Republic of the Philippines

CITY COLLEGE OF EL SALVADOR

El Salvador City, Misamis Oriental
Email: elsalvador.citycollege@gmail.com

Course Syllabus: Outcome-Based Teaching and Learning Plan

Course/Subject Title Art Appreciation Course Code GE 6

Credit Units 3 units Course Pre-/Co-requisites None
Art Appreciation is a three-unit course that develops students’ ability to appreciate, analyze, and critique work of art through interdisciplinary
and multimodal approaches. This course equips students with a broad knowledge of practical, historical, philosophical, and social relevance of
Course Description arts in order to hone students’ ability to articulate their understanding of the arts. The course also develops students’ competency in researching
and curating art as well as conceptualizing, mounting, and evaluating art production. The course aims to develop students’ genuine appreciation
for Philippine arts by providing them opportunities to explore the diversity and richness and their rootedness in Filipino culture.
a. Conduct a self-assessment to determine level of entrepreneurial competences.
b. Analyse/scan the environment to determine business opportunities and develop their profitability profiles from which entrepreneurial
Program Intended ventures can be selected from.
Learning Outcomes c. Prepare a Business Plan.
(PILO) d. Mobilize the necessary human, financial, logistical and technical resources to implement the Business Plan.
e. Prepare and comply with requirements for business operation.
f. Operate and manage the entreprise observing good governance and social responsibility.
Program Intended Learning Outcome (PO)
Course Intended Learning Outcomes (CILO)
a b c d e f G h i j k l m
1. Knowledge
1.1 Demonstrate an understanding and appreciation of arts in general, including their
function, value, and historical significance.
1.2 Define and demonstrate the elements and principles of design.
1.3 Explain and evaluate different theories of art
1.4 Situate Philippine arts in global context

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 2. Skills
2.1 Analyze and appraise work of art based on aesthetic value, historical context,
tradition, and social relevance.
2.2 Mount an art exhibit (concept development, production and postproduction,
marketing, documentation, critiquing)
2.3 Create their own works of art and curate their production or exhibit.
2.4 Utilize art of self-expression and for promoting advocacies.
3. Values
3.1 Develop skill in selecting and using a variety of communication strategies and
responses based on situational context, goals, and human needs.
3.2 Discover and deepen their identity through art with respect to their nationality,
culture, and religion.
3.3 Develop an appreciation of local arts.
Legend:
Code Descriptor/Definition
L Facilitate LEARNING of the competencies (input is provided and competency is evaluated).
P Allow student to PRACTICE competencies (no input but competency is evaluated).
O Practice OPPORTUNITY for development (no input or evaluation, but there is opportunity to practice competencies).

VISION
The City College of El Salvador envisions herself Strengthen instruction and training for skills in thrust areas of agriculture, fisheries, commerce, industry,
as a public Higher Learning Institution in manufacturing and tourism;
Northern Mindanao that will empower the Develop competent professionals to serve as a human resource pool for the growing number of industries,
citizenry and provide social inclusion of the government agencies and private enterprises;
disadvantaged sector through Education to cut the Cater the uplift of the marginalized sector and cultural communities, indigenous people and access to
cycle of poverty by producing globally quality education for holistic development;
competitive professionals. Promote sensible utilization and environmental protection within the context of sustainable development;
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and
Promote peace and development
It shall pursue a multi-sector agenda which
 Training of competent and responsive human 1. Pursue academic excellence in instruction, research, and extension
resource for community and industry through blended education;
2. Provide students’ academic competencies and skills through the use CORE VALUES:
requirements;
of advanced learning technology in an inclusive learning environment;
Intellectual formation that generates knowledge 3. Develop support programs for students’ retention, patronage,
for people empowerment and sustainable commitment, and sustainability; S – Service to God and Community
development; 4. Proper waste management and environmental concerns in
coordination with LGU, NSTP, CDRRMO, and other affiliated sectors. A – Accountability and
Bringing of boundaries across communities and
other institutions; and Transparency
Being a laboratory for educational research and V – Victorious in all Undertakings
innovation.
I – Inspiration/ Brother’s Keeper
O – Optimum use of Human
Potentials
R – Resilient in Life’s Journey

