CvSU Vision CvSU Mission

The premier university in Cavite State University shall provide excellent,

historic Cavite recognized for Republic of the Philippines equitable and relevant educational opportunities in
excellence
development,
in character
academics,
CAVITE STATE UNIVERSITY the arts, science and technology through quality
instruction and relevant research and development
research, innovation and CCAT Campus activities.
sustainable community Rosario, Cavite It shall produce professional, skilled and
morally upright individuals for global competitiveness.
engagement.

CHAPTER 1
WHAT IS ART
Objectives:
After the completion of the chapter, students should be able to:

• explain and understand the quiddity of art and its functions; media; subjects; elements and organizations;
and the principles of design;
• compare and differentiate the different ways in presenting the subject like realism, abstraction, and distortion;
and
• produce various visual arts by employing the different media and subjects of arts and apply the principles of
design in presenting the subjects.

INTRODUCTION
This Module explores the essence of art: its functions; media; subjects; elements and organizations;
and the principles of design. Likewise, it broadens students’ understanding on the quiddity of art, “What
makes an object, an Art?”. Moreover, the module familiarizes the students on the different ways in presenting
the subject such as realism, abstraction, and distortion.

1.1 WHAT IS ART

• Arts is derived from Latin word, Ars means skill and from Greek word, techne denotes craft.
• Art is the ultimate expression of human’s thoughts and feelings.
• Art is creativity (Avant Garde) means combining or re-ordering of existing material into new and
unique object.
• Art is a reflection of experiences (records of human history and development).
• Art is beauty (aesthetic) that gives delightful experience or aesthetic pleasure

1.2 FUNCTIONS OF ART

1. Personal Function: It is a mean (vehicle) for the artists’ expression of their feelings and thoughts.
- Art is highly subjective and depends on the artist who created the art. An art may be created for
expressing self, for entertainment or for other purposes.
2. Social Function: It seeks to influence the collective behavior. It is created to use primarily in public
situation. It describes social or collective aspect of existence.
- If an art is opposed to personal interest and for collective interest it is considered to have a social
function. Art may convey, message such as to support, to protest, contestation and other
messages an artist intends to carry at his work.
- Political Art is a very common example of an art with a social function.
- Art can depict social conditions such as photography of industrialization and poverty.
- Performance art like plays serves social functions as it rouses emotions for a common situation a
society has.
3. Physical Function: It serves as tools that lighten works. It is used in architectural design and
community planning
- These are artworks that are crafted in order to serve physical purpose such as jars, plates, and
jewelries.
- Architecture, jewelry-making, interior design all serves physical functions
Other Functions of Arts
1. Economic Function 4. Cultural Function
2. Political Function 5. Religious Function
3. Historical Function 6. Aesthetic Function

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Other functions of art may serve culture, history and religion. Music is an artwork used for different purposes
such events for culture, historical and religious gatherings. Sculpture, poems, spoken poetry, movies and
other form of arts are used for its specific functions.

1.3 SUBJECTS OF ART

1. Dream and fantasy
2. Event (Everyday life, History and Legend)
3. Nature (Animals, Plants, Mountains, Seas and Rivers, Forests)
4. Object (Things, Gadgets, Entity, Figures, Still Life)
5. Person (Portrait)
6. Scene (Landscapes, Topography, Terrain, Panorama)

1.4 CLASSIFICATION OF SUBJECT

1. Objective Art (Representational) represents description, stories, or references to identifiable
objects or symbol
2. Non-Objective Art (Non-Representational) does not represent any concrete object or symbol

1.5 WAYS OF PRESENTING THE SUBJECT

1. Realism refers to the movement or style of representing familiar things as they actually are. Subject
appears naturally and it replicates reality.

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 2. Abstraction refers to art that does not attempt to represent external reality, but seeks to achieve its
effect using shapes, forms, colors, and textures. It refers to the process of simplifying or organizing
the objects according to the demand of artistic expression

3. Distortion refers to the art of twisting, stretching, or deforming the natural shape of the object

1.6 MEDIUM OF ART: VISUAL ART

1. Acrylic is a medium in painting which uses paints.

2. Drawing refers to the initial or fundamental sketch of painting.

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3. Encaustic refers to the application of a mixture of hot bee wax, resin, and ground pigment to any
porous surface followed by heat application.

4. Engraving refers to process of decorating metal artwork with the use of burin.

5. Etching is the process of using strong acid or mordant to cut into the unprotected parts of a metal
surface to create a design in intaglio in the metal.

6. Fresco refers to the application of earth pigments mixing with water in a plaster wall.

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7. Intaglio refers to scratch, engrave, or etch into metal plate.
8. Mosaic refers to a wall or floor decoration made of small cubes or irregular cut pieces of colored stone
or glass.

9. Painting refers to the process of applying pigments (colors) on the smooth surface (paper, cloth,
canvas, wood or plaster.

10. Printmaking refers to graphic image that results from duplicating process.

11. Stained glass refers to window decoration made of irregular cut pieces of colored glass.

12. Tempera refers to the application of a mixture of egg yolk and white, and earth and mineral pigment.
13. Watercolor refers to a tempered paint made of pure ground pigment with gum Arabic.

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14. Sculpture is a three-dimensional form constructed to represent a natural or imaginary shape. It is the
art of making two- or three-dimensional representative or abstract forms, especially by carving stone
or wood or by casting metal or plaster.
- Sculpture can be produced in two process such as Subtractive process (carving in hard materials)
and Additive process (molding in soft materials)
o Carving is a subtractive process that involves the removing of unwanted portions of the
raw materials to reveal the form that the artist has visualized.
o Modeling is an additive sculptural process in which malleable material is molded into
three-dimensional form
o Fabrication is an additive process that employs the method of joining or fastening through
nailing, stapling, soldering, and welding.

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1.7 ELEMENTS AND ORGANIZATION OF VISUAL ART
1. Color gives quality to the pictorial field and has the ability to elevate sensation of pleasure (system of
tonality). It creates mood and symbolizes ideas as well as expression of personal emotion.
2. Lines are used by the artist to imitate or to represent objects and figure on the flat surface. Likewise,
line depicts the feelings and thoughts of the artist.
3. Shapes are used by the artist to represent the subjects of the art. The subject can be represented
through a natural, abstract, and non-objective shape.
4. Texture defines the tactile quality of the surface of an object. It expresses a sensuous and decorative
quality and creates a spatial depth.
5. Value depicts the tonal relationship between light and dark areas of painting.

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1.8 PRINCIPLES OF DESIGN
1. Balance is the gravitational equilibrium in visual arts which depicts the feeling of equality in weight,
attention (attraction) of the various elements.
- Symmetrical (Formal Balance) means, identical (one half of a work mirror the image of the other
half).
- Asymmetrical (Occult or Felt Balance) means no formal balance on either side of the artwork
but the subjects are place in parallel position.
2. Emphasis and Subordination reflects between the more important and less important in artworks.
It is concerned in stressing the proper importance to the parts and to whole artworks.
3. Harmony means that all parts of visual image are related and complement with each other. There is
an agreement between the parts of a composition which result in unity.
4. Proportion means the ratio of the one part to another and of the whole that can be expressed in size,
number, and position. It is the comparative harmonious relationship between two or more elements
in a composition with respect to size, color, quantity, degree, setting, etc.
5. Rhythm in visual arts means repetition or continuance flow of regular visual units. This refers to the
feeling of movement achieve through the repetition of the regular visual unit.
6. Variation means, elements and subjects of artworks contrast with or slightly different from others
which prevent monotony or uniformity.

