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MODULE 2 (Art Appreciation and the Human Faculties).pdf

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MODULE 2 (Art Appreciation and the Human Faculties).pdf

  1. 1. 1
  2. 2. Lesson 2.1. Art and the Human Essence Lesson 2.2. The Process of Art Appreciation Lesson 2.3. Art and the Perception of Reality MODULE 2 Art Appreciation and the Human Faculties 2
  3. 3. It takes an artist to make art. One may perceive beauty on a daily basis. However, not every beautiful thing that can be seen or experienced may truly be called a work of art. Art is a product of man’s creativity, imagination, and expression. Not everyone can be considered an artist, but all are spectators of art. We are able to distinguish what is fine and beautiful from what is not and what is good quality and from poor. This gives us a role in the field of art appreciation. Chapter Overview 3
  4. 4. Readings Orate, Allan (2000). “Art and Perception of the World,” in UE Today, Vol. 12, No. 2., pp. 7-8 & 14. Gombrich, Ernest (1960). “Pygmalion’s Power,” excerpt from Art and Illusion: A Study on the Psychology of Pictorial Representation, pp. 80-83. Malek, A. 2018). What is the Most Fundamental Essence of Humanity? https://www.researchgate.net/post/What-is-the-Most-Fundamental-Essence-of-Humanity Videos Dust in the Wind. https://www.youtube.com/watch?v=tdCtgvslYdI Magkaugnay. https://www.youtube.com/watch?v=rE0hE17K4Hs 1. Relate the Study of Art to the Fields of Philosophy and Psychology. REFERENCES Lesson 2.1. Art and the Human Essence 4
  5. 5. An Anonymous quote says: “There is a lot of difference between Human being and Being human”. How do you view this pictures? Explain.. 5
  6. 6. The basic question in studying Humanities is “Who Am I?” And the basic answer to that question is I am a Human Being. What is then a Human being? • Human being is a composite of body and soul. • It has three Human Faculties: The Mind, The Will and The Senses. a. On the Level of the Mind: Man is capable of reasoning and thinking. b. On the level of the Will: Man has emotions and feelings. c. On the level of the Senses: He is capable of Perception and Sensing. Art is analyzed based on the three human faculties. 6
  7. 7. THE BASIC QUESTION IN THE HUMANITIES “I am a human being.” Who am I? “Humanities” KEY CONCEPTS What is a human Being? 7
  8. 8. DR. ALLAN C. ORATE, UE ??? THE HUMAN ESSENCE Leonardo, Vitruvian Man, 1490 “The essence of humanity is to strive towards the freedom of the will based on real knowledge of the world and of itself– a subjectivity and the dialectical unity of the opposites of the objectivity of blind Nature (and as a part of Nature itself); in this infinite, eternal and ever-changing universe. This essence is an acquired ability that allows man to effectively change the conditions of his physical, mental and social existence based on the positive knowledge of the world and of himself (as a social being); in such a way as to progressively reduce the contradiction between subjective man and objective Nature, between humanity and the world, but never completely eliminating it.’ 8
  9. 9. DR. ALLAN C. ORATE, UE MIND WILL SENSES Eyes Ears Nose Tongue Skin Imagination REASON EMOTION PERCEPTION Sensation THREE HUMAN FACULTIES THINKING FEELING SENSING Seeing Hearing Smelling Tasting Touching Imagining Art is based on how we perceive reality… 9
  11. 11. DR. ALLAN C. ORATE, UE Mondrian, Composition with Red, Yellow and Blue, 1924 COLORS: Red, Yellow, Blue, White, Black SHAPES: Rectangles, Square LINES: Straight, Horizontal and Vertical VISUAL ELEMENTS 11
  12. 12. DR. ALLAN C. ORATE, UE PEOPLE: Woman Farmers ANIMALS: Chicken Carabao THINGS: Trees Nipa Hut Sky Clouds Mountain EVENTS Winnowing Planting Cooking Amorsolo Winnowing Rice, 1957 COLOR SHAPES LINES VISUAL ELEMENTS REPRESENTATIONS 12
  13. 13. DR. ALLAN C. ORATE, UE DR. ALLAN C. ORATE, UE COLORS, SHAPES, LINES VISUAL ELEMENTS Munch The Scream 1893 PEOPLE, THINGS, EVENTS REPRESENTATIONS FEAR OR TERROR: Shown by the facial expression of the woman, and by the curving lines of red, yellow, orange of the sky EMOTIONAL SUGGESTION 13
  15. 15. INTELLECTUAL MEANING: Ideas, Concepts and Symbols in Art From the Book of Ecclesiastes in the Bible MEMENTO MORI Reflecting about Death Stynweck The Vanities of Human Life 1645 15
  16. 16. CLOCK Time SKULL Death LAMP End of Life SAMURAI Suicide SHELL Wealth MUSICAL INSTRUMENTS Beauty JAR Celebration HELMET Power DARK Pessimism BOOK Knowledge LIGHT Optimism Hope, God 16
