According to Plato's imitation theory of art, artworks are imitations that are twice removed from reality. Using the example of a couch, Plato believed the true artist was God who inspired the carpenter, who then inspired the painter. Art imitates ordinary objects and events in life, making it an imitation of things that already exist. Plato criticized art forms like poetry and painting as inferior copies, focusing on their representational quality rather than their value. He believed representation through art was inferior to ultimate truth.
The humanities include fields such as history, philosophy, literature, and the arts. The arts are usually considered a part of the humanities and include visual arts, performing arts, and literature. While art focuses more on the act of creation, the humanities involve more critical analysis and research. Studying the humanities and arts can help develop critical thinking skills and provide insights into human culture, values, and experiences that are useful for everyday life and decision making in society.
MODULE 3 (Aesthetics - Study of Art and Beauty).pdfElenaGarcia581099
This document discusses aesthetics as the branch of philosophy concerned with art and beauty. It defines key terms in aesthetics like "aesthetic experience" and explores different views on beauty and what makes something a work of art. The document also examines the role of color, form, and sensory properties in aesthetic analysis and how judgments of art involve subjective personal tastes as well as cultural and historical contexts. It provides examples of how color is used beautifully in different art forms and traditions, particularly in Philippine folk art like jeepney paintings, parol lanterns, and indigenous artworks.
MODULE 2 (Art Appreciation and the Human Faculties).pdfElenaGarcia581099
This document discusses art appreciation and the human faculties. It explains that art is analyzed based on the three human faculties of the mind, will, and senses. The mind relates to intellectual meaning, the will to emotional suggestions, and the senses to perceptual elements and representations in art. Art appreciation involves positive responses to artworks from perception, emotion, and intellect. Appreciating art engages all five senses and has psychological benefits like remembering, providing hope, allowing for sorrow and rebalancing oneself.
The document discusses the various purposes and functions of art. It explains that art can communicate information, elevate spirits, show beauty or injustice, and be used for worship, personal expression, and influencing social causes. Additionally, the document discusses what creativity is, noting it as the ability to create something new that has value. It also examines untrained artists who work outside of formal art education and traditions.
The document provides an overview of humanities and arts. It defines humanities as the study of how humans have expressed themselves through the arts throughout history. It notes that humanities emphasize human dignity and creative expressions. The document also defines arts as skills and the products of skills. It classifies the major arts as architecture, painting, sculpture, music, dance, theater, literature and cinema. The minor arts include decorative, popular, graphic and industrial arts. It describes the nature of art as timeless, not nature, and always an experience.
This document discusses different methods of presenting art subjects including realism, abstraction, symbolism, fauvism, dadaism, futurism, and surrealism. Realism attempts to portray subjects as they are through accurate depiction using senses. Abstract art moves away from realism through techniques like distortion, elongation, and mangling. Symbolism presents invisible ideas through visible representations. Fauvism focuses on themes of comfort and joy. Dadaism was a protest movement creating outrageous art. Futurism aimed to capture modern industrial speed. Surrealism reveals a higher magical reality through art. Examples of different styles are provided.
This document discusses key concepts in art appreciation. It begins by outlining five learning objectives, including differentiating between art history and art appreciation. It then discusses three assumptions of art: that art is universal, art is not nature, and that art involves experience. Specifically, it states that art is a universal human expression, is a subjective interpretation of nature by humans, and can only be understood through direct experience of the art. The document emphasizes that art appreciation requires creativity, imagination, and expression on the part of the artist.
This document discusses various theories of art, including representational theory (art as representation), expressive theory (art as expression), formalist theory (focusing on organic unity and form), aestheticism, pragmatism, institutional theory, and historical theory. It provides examples to illustrate each theory, such as Starry Night demonstrating expression, and Warhol's Brillo Boxes demonstrating the institutional theory. Students are assigned to find two famous examples for each of the nine theories discussed and submit them in a PDF by a deadline. The professor provides contact information for any questions.
The humanities include fields such as history, philosophy, literature, and the arts. The arts are usually considered a part of the humanities and include visual arts, performing arts, and literature. While art focuses more on the act of creation, the humanities involve more critical analysis and research. Studying the humanities and arts can help develop critical thinking skills and provide insights into human culture, values, and experiences that are useful for everyday life and decision making in society.
MODULE 3 (Aesthetics - Study of Art and Beauty).pdfElenaGarcia581099
This document discusses aesthetics as the branch of philosophy concerned with art and beauty. It defines key terms in aesthetics like "aesthetic experience" and explores different views on beauty and what makes something a work of art. The document also examines the role of color, form, and sensory properties in aesthetic analysis and how judgments of art involve subjective personal tastes as well as cultural and historical contexts. It provides examples of how color is used beautifully in different art forms and traditions, particularly in Philippine folk art like jeepney paintings, parol lanterns, and indigenous artworks.
MODULE 2 (Art Appreciation and the Human Faculties).pdfElenaGarcia581099
This document discusses art appreciation and the human faculties. It explains that art is analyzed based on the three human faculties of the mind, will, and senses. The mind relates to intellectual meaning, the will to emotional suggestions, and the senses to perceptual elements and representations in art. Art appreciation involves positive responses to artworks from perception, emotion, and intellect. Appreciating art engages all five senses and has psychological benefits like remembering, providing hope, allowing for sorrow and rebalancing oneself.
The document discusses the various purposes and functions of art. It explains that art can communicate information, elevate spirits, show beauty or injustice, and be used for worship, personal expression, and influencing social causes. Additionally, the document discusses what creativity is, noting it as the ability to create something new that has value. It also examines untrained artists who work outside of formal art education and traditions.
The document provides an overview of humanities and arts. It defines humanities as the study of how humans have expressed themselves through the arts throughout history. It notes that humanities emphasize human dignity and creative expressions. The document also defines arts as skills and the products of skills. It classifies the major arts as architecture, painting, sculpture, music, dance, theater, literature and cinema. The minor arts include decorative, popular, graphic and industrial arts. It describes the nature of art as timeless, not nature, and always an experience.
This document discusses different methods of presenting art subjects including realism, abstraction, symbolism, fauvism, dadaism, futurism, and surrealism. Realism attempts to portray subjects as they are through accurate depiction using senses. Abstract art moves away from realism through techniques like distortion, elongation, and mangling. Symbolism presents invisible ideas through visible representations. Fauvism focuses on themes of comfort and joy. Dadaism was a protest movement creating outrageous art. Futurism aimed to capture modern industrial speed. Surrealism reveals a higher magical reality through art. Examples of different styles are provided.
This document discusses key concepts in art appreciation. It begins by outlining five learning objectives, including differentiating between art history and art appreciation. It then discusses three assumptions of art: that art is universal, art is not nature, and that art involves experience. Specifically, it states that art is a universal human expression, is a subjective interpretation of nature by humans, and can only be understood through direct experience of the art. The document emphasizes that art appreciation requires creativity, imagination, and expression on the part of the artist.
This document discusses various theories of art, including representational theory (art as representation), expressive theory (art as expression), formalist theory (focusing on organic unity and form), aestheticism, pragmatism, institutional theory, and historical theory. It provides examples to illustrate each theory, such as Starry Night demonstrating expression, and Warhol's Brillo Boxes demonstrating the institutional theory. Students are assigned to find two famous examples for each of the nine theories discussed and submit them in a PDF by a deadline. The professor provides contact information for any questions.
The document provides an introduction to art appreciation. It defines art as the expression or application of human creativity and imagination, often in visual forms like painting or sculpture, meant to be appreciated for their beauty or emotional impact. It notes that the humanities, including art, are records of human experiences, values, sentiments, ideals, and goals. It also discusses that art is universal, is man's interpretation of nature, and involves experience.
Art Appreciation: Creativity, Imagination, and ExpressionRyanBuer
This document discusses creativity, imagination, and artistic expression. It defines art as a product of human creativity and imagination that may be inspired by nature. While not all people are artists, everyone can appreciate art. The document explores how art allows expression of emotions and imaginations. It lists different art forms like paintings, films, dance, poetry, architecture and more. It encourages using art as a way to express oneself, one's community, and relationships to others.
This document discusses art appreciation and provides an overview of different types of art. It defines art as an expression of one's thoughts and emotions. The arts are generally grouped into major arts, like painting, sculpture, literature and music, and minor arts, which include decorative and applied arts. The document also categorizes the arts into visual arts, performing arts, literary arts, and popular arts. Finally, it discusses the values of art and some basic assumptions about art, including that art has been created by all people throughout history and is something to experience through sight or sound.
Visual Ats, Types, Elements and its PrinciplesLhEn LabahanAn
The document discusses the elements and organization of visual arts. It defines visual arts as creations that can be appreciated visually, such as painting, sculpture, photography, and more. The key elements of visual arts include line, shape, color, value, texture, and form. Principles of design like balance, proportion, rhythm, emphasis, contrast, and unity are used to organize these elements. The document also covers different types of visual arts like representational, abstract, non-objective, and various mediums.
