
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ACTIVITY 2:

Observe Francisco Goya’s “The Third of May 1808.” Compare and contrast the work with Juan
Luna’s “Spoliarium” (research this artwork online). Do not mind the historical context of the work
yet. Just try to observe each one. Form small groups and discuss the possible interpretations of the
paintings. Try to think of all factors involved in creating it and list down the parallelisms you can find.

ANALYSIS:

Answer these questions in a discussion and write down your answer as a group:

a. What kind of event is being portrayed in the paintings? What emotion/s are the artists trying to
evoke? For what reason?
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b. As mere, Frail human being, why do you think we have such artworks to process the emotion?
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c. How did the artist elicit the emotions of the narratives through the subject matter?
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ABSTRACTION:

The exercises offered us some of the ways that artists addressed human issues. Read the
following elaborations on each of the functions to further aid your understanding:

1. Beauty

Why do you think some people hang artworks on their wall? What is the most common answer?
The connotation of beauty is a debatable topic, but let us talk about prettiness and the aesthetic
value of art. One of the innate qualities that “pretty art” can give is that it makes our dull, lifeless
walls come to life. The contrast of having something “alive” and dynamic to look at on something
ordinary and common, let us say a pristine white wall, evokes in us an affinity towards its beauty.
Though we have different notions of beauty, still it is a common denominator when we are talking
about appreciating forms of arts. Beauty makes sense to most of us.

2. Happiness and Hope

There is something about art that mirrors the soul of those willing to confront it. In a societal
tone, artworks tend to echo the hopes and anxieties of an age. There is a wide range of
properties of art why it gives a sense of joy and hope to its audience. These are example:

a. When paintings are placed in a daunting environment such as hospitals;


b. The experience and process of creating art itself;
c. The bliss of looking at a piece of imagery evoking a happy memory: e.g., the painting of
a do;
d. Direct words from typography and graphic messages that are so relatable as if the
author has read your mind and feeling; and
e. Identifying oneself with properties of an artwork: a homage to something; works
addressing diaspora, displacement, and other social issues.
3. Identify and understanding the self
Today’s generation, being the “me” generation, is also sometimes tagged as the anxious
generation”. A lot of social issues evidently reflect this struggle for identity: gender issues,
disconnectedness brought on by social media, regionalism, and even mental health issues. How
do you think art can be a tool to address such challenges? Do you agree that we need something
outside of us and tangible enough to define what we are feeling and struggling against?
Sometimes we see ourselves in an artwork. Sometimes we see ourselves in an artwork.
Sometimes we see ourselves in the process. Art can serve as a powerful tool to help us
communicate and relay our confusion. Even psychological interventions use art as therapy to aid
in processing some sensitive experiences.
4. Grief and healing
Many of the most poignant and humanistic products of art were made after the Word
War II. Twentieth-century art mostly expressed human suffering and darkness in its themes.
Artists such as Rachel Whiteread talked about this haunting remembrance of holocaust victims
in her work “Ghost Library”. Here, she used an experiential type of artistic expression, exploring
the themes of place and memory in an architectural setting.
Throughout the years, artists have interpreted these shared human experiences in
different ways, which also help us process our grief. Some may use art as a tool to express pain
and process it in therapy. Nonetheless, it plays an important role in making grieving somehow
dignified.
5. Remembering and mark-making
How do you think has art helped us remember? How have artists shaped our landscape?
The monument of Rizal in Luneta Park is one example of a type of art that helps us remember.
Without the tangible characteristic of art, we will not be able to sustain our nationalistic values
well enough. We have picture, films, and paintings that depict heroism and nationalism. Try to
look up these artists: “Angel of the North” by British sculptor Antony Gormley and Anish
Kapoor’s “Cloud Gate” in Chicago. Gormly’s work has been considered as the largest sculpture in
the world and one of the Gateshead, England, and was commissioned to become an identifying
landmark of the region. On the other hand, Kapoor had this humongous, bean-shaped metallic
sculpture placed at the certainly builds a sense of mark and identity to that place where the
traffic of pedestrians is usually heavy.
6. Raising awareness
Have you seen large sculptural effigies (those papier-mache-made-to-be-burned protest
art) during rallies in Manila? Some art can be categorized as activist art. But not all are as loud
and garish. Some are subtle painting which might use satire. In the Philippines, many socially-
concerned artists have emerged in the age of modernism portraying politicians and the
governments system in their most hateful actions. A more subtle type of inducing awareness
can be observed in architecture such as the stained-glass windows of Gothic churches and even
their illuminated manuscripts. Such is also the case of our local churches with the large domes at
the altar part and huge stained-glass windows.
7. Culture and togetherness
Lastly, forms of art often localized so that they bring identity also to certain regions. This
is very evident here in the Philippines, which is geographical separated by thousand of islands —
very regionalized. In a way, there is a sense of redemption for the past weakness of Philippines
when the Spaniards strategized the divide and conquer method. Do you remember the national
costume of Miss Universe 2019? Here, we see how reigning queen Catriona Gray wore the
“whole Philippines,” symbolically uniting us through her Luzon-Visayas-Mindanao-inspired
national costume. Indeed, it is an attempt to represent our unity and national identity as
Filipinos. What do you think about the costume?

