Republic of the Philippines

Surigao del Sur State University

Rosario, Tandag City, Surigao del Sur 8300
Telefax No. 086-214-4221
Website: www.sdssu.edu.ph

A Supplemental
Material

In

Art Studies

Name: ____________________________________________
Course and year: ____________________________________________
Class Schedule: ____________________________________________
Instructor: Danielo B. Acedilla, Jr.

DISCLAIMER

This module is a compilation of works from internet sources, manuals, and books from different authors and will
be used for educational purposes only. Due recognition is given to the authors who are the source of some parts
found in this module. The compiler/owner does not claim copyrights to any part taken from other sources.

ALL RIGHTS RESERVED.

 OVERVIEW
A Supplemental Material in Art Studies is an interactive and self-
instructional module designed to assist your learning in the New General Education
Course Art Studies in the tertiary education. It introduces and exposes you to the
different arts, such as visual, auditory, and performing arts in the Philippines and other
countries. It also includes the characters of the arts, their relationships to reality,
origins, laws of development, roles in the history of social consciousness, and
interdependences with social life and with other cultural phenomena.
This course module contains comprehensible discussion of different topics about
the arts, including learning activities with critical thinking and critical literacy questions
that aid your understanding and appreciation of artworks in a higher level.
Through this module, it is hoped that you would become more appreciative and
understanding of the different art forms across the world. It is further hoped you would
be equipped with a scientific world view that help foster critical and logical judgment
concerning current artistic problems, which can be useful in solving some common
problems in the real world.
Content of the Supplemental Material
Supplemental Material 1 focuses on the introduction of the arts and the
humanities. It also discusses the meaning and importance of art and humanities, the
nature of art, subjects of art, functions of art, arts grouping, assumptions of art,
methods of presenting the art subjects, reasons why we study the arts, and the
Semiotic Analysis and Theories of Sign in art.
Supplemental Material 2 deals with the art history. It tackles the early
beginnings of art in the Philippines, the early artworks in other countries (Asia, Europe,
America and Latin America, and African culture), and comparison of the modern and
the contemporary art.
Supplemental Material 3 focuses on the visual arts. It discusses the different
mediums of visual arts, such as painting, architecture, and sculpture.
Supplemental Material 4 focuses on the art of literature, music, dance,
film/cinema, and theater.
Each of the modules has time allotment and has corresponding learning tasks or
pre-assessments provided to set the learning atmosphere of the students towards the
discussion proper of the topics. It also includes reflective and comprehension
exercises/assessments to assess or measure what you have learned as you go through
the module.
 OBJECTIVES

The primary goal of this supplemental material is to guide you with your journey
in learning the Art Studies around the world in the tertiary education. The development
of this supplemental material is anchored on the learning competencies of the subject,
which are specified on knowledge, skills, and values. With these, you are guided on
what you have to acquire.
At the end of this course module, you are expected to:
1. fully understand and appreciate the concept of the arts across the world,
including their functions, value, and historical significance;
2. explain and evaluate different arts through theories of sign (semiotic
analysis);
3. analyze different artworks by looking at their aesthetic value, historical
context, tradition, and social relevance;
4. use your skills and love for the arts for self-expression and for promoting
advocacies;
5. discover and deepen self-identity through art with respect to cultural
diversity;
6. deepen sensitivity to yourself, community, and society; and
7. appreciate and value the local and national arts as well as arts around the
world.
Since this material is self-instructional, you need to work independently. It
means that you need to read, analyze, and reflect on everything presented in every
supplemental material. The learning tasks/activities and assessments/quizzes are
intentionally provided to help you assess your progress and understanding on the
lessons as you go through. Your answers to these activities and quizzes will be checked
by your instructor or mentor.
Explore, discover, and learn more about the Art Studies around the world at your
own pace. Have fun while learning
 SUPPLEMENTAL
MATERIAL 1

INTRODUCTION TO THE ARTS:

The Arts and The Humanities

At the end of this module, you shall have:

1. understood thoroughly about the art and the humanities;
2. determined the relation of arts to the humanities;
3. characterized artistic expression based on personal experiences with art;
4. clarified misconceptions about art;
5. compared nature from art; and
6. applied certain methods in presenting effective art subjects.
 Lesson 1

The Arts and The Humanities

Learning Objectives:
At the end of this lesson, you are expected to:
1. define and differentiate the arts and the humanities;
2. determine the nature of art;
3. identify the functions of art;
4. classify the different groups of art;
5. clarify some basic assumptions about the arts;
6. determine the reasons why study art;
7. apply certain methods of presenting effective art subjects.