Methods of Art Production and PresentationLeah Condina
The document discusses several art movements including Realism, Abstraction, Symbolism, Fauvism, Dadaism, Futurism, Surrealism and Expressionism. It provides descriptions of each movement's key characteristics such as their portrayal of subjects, use of color, exploration of the subconscious mind, and emphasis on modern industrial themes. Realism aims to depict reality accurately while abstraction moves away from realistic representations. Dadaism was an anti-art movement reacting to World War 1. Surrealism draws from dreams to reveal hidden realities. Expressionism conveys emotion and angst through distorted forms.
1. The document discusses various philosophical perspectives of art including art as mimesis, representation, and for art's sake.
2. It also covers art as an escape and as something functional meant to enrich lives, educate, or entertain.
3. The document categorizes and classifies different types of art such as visual arts, performing/combined arts, digital art, and applied arts. It provides examples for each category.
This presentation is to help students and teachers to have more references in ART APPRECIATION Subject in General Education in Higher Education. Not for sale.
Aesthetics is the study of beauty and philosophy of art. It examines how people perceive and understand art through their senses, emotions, and reason. Personal aesthetics affects how people experience the world and make choices. Aestheticians look for tendencies and correlations in aesthetic judgments rather than exact standards. Artists express feelings and convey messages through art, and the audience must be open to responding aesthetically. Immanuel Kant believed that aesthetic experience is connected to morality and enables a disinterested, objective perspective. Aesthetics is culturally varied and understanding art's subtleties enhances appreciation.
The document discusses different art movements through history and provides examples of artists and artworks within each movement. It defines an art movement as a style or tendency in art followed by a group of artists over a defined period of time with common goals or philosophies. The document then provides examples of Impressionism, Post-Impressionism, Fauvism, Cubism, German Expressionism, Surrealism, Abstract Expressionism, Pop Art, Geometric Abstraction, Minimalism, Photo-Realism, and Color Field painting, listing influential artists and their representative works within each movement. It poses questions about the visual elements, themes, and historical contexts to consider in analyzing art movements.
This document provides an overview of art and painting through history. It discusses various eras and styles of painting such as cave art, Renaissance art, Baroque art, Impressionism, and contemporary art. It also covers the elements, forms, techniques, and history of painting. Key points include descriptions of painting materials like oil paints and watercolors, forms like murals and miniatures, and elements like color, tone, and composition that artists use. The document aims to give a broad introduction to appreciating painting and understanding its development over time.
The document discusses the art and architecture of ancient Greece and Rome. It describes how Greek and Roman civilizations promoted objective standards of beauty through their art and architecture. It provides details on the development of Greek art over the Geometric, Archaic, Classical, and Hellenistic periods. Specific artworks like "Lacoon and His Sons" are discussed. The origins of Greek theater and drama are also summarized. Finally, it notes how Roman art fused Greek influences with their own emphasis on realism and strength in portrayals of human figures.
Appropriation Art and Copyright: Do Layperson Judgments of Image Similarity M...akahn5843
This study examined whether laypeople's judgments of appropriation art match legal constructs of transformativeness. Participants rated the similarity of 70 image pairs and the degree to which the second image was transformative based on legal factors. Similarity judgments significantly correlated with whether the second image created a new aesthetic, expression, meaning or message. However, some image pairs judged similarly were ruled fair use or infringement, suggesting laypeople don't perfectly align with legal constructs. Famous artists were not automatically given more leeway by participants. Overall, the study sought to understand how the public interprets transformativeness compared to legal standards.
Elements of Art and Principles of Designmrsbauerart
The document discusses the elements of art (line, shape, space, value, texture, color) and principles of design (emphasis, balance, unity, contrast, movement/rhythm, pattern/repetition). It provides definitions and examples for each element and principle. The purpose is to help artists and photographers understand the basic building blocks of visual composition and how to combine elements purposefully using principles to create a more powerful artwork.
Classical art adheres to principles established by ancient Greek and Roman master artists regarding the representation of the human form and its environment. It is usually based on religious or mythical figures, with idealized bodies in active poses. Order and harmony are emphasized over individual beauty. Neoclassical art was produced later but drew inspiration from classical works. It refers to the styles of artists like Leonardo Da Vinci and Michelangelo during the Renaissance who were influenced by ancient classical principles and rules.
Digital art is a broad term that refers to art created using digital technology as an essential part of the creative process or presentation. It can include digital photography, digital painting, 3D modeling, vector drawing, and more. Many digital artists combine various techniques to create unique works of art. Digital art has expanded the definition of art and increased accessibility of art to the world. It brings together elements of art, technology, science and math.
The document discusses various perspectives on what constitutes art. It explores how art can take many forms and serve different purposes, from communication to spiritual expression to visual delight. While there is no single definition, art generally involves some element of human creation, expression, or selection that stimulates thought or emotions. The lines between art and craft, or between artistic merit and commercial purpose, can be debated depending on one's viewpoint.
Functions and Philosophical Perspectives on Art.pptxvictormiralles2
This document discusses functions and philosophical perspectives on art. It begins by defining art and exploring its functions, which are classified as personal, social, and physical. Personal functions include self-expression, entertainment, and therapy. Social functions involve addressing collective interests through political art or depicting social conditions. Physical functions include utilitarian art forms. The document then examines philosophical views of art as imitation (Plato), representation (Aristotle), disinterested judgement (Kant), and communication of emotion.
Conceptual art emerged in the 1960s-1970s as a reaction against commercialized art. It prioritized ideas over traditional art objects, using images and objects to convey concepts. Influenced by Duchamp's readymades, it questioned what art is. There was no set style, and works took many forms including installations, performances, and land art. Key ideas included art being conceptual rather than material, reducing objects to minimalism, and requiring viewer participation to complete works. Prominent conceptual artists profiled include Damien Hirst, known for installations using medical and domestic items to explore death, and Tracy Emin who used autobiographical works addressing sexuality and relationships.
Developing, designing, and implementing an educational curriculum is no easy task—especially with online and hybrid learning. With educational technology playing an increasingly essential role in higher education and today’s diverse student body, instructors have their work cut out for them. But by following the fundamental guidelines and framework of curriculum development, educators will be setting themselves—and their students—up for long-term success.
Subject-centered curriculum design revolves around a particular subject matter or discipline, such as mathematics, literature, or biology. This model of curriculum design tends to focus on the subject, rather than the student. It is the most common model of standardized curriculum that can be found in K-12 public schools.
Instructors compile lists of subjects and specific examples of how they should be studied. In higher education, this methodology is typically found in large university or college classes where teachers focus on a particular subject or discipline.
Subject-centered curriculum design is not student-centered, and the model is less concerned with individual learning styles compared to other forms of curriculum design. This can lead to issues with student engagement and motivation and may cause students who are not responsive to this model to fall behind.
Learner-centered curriculum design, by contrast, revolves around student needs, interests, and goals. It acknowledges that students are not uniform but individuals, and therefore should not, in all cases, be subject to a standardized curriculum. This approach aims to empower learners to shape their education through choices.
Differentiated instructional plans provide an opportunity to select assignments, teaching and learning experiences, or activities that are timely and relevant. This form of curriculum design has been shown to engage and motivate students. The drawback to this form of curriculum design is that it can create pressure to form content around the learning needs and preferences of students. These insights can be challenging to glean in an online or hybrid learning environment. Balancing individual student interests with the course’s required outcomes could prove to be a daunting task. Download our free course planning template that takes a learner-centered approach to build your curriculum.
Problem-centered curriculum design teaches students how to look at a problem and formulate a solution. A problem-centered curriculum model helps students engage in authentic learning because they’re exposed to real-life issues and skills, which are transferable to the real world. Problem-centered curriculum design has been shown to increase the relevance of the curriculum and encourages creativity, innovation, and jump ovecollaboration in the classroom. The drawback to this model is that the individual needs and interests of students aren’t always accounted for.
By considering all three models of curriculum design before they be
The document provides an art history commentary and visual companion to philosophical aesthetics texts discussed in class. It summarizes major developments in art like naturalism, abstraction, conceptual art, and challenges the idea of artistic genius. Over 50 artworks are discussed, from prehistoric cave paintings to modern abstract works, relating them to philosophers like Plato, Hegel, Kant, and Gadamer to illustrate key concepts in aesthetics through history. The presentation aims to give students a deeper understanding of how philosophical ideas are expressed through actual artworks.