APPLICATION:
As an individual who has gone through a specific set of experiences, what kind of art
would you make? What do you want to share to others? What do you want to awaken in them?
Is there something you would like to remember? Or would you like your audience to just take
pleasure in the aesthetics of what you have created? Remember, there is neither right nor
wrong answer for artistic interpretation (can be made or captured e.g., photo). The goal is to
express something of relevance to you as a person (even to your artistic taste) in a visual form.
You do not have to present this to the class, it can be just a personal record.

Artwork: Paste here your simple drawing, an artwork of any medium, or a photograph that best
represents your answer to the guide questions above.

Assessment:
The students will be taking part in criticizing the functions through group discussion.
Upon analyzing the functions of art, let us now try to see how effective these are in meeting the
objectives of the lesson.

1. Were the functions presented effective? In what other way can they relate to art?
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2. Explore other artworks that also reflect the functions discussed.
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3. If you were to add to the functions, what would they be? Create new knowledge and share
it in a discussion.
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Lesson 2:
HOW DO I STUDY ART?
MAKING ART
OBJECTIVES:

 Learn how art communicates colors, symbolic quality of shape, line movement, quality of
texture, the drama of lightning, and many others
 Be able to read design principles behind some effective and thought-provoking art forms
and graphic designs
 Explore materials and techniques through firsthand experience

wheel throwing process

INTRODUCTION:

Have you ever watched something being made: a time-lapse of a building construction, a short
video on how to bake muffins, a potter spinning his wheel and pulling up clay into the shape of a vase?
There is something satisfying in seeing these processes and how things are created. One can have a clue
on the skill set, material, and methods required to get the task done.

In the same way, we can all learn to appreciate art by taking time to carefully look at the
“ingredients” that make up the different art forms.

This lesson will cover three topics: Elements and Principles, Design Psychology, and Materials
and Techniques. These are meant to help you gain first-hand experience on the creative process and
what goes on inside an artistic pursuit.

ACTIVITY:

1. Draw a tree but with different methods:


a. Draw using your non-dominant hand.

b. Draw in a square world where everything is square


c. Draw using continuous lines.
d. Color only the outside of the lines.

ANALYSIS:

In the activity, did you observe how a simple change in how you interpreted a simple object gives a
different dimension to the subject matter? What does each box, with the tree, remind you of after doing
the exercise?

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2. Examine: Research one these artists. Try to observe how they used paint in their works. Simply
focus on the techniques.
a. Jackson Pollock*
b. Rembrandt
c. Vicente Manansala
d. Ang kiukok

*optional film viewing

ANALYSIS:

How did they treat the material? How would you describe their paintings in terms of its
aesthetic appeal to you?