R
E
THE ARTS AND THE HUMANITIES
A
D

THE MEANING AND IMPORTANCE OF THE HUMANITIES

The term humanities is derived from the Latin word “humanus” meaning human,
refined, and cultured. The word connotes diverse meanings. To be human is to have or
show qualities like rationality, kindness, and tenderness. It is based on the philosophical
view humanism which stresses the dictum of Protagoras, a Greek philosopher, that
“man is the measure of all things,” implying that the humanities emphasizes the dignity
and worthiness of man and recognizes creative expressions.
The term humanities refers to the arts – the visual arts (the art that we perceive
through our eyes) such as architecture, painting and sculpture, music, dance, the
theater or drama, and the literature. They are the branches of learning concerned with
human thought, feelings, and relations. The importance of the human being and his or
her feelings and how these are expressed have always been the concern of the
humanities. On the whole, humanities deals with the nature of human being and
realities of life. It helps develop positive attitude of individuals.
THE MEANING AND IMPORTANCE OF ART
Art is derived from the Latin word “ars” which means ability or skill. In this
sense, art is used in many varied ways. Art, like love, is not easy to define. It covers
those areas of artistic creativity that seek to communicate beauty primarily through the
senses. Art embraces the visual arts, literature, music, and dance.
In a more specialized sense, art applies to such activities that express aesthetic
ideas by the use of skill and imagination on the creation of objects, environment, and
experiences which can be shared with others. In this sense, we can say way are
involved in art work when we plan, design and construct our houses artistically; when
we landscape the garden artistically; when we paint a poster; and when we write
poems, essays, biographies, short stories and plays.
We can also say that we are involved in art when we compose a melody, sing
songs beautifully, and dance gracefully. All these imply that anything accomplished with
great skills is art. Hence, there is the art of dressing, of relaxing, art of cooking and in
almost human activities.