  17. 17. The meaning of the lyrics is based on the verse from the Bible, Genesis 3:19: “You are from dust, and into dust you shall return.” DUST IN THE WIND Composed by Kerry Livgren Sung by The Kansas, 1977 I close my eyes, only for a moment and the moment's gone. All my dreams pass before my eyes, a curiosity. Dust in the wind, all they are is dust in the wind. Same old song, just a drop of water in an endless sea. All we do crumbles to the ground though we refuse to see. Dust in the wind ,all we are is dust in the wind. Now, don't hang on, nothing lasts forever but the earth and sky. It slips away, and all your money won't another minute buy. Dust in the wind, all we are is dust in the wind. Dust in the wind, everything is dust in the wind. https://www.yo utube.com/wat ch?v=tdCtgvsl YdI 17
  18. 18. Readings Gombrich, E. (1960). Pygmalion’s Power. Excerpt from Art and illusion: A Study on the Psychology of Pictorial Representation. De Botton, A. (2015). What is art for? Alain de Botton’s Animated Guide. Art and Design. https://www.youtube.com/watch?v=ZVlQOyt FCRI Word Press Site. (August 2018). All Around Art: Providing Art for the 5 Senses. https://accentartandframe.com/blog/index.php/all-around-art-providing-art-for-the-5-senses Popova, M. (2013). Art as Therapy: Alain de Botton on the 7 Psychological Functions of Art. https://www.brainpickings.org/2013/10/25/art-as-therapy-alain-de-botton-john-armstrong/ 1. Identify the Human Faculties as Basis for the Appreciation of Art. REFERENCES Videos Lee, J. (2013). Design for All 5 Senses. https://www.ted.com/talks/jinsop_lee_design_for_all_5_senses#t-270024 The School of Life. (2014). What is Art for? https://www.youtube.com/watch?v=sn0bDD4gXrE Lesson 2.2. The Process of Art Appreciation 19
  19. 19. By using the scale (rate from 1-10) , which among the pictures gives you the most satisfying experience. 0 5 10 Sight Touch Smell Sound Taste Ultimate Experience Chart (example) Picture 1 Picture 2 Picture 3 Picture 4 https://www.ted. com/talks/jinsop _lee_design_for _all_5_senses#t -270024 Design for all 5 Senses 1 2 3 4 20
  20. 20. Traditionally speaking, art is meant for the pleasure of the eyes. However, as the world innovated, how we look at arts, the doors to how it actually benefits all the five senses, as well as our brain has been discovered and manifested in many ways. Did you know that one of the latest advances of art in the present is its ability to be experienced through all five basic senses? While in most of museums, visitors can only experience the artworks by viewing them, some have been updating their art game by making sure that their exhibits have neutral smells and sounds, factors that can alter the experience significantly and enable the visitors to focus and appreciate the artworks fully. All of the senses—sight, sound, touch, smell, and hearing—are a part of the museum experience. Did you know that art has a lot more scientifically-proven benefits on your brain? In fact, there is a deeper reason why artworks are displayed and hanged in almost every place integral to your life—your homes, your workplace, vacant spaces, and hospitals. More than making you feel happy, relaxed, thinking, or calm, differently themed artworks can do wonders for your mental health and overall disposition and well-being. If you think art is used in spaces as just fillers and decorations, you might be surprised that it’s a lot more than that. In fact, many studies have proven the correlation between the impacts of artworks and their effects on productivity, relaxation, de-stressing, and even healing from health issues. What more if you can experience art through all your five senses? 21
  22. 22. ART APPRECIATION Positive perceptual emotional intellectual response to the beauty of artworks Communication and Reaction Wow! Sense-Data and Representation Value that delights Painting, Sculpture, Music Feelings Meanings 23
  23. 23. Art as Therapy: The 7 Psychological Functions of Art “Like other tools, art has the power to extend our capacities beyond those that nature has originally endowed us with. Art compensates us for certain inborn weaknesses, in this case of the mind rather than the body, weaknesses that we can refer to as psychological frailties.” https://www.y outube.com/ watch?v=sn0 bDD4gXrE What is Art for? De Botton and Armstrong go on to outline the seven core psychological functions of art: 1. Remembering - Art is a way of preserving experiences, of which there are many transient and beautiful examples, and that we need help containing. 2. Hope - Cheerfulness is an achievement, and hope is something to celebrate. If optimism is important, it’s because many outcomes are determined by how much of it we bring to the task. 3. Sorrow - Art can offer a grand and serious vantage point from which to survey the travails of our condition. 4. Rebalancing - Art can save us time — and save our lives — through opportune and visceral reminders of balance and goodness that we should never presume we know enough about already. 5. Self-understanding - Despite our best efforts at self-awareness, we’re all too often partial or complete mysteries to ourselves. Art can help shed light on those least explored nooks of our psyche and make palpable the hunches of intuition we can only sense but not articulate. 6. Growth - Besides inviting deeper knowledge of our own selves, art also allows us to expand the boundaries of who we are by helping us overcome our chronic fear of the unfamiliar and living more richly by inviting the unknown. 7. Appreciation - One of our major flaws, and causes of unhappiness, is that we find it hard to take note of what is always around us. We suffer because we lose sight of the value of what is before us and yearn, often unfairly, for the imagined attraction elsewhere. 24