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ACTIVITY #1:

Element, Medium, Principle, Style and Subject of Art: Artwork Critiquing

Directions: Critique the art works below and assert the following in your critiquing: 1) Subject of Art; 2) Style
or Presentation of the Subject; 3) Medium of Art; 4) Elements of Art; and 5) Principle of Design. Limit your
answer from 200 words to 300 words and see the rubric for artwork critiquing. You may use extra sheets of
paper with this activity.

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RUBRIC FOR ARTWORK CRITIQUING
Criteria Excellence Very Good Good Poor Rating
Demonstrates Demonstrates Demonstrates Demonstrates
exemplary competent satisfactory serious errors;
observation observation which shows shows major
Description (25%) and thorough and incomplete misunderstand
• Subject of art understanding understanding understanding ing
• Presentation of the subject of technical of technical or observation
• Medium application of application of of media, and
• Elements media and/or media and/or inaccurate
• Principle of design the the representation
representation representation of visual
of visual of visual elements
elements elements
Demonstrates Demonstrates Demonstrates Demonstrates
exemplary competent satisfactory serious errors
performance performance which in inference of
in promoting a in inferring an provides an artist intent
Analysis (25%)
logical artist intent or incomplete or meaning
inference of meaning inference of
an artist intent an artist intent
or meaning or meaning
Demonstrates Demonstrates Demonstrates Demonstrates
exemplary competent satisfactory serious errors
performance performance which shows in
in establishing in establishing incomplete understanding
Interpretation (25%) a personal a personal understanding and an
understanding understanding and personal undeveloped
and thoughtful and thoughtful reaction to a personal
reaction to a reaction to a work of art reaction to a
work of art work of art work of art
Demonstrates Demonstrates Demonstrate Demonstrates
exemplary competent satisfactory serious errors
performance performance which shows in
in assessing in assessing incomplete understanding
the qualities, the qualities, understanding the qualities,
Evaluation (25%) communicatio communicatio of the communicatio
n, and n, and qualities, n, and
aesthetics of a aesthetics of a communicatio aesthetics of a
work of art work of art n, and work of art
aesthetics of a
work of art
OVERALL PERFORMANCE
Grade Equivalent: Equivalence of Weighted Ratings: 4 = 100%; 3.0 to 3.9 = 91 to 99%; 2.0 – 2.9 = 80 to 89%; 1 to 1.9 = 70 to 79% Note. This rubric is adapted from the Art Criticism Rubric retrieved
from https://airacademy.asd20.org/Teachers/Jon_OLonergan/AAHS%20VIS%20ART%20DOCS/VISUAL%20ARTS%20RUBRICS/ART%20CRITICISM%20RUBRIC.pdf

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ACTIVITY #2:

My Aesthetic Ability: Basic Tracing and Coloring

Directions: Connect the dots to complete the image of Pegasus. Apply color to the image and feel free to
express your creativity. See the criteria for your guidance.

CRITERIA Points Actual Score

Creativity 15

Complementary 10

Neatness 5

TOTAL SCORE 30

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 CvSU Vision CvSU Mission
The premier university in Cavite State University shall provide excellent,
historic Cavite recognized for Republic of the Philippines equitable and relevant educational opportunities in
excellence
development,
in character
academics,
CAVITE STATE UNIVERSITY the arts, science and technology through quality
instruction and relevant research and development
research, innovation and CCAT Campus activities.
sustainable community Rosario, Cavite It shall produce professional, skilled and
morally upright individuals for global competitiveness.
engagement.

CHAPTER 2
PHILOSOPHICAL PERSPECTIVE ON ART
Objectives:
After the completion of the chapter, students should be able to:

• explore key philosophical concepts shaping art from classical to contemporary perspectives;
• develop skills to critically analyze artistic works and understand their philosophical underpinnings; and
• explore the intersection of art and society, recognizing how philosophical perspectives influence broader
cultural dynamics.

INTRODUCTION
This module delves into the philosophical foundations of art, from ancient inquiries into beauty by
Plato to modern and postmodern perspectives challenging established norms. Examining the interplay
between art and society, the course invites contemplation on the nature of reality, subjective beauty, and the
profound impact of art on collective consciousness.

2.1 PHILOSOPHICAL PERSPECTIVE ON ART

1. Art as an imitation
- In Plato’s The Republic, paints a picture of artists as imitators and art is mere imitations. In his
metaphysics or view of reality, the things in this world are only copies of the original, the eternal,
and the true entities can be found in the World of Forms.
- Art is just an imitation of imitation. A painting is just an imitation of nature, which is also an imitation
of realty in the World of Forms.
2. Art as a representation
- Aristotle, agreed with Plato, however he considered art as an aid to philosophy in revealing the
truth.
- Art represents version of reality. In Aristotelian worldview, art serves two particular purposes: art
allows for the experience of pleasure and art has an ability to be instructive and teach its audience
things about life.
3. Art as a disinterested judgment
- Emmanuel Kant, in his Critique of Judgement, considered the judgement of beauty, the
cornerstone of art, as something universal despite its subjectivity. He recognized that judgement
of beauty is subjective.
4. Art as a communication of Emotion
- According to Leo Tolstoy, art plays a huge role in communication to its audience’s emotions that
the artist previously experienced
- Art communicates emotions.

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ACTIVITY #3:

Stained Glass Artwork

Objective:
Create a stained-glass artwork using illustration board and colored plastic to explore the principles of
color, light, and composition.

Materials Needed:
• 1/8 Illustration board • Cutting mat
• Colored plastic sheets or cellophane in • Glue or adhesive tape
various hues • Pencil
• Scissors • Ruler
• Craft knife • Optional: Black marker for outlining

Directions:
1. Design Planning
• Begin by sketching your design on the illustration board using a pencil. Consider the
composition, shapes, and colors you want to incorporate into your stained-glass artwork.
You can draw inspiration from existing stained-glass patterns or create your own original
design.
2. Color Selection
• Choose the colored plastic sheets or cellophane for each section of your design.
Experiment with layering different colors to create visual interest and depth in your artwork.
3. Cutting and Assembling
• Carefully cut out the shapes from the colored plastic sheets according to your design using
scissors or a craft knife on a cutting mat. Take your time to ensure clean and precise cuts.
• Arrange the cut-out pieces on the illustration board, overlapping them if necessary to
achieve the desired effect. Secure the pieces in place using glue or adhesive tape.
4. Optional outlining
• If desired, use a black marker to outline the edges of the colored plastic pieces to mimic
the lead lines commonly found in traditional stained glass. This step can enhance the
definition and clarity of your design.
5. Finishing Touches
• Once the adhesive has dried, review your artwork and make any final adjustments as
needed. Trim any excess plastic or illustration board to achieve a clean and polished finish.
6. Reflection and Presentation
• Reflect on your creative process and the challenges and successes you experienced while
making your stained-glass artwork. Prepare to present your artwork to the class,
discussing your inspiration, techniques, and artistic choices.
Rubric
CRITERIA Points Actual Score

Design and Composition 10

Execution 10

Use of Color 10

Craftsmanship 10

Presentation 10

Total Score 50

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Activity #4:

Philosophy in Pop Culture Activity

Directions:
1. Artifact selection
• Choose a popular culture artifact (e.g., music video, album cover, advertisement) that
resonates with you philosophically.
• Ensure the artifact has enough depth to explore various philosophical themes.
2. Analysis
• Write a brief analysis (approximately 500 words) discussing the philosophical themes present
in the chosen artifact.
• Identify specific philosophical concepts, theories, or ideas that you believe are conveyed or
challenged by the artifact.
• Consider the visual and auditory elements, symbolism, and overall narrative in your analysis.
3. Connection to Course Material
• Relate the identified themes to concepts discussed in the course. How do the philosophical
ideas in the artifact align with or challenge the traditional theories and perspectives studied in
class?
4. Presentation
• Prepare a short presentation (5-7 minutes) to share your analysis with the class
• Use visual aids or multimedia elements to enhance your presentation, providing a visual
representation of the artifact and its connection to philosophy.

