ART APPRECIATION

Syllabus Beta Version 2.0 (11 April 2018)

College of Liberal Arts Department of Literature

COURSE CODE: ARTAPRE

CLASS SCHEDULE: ROOM:
INSTRUCTOR: (name, contact details and consultation hours)

Course Description
Art Appreciation develops students’ ability to appreciate, analyze, and critique works of art in various forms, genres, or
manifestations. Through interdisciplinary and multimodal approaches, this three-unit course equips students with a broad
knowledge of the practical, historical, philosophical, and social relevance of the arts to hone the students’ ability to articulate their
understanding of art and its organic connection to various aspects of human life (socio-cultural, economic, political). It aims to
develop students’ thinking skills and their competence to research and evaluate art productions. The course also develops a fresh
appreciation of Philippine art by providing students opportunities to explore the diversity and richness of Philippine culture and their
rootedness in it, enabling them to communicate new perspectives on life, their community, the nation, and the world.

Learning Outcomes
On completion of the course, the student is expected to be able to do the following.
Expected Lasallian Graduate Attributes Learning Outcomes

Creative and critical thinker Analyze and critique works of art on multiple platforms, from multiple perspectives.
Effective communicator and collaborator Articulate a critical and integrative perspective about art and its organic connection
Service-driven citizen to various aspects of human life.
Reflective lifelong learner Assess and articulate their personal relationship to art and how it enhances their
understanding of human existence.

Course Output
As evidence of attaining the above learning outcomes, the student is required to do and submit the following during the indicated
dates of the term.
Learning Outcome Required Output Due Date

Analyze and critique works of art on Group. A Group Discussion on issues concerning art in relation to Weeks 5-6
multiple platforms, from multiple various themes and disciplines. Classes will be divided into four
perspectives. groups of equal size, and each group assigned a theme (see
addendum to Learning Plan). Students will work with the
Articulate a critical and integrative
teacher to conceptualize and define this discussion. The
perspective about art and its organic
discussion may follow the debate, roundtable, or panel
connection to various aspects of
discussion formats. Groups may invite reactors or speakers to
human life.
enrich the discussion. Each Group Discussion is allotted one
class period, which the group may use as they see fit.
Group. An Art Research Project Proposal with a Weeks 12-13
performance/exhibition component. Working with close
guidance from the teacher during the semester and with input
from the Group Discussions, students develop a proposal for a
research project on an art- or creativity-related topic. The
proposal will include an Abstract, Introduction/Rationale,
Project Description, Theoretical Framework, Engagement of
Existing Works, and Project Plan/Timetable.
Assess and articulate their personal Individual. A 500- to 1000-word Self-assessment Essay on insights Week 14
relationship to art and how it gleaned from the course. The essay must discuss how these
enhances their understanding of insights shape the role art might play in the student’s life and
human existence. professional practice to come as s/he matures and negotiates
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her or his place in society and the world.

Rubrics for Assessment

Reminder: Plagiarism is a major offense and will result in an automatic failing grade for the course, as well as further sanctions.
Group Discussion
CRITERIA MASTER APPRENTICE NOVICE NAIVE
4.0 3.0 2.0 1.0
Discussion covers art concepts Discussion includes substantial Discussion introduces art concepts Discussion is limited to
and theoretical perspectives coverage of art concepts and and theoretical perspectives with popular conceptions and
Disciplinal thoroughly, correctly, and in- theoretical perspectives with little to no critical inquiry or beliefs about art with little to
grounding (20%) depth, and includes varied supporting sources and examples. analysis and few to no examples. no insights from art theory.
sources and complex, thought-
provoking examples.
Discussion tracks insightful and Discussion includes perspectives Discussion introduces perspectives Discussion does not integrate
Advancing innovative connections and approaches from other fields and approaches from other fields specific perspectives and
through between various fields and and disciplines and seeks and disciplines, but erroneously. approaches from other fields
integration disciplines, and posits connections between these and Connections between these and and disciplines.
(40%) solutions based on such art to arrive at solutions. art are contrived or derivative.
connections.
Discussion is problem-driven Discussion is organized around a Discussion is organized around Discussion lacks clarity of
and accommodates multiple problem and acknowledges theme rather than problem, and purpose and sense of
Critical perspectives and biases while multiple perspectives and biases, addresses limited perspectives and audience, while claiming that
awareness critiquing these while suggesting other disciplines biases, while only mentioning any interdisciplinary
(30%) interdisciplinary connections that could have been integrated in other disciplines that could have connections are sufficient,
and citing other disciplinal other possible approaches. been explored. exhaustive, or non-existent.
approaches.
Discussion Discussion is lively, organized, Discussion is comprehensible and Discussion is comprehensible but Discussion is listless,
mechanics (10%) logical, and engaging. conclusive. insubstantial. incoherent, and boring.