Course Outline/Learning Plan

PRELIM
Learning Materials/ Number
Title/Topic Assessment Task Reference/s
Outcomes Resources of Hours

3 | A r t A p p r e c i a ti o n
To determine Course and School’s VMGO Handbook Oral Recitation; Gardner’s Art through 1 hr. & 30
students’ expectations orientation; Course Essay the Age: A Concise mins.
of the course Grading system; Syllabi history of Western
Requirements; If you were an artist, what Ar
Relevance of the course kind of artist will you be? Gardner’s Art through
the Age: A Concise
Differentiate art Art History; Art appreciation; art; Essay history of Western
history from art creativity; imagination and the Ar
appreciation; Discuss expression How can you utilize the art to Gardner’s Art through
the nature of art’s express yourself, your the Age: A Concise
preliminary community, and your relation history of Western
expression to others and with Earth? Ar
Gardner’s Art Through the Ages: A
Concise History of Western Art, Fred S.
Kleiner, 3rd Ed., 2012, pp 1-2

Art Appreciation: Introductory Reading

on Humanities Focus on Philippines Art
Scene, Regadio Jr., pp. 1-3

Imagination in Teaching and Learning,

Kieran Egan, 1992 (shorturl.at/hxAR8)

Nature and Young children , 2nd ed.,

Encouraging Creative Play and Learning
in Natural Environment, Ruth Wilson,
2012, pp. 1-17

Clarify Assumptions of Art (Art is Debate Art perception and Appreciation, Caslib 1 hr. & 30
misconceptions about universal; art is not nature; art Jr., Garing, Casaul, pp. 5-8 mins.
art; Differentiate art involves experience; art as “Art is good because it is
from nature expression, as a form of creation): popular” or “Art is good because Art Appreciation: Introductory Reading
Visual art (2D, 3D) it is universal” on Humanities Focus on Philippines Art
4 | A r t A p p r e c i a ti o n
 Film (Digital arts/analog) Scene, Regadio Jr.
Characterize the Performance art
assumptions of arts Poetry-performance Insight Paper
Architecture
Film  Why is art ageless and
Categorize work of Literary timeless?
art by citing personal Theatre  Why does art not nature?
experiences Applied Arts (Fashion, Furniture)  Why does art involve
experience?
Distinguish between Functions of Art: Group presentation/discussion Dayaw (6 episodes), Legarda, 2015, 1 hr. & 30
directly functional  Personal (utilitarian, public online mins.
and indirectly display, expression) Guide questions:
functional art  Social (used for public  Does art always have a Art perception and Appreciation, Caslib
display & celebration, used function? Jr., Garing, Casaul, pp. 25-31
Apply concepts and to affect the collective  If artwork did not have any
theories on beauty behaviour) function, will it remain art? Tuklas Sining, Cultural Center of the
and aesthetic in real  Physical (utilitarian) Philippines
life scenarios
Philosophical perspective of art “The Philosophical Concept of Beauty”,
 Art as an Imitation Jacques Maritain (From Creative
 Art as a Representation Intuition in Art and Poetry), 1953
 Art as a Disinterested (https://www.catholicculture.org/culture/libra
ry/view.cfm?recnum=9106)
Judgement
 Art as a Communication of
Emotion

Differentiate content Subject Type: Mini-exhibit Art perception and Appreciation, Caslib 3 hrs.
from subject  Representation (w/ subject)  Filipino contemporary Jr., Garing, Casaul, pp. 37 – 51
 Non-representation (w/o artworks to be presented and
Classify artwork subject) discussed Cultural Appropriation and the Arts,
according to subject Young, 2008, pp. 1-27
Source of Subject:
5 | A r t A p p r e c i a ti o n
Analyze how artists (Nature, History, Greek & Roman
present their subject mythology, Judeo-Christian
in relation to the real tradition, Sacred oriental text, and
subject other works)

Kinds of Subject:
Characterize sources (History, Still life, Animals,
and kind of arts Figures, Nature, Landscape,
Seascape, Cityscape, Mythology,
Myth, Dreams, Fantasies)

Content in art (levels of meaning)