RUBRIC FOR PHILOSOPHY IN POP CULTURE

Needs Inadequate
Criteria Excellent (5) Very Good (4) Good (3) Improvement (0) Rating
(1-2)
Thoughtfully Relevant to Somewhat Artifact choice No artifact
chosen with a the connected to lacks clear ties selected.
clear assignment philosophy, to
Artifact Selection connection to with but lacking philosophical
philosophical identifiable depth or concepts.
themes. philosophical relevance.
aspects.
In-depth Thorough Adequate Superficial No analysis
analysis, analysis, analysis, analysis with provided.
demonstrating showcasing a covering some limited
a nuanced solid philosophical exploration of
Analysis
understanding comprehensio aspects but philosophical
of n of lacking depth. themes.
philosophical philosophical
themes. concepts.
Strong Clear ties to Some Weak or No connection
connection course connection to unclear to course
between the material, course connection to material.
artifact's demonstrating material, but concepts
Connection to course
themes and an may lack covered in the
materials
concepts understanding clarity or course.
discussed in of relevant depth.
class. philosophical
theories.
Engaging and Presentation is Adequate Presentation No
well-prepared clear and presentation lacks presentation
presentation, organized, with room for engagement, provided.
Presentation effectively enhancing the improvement coherence, or
conveying the understanding in clarity or structure.
analysis. of the organization.
analysis.

OVERALL PERFORMANCE

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 CvSU Vision CvSU Mission
The premier university in Cavite State University shall provide excellent,
historic Cavite recognized for Republic of the Philippines equitable and relevant educational opportunities in
excellence
development,
in character
academics,
CAVITE STATE UNIVERSITY the arts, science and technology through quality
instruction and relevant research and development
research, innovation and CCAT Campus activities.
sustainable community Rosario, Cavite It shall produce professional, skilled and
morally upright individuals for global competitiveness.
engagement.

CHAPTER 3
PART 1: ART HISTORY AND DEVELOPMENT
Objectives:
After the completion of the chapter, students should be able to:

• understand and identify the underlying history, philosophy, psychology, and cultural impact of the different art
movements;
• understand the various art movements by classifying their distinct characteristics such as subject of art, style,
elements, medium, design, historical background, influential persons, socio-political issues, and prevalent
artists;
• create a timeline about the history of art and the art movements; and
• cite the significant characteristics of artworks based on the history or art movements.

INTRODUCTION
This module embarks on an illuminating journey through art history, beginning with the enigmatic
expressions of prehistoric art, where cave paintings and sculptures offer glimpses into ancient societies'
spiritual beliefs and daily life. From there, we delve into the refined aesthetics of ancient Greek art, celebrated
for its idealized forms and mythological narratives, and the grandeur of Roman art, characterized by
monumental architecture and intricate mosaics. Transitioning to the medieval period, we encounter the
transcendent beauty of illuminated manuscripts and the awe-inspiring architecture of cathedrals, embodying
the spiritual fervor of the era. The Renaissance marks a pivotal moment of rebirth and innovation, with
masterful works by artists like Leonardo da Vinci, Michelangelo, and Raphael exemplifying humanism,
perspective, and classical revival. Through each epoch, art serves as a mirror of society, reflecting its beliefs,
values, and aspirations across time.

3.1 PREHISTORIC ARTS

- The geographical conditions and the limitation of resources contribute on the civilization and
advancement of the ancient’s culture. The limitation of resources compels the ancient people to
migrate from one place to other places to search for food for their survival. Ancient people are
nomads, no permanent abode who travel from place to place to find abundant vegetation and for
successful hunting.
- The ancient people find their habitation on the river banks: the Mesopotamians on the banks of
Tigris and Euphrates River; the Egyptians on the bank of Nile River; the Chinese on the bank of
Yangtze River; and the Indians on the banks of Indus and Ganges River. Civilization in the ancient
time is historically rooted on the banks of rivers. This river civilizations gives birth to the Ancient
Arts.
- Ancient Arts are associated with religious functions (sculpture of Horus, Ra, and Osiris) and
evident on the building of palaces and temples. The ancient Egyptian arts originate from the
building of tombs (pyramids and mastaba) and preserving the remain of dead (mummification).
- The ancient arts of Mesopotamia are reflected on their civilization in the river banks. As early as
8000 B.C., they craft figurines and potteries.
- Chinese ancient art begins as early as 4500-3000 B.C. The oldest known depiction of dragon was
found in the jade figurine of the Hongshan culture and the most famous 8,000 terracotta army
buried as guard to Emperor Shi Huangti on 206 B.C. was discovered in 1974 in Lintong District,
Xi’an.
- The earliest evident of the India ancient art reflected on the Rock Shelter of Bhimbetka existed in
9000 B.C. The Indus Valley Civilization (3300 B.C.-1700 B.C.) is likewise considered as the
foundation of Indian ancient art which depicts the early form of Indus script during the early
Harapan phase.

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- Western ancient art is attached to the belief and way of life of the primitive people. The early
primitive people paint animals on the wall of cave to have a successful hunting. Their sculptures
are associated with magical belief and usually small animal statues are their first subject.
- Sculptures like the fertility statues are some of the sculptures during the ancient Western period
and these sculptures are made because of the belief that these statues bring many offspring
(survival of human species) The gravestones are the first architectural design and they learned
architecture when they discover burying their death. These gravestones like the Menhirs,
Dolmens, and the Cromlech are considered as the first architectural design.

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3.2 ANCIENT GREEK ARTS
- Archaic Period: Arts were influenced by the earlier civilization of Mesopotamia and Egypt like the
use of geometric art in pottery. This period stresses the nude sculpture such as the kouros (nude
male figure of athlete) and the kore (fully clad female figure).
- Classical period: This period is considered as the remarkable civilization of ancient Greek, the
“Golden age of Athens” (time of the great philosophers like Socrates, Plato, and Aristotle who
exhibit intellectual order or philosophical). In this period, arts achieve the aesthetic ideals
(emphasize forms and follow the principles of design) and sculpture evolve from the frontal and
rigid of kouros (plural, kouroi). Prevalent artists in period are Phidias, Polykleitos, Myron, and
Praxiteles (in sculpture); Ictinus, and Callicrates (in architecture); and Aeschylus, Sophocles and
Euripides (in open-air theater).
- Hellenistic period: This is the end of the golden age of Athens, the time of Alexander the Great
(338 BC) who conquered the Greek cities. Sculptures in this period are influenced by the Oriental
and the political instability which brings new set of aesthetic ideals particularly in paintings and
sculptures. Zeuxis, Parrhasius, and Apollodorous are the prevalent naturalistic painters and
Lysippos is considered as the renowned sculptor in this period.