This document discusses philosophical perspectives on the functions and nature of art. It explains Aristotle's view that all things have a telos or purpose, and for art this is linked to its function. The document then outlines different views of art's function, including personal, social, and physical functions. It explores philosophical perspectives from Plato, Aristotle, Kant, and Tolstoy. Plato saw art as an imitation, while Aristotle viewed it as a representation of reality. Kant believed beauty judgments are subjective but aesthetic judgments are objective. For Tolstoy, art communicates the emotions experienced by the artist to its audience.
The document provides an introduction to art appreciation. It defines art as the expression or application of human creativity and imagination, often in visual forms like painting or sculpture, meant to be appreciated for their beauty or emotional impact. It notes that the humanities, including art, are records of human experiences, values, sentiments, ideals, and goals. It also discusses that art is universal, is man's interpretation of nature, and involves experience.
Art Appreciation: Creativity, Imagination, and ExpressionRyanBuer
This document discusses creativity, imagination, and artistic expression. It defines art as a product of human creativity and imagination that may be inspired by nature. While not all people are artists, everyone can appreciate art. The document explores how art allows expression of emotions and imaginations. It lists different art forms like paintings, films, dance, poetry, architecture and more. It encourages using art as a way to express oneself, one's community, and relationships to others.
This document discusses art appreciation and provides an overview of different types of art. It defines art as an expression of one's thoughts and emotions. The arts are generally grouped into major arts, like painting, sculpture, literature and music, and minor arts, which include decorative and applied arts. The document also categorizes the arts into visual arts, performing arts, literary arts, and popular arts. Finally, it discusses the values of art and some basic assumptions about art, including that art has been created by all people throughout history and is something to experience through sight or sound.
Visual Ats, Types, Elements and its PrinciplesLhEn LabahanAn
The document discusses the elements and organization of visual arts. It defines visual arts as creations that can be appreciated visually, such as painting, sculpture, photography, and more. The key elements of visual arts include line, shape, color, value, texture, and form. Principles of design like balance, proportion, rhythm, emphasis, contrast, and unity are used to organize these elements. The document also covers different types of visual arts like representational, abstract, non-objective, and various mediums.
Methods of Art Production and PresentationLeah Condina
The document discusses several art movements including Realism, Abstraction, Symbolism, Fauvism, Dadaism, Futurism, Surrealism and Expressionism. It provides descriptions of each movement's key characteristics such as their portrayal of subjects, use of color, exploration of the subconscious mind, and emphasis on modern industrial themes. Realism aims to depict reality accurately while abstraction moves away from realistic representations. Dadaism was an anti-art movement reacting to World War 1. Surrealism draws from dreams to reveal hidden realities. Expressionism conveys emotion and angst through distorted forms.
1. The document discusses various philosophical perspectives of art including art as mimesis, representation, and for art's sake.
2. It also covers art as an escape and as something functional meant to enrich lives, educate, or entertain.
3. The document categorizes and classifies different types of art such as visual arts, performing/combined arts, digital art, and applied arts. It provides examples for each category.
This presentation is to help students and teachers to have more references in ART APPRECIATION Subject in General Education in Higher Education. Not for sale.
Aesthetics is the study of beauty and philosophy of art. It examines how people perceive and understand art through their senses, emotions, and reason. Personal aesthetics affects how people experience the world and make choices. Aestheticians look for tendencies and correlations in aesthetic judgments rather than exact standards. Artists express feelings and convey messages through art, and the audience must be open to responding aesthetically. Immanuel Kant believed that aesthetic experience is connected to morality and enables a disinterested, objective perspective. Aesthetics is culturally varied and understanding art's subtleties enhances appreciation.
The document discusses different art movements through history and provides examples of artists and artworks within each movement. It defines an art movement as a style or tendency in art followed by a group of artists over a defined period of time with common goals or philosophies. The document then provides examples of Impressionism, Post-Impressionism, Fauvism, Cubism, German Expressionism, Surrealism, Abstract Expressionism, Pop Art, Geometric Abstraction, Minimalism, Photo-Realism, and Color Field painting, listing influential artists and their representative works within each movement. It poses questions about the visual elements, themes, and historical contexts to consider in analyzing art movements.
This document provides an overview of art and painting through history. It discusses various eras and styles of painting such as cave art, Renaissance art, Baroque art, Impressionism, and contemporary art. It also covers the elements, forms, techniques, and history of painting. Key points include descriptions of painting materials like oil paints and watercolors, forms like murals and miniatures, and elements like color, tone, and composition that artists use. The document aims to give a broad introduction to appreciating painting and understanding its development over time.
The document discusses the art and architecture of ancient Greece and Rome. It describes how Greek and Roman civilizations promoted objective standards of beauty through their art and architecture. It provides details on the development of Greek art over the Geometric, Archaic, Classical, and Hellenistic periods. Specific artworks like "Lacoon and His Sons" are discussed. The origins of Greek theater and drama are also summarized. Finally, it notes how Roman art fused Greek influences with their own emphasis on realism and strength in portrayals of human figures.
Appropriation Art and Copyright: Do Layperson Judgments of Image Similarity M...akahn5843
This study examined whether laypeople's judgments of appropriation art match legal constructs of transformativeness. Participants rated the similarity of 70 image pairs and the degree to which the second image was transformative based on legal factors. Similarity judgments significantly correlated with whether the second image created a new aesthetic, expression, meaning or message. However, some image pairs judged similarly were ruled fair use or infringement, suggesting laypeople don't perfectly align with legal constructs. Famous artists were not automatically given more leeway by participants. Overall, the study sought to understand how the public interprets transformativeness compared to legal standards.
Elements of Art and Principles of Designmrsbauerart
The document discusses the elements of art (line, shape, space, value, texture, color) and principles of design (emphasis, balance, unity, contrast, movement/rhythm, pattern/repetition). It provides definitions and examples for each element and principle. The purpose is to help artists and photographers understand the basic building blocks of visual composition and how to combine elements purposefully using principles to create a more powerful artwork.
Classical art adheres to principles established by ancient Greek and Roman master artists regarding the representation of the human form and its environment. It is usually based on religious or mythical figures, with idealized bodies in active poses. Order and harmony are emphasized over individual beauty. Neoclassical art was produced later but drew inspiration from classical works. It refers to the styles of artists like Leonardo Da Vinci and Michelangelo during the Renaissance who were influenced by ancient classical principles and rules.
Digital art is a broad term that refers to art created using digital technology as an essential part of the creative process or presentation. It can include digital photography, digital painting, 3D modeling, vector drawing, and more. Many digital artists combine various techniques to create unique works of art. Digital art has expanded the definition of art and increased accessibility of art to the world. It brings together elements of art, technology, science and math.
The document discusses various perspectives on what constitutes art. It explores how art can take many forms and serve different purposes, from communication to spiritual expression to visual delight. While there is no single definition, art generally involves some element of human creation, expression, or selection that stimulates thought or emotions. The lines between art and craft, or between artistic merit and commercial purpose, can be debated depending on one's viewpoint.
Functions and Philosophical Perspectives on Art.pptxvictormiralles2
This document discusses functions and philosophical perspectives on art. It begins by defining art and exploring its functions, which are classified as personal, social, and physical. Personal functions include self-expression, entertainment, and therapy. Social functions involve addressing collective interests through political art or depicting social conditions. Physical functions include utilitarian art forms. The document then examines philosophical views of art as imitation (Plato), representation (Aristotle), disinterested judgement (Kant), and communication of emotion.
Conceptual art emerged in the 1960s-1970s as a reaction against commercialized art. It prioritized ideas over traditional art objects, using images and objects to convey concepts. Influenced by Duchamp's readymades, it questioned what art is. There was no set style, and works took many forms including installations, performances, and land art. Key ideas included art being conceptual rather than material, reducing objects to minimalism, and requiring viewer participation to complete works. Prominent conceptual artists profiled include Damien Hirst, known for installations using medical and domestic items to explore death, and Tracy Emin who used autobiographical works addressing sexuality and relationships.
Developing, designing, and implementing an educational curriculum is no easy task—especially with online and hybrid learning. With educational technology playing an increasingly essential role in higher education and today’s diverse student body, instructors have their work cut out for them. But by following the fundamental guidelines and framework of curriculum development, educators will be setting themselves—and their students—up for long-term success.
Subject-centered curriculum design revolves around a particular subject matter or discipline, such as mathematics, literature, or biology. This model of curriculum design tends to focus on the subject, rather than the student. It is the most common model of standardized curriculum that can be found in K-12 public schools.
Instructors compile lists of subjects and specific examples of how they should be studied. In higher education, this methodology is typically found in large university or college classes where teachers focus on a particular subject or discipline.
Subject-centered curriculum design is not student-centered, and the model is less concerned with individual learning styles compared to other forms of curriculum design. This can lead to issues with student engagement and motivation and may cause students who are not responsive to this model to fall behind.