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ABSTRACTION: What’s in a circle? Art Elements and Principles

Elements of art are the formal or tangible aspect of art. These are termed as elements because they are
the “medium of language” of visual arts. The following are art elements:

a. Line – Lines can be expressive and have a quality of its own like: scribbles, whimsical or naïve
lines, implied lines, blurred lines (lines that are smudged, shaded or erased), aggressive lines,
and calligraphic lines.
b. Shape – three basic kinds: geometric, biomorphic, and amorphous. Shapes can also be implied
(shapes produced by the negative space).
c. Form – three-dimensional shape. Can refer to the quality or likeness of an entire mass, let us
say, the form of a woman. It employs several techniques like shading, perspective, and lighting.
d. Value – the lightness and darkness of a hue or a color. Often represented in a tonal value scale,
it has two parts: the tints (lighter tones) and the shades (darker tones). A tone is a general term
for a certain value.
e. Color – also known as hue. Scientifically, it is the light that bounces off a surface. In art we use
subtractive colors, i.e., colors that are from pigment. Addictive colors refer to a property of light.
f. Texture – can be used in paintings like impasto, stamping, and scratching in pottery, embossing
when making prints, and many others. Contemporary artists have also used the element of
texture to convey a certain emotion.
g. Light – without light, all the previous elements will not be possible. Light creates the illusion that
color, form, and texture exists. Light can be implied, natural, or artificial (as with a digital
rendition). The lightning of an artwork has very strong effect on its overall impact. An example
of strong and theatrical lighting is called chiaroscuro.
h. Space – an area where the other elements can interact. Two types: positive and negative space.
Double negative space refers to a blank space as negative space by, let us say, a field of or
pigment.

Quick Facts:

What is representational, abstract, and nonrep1resentational art?

Representational simply means it mimics what is real or what can be seen. The image is recognizable
After learning about the elements, let us now study how they interact with each other in
some of our works or designs.
There is a certain appeal to the eyes when something is repeated on the-ceiling of a
restaurant, like an undulant of wood. The well though arrangement of colors in an interior
makes it appealing to clients.
Principles of Design are long held composition techniques which have been proven and
used by both fine and graphic artists to communicate ideas and concepts effectively. There is a
variety of proposed principles but there are some:

Contrast Design principles which uses the element of


value to create depth and dimension. Light
also plays an important role in creating good
contrast.
Harmony Elements are related to each other in term of
form, color theme, etc.
Balance (Symmetrical and Asymmetrical) Aesthetic quality of a work marked by a
sensible balance between two area: right and
left; top and bottom.
Rhythm and Movement Creating a sense of direction through
repetition of elements. Movement direct the
viewer’s eye toward something.
Unity and Variety Elements should be seen as a whole in unity,
variety still gives a sense of wholeness but
the elements differ in some aspects and
provide more interest to work.
Emphasis and Subordination An area or a specific subject is given focus;
hence other parts of the picture are
subordinated.
Scale and Proportion This can be either an appropriate use of scale
and proportion or it can also be an effective
way of changing the scale to achieve a certain
visual goal. It also shows relationship
between the object and the space.
Depth and Perspective Shows three-dimensionality of a space
through the use of perspective line and
vanishing points.

APPLICATION:
What is wrong with these designs?
Consider these illustrations. Analyze why they fall short of good composition or design.

ANALYSIS:

These are some artworks that effectively used some art principles. Describe each image
and state why the use of a specific principle became effective in increasing/improving the
impact and quality of their works. See if you can also find more principles present in the work.
Compare your answer with those of your classmates. Use the space beside each image to briefly
state your answers.
Scale and Proportion

“Bukas na Lata”
Sculpture by Kat Grow

Harmony and pattern

“Kayumanggi”
Graphic design by Alyanna Villanueva

Psychology in Art
Why include this idea in the study of art-making? Relating art to how the brain
receives and interpret symbols and images can benefit one’s decision in effective composition
and visual communication. Art, in a way, is a method of psychology and in understanding how
people perceive images, create meaning and connect to those meaning together. In this topic,
we now integrate the “why” of art-making into the previous topics of elements and principles.