  24. 24. Wow! Or Yak? 1. Which art do you appreciate or captivates you most? 2. Does your opinion about the artwork change the longer you look at it? Question 25
  25. 25. Readings Orate, A. (2000). Art and Perception of the World. UE Today, Vol. 12, No. 2., pp. 7-8 & 14 Anapur, E. (December 2016). How Perception in Art Changes our Views. https://www.widewalls.ch/magazine/perception-in-art 1. Evaluate the Merit or Demerit of Works of Art Based on the Concept of Art as Reality. 2. Apply the Concept of Art as Reality to the Renaissance Style of art, cubism, de stilj, and ready-made art. REFERENCES Lesson 2.3. Art and the Perception of Reality 26 Videos What is the Treachery of Images? https://www.youtube.com/watch?v=atHQpANmHCE&t=1s
  26. 26. According to Picasso, “We all know art is not truth. Art is a lie that makes us realize truth, at least the truth that is given us to understand. The artist must know the manner whereby to convince others of the truthfulness of his lies.” 27
  27. 27. Perception in art stands for a complex relation between visual stimuli and a personal understanding of them. It is a theoretical postulate that aims to clarify the relation between artworks and individual opinions and evaluations. Far from being a universally established matrix of understanding art, perception is conditioned by a context from which observation and evaluation are made. Instead of general models of understanding, it is conditioned by numerous factors, including political, social, cultural, gender and racial. It affects how we see art and what meanings we attribute to it, but is also an active factor in artistic creation. It would be hard to make assertions about the meaning of art without the previously established notions of value that come from multifaceted perceptual conditionings. The views of both an artist and an observer contribute to the understanding of art, and the first is not distinguished in its importance from the second. As seen from numerous historical examples perception affects the meaning we attribute to art, and often such understandings change over the course of time. Some universal postulates may persist, but most of them are dependent on the particular social mores of a given time. Perception and our opinions are closely linked. Turning to art, we can see that throughout history evaluation of artistic styles changed over the course of time, which contributes to the above assertion of a connectedness between our opinions and perception of art. 28
  28. 28. Art is… talent skill passion emotion idea truth reality goodness beauty form expression representation power Art is reality. ? KEY CONCEPTS 29
  29. 29. What is this? Who is this? Leonardo The Mona Lisa 1501 STYLE Renaissance Art Does this art look real? Picasso, The Weeping Woman, 1924 STYLE Cubism Does this art look real? 30
  30. 30. You see only the front view of the woman. You see many views of the woman. Which art looks more real? 31
  31. 31. Which art looks most real? Does this art look real? Mondrian, Composition with Red, Yellow and Blue, 1924 STYLE De Stijl Or Plastic Art New Plastic Art Neoplasticism Concretism You see red, yellow and blue. 32
  32. 32. Which art looks most real? Malevich, White on White, 1917 STYLE Suprematism You see white on white. Does this art look real? 33
  33. 33. Fajardo, From Rags to Riches 1984 STYLE Ready Made Art Does this art look real? Duchamp, The Fountain (Urinal), 1917 34
  34. 34. Which art looks most real of all? 35
  35. 35. ART AND REALITY Art seen as representational image Art seen as abstract image but still representational Art seen as form composed of shapes, colors etc. Art seen as pure form Art seen as the object itself 36
  36. 36. Matisse, Portrait of Mrs. Matisse This is not a blue woman! This is a blue painting! What is this? This is not a chair. This is a painting! Van Gogh, Chair with a Pipe Who is this? This is not Tom Cruise. This is a picture! Cover of Time Magazine, June 24, 2002. 37
  37. 37. Picasso, Marie Therese Walter 1937 Picasso, Jacqueline with Crossed Hands 1941 Picasso, Dora Maar with Cat, 1941 38