Learner-centered curriculum design, by contrast, revolves around student needs, interests, and goals. It acknowledges that students are not uniform but individuals, and therefore should not, in all cases, be subject to a standardized curriculum. This approach aims to empower learners to shape their education through choices.
Differentiated instructional plans provide an opportunity to select assignments, teaching and learning experiences, or activities that are timely and relevant. This form of curriculum design has been shown to engage and motivate students. The drawback to this form of curriculum design is that it can create pressure to form content around the learning needs and preferences of students. These insights can be challenging to glean in an online or hybrid learning environment. Balancing individual student interests with the course’s required outcomes could prove to be a daunting task. Download our free course planning template that takes a learner-centered approach to build your curriculum.
Problem-centered curriculum design teaches students how to look at a problem and formulate a solution. A problem-centered curriculum model helps students engage in authentic learning because they’re exposed to real-life issues and skills, which are transferable to the real world. Problem-centered curriculum design has been shown to increase the relevance of the curriculum and encourages creativity, innovation, and jump ovecollaboration in the classroom. The drawback to this model is that the individual needs and interests of students aren’t always accounted for.
By considering all three models of curriculum design before they be
The document provides an art history commentary and visual companion to philosophical aesthetics texts discussed in class. It summarizes major developments in art like naturalism, abstraction, conceptual art, and challenges the idea of artistic genius. Over 50 artworks are discussed, from prehistoric cave paintings to modern abstract works, relating them to philosophers like Plato, Hegel, Kant, and Gadamer to illustrate key concepts in aesthetics through history. The presentation aims to give students a deeper understanding of how philosophical ideas are expressed through actual artworks.
This document discusses philosophical perspectives on the functions and nature of art. It explains Aristotle's view that all things have a telos or purpose, and for art this is linked to its function. The document then outlines different views of art's function, including personal, social, and physical functions. It explores philosophical perspectives from Plato, Aristotle, Kant, and Tolstoy. Plato saw art as an imitation, while Aristotle viewed it as a representation of reality. Kant believed beauty judgments are subjective but aesthetic judgments are objective. For Tolstoy, art communicates the emotions experienced by the artist to its audience.
The document discusses the basic philosophical perspectives of art from several influential thinkers. Plato viewed art as mere imitation, as the physical world contains only copies of ideal forms. Aristotle agreed art imitates reality but saw it as representing possible versions rather than exact copies. Kant considered beauty subjective yet universal, making art autonomous. Tolstoy saw art as conveying emotions between artist and audience across time.
This document discusses representational art and its history and status. It defines representational art as art that depicts something easily recognizable. It provides examples such as a painting of a New York City street scene. Representational art has its origins in prehistoric figurines and carvings and was the dominant form of art throughout history. In modernism, there was a move toward more abstract and experimental art, though representational art remains popular among viewers and thriving today. Theories around the value and purpose of representational art are also examined.
Running Head IMITATIVE ART1IMITATIVE ART3Imit.docxcowinhelen
Running Head: IMITATIVE ART 1
IMITATIVE ART 3
Imitation As the Specific Concept That Most Piqued My Interest in Art
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Imitation As the Specific Concept That Most Piqued My Interest in Art
The specific concept in the different art and poetry topics that most piqued my interest is “imitation”. As noted in Book X, Plato banishes the poets from his city simply because he says that they are imitators who cannot spread wisdom due to falsity of their pieces of art. Plato was unlike his ancient Greek counterparts who thought that drama, poetry, and other forms of fine art were imitations of reality, a reality that could be actual or potential. They in fact believed that fine art was imitative in nature and attached a great importance to poetry as an integral part of the Greek education. Further, the Greeks held art as an imitation of nature or reality. However, because Plato’s theory on nature and reality was widely different just like was his ideas on the mechanism of imitation from other theorists and poets, he banished the poets as liars (Plato 2015).
Similarly, Danto compares Socrates and Hamlet who describe art as a mirror meaning that art is an imitation of nature. From his point of view, the mirror perspective of both Socrates and Hamlet defining art as a mirror, makes art an imitation or mirror image that is meant to deceive because it is an imitation lacking reality or originality of craftsmanship. He therefore, demystifies Hamlet’s thinking of art as a mirror that shows people what we they cannot see for themselves, as well as Socrates thinking that art is like a mirror that reflects what people can already see (Danto 1964, 571-584). It is therefore evident that the topic of imitation in art is dominant in both Danto’s and Plato’s reading making it a topic that piques my interest in art.
How Art Imitation Is Analyzed By Plato and Danto
According Plato, art can never truly represent reality, for life itself, of which art is merely a copy, does not represent reality. This is why he says that the world, we experience it, is just an illusion or collection of mere appearances which are like reflections in a mirror or shadows on a wall (Muller, 1982, 229-247). Therefore, he believes that anything the artists produce is just an imitation that lacks reality. Further, any artistic representation is at best a third remove from reality according to Plato. He only asserts that only God is perfectly good, and therefore changeless and incapable of deceit, but artists are deceptive. On the other hand, Danto emphasizes the need for reality as opposed to imitation. He for instance explains that art is something that is original and distinguishable. Although it may look like the exact object it is however easily recognized and distinguished from all others.
Relevance of Imitation to Plato’s And Danto’s Overall Argument
Imitation is relevant to P ...
Art Appreciation- College Subject- GE 6.RegilynDayon
This document provides an overview of definitions and concepts related to art. It discusses art in terms of representation, expression of emotions, and form. Representation refers to art faithfully replicating its subject, while expression focuses on evoking emotions in viewers. Formalism judges art based on design principles alone. The document also discusses purposes of art in transforming ideas and seeing the world in new ways. It provides examples of famous artworks to illustrate concepts. Art is viewed as a universal human expression that is experienced subjectively rather than a direct reflection of nature.
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Plato was an ancient Greek philosopher who lived from approximately 428/427 BC to 348/347 BC. He was a student of Socrates and the teacher of Aristotle, two other renowned philosophers.
Plato is widely regarded as one of the most important figures in the development of Western philosophy. His philosophical ideas and writings have had a significant influence on various fields, including ethics, politics, metaphysics, epistemology, and aesthetics.
One of Plato's most famous works is "The Republic," in which he presents his ideas about justice and the ideal state. In this dialogue, Plato explores concepts such as the nature of reality, the nature of the soul, and the philosopher-king.
Plato's philosophy is characterized by his theory of Forms or Ideas. According to Plato, the physical world that we perceive with our senses is merely a reflection or imperfect copy of an ideal, eternal realm of Forms. The Forms are abstract, unchanging, and perfect concepts or essences that serve as the true objects of knowledge.
Plato also emphasized the importance of education and the pursuit of knowledge. He believed that true knowledge could only be attained through a process of philosophical inquiry and contemplation.
In addition to his philosophical ideas, Plato made significant contributions to other disciplines. He founded the Academy in Athens, which was one of the earliest known organized institutions of higher learning in the Western world. The Academy became a center for intellectual and philosophical activity for several centuries.
Overall, Plato's philosophical ideas continue to be studied and debated today, making him one of the most influential thinkers in history. His work has had a profound impact on the development of Western philosophy and has shaped the way we think about a wide range of topics.
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Art can be defined in several ways including as a form of human expression and creativity, an imitation of beauty in the world, or as having its own intrinsic formal qualities. The most common forms of art are painting, sculpture, literature, architecture, film, music, and theater. Painting specifically involves applying pigments like oil, acrylic, or watercolor to a surface like canvas to create an artistic work that can depict various subjects and styles. Famous paintings discussed include the Mona Lisa, The Starry Night, A Sunday Afternoon on the Island of La Grande Jatte, and Girl with a Pearl Earring, each notable for their artistic techniques and subjects.
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2. Lesson 4.1. Imitation Theory of Art and Beauty
Lesson 4.2. Philosophical Theory of Music
Lesson 4.3. Representation Theory of Art
MODULE 4
Art and Philosophy: Imitationism and Representationism
2
3. At its most basic, the representational theory states that the fundamental, definitive quality
of art is the ability to capture some aspect of reality. In short, if it's not a reflection of
something that actually exists, then it's not art. This means that art can be defined foremost as
an extension of human perception; it's a way to reflect the ways that the mind perceives and
understands reality.
The roots of representational theory date all the way back to ancient Greece, when
imitation theory was the foundation of artistic principles. According to the ancient Greeks, the
definitive role of art is to imitate nature in its most perfect forms.
The aesthetic theory known as imitationalism applies to artworks that look realistic.
These artworks contain recognizable, realistic looking objects and scenes that closely imitate
what we see in the real world.
If the primary purpose of the artwork is to show us how something looks in real life, then
it belongs in this category.
Imitational artworks are sometimes referred to as "representational" because they
represent what we see in the real world.