Gestalt Theory – this strategy tends to “sum up” an idea into one iconic imaginary. It
often plays with the negative and positive space and makes use of both. Consider the example
on the left.
This us an example of Gestalt. Since it seems to become a summary of the information
that the artist wants to present, this approach is very effective in making logos. Look up the logo
of WWF (World Wildlife Foundation). You will notice the form of the panda right away.
However, upon close examination, the image was actually formed using disconnected shapes
and lines. such is a principle of Gestalt that communicates the whole as the summation of its
parts. If you are more inclined toward math, you can understand the idea of summation here
and probably relate it to aesthetics.

Color Psychology – Colors have imbibed certain meaning. Whether it is social or a


product of association, these hues certainly appeal to our understanding of the world based on
how they are used. Here are some examples:
White: pure, Yellow: Violet: royal, Black: glamor,
optimism, luxury, quality, integrity,
pristine, clean
stability,
and neutral confidence, authenticity
efficiency,
hope, status.
friendliness
Blue: trust, Red: strength, Gray or Silver: Pink: childish,
longevity, formal, power, comfort,
neutrality,
l Blue: trust, fragrant,
reliability, cleanliness,
longevity, formal, friendly, calm,
warmth, nature, classy,
logic, calm, and innocent
heat, support, dependable,
cool, serene,

What is your favorite color? Can you find its meaning among the examples mentioned in the
previous page?
Compositional function of lines and shapes – A composition is basically how the
elements are arranged in space with the intention of artistic expression. Here are some
compositional devices used by classical artists and are still evident these days: (give sample
imagery)
a. A half circle, often used in domes for some classical painting and even modern
architecture, symbolizes femininity because of its womb-like shape. Since it has no
corners, it also resonates eternity. Socialism in art has a different connotation for
the circle, which states about people’s equality.
b. A triangle, when used in a composition suggest relationship. In Leonardo Da Vinci’s
“Madonna of the Rocks” the triangular arrangement of the figures, with the
Madonna at the apex may suggest stability and inclination toward the central figure.

“Madonna of the Rocks” by Leonardo Da Vinci

c. An implied line or line movement in a painting may intentionally lead a viewer to a


focal point of the subject matter.

“Green Wheat Fields, Auvers” by Vincent van Gogh


APPLICATION:

Create your own logo, emblem, or symbol based on the guiding principles of art and psychology.
The image can be about a particular advocacy you want to promote, a tool or gadget you envision
creating in the future, or just simply you as a future professional. What color would present your
envisioned brand? What would be the shape and what does it symbolize? How would you compress
information yet have a strong impact in your imagery? Draw and color your branding or logo in the box
provided.

Quick Facts:
What is a medium?
A medium, like in language, is the tool or the material used in realizing the expression. In visual arts, this is
the term for the materials used in specific types of technique, let us say, dry media for drawing. It can include pencil,
charcoal, or pastels. Whatercolor is an example of wet medium. Nonconventional types may include mixed media,
computer graphics, and even found objects.

ACTIVITY AND APPLICATION:

Explore Materials and Techniques by doing any of these activities. If the next procedures are not
possible (e.g., you have no knowledge of video editing), you may stick with the first procedure or
activity.

1. Cover a bottle with different materials. Discover what you can use as long as it can stick to the
bottle. Use glue if needed. For ideas, you may cover with clay, papier mache, sawdust,
transparent material, decaying material, something rubbery, etc. Create at least four variations
of the covered object. Put the bottles next to each other.
2. Photograph each bottle. Use lighting and explore backgrounds that can complement your work.
Just be experimental. Layout the photos together. How do they look?
3. Create a 10 second clip or gift with a person interacting with the bottle.
ANALYSIS:

Realize that we can actually categorize what you just did into the following suggested
categorizations:

o 2-Dimensional: photography, drawing painting, printmaking, etc.


o 3-Dimensional: found objects, casting and molding, subtractive and addictive sculpture
o Ephemeral: performance art and video art