Relationship Between the Arts and the Humanities

The relationship between the arts and the humanities is that they are completely
entwined. Art is symbolic of humanities. Both humanities and arts help us express
ourselves. In humanities, we learn how other people express their cultures and beliefs,
but in art, we learn how people use different methods and styles express their feelings
on paper.
THE NATURE OF ART
 Art is Everywhere. Art is found everywhere. It is very much part of our lives.
We cannot ignore its presence even if we try to. Art exists in all forms of human
society and in every generation because it serves some fundamental needs.
-art in the clothes and accessories we wear, in the design of our furniture
and furnishings, and the likes.
 Art as Expression and Communication. Through arts, we can freely express
ourselves and communicate our emotions with others through some visible signs
and activities. Expression in the arts, however, is not limited to the revelation of
emotions alone. The personal and social values of the artist and his or her
penetrating psychological insights into human reality are also conveyed through
the arts.
-we can use songs when we are happy or sad; we can convey our deep
emotions in poetic language.
  Art as Creation. The “creation” in this sense refers to the act of combining or
re-ordering already existing materials so that a new object is formed. Art is a
planned activity.
 Art and Experience. At least three major kinds of experience are involved in
the artistic activity: (1) an experience which the artist wants to communicate, (2)
the act of creating the art object or form, and (3) the artist’s gratifying
experience of having accomplished something significant.
-a varying combination of sensory, emotional, and intellectual responses is
involved in experiencing art.
-our reaction to art is personal and individual.
 Art and Nature. Art is not nature. A distinction must be made between the two.
The colorful sunset over Manila Bay, the sky full of stars on a summer evening,
the sound of mayas singing in the fields – these are natural things. They are not
works of art. A work of art is man-made, and although it may closely resemble
nature, it can never duplicate nature. Nature has been a constant source of
models for art, and great artists have drawn their subjects from nature, but they
have never tried to make an exact copy of a natural thing.
-we use art to improve on nature.
 Art and Beauty. The desire for beauty and order around us is another basic
human need. Somehow these provide the much-needed comfort and balance to
our lives. We may find beauty in nature, as in the loveliness of a volcano rising
majestically to the skies, or of a slender waterfall that looks like a bridal veil from
a distance.
-a thing of beauty is one which gives is pleasure when we perceive it. The
delight that we experience is called aesthetic pleasure, “aesthetic” coming
from a Greek word which means “to perceive with the senses.”
-concepts of beauty change as time passes. An artist’s own concept may
change as he or she grows older.
-concepts of beauty vary between cultures, too.
THE SUBJECT OF ART
The subject of art refers to any person, object, scene, or event described or
presented in a work of art. Some arts do not have subject, others do not. The arts that
have subject are called representational or objective arts. Those that do not have
subject are known as non-representational or non-objective arts.
Painting, sculpture, the graphic arts, literature, and the theater arts are generally
classified as representational, although a good deal of paintings, prints, and sculptures
are without subject. Music, architecture, and many of the functional arts are non-
representational. Some musical compositions have subject, though. They are generally
referred to as program music. This kind of music may imitate natural sounds, like
Rimsky-Korsakov’s “Flight of the Bumblebee”; set a mood, like Debussy’s “Claire de
Lune”; or narrate a story, like Dukas’s “The Sorcerer’s Apprentice.”
The non-objective arts do not present descriptions, stories, or references to
identifiable objects or symbols. Rather, they appeal directly to the senses primarily
because of the satisfying organization of their sensuous and impressive elements. Most
musical pieces are not imitations of natural sounds, but we enjoy listening to them
because the sounds have been pleasingly arranged and because they evoke certain
emotional responses in us.
Methods of Presenting the Art Subjects
In presenting anything, certain methods are employed in order to be effective.
The manner of representing subject matter varies according to the inventiveness and
purpose of each artist. Likewise, the artist uses different methods to express the idea
he or she wants to make clear.
Authorities on art are on in their view that the different methods used by the
artists in presenting the art subjects are: (1) realism, (2) abstraction, (3) symbolism, (4)
fauvism, (5) Dadaism, (6) futurism, and (7) surrealism.
1. Realism. When things are depicted in the way
they would normally appear in nature, the
representation is realistic. Realists try to be as
objective as possible. Here, the artist’s main
function is to describe as accurately and honestly
as possible what is observed through the senses.

2. Abstraction. Abstract art is art that does not

attempt to represent an accurate depiction of a
visual reality but instead use shapes, colors, forms
and gestural marks to achieve its effect
(https://www.tate.org.uk/art/art-terms/a/abstract-
art). Abstract art moves away from showing things
as they really are. The picture is not “realistic.”
Abstract subjects can also be represented in many ways like:
a. Distortion. This is clearly manifested when the
subject is in mishappen condition, or the regular
shape is twisted out. It is usually done to dramatize
the shape of a figure or to create an emotional
effect.
 b. Elongated. It refers to that which is being lengthened, a protraction or an
extension. El Greco’s elongated body of Jesus Christ in his “Resurrection” is an
example of this.

3. Symbolism. A symbol, in general, is a visible sign of

something invisible such as an idea or a quality. It can be
simply an emblem or sign like % to represent percent, a lion
to represent courage, a lamb to represent meekness. These
well-known symbols arise from conventional usage,
association, and general relationship.

The Spoliarium is an old painting by Juan Luna. Here the method of presentation used by the artist is
symbolism. With the use of heavy and strong brush strokes, Juan Luna expressed his anger over the abuses
and cruelties during that time, being suffered by his countrymen, the Filipinos, from the Spanish authorities.

The Lion Monument, Lucerne, Switzerland

The “Lion of Lucerne,” famous masterpiece of the early 19 th century, is dedicated to the
memory of the heroic fight and final defeat of the Swiss Guards in 1972 in Paris. The lion,
always considered a symbol of courage and strength, served the artist to demonstrate a
tragic event, a fight to the death. The heart pierced by a lance, the lion still holds its paw
over the shield with the lily coat of arms, emblem of the Bournbon kings.