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3.3 ROMAN ARTS
- The Roman Visual Arts such as
sculptures and architectures
imitated the Greek forms and
techniques. Similarly, the auditory
arts of the Roman were patterned
on Greek literature. However, in
visual arts the Romans developed
new artistic subjects like Still Life,
Landscape, and Architectural
motifs.
- Still life is a work of art depicting
mostly inanimate subject matter,
typically commonplace objects
which may be either natural or
man-made
- Landscape comprises the visible
features of an area of land,
including the physical elements of
landforms such as mountains,
hills, water bodies, living elements
of land cover including indigenous
vegetation, human elements
including different forms of land
use, buildings and structures, and
transitory elements such as
lighting and weather conditions

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3.4 MEDIEVAL ARTS
- Medieval Arts were classified
into Early Christian Arts;
Byzantine Arts; Romanesque
Arts; and Gothic Arts.
- Early Christian Arts were
produced by Christians or under
Christian patronage. Arts were
influenced by the early Christian
symbols like cross, fish, lamb,
Alpha, Omega, wreath, grapes,
doves, and peacocks. Arts
introduced a new sense of values
which emphasized spiritual and
the life after death.
- Byzantine Arts referred to the
terms commonly used to describe
the artistic products of the
Byzantine Empire from about 5th
century until the fall of
Constantinople in 1453.
Byzantine Arts were merged with
Classical and Asian artistic
tradition which underscored the
clarity of line and sharpness of
outline. Byzantine arts were
known for using icons like
Crucifixion, and Mary (Mother of God), Our Lady of Perpetual Help
- Romanesque Arts referred to the arts of Europe from approximately 1000 AD to the rise of the
Gothic style in the 13th century. Romanesque architectural styles prevailed in Europe around 900-
1200 and it spread its fullest development in central and northern France. Romanesque period
underscored the crafts like metal work, geometric design, and stylized animal from.
- Gothic Arts developed out of the Romanesque arts in mid 12th century. It emphasized religion
as the subject of arts and it was renowned for the use of stained glass (mosaic stained glass).
Sculpture, panel painting, stained glass, fresco and illuminated manuscripts were the primary
media in Gothic period

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3.5 RENAISSANCE ARTS
- Renaissance Arts underscored the
dominance of man (homocentric),
“Man as the measure of all things”. Arts
centered on person’s thoughts,
feelings and imaginations. Its artistic
standards derived from the ideals of
classicism. The subjects of art in this
period remained religious by nature
and the ideal man, “jack-of-all-trade”
was the center of attraction. The
prevalent artists in this period were the
like of Leonardo da Vinci,
Michelangelo Buonarroti, Filippo
Brunelleschi, Giotto di Bondone,
Lorenzo Ghiberti, Donato di Niccolo
(Donatello), Alessandro di Vanni
(Sandro Botticelli), Leon Battista
Alberti, Fra Filippo Lippi, and Albrecht
Durer.

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Renowned Renaissance Artists
1. Filippo Brunelleschi
• Born in1377 – April 15, 1446
• One of the foremost architects and engineers
of the Italian Renaissance
• Most famous for his studies of linear
perspective and engineering the dome of the
Florence Cathedral
• His principal surviving works are to be found in
Florence, Italy

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2. Giotto di Bondone
• Born in 1266 – January 8, 1337
• better known simply as Giotto
• An Italian painter and architect from Florence in the
late Middle Ages
• He is generally considered the first in a line of great
artists who contributed to the Italian Renaissance
• “The most sovereign master of painting in his time”
• Giotto's masterwork is the decoration of the
Scrovegni Chapel in Padua
• Giotto died in January 1337 and buried in Santa
Maria del Fiore, the Cathedral of Florence

3. Lorenzo Ghiberti
• Born in 1378 – 1 December 1455
• an Italian artist of the early
Renaissance best known for
works in sculpture and
metalworking
• won the 1401 competition for the
first set of bronze doors for the
Baptistery of the cathedral in
Florence (depict scenes from the
New Testament)
• set up a large workshop in which
many artists trained, including
Donatello,Masolino, Michelozzo,
Uccello, and Antonio Pollaiuolo

4. Donato di Niccolo di Betto Bardi

• Born - circa 1386 – December 13,
1466
• known as Donatello
• an early Renaissance Italian
artist and sculptor from Florence
• known for his work in bas-relief, a
form of shallow relief sculpture

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Activity #5:

ANALOGY: Looking for the ODD one

Directions:

The set of terms below are derived from the topic, Art History and Development. For each set of
terms, find the ODD ONE (underline your choice) and explain why you choose that term. For this activity, you
will gain 7 points for every correct answer (2 points for correct choice and 5 points for the correct explanation)

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Activity #6:

The Three David Sculptures: Deepening My Art Critiquing

Directions:

Critique the sculpture below based on the following criteria such as Description; Analysis;
Interpretation; and evaluation (see the rubric for your guidance). Limit your answer from 100 words to 200
words and use extra sheets of paper for this activity.

Description

Analysis

Interpretation

Evaluation

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 CvSU Vision CvSU Mission
The premier university in Cavite State University shall provide excellent,
historic Cavite recognized for Republic of the Philippines equitable and relevant educational opportunities in
excellence
development,
in character
academics,
CAVITE STATE UNIVERSITY the arts, science and technology through quality
instruction and relevant research and development
research, innovation and CCAT Campus activities.
sustainable community Rosario, Cavite It shall produce professional, skilled and
morally upright individuals for global competitiveness.
engagement.

CHAPTER 4
PART 2: ART HISTORY AND DEVELOPMENT
Objectives:
After the completion of the chapter, students should be able to:

• understand and identify the underlying history, philosophy, psychology, and cultural impact of the different art
movements;
• understand the various art movements by classifying their distinct characteristics such as subject of art, style,
elements, medium, design, historical background, influential persons, socio-political issues, and prevalent
artists;
• create a timeline about the history of art and the art movements; and
• cite the significant characteristics of artworks based on the history or art movements.

INTRODUCTION
This module offers a captivating exploration of art history, tracing the evolution of human creativity
through the centuries. From the deliberate departure of Mannerism to the grandeur of Baroque and the
emotional intensity of Romanticism in the early modern period, art reflects the cultural, social, and
philosophical currents of its time. As we transition into the modern era, pioneers like Picasso and Duchamp
redefine artistic conventions, while contemporary artists such as Warhol and Kusama challenge boundaries
and confront pressing societal issues. Throughout this dynamic continuum, art continues to captivate, inspire,
and provoke, serving as a testament to the enduring power of human imagination and expression.

4.1 MANNERISM ARTS

- Mannerism Arts refers to
the period of European arts
that emerged from the later
years of the Italian High
Renaissance around 1520
and lasted until about 1580
specifically in Italy. This 16th
century period of arts were
characterized by unusual
effects of scale, lighting,
perspective, and the use of
bright, often lurid colors.
Andrea del Sarto, Jacopo da
Pontormo, and Rosso
Fiorentino were
acknowledge as the Early
Florencian Mannerists and
Michelangelo Buonarotti was
one of the great creative
exponents of Mannerism.

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4.2 BAROQUE ARTS
- Baroque Arts refers to the period of European arts of the 17th and 18th centuries that follows
mannerism and it is distinct with ornate detail. Gian Lorenzo Bernini and Versailles are the leading
figure and renowned architects in the emergence of Roman Baroque architecture. Michelangelo
Caravaggio and Sir Peter Paul Rubens are considered important baroque artists.

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4.3 ROMANTICISM ARTS
- Romanticism Arts was an art movement originated in the late 18th century that emphasized
inspiration, subjectivity, and the primacy of individual. It was a reaction against the order and
restraint of classicism and neoclassicism, and a rejection of the rationalism. Romanticism
incorporates the struggles for freedom and equality and the promotion of justice as spurred by the
idealism of French Revolution. Likewise, it embraced individuality and subjectivity to counteract
the excessive insistence on logical thought. Henry Fuseli, Francisco Goya, Caspar David
Friedrich, JMW Turner, John Constable, Theodore Gericault, and Eugene Delacroix were among
the greatest Romantic painters.