Reflecting on how different materials and techniques can change the character and narrative of an
object you are portraying. Answer the sets of questions below.

a. What do you think is the most dominant design principle/s in the set of bottles you made?
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b. How did each covering change your perception of the bottle? Describe each bottle:
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c. If you were able to reach until the third procedure, how did another approach to art-making
(filming) change to context and the function of the bottle? What ideas were you able to come up
with as you interacted with the differently covered objects?
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ABSTRACTION:

More often than not, you might encounter a time in your life where you can envision a painting
or a sculpture that depicts an idea, an emotion, or an experience of your own. As one writer says, we all
have a work of art in our minds. However, not all of us can translate this into reality. This is where the
skill or the knowledge of techniques and materials become essential. This is why there are artists –
skilled and talented individuals who can help us address our non-verbal yet significant human
expressions. Also, we should not miss the fact that because lots of materials are now available and have
become valid forms of art, our expressions need not be limited to drawing or painting. Technique, on
the other hand, takes time and practice. Combining the two, excellent techniques applied to materials,
art expression becomes more successful.

Example of an installation art. This type of art is ephemeral considering the type of materials used,
which are wood shavings. The artwork is the author’s undergraduate thesis entitled “The Unfamiliar
Home”

ASSESSMENT:

1. How do you think these elements and principles are coherent/parallel with other art disciplines
(music, dance, etc.). do you think it makes sense that they are called elements and principles?

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2. Critique: Do you think it is necessary to study first these knowledge for a good work of art? Why
or why not? Do these terms pre-empt an artist’s experience through solid facts? Why or why
not?

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3. What can you say about the experience of creating something for artistic purposes? From the
last activity you performed, can the process help you to think of a related concept or idea? If
you were to use the products of the application part, how and in what concern or issue?
Challenge your mind to think out of the box and compose something though-provoking.
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LESSON 3
HOW DO I STUDY ART?
READING ART

Objectives:

 Learn about art history, art criticism, and art theories (methodologies)
 Relate art history to significant events that transpired in the last few decades
 Construct proper art criticism by asking appropriate and relevant questions
 Learn the different methodologies of looking at and reading art
INTRODUCTION:

The most boring topic: How did Art begin?

History may be quite a sedentary topic, often associated with memorizing events and becoming
familiar with chronological events. However, if we want to have sensible knowledge about art, it is
appropriate to just look into the lens of the past. How can we better understand the climate of art now
if we do not know how it has been influenced by artists who strove to evolve the meaning and
expression of art?

In the first lesson, we will have a quick run through of historical markers in the art scene.
Through this, we cam better understand the present and where some analogies and appropriations in
art came from. Writing about art will also be easier if we have knowledge of historical context: the
experience of art will become more holistic and more fulfilling

A detail of neoclassical relief at the National Museum old senate session hall

Weaved into this lesson is the topic of ART CRITICISM that will help and guide you in knowing what
kinds of works to select and hopefully enhance your taste in art.

Quick Facts:
An art period is a specific length of time in history with a prominent movement, trend, or creed in artistic
practice.
Art movements are sets of distinguishing styles and artistic tendencies often characterized by major trend in
techniques or approach. Usually, they are named with the suffix “-ism” at the end. It suggests a certain attitude toward
painting or any art-making.

Art History Quick Map:


This quick guide to Art History is intended to be brief and concise but should also prod you into the further
exploration of some art periods.
Prehistoric
- Cave paintings, Venus figurines which are considered portable sculptures
- Greek standard of beauty: the birth of the “Classical” Age
- Romans: the competitor of Greece; created realistic sculptures of human figure
Middle Ages
- The “death” of artistic freedom due to canonical standards of visual interpretation
- The rise of Gothic art especially in Gothic Churches
- Popular art: Stained glass window and illuminated manuscripts
Renaissance
- Revival of artistic genius
- Where the term “Renaissance Man” was derived because of man’s intellectual achievements in the arts and
science
- The time of “Master” e.g., Donatello, Da Vinci, Michaelangelo, Raphael, and Van Eyck
Baroque
- Grandiose and ornate art
- Artistic innovation: “spotlight effect” called chiaroscuro or in extreme usage, it is called tenebrism
- Artists to note: Caravaggio (Italy), Velazquez (Spain), Poussin (France), and Antonio Gaudi (designer of “Sagrada
Familia” chapel in Barcelona)
19th Century