4. Fauvism. This was the first important art

movement of the 1900s. The fauves did not attempt to
express ethical, philosophical, or psychological themes.
Most of these artists tried to paint pictures of comfort,
joy, and pleasure. They used extremely bright colors.
To a fauve, for example, a tree trunk need not to be
brown. It could be bright red, purple, or any other
colors.
5. Dadaism. A protest movement in the arts was formed in 1916 by a group of artists
and poets in Zurich, Switzerland. The Dadaists reacted to what they believed were
outworn traditions in art, and the evils they saw in society. They tried to shock and
provoke the public with outrageous pieces of writing, poetry recitals, and art
exhibitions. Much dadaic art was playful and highly experimental. The name “dada,” a
French word meaning “hobby horse,” was deliberately chosen because it was
nonsensical. Perhaps the best-known Dadaist was the French artist Marcel Duchamp.
 Lesson 2

Semiotic Analysis

Learning Objectives:
At the end of this lesson, you are expected to:
1. define and understand Semiotics;
2. determine the theories of sign;
3. apply semiotics in everyday life;
4. relate semiotic analysis in reading the image.
 R
E
SEMIOTICS
A
D

Semiotics is concerned with everything that can be taken as a sign. A sign is

everything which can be taken as significantly substituting for something else. That
‘something else’ does not necessarily exist exactly at the same time when the sign
represent or replace its position.
Therefore, it refers to as theory of lie, or deception because it can be used for
misleading or deceiving others.
SEMIOTICS PERSPECTIVES
Charles Saunders Peirce (born Sept. 10,
1839, Cambridge, Mass., U.S.—died April 19, 1914,
near Milford, Pa.), American scientist, logician, and
philosopher who is noted for his work on the logic of
relations and on pragmatism as a method of
research.
Charles Sanders Peirce is well-known as a
pioneer of pragmatism doctrine who has provided
the basic in the general theory of signs through his
writings, and texts that have been compiled 25 years
after his death in a single comprehensive piece of
work entitled Oeuvres Completes (Zoest, 1991).
Unlike Saussure who has introduced the term
‘semiology’, Peirce proposed the term ‘semiotic’,
which according to him is synonymous with the
Charles Saunders Peirce concept of logic that focuses on the knowledge of
human thinking process as portrayed in his writing
published in 1931/1958

Peirce’s Theory of Sign includes sign, object, and interpretant.

Sign or representatum is synonymous with Saussure’s concept termed as signifier
which means physical signs (explicitly exist), but does not have to be material in nature.
Object refers to something that is represented or exemplified by the sign, which owns
both properties of concrete and abstract in nature.
Interpretant means any meanings conveyed by the represantatum about the object
which was previously unknown, and abstract in nature (implicitly exist) and does not
exist in human perception.

The main principles containing Peirce’s theory are the human mind and sign
boundaries, the three-dimensional system (triadic/trichotomy) and the relativity
regarding the three typologies or taxonomies of signs (icon, index and symbol).

SAUSSURE’S SIGN OF THEORY

Ferdinand de Saussure, (born Nov. 26, 1857, Geneva, Switz.

—died Feb. 22, 1913, Vufflens-le-Château), Swiss linguist
whose ideas on structure in language laid the foundation for
much of the approach to and progress of the linguistic sciences
in the 20th century. He is a linguist scholar who has
developed the basis or groundwork of general linguistic
theory. He is well-known as a founder of modern linguist.
The emergence of the sign theory in the field of linguistics
started when he felt that the theory of linguistic signs
should be placed in a more general basis theory. Inspired
and grounded from that thought, he has proposed the
term ‘semiology’ in a few compilations of lecture notes
taken by his students based on lectures given since 1907
to 1911, which eventually have been published as a book
Ferdinand de Saussure
entitled ‘Course in General Linguistics’. Finally, those works
or masterpieces became a high-impact source of linguistic theory which is known as
structuralism (Grenz, 2001).
The gist and primary focus of Saussure’s theory is the principle that emphasized
language as a system of sign, and besides language there are many other sign systems
that exist in the world of mankind.
 However, in his opinion the system of linguistic signs or language is the most
superior sign system compared to other sign systems that exist in the real world
because it plays an important role in constructing reality He focuses on the underlying
system of language (langue) as compared to the use of language (parole or speech).
There are several views or basic concepts underlying Saussure’s theory of sign, namely
the two-dimensional system, the consensus or conventional system , the networking
relationship between signs system and the arbitrary system.
In a nutshell, Saussure’s theory of sign gives more emphasis to internal
structure devoted to cognitive thought process or activity of human minds in structuring
the physical (material) or intangible (abstract) signs of their environments or
surroundings, and among them is the structure of linguistic signs in the language
system that allows them to function as human beings and communicate with each
other. Saussure’s theory is considered as the proponent to the thought that "language
does not reflect reality but rather constructs it" because we do not only use language or
give meaning to anything that exists in the world of reality, but also to anything that
does not exist in it” (Chandler, 2002, p. 28). Saussure’s principle is also known as
structuralism and has given the basic core to the mind of prominent scholars in other
fields, and one of the most important is the approach of structuralism by Levi Strauss.