Chapter Overview
3
4. Readings
Ancient Civilization: Ancient Greece. https://www.ushistory.org/civ/5e.asp.
Bedard, M. (May 31, 2020) Plato’s Allegory of the Cave: Summary and Meaning for Screenwriters.
https://www.studiobinder.com/blog/platos-allegory-of-the-cave/
Plato Allegory of the Cave. Republic, VII 514 a, 2 to 517a, 7. Translation by Thomas Sheehan.
Videos
What is Art? maARTe ako. https://www.youtube. com/results?search_query=ma arte+ako.
1. Examine the imitation theory by Plato as a philosophy of art and beauty.
REFERENCES
Lesson 4.1. Imitation Theory of Art and Beauty
4
5. Can you determine which among the artworks are alive?
https://www.yo
utube.com/wat
ch?v=TjuV7S
A6fj4
What is ART? - maARTe ako
How do arts affects
your perception of
being alive?
5
6. The easiest thing is to imagine Plato as an enemy of art because he viewed art products of
all kinds, whether poetry, theatre or painting as inferior copies of the ultimate reality. But it
should be borne in mind that Plato's primary aim was not to evaluate the worth of aesthetic
pleasure but to point out that representation through art was inferior to the ultimate truth. His
concerns were not artistic but philosophical.
Plato’s theory on art from The Republic claims that art is nothing more than a copy of a
copy of an ideal, thrice removed.
❑ Using a couch as an example, Plato believed that the true artist was god, who then
inspired the carpenter, who then inspired the painter, “thus we have three forms of
couches and three overseers of their manufacture - the painter, the carpenter, and god.”
❑ He believed that art imitates reality, that it imitates the objects and events of ordinary
life, be it images of nature, or a photograph of a ballerina. He saw art is nothing more
than an imitation of people, places, and things that already exist.
6
8. Imitation define as:
▪ Applies to artworks to create a realistic appearance.
▪ Realistic looking objects and scenes that clearly mimic what we see in the world around us.
▪ he main purpose of imitationism is to portray the subject matter as realistic as possible.
Plato discussed art forms like tragedy, along with sculpture, painting, pottery and
architecture, not as 'art' but as 'techne' or skilled craft. He regarded them all as instances of
'mimesis' or imitation. Plato criticised all imitations, including tragedies, for failing to depict
the eternal ideal realities ('Forms' or 'Ideas'). Instead they offered mere imitations of things in
our world, which themselves were copies of the Ideas.
The easiest thing is to imagine Plato as an enemy of art because he viewed art products of
all kinds, whether poetry, theatre or painting as inferior copies of the ultimate reality. But it
should be borne in mind that Plato's primary aim was not to evaluate the worth of aesthetic
pleasure but to point out that representation through art was inferior to the ultimate truth. His
concerns were not artistic but philosophical.
For Plato, the fact that art imitates (mimesis), meant that it leads a viewer further and
further away from the truth towards an illusion. This belief leads Plato to the determination
that art leads to dangerous delusion.
8
9. Raphael, The School of Athens, 1511
Raphael,
The School
of Athens
(Detail)
Leonardo
as Plato
Michelangelo
as Aristotle
IMITATIONISM BY PLATO
9
10. What is beauty?
What is the essence of
beautiful things?
What is art?
What is the essence of
art?
PHILOSOPHY OF BEAUTY
Mona Lisa, 1503-06
Oil &tempera on wood 78 x 52cm
The nature of beauty is one of the most enduring and controversial themes in Western philosophy, and
is—with the nature of art—one of the two fundamental issues in philosophical aesthetics. Beauty has
traditionally been counted among the ultimate values, with goodness, truth, and justice
Leonardo da Vinci was known as the Renaissance Man. He
helped society of the early 1500’s to see artists as genii.
The artist portrayed Mona Lisa as elegantly dressed in the
fashion of the day, and unadorned by jewelry. It is as if the
artist wanted nothing to distract attention from her face, and her
face is the epitome of Renaissance masterwork representing
female beauty at that time. In fact, her gaze is mesmerizing and
yet shyly seductive.
In his paintings like Mona Lisa, few lines are evident
rather, sfumato techniques have been employed. Sfumato is an
Italian word used to describe changes of color, and especially
tone, from light to dark by gradual stages.
ARTIST WHO WAS CONSIDERED TO HAVE WORKED AND FIT WITHIN THE
IMITATIONALISM STYLE OF ART
10
11. But for Plato’s theory on art from The Republic claims that art is nothing more than a
copy of a copy of an ideal, thrice removed.
❑ Using a couch as an example, Plato believed that the true artist was god, who then
inspired the carpenter, who then inspired the painter, “thus we have three forms of
couches and three overseers of their manufacture - the painter, the carpenter, and
god.”
❑ He believed that art imitates reality, that it imitates the objects and events of
ordinary life, be it images of nature, or a photograph of a ballerina. He saw art is
nothing more than an imitation of people, places, and things that already exist.
11
12. AESTHETICS BEAUTY UGLY
is is is
Logic Truth Falsity
Metaphysics Reality Illusion
Epistemology Knowledge Ignorance
Ethics Good Evil
Metaphysics :The branch of philosophy that deals with the first principles of things, including such concepts as being,
knowing, substance, essence, cause, identity, time, and space.
Epistemology: comes from the Greek words “episteme” and “logos”. “Episteme” can be translated as “knowledge” or
“understanding” or “acquaintance”, while “logos” can be translated as “account” or “argument” or “reason”
12
13. IMITATIONISM BY PLATO
WORLD OF
BEING
WORLD OF
BECOMING
WORLD OF
ART
REALITY
Unchanging
Eternal
APPEARANCE
Changing
Temporal
IMITATION
Illusory
Universal
FORM
Individual
THING
Illusion
COPY
Material Chair
PHYSICAL
Painting of Chair
ARTISTIC
Idea of Chair
METAPHYSICAL
Philosophy
Art Studies Knowledge
Idea of Beauty
Beautiful Things
Beautiful Artworks
Ignorance
Artist Demiurge
13
14. ART
Beauty of Imitation
ILLUSION
IDEA
Beauty of Forms
REALITY
MATTER
Beauty of Things
APPEARANCE
Metaphysical
Chair: Idea
Physical
Chair: Thing
Copy of
Physical
Chair: Art
IMITATIONISM
Made by a
Painter
Made by a
Carpenter
Contemplated
by Philosopher
14
15. IDEA OF
BEAUTY
ROSE DAWSON
In the Film Titanic
“Artistic Beauty”
KATE WINSLET
In This World
“Physical Beauty”
World of Art
IMITATION
World of Becoming
APPEARANCE
World of Being
REALITY
IDEA
In the World of Ideas
“Real Beauty”
15
16. Is a concept devised by the philosopher to reflect on the nature of belief versus
knowledge. The allegory states that there exists prisoners chained together in a cave. Behind
the prisoners is a fire, and between the fire and the prisoners are people carrying puppets or
other objects. This casts a shadow on the other side of the wall. The prisoners watch these
shadows, believing them to be real.
Plato asserts that one prisoner could become free. He finally sees the fire and realizes
the shadows are fake. This prisoner could escape from the cave and discover there is a
whole new world outside that they were previously unaware of.
This prisoner would believe the outside world is so much more real than that in the
cave. He would try to return to free the other prisoners. Upon his return, he is blinded
because his eyes are not accustomed to actual sunlight. The chained prisoners would see this
blindness and believe they will be harmed if they try to leave the cave.
Plato’s "Allegory of the Cave"
16
17. PLATO’S ALLEGORY OF THE CAVE
Outside the Cave
REAL WORLD
ART
Inside the Cave
THIS WORLD 17
18. PLATO’S ALLEGORY OF THE CAVE
Inside the Cave
THIS WORLD
Outside the Cave
REAL WORLD
ART
18
19. PLATO’S ALLEGORY OF THE CAVE
Outside the Cave
REAL WORLD
ART
Inside the Cave
THIS WORLD 19
20. IMITATIONISM BY PLATO
▪ Things in this world are beautiful as appearances of the reality or idea of beauty or the universal
form of beauty existing in the world of being.
▪ Art is beautiful as imitations of things in this world.
▪ Art is the imitation of the appearance of reality
IMITATION OF THE APPEARANCE OF
THE REAL CHAIR
Van Gogh,
Chair with a Pipe
Leonardo,
Portrait of Ginebra d’Benci
IMITATION OF
A PHYSICAL WOMAN
20
21. Beauty in the Human Form
Ancient Greek sculptures were typically made of either stone or wood and very few of
them survive to this day. Most Greek sculpture was of the freestanding, human form (even if
the statue was of a god) and many sculptures were nudes. The Greeks saw beauty in the naked
human body.
Early Greek statues called kouros were rigid and stood up straight. Over time, Greek
statuary adopted a more natural, relaxed pose with hips thrust to one side, knees and arms
slightly bent, and the head turned to one side.