Art Research Project Proposal

CRITERIA EXEMPLARY SATISFACTORY DEVELOPING BEGINNING
4.0 3.0 2.0 1.0
The proposal presents various The proposal is founded on The proposal shows some The proposal shows little to
Disciplinal relevant perspectives on substantial relevant perspectives foundation in basic principles of no grounding in basic
grounding (20%) principles of art in depth, on the principles of art, supported art without further discussion or principles of art, nor does it
supported by thought- by sources and examples. interrogation. evince any input from the
provoking examples. preparatory work conducted
over the semester.
The proposal thoroughly The proposal makes The proposal includes The proposal fails to include
integrates varied perspectives comprehensive and meaningful perspectives from other fields and perspectives from other fields
Advancing from multiple fields and connections among related or disciplines, but erroneously, and disciplines.
through disciplines, showing insightful, opposed perspectives from other and/or fails to show how these
integration innovative, and original fields and disciplines in perspectives contribute (or not) to
(40%) connections between them conceptualizing the project; also the project, and/or interconnects
that enable the project’s discusses the limitations of such these perspectives in a contrived,
concept or solutions. perspectives. derivative, or superficial way.
The proposal self-reflexively The proposal describes a project The proposal indicates an The proposal’s objectives are
delineates a precisely whose parameters are clearly awareness of the nature of the unclear and the project is ill-
conceived project, with a clear delineated in terms of nature, project, its objectives, and its conceived, without a clear
Critical
sense of purpose and of objectives, and audience, and audience. It mentions but doesn’t audience. Any
awareness (30%)
multiple audiences, while which acknowledges other explore other disciplines and interdisciplinary connections
assessing the extent and disciplines that could have been biases. are claimed to be sufficient or
limitations of its integrated and suggests other non-existent.
interdisciplinary connections. possible approaches.
The proposal is written in The proposal is engagingly written The proposal is written as though The proposal is poorly
Research flawless erudite language, and in precise formal language, and its proponent was merely filling in written, and fails to follow the
proposal observes the style and format correctly uses the style and format the blanks in a template, using style and format of a research
mechanics (10%) of a research proposal of a research proposal. conversational language. proposal.
perfectly.

Rubric: Self-assessment Essay

 Art Appreciation Syllabus | Page 3 of 6

CRITERIA EXEMPLARY SATISFACTORY DEVELOPING BEGINNING

4.0 3.0 2.0 1.0
Disciplinal The essay discusses various The essay integrates various The essay cites principles of art, The essay is founded on basic
grounding (20%) principles of art in depth, with principles of art in its argument, but fails to integrate them art principles, cited in
substantial, thought-provoking and provides relevant sources and meaningfully into its argument. superficial ways.
examples, as a platform for its examples.
argument.
Advancing The essay explores The essay incorporates The essay cites perspectives from The essay includes
through perspectives from various perspectives from various disciplines or fields other than the perspectives only from the
integration fields and disciplines, both disciplines or fields, including the student’s own without integrating student’s own discipline or
(40%) their advantages and student’s own, and shows how these into the argument or insight. field.
limitations, then derives these connect to the essay’s
conclusions that enable the argument or insight.
essay’s ultimate personal
insight.
Critical The essay self-reflexively The essay discusses multiple The essay includes rudimentary The essay fails to interrogate
awareness (30%) assesses its points towards a perspectives in the process of self- self-reflection but fails to consider its premises and conclusions
clear personal insight while reflection, while considering the or merely mentions other or consider other
incorporating multiple needs of its audience, as well as perspectives and approaches, or perspectives, resulting in a
perspectives and other disciplines that could have the needs its audience. flimsy argument.
accommodating multiple been integrated into other possible
audiences, as well as critiquing approaches.
the limitations of its choices in
comparison to other
interdisciplinary approaches.
Rhetorical form The essay is written in erudite The essay is clearly written in The essay is written in competent The essay uses language
and style language that elucidates an correct, appropriate, precise language and shows rudimentary poorly and lays out its points
(10%) elegant argument. language, and its points are argued organizational principles. incoherently.
logically and coherently.