- Emergence of “isms”
- Neoclassicism: Greek and Roman Classics revived
- Romanticism, Realism, Art Nouveau, Impressionism
- Photography comes into the scene
- Post-impressionism, early expressionism, and symbolism

20th Century Modern Art

- Art become more non-representational


- Garish colors explored in Fauvism
- Abstracted sculptures emerged
- Simplified forms in paintings by Picasso and Matisse
- Art movements: Cubism, Futurism, Constructivism, Expressionism
- Modrian’s purely geometric art

Art During the Wars

- Dadaism: the art movement that defies logic


- Surrealism: stepping into the dreamworld
- American art blossoms: Jackson Pollock became famous as “Jack the Dipper” and paved the way for American
Abstract Expressionism
- Mobile Sculptures (Alexander Calder) and Color Field (Rothko) painting also became prominent

20th Century to Contemporary

- Highly experimental and radical


- Pop art defines consumer culture; dominated mostly by works of Andy Warhol
- Minimalism: glorifying the simplest art elements
- Birth of conceptual art
- Birth of conceptual art
- Photography is further developed which paved way to art movement, Photorealism
- Neo-expressionism or new expressionism is characterized by strong subject matters
- Contemporary Art: a very diverse art scene; the rise of appropriation, photography-derived works, graphic style
of art, experimental works, multimedia and multi-modal art.

ACTIVITY:

To make this learning about art history more intentional, let us further process and assess the
information provided previously. Learn more about some of the art periods through this activity:

1. Split the class into groups of 8.


2. Assign each number member of the group with a particular art period.
3. Search books, e-books or you may refer to the pdf book (compiled in the accompanying CD of
the book) about the assigned topic. Then, collect 2-4 pictures that would best present each art
period. Do not collect more than four. Pick artworks that intrigue you and that which you will be
able to discuss to the class. The objective is for the students to become familiar with the
historical period where the artwork belongs.
4. Compile the works (in no particular order) in either of these formats:
 PowerPoint slides
 Picture booklet
5. Play a game in class. Each group will show their output and let the others guess which period it
belongs to. Give an explanation about every artwork after revealing the correct answer.

Insight: If art history is an objective study on art, art criticism will teach us how to apply critical
thinking when looking and interpreting forms of art. Hence, history directs us to more holistic critique of
art.
ART CRITICISM

Artworks are didactic in nature; therefore, they demand a response. However, oftentimes, being
confronted by artworks is quite perplexing. Meaning is sometimes inaccessible to the commonplace
person.

However, if you are a work of art, how would you like to be criticized? Do you want to be judged
or dismissed right away? Or would you rather be examined carefully first before arriving at a conclusion?

Most of us will choose the latter. It is the same with artwork analysis and art criticism. Indeed, it
is more proper to know more about an artwork before arriving at a judgement.

ACTIVITY AND ANALYSIS:

Let us say we are in a gallery. There is a particular work that strikes you. The curator comes to
you and asks you how he may help. You do not know exactly where to start with your queries. How do
you actually read an artwork? You just know that you like it. Some people have a background in
psychology or art criticism that makes them familiar with semiotics (study of signs). But what if you
have none of those?

Let us say this artwork below is what you saw.

Now, critique the work based on the following. Write your answers on the spaces provided.