Other sculptures depicted human action, especially athletics. A good example is
Myron's Discus Thrower Another famous example is a sculpture of Artemis the huntress. The
piece, called "Diana of Versailles," depicts the goddess of the hunt reaching for an arrow
while a stag leaps next to her.
Among the most famous Greek statues is the Venus de Milo, which was created in the
second century B.C.E. The sculptor is unknown, though many art historians believe Praxiteles
to have created the piece. This sculpture embodies the Greek ideal of.
21
22. CLASSICAL GREEK SCULPTURE
Imitation of the Idea of Beauty
Polycritus,
Doryphorus
Spear Bearer)450 BC
Kouros, Ancient Greek Sculpture
600 BC
Praxiteles Hermis 340 BC
Praxiteles Aphrodite
of Cnidos
Venus de Milo,
150 BC
Myron Discobolus
(Disk Thrower) 340 BC
PERFECT POSITION OF THE HUMAN BODY
Position of rest between two movements
22
24. The imitationalism or mimetic theory of art claims that artwork is best when it imitates life. We’ve all
experienced seeing an artwork from a distance and mistaking it for the real thing, rather than a replica. Those
pieces are prized under imitationalism. The most realistic, the better.
Society
Nothing is more natural than for children to pretend and for human beings to create, using their
imagination. Thus, any human society which is healthy will be a society where there is imitative art. The
concept of art as imitation is also used in the sense of representation (representation of reality or nature).
History
Art does not teach us history because it is imitation, but because art imitates human actions, good art
has to represent or depict character, character traits and personality. These later things are real, so it teaches
us moral and psychological lessons.
Education
What art is imitating or representation is real and applicable to our lives. Art also displays and
transmits this knowledge in a unique way. The audience are made to understand the universals at work in
the drama or poetry and in that sense they internalize the knowledge of human nature and morality utilized
by the playwright, poet or/the novelist.
The Roles of Imitation Theory of Art :
24
25. Artist: Michael Angelo
Date: 1512
Medium used: Fresco
Title: Creation of Adam
Question
Can you draw a conclusion from this caricature inspired from the painting of Michael Angelo?
25
26. Readings
Shimamura, A. (2012). Towards a Science of Aesthetics. A. Shimamura & S. Palmer, Aesthetic Science:
Connecting Minds, Brains and Experiences. Oxford University Press.
Analytic Perspectives in the Philosophy of Music. Internet Encyclopedia of Philosophy.
https://iep.utm.edu/music-an/
Videos
Corelli: Sonata XII: La Follia: Music of the Spheres. (Jan. 20, 2015). https://www.youtube.com/watch?v=uKj2DzFt1zQ
J.S. Bach – Toccata and Fugue in D minor BWV 565. (Sept. 29, 2010).https://www.youtube.com/watch?v=Nnuq9PXbywA
Voice of Ascension - Palestrina: "Credo" from Missa Papae Marcelli. (Jan. 29, 2020). https://www.youtube.com/watch?v=W0QEMXSitrc
Josquin Desprez: Ave Maria (Motet). (April 7, 2012). https://www.youtube.com/watch?v=kxLv2pPiQVI
Ave Maria. (Jan. 8, 2017). https://www.youtube.com/watch?v=-9wxPWtvLlA
Monks singing Gregorian Chant in a Catholic Benedictine Seminary. (Jan. 29, 2012). https://www.youtube.com/watch?v=CBwh1OXw6uI
Gregorian - Losing My Religion (2011 Live). (April 20, 2012).https://www.youtube.com/watch?v=YeAGO5OHJX8
Gregorian - My Heart Will Go On. (Sept. 24, 2012). https://www.youtube.com/watch?v=B7F71KXq-1M
Swan Lake, Tchaikovsky - Dance of the Little Swans. (March 18, 2016).https://www.youtube.com/watch?v=Xd2nTXsivHs
Muzzarelli, S. (Dec. 3, 2017). The Relationship between Music and the Mind. http://bit.ly/3sHXy2O
1. Interpret imitationism as the philosophical basis of ancient Greek art and of some
classical compositions in music.
REFERENCES
Lesson 4.2. Philosophical Theory of Music
26
27. “If you want to keep
your brain engaged
throughout the aging
process, listening to or
playing music is a great
tool. It provides a
total brain workout.”
Research has shown that
listening to music can
reduce anxiety, blood
pressure, and pain as well as
improve sleep quality,
mood, mental alertness, and
memory. 27
28. Key Take Aways:
I hope you’ve found the information presented interesting and informative. For something so
trivial like music there is so much to be learned about it.
1. Emotion: Music can influence our emotions by evoking responses from different parts of our
brains.
2. Learning: Exposure to music from a young age will have a positive impact on learning ability to
learn.
3. Memory: Music impacts our memory in that when a song is linked to a certain piece of
information it is easier to recall that information when we hear the song.
28
29. Music isn’t simply sounds we hear. It is sounds we listen to. Analogously to
natural languages, the process of listening to music involves understanding it as
music. But how exactly should this understanding be characterized?
Contemporary analytic philosophy has produced a debate regarding the way in
which we should describe basic musical understanding.
The philosophy of music attempts to answer questions concerning the
nature and value of musical practices. Philosophy of music has attempted to
solve the riddle of musical value: how is pure music valuable to our lives if it
makes no reference whatsoever to our world? The most original solutions to
this problem have tried to show that it is precisely the music’s abstractness that
explains its value and appeal.
29
30. “Who am I?”
THE BASIC QUESTION IN THE HUMANITIES
Is sometimes expressed thru music
KEY
CONCEPTS
https://www.
youtube.com
/watch?v=m
Bcqria2wmg
PHILOSOPHICAL THEORY OF MUSIC
Concerns the structure of the Physical Universe
-PYTHAGORAS
COSMOLOGICAL
EPISTEMOLOGICAL
Concerns the Nature of Human Knowledge
-PLATO
30
31. Where does it
come from?
KNOWLEDGE
OF REALITY
PHYSICAL
UNIVERSE
Where does it
leads to?
COSMOLOGICAL
THEORY OF MUSIC
PYTHAGORAS
570-490 BC
Mathematician
Astronomer
Philosopher
THE SOUND OF
MUSIC
THE SOUND OF
THE UNIVERSE
According to Pythagoras, “There is
geometry in the humming
of the strings; there is music in
the spacing of the spheres.”
31
32. Music is the imitation of cosmic sound.
Music
of the
Spheres
Human
Music
Corelli,
Sonata XII,
Music of the
Spheres
"The eyes are made for astronomy, the ears for harmony,
and these are sister sciences." PYTHAGORAS
https://www.yout
ube.com/watch?v
=uKj2DzFt1zQ
32
33. EPISTEMOLOGICAL THEORY
OF MUSIC BY PLATO
SPIRITUAL SOUL
MUSIC
=Intelligent Soul/Mind
Knowledge
“If gymnastics is for the body,
so as music is for the soul.”
PHYSICAL BODY
GYMNASTICS
=Strong Body
Health
33
34. MIMETIC ART
DEGREE OF TRUTH
APPEARANCES
Realm of Opinion
and Error
IMITATION
Realm of Ignorance
LADDER
OF
KNOWLEDGE
REALITY
Realm of Knowledge
LITERATURE
HISTORY
BIOLOGY
PHYSICS
MUSIC
ASTRONOMY
MATHEMATICS
PHILOSOPHY Ideas or Forms
Painting & Sculpture
Biographies & Stories
Numbers
Harmony of Spheres
Heavenly Bodies
Earthly Bodies
Animals & Plants
Societies
Bach, Toccata and
Fugue in D Minor
https://www.you
tube.com/watch?
v=Nnuq9PXbywA
34
35. Theological Theory of Music
AUGUSTINE
“Singing is praying
twice over.”
Sing a new song unto the
Lord. Let your song be
sung from mountains high.
Sing a new song unto the
Lord, singing alleluiah.
THEOLOGY ON THE COMMUNION
OF SAINTS
HEAVEN
God, Mary,
Saints, Angels
CHURCH
TRIUMPHANT
CHURCH
MILITANT
EARTH
People Alive
CHURCH
SUFFERING
HELL
Moral Sinners
PURGATORY
Venial Sinners
Prayer=Music
Prayer = Music Palestrina,
Credo
https://www.yout
ube.com/watch?v=
W0QEMXSitrc
35
36. RELIGIOUS AND SACRED MUSIC
LITURGICAL MUSIC
Monophonic: One Sounded Music
GREGORIAN CHANT
Polyphonic: Many Sounded Music
MOTET: Sacred Choral Music
Renaissance Composers:
Giovanni Palestrina
Joaquin Des Prez
PIPE ORGAN MUSIC
MEDIEVAL AND RENAISSANCE MUSIC
Des Prez (1450-1521)
Misa Pange Lingua
Motet
LATIN movere
ENGLISH “to move”
Movement of many voices
counterpointing one another
https://www.
youtube.com/
watch?v=kxLv
2pPiQVI
36
37. Ave Maria,
Gregorian Chant
800 AD
All voices singing
in unison
Pope
Gregory I
590 AD
https://www.youtu
be.com/watch?v=-
9wxPWtvLlA
GREGORIAN CHANT
Glory to God in the
highest, and peace to his
people on earth. Lord
God, heavenly king,
almighty God and Father,
we worship you, we give
you thanks, we praise you
for your glory.