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4.4 MODERN AND CONTEMPORARY ARTS

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4.4.1 MODERN ARTS
1. Impressionism. - a style or movement in painting originating in France in the 1860s, characterized
by a concern with depicting the visual impression of the moment, especially in term of the shifting
effect of light and color.
• Impressionism (Impressionist painters) – repudiated both the precise academic style and the
emotional concerns of Romanticism, and their interest in objective representation, especially of
landscape.
• Pivotal figure: Edourd Manet (from realism to impressionism)
• Chief exponents: Claude Monet; Pierre-Auguste Renoir; Camille Pissarro; Paul Cezanne; Edgar
Degas, and Alfred Sisley

Olympia (1865) by Edouard Manet. Olympia

is one the most controversial works of Manet
which depicts a nude woman serving by her
servant which seem unacceptable or not
decent in the perception of the critics. The
woman in painting is Manet’s wife, Victorine
Meurent. Manet’s works are mostly exhibited
in the Salon de Refuses. Retrieved from
https://www.manet.org/the-spanish-singer.jsp

2. Pointillism - a technique of neo-impressionist painting using tiny dots of various pure colors, which
become blended in the viewer’s eye
• Pointillism – was developed by George Seurat with the aim of producing a greater degree of
luminosity and brilliance of color
3. Expressionism – a style of painting, music, or drama in which the artist or writer seeks to express
emotional experience rather impressions of the external world.
• Expressionism – characteristically rejects traditional ideas of beauty or harmony, use of
distortion, exaggeration, and other non-naturalistic devices in order to emphasize and express
the inner world of emotion.
• Expressionism – emphasized and insisted on the primacy of the artist’s feelings and mood,
which often incorporating violence and grotesque (shocking)
• El Greco and Grunewald’s paintings exemplify the earliest expressionism

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 • It was first used in the late 19th to 20th century in Europe and specifically in Germany (German
movement led by Van Gogh, Eduard Munch, and James Ensor)
4. Fauvism - from French fauvisme (fauve) refers to a wild beast.
• Fauvism – as a term or name was originated from the remark of the French art critic, Louis
Vauxcelles at the Salon of 1905
• Fauvism – a style of painting with vivid expressionistic and non-naturalistic use of color that
flourished in Paris from 1905
• Henri Emile Benoit Matisse was known as the leading proponent of fauvism
5. Cubism – an early 20th century style and movement in the field of visual arts, especially in painting.
• Cubism emphasizes the use of simple
geometric shapes, interlocking planes,
and later, collage.
• Cubism is a reaction against the
traditional modes of representation and
impressionist concerns with light and color
• Cubism was inspired by the later work of
Paul Cezanne and by the African
sculpture – Cubism was first named by
the French critic, Loius Vaucelles (1908)
• Cubism was popularized by Pablo
Picasso and George Braque (synthetic
cubism and illusory)

6. Futurism - an artistic movement begun in Italy in 1909 that violently rejected traditional forms which
emphasized and incorporated into art like energy and the dynamism of modern technology.
• Futurism (1909) - launched by Filippo Marinetti (Italian poet and playwright who exalted
technology; glorified war; and demanded revolution in the arts).
• Ended in in 1918 but became widely influential, particularly in Russia on figures like Kazimir
Severinovich Malevich and Vladimir Vladimirovich Mayakovsky
7. Dadaism - an early 20th century international movement in art, literature, music, and film, repudiating
and mocking artistic and social conventions and emphasizing the illogical and absurd and favored
montage, collage, and the ready-made
• Dadaism – from French Dada, literally means hobbyhorse (rocking horse) and was launched in
Zurich in 1916 by Tristan Tzara (French poet and one of the founders of the Dada movement) and
others which soon merged with similar group in New York
• Leading figures: Jean Arp; Andre Breton; Max Ernst; Man Ray; and Marcel Duchamp

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 8. Surrealism - a 20th century avant-garde movement in art and literature that sought to release the
creative potential of the unconscious mind (like the irrational juxtaposition of images)
• Surrealism grows out of symbolism and dadaism, and was strongly influenced by Sigmund Freud
• It was launched in 1924 by a manifesto of Andre Breton and having a strong political content
• Notable proponents: Andre Masson, Jean Arp; Joan Miro; Max Ernst; Man Ray; Rene Magritte;
Salvador Dali; and Luis Bunuel.
4.4.2 CONTEMPORARY ARTS
1. Pop Art - is both modernist and contemporary art which is based on modern popular culture and mass
media, especially as a critic or ironic comment on traditional fine arts values.
• It started out by depicting a more up-to-date reality, using images of film-stars and other
celebrities, as well as mass-made consumer goods. But this was rapidly eclipsed by an increasing
post-modern focus on impact and style
• Andy Warhol (Andrew Warhola) – painter, graphic artist, and filmmaker. A major exponent of pop
art, he achieved fame for a series of silkscreen prints and acrylic paintings of familiar objects (such
as Campbell's soup cans) and famous people (such as Marilyn Monroe), that are treated with
objectivity and precision
2. Word Art - is brand new form of painting or sculpture which used text-based imagery.
• It associated with artist like: Robert Indiana; Jasper Johns; On Kawara; Barbara Kruger; and
Christopher Wool
• Jasper Johns – a US painter, sculptor, and printmaker. A key figure in the development of pop art
who depicted commonplace and universally recognized images. (Flags; Number series; and
Target).
3. Conceptual Art - is postmodernist art movement founded on the principle that art is a concept rather
than a material object (Dada arts/ Marcel Duchamp).
• Art in which the idea presented by the artist is considered more important than the finished product
(essential component)
• Important exponents: Sol LeWitt; Joseph Beuys; Felix Gonzales-Torres; Eva Hesse; Jenny
Holzer; Joseph Kosuth; Barbara Kruger; Jean Tinguely; and Lawrence Weiner
• Joseph Beuys – German artist, one of the most influential figures of the avant-garde movement
in Europe in the 1970’s and 1980’s. his works consisted of assemblages of various articles of
rubbish
4. Performance art - emerges from
America and Europe, an experimental
art form inspired by conceptual art as
well as dada, futurism, the Bauhaus,
and Black Mountain College (America
• It is an art form that combines
visual art with dramatic
performance. It includes events
and happenings by visual artist,
poets, musicians, film makers,
video artist, and others
• This art is associated with the
genre of: Alla Kaprow (pioneer);
Yves Klein; Joseph Beuys and
Nam June Paik

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Activity #7:
WORD HUNTS: Mannerism, Baroque, Romanticism and Modern Arts

Directions:

Identify the artist and their artworks on the sea of letters. Use the HINTS below as guide in
determining the artists and the artworks. Shade your answers on the sea of letter using highlighter and write
your answer on space before the number.

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Activity #8:
KWL Method: My Impression to Contemporary Art

Directions:

Using the KWL method, discuss your impression about the contemporary arts. Limit your
discussion at least in 100 words. See the rubric for your guidance.

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Activity #9:

Creative Expressions: Making Modern Art with Oslo Paper

Directions:

1. Students must provide their own materials for creating modernist artworks, such as Oslo paper,
watercolor paints, markers, pastels, or any other coloring materials they prefer.
2. Begin with a brief overview of modernist art movements, highlighting key features and artists for
inspiration.
3. Explore chosen materials, experimenting with different techniques and styles inspired by modernist
art.
4. Spark creativity, such as exploring geometric shapes in Cubism or expressing emotions through color
in Abstract Expressionism.
5. Students must complete their modernist masterpieces, emphasizing the importance of personal
expression and artistic freedom.
6. After finishing their artworks, invite students to share their creations with the group, discussing their
inspirations and artistic choices.
7. Facilitate a group discussion on the similarities and differences between the participants' artworks,
exploring how each piece reflects elements of modernist aesthetics.