SAUSSURE’S THEORY OF SIGN

Signifier refers to something that is in a material form (physical), explicitly exist and
can be distinguished by human senses.
Signified denotes to something literally and physically does not exist, which is in
abstract basis.
 Roland Gérard Barthes was born on November 12,
1915. He was a French literary theorist, essayist,
philosopher, critic, and semiotician. Barthes's ideas
explored a diverse range of fields and he influenced the
development of many schools of theory,
including structuralism, semiotics, social theory, design
theory, anthropology, and post-structuralism. He was
particularly known for developing and extending the field
of semiotics through the analysis of a variety of sign
systems, mainly derived from Western popular culture.
He was a literary critic whose writings on semiotics, the
formal study of symbols and signs pioneered
by Ferdinand de Saussure, helped establish structuralism
Roland Barthes and the New Criticism as leading intellectual movements.

BARTHES’ ORDER OF SIGNIFICATION

Barthes' term for structural levels of signification, meaning, or representation
in semiotic systems. He adopted the notion from Hjelmslev.
The first order of signification is that of denotation: at this level there is a
sign consisting of a signifier and a signified. At this denotative level, a picture of a rose
signifies the flower. Connotation is a second order of signification (though not
secondary in significance) which uses the denotative sign (signifier and signified) as its
signifier and attaches to it an additional signified. At this connotative level, the same
picture connotes love. Barthes argues that the orders of signification called denotation
and connotation combine to produce ideology in the form of myth—which has
sometimes been described as a third order of signification. Other than for analytical
purposes, it is difficult to sustain any clear distinction between these levels.

Source: https://dshutkin386.files.wordpress.com/2014/02/myth-the-second-order-of-signification1.pdf
 THE DIFFERENT PLANES OF ART
The different planes of art can be best exemplified by analyzing bahay kubo typical
architectural design in the Philippines using the four identified planes:
semiotic,iconic,contextual, and axiological.
A. The Semiotic Plane
- It is the study of signs whether iconic or pictorial sign. It consists of a signifier or its
material physical aspect and its "signified" or non-material aspect concept
and value.
The semiosis of the bahay- kubo represents the image of a tropical house of farmers in
a rural area. It aims to answer the following
A. Is it two-dimensional or three dimensional picture?
B. What do the symbols used present?
C. Why are such symbols used?
D. How are the symbols related to each other and created oneness?

B. The Iconic Plane

It basically includes the choice of the subject which may bear social and political
implications. The bahay-kubo implies the farmers humble economic status with limited
income. It aims to answer the following questions:
A. What is the main topic of the artwork?
B. What is the artwork all about?
C. What is and trend are depicted by the artwork?
D. How does the artwork create impact on the minds of the viewer?

C. The Contextual Plane

The viewer draws out the dialogic relationship of art and society. Art sees its energy
and
vitality from its social context and returns to it a cognitive and catalyst for change. The
context of the bahay-kubo represents the artist experience as a son or a daughter of a
farmer. Contextual plane also represents the context of powerlessness, simplicity and
resilience. It aims to answer the following questions:
A. What message does the artwork give to the viewers?
B. What emotions does the artwork draw out from the viewer?
C. What societal state is portrayed in the artwork that gives subliminal message on the
minds of the viewers?
D. How does the artwork invite the viewers to do some actions?