 Factual
 Conventional
 Subjective

Identify the elements Elements of art Quiz Art perception and Appreciation, Caslib 3 hrs.
of art  visual Jr., Garing, Casaul, pp. 78 – 101
 auditory Oral recitation
 combined Art perception and Appreciation, Caslib
Analysis Paper by Group Jr., Garing, Casaul, pp. 128 - 139
Analyze the various Art / Performance Art  To discuss chosen
elements present in contemporary work’s
visual, auditory, and Fusions and overlapping and subject, medium, and
combined arts interrelated elements technique; and how the
 Graffiti, poetry-performance, artists utilized the elements
Determine dominant performance art, digital art and principles of design in
elements used in an artwork
hybrid or modified art Transcreation
expressions  Music in text
 Text to dance
Determine the factors
 Dance to visual
6 | A r t A p p r e c i a ti o n
influencing artists
such as distortion,
transformation,
appropriation in an
experimental or
hybrid art expression

Identify the principles Principles of Design Room design Art perception and Appreciation, Caslib 1 hr. & 30
of design  Unity and Harmony Jr., Garing, Casaul, pp. 95 – 101 mins.
 Rhythm, variation
Create an artwork  Balance proportion
depicting the various  Emphasis and subordination
principles of design (focal-point)
 Rule of thirds
Define an artist’s or Artists and Artisans Quiz Art perception and Appreciation, Caslib 4 hrs. & 30
artisan’s medium and Jr., Garing, Casaul, pp. 54 – 74 mins.
technique Medium, technique approach (in Organizing a forum about an artist
visual arts, auditory, and or artisan; artist’s or artisan’s Festival and events management,
Identify the medium in combined brochure and video clip to be Yeoman, 2001, pp 53-115
various forms of art uploaded (shorturl.at/evEH9)

Define the role of Managers, curators, buyers, Mini exhibit of artist’s or artisan’s
managers, curators, collectors, art dealers portfolio or work
buyers, collectors, art
dealers in the world Production process
of art (preproduction, production,
postproduction)
Identify national and
GAMABA artists’ Exhibits/Events/ Managing
notable works and Audience
their contribution to
society GAMABA

7 | A r t A p p r e c i a ti o n
 National Artist
Prelim Period Partial Requirement:
Present an experimental art expression based on recent issues in society fusing art and reality; function and beauty; weaving sound, image, form, scent, and space.
Students will submit a concept paper or script and production in a specific site, either a physical stage or mobile, web (online) or any form of guerilla art expression. Prior
to the performance, concept paper must be submitted for guidance and critiquing. Posters, audience evaluation, and documentation will be required and will be submitted
after the performance. Running time will be based on the concept.

MIDTERM
Number of
Learning Materials/
Topic Assessment Task Reference/s Hours/
Outcomes Resources
Meetings
Identify various Reading the image Analysis of Art Image to Meaning: Essays on Philippine 1.5 hours
planes in art  Semiotic Plane Art, Guillermo, 2001, pp. 1-6
 Iconic Plane (shorturl.at/gDMNR)
 Contextual Plane

Identify the  Cave art, Egyptian and Greek Quiz Art Through the Ages: A Concise History 3 hours
underlying history,  Roman Medieval of Western Art, Fred S. Kleiner, 3rd Ed.,
philosophy of the  Chinese Painting, Ukiyo-e Oral Recitation 2012:
era or movements (Japanese print)
 Renaissance and Mannerism, Brochure about their respective  (South and Southeast Asia, 1200-1980)
Classify the various Baroque and Rococo topics pp. 1032-1047
art movements by  Neo-Classicism, Romantic,
citing their and Realism  (China and Korea, 1279-1980) pp.
important  Impressionism, Post- 1048-1063
characteristics such Impressionism, Neo-
as historical Impressionism  (Japan, 1333-1980) pp. 1064-1066
background, factors,
 Symbolism, Art Nouveau
influential person,  (Contemporary Art Worldwide) pp.
 Fauvism and Expressionism
8 | A r t A p p r e c i a ti o n
socio-political  Cubism and Futurism 994-1031
issues, and prevalent  Abstract or non-objective
artist, artforms and  Dadaism and Surrealism  (Modernism and Postmodernism in
media  Constructivism, De Still Europe and America, 1945-1980) pp.
abstract expressionism, 948-993
Present the history Optical Art, Pop Art,
and movements of Minimalism, Conceptual Art Art in Focus, Mittler, 2006:
the arts through a  Photo-realism  pp. 136-471 (classic)
timeline  Installation art (Body Art,  pp. 492-562 (modern art)
Earth and Land, Performance
art) Art perception and Appreciation, Caslib
Jr., Garing, Casaul, pp. 105 – 139