1. Formal qualities: Simply enumerate the that elements that you see: the quality of lines, shapes,
colors, etc.
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2. Subject matter: What is the artist tackling about? Can you see any representational forms? If
none, what do you think is the main subject matter?
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3. Composition: Consider the arrangement of objects, people, or elements. What is most
prominent? Who or what is on the foreground, middle ground, and background?
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4. Technique: Looking at the technique and manner of painting and composition, how is it related
to the artist's objective?
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5. Content: What do you think the artwork is all about after carefully examining its parts? What
story, what message, and what argument is the artist trying to tell?
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6. Analysis: Further dig into the artist's intention in terms of the relationship of each part to the
whole. Keep asking why, and try to answer them based on visual clues. Research further if
needed, especially if there is historical connection.
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7. Your own criticism about the work: provide a coherent and convincing judgement about the
work.
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What you have just done here is an exercise in any criticism. As you can see, it takes some
careful observation before one can deduce meaning and interpretation about an artwork. This is just
suggestion on how you can critique better and apply it to almost any work of art.
ASSESSMENT:

Many of us like entertainment and social media. It is flamboyant, noisy, and easily catches our
attention. We often just take in the information and news they provide without sifting through them and
realigning what we have heard or seen with our values as a person. In the discipline of art criticism, what
did it teach you about the act of looking? Should you just accept what is placed before you? Why do you
think it is better to counter-check every judgement or thought that comes into our heads, not just in art
but also in everyday life? Write down your thoughts:

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ABSTRACTION:

Art Criticism as mentioned by James Elkins in the essay, what Happened to Art Criticism, is a
discipline of the arts that seems to be both healthy and dying. If you live in a city where there are art
galleries and museums, you will notice that these institutions produce exhibit notes and pamphlets that
give a little bit of informative and elaborative writing about the artworks on display. However, this is not
widely practiced in the academe, especially in terms of General Education. Do you think this is an
important skill to learn? Why or why not?

Methods in Reading Art:

What is a method?
Think of methods as filters that help you appreciate aspects of art in different lenses. There are
some “filters” that are more effective than others, especially when we talk about context and content.

Have you encountered philosophy as required subject to study? Philosophy has been man’s
attempt to make sense of why we do what we do. If we want to become more diverse in our approach
to learning, art methodologies is one of the means and these are mainly hinged on long-held
philosophies. Depending on what art is talking about and where it is from, we can read it in a non-biased
way through these approaches:

1. Formalism and Style


Basically, gives importance to the formal qualities (art elements, materials, and design
principles) as basis for the meaning of art. Roger Fry is a major purveyor of this thinking.
The form is the content per se and does not take history and context into account.
2. Iconography
Focuses on the subject matter primarily over form. When using this method, you will
answer questions like: who is this person the artist painted and what does it represent?
Why did the artist choose this mage and what for?
3. Contextual Approaches

From the term itself, context become an important factor in criticizing artworks here.
We can take many approaches to contexts like Marxism, Orientalism, Colonialism, Racial
Iconography, Feminism, and Gender. As you can observe, these are mainly schools of
thought and philosophical movements which place an artwork within a certain
parameter. For example, Marxism is about is about art in relation to economics. On the
other hand, Feminism is bent toward the societal context of art wherein gender
becomes a strong factor in the forces behind an artistic creation.

4. Biography and Autobiography


Considers the life and context of the artist. This approach is based on the assumption
that the artist’s life, beliefs, choices, and personality are directly connected to the works
that he or she creates.
5. Semiotics
From the Greek word “sema, “which means sign. Hence, an artwork or art form is
assumed to be composed of a set of signs that may have significant cultural and
contextual meanings beyond itself.
6. Psychoanalysis

Freud is probably a familiar name in the field of psychology and he is one of the basis of
this theory. In psychoanalysis, one is concerned about the unconscious mind in relation
to the artist, the viewer, and the cultural context it is involved in.

7. Aesthetic and Psychoanalysis

Individual notion of what is considered acceptable, beautiful, or attractive in works of


art are in part influenced by psychological factors. This approach then connects
psychology to one’s constructed philosophy of art.
ASSESSMENT:

After learning further approaches on reading art, analyze this artwork using three of the methodologies
discussed.
"The Fall of Man" by Cornelis Comelisz van Haarlem

Method 1:

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Method 2:

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Method 3:

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