D. The Axiological Plane

This has something to do with analyzing the values of a work and its being and
connection with the viewers. The structure of bahay kubo is design to meet the tropical
weather conditions of the Philippines. Its aesthetics like color, texture, shape matches
the environment available resources. The use of a cogon grass and vines reflect the
brown color of the land. The patterns of braid vines to provide strength of the post and
beams of the structure matches the natural movement and direction of the vines'
natural
setting. The roofs pyramidal butt of the hut fits the slopes and terrains of the
mountains.
The elevated floors with bamboo strips provide access of air to ventilate inside the
structure de hot and humid weather conditions. Axiological Plane aims to answer the
follow questions:
A. Do the elements of colors, shapes, space, texture, etc. of the artwork complement
harmoniously?
B. Is the artwork free from biases and prejudices among gender, religion and any
sector?
C. Is the artwork influential to the viewers? In what sense?
D. What are the emotional and the mental states or cultural and social background of
the artist?
 How to write a Paragraph Analysis of a painting
by Cathelyn Adajar

1. View the painting.

2. Spend a longer time looking at it.
3. Jot down words, phrases, ideas that cross your mind when viewing the painting.

The words you can list after viewing it could be the following
1. Flower 5. Fallopian Tubes
2. Women 6. Ovaries
3. Pregnant Women 7. Wine glass
4. Uterus

4. From the list that you made, find a unifying element. It is possible that the
womanhood is the common term of the unifying element
5. Compose a topic sentence from the unifying element in #4.
Topic sentence:

(Subject) (Verb) (Controlling Idea)

On the painting Bulaklak your topic sentence can be:

Bulaklak by Angela Pascual reveals some aspects pertaining to womanhood
(Subject) (Verb) Controlling idea

6. After formulating the topic sentence, construct your succeeding sentences which
support your claim. Apply the planes of analysis in Reading the Image.
7. Remember that your supporting sentences should stick to the topic sentence.
8. Apply the qualities of a good paragraph that you previously learned like
coherence, emphasis, logical order, etc. Normally a paragraph has 5 to 8
sentences.
9. End your paragraph properly with a conclusion that can be a summary of your
main points, a striking statement or an apt quotation.
10. Review grammar and spelling.
 Sample Semiotic Analysis

BULAKLAK BY ANGELA PASCUAL

Analysis by Cathelyn Adajar

Bulaklak
by Angela Pascual

(1) Bulaklak by Angela Pascual reveals some aspects pertaining to womanhood

(2)With the flower and the image below it that resembles the female reproductive
organ. Pascual presents a metaphor that women are like flowers, lovely, delicate,
and are capable of reproduction. (3) Second, she illustrates two images of women
forming the fallopian tubes and ovaries where me woman is pregnant and the other
is not. (4) This tells us a reality that some women are capable of bearing a child
while others are not. (5) Not to be missed is the striking red color at the center
which looks like a cup, representing the womb or uterus where life of a fetus begins
(6)This points to the mother who is the source of life and red which signifies blood
represents life. (7) With this womb that looks like a cup, one is also reminded of
Dan Brown's Da Vinci Code where he claims that the Holy Grail (cup) is actually the
womb of Mary Magdalene. (8) In sum, the images in the painting all point to the
significant role of women in society, being a mother—the source of new life.

You will see that the entire paragraph has covered all the planes of analysis as
suggested by Guillermo.
Sentence 1: Topic Sentence
Sentence 2 and 3: Basic Semiotic Plane and Iconic Plane
Sentence 4: Evaluative Plane
Sentence 5: Basic Semiotic Plane and Iconic Plane
Sentence 6: Evaluative Plane
Sentence 7. Contextual Plane
Sentence 8: Conclusion
 Activity : Painting Analysis

Instruction: View the selected painting and present your analysis using the four
planes from Reading the Image by Alice Guillermo.

Note: Answer will be checked through the following criteria:

- Content
- Writing mechanics (Subject-Verb Agreement, spelling, tenses of verb,
punctuations, capitalization)

"Aanhin Ang Masarap na Ulam Kung Wala Naman Ang Magulang"

by Eric Perrera
Note: Follow the format on how to analyze the painting. Print or written. Next Week f2f
study all the lesson, we will have a long quiz.