Rubric
Criteria Description Score
Creativity (30 points) Demonstrated originality and creativity in the interpretation of
modernist art styles.
Technique (25 points) Utilized chosen materials effectively to achieve desired effects
and textures.
Expression (20 points) Communicated emotions or ideas through the artwork, capturing
the essence of modernist themes.
Presentation (15 points) Presented the artwork with clarity and confidence, articulating
inspirations and artistic decisions.
Engagement (10 points) Actively participated in the activity, demonstrating enthusiasm
and curiosity.
TOTAL

Paste your printed selfie while doing your artwork here

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 CvSU Vision CvSU Mission
The premier university in Cavite State University shall provide excellent,
historic Cavite recognized for Republic of the Philippines equitable and relevant educational opportunities in
excellence
development,
in character
academics,
CAVITE STATE UNIVERSITY the arts, science and technology through quality
instruction and relevant research and development
research, innovation and CCAT Campus activities.
sustainable community Rosario, Cavite It shall produce professional, skilled and
morally upright individuals for global competitiveness.
engagement.

CHAPTER 5
PHILIPPINE ARTS AND THE ASIAN ARTS
Objectives:
After the completion of the chapter, students should be able to:

• critique the arts in the Philippines particularly the Indigenous, Christian, and Muslim arts;
• compare the Philippine arts with the Western and European arts; and
• critique the arts of the Chinese and Japanese.

INTRODUCTION
This module offers a captivating exploration of Philippine Arts within the broader context of Asian arts.
Delve into the intricate tapestry of cultural expressions, spanning traditional practices, colonial legacies, and
contemporary innovations. From indigenous art forms to dynamic cross-cultural influences, this journey
illuminates the rich diversity and interconnectedness of artistic traditions in the Philippines and across Asia,
inviting learners to engage with the complexities of cultural identity and creative expression.

5.1 PHILIPPINE ARTS: INDIGENOUS, MUSLIMS, AND CHRISTIAN ARTS

A. Indigenous Philippine Arts
1. Manunggul Jar is one of the known indigenous arts in the Palawan.
It is likewise considered as one of the national treasures of the
Philippines. This 2800 years old jar was founded by Dr. Robert B.
Fox and Miguel Santiago in 1962.
- This Tapayan (jar) is a secondary burial jar found in Tabon cave,
one of the Manunggul caves in Palawan. It is used by ancient people
of Palawan in burying their deaths around 890-710 B.C. It features
a vessel carrying two human figures in sitting position with one
behind steering the boat and the other waiting to reach the afterlife.
-
2. The Bulul or bul-ul is a carved Anito figure of the Ifugao who
represents their ancestral spirit and granary god. It is carved
wooden figure from narra tree and it used to guard the rice crop
from rats, thieves, and spoilage by the Ifugao people of the
northern province.
- According to Ocampo (2016), the bulul was created by a deity
known as Humidhid who lives in Daiya.
- “Humidhid was disturbed by the crying of a narra tree that wanted
to be carved into bulul. He cut the tree and made several bulul
that he brought into his house. When these bulul became too
demanding of food and wine, he threw them into the river where
they floated downstream to Lagud and were forgotten. Many
years later, Humidhid’s daughter, Bugan, followed her lime
container that fell into the river and reached Lagud where it was
returned to her by a bulul. They fell in love, got married and had
children. One of the children of Bugan and the bulul went
upstream to visit Humidhid, who realized that the bulul had
become human (or rather half-human). He advised his
grandchildren to carve bulul whenever they travelled to earth for
protection. So it came to be that one of Humidhid’s grandchildren
carved bulul out of a narra tree, and it later demanded too much

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 food and drink. Humidhid appeared to his grandchild in a vision and advised that the bulul be
given a separate house. Thus were bulul placed in granaries” (Ocampo, 2016).

3. The Hagabi is a kind of wooden bench of the Ifugao

that symbolizes a social status.
- The Hagabi is usually owned by the Kadanagyan
(people who belong to higher class in the society)
- The bench (hagabi) serves as symbol of power,
prestige, wealth, and social status among the tribes of
the Ifugaos.

4. The Sarimanok is the legendary bird that has become an ubiquitous symbol of Maranao art. It is
depicted as a fowl with colorful wings and feathered tail, holding a fish on its beak or talons. The
head is profusely decorated with scroll, leaf, and spiral motifs. It is said to be a symbol of good
fortune.
- The figure represents a fowl wings, feathered tail, and a head decorated with ornaments of
scrolled and painted motif of leaves, spirals, and feather like forms. It usually stands on a fish and
another one hangs from its beak. This wooden figure, usually perched atop a bamboo pole, stands
among decorative flags during weddings and other festive occasion.

5. The Torogan is the traditional house of the

Maranao royalties. It is known shelter of the
sultan who lives with his wives, children and
servant. The house is likewise used for
community gatherings and affairs. It is also
known as the house of power.
- In Maranao, there are three types of traditional
shelters which are the Torogan (home
reserved for nobilities), Mala-a-walay (the big
house), picture at the center, and the Lawig
(the small house).
- The Torogans are elevated from the ground
using tukod or hard tree trunks of huge girth.
At the center is the tapuwilin post surrounded
by twenty-five others at the base. Each
support stands on careful assemblage of huge
stones half-buried on the ground which
likewise serve as shock absorbers making the house sturdy in times of earthquake or strong
winds.
- Under the wooden beams, a multi-purpose
ground space is allotted, called it dorung. The
second floor is considered as the main house
and it is called the poro, an open space
partitioned only with cloths and chests.
- Torogan’s walls are made of gisuk and tartek
(wall studs) which hold the walling planks
(dingending). The carved center beam inside
the house called the tinal-a-walay which
support the main post of the roof.
- The paitaw (door) and rowasan (sliding
windows) are carved with okir designs (right
side picture). For ceilings, they used appliqued
cloths, and the atup (roofs) are made of cogon
which is supported by the rampatan (beams)
and adorned by a diogal on the top.
- The most distinct part of the torogan is known
as panolong (carved end-beams with serpent
design (niyaga) which fill the front while the
sides use the pako okir (fern patterns).

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 6. The Tingguians’ bamboo crafts and the art dyeing are some of the prides of Abra. The Tingguians,
also called Isneg are the indigenous highland people of Abra who are known for their bamboo
crafts and natural dye makers. The various bamboo crafts of Abra lead to position itself to be the
Bamboo Capital of the Philippines.
- Claiming as the Bamboo Capital of the Philippines, Abra celebrates its annual Abrenian Kawayan
Festival on the 6th to 9th day of March.

B. Christian Arts in the Philippines

• The early Christian arts or religious arts in the Philippines are found on the old churches built by
the Spaniards from the 17th to 19th centuries. These religious images are carved wooden saints
(santos) made by the unknown artists.
• The retablo (altar piece) is one of the religious arts found on the different churches in the Philippines
which reflect the intricacies and detailed designs during the baroque period.

¨
• Among the identified Baroque Churches in the Philippines are the following: Santo Tomas de
Villanueva in Miag-ao, Iloilo; San Agustin Church in Paoay, Ilocos Norte; San Agustin Church in
Intramuros, Manila; Nuestra Senora de la Asuncion in Santa Maria, Ilocos Sur; Nuetra Senora de
Gracia Church in Guadalupe Viejo, Makati; Our Lady of Remedies Parish Church in Malate, Manila;
Parish Church of San Ildefonso in Tanay, Rizal; and Parish Church of Santiago apostol in Betis,
Pampanga (see pictures below).

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 C. Muslim Arts in the Philippines
• The Muslim or Islamic art in the Philippines is characterized by design of flowers, plant forms, and
geometric designs. It is used in calligraphy, architectural painting, clothing, and other forms of fine
arts. In the 13th century, Traders and Missionaries introduce the religion Islam in the Philippines
and the Islamic art integrates with the ethnic culture which paves the way the Filipino Muslim arts.
Islamic arts are predominantly found in Muslim ethnic groups where every group offers their own
distinct flavor of Islamic art. This distinct arts are commonly seen in their homes, clothing and
places of worship of Filipino Muslims (Santos, 2011).
• Islamic architectures are seen from the different Mosques (picture on the right side) found in the
Philippines. These Mosques have a common features that are similar with its Southeast Asian
neighbor. The early Mosques are made of light materials such as wood, bamboo, and cogon grass
but these materials did not last long. Hence, today’s mosques are now structurally patterned after
the design of its Middle eastern counterparts. The traditional art form known as Okkir is the only
distinct characteristic of the Filipino Muslim art found inside the mosques. The okkir (picture on the
left side) is believed to be of Hindi and Chinese influences. Like the Torogan’s house of the
Maranao, the Mosques also use geometric and floral artwork called okkir and the most popular
motif is the use of an imagery of a dragon or serpent (Santos, 2011).