Other Requirements and Assessments

Students will also be assessed at other points in the semester through the following.
 Art Research Project Proposal components . Under the teacher’s supervision, students will prepare their Art Research
Project Proposal in stages over the course of the semester. These stages include abstracts, drafts, progress reports, and the
art festival presentation. Each stage will be scored or graded separately from the final Art Research Project Proposal.
 Quizzes, seatwork, homework, journal, and exercises . Quizzes may be long or short, objective or essay, announced or
unannounced. Activities done in class and as homework will be graded as indicated by the teacher. Students will write
periodic guided journal entries that will form the basis for the Self-Assessment Essay.
 Class Participation. Students are expected to contribute to class learning in appropriate ways in their individual capacities.

Grading System
Students will be graded according to the following.
 Self-assessment Essay 30%
 Art Research Project Proposal and components 40%
 Group Discussion 15%
 Quizzes, seatwork, homework, journal, and exercises 10%
 Class Participation 5%

Learning Plan
Learning Outcomes Unit/Topic Week Learning Activities
Assess and articulate Orientation and Introduction to Course 1 Student introductions and expectation
their personal  What role does/can art play in my life? leveling; discussion of syllabus
relationship to art and  Why do people create and/or “consume” works Group discussion and sharing
how it enhances their of art? Reflection and journal writing
understanding of  What is creativity, and what role does it play in Final output preparations: working groups
human existence. artmaking and innovation? and initial ideas.
 Why study the Humanities?
 Syllabus
 Formation of working groups
Analyze and critique The Nature of Art: What role does/can art play in the 2 Reading and lecture/discussion
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works of art on public and private spheres? Classroom discussions with video viewing and
multiple platforms,  What is art? slides
from multiple  Why is art “timeless” and “universal” but at the Insight paper
perspectives. same time produced in and shaped by specific
contexts (historical, geographical, social, cultural,
Articulate a critical political)?
and integrative  Why is art not nature?
perspective about art  Why does art involve experience?
and its organic  What is the difference between the aesthetic and
connection to various the artistic?
aspects of human life.  In what ways does art reflect and/or refract human
experience?
Art as Imitation, as Expression, as Form: What definitions 3 Reading and lecture/discussion
of art prove most applicable in specific Group research/analysis and presentation of
areas/disciplines/perspectives? findings
 What problems arise when one tries to define art? Short individual creative responses to
 How has art been defined in the past? discussions: Journal writing
 What functions/roles (if any) does art fulfill/play?
 What art forms/styles/genres have emerged
from different definitions of art?
 Art and its Contexts: What can be done to integrate art 4 Reading and lecture/discussion
and creativity into other fields and areas of human life? Classroom discussions with examples
 In what ways does art interact with the contexts of its Text analysis in a roundtable session with
production, dissemination, and reception? students pre-assigned to talk about
 How can these topics be used to enrich the Group specific readings
Discussions? Preparation for Group Discussions:
Simultaneous focus group discussion
(with guide questions) followed by a
plenary discussion and big group sharing
of key points
Reflection and journal writing
Group Discussions: “Art &” 5–6 Group Discussions, one per class session,
 Art and religion beginning with a 5- to 7-minute
 Art, history, and change introduction to the topic with visual aids,
 Art and the body with or without guest speakers joining
 Art, tradition/heritage, and community/nation the discussion. Open to the public,
publicized by group members.
Guide questions for these themes are appended to the end Reflection and journal writing
of this table.
Assess and articulate Research and Writing about Art 7 Processing of Group Discussions and
their personal  The Art Research Project: What art field will you extraction of useful topics/directions for
relationship to art and explore? Why? How does it relate to your personal the Art Research Project Proposal
how it enhances their relationship with art? Class discussions with slides on
understanding of  Devising performance and art projects methodologies of practice-based art
human existence. research, with student exercises
Drafting and submission of abstracts for Art
Analyze and critique Research Project Proposals
works of art on Reflection and journal writing
multiple platforms, Contemporary Art Practices: How can/should art extend 8 – 10 Reading and research
from multiple its boundaries to interact with other disciplines and Surveys of ways of reading artistic texts
perspectives. perspectives? Museum visits/artist interactions
 How is contemporary art defined, produced, and Reflection and journal writing
Articulate a critical disseminated?
and integrative  What new art forms, practices, and industries have
perspective about art emerged in the contemporary world?
and its organic  How is contemporary art analyzed, interpreted, and
connection to various assessed?
aspects of human life.
 Focus on a specific art form/genre
Art Research Colloquia 11 Art project abstract presentations
 Week-long inter-collegiate colloquia showcasing project Reflection and journal writing
 Art Appreciation Syllabus | Page 5 of 6

presentations from all Art Appreciation classes.