  38. 38. Burnt-Jones Pygmalion 1878 “A moment of complete happiness never occurs in the creation of a work of art. The promise of it is felt in the act of creation, but disappears towards the completion of the work. For it is then that the painter realizes that it is only a picture he is painting. Until then he has almost dared to hope that the painting might spring into life.” Lucian Freud, from Gombrich (1960), Art and Illusion, p. 80. 39
  39. 39. THIS IS NOT A PIPE Rene Magritte The Treachery of Images Video 2.2 https://www.yout ube.com/watch? v=atHQpANmH CE&t=1s 40
  40. 40. 1. Looking at the image (black dot) what insights or realizations can you discover? Give at least two (2). (Module 2.1) 1. Did you enjoy the activity? Why? 1. Which art do you appreciate or captivates you most? (Module 2.2) 2. Does your opinion about the artwork change the longer you look at it? (Module 2.2) Instructions: The answer to each question should have at least a minimum of 50 words. Assessment Analysis Reflection 41
  41. 41. RUBRICS FOR GRADING CRITERIA EXCELLENT (10 PTS) ABOVE AVERAGE (8 PTS) AVERAGE (6 PTS) BELOW AVERAGE (4 PTS) POOR (2 PT) ANALYSIS: Creativity and uniqueness Uniqueness of idea is thorough, informative, and demonstrates significant effort. Uniqueness of idea is informative and well thought. Uniqueness of idea is present, but some details missing/incorrect. Minimal detail provided, needs improvement. Absolute minimal effort. ASSESSMENT: Clarity: Message is clearly addressed Message is thorough, informative, and demonstrates significant effort. Message is informative and well thought. Message is present, but some details missing/incorrect. Minimal detail provided, needs improvement. Absolute minimal effort. REFLECTIONS: Impact: The idea is relevant to present situation The relevance is thorough, informative, and demonstrates significant effort. The relevance is informative and well thought. The relevance is present, but some details missing/incorrect. Minimal detail provided, needs improvement. Absolute minimal effort. 42
  42. 42. a. Group Activity: Make an artwork out of the given materials, according to the instructions. b. Analyze the visual elements, the representation, the emotional suggestions and the intellectual meanings of the artwork. c. Share your analysis with your groupmates. d. Write your analysis in the paper provided. Module 2 43
  43. 43. Instruction: Group yourselves into 5-10 members per group and answer the module 2 activity. Choose one group activity that was provided. Write the activity number for each group. The leader of the group will present their analysis during the online class. The presentation will follow after the submission of the activity. Note: Instead of cutting papers and pasting to cartolina, you can digitize the artwork via google slides. A. Analyze the artwork by the following: •Share your analysis with your groupmates 1.visual elements 2.representation 3.emotional suggestions 4.intellectual meanings B. Presentation by group 44
  44. 44. GROUP 1 Cut the yellow art paper, making a rectangle 1 x 1.5 inches. Paste this yellow rectangle in the black cartolina, in landscape orientation, exactly in the position 6 inches from the top side and 8 inches from the side. GROUP 2 In landscape orientation, cut the yellow cartolina horizontally measuring 8 inches from the top side. Paste the yellow cartolina over the black cartolina. GROUP 3 Cut the brown art paper making a rectangle measuring 1 x 2 inches. Paste the brown rectangle at the center of blue cartolina in landscape orientation. GROUP 4 In landscape orientation, cut the yellow cartolina in half. Paste the yellow cartolina over the orange cartolina. Cut the brown art paper, making an isosceles triangle measuring 2 inches on each side. Paste the brown triangle along the line of yellow and orange cartolina 10 inches from the left. 45
  45. 45. DR. ALLAN C. ORATE, UE RUBRICS FOR ACTIVITY 2 CRITERIA Excellent (16-20 points) Good (11-15 points) Fair (6-10 points) Needs Improvement (1-5) Group Participation and Collaboration All members actively participated in the activity, and the group collaborated harmoniously. All members participated in the activity, but the group does not show a unified collaboration. Some members did not participate in the activity, and the group collaboration is not harmonious The group does not show any collaboration and participation at all Aesthetic Value and instructions The artwork is very pleasing to see, and it abides with all the instructions. The artwork looks pleasing, but does not follow some instructions. The artwork is not pleasing to look at, and many instructions are not followed. The artwork is not pleasing to see, and all instruction are not followed Analysis The group analyzes the artwork correctly in all four levels. The group analyzes the artwork correctly in only three levels. The group analyzes the artwork correctly in only two levels. The group analyzes the artwork correctly in only one level. 46
  46. 46. MODULE 2 47