5.2 THE WELL-KNOWN FILIPINO ARTIST

1. Juan Luna (1857-1899) – known Filipino visual artist who succeeds in art competitions in Madrid,
Spain. His first winning art was the La Muerte de Cleopatra (awarded silver medal) at Exposicion
Nacional de Bellas Artes.
- His Spolarium (see picture below) was awarded three gold medals and garnered him critical
praise in 1884. In 1885, he painted El Pacto de Sangre in Paris, France.
- In 1887, he returned in Madrid, Spain and his painting, La Batalla de Lepanto and Rendicion de
Granada won a high acclaimed.
- The Parisian Life is one of his many art works of Luna which gains negative criticism when the
GSIS buys this painting worth 46 million pesos.

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2. Felix Resurreccion Hidalgo (1853-1913) - known Filipino visual artist, contemporary of Juan Luna
who has been awarded second place for his painting, Las Virgenes Cristianas Expuestas al
Popolacho during the Exposicion Nacional de Bellas Artes.

- Hidalgo won other prestigious awards around the world for Oedipus y Antigone (Oedipus and
Antigone), El Violinista (“The Violinist”; gold medal), La Barca de Aqueronte (“The Boat of
Charon”), Laguna estigia (“The Styx”; gold medal), and others. La Barca de Aqueronte has a
remarkable history as it was shown at the Exposition Universalle in Paris (silver medal), again at
the Exposición General de Bellas Artes of Barcelona (gold medal), and at the International
Exposition of Fine Arts in Madrid” (Lopez, 1979; Roces & Lopez, 1998 posted by Philippine Art
Gallery

3. Fernando Amorsolo (1892-1972) - As a Filipino visual artist, his humble beginning as artist started
when his father, Pedro Amorsolo hit by stray bullet and died. This tragedy compelled him to earn a
living to support his family as well his education. At age of eleven, he drew sketches and sold them
for 15 centavos while assisting his uncle, Fabian dela Rosa.
- In 1914, through his hard work as well as
the support by his mother, Bonifacia
Cuento who did embroidery to earn a
living, Amorsolo earned his degree in fine
arts at the University of the Philippines
School of Fine Arts.
- In his early 20’s he became a professor
and at age 25, he married Salud Jorge.
By that time, he designed the logo of
Ginebra San Miguel, “Marca Demonio”
(picture on upper right side) which
impressed Don Enrique Zobel, owner of
the beverage company and sent
Amorsolo to Academia de San Fernando
in Madrid for further studies but the
academy accepted him as professor not
a student after evaluating his work.
- In Madrid, Spain, he studied the works of
the early impressionist and expressionist
painters like Diego Velaquez, El Greco,
Francisco Goya, Edward Manet, Claude
Monet, Sir Anthony Dyck, John Singer
Sargent, and Joaquin Sorlla.
- In 1931, his first wife died, leaving him
with six children and in 1935, he married
Maria del Carmen who gave him eight
more children.
- During the Japanese occupation in 1941,
he struggled to acquire painting materials
and could not sojourn to the rural areas of

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 Antipolo, Marikina, and other locales in outskirts of Manila where he painted landscapes (see
paintings under “Marca Demonio”). The sufferings brought by the war, like the execution of his
younger brother, Pablo by the Filipino guerillas, Amorsolo’s style shifted to human suffering and
tragedy.
- His major works include the following: Maiden in a Stream(1921)-GSIS collection; El Ciego (1928)-
Central Bank of the Philippines collection; Dalagang Bukid (1936) – Club Filipino collection; The
Mestiza (1943) – National Museum of the Philippines collection; Planting Rice (1946)-UCPB
collection; Sunday Morning Going to Town (1958)- Ayala Museum Collection (National
Commission for Culture and the Arts, 2021).

4. Gillermo Tolentino (1890-1976) –

known Filipino visual artist,
contemporary of Amorsolo who
accidentally became known artist when
his work “Filipinos Ilustres” (picture on
the right side) was transferred to
lithographic stone by Jorge Pineda who
printed 1,500 copies and sold at 80
cents per copy which then spread in
every Filipino homes (Mojares, 2010).
- As cited by Mojares, 2010,
Tolentino’s first artwork, “Filipinos
Ilustres” (Grupo de Filipinas
Ilustres) became the best-known
gallery of Filipino heroes which
depicted the thirteen men arranged
in some order of precedence: Jose
Burgos, Antonio Luna, Jose Rizal,
Andres Bonifacio, Marcelo H. del
Pilar and Apolinario Mabini (seated
left to the right); and Clemente Jose
Zulueta, Jose Ma. Basa, Pedro
Paterno, Juan Luna, Graciano
Lopez Jaena, Miguel Malvar, and
Antonio Ma. Regidor (standing
behind).
- In 1973, he was conferred the title
of National Artist and among of his
known sculptures were the
following: the iconic UP Oblation;
Bonifacio Monument in Caloocan
City; Pres. Manuel L. Quezon at Quezon Memorial Circle; and the life-size bust of Dr. Jose P.
Rizal in UP and University of the East campuses (Philippine Daily Inquirer, 2020)

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5.3 GLIMPSE ON THE ASIAN ARTS: CHINESE AND JAPANESE
1. Traditional Japanese Art (Bijutsu) and Craft (Kogei) entails cultural expression connected with the
past that conveys specific ideas of “Japaneseness”, such as tea ceremony, flower arrangement,
martial arts, woodblock prints and ceramics (Morais, 2019).
- In 1885, the term, bijutsu kogei (artistic crafts) was used to stress the position of handicrafts as
an art form and to distinguish it from manufacturing industry, likewise to establish its cultural role
as a uniquely Japanese form of art (Morais, 2019).
- Geijutsu (art) was originally used to refer to the six skills (rikugei) such as moral behavior; music;
archery, equestrian art; calligraphy; and mathematics (Doshin Sato, 2011 cited by Morais, 2019).
- The Japanese arts are reflected from the following: Chado (way of tea); Ikebana-kado (traditional
flower arrangement); Shodo (Japanese Calligraphy); Bonsai (potted miniature tree); Origami (art
of folding a piece of paper); Ukiyo-e (type of woodblock print and paintings of the floating world);
Uchiwa (traditional paper fans); Haiku (traditional poetry); Kireji (mounting scroll); Kutani
(Japanese porcelain); Chabana (flower arrangement in tea ceremony); Koto (traditional stringed
instrument); Kabuki (classical dance drama); and sumie (ink and wash painting)