37
38. Master of Chant, Losing My Religion,
1988 (Gregorian Rock Version)
https://www.
youtube.com
/watch?v=Ye
AGO5OHJX8
https://www.y
outube.com/
watch?v=B7F
71KXq-1M
Leoninus, Alleluia Angelus Domini
https://www.y
outube.com/
watch?v=CB
wh1OXw6uI
DEFINITION OF ART BASED ON IMITATIONISM
Imitation of the appearances of people, things or
events
PAINTING
SCULPTURE
Imitation of the sound of the universe
MUSIC
Imitation of movements of animals, nature or
things
DANCE
Imitation of life through language
LITERATURE
Imitation of life through action and dialogue
DRAMA
Four Little Swans
https://www.
youtube.com
/watch?v=Xd
2nTXsivHs
38
39. Readings
Shimamura, A. (2012). Towards a Science of Aesthetics. A. Shimamura & S. Palmer, Aesthetic Science:
Connecting Minds, Brains and Experiences. Oxford University Press.
Representation (arts). Wikipedia. https://en.wikipedia.org/wiki/Representation_(arts)
Cooper, D. (1999). Theories of Art. Companion to Aesthetics.
http://users.rowan.edu/~clowney//Aesthetics/theories_of_art.htm
1. Identify artworks, styles, artists and philosophers that abide with representation
theory.
2. Compare and contrast artworks, styles, artists and philosophers that abide with
representation theory.
REFERENCES
Videos
Amorsolo. https://youtu.be/D_EkOeVxGCw
Fernando Amorsolo. https://www.youtube.com/watch?v=UzoJ_pcZVv4
Lesson 4.3. Representation Theory of Art
39
40. VENUS OF WILLENDORF
She was created around 25,000 years ago,
and is here mention as an excellent
example of early representational art.
▪ Started many millenia ago with Late
Paleolithic figurines and carving.
▪ Example: Venus of Willendorf- while
not too terribly realistic, is clearly
meant to show the figure of a woman.
▪ Throughout our history as art-creating
human, most art has been
representational.
40
41. The term 'representation' carries a range of meanings and interpretations. In
literary theory, 'representation' is commonly defined in four ways.
▪ To look like or resemble
▪ To stand in for something or someone
▪ To present a second time; to re-present
▪ More viewer-friendly to vast majority of people than abstract or conceptual
art.
The reflection on representation began with early literary theory in the ideas of
Plato and Aristotle, and has evolved into a significant component of language and
communication studies.
41
42. Representationism
is
an image
an appearance
a copy
a reproduction
of things, people,
objects or event.
FIGURATIVE ART
Art that contains representation.
KEY
CONCEPTS
The work of representing may seem
insufficiently ambitious. As the re-presenting or
imitating of what nature or God has already
created, it can at its best be technically notable,
but must always be derivative and repetitious. The
beauties of art are very seldom transcriptions, into
a medium, of pre-existing natural beauties.
Could we not claim that art is always a
mimesis (a copying) of nature: if not of nature's
visible appearances, then of its fundamental
energies and their endless transformations?
A typical representational account sees art as
portraying the visible forms of nature, from a
schematic cave drawing of an animal to the
evocation of an entire landscape in sun or storm.
The particularity of individual objects, scenes or
persons may be emphasized, or the generic, the
common, the essential. 42
43. A representational artist may seek
faithfulness to how things are. He or she may
dwell selectively on the ugly and defective, the
unfulfilled; or on the ideal, the fully realized
potential.
The artist may see the ideal as reached by
extrapolating from the empirical, "correcting’ its
deficiencies; or by contemplating the alleged
idea or form to which empirical objects
approximate and aspire.
Representational theories thus give the arts
a distinctive cognitive role. The artist opens our
eyes to the world’s perceptual qualities and
configurations, to its beauties, ugliness's and
horrors.
REPRESENTATION OF PEOPLE
Van Eyck, The Arnolfini Marriage
43
44. REPRESENTATION OF THINGS OR OBJECTS
Van Gogh, Bedroom at Arles, 1888 Francisco, Mural on the History of the Philippines, 1963
REPRESENTATION OF EVENT
44
45. Copying nature according to the CHOICE
of the artist, but the resulting image is
still recognizable, like in the style of
representation in cubist and fauvist art.
WAYS OF REPRESENTING NATURE
PHYSICAL
ALTERATION
SELECTIVE
MODIFICATION
PERCEPTUAL
INTERPRETATION
CHANGING the physical appearance of
nature, like a natural marble that turn
into a sculpture by carving and cutting.
ENHANCING the appearance of nature,
like a forest that becomes a garden by
arranging and trimming the plants, or a
woman beautifying herself by putting
cosmetics on her face.
Block of Natural Marble
Michaelangelo,
Pieta
Forest
Garden
LANDSCAPING
Art of
environmental
design
COSMETOLOGY
Art of Facial
Beautification
Natural
Face
Beautified Face
45
46. Real Woman
(Natural Appearance)
PERCEPTUAL INTERPRETATION OF NATURE
Painting of a Woman
(Cubist Style)
Dora
Maar
The way of presenting the subject is ABSTRACTIVE
Photo of
Mrs. Matisse
Matisse, Portrait of
Mrs. Matisse, 1913
Representation in
Fauvist Style
46
47. DEFINITION OF ART ACCORDING TO
Representationism
is the
recreation of
NATURE
made by the artists
created by God
Natural Tree Painting of a Tree
EXACT REPRESENTATION
The more the art resembles nature,
the more it becomes beautiful.
The way of presenting the
subject is REALISTIC
47
48. Zeuxis
Who was the better painter?
Parrhasius
Zeuxis (or Zeuxippus) was a
Greek painter of the fifth century
BCE. He was born in Heracleia of
Pontus but lived in Athens where
he studied and spent most of his
life. He painted idealised human
figures but specialised in still life.
None of his works survive today
as is common with most ancient
painters.
Parrhasius was born in Ephesus, Ionia (now part of Turkey), and later settled
in Athens. He was praised by ancient critics as a master of outline drawing,
and he apparently relied on subtle contours rather than the new technique of
chiaroscuro to suggest the mass of the human body. He also tried to portray
various psychological states and emotions in his depictions of the face. Many
of his drawings on wood and parchment were preserved and highly valued by
later painters for purposes of study. His picture of Theseus adorned the
Capitol in Rome; other works were chiefly mythological groups. His picture
of the Demos, the personified people of Athens, was particularly famous.
None of his works or copies thereof survive.
versus
48
49. Zeuxis
Who was the better painter?
Parrhasius
Zeuxis was born in Heraclea sometime
around 464 BCE and was said to be the
student of Apollodorus. Parrhasius (or
Parrhasios) of Ephesus was a contemporary
of Zeuxis. Both artists produced works on
both wooden panels and frescoes on walls,
unfortunately none of their work survives.
The two were said to be the best painters of
the fourth century BCE. The elder Pliny
recorded a myth surrounding a competition
between the two painters. It is said that
Zeuxis created grapes that were so realistic
that birds saw the image and attempted to
eat then. Shortly after he went to view
Parrhasius painting, and asked that the
curtain be lifted so he could look at the
image only to discover that the curtain was
itself the painting. Zeuxis acknowledged his
defeat, because while he had tricked birds
the curtain of Parrhasuis had deceived a
man and fellow artist. 49
50. TROMPE
L’OEIL
“trick the eye”
Painting that looks so
realistic that it fools
the eye as if it sees the
real thing.
Magritte
The Human
Condition
1930
Magritte
The Human
Condition
1933
50
51. “Art is putting mirror up
to nature.”
“All the world is a stage,
and men and women are
merely players.”
WILLIAM
SHAKESPEARE LEONARDO DA VINCI
“Art is a window to
nature.”
51
52. Form
of Art
Form of
Nature
=
Art reaches
perfection and
become divine
CHINESE ART
The drawing of forms which answer to natural form.
CHIEH TZU YUAN
“When painting has
reached divinity (shen),
there is an end of
the matter.”
WU TAO TZU (Wu Daozi)
“Sage in Chinese Painting”
STORY: He entered his own
painting and lost there
inside forever.