Art Research Project Proposal Presentation 12-13 Finalizing, presentation and critique of final
Art Research Project Proposal; may
include assessment by external
evaluators
Assess and articulate Synthesis and Self-assessment 14 Class discussion
their personal  What roles can/does art and creativity play in my Self-assessment essay
relationship to art and personal and professional life to come? In what ways
how it enhances their does it interact with or in/form my professional practice?
understanding of
human existence.

Group Discussion Themes. Discussions may focus on one or a combination of the following guide questions.
Art and Religion. Why study art and religion together? How do the histories of art and religion intersect with each
other? How do art and religion interact with, in/form, and find expression within each other? In what ways does art
manifest and interrogate philosophical notions of good and evil, death and the afterlife, the “Divine Mystery,” or
human existence and “truth”? How do art and religion intersect with education and socialization in various cultures?
What roles do religious criticism and faith play in the production of religious art? How important is religious art in the
public sociopolitical sphere? How important is religious art in the personal psychological sphere?
Art, history, and change. How does art reflect and refract the socio-historical contexts in which it was produced? How
rooted is art within its socio-historical context? How rooted does it have to be? How does the history of art intersect
with histories of revolution, warfare, nation, and/or sociopolitical change? In what ways has art interacted with
philosophy, politics, historiography, psychology, and/or technology to incite social change? What role does the artist’s
intention play in such interactions? What roles do the art audiences, public reception, patronage, and the operations
of the “art world” and the market play in such interactions, and how do they interact with the artist’s intentions?
What role does globalization play in the capacity of art to reflect and refract the socio-historical and socio-political
contexts of its production? What is the role of art and the artist in society?
Art and the Body. How has the human body been depicted in art over time? How has art contributed to or shaped the
conception of the ideal human body over time? What do history, culture, politics, and psychology have to do with the
ways the human body has been depicted? What is body art? What accounts for the interest in the body in
contemporary art and performance? What issues about the body as depicted or used in art compel our attention,
concern, or imagination? What prevailing notions or beliefs about the body appear or are translated into images in
art? How does technology complicate the relationship between art and the body?
Art, tradition/heritage, and community/nation. What is the role of art in the construction, representation,
maintenance, and challenging of tradition, community, and nation in their multiple intersections? How does art form
the basis for rituals and traditions that foreground our lifeworlds as community and nation? How does art facilitate
cultural nationalism or articulations of citizenship? What function does art perform in bringing people together, in
facilitating or sustaining community and nation building? What is the role played by art in the age of increasing
mobility and migration of citizens, or in the representation of the diaspora? In the process of forging rituals and
communities, how does it establish category differences or inequalities? What is the role of art in establishing
“popular” and “unpopular culture”? How does art represent hope and aspirations of a nation? How does art question,
or facilitate the questioning of traditions, communities, and nations? With this public visibility of art that is open to
challenging tradition and cultural norms, how is the control or regulation of art enacted at the community or national
level?

References
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Duldulao, Manuel D. Contemporary Philippine Art: From the Fifties to the Seventies. Manila: Vera-Reyes, 1972.
Filler, Martin. Masters of Modern Architecture: From Frank Lloyd Wright to Frank Gehry. New York: New York Review Books, 2007.
Gatbonton, Juan T., et al., eds. Art Philippines (A History: 1521-present). Pasig: The Crucible Workshop, 1992.
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Gray, Charles M., Heilburn, James. The Economics of Art and Culture, 2nd ed. Cambridge University Press, 2001
Grierson, Elizabeth, and Laura Brearley. Creative Arts Research: Narratives of Methodologies and Practices. Rotterdam: Sense Publishers, 2009.
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Other Resources
Course reading packet to be provided by teacher.
Online resource links and video playlist to be provided by teacher.

Class Policies
 Come to class on time, prepared, and ready to participate in all class work and alternative class sessions.
 Submit all required output and accomplish all assigned tasks.
 Student conduct and behavior as articulated in the DLSU Student Handbook must be observed.
 Academic honesty, critical thinking, and creativity—the hallmarks of a true Lasallian education—must be demonstrated
throughout the term.
 Teachers may specify additional policies as necessary.

Approved by:

Dr. Dinah Roma

Chair, Literature Department

Dr. Jazmin B. Llana

Dean, College of Liberal Arts