2. Traditional Chinese Arts and Crafts are seen from Bronze Vessels, Folk Toys, Embroidery,
Calligraphy, Music, Opera, Painting, Cloisonne, Jade, Kites, Lacquer Ware, Paper-Cuttings,
Porcelain, Pottery, Seals, and Silk which are the vivid reflection of their culture likewise the
embodiment of both the local people.
- Bronze Vessels (5,000 years ago) led the ancestors of modern China from the Stone Age into a
new era, the Bronze Age. The bronzes produced being delicately decorated with a diverse range
of designs and motifs and were widely used in many aspects of life, such as musical instruments,
ceremonial offerings and weapons of war being of great significance in the history of China.
- China Calligraphy - a highly stylized form of writing - has been developed by many eminent
calligraphers of many different dynasties. Referred to as the 'four treasures of study' (writing brush,
ink stick, xuan paper, and ink slab) are regarded as the indispensable tools when writing.
- Chinese Cloisonne is an enamel artwork with the primary color being blue. It is renowned for its
use of high-quality material, complex manufacturing process and its use of bright and vivid colors.
- Chinese Jade has a history of four thousand years. Jade symbolizes merit, grace and dignity and
occupies a special position in people's consciousness. It is used both to decorate rooms, and as
jewelry by people hoping for a blessing.
- Chinese Embroidery originated in the Shang Dynasty (16th - 11th century BC), and now has four
major traditional styles: Su, Shu, Xiang, and Yue. It is also an accomplished skill for the ethnic
minority groups such as the Bai, Bouyei and Miao.
- Chinese Kites being delicately made of paper and bamboo have numerous shapes such as
swallow, centipede, butterfly etc. Regarded as an artistic marvel, the kite makers' skill in both
painting and in the design of the kites' flexible flying movement are well renowned.
- Chinese Lanterns are to some extent the symbol of the country's extensive festival culture. With
long history and interesting traditions, lanterns now have abundant variations, decorating many
festive occasions.
- Chinese Painting is divided into three genres - figures, landscapes, and birds-and-flowers and
each type has its distinctive characteristics. In addition, difficult skills are required to the painters.
- Chinese Porcelain derived from the Shang Dynasty (16th - 11th century BC). It is characterized
with fine texture, bright colors, and distinctive shapes and styles. Jingdezhen, located in Jiangxi
Province is the Porcelain Capital of the world and attracts countless people from near and far to
appreciate, and buy the choicest Jingdezhen Porcelain around.
- Chinese Pottery has a history of over 8,000 years and known as the oldest artwork of human
beings. The accomplishments in pottery works can be seen from Terra Cotta Warriors, in Xi'an,
Shaanxi Province, and the Tricolor Glazed pottery of the Tang Dynasty (618 - 907) and so on.

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Activity #10:

ORIGAMI: Exploring the Art of Paper Folding

Directions:

For this activity watch on YouTube the following videos about ORIGAMI:
• 6 Easy Step to Make Origami paper.
• Watch any videos about the art of origami and create your own preferred ORIGAMI.
Paste the picture of your origami on the space provided and see the criteria for your
guidance.

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Activity #11:

Hidalgo vs Luna: Deepening My Art Critiquing

Directions:

. Critique the winning art works of Juan Luna’s “Spolarium” and Felix R. Hidalgo’s “Christian
Virgins Exposed to Populace”. Limit your answer to 100 words and use the criteria as your guidance in
discussing your critique.

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 CvSU Vision CvSU Mission
The premier university in Cavite State University shall provide excellent,
historic Cavite recognized for Republic of the Philippines equitable and relevant educational opportunities in
excellence
development,
in character
academics,
CAVITE STATE UNIVERSITY the arts, science and technology through quality
instruction and relevant research and development
research, innovation and CCAT Campus activities.
sustainable community Rosario, Cavite It shall produce professional, skilled and
morally upright individuals for global competitiveness.
engagement.

CHAPTER 6
AUDITORY AND COMBINED ARTS
Objectives:
After the completion of the chapter, students should be able to:

• define and understand the meaning of music, its medium and elements;
• differentiate Baroque music from Classical and Romantic music; Modern music from Contemporary music;
and
• Identify, understand, analyze and interpret the different genres in music.

INTRODUCTION
This module presents a captivating exploration of auditory and combined arts, focusing on the
evolution of artistic expressions from the Baroque, Classical, Romantic, Modern, and Contemporary periods
within the broader context of Asian artistic traditions. Delve into the symphonic harmonies, theatrical
narratives, and visual spectacles that define these eras, tracing their influences and intersections across
diverse cultural landscapes. From grand operas to multimedia performances, this immersive journey invites
learners to discover the dynamic interplay of auditory and combined arts, illuminating the enduring impact of
artistic innovation and cultural exchange throughout history.

6.1 BAROQUE, CLASSICAL, ROMANTIC, MODERN AND CONTEMPORARY

Music is composed of tones and sounds organize in such manner as to convey the emotions and ideas
conceived by the composer. Music uses medium such as instrumental and vocal medium. Instrumental
medium are the musical instruments which produce distinct sounds. The musical instruments are classified
as wind (brass and woodwind), stringed, and percussion instruments. The stringed or plectrum instruments
are used commonly in the Rondalla, which play through plectrum or pick to produce sounds. The Orchestra
is a group of instrumentalists, which especially combines string, woodwind, brass, and percussion to produce
sounds, it is usually seen in the classical music. Wind instruments such as brass and woodwind are commonly
associated with the Jazz band/music. Vocal medium is produced by the human voice and it can be classified
as bass, bass-baritone, baritone, baritenor, tenor, and countertenor (male voice type); and contralto, alto,
mezzo-soprano, and soprano (female voice type). A voice type is group of voices with similar vocal range
(range of pitch), capable of singing in a similar tessitura (range within most notes of vocal part fall), and with
similar passaggi (vocal transition point)

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Activity #12:

IDEA of Music

Directions:

Critique the Baroque, Classical, and Romantic music using the Interpretation, Description,
Evaluation, and Analysis (IDEA) rubric. Limit your answer with 100 words per criteria

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REFERENCES

Textbook
Tabotabo, Claudio V. (2010). Art Appreciation: Introduction to the Humanities (Revised Edition).
Manila. Mindshapers Co., Inc.

Marcos, Lucivilla L. (2006). Introduction to the Humanities Visual and Performing Arts. Manila.
Mindshapers Co., Inc.

Zulueta, Francisco (2003). The Humanities (Revised Edition). Mandaluyong City. National Book Store
inc.

Sanchez, Custodiosa A., Abad, Paz F., & Jao, Loreto V. (2002). Introduction to the Humanities
(Revised Edition). Q.C. Rex Printing Company Inc.

Website Resources
Birth of Venus. Retrieved from http://www.italianrenaissance.org/botticelli-birth-of-venus/
Armstrong, John. (2013). What is Art For? Retrieved from https://www.city-journal.org/html/what-art-
13616.html

Herman, Judith (2014). 27 Responses to the Question “What is Art?” Retrieved from
https://www.mentalfloss.com/article/57501/27-responses-question-what-art

Gilman, Ernest B. (n.d.). The Subjects of Art. Retrieved from

https://www.jstor.org/stable/378341?read now=1&seq=1#metadata_info_tab_contents

The Humanities: The Visual Arts Medium. Retrieved from

http://scchumanities.blogspot.com/2010/06/lesson-three visual-arts.html

Mesopotamia, 8000-2000 B.C. Heilbrunn Timeline of Art History retrieved from

https://www.metmuseum.org/toah/ht/02/wam.html

Ancient Chinese Art. Ancient History Encyclopedia retrieved from

https://www.ancient.eu/Chinese_Art/

Art in Ancient India.Cultural India: History of India: India Timeline retrieved from
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Ancient Greek Arts. History. Com Editors retrieved from https://www.history.com/topics/ancient-

history/ancient-greek-art

Famous Ancient Greek Sculptors retrieved from https://www.thoughtco.com/6-ancient-greek-

sculptors-116915#phidias of-athens

Ancient Roman Arts retrieved from https://www.artic.edu/highlights/19/ancient-roman-art

Malbon, Elizabeth S. (1990).The Iconography of the Sarcophagus of Junius Bassus: Neotifus lit Ad
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Leonardo da Vinci: Paintings, Drawings, Quotes, and Biography. Retrieved from

https://www.leonardodavinci.net

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