Numerous legends gathered around Wu
Daozi, often concerning commissions
by Emperor Xuanzong.
In one, Emperor Xuanzong called him
to paint a wall of his palace. He painted a
wall mural displaying a rich nature-scene set
in a valley, containing a stunning array of
flora and fauna and including a cave at the
foot of a mountain. The story goes that he
informed the emperor that it's not just what
the emperor is able to see, Wu Daozi has
made this painting in such a way, that a
spirit dwells in the cave. Next, he clapped
his hands and entered the cave, inviting the
emperor to follow. The painter entered the
cave but the entrance closed behind him
and, before the astonished emperor could
move or utter a word, the painting vanished
from the wall. This story depicts the
spirituality of art. 52
53. CHINESE ART
The drawing of forms which answer to natural form.
Drawing of a Humanities
Student NATURE IN TRADITIONAL
CHINESE PAINTING
Zhang Daqian Scenery
TAOISM ART
53
54. Constable, Hay Wain
Monet, Field of Poppies
CHRISTIAN ART Representational
ICON Religious Images
Leonardo, The Last Supper, 1498
Pieta,
Michelangelo
1499
STYLE
High
Renaissance
Art
Michelangel
o, God the
Creator,
Sistine
Chapel
Painting
Detail
1512
54
55. Great art is a representational vision of values that dramatizes the beauties of the world and man’s
compatible and efficacious place in it through images that portray a heighten reality, one that not only
brings selected aspects of real life into sharp focus through compelling aesthetics but also communicates
ideas. Classical Realism seeks perfection and universality, the idea of the ideal; e.g., ancient Greek
sculpture.
Romantic Realism seeks personal expression of values, imbuing art with feelings for ideas that the
artist holds passionately about life and humankind, thereby suffusing the work with a glowing emotional
essence.
ROMANTIC REALISM
In Philippine Art
The contemporary Romantic expresses values through images of the present, the here and now, the real
and relevant. Today’s Romantic uses form (the physical presentation) to communicate content (human
values via subject matter) through individual style (emotional expression), thereby making the means and
the end merge, blend, and re-emerge as one totality of experience that unifies mind, body, and soul.
Romantic Realism in Philippine Arts through Fabian dela Rosa and Fernando Amorsolo shown:
▪ aspect of beauty
▪ Idyllic and exotic rural sceneries
▪ Forms of light and shadow
▪ For tourism purposes
55
56. How do you draw a beautiful scenery when you were young?
56
57. FABIAN DE LA ROSA
1869-1937
“Master of Genre” in Philippine Art
Born in Paco, Manila
Studied in Escuela de Bellas Artes
and Academie Julian, Paris France
Director, School of Fine Arts UP
Won Gold and Bronze Award
in St. Louis Exposition, 1904
Awarded Patnubay ng Sining
at Kalinangan, 1968
57
58. De la Rosa, View of Santa Ana De la Rosa, Pasay Beach 1927
De la Rosa, A Remembrance of Villa
Borghese, 1909
De la Rosa, Transplanting Rice, 1904
Won Gold Medal, St. Louis Exposition, 1904
De la Rosa, El Kundiman, 1930
De la Rosa,
Aurora Aragon
Quezon
58
59. Enrolled in Art School, Liceo de Manila
Studied in UP School of Fine Arts
and Academia de San Fernando, Spain
Made more than 10,000 paintings
Won First Prize, New York Fair, 1939
Dean, UP College of Fine Arts
First Philippine National Artist
Most popular painter in the country
“Grand old man of Filipino painters”
“Master of tropical scenery”
“First Filipino impressionist”
FERNANDO AMORSOLO
1892-1972
https://youtu.be/D_
EkOeVxGCw
https://www.youtu
be.com/watch?v=U
zoJ_pcZVv4 59
60. Amorsolo Rice Plating
Shows only aspects of beauty
Amorsolo, Leyendo el Periodico, 1908
Won Second Place, Bazar Escolta sponsored
by Asociacion Internacional de Artistas.
Amorsolo was 16 years old.
Amorsolo, Afternoon Meal of Rice Workers, 1929
Won First Prize, New York Fair 1929
Amorsolo, Tinikling
60
62. Amorsolo, The Making of Philippine Flag
Amorsolo, The Celebration of the First Mass
62
63. Written by
CAMILO OSIAS
in 1917
Illustrated by
FERNANDO
AMORSOLO
Textbook for elementary
students during the
American period
ILLUSTRATION IN THE PHILIPPINE READERS
Amorsolo, Patriotic Pledge
63
64. Amorsolo,
A Woman
Reading
a Letter,
1917
ILLUSTRATION IN
PHILIPPINE
READER
Amorsolo,
A Woman
Reading
a Letter,
1917
ILLUSTRATION IN
PHILIPPINE
READER
Amorsolo,
Roasting
Pig, 1917
ILLUSTRATION IN
PHILIPPINE
READER
Amorsolo,
Husband and
Wife Harvesting
Banana, 1917
ILLUSTRATION IN
PHILIPPINE
READER
64
65. Isidro Ancheta (1882-1946), Batis
AMORSOLO’S FRIEND
Dominador Castaneda (1904-1967),
Women Washing by the Stream
AMORSOLO’S FRIEND
Cesar Buenaventura (1922-1983), Bahay Kubo
AMORSOLO’S INFLUENCE
Cesar Buenaventura, Bahay Kubo
Cesar Buenaventura, Landscape, 1975
Praise for Amorsolo’s Representational Style
Of Romantic Realism
The paintings by Amorsolo are
“True reflection of the Filipino soul.”
Critique
It is highly commercialized, and is meant for
political propaganda by hiding the social reality
under the appearance of order and beauty.
65
66. MMDA Art
THE COMMON ART SCENERY WE KNOW NOW…
Beauty sa Harap, Pero sa Likod
Industrial Valley, Marikina
Vandalism
Marikina Industrial Valley Metro Gwapo Project,
MMDA Bayani Fernando
66
67. Manasala,
Madonna of
the Slums,
1950
PHILIPPINE ART
From Romantic
Realism
Through
Modernism
to Social Realism
The Madonna of the Slums is said to be the
portrayal of a mother and child from the
countryside who became urban shanty
residence once in the city. This image were
tightly focus on the two subjects. As what you
can see in the picture is a mother hugging her
sibling with her two hands, as well as the child
holding her mother’s face.
This painting identifies the reality of the
Philippine Society today which describes social
care amidst hardships.
Though the mother is the most happy even
when she suffers pain to give birth for her child,
even how difficult life is, a mother never ever
back down to all life problems and challenges in
the world she faces. Mother and child
painting portrays the reality of being a mother
even though how difficult life is she is the one
always there not only to take good care and give
love but also the soldier that protect her child in
every time from the world that full of challenges.
67
68. 1. How do arts affects your perception of being alive? (Lesson 4.1)
1. Have any of your art skills improved during this project?
1. Can you draw a conclusion from this caricature inspired from the
painting of Michael Angelo? (Lesson 4.1)
Instructions: The answer to each question should have at least a minimum of 50 words.
Assessment
Analysis
Reflection
68
69. 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.
69
70. Make a representational work of art. CHOOSE
ONLY ONE:
a. Select a portrait picture of the model you want to
copy by applying pencil or charcoal drawing and
submit the two together to compare the model
exactly as he or she looks like. Use 1/8 illustration
board for drawing. The process on making your
portrait drawing should be done by using time
lapse mode of your cellphone camera. Submit it
together with the final picture of your artwork.
b. Make a landscape painting based on the style of
Romantic Realism in Philippine art. You can use
water color or acrylic paints. Use 1/8 illustration
board for painting. The process on making your
landscape painting should be done by using time
lapse mode of your cellphone camera. Submit it
together with the final picture of your artwork.
SEE EXAMPLES OF TIME LAPSE:
https://youtu.be/EwfO5EhPiKQ
https://youtu.be/Tno-7P3FhJ0
Examples of Pencil or Charcoal Drawing
Examples of Landscape Painting
Module 4
70
71. DR. ALLAN C. ORATE, UE
RUBRICS FOR ACTIVITY 4
CRITERIA
Excellent
(31-40 points)
Good
(21-30 points)
Fair
(11-20 points)
Needs
Improvement
(1-10)
Representational
Artwork
The artwork looks
exactly like the model.
The artworks looks
like the model except
for some parts.
The artwork does not
look like the model in
many parts of the
composition
The artwork does
not look like the
model at all.
Application of
Romantic Realism
Romantic realism is
correctly applied to the
whole composition.
The composition
correctly applies
romantic realism
except to some parts
of it.
Romantic realism is
incorrectly applied to
many parts of the
composition.
The composition
does not apply
romantic realism at
all.
71