Identify the various Instrumental Music: Quiz Music as Discourse: Semiotic Adventures 1.5 hours
genre of music  Baroque(Johann Pachelbel, in Romantic Music, Agawu, 2009
Antonio Vivaldi, Johan Creative output/presentations: (shorturl.at/disAH)
Make a creative Sebastian Bach, George Students will interpret music
interpretation of Frederic Handel, Franz through their own art Who Needs Classical Music? Cultural
different musical Schubert) expressions (music video, Choice and Musical Value, Johnson,
genres  Classical (Joseph Haydn, dance, poetry, live painting, 2002 (shorturl.at/lqUW9)
Wolfgang Amadeus Mozart, film, digital art, magic,
Translate sound or Ludwig Van Beethoven, experiment, etc.)
music into a new Franz Schubert)
form or in a new  Romantic (Carl Maria Von
context Weber, Frederic Chopin,
Robert Schumann, Franz
Liszt, Richard Wagner,
Jacques Offenbach, Johannes
Brahms, Pyotr Ilyich
Tchaikovsy , Nikolai
Rimsky, Korsakov, Richard
Strauss)

9 | A r t A p p r e c i a ti o n
  Modern (Claude Debussy,
Arnold Schoenberg, Maurice
Ravel, John Cage, Philip
Glass)
Midterm Period Partial Requirement:
A paper that analyzes their own respective topics; comparison, difference of factors, influential person, styles, technique affecting the era or movement, notable artists and
works; semiotic plane, iconic plane, contextual plane, and evaluative plane.

SEMI-FINALS
Number
Learning Materials/
Title/Topic Assessment Task Reference/s of Hours/
Outcomes Resources
Meetings
Discuss the concept Soulmaking (artmaking): Individual reflective essay (8 Art perception and Appreciation, Caslib 1.5 hours
of “soulmaking” Crafting images images and 80 words to Jr., Garing, Casaul, pp. 144 - 149
Crafting stories describe self)
Develop students’ Crafting instruments The Soul Make, Mick Basa, 2013
artistic potentials performance Art output (https://durianwriter.wordpress.com/2013
through soulmaking /06/14/the-soul-maker/)
7 da Vincian Principles
Nature and Young children , 2nd ed.,
Encouraging Creative Play and Learning
in Natural Environment, Ruth Wilson,
2012, pp. 1-17

Characterize and Narratives , appropriation, Creative output Cultural Appropriation and the Arts,
define narratives, borrowing, and ownership Young, 2008, pp. 1-27
appropriation, Students will appropriate an ad
borrowings, and Posit five (5) acts of cultural in any form, take a picture of
ownership of the appropriation it and create another poster that

10 | A r t A p p r e c i a ti o n
artists or any agency 1. Object appropriation incorporates their new concept
in the art world 2. Content
3. Style Essay
Contextualize 4. Motif appropriation
Classical notable 5. Subject appropriation
works into a certain
theme and comment
on a certain issue,
either on a personal
or societal level

Develop students’
artistic ability in any
form they would like
to appropriate an
art

Draw metaphors Textile art Reflective Essay https://www.textileartist.org/patricia- 3 hours

from local myths so Soul, dreams, and imagination casey-interview-memory-imagination-
students will value and-dreams
cultural roots Tnalak process Quiz
Tnalak and T’boli art Myth, Mimesis and Magic in the Music
Deepen students’ Dagmay, Of The Tboli, Mora, 2005, pp. 66-
understanding of Pis-yabit Seputangan Organize an advocacy art or 68(shorturl.at/ksuCW)
imaging Inaul workshop for the community
Art perception and Appreciation, Caslib
Enhance students’ Jr., Garing, Casaul, pp. 16 – 17
sensitivity and (imagination)
awareness toward
their environment Sinaubang Habi: Philippine Ancestral
Weave, Pastor-Roces, Marian, 1991, pp.
Extend to the 206-305
immediate
11 | A r t A p p r e c i a ti o n
community the
students’ works as a
form of service
learning (e.g.
recyclable
materials)

Semi-finals Period Partial Requirement:

 Long Test

FINALS
Number of
Materials/
Learning Outcomes Title/Topic Assessment Task Reference/s Hours/
Resources
Meetings
Analyze how line was Visual elements in Quiz https://www.academia.edu/6707314/Phi 1.5 hours
interpreted and utilized Philippine traditional lippine_traditional_crafts_in_Discipline
in traditional crafts motifs and crafts Individual Output _Based_Art_Education

Develop students’ Decorative motifs and Visual Tapestry https://www.scribd.com/presentation/46

ability in manipulating symbols, classification 3497583/Visual-Elements-in-
the elements of arts Philippine-Traditional-Motifs-and-
Crafts
Document changes and
the shifting Ukkil: Visual Arts of the Sulu
environment such as Archipelago, Ligaya Fernando-
terrain, texture, sound Amilbangsa, 2005, pp. 15-38
through fusion of (shorturl.at/egqtB)
various elements of art

12 | A r t A p p r e c i a ti o n
Determine the Soul and space: Oral recitation The Maranaw Torogan, Madale, 1996, 1.5 hours
implications of soul  Torogan pp. 7-31(shorturl.at/cdrDV)
and space for our  Ifugao Bale Build miniature skeletal or
society  Bahay Kubo structural stilt houses
 Bahay na Bato
Characterize how  Other indigenous
Filipinos utilize space houses
to determine its
implications for their
identities, history,
religion, philosophy

Discuss concept of Okir Symmetry art Portfolio of Okir/Ukkil Ukkil: Visual Arts of the Sulu 3 hours
in relation to Islamic  Okir/Ukkil inspired artworks in the city or Archipelago, Ligaya Fernando-
Art community Amilbangsa, 2005, pp. 174-175
(shorturl.at/egqtB)
Identify the parts of Artistic output
Okir/Ukkil

Create a symmetry art

inspired by Okir/Ukkil

Determine the cultural

relevance of the Okir
Define improvisation Improvisation in various Quiz Choreography: A Basic Approach
artforms Using Improvisation, 4th ed., Minton,
Utilize the body as the Oral recitation 2018 (shorturl.at/nqG78)
basic tool in expression Contact-body
and communication improvisation Performance art simulation Improvisation for the Theater, Spolin
(Flow, staccato, chaos, (shorturl.at/uOPV2)
Strengthen students’ lyrical, stillness)
initiative and artistic Art Appreciation, Caslib Jr., Garing, &
sensibilities Sound improvisation Casaul, pp. 146 – 147
13 | A r t A p p r e c i a ti o n
 Theatre improvisation The Wave Dance, Roth, 2018, online

Solving improvisational The Way of Improvisation, Morris,

challenges 2011, online

Trace and summarize Indigenous art Creative presentation Local community immersion 6 hours
the development of the
arts, art appreciation Muslim art Exhibit Gallery/studies or workshop visit
and aesthetics in
contemporary practice Christian art (immersion/research of their own
community)
Appreciate better the Contemporary art
history and
development of Practice and movement
Philippine arts

Partial Requirement A five-minute individual art talk; a summative, application or reflection of all ideas and concepts that students have learned by discussing any
topic/theme, artwork, concepts, ideas, nature of the art; either cultural, artistic, historical, object, artifact, movement, practice.
Long Test

Grading System
GRADE PERIODIC GRADE
Preliminary 20% Major Exam 40%
Midterm 20% Activities 30%
Semi-Finals 20% Performance 15%
Finals 40% Attendance 5%

14 | A r t A p p r e c i a ti o n
 TOTAL 100% TOTAL 100%

Prepared by Approved by

CHRISTIAN D. MAGDALE, MS LYLLAN GAY D. MAGDALE, Ph.D., LPT

GE Coordinator College President